Ebook PDF Mathematics For Elementary School Teachers 6th Edition

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Elementary School Teachers 6th

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CONTENTS v
8 geometry as Shape 425

8.1 Basic Ideas and Building Blocks 426
8.2 Two-Dimensional Figures 446
8.3 Three-Dimensional Figures 482
Looking Back on Chapter 8 501
Chapter 8 Summary 501
Chapter 8 Review Exercises 503
9 geometry as Measurement 505

9.1 Systems of Measurement 506
9.2 Perimeter and Area 519
9.3 Surface Area and Volume 539
10 geometry as Transforming Shapes 559

10.1 Congruence Transformations 560
10.2 Symmetry and Tessellations 579
10.3 Similarity 611
Appendix A Answers A-1

Appendix B Answers to Questions in Text B-1
endnotes E-1
index I-1
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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aBoUT ThE aUThorS
I have been teaching the Mathematics for Elementary School Teachers course for
more than 20 years, and in that time, I have learned as much from my students as they
have learned from me. This text was inspired by my students and reflects one of the
most important things we have taught one another: that building an understanding of
mathematics is an active, exploratory process, and ultimately a rewarding, pleasurable
one. My own experience with elementary schoolchildren and my two children, Emily
and Josh, has convinced me that young children naturally seek to make sense of the
world they live in and for a variety of reasons many people slowly lose that curiosity
over time. My hope is that this book will engage your curiosity about mathematics
Tom Bassarear once again.
I am excited and honored to be working with Tom Bassarear on this book. I began teaching
Mathematics for Elementary Teachers over 20 years ago. I immediately began seeking
advice from others who had taught the course, and volunteered in elementary classrooms
to learn more. Teaching these courses has deepened my mathematical understanding
as well as my understanding of how people learn math. Helping future elementary school
teachers to truly understand mathematics, and see the beauty in mathematics is very
rewarding, and I know that all of this will have a major positive impact on their future
students. I appreciate you sharing this journey with me!
Meg Moss
vii
nEw To ThE SixTh EDiTion!
I am pleased to welcome Meg Moss, Ph.D., to this textbook and to introduce her to
you. I have known Meg for about 10 years through conversations and presentations at
conferences. I have admired the quality of her work, depth of thought, and commitment
to students, so I was delighted when she agreed to join me in continuing this book as
I transition toward retirement. While I have been actively involved in the current revision,
you will find Meg’s footprints throughout the book.
She has done a magnificent job of framing the Common Core State Standards in
mathematics (CCSM), which have been adopted by 45 states, in a way that helps readers
to see where their future students will learn these concepts and to help them see the
importance of such concepts. The CCSM articulates eight mathematical practices (MPs)
that replace standards by the National Council of Teachers of Mathematics (NCTM).
While I believe that the NCTM standards are more clearly stated and more user-friendly,
the eight MPs correlate strongly with NCTM’s framework. Meg’s genius was not to try
to incorporate all the details of the MPs, which would be overwhelming, but to focus on
and articulate the big ideas embedded in those practices. She articulates them in the first
chapter, connecting them directly to Investigations, and then refers to them in appropriate
ways throughout the book.
After many discussions, she constructed a revised and streamlined Chapter 1,
which I love. She integrated the number theory concepts—which previously comprised
a separate chapter—into the textbook, as those concepts are needed. This connects to
research on learning that indicates students are more willing and able to retain ideas if
they see how they are connected and if they use them immediately.
With CCSM’s emphasis on algebraic thinking, we decided to have a separate
Chapter 6 on algebra. Meg did a heroic job of researching best practices in algebra in
schools and then organized the material into a coherent framework that addresses the
important algebraic ideas articulated by CCSM. She took many Investigations from the
fifth edition’s algebra section and some from Chapter 1 and has added many of her own.
Meg also wrote Questions to Summarize Big Ideas for the end-of-chapter
summaries. These questions help students reflect on what they have learned and
articulate major “take-away” ideas from the chapter, ultimately supporting one of the
most important ideas of the textbook—this is to OWN knowledge.
In addition, Meg went through every page of the textbook and you will see her work
in many places, such as in
• revising text to make points more clear and concise;
• adding extra steps and more concreteness when she felt it would be helpful, especially
for students who tend to struggle with those ideas;
• more visual representations including Singaporean bar models; and
• more technology, including references to virtual manipulatives, Geogebra investiga-
tions, and several other websites.
I hope you will welcome and appreciate Meg’s contributions to the sixth edition as
much as I do.
—Tom Bassarear
viii
annoTaTED conTEnTS
Chapter 1 Foundations for Learning Mathematics

This chapter continues the theme from the fifth edition, but with a new emphasis on the
Mathematical Practices of the Common Core State Standards (CCSS). While references
to the NCTM standards remain, one of the goals of the revised Chapter 1 is to lay the
groundwork for the CCSS so that students can see some of those standards “in action”
while they are learning the mathematics throughout the textbook. The explorations in
the Explorations manual offer diverse types of problems to grapple with that support the
strategies used in the rest of the course.
Chapter 2 Fundamental Concepts

Chapter 2 has been shortened, with former Section 2.2 now included in a newly developed
Chapter 6 that is devoted to algebraic thinking. Sections 2.1 and 2.3 from the f ifth edition remain,
with revisions in these sections focused on enhancing discussions of sets and numeration.
Section 2.1 gives students tools that enable them to talk about sets and subsets and
to use Venn diagrams when the need arises in other chapters, such as to understand the
relationship between different sets of numbers.
Section 2.2 includes the development of children’s understanding of numeration
and its historical development, both of which students find fascinating. Exploration 2.3
(Alphabitia) is one of the most powerful we have used. Most of our students report this
to be the most significant learning and/or turning point in the semester. The exploration
unlocks powerful understandings related to numeration, which the text supports by
discussing the evolution of numeration systems over time and exploring different bases.
Chapter 3 the Four Fundamental operations of Arithmetic

Portions of the fifth edition’s Chapter 4, Number Theory, are now integrated into
Chapter 3, as appropriate. For example, divisibility may now be found in Section 3.4,
Understanding Division. Several discussions are now rewritten with more emphasis on
place value and visual representations of numbers. The goals of Chapter 3 otherwise are
the same. Students see how the concepts of the operations, coupled with an understanding
of base ten, enable them to understand how and why procedures that they have performed
by memorization for years actually work. In addition to making sense of standard
algorithms, we present alternative algorithms in both the text and explorations. Our
students have found these algorithms to be both enlightening and fascinating.
Chapter 4 extending the number system

The sets of integers, fractions, and decimals represent three historically significant
extensions to the set of whole numbers. To enhance the discussion of fractions, Singaporean
bar models are used. The concepts of least common multiple and greatest common divisor
are integrated into the fraction section when needed for simplifying and for common
denominators.
In Exploration 4.5 (Making Manipulatives), students construct fraction manipulatives
and then look for rules when ordering fractions, a critically important first step in seeing
fractions as more than numerator and denominator. In Exploration 4.19 (Meanings of
Operations with Fractions), having students represent problem situations with diagrams
requires them to adapt their understanding of the four operations to fraction situations.
Having first constructed this concept through exploration, students can approach
Investigation 4.2k (Ordering Rational Numbers) with a richer understanding of what it
really means to say that one fraction is greater than another.
ix
x ANNOTATED CONTENTS
While Chapters 3 and 4 have been arranged according to the manner in which many
instructors prefer this content to appear, it is not fixed. For those instructors who prefer a
more “operations-centric” approach to the course, we offer an alternative organization of
topics as follows:
Chapter 1 Foundations for Learning Mathematics
Chapter 2 Fundamental Concepts
4.1 Integers
4.2 Fractions and Rational Numbers
3.1 Understanding Addition
3.2 Understanding Subtraction
4.3 Understanding Operations with Fractions (first half addition and subtraction of
fractions)
3.3 Understanding Multiplication
3.4 Understanding Division
4.3 Understanding Operations with Fractions (second half, multiplication and division of
fractions)
4.4 Beyond Integers and Fractions
Chapter 5 Proportional Reasoning
Chapter 6 Algebraic Thinking, and so on
Chapter 5 proportional Reasoning

