02 ms39127 cs lessonplan - hmhco.com

Chapter 1 Lesson Plan

02_MS39127_CS_LessonPlan.indd 2 11/22/11 9:54 AM

1Carmen Sandiego Adventures in Math: The Lady Liberty Larceny

PlotThe Statue of Liberty has been stolen! The student’s objective is to talk to witnesses to

gather clues, figure out who is responsible for the theft, get a warrant, and arrest the

villains before they can cause any more mischief.

Puzzle Topics and ObjectivesPuzzle 1 – Coordinate grids, finding points on a grid

Puzzle 2 – Determining rules for number patterns, addition, subtraction

Puzzle 3 – Tangrams, recognizing shapes and angle relationships

Puzzle 4 – Logic, adding and subtracting numbers through 4-digits, weight (lbs)

Puzzle 5 – Finding matching pairs of angles (obtuse, right, acute)

Puzzle 6 – Addition, subtraction, multiplication, division, algebraic reasoning

Puzzle 7 – Factor pairs 1 to 100, multiplication, division

Puzzle 8 – Addition, subtraction, algebraic reasoning, problem solving

Puzzle 9 – Addition, subtraction, multiplication, division, multi-step problem solving,

generating patterns

Puzzle 10 – Addition, subtraction, multiplication, division, multi-step problem solving

Common Core State Standard CoverageBelow is a list of Common Core State Standards used in the puzzles and gameplay of

this chapter. Standards span a wide variety of skill sets across grade levels 4 and 5.

(The full text of these standards is located at the end of this lesson plan.)

Geometry: 4.G.1, 4.G.2, 4.G.3, 5.G.1, 5.G.4

Measurement and Data: 4.MD.2

Numbers and Operations in Base Ten: 4.NBT.4, 4.NBT.5, 5.NBT.5, 5.NBT.6

Number & Operations—Fractions: 5.NF.5

Operations and Algebraic Thinking: 4.OA.3, 4.OA.4, 4.OA.5, 5.OA.3



TerminologyAnalysis – Separating a whole object or idea into the parts that make up the object or idea

Students perform a chemical analysis on mysterious “goo” they find in the game; ask

students to analyze other common classroom objects.

Efficient – producing the desired effects without wasting time or effort

Students are told that one of the shops with a puzzle is run very efficiently; ask

students how they do might do everyday tasks in an efficient manner and then in an

inefficient manner (like adding unnecessary steps to tying a shoe).

Engineer – to design and build an object

Students are told that the rocket in the game has fine engineering; tell students more

about engineering jobs.

Expansion Activities and Cross-Curricular ConnectionsIn this level, students travel to New York, China, and Germany and will practice addition

and subtraction, finding points on a grid, and finding number patterns. Here are some

ways for you to expand these topics with your class:

Astronomy – Witnesses claim UFOs stole the Statue of Liberty. Talk to your students

about how other planets have different properties than Earth. Have your students

read about Mars and apply math skills to what they find. Is Mars bigger or smaller

than Earth? By how much? Is it nearer or farther from the sun? How many days more

or less does it take to orbit the sun?

Economics – Have your students learn about the currency of China. What is the name

of Chinese money? Explain to your students about how money can be exchanged.

Look up the exchange rates and help your students figure out how much Chinese

money they could get for one U.S. dollar (and vice versa).

Geography – Students travel to Germany to pursue a lead. Have your students read

about Germany and apply their math skills. Is Germany larger or smaller than the

United States? What about your own state? Is the population of Germany larger or

smaller than your own state? How does the average age in Germany compare to the

U.S.? Is it more or less? By how much?



History – Students travel all over the world in this chapter. Have students learn about

the history of flight and the math involved. What year was the first flight made? How

far was that flight? How far would that be in your schoolyard? What is the longest

single flight on record? What is the biggest plane and what was its wingspan? How

far would that be in your schoolyard?

Why It Matters in the Real WorldWhen will your students use these skills later in life? Here are a few examples to get

discussion started. Share these with your students and see what other examples they

can come up with through a classroom discussion.

Addition/Subtraction

» Counting and budgeting money

» Measuring spaces in the home

» Calculating the time between events (between the end

of school and the start of a favorite television program, etc.)

» Determining distances

Coordinate Grids

» Reading a map and finding a location on a map

» Careers in engineering and architecture (such as city planning

or home design)

» Mapping your way through a video game

Using Number Patterns

» Finding an address on a street (which block are you on and are

the numbers counting up or down)

» Marking the score in a sporting event (like a football game)

» Making weather forecasts and temperature predictions

» Use in hobbies (many knitting patterns are based on repetition

and incremental increasing and decreasing number patterns)



Common Core State Standard Coverage (Full Text)Geometry

Grade 4

4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse),

and perpendicular and parallel lines. Identify these in two-dimensional figures.

4.G.2 Classify two-dimensional figures based on the presence or absence of

parallel or perpendicular lines, or the presence or absence of angles of a specified

size. Recognize right triangles as a category, and identify right triangles.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across

the figure such that the figure can be folded along the line into matching parts.

Identify line-symmetric figures and draw lines of symmetry.

Grade 5

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate

system, with the intersection of the lines (the origin) arranged to coincide with the

0 on each line and a given point in the plane located by using an ordered pair of

numbers, called its coordinates. Understand that the first number indicates how far

to travel from the origin in the direction of one axis, and the second number indicates

how far to travel in the direction of the second axis, with the convention that the

names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate,

y-axis and y-coordinate).

5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Measurement and DataGrade 4

4.MD.2 Use the four operations to solve word problems involving distances,

intervals of time, liquid volumes, masses of objects, and money, including problems

involving simple fractions or decimals, and problems that require expressing

measurements given in a larger unit in terms of a smaller unit. Represent

measurement quantities using diagrams such as number line diagrams that feature

a measurement scale.



Numbers and Operations in Base TenGrade 4

4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard

algorithm.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number,

and multiply two two-digit numbers, using strategies based on place value and the

properties of operations. Illustrate and explain the calculation by using equations,

rectangular arrays, and/or area models.

Grade 5

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit

dividends and two-digit divisors, using strategies based on place value, the

properties of operations, and/or the relationship between multiplication and division.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or

area models.

Number & Operations—Fractions Grade 5

5.NF.5 Interpret multiplication as scaling (resizing), by:

a) Comparing the size of a product to the size of one factor on the basis of the size

of the other factor, without performing the indicated multiplication.

Operations and Algebraic ThinkingGrade 4

4.OA.3 Solve multistep word problems posed with whole numbers and having

whole-number answers using the four operations, including problems in which

remainders must be interpreted. Represent these problems using equations with

a letter standing for the unknown quantity. Assess the reasonableness of answers

using mental computation and estimation strategies including rounding.

4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize

that a whole number is a multiple of each of its factors. Determine whether a



given whole number in the range 1–100 is a multiple of a given one-digit number.

Determine whether a given whole number in the range 1–100 is prime

or composite.

4.OA.5 Generate a number or shape pattern that follows a given rule. Identify

apparent features of the pattern that were not explicit in the rule itself.

Grade 5

5.OA.3 Generate two numerical patterns using two given rules. Identify

apparent relationships between corresponding terms. Form ordered pairs

consisting of corresponding terms from the two patterns, and graph the

ordered pairs on a coordinate plane.

Common Core State Standards for Mathematics: corestandards.org © 2010. National Governors Association Center for Best Practices and Council of

Chief State School Officers. All rights reserved.


02 ms39127 cs lessonplan - hmhco.com

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