using math in science using math in science
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
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USING MATH IN SCIENCE CHAPTER 1 Vocabulary • Use direct definitions to determine word meaning: What does the term precise measurement mean in this book? Let’s look for clues for the meaning of this word on page 12. (one that can be repeatedly determined with the same accuracy each time)
Find It! Level 1 Comprehension • Identify facts and details: Dimensional analysis works in both the customary and the _____ systems. (metric, page 13) • Identify facts and details: What is scientific notation? (a more convenient way to write large numbers; a way of writing numbers in a decimal form by using exponents, page 14)
LEVEL V/60
Look Closer! Level 2 Comprehension Quantitative Data
Qualitative Data
Uses numbers to describe
Does not use numbers to describe
Describes amounts
• Compare and contrast: Present the chart on chart paper or on your whiteboard. How are quantitative and qualitative data different? Use the chart to help answer the question. (describe something by saying what color it is or what its texture is, page 6) • Identify cause and effect: Why did people realize that measurements could not be accurate if they were not standardized? (because people’s thumbs can be many different lengths, page 8)
Prove It! Level 3 Comprehension ?
• Support responses using text: The original metric system was not perfect. How can you tell? (as scientific advancement continued, the metric system underwent some fine tuning, page 9) • Use graphic features to interpret information: Look at the chart on page 15. What do you notice about each scientific notation? (Answer: each scientific notation has a small raised number over the 10; these exponents can have either negative or positive value; Clues/evidence: 10-3, 10-2, 10-1, 0, 101, 102, 103)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What signal words does the author use to indicate time on page 8? (after a while, once) • Evaluate author’s purpose: Why does the author use examples in this chapter? (to help the reader make a connection between the topic and what the student might know)
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 3
CHAPTER 2 Vocabulary • Use descriptions to determine word meaning: What does the term positive slope mean in this book? Let’s look for clues for the meaning of this word on page 26. (Answer: the plotted line on the y-axis that moves in an upward direction; Clues/evidence: the plotted line would rise on the y-axis as it moves along the x-axis; in other words, the line would go from the bottom left to the top right of the graph)
Find It! Level 1 Comprehension • Identify facts and details: What is the base unit for the decimal system? (ten, page 23) • Identify facts and details: When are ratios useful? (when analyzing data from surveys, page 24) I. Measures of Central Tendency A. Mean 1. sum of numbers in a data set divided by the number of items in the data set B. Median 1. ? C. Mode 1. the most frequently occurring number D. Range 1. the difference between the lowest and highest numbers in the set
Look Closer! Level 2 Comprehension • Compare and contrast: How are fractions, decimals, and percents alike? (all three are ways to express a part of a whole, pages 22–23) • Represent text in a different way: Present the outline on chart paper or on your whiteboard. Look at the outline from information on page 30. What information belongs in the blank? (the middle of the set)
Prove It! Level 3 Comprehension • Support responses using text: Solving formulas takes background knowledge. How can you tell? (then you may need to use algebraic concepts to isolate the unknown variable on one side of the equation, page 29) • Use graphic features to interpret information: A rectangular prism has the following measurements: length = 10 cm, height = 4 cm, width = 5 cm. How do you figure out the volume of the prism? (Answer: multiply 10, 4, and 5; Clues/evidence: the chart says that volume of a rectangular prism = length x height x width, page 29)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author used the same comparison phrase on pages 26 and 27. What is that phrase? (in a similar way) • Analyze text structure and organization: How does the author organize page 30? (item and description)
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 4
CHAPTER 3 Vocabulary • Use synonyms to determine word meaning: What does the word x-axis mean in this book? Let’s look for clues for the meaning of this word on pages 35 and 36. (Answer: horizontal line along the bottom of a graph; Clues/evidence: the bottom of the graph, or the x-axis, represents one column of the data table; the x-axis runs horizontally)
Find It! Level 1 Comprehension • Identify facts and details: What can a graphing calculator do? (plot graphs and solve equations and graph the next point on a line, page 37) • Identify facts and details: A circle graph is often called a . . . (pie chart, page 39)
Look Closer! Level 2 Comprehension • Compare and contrast: What do all the graphic forms in Chapter 3 have in common? (they all have titles, pages 34–40) • Compare and contrast: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram with information about bar graphs and line graphs. What information belongs in the blank? (shows continuous data, pages 35 and 36)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about data forms from the information in Chapter 3? (Answer: Different data forms are used for different purposes; Clues/evidence: data tables are a simple way to represent data; a bar graph is a diagram that represents number values by bars of different heights; a line graph is a good way to represent data that changes over time; a histogram is a graph that shows how data are distributed in a set; a circle graph represents parts of a whole; scatter plots are a good way to show trends, pages 34–40) • Use graphic features to interpret information: Look at the line graph on page 36. During which month did ducks lay the most eggs? (Answer: May; Clues/evidence: the line on the line graph goes up from February to May, then it comes back down again; the dot for May connects to the number 25)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: On page 36, the author says “Like all other graphs . . . ” What type of text structure is this phrase? (compare) • Evaluate author’s purpose: Why does the author ask questions on page 35? (to have the reader think about what is being read)
Line Graphs
Bar Graphs
uses bars to show values
Both graphs
have x- and shows y-axis data that is not continuous show data
uses lines to show values ?