The investigations and explorations in Chapter 5 are conceptually rich and provide many
real-life examples so that students can enjoy developing an understanding of multiplicative
relationships.
Chapter 6 Algebraic thinking

In response to requests from reviewers, we have included a new chapter devoted to
algebraic thinking. Chapter 6 explores patterns, the concept of a variable, and solving
equations and inequalities using different models, including Singaporean bar models. The
four sections are arranged under the National Council of Teachers of Mathematics (NCTM)
algebra structure of understanding patterns, relations, and functions; representing and
analyzing math situations and structures using algebraic symbols; using mathematical
models to represent and understand quantitative relationships; and analyzing change in
various contexts.
Chapter 7 Uncertainty: data and Chance

In this chapter, students carefully walk through the stages of defining a question, collecting
data, interpreting data, and then presenting data. We are particularly excited that the
investigations with the concepts of mean and standard deviation remain successful with
students. As a result, students can express these ideas conceptually instead of simply
reporting the procedure.
Chapter 8 Geometry as shape

In Chapter 8, you have the option of introducing geometry through explorations with
tangrams, Geoboards, or pentominoes. This more concrete introduction allows students
with unpleasant or failing memories of geometry to build confidence and understanding
while engaging in rich mathematical explorations.
annoTaTED conTEnTS xi
Chapter 9 Geometry as Measurement

This chapter addresses measurement from a conceptual framework (i.e., identify
the attribute, determine a unit, and determine the amount in terms of a unit) and a
historical perspective. Both the explorations and investigations get students to make
sense of measurement procedures and to grapple with fundamental measurement ideas.
Exploration 9.2 (How Tall?) generates many different solution paths and ideas and many
discussions about indirect measurement and precision. Exploration 9.5 (What Does p
Mean?) has demystified p in the minds of many students and is a wonderful exercise in
communication. Exploration 9.11 (Irregular Areas) requires students to apply notions of
measuring area to a novel situation. Students will hypothesize many different strategies,
some of which are valid and some of which are not. The text looks at the larger notion
of measurement, presents the major formulas in a helpful way, and illustrates different
problem-solving paths.
Some of the most significant revisions to this chapter have been made to increase
conceptual understanding of the concepts of measurement such as perimeter, area, and
volume.
Chapter 10 Geometry as transforming shapes

The geometric transformations that we explore in Chapter 10 can be some of the most
interesting and exciting topics of the course. Quilts and tessellations both spark lots
of interest and provoke good mathematical thinking. The text develops concepts and
introduces terms that help students to refine understanding that emerges from explorations.
PrEFacE
Owning versus Renting

This course is about developing and retaining the mathematical knowledge that students
will need as beginning mathematics teachers. We prefer to say that we are going to uncover
the material rather than cover the material. The analogy to archaeology is useful. When
archaeologists explore a site, they carefully uncover the site. As time goes on, they see
more and more of the underlying structure. This is exactly what can and should happen
in a mathematics course. When this happens, students are more likely to own rather than
to rent the knowledge.
There are three ways in which this textbook supports owning versus renting:
1. Knowledge is constructed.
2. Connections are reinforced.
3. Problems appear in authentic contexts.
1. Constructing Knowledge
When students are given problems, such as appear in Investigations throughout the
textbook, that involve them in grappling with important mathematical ideas, they learn
those ideas more deeply than if they are simply presented with the concepts via lecture
and then are given problems for practice. Additionally, there is a need to shift the focus
from students studying mathematics to students doing mathematics. That is, students are
looking for patterns, making and testing predictions, making their own representations of
a problem, inventing their own language and notation, etc.
xii
as well as backwards” and that if you add two odd numbers together, you get an even
number. Reasoning like this and communication of the reasoning are at the heart of these
mathematical practices.
explorations
Manual
MP 2: Reason abstractly and quantitatively.
1.3
• Mathematically proficient students make sense of numbers and their context within a
problem.
• They are able to “decontextualize” a problem by representing it with numbers and
symbols that abstracts away from the context.
PREFACE
• They are also able to “contextualize” the symbolic manipulations by pausing to go
xiii
back to the context when needed.
Investigation 1.2d (Pigs and Chickens) →

confronts a common misconception— inVeStiGAtion 1.2d Pigs and Chickens
that there is one right way to solve math A farmer has a daughter who needs more practice in mathematics. One morning, the
problems—by exploring five valid farmer looks out in the barnyard and sees a number of pigs and chickens. The farmer says
to her daughter, “I count 24 heads and 80 feet. How many pigs and how many chickens
solution paths to the problem. This notion are out there?”
of multiple solution paths is an important Before reading ahead, work on the problem yourself or, better yet, with someone
else. Close the book or cover the solution paths while you work on the problem.
part of the book. Compare your answer to the solution paths below.
DiScUSSion
StrAteGY 1 Use random trial and error
One way to solve the problem might look like what you see in Figure 1.3.
Figure 1.3
Unless otherwise noted, all content on this page is © Cengage Learning
2. Reinforcing Connections
71360_ch01_ptg01_hr_001-038.indd 15 17/09/14 12:16 PM
Understanding can be defined in terms of connections; that is, the extent to which you
understand a new idea can be seen by the quality and quantity of connections between that
idea and what you already know. There are two ways in which connections are built into
the structure of the text.
1. Mathematical connections
Owning mathematical knowledge involves connecting new ideas to ideas previously
learned. It also involves truly understanding mathematics, not just memorizing formulas
and definitions.
• ConneCtions among ConCepts are emphasized

Investigation 1.1d helps students see how the algebraic formula is closely connected
to guess–check–revise. Investigation 1.2i is later connected both to fractions and to
remainder. In Chapter 3, the four operations are constantly connected to each other in
their development. Then in Chapter 4, the connections between operations with fractions
and operations with whole numbers are discussed, as are how decimals are connected to
whole numbers and to fractions. In Chapter 5, we look back at some problems done in
Chapter 4 and see how they can now be solved more efficiently with the concepts of ratio.
In Chapter 10, students see how our work with numbers and shapes is similar.
• the how is ConneCted to why

In this way, students know not only how the procedure works but also why it works. For
example, students understand why we move over when we multiply the second row in
whole number multiplication; they realize that “carrying” and “borrowing” essentially
equate to trading tens for ones or ones for tens; they understand why we first find a
common denominator when adding fractions; and they see that p is how many times you
can wrap any diameter around the circle.
xiv PREFACE
310 CHAPTER 6 Algebraic Thinking
2. Connections
Table 6.3
to children’s thinking
Tables We can represent this function with a table in which h represents hours and d
represents dollars (Table 6.3). We can then use the table to determine how much money
In thish book d you will see a strong
Ellen willfocus onbaby-sitting.
make from children’s thinking, for two reasons. First, much
1 8
work with
2 16teachers focuses on the importance of listening to the students’ thinking as an es-
Equations We can represent this function with an equation in which h represents hours
sential34 part24
32
of good teaching.andIfd represents
students experience this in a math course, then by the time
dollars:
they start
5 teaching,
40 it is part of howd 5they8h
view teaching. Second, when students see examples
# #
of children’s
# # thinking and see connections between problems in this course and problems
# # Graphs We can represent this function with a graph (Figure 6.3).
children solve, both the quality and quantity of the students’ cognitive effort increase.
We can refer to the input as the independent variable and to the output as the
dependent variable. In this case, we say that the independent variable is the hours
3. Authentic
50
problems baby-sat and the dependent variable is the dollars earned. That is, the number of dollars a
baby-sitter earns is dependent on the number of hours that he or she baby-sits.
45
Although40 most texts have many “real-life” problems, this text differs in how those
problems35
30
are made and presented.
Ordered pairs We can represent this function as a set of ordered pairs in which the first
element of each ordered pair represents hours and the second element represents dollars:
In25 Section 6.3, the question of paying a baby-sitter is explored. This situation is often
Dollars
51, 8, 2, 16, 3, 24, 4, 32, . . .6

portrayed
20
as a linear function: forB 5example, if the rate is $10 per hour, y 5 10x. However,
15 h d
in actuality,
10 it is not a linear function
Mappings but
Finally, werather a stepwise
can represent functions function.
1S 8
with arrow diagrams. Mathematicians often re-
5 2 S 16
fer to this representation as a mapping of one set
0 3 S 24
onto another set.
0 2 4 6 8 10 4 S 32
Hours
Figure 6.3 A closer look at paying the baby-sitter At first glance, the question of how much
to pay the baby-sitter is simple: Multiply the hours sat by 8. However, let us use the
MatHEMatics problem-solving strategy “act it out” to examine this problem more closely. For example,
what if Ellen baby-sat from 7 to 11:15? How much would you pay her? Think before
The graph that represents this baby-
reading on. . . . Section 5.2
sitting function is often confusing to
students who see it for the first time.
However, it is relatively common Some people say $32. Some people say $36—they round up to the nearest half-
30. The figures below are death rates for heart disease and cancer 38. Jack is building an office building. The l
in real-world mathematics and is a hour. In actuality, different people have different ways of determining how much to pay
(per 100,000 people). that the window area in the building can
member of the subset of functions a baby-sitter. Let us examine the case of a couple, who rounds up the time to the nearest
of the floor area.
called step functions. half-hour. We could now represent their process for paying 1960the baby-sitter
2006 in each of the
ways we have just examined. Is the relationship between time sat and dollars earned a a. If the two-story building will contai
Heart disease 559.0 200.2 3000 square feet of floor space, w
30 functional relationship in the case of theCancer
couple? Think193.9
and then 180.7
read on. . . .
window area allowed?
If you were to graph this relationship, what would the graph look like? Try to make your b. About how many windows would tha
own graph before reading on. . . . a. Describe the change in the death rates for heart disease and 39. If Jonah puts $25,000 in the bank at 8%
cancer between 1960 and 2006, using percent language. quarterly (four times a year), how much
20
Take a look at the graph on the leftb.and
Compare the 2006
see whether you death
canrates
makeforsense
heartofdisease and cancer,
it before worth in 20 years?
Dollars
reading on. using percent language. 40. If Liam puts $10,000 in the bank at 5%
If you are having trouble making31. sense
A roadofsign
thesays,
graph,
“7% consider
grade.” aWhat
few does
examples. Let’s
that mean? quarterly (four times a year), how much
Similarly,
10
when determining the
say the sittercost
sits forof carpeting
2 hours and 5032. a
minutes. room,
Using the the
couple’s solution
process, we path
round
The U.S. Census Bureau reported that there were 46.5 million is
this often worth in 5 years?
presented as dividing the area of the room by the cost

time to 3 hours and pay Ellen $24. As Americans
between 2 hours and 31 minutes and 3 total
per
you can see,
hours.
square
Ellen
living below yard;
willthereceive
again,
poverty$24
levelforin all this
15% is
times
2012,
American population. The U.S. Census Bureau also gives
not
of the 41. How long will it take $1000 at 6% simp
42. A company’s sales increased from 2005
how the cost is actually determined.
In this baby-sitting context, we figures
have seen that the
for persons original
living “belowstraight-line
125% of the graph poverty level.” to describe this increase either additive
turns out not to be a useful or accurate Theymodel.
reportedThe
that step graph is
19.7 million a more
persons, accurate
or 42.4% of those in
In this book, you will find many
representation. problems—problems
This process of examining a situation
poverty, andwe
were in this then have
category. needed
developing a model that to solve, You will be asked to examine and then c
1 2 3 4 5 a. We sold 34,234 more Bender Bobbe
problems friendsHours
have had,and
problems
accurately children have a.had,
represents that situation is
interpreting mathematical models is one
called problems
If the poverty level for we
mathematical have
modeling.
a nonfarm read
Constructing
family about—
of four in 2012 in 2005. What does that tell you?
wasof the more
$19,157, whatimportant
would beuses of mathematics
the cutoff for a family of four
where the content fits with the
in thecontent
real world. of this course. “below 125% of the poverty level”? b. We sold 25% more Bender Bobbers
2005. What does that tell you?
b. Why dootherwise
Unless you thinknoted,they came
all content on up withis the
this page reference
© Cengage Learningpoint of
“below 125% of the poverty level”? c. If you were a stockholder in the com
You will find problems in the text where stu- Problems 33–38 require you to make some assumptions in order to
would be more useful to you in the
report, the first sentence in part (a) o
dents are asked to state the assumptions they determine an answer. Describe and justify the assumptions you make
in determining your answer.
part (b)? Explain your choice.
43. Virtually all sunscreen lotions list the SP
make in order to solve the problem (e.g., Sec- 33. Let’s say that you read in the newspaper that last year’s rate of tor), which is an indication of how long
tion 5.2, Exercises 33 to 38). You also will find
71360_ch06_ptg01_hr_287-326.indd 310 25/09/14 2:26 PM
inflation was 7.2%. from sunburn when wearing the sunscre
you’re protected is proportional to the
a. If your grocery bill averaged $325 per month last year, about
problems that have the messiness of “real- how much would you expect your grocery bill to be this
sunscreen will protect your skin for 40 m
SPF 30 sunscreen protect you?
life” problems, where the problem statement year?
44. One day a newspaper reported the follow
b. Let’s say you received a $1200 raise, from $23,400 per year
is ambiguous, too little or too much informa- to $24,600 per year. Did your raise keep you ahead of the
ered from the National Restaurant Asso
percentage of food budgets spent by the
tion is given, or the information provided is game, or are you falling behind?
ing out in different cities in the United S
34. There was a proposal in New Hampshire in 1991 to reduce
contradictory. the definition of “drunk driving” from an alcohol blood con-
a. Describe how the data might have be
tent of 0.1 to 0.08. Explain why some might consider this a b. Explain why these data represent a
little drop and others might consider it a big drop. What do precision.
you think?
Percen
35. Which would you prefer to see on a sale sign at a store: $10 off
dollars sp
or 10% off? Explain your choice.
Miami 52
36. Classroom Connection Refer to Investigation 5.2b. Jane still
Boston 49
doesn’t understand the problem. Roberto tries to help her make
New York 48
sense of the problem by saying that the 8% means that if
San Francisco 4
we were to select 100 students at the college, 8 of them
Dallas/Ft. Worth 47
would be working full-time. What do you think?
37. Annie has just received a 5% raise from her current wage of 45. The Unofficial U.S. Census determined t
$9.80 per hour. cerning the ages of cars on the road.
a. What is her new wage? a. First, estimate the percentage of cars
b. What would this amount to over a year? older.
c. What assumptions did you make in order to answer part (b)? b. Determine the “exact” percentage of
d. What if the raise had been 5.4%? c. How accurate do you think this nu
choice.
71360_ch05_ptg01_hr_249-286.indd 283
Section 3.1 Understanding Addition 89
C. 43five 1 24five PREFACE xv

Since there is trading here, we will solve the problem simultaneously with a
manipulative and symbolic representation. It is important to see the connections between
Features
these representations. Study the representations below before reading on.
Flats Longs Singles

five2 fives ones
288 CHAPTER 6 Algebraic Thinking 1
→
43five
What do you think? +

24five
What-do-you-think questions appear at

SECTion
the start of each section to help students 6.1 Understanding Patterns, Relations, and Functions
122five
focus on key ideas or concepts that appear What do you think?
within the sections. ● How are patterns related to algebraic thinking?
● What We
are have
someto examples of functions
do some trading in everyday
in this example. life?place, we trade five singles for
In the ones
1 long of five and are left with 2 singles in the ones place. Then we add the 4 longs 1 3
● What longs
is a reason for(the
1 1 long developing algebraic
one long there from thethinking in elementary
trading), and school?
because we have more than five
we trade five longs for 1 flat and are left with 2 longs. This gives us 1 flat and 2 longs and
2 singles; in other words, 122five. While you will likely not teach adding in other bases
Explorations in elementary
In this section, we willschool, this helps
explore us to understand
patterns, adding and
relationships, in base ten. The process
functions as weis develop
the
Manual same—the only difference is how many we need in one place in order to trade for the
6.1 algebraic thinking. Recall that the Mathematical Practices (particularly MP 7 and MP 8)
next place.
of the Common Core State Standards discuss the importance of looking for patterns to help
make sense of mathematics. Mathematical Practice 2 says that mathematically proficient
investigations → students make sense of quantities and relationships. Functions are formally introduced in
eighth grade but are examined informally when students explore functional relationships
inVeStiGAtionby3.1f Children’s Mistakes
Investigations are the primary means analyzing patterns and relationships. Let’s begin with an investigation where analyzing
The problem
different patterns belowusillustrates
can help a common
to develop mistake made
an equation by many children
that describes as they learn
a relationship, which
of instruction, uniquely designed to to add. Understanding
is also a functional relationship. how a child might make that mistake and then going back to look
promote active thinking, reasoning, at what lack of knowledge of place value, of the operation, or of properties of that opera-
tion contributed to this mistake is useful. What error on the part of the child might have
and construction of knowledge. Each resulted in this wrong answer?
investigation presents a problem statement The problem: 38 1 4 5 78