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 1
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Q D U nu to
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME SCIENCE Set A ©2010 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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5/25/10
10:15 AM
Page 2
USING MATH IN SCIENCE CHAPTER 1 Vocabulary • Use direct definitions to determine word meaning: What does the term precise measurement mean in this book? Let’s look for clues for the meaning of this word on page 12. (one that can be repeatedly determined with the same accuracy each time)
Find It! Level 1 Comprehension • Identify facts and details: Dimensional analysis works in both the customary and the _____ systems. (metric, page 13) • Identify facts and details: What is scientific notation? (a more convenient way to write large numbers; a way of writing numbers in a decimal form by using exponents, page 14)
LEVEL V/60
Look Closer! Level 2 Comprehension Quantitative Data
Qualitative Data
Uses numbers to describe
Does not use numbers to describe
Describes amounts
• Compare and contrast: Present the chart on chart paper or on your whiteboard. How are quantitative and qualitative data different? Use the chart to help answer the question. (describe something by saying what color it is or what its texture is, page 6) • Identify cause and effect: Why did people realize that measurements could not be accurate if they were not standardized? (because people’s thumbs can be many different lengths, page 8)
Prove It! Level 3 Comprehension ?
• Support responses using text: The original metric system was not perfect. How can you tell? (as scientific advancement continued, the metric system underwent some fine tuning, page 9) • Use graphic features to interpret information: Look at the chart on page 15. What do you notice about each scientific notation? (Answer: each scientific notation has a small raised number over the 10; these exponents can have either negative or positive value; Clues/evidence: 10-3, 10-2, 10-1, 0, 101, 102, 103)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: What signal words does the author use to indicate time on page 8? (after a while, once) • Evaluate author’s purpose: Why does the author use examples in this chapter? (to help the reader make a connection between the topic and what the student might know)
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 3
CHAPTER 2 Vocabulary • Use descriptions to determine word meaning: What does the term positive slope mean in this book? Let’s look for clues for the meaning of this word on page 26. (Answer: the plotted line on the y-axis that moves in an upward direction; Clues/evidence: the plotted line would rise on the y-axis as it moves along the x-axis; in other words, the line would go from the bottom left to the top right of the graph)
Find It! Level 1 Comprehension • Identify facts and details: What is the base unit for the decimal system? (ten, page 23) • Identify facts and details: When are ratios useful? (when analyzing data from surveys, page 24) I. Measures of Central Tendency A. Mean 1. sum of numbers in a data set divided by the number of items in the data set B. Median 1. ? C. Mode 1. the most frequently occurring number D. Range 1. the difference between the lowest and highest numbers in the set
Look Closer! Level 2 Comprehension • Compare and contrast: How are fractions, decimals, and percents alike? (all three are ways to express a part of a whole, pages 22–23) • Represent text in a different way: Present the outline on chart paper or on your whiteboard. Look at the outline from information on page 30. What information belongs in the blank? (the middle of the set)
Prove It! Level 3 Comprehension • Support responses using text: Solving formulas takes background knowledge. How can you tell? (then you may need to use algebraic concepts to isolate the unknown variable on one side of the equation, page 29) • Use graphic features to interpret information: A rectangular prism has the following measurements: length = 10 cm, height = 4 cm, width = 5 cm. How do you figure out the volume of the prism? (Answer: multiply 10, 4, and 5; Clues/evidence: the chart says that volume of a rectangular prism = length x height x width, page 29)
Take It Apart! Level 4 Comprehension • Evaluate author’s purpose: The author used the same comparison phrase on pages 26 and 27. What is that phrase? (in a similar way) • Analyze text structure and organization: How does the author organize page 30? (item and description)
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 4
CHAPTER 3 Vocabulary • Use synonyms to determine word meaning: What does the word x-axis mean in this book? Let’s look for clues for the meaning of this word on pages 35 and 36. (Answer: horizontal line along the bottom of a graph; Clues/evidence: the bottom of the graph, or the x-axis, represents one column of the data table; the x-axis runs horizontally)
Find It! Level 1 Comprehension • Identify facts and details: What can a graphing calculator do? (plot graphs and solve equations and graph the next point on a line, page 37) • Identify facts and details: A circle graph is often called a . . . (pie chart, page 39)
Look Closer! Level 2 Comprehension • Compare and contrast: What do all the graphic forms in Chapter 3 have in common? (they all have titles, pages 34–40) • Compare and contrast: Present the Venn diagram on chart paper or on your whiteboard. Look at the Venn diagram with information about bar graphs and line graphs. What information belongs in the blank? (shows continuous data, pages 35 and 36)
Prove It! Level 3 Comprehension • Draw conclusions: What can you conclude about data forms from the information in Chapter 3? (Answer: Different data forms are used for different purposes; Clues/evidence: data tables are a simple way to represent data; a bar graph is a diagram that represents number values by bars of different heights; a line graph is a good way to represent data that changes over time; a histogram is a graph that shows how data are distributed in a set; a circle graph represents parts of a whole; scatter plots are a good way to show trends, pages 34–40) • Use graphic features to interpret information: Look at the line graph on page 36. During which month did ducks lay the most eggs? (Answer: May; Clues/evidence: the line on the line graph goes up from February to May, then it comes back down again; the dot for May connects to the number 25)
Take It Apart! Level 4 Comprehension • Analyze text structure and organization: On page 36, the author says “Like all other graphs . . . ” What type of text structure is this phrase? (compare) • Evaluate author’s purpose: Why does the author ask questions on page 35? (to have the reader think about what is being read)
Line Graphs
Bar Graphs
uses bars to show values
Both graphs
have x- and shows y-axis data that is not continuous show data
uses lines to show values ?
Y05801_UsingMath.qxd:gr4 lost cities NAV
5/25/10
10:15 AM
Page 1
TIPS FOR ANSWERING TEXT-DEPENDENT QUESTIONS
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Q D U nu to
Prove It! Level 3 Comprehension
You’ll have to be a detective. You won’t find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME SCIENCE Set A ©2010 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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