INVESTIGATION 6.1a Patterns Become Equations
or scenario that students work through, D i S cU S S i o n
Consider patterns you itsee in thethat
pictures
the childand asupyou
the fill in the table below.
often to uncover a mathematical principle Cl AssrooM
In this case,
You are designing
is likely lined numbers incorrectly:
square patios using brown tiles and white tiles as shown in the
relevant to the content of the section. The ConneCtion 4
picture. How many brown tiles and white tiles will be used in the next largest patio? How
1 38
A friend of mine, David Sobel, was
“Discussion” that follows the problem many in the 20th patio? Use the patterns to help you write a general rule that can be used
talking about mathematics with 78
for any patio—in other words, the “nth” patio.
statement provides a framework for
his six-year-old daughter, Tara.
David had just shown Tara that Giving other problems where the addends do not all have the same number of
places will almost surely result in the wrong answer. For example, given 45 1 3, this
insightful solution logic.
20 1 20 5 40. Tara thought for a
moment and then proudly announced child would likely get the answer 75. Given 234 1 42, the child would likely get 654.
that 50 1 50 must be 70. When In this case, the child has not “owned” the notion of place value. Probably, part of the
David asked how she had got that
difficulty is not knowing expanded form (for example, that 38 means 30 1 8—that is,
answer, she said, “When you add
the same numbers that have a zero 3 tens and 8 ones). An important concept here is that we need to add ones to ones, tens
at the end, you just skip ten!” to tens, etc. Base ten blocks provide an excellent visual for this concept as students can
Patio 1
literally Patiocannot
see why they 2 Patio
add 4 ones to 33 tens.
Brown square 1 Brown square 2 Brown square 3
71360_ch03_ptg01_hr_075-162.indd 89
Number of brown Number of white Total number of brown
18/09/14 11:04 AM
Patio number tiles tiles and white tiles
1 1 8 9
2 4 12 16
3 9 16 25
4
5
Pattern in words
20
n
D IS CU S S IO N
What patterns do you see? Does it help you more to look at the table to see patterns or at
the pictures?
71360_ch06_ptg01_hr_287-326.indd 288 25/09/14 2:26 PM
Section 1.2 Process, Practice, and Content Standards 21
Modeling and using tools: MP 4 and MP 5Section 2.2 Numeration 59

These two mathematical practices are particularly related to using math in the workplace
and in practical real-life being
However, ways. Modeling
restrictedmathematics
to two digitsproblems
createsmay involve with
a problem usinglarge
tools amounts. The
xvi PREFACE such asBabylonians’
graphs, pictures, concrete materials, and verbal descriptions.
solution to this problem was to choose the amount 60 as an important number.
Unlike the Egyptians and the Romans, they did not create a new digit for this amount.
explorations
Manual MP 4:Rather,
Model
Questions inwith
they the mathematics.
text
decided that they would have a new place. For example, the amount 73 was
1.5 represented
• Mathematically as
proficient . That
students canis, the real-life
solve at the problems,
left represented
which in60elementary
and the to the right
To encourage
school
represented active
includes being
13. ablelearning
to write
In other a outside
words, of the
multiplication
they saw Investigations,
73equation
as 60 1to 13. questions appear embedded
solve a problem.
within theSimilarly,
text, often accompanied was seen byasthesixicon .12,
These
60s plusproblem “thinking” questions require
or and
372.
• They are able to identify important information in a real-life analyze rela-
students to pause in their reading to reflect or to complete a short exercise before continuing.
tionships using tools.
Answers Weto these questions
consider can be found
the Babylonian systemintoAppendix
be a placeBvalue
in thesystem
back of the textbook.
because the value of
• They can use models to draw conclusions, make predictions, and reflect on and adjust
a numeral depends on its place (or position) in the number.
the effectiveness of the model.
Translate the following Babylonian numerals into our system. Check your answers in
Appendix B.
inVeStiGAtion 1.2h How Long Will It Take the Frog to Get Out of the Well?
1. 2. 3.
Variations of this problem can be found in the 2001 NCTM Yearbook, p. 78 and Teaching
Children Mathematics, February 1997, p. 326.
Translate the following amounts into Babylonian numerals.
a. A frog is climbing out of a well that is 8 feet deep. The frog can climb 4 feet per
4.hour
1202 5. for
but then it rests 304an hour, during which it slips back 2 feet. How long will
it take for the frog to get out of the well?
Working with the babylonian system Take a few minutes to think about the following
B. What if the well was 40 feet deep, the frog climbs 6 feet per hour, and it slips back
questions. Write your thoughts before reading on. . . .
Classroom
1 foot whileConnections
resting? Work on the problem before reading on. . . .
Connections to thedo
1. What Classroom,
you noticedenoted with
about the the icon system?
Babylonian , are found
Do youthroughout the textbook.
see any patterns?
The boxed Connections that appear in the margins provide observations,
2. What similarities do you see between this system and the Egyptian and Roman tips, and notes
DiScUSSion
about the elementary/middle-school
systems?
a. One of the classroom. Assignments from
amazing things about this problem is that, in a class of 25 students, I actual elementary/
middle-school books
will often see 10 or appear throughout
more different as wellof so
valid models thethat students
problem. Belowcan
areseetwohow the material
3. What limitations or disadvantages do you find in the Babylonian system?
they graph
are learning
models thatwill
bothdirectly
lead to theapply. Connections
same answer. are also
First, examine themfound
to see ifinyou
the exercises that
highlight children’s
4. Is them.
understand work.
this a .place
.. value system? Why or why not?
place value To represent larger amounts, the Babylonians invented the idea of the value
of a digit being
8 a function
8 of its place in 8 the numeral. This is the earliest occurrence of the
classRooM concept of place value7 in recorded history. With this idea of place value, they could repre-
connection sent any
6 amount using6 only two digits, 6 and .
This question asking how two things We can understand the
5 value of their system by examining their numerals with
are alike and how they are different 4 4 Section 3.2 Understanding Subtraction 101
expanded 4 notation. Look
4 at the following 4 Babylonian number:
is an important teaching structure cLASSroom cOnnecTiOn 3
and one that we will revisit over Grade 3
2 2 2
Can you describe the context of addition or subtraction in each story?
the course of the book. You may
1
remember it in a common Sesame Because the occurs in the first (or rightmost) place, its value is simply the sum
Street feature: Three of These Things of the(1) values of the digits—that is, 10 1 10 1 1 5 21. However, the value of the
(2)
Belong Together. For example, they
might show a triangle, a square, a
in the second place is determined by multiplying the face value of the digits by
hexagon, and a circle. The answer is Both models
60—that is, 60 # 23.the
show frog’s
The progress
value of the for in
each
thehour
thirdand thatisthe
place frog reaches
determined by multiplying the
that the circle doesn’t belong because 8 feet
face afterof
value 5 hours. Let by
the digits us look more closely:
602—that # 2. are models (1) and (2) alike
is, 602 How
it doesn’t have line segments. We and how
Theare theyof
value different?
this amount is
will examine this idea of asking how
112
602 # 2 1 60 # 23) 1 21Different
cHAPTeR 3 The Four Fundamental Operations of Arithmetic
things are alike and how they are dif- alike 5 7200 1 1380 1 21 5 8601
ferent throughout the textbook. 9. Washington College has 4132 full-time students, whereas As in Problem 13, solve 904 2 367, this
1. TheyThus,
have line
in order to understand 1.
segments. theInBabylonian
the first strategy the line
system, you
Lincolnsegments
have
College are
to
has 2824 lookHowatmuch
students. the face
larger is Wash- method, and explain why that method work
not vertical and in the second they are.
ington than Lincoln? 15. Through illustrations, demonstrate how to
value of the digits and the place of the digits in the numeral. The value
10. A fund-raiser has a goal of a numeral
of $55,000. ishasnobeen
So far, $34,854 lems with manipulatives.
Unless otherwise noted, all content on this page is © Cengage Learning collected. How much more is needed?
longer determined simply by adding the values of the digits. One must take into account
11. Classroom Connection Following are two children’s solutions
a. 524
2268
b. 600
2345
the place of each digit in the numeral. to 73 2 39, taken from the December 2001 issue of Teaching
Children Mathematics (p. 231). Study each child’s work, and
16. A student’s work on a subtraction problem
The Babylonian system is more sophisticated than thethenEgyptian and
describe how that childRoman
would find thesystems.
answer to
shown here. Explain the process, as though
were talking to a third-grader who is having
65 2 28. Then explain why that method works.
However, there were some “glitches” associated with this invention.
a.
culty with the process.
17. Classroom Connection As you might expe
What if there were nothing in a place? For example, how could the Babylonians more ways in which children make mistakes
in adding. What is the child’s mistake in t
71360_ch01_ptg01_hr_001-038.indd 21 represent the amount 3624? Try this and then read on. . . . 17/09/14 12:16 PM aspect of subtraction or place value is th
applying or applying incorrectly?
a. 76 b. 76
248 248
(a) Samantha's solution
32 22
From Everyday Mathematics, Grade 3: The University of Chicago School Mathematics Project: Student Math Journal, Volume 1, by b.
Max Bell et al., Lesson 2-5, p. 39. Reprinted by permission of The McGraw-Hill Companies, Inc.
d. 70 e. 70
248 248
Unless otherwise noted, all content on this page is © Cengage Learning 38 32
1 1
g. 36 4 h. 32
2 79 229
(b) Alice's solution 395 17
71360_ch03_ptg01_hr_075-162.indd 101 18/09/14 11:05 AM
Source: Teaching Children Mathematics, by the National Council of Teachers
18. Examine the problem at the right.
of Mathematics.
71360_ch02_ptg01_hr_039-074.indd 59 18/09/14 11:02 AM
a. Explain, in mathematical terms, what
12. A child subtracted 53 2 24 this way:
student did wrong. Where are the probl
50 2 20 5 30 in the student’s thinking?
30 2 4 5 26
b. How would you help the student if the
26 1 3 5 29
sented her explanation:
a. Justify the child’s solution path. “You can’t take 6 from 0 and you can’
b. Explain
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content how the child
may be suppressed would
from solve 72
the eBook 2 38.eChapter(s).
and/or you have to borrow from the four. Cross
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at Connection
13. Classroom any time if subsequent rightsmethods,
Below are three restrictions requireinit.
described cross out the zeros and write 10.”
the February 2003 issue of Teaching Children Mathematics, 19. Estimate the following differences. Briefly
that were invented by different children. In each case, obtained the difference.
study the child’s work. Then solve 904 2 367 using the a. 4473 b. 65,963
child’s method, and explain why that method works. 22355 229,147
a. 872 872 2 300 5 572 d. 43,433 e. 413,082
greater than 90 degrees. In such cases, measure is one-fourth of a circle—that is, 90 degrees. rePresen This is
each other?
reference fraction, a right angle is a reference angle.
straight angles and reflex angles are
An angle whose measure is less than 90 degrees The number
is callel
special kinds of obtuse angles.
Four addition An angle problems
whose measure is greater than 90 degrees b
American sch
Number
called
1. Andyanhas obtuse
3 marbles,angle. and his older sister Bella gives him 5 more. A num Ho
PREFACE xvii
doesIfhe have now?
angles are seen from a static perspective, these line) terms
and ma ar
Margin notes can also be
2. Keesha andseen
José eachfromdrank the 6dynamic
ounces of perspective
orange juice. the of point
How much1 Fo
turns. is
ju
be drink
told to
To help round out the mathematics
open a ofvalve
in education
all? “one-quarter of a turn,” ornumbers
pre-service teachers, other special margin
90 degrees is th
notes are provided. degrees, a full turn would be 360 degrees, and onelength, and a theyhalf m
3. Linnea has 4 feet of yellow ribbon and 3 feet of red ribbon. How ma
It sometimes
ribbon does makes she have? sense to speak of angles withnumber measures line ot
Figure
outside8.41
the Classroom boxes highlight year,spins
etc. in t

applications and uses of mathematical

another example, ski jumpers will attempt 540 degree
4. Josh has 4 red trucks and 2 blue trucks. How many trucks does he hav
How co
concepts and procedures in the business is two complete turns.
world, science, and everyday life. your thoughts
An angle whose measure is 180 degrees is called a strai
Contexts An For angleAddition
whose measure rAtios, rAtes,
is greater thanAnd 180proport
degrees
lAnguAge In the b
called
Problems 1 anda reflex angle.
4 are easier forDetermine And the
most children, reAl
because life
measure of the
the child reflex
can see the
representing angac
t
The term ratio comes from the Latin
outsIdE thE classrooM and trucks and
verb ratus,The count
which means 1,
measure 2, 3, 4, 5, 6,
“to thinkof the angle 7, 8 marbles
Ratios isand225 and
ratesdegrees.1, 2, 3,
One4, 5,
connect
pervade mathematics. 6 trucks
waythe to tw
Ratiod
and 3orextend
are morethe
estimate.” abstract
Many in that
mathematicians the
horizontal raytoLanguage child
ratiocannot
of the
the right actually
value
and of see
each 6 ounces
place
measureshorter to theor 4
value
the resultin
arrow fe
Skateboarders and snowboarders mightin180
the sixteenth the
represent and seventeenth
problem with concrete boxes
objects,
of similarity include
such
involves as 4
equalbuttons for
ratios. When thewey
centuriesto the
used themeasure
word proportionof the acute
the angle.
etymology of Another
selected way is to measu
use reflex angles to describe some of and 3 buttons for the red ribbon. These make scale drawings
problems represent and scale
two models,
basic we
contexts
subtract
for ratio. Even it from
today 360.
you hear the Do you termsunderstand
and/or describe both
nuances ways?
their moves. What do you think they operate on numbers. Some numbers involves
represent ratios.
discrete amounts, or objects
two terms used interchangeably; for of terms.
mean when they talk about doing a someexample,
numbers Figure 8.42
represent
instructions for shows one
measured
making example
Ratios, of
or continuous each
rates, and of
amounts. these angles.
proportions show up
frontside 540 or a backside 720? a certain color might say, “Mix 0 a mortgage,
1 2 t
• Banking: When I applied for
the two colors in the following
If the ratio of fixed monthly payments (mo
A PiCtoriAl Model For Addition
proportion—3 : 2.” Figure 3.5
forth) to monthly income is more than 28 :
One of the themes of this book is the •power of “multiple
Botany: representations,”
If we represent the number of andcom
5
that if we draw diagrams to represent the andfour addition
represent the problems, theyInseem
number of leaves the o
betwe
4
to be quite different (Figure 3.1). called a divergency constanttheforlength of
that speci
3 constants for a number of second
different ribbon
trees. T
History Number of marbles Fibonacci numbers.
Ounces of juice two ribbons.
Feet of ribbon Numb
2
Much of the mathematical notation
1 Both dia
acute 6 right Table obtuse
5.1
closely resem
we use is actually quite recent. The 5
4
symbols for addition and subtraction, Mathematics Tree
boxes associate a previously Divergen

3
1 and 2, first appeared in Germany 2
discussed concept or other related math0 idea
in the late 1400s. These symbols
1
with the topic under
Elmdiscussion.
1 2 3
ProPerti1
4 5 6 7
were first used to indicate sacks that FigureFigure

3.1 5.1 2
From Metamorphosis: A Source Book When young 1c
were surplus or minus in weight. In  historyofboxes presentDiscoverystraight
Mathematical by Lorraine
MAtHeMAtiCs Beech, hazel
1631, William Oughtred first used In each
Mottershead
interesting side case,
Copyright
notes, we© 1977 joining two sets or we are increasingof
are Pearson representin
a set. We can3
the letter x to represent multiplica- relevant Education,
to concepts
similarities Inc., or its affiliates.IfUsed
among the problems youbydidwith the representations
Exploration 2.3, recall some3.2.
in Figure children
2
permission. All Rights Reserved. Apple, oak, apricot, poplar
tion. Italian merchants introduced the developed in the text. how strange the Alphabitian system unlock its pot5
symbol for division (4) in the 1400s was to you. What observations made sights or patte3
to indicate a half. For example, they 3 5 6 6
Pear, weeping willow reflex
4 3
you more comfortable with adding? One obs8
wrote 4 4 to indicate 4 12. The equals Figure 8.42 Can you think of analogous observa-
sign first appeared in the late 1500s your answer.”5
8 12 Willow,
tions that might make almond, pussy willow7
the learning
in a book by Robert Recorde. in symbols as1
of base ten addition facts easier for
Figure 3.2
young children? a1
Sometimes the relative location ofMany
• Commerce: twocompanies
angles isuse importan
rates to
adjacent angles. What do you goods or services.
think
Unless adjacent
otherwise For example,
noted, content onAllied
allangles are?
this pageShi
isC
Childre
pounds of goods shipped.
counting. In o
• Cooking: If you want to make more than t
Unless otherwise noted, all content on this page is © Cengage Learning ents must be increased in the correct propo
water is 1 cup : 3 cups when cooking rice,
you would need to double both amounts a
71360_ch03_ptg01_hr_075-162.indd 76 • Education: One of the criteria used to dete
student : teacher ratio.
• Sports: Football announcers talk about the
71360_ch03_ptg01_hr_075-162.indd 78
total of 30 fumbles and interceptions and l
71360_ch08_ptg01_hr_425-504.indd 441 interceptions, the team is said to have a 1

of the term ratio. Can you explain why not
xviii PREFACE
section exercises
The exercises are designed to give students a deeper sense and awareness of the kinds of
problems their future students are expected to solve at various grade levels, as well as to
increase their own proficiency with the content. Special subcategories appear toward the
end of each set of exercises. Deepening Your Understanding exercises go a step beyond,
encouraging
Section students
3.2 Understanding Subtraction 113 to extend their thinking beyond the basics. From Standardized
Section 3.2 Understanding Subtraction 111
21. This problem requires some nice thinking. Find a, b, c,
and d that will make the subtraction problem work. Is there
Assessments exercises derive from exams such as the NECAP and NAEP to give students
32. Respond to the following as though you were talking to a
principal who is familiar with the Common Core and NCTM
a sense of the types of questions found on diverse national exams at various grade levels.
more than one solution? Why or why not? standards. You want to convince the principal to hire you. The
principal has just said that she has only recently realized that the
a. 6ab b. 6xx
words borrowing and carrying are no longer used by effective
Questions are also included from the Smarter Balanced Assessment Consortium which is
2c8b 21y8
math teachers. Rather, such teachers use alternative terms like
1da 47y
3.2 see
trading or regrouping. The principal asks whether you agree
22. Find the missing digits.
a. 8u6 b. 5 u u 3 c. 8 2uu6
SUMMARydeveloping assessments for Common Core State Standards.
with the change in language and, if so, why.
We have now examined addition and subtraction rather carefully. In what ways do you
33. Joanna was driving from Fresno to Bakersfield. When she left
2u6u 2 6 4 8 22u1 2u similarities between the two operations? In what ways do you see differences? Think
Fresno, her odometer read 67,324. Unfortunately, she forgot to
check her odometer in Bakersfield. On the way home, she saw
3 1 9 4 5 6u u6 2 0 9 and then read on. . . .
a sign that said she was 24 miles from Fresno. At that point, her
23. Take no more than 5 to 10 seconds to determine whether this odometer read 67,564. She now had enough information to de-
answer is reasonable. Briefly explain your reasoning. termine the distance from Fresno to Bakersfield. How far is it?
8482 FROM STAnDARDizeD ASSeSSMenTS One way in which the two processes are alike is illustrated with the part–whole dia-
22627
6865 necAP 2006, grade 5 gram used to describe each operation. These representations help us to see connections
24. Find the differences in the given base. between
34. Mrs. Lombardi had 2 hours to prepare for a party. addition and subtraction. In one sense, addition consists of adding two parts to
The chart below
shows the amount of time she spent completing different tasks.
a. 41six b. 401six c. 742eight d. 3040eight
Time mRS. lombaRdi SPenT on
make a whole. In one sense, subtraction consists of having a whole and a part and needing
2 22six 2 222six 2 364eight 2 507eight
diffeRenT TaSkS to find the value of the other part.
25. Determine the missing numbers that will complete the follow- Task Time
ing subtraction problem in base five.
We see another similarity between the two operations when we watch children de-
Decorated cake 20 minutes
3 u 2 u five 2 441five 5 20 u 4five Made punch 15 minutes velop methods for subtraction; it involves the “missing addend” concept. That is, the
DeePening yOUR UnDeRSTAnDing
Made sandwiches
Put up balloons
50 minutes
?
problem c 2 a can be seen as a 1 ? 5 c.
26. Place the digits 1, 2, 3, 6, 7, and 8 in the We saw a related similarity in children’s strategies. Just as some children add large
How much time did Mrs. Lombardi have to put up the bal-
boxes to obtain
2 loons? (1 hour 5 60 minutes)
numbers by “adding up,” some children subtract larger numbers by “subtracting down.”
a. The greatest difference
a. 15 minutes b. 25 minutes Earlier in this section, subtraction was formally defined as c 2 b 5 a if
b. The least difference
27. Choose among the digits 1, 2, 3, 4, 5, 6, 7, 8,
c. 35 minutes a 1 b 5 c. The negative numbers strategy that some children invent brings us to an-
d. 45 minutes
and 9 to make the difference 234. You necAP 2005, grade 5 other way of defining subtraction, which we will examine further in Chapter 4 when
2
can use each digit only once. How many 35. The students at Maple Grove School are selling flowers. Their
different ways can you make 234? goal is to sell 1500 flowers. we examine negative numbers. That is, we can define subtraction as adding the inverse:
28. With three boys on a large scale, it read 170 pounds. When a 2 b 5 a 1 2b.
• On the first day, the students sold 547 flowers.
Adam stepped off, the scale read 115 pounds. When both
Adam and Ben stepped off, the scale read 65 pounds. What is
• On the second day, the students sold 655 flowers.
A very important way in which the two operations are different is that the commuta-
the weight of each boy? How many flowers must the students sell on the third day to
meet their goal? tive and associative properties hold for addition but not for subtraction.
29. A mule and a horse were carrying some bales of cloth. The
mule said to the horse, “If you give me one of your bales, I a. 298 b. 308 c. 1202 d. 2702
shall carry as many as you.” “If you give me one of yours,” necAP 2007, grade 4
replied the horse, “I will be carrying twice as many as you.”
36. The students in Mr. Hill’s class are solving this problem.
How many bales was each animal carrying?
30. From each of the following lists, select two numbers whose Peter had 10 pennies. Then he
difference will be closest to the target difference. found more pennies.
Numbers Target Now Peter has 16 pennies. How
many pennies did Peter find?
3.2 exercises
a. 315 475 764 300
b. 185 372 953 650 three students wrote these number sentences to solve the
c. 382 723 793 350 problem.
31. One of my students asked me this question after she had read 16 2 10 5 u 10 2 u 5 16 10 1 u 5 16
the text: “Why do we have addition and multiplication1. Make up aElla
tables, subtractionConniestory problem
Andy for each of the following 4. Represent the following problems on a number line. Explain
21. This problem requires some nice thinking. Find a, b, c,
contexts. Who
but not subtraction and division tables?” Write your response Briefly
wrote aexplain whysentence?
correct number the story problem is an example each problem as though you were talking to someone who32.isRespond
and d that will make the subtraction problem work. Is there
not to the following as though you were talking to a
principal who is familiar with the Common Core and NCTM
to her question.
of the particular model.
a. Only Connie and Andy b. Only Connie taking thismore
class.
than one solution? Why or why not? standards. You want to convince the principal to hire you. The
c. Only Andy and Ella d. Only Ella principal has just said that she has only recently realized that the
a. 6ab b. 6xx
a. Take-away a. 5 1 4 2c8b 21y8
b. 8 2 3 words borrowing and carrying are no longer used by effective
math teachers. Rather, such teachers use alternative terms like
1da 47y
b. Missing addend 5. a. Explain why the operation of subtraction is not commutative.
trading or regrouping. The principal asks whether you agree
22. Find the missing digits. with the change in language and, if so, why.
c. Comparison b. Explaina.why
8 uthe
6 operation
b. 5 uof
u 3subtraction
c. 8is2 not
u u associative.
6 33. Joanna was driving from Fresno to Bakersfield. When she left
2u6u 2 6 4 8 22u1 2u Fresno, her odometer read 67,324. Unfortunately, she forgot to
2. Which model of subtraction best illustrates each of the prob- 6. Determine the following differences mentally. Briefly describe
check her odometer in Bakersfield. On the way home, she saw
71360_ch03_ptg01_hr_075-162.indd 113 18/09/14 11:05 AM 3 1 9 4 5 6u u6 2 0 9
lems below: how you obtained your estimate. a sign that said she was 24 miles from Fresno. At that point, her
23. Take no more than 5 to 10 seconds to determine whether this odometer read 67,564. She now had enough information to de-
a. Reena had 25 quilts and sold 10 of them at the show. How a. 87 b. is reasonable.
answer c. explain
70 Briefly 82 yourd.reasoning.
500 e. 502
termine the distance from Fresno to Bakersfield. How far is it?
many does she have left? 8482 FROM STAnDARDizeD ASSeSSMenTS

229 22627
223 234 2134 2206
necAP 2006, grade 5
b. The hall holds 100 people. Currently 65 tickets have been f. 625 g.
6865 4000
24. 34. Mrs. Lombardi had 2 hours to prepare for a party. The chart below
sold. How many more tickets can be sold? 2475 Find the differences in the given base.
2555 shows the amount of time she spent completing different tasks.
a. 41six b. 401six c. 742eight d. 3040eight
c. The sixth grade has sold 58 raffle tickets and the fifth grade Determine these
2 22sixdifferences
2 222six mentally
2 364by eight a means other than Time
2 507eight the mRS. lombaRdi SPenT on
diffeRenT TaSkS
has sold only 45. How many more has the sixth grade sold? standard
25.algorithm.
Determine the missing numbers that will complete the follow- Task Time
ing subtraction problem in base five.
3. For each number line problem below, identify the computation h. 145 2 398
u2u
i.2 441
815 5220399
u4
j. 562 2 228 Decorated cake
Made punch
20 minutes
15 minutes
five five five
it models and briefly justify your answer. Made sandwiches 50 minutes
k. 575DeePening l. UnDeRSTAnDing
2 197 yOUR 1004 2 97 Put up balloons ?
a. b.
In Exercises26. Place the digits 1, 2, 3, 6, 7, and 8 in the
7–10, determine the exact answer mentally.
boxes to obtain How much time did Mrs. Lombardi have to put up the bal-
0 1 2 3 4 5 6 7 8 9 2 loons? (1 hour 5 60 minutes)
0 1 2 3 4 5 6 7 8 9 7. Peter bought
a. Theagreatest
house for $116,000 and sold it for $145,000.
difference
a. 15 minutes b. 25 minutes
c. How muchb. profit
The leastdid
difference
he make? c. 35 minutes d. 45 minutes
27. Choose among the digits 1, 2, 3, 4, 5, 6, 7, 8,
0 1 2 3 4 5 6 7 8 9 8. I left my house
and 9 to at 3:34
make p.m. and
the difference 234.arrived
You at 26:15 p.m. How long2005, grade 5
necAP
did the tripcan use each digit only once. How many
take me?
different ways can you make 234?
35. The students at Maple Grove School are selling flowers. Their
goal is to sell 1500 flowers.
Unless otherwise noted, all content on this page is © Cengage Learning 28. With three boys on a large scale, it read 170 pounds. When • On the first day, the students sold 547 flowers.
Adam stepped off, the scale read 115 pounds. When both • On the second day, the students sold 655 flowers.
Adam and Ben stepped off, the scale read 65 pounds. What is
the weight of each boy? How many flowers must the students sell on the third day to
meet their goal?
29. A mule and a horse were carrying some bales of cloth. The
mule said to the horse, “If you give me one of your bales, I a. 298 b. 308 c. 1202 d. 2702
shall carry as many as you.” “If you give me one of yours,” necAP 2007, grade 4
replied the horse, “I will be carrying twice as many as you.”
36. The students in Mr. Hill’s class are solving this problem.
How many bales was each animal carrying?
71360_ch03_ptg01_hr_075-162.indd 111 30. From each of the following lists, select two numbers whose Peter had
18/09/14 10AM
11:05 pennies. Then he
difference will be closest to the target difference. found more pennies.
Numbers Target Now Peter has 16 pennies. How
a. 315 475 764 300 many pennies did Peter find?
b. 185 372 953 650 three students wrote these number sentences to solve the
c. 382 723 793 350 problem.
31. One of my students asked me this question after she had read 16 2 10 5 u 10 2 u 5 16 10 1 u 5 16
the text: “Why do we have addition and multiplication tables, Ella Connie Andy
but not subtraction and division tables?” Write your response Who wrote a correct number sentence?
to her question.
a. Only Connie and Andy b. Only Connie
c. Only Andy and Ella d. Only Ella
71360_ch03_ptg01_hr_075-162.indd 113 18/09/14 11:05 AM
PREFACE xix
section summary →
Each section ends with a summary SUMMARy 3.2 We have now examined addition and subtraction rather carefully. In what ways do you
see similarities between the two operations? In what ways do you see differences? Think
that reviews the main ideas and and then read on. . . .
important concepts discussed.
One way in which the two processes are alike is illustrated with the part–whole dia-
gram used to describe each operation. These representations help us to see connections
between addition and subtraction. In one sense, addition consists of adding two parts to
make a whole. In one sense, subtraction consists of having a whole and a part and needing
to find the value of the other part.
We see another similarity between the two operations when we watch children de-
velop methods for subtraction; it involves the “missing addend” concept. That is, the
problem c 2 a can be seen as a 1 ? 5 c.
We saw a related similarity in children’s strategies. Just as some children add large
numbers by “adding up,” some children subtract larger numbers by “subtracting down.”
Earlier in this section, subtraction was formally defined as c 2 b 5 a if
a 1 b 5 c. The negative numbers strategy that some children invent brings us to an-
other way of defining subtraction, which we will examine further in Chapter 4 when
we examine negative numbers. That is, we can define subtraction as adding the inverse:
a 2 b 5 a 1 2b.
A very important way in which the two operations are different is that the commuta-
tive and associative properties hold for addition but not for subtraction.
Looking
158
Back
cHAPTeR 3 The Four Fundamental Operations of Arithmetic
3.2 exercises
Each
73. Mark chapter
tried to add the concludes
numbers 489 and 263with Looking
on his calcu- 74. LynnBack—a
had only quarters,study toolto buy
dimes, and nickels that brings together all the
her lunch.
lator. What is the sum of these numbers? The display on She spent all of the money and received no change. Could she
158 cHAPTeR 3 The Four Fundamental Operations of Arithmetic important
Mark’s 1. Make points
calculator up a
showed hisfrom
subtraction
answer to the
story chapter.
beproblem
128607? for
Mark each Looking
of the following
have Back
spent $1.98? 4. includes
Represent the Questions
following problems toon Summarize
a number line. ExplainBig
had pressed a wrongBriefly
key when trying to add.the
Which wrong
Ideaskey did(NEW!),
contexts.
whichexplain
ask
why
students
story
to
problem is an
reflect
example
on forthe Statistics. ideas from the chapter; Chapter
main
each problem as thoughofyou were talking to someone who is not
Source: NAEP Mathematics Assessment, 1992. U.S. Department Educa-
he press? tion, National Center Education
73. Mark tried to add the numbers 489 and 263 on his calcu- 74. Lynn of
hadthe
onlyparticular
quarters, model.
dimes, and nickels to buy her lunch. taking this class.
lator. What is the sum of these numbers? The display on Summary, of which lists major take-aways and terminology from the chapter; and Review
Source: Results of the Seventh NAEP Mathematics Assessment, p. 152.
U.S. She spent all of the money
a. Take-away
Department Education, andCenter
National received
for no change.
Education Could she
Statistics. a. 5 1 4 b. 8 2 3
Mark’s calculator showed his answer to be 128607? Mark have spent $1.98?
had pressed a wrong key when trying to add. Which wrong Exercises, Source:b.NAEP which
Missing addend
Mathematics provide
Assessment, an
1992. U.S. Department opportunity
of Educa- for students
5. a. Explain to put
why concepts
the operation from
of subtraction thecommutative.
is not chapter
key did he press? tion, National Center for Education Statistics.
Source: Results of the Seventh NAEP Mathematics Assessment, p. 152. into practice.
c. Comparison b. Explain why the operation of subtraction is not associative.
Review Exercises 159
U.S. Department of Education, National Center for Education Statistics. 2. Which model of subtraction best illustrates each of the prob- 6. Determine the following differences mentally. Briefly describe
LookinG lems below:BAck on chapter three
addition properties: how you obtained Section your estimate.
3.4: Understanding Division
division contexts
82and models:
QUeSTiOnSa.TOReena had 25Big
quilts and sold 10 of them
identity commutative 79 a.
78 at the show. How 87 b. 70 c. d. 500 e. 502
SUMMARize iDeAS
many does she have left? associative 79 closure 79 229 137
223partitioning234 subtraction 137
2134 repeated 2206
1. What are some of the different modelsalgorithms
for addition,
forsubtraction,
addition: multiplication, and division?
LookinG BAck on chapter three 2. Howb. can
The hall holds 100 people. Currently 65 tickets have been
common
you use base ten blocks to model 86
the algorithms for each oflattice 87
f.
the operations?
625 g. 4000
missing-factor 138
division terminology:
number line 139
sold. How many more tickets can be sold? 2475 2555dividend 137
other terminology: divisor 137
QUeSTiOnS TO SUMMARize Big iDeAS 3. How are these models similar and different in a base other than ten?
c. The sixth grade has sold 58 raffle tickets
matrix 79 and the fifth grade
carry, borrow 81 Determine these differences
quotient mentally
137 by a means other than the
4. Which
1. What are some of the different models for addition, subtraction, has sold only
algorithms
multiplication, 45.
the How
fordivision?
and manyare
operations more has the
different
algorithm 85sixth
from whatgrade sold?
you learned in elementary
decompose school?algorithm.division concepts:
87 standard
2. How can you use base ten blocks to model the algorithms for 3.
5. each
Whatofare
For the
each
the tools for determining
number
operations? line problemdivisibility
below, and 87
why the
identify
compose do they work?
computation h. 145 2 98 i. division
815 2 by zero 139
399 j. 562 2 228division algorithm 141
it models andMathematical
briefly justify yourSection
answer. other terminology:
6. Look
3. How are these models similar and different in a base other than ten? back at the Practices of the3.2: Understanding
Common Subtraction
Core State Standards. In what
k. ways
575 2did197
you engage
l. in1004
those2 97
indirect proof 140 operation sense 147
practices
a.
4. Which algorithms for the operations are different from what you learned
during this chapter?
in elementary school? b.Subtraction contexts:
take-away 98 In Exercises 7–10, determine
comparison 99 theofexact
order answer
operations 152mentally.
7. What parts of this chapter are less clear to you at this point? What will you do to clarify those ideas?
5. What are the tools for determining divisibility and why do they work?0 1 2 3 4 5 6 7 8 9 algorithms for division:
0 missing
1 2 3 addend
4 5 6 7100
8 9 7. Peter bought a house for $116,000 and sold it for $145,000.
standard 141
c. Standards. In what ways did youSubtraction
6. Look back at the Mathematical Practices of the Common Core State terminology:
engage in those How much profit did he make?
practices during this chapter? subtraction 100 minuend 100 scaffolding 143
8. I left my house at 3:34 p.m. and 147arrived at 6:15 p.m. How long
cHAPTeR 3
0 1 2 3 4 5 6 7 8 9
7. What parts of this chapter are less clear to you at this point? What will you do to clarify those ideas? SUmmArYsubtrahend 100
Subtraction models:
difference 100
did the trip take me?
divisibility
Number sense and operation sense:
Unless otherwise noted, all content on this page is © pictorial
Cengage Learning
100 number line 102 number sense:
1. Many students have said that really understandingalgorithms • The ability to apply properties of the operations, with
base ten andfor subtraction: addition 93
especially with subtraction 110
cHAPTeR 3 SUmmArY
the four operations, was, for them, the beginning of a new
toward mathematics. We will continue to examine new and impor-
attitude106
standard the commutative,
9. Numbers
Section 3.3: Understanding
tant mathematical ideas throughout this book, but the foundation
alternative associative,
108 with multiplication 130
and distributive properties
operation sense 147
in real-life settings are sometimes exact, sometimes
Multiplication
with division 146
for much of elementary mathematics has now been multiplication

laid. contexts rounded, and sometimes estimates.
and models: Mental Math and Estimation
1. Many students have said that really understanding base ten and 2. Each• operation
The ability to apply properties of the operations,
has multiple meanings. addition10.
especially
repeated 115In real-life problem-solving,
general 116 one needs to knowStrategies
when to findfor mental computation and estimation:
the four operations, was, for them, the beginning of a new71360_ch03_ptg01_hr_075-162.indd
attitude the commutative, associative, and distributive properties an exact answer and when to find an estimate. (Note that some of these strategies can be used both for mental
111been developed to enable us to area 116 Cartesian product 116 18/09/14 11:05 AM
toward mathematics. We will continue to examine new and impor- 3. Many algorithms have
9. Numbers
compute
in real-life settings are sometimes multiplication
exact, sometimes 11. Real-life
terminology: problem solvers need to know computation
whether their esti-and for estimation, some strategies are applicable to
tant mathematical ideas throughout this book, but the foundation more efficiently. mates are reasonable. more than one operation, and some are alternative ways to solve
rounded, and sometimes estimates. multiplier 116 multiplicand 116
for much of elementary mathematics has now been laid. 4. The standard algorithm for each operation does not connect the same problem.)
10. In real-life
equally problem-solving,
well to each meaning of theone needs to knowproduct
operation. when to116find 12. People may use rounded numbers rather than exact
factor 116
numbers
2. Each operation has multiple meanings. for a variety of reasons. leading-digit (front end) 82 compensation 82
an exact answer and when to find an estimate.
multiple 116 break and bridge 82 number line 82
3. Many algorithms have been developed to enable us to compute 5. Being able to make sense of algorithms requires:
11. Real-life problem solvers need to know whether their esti-
more efficiently. • Themates
ability multiplication BASic
properties: cOncePTS partial sums 83 expanded form 87
aretoreasonable.
apply base ten and place value concepts
rounding 90 clustering 92
4. zero 117 identity 117 Addition
Section 3.1: Understanding
The standard algorithm for each operation does not connect •12.
ThePeople
abilitymayto use
compose
roundedandnumbers
decompose
ratherthe
thannumbers (for
exact numbers
commutative 117addition terminology:
associative 118 add up 102 compatible numbers 103
equally well to each meaning of the operation. example, to use of
for a variety expanded
reasons.form) multiples of 10 120 halve and double 120
5. Being able to make sense of algorithms requires: 6. Patterns enable us to understand the operations more distributive
deeply. 118 addition 78 sum 78
partial products 124 lower bound 128
• The ability to apply base ten and place value concepts BASic
7. In manycOncePTS
real-life problems, the answer depends ondistributiveknowing over additionaddends11878 upper bound 128 canceling 140
Section
how 3.1: Understanding
to interpret Addition
one’s computation. addition contexts:
distributive over subtraction 118 equivalent fractions 140 missing-factor model 144
• The ability to compose and decompose the numbers (for
example, to use expanded form) addition terminology:
8. Being able to perform mental math and to estimate requiresalgorithms for multiplication:
discrete 76 continuous, measured 76
6. Patterns enable us to understand the operations more deeply. • The ability78
addition to apply basesum 78 place value concepts
ten and standard 121 addition models: partial products 124
125
lattice (for pictorial 76 number line 78
7. In many real-life problems, the answer depends on knowing • The ability78to compose and decompose the numbers
addends
addition tables 79
how to interpret one’s computation. example,contexts:
to use expanded form)
8. Being able to perform mental math and to estimate requires discrete 76 continuous, measured 76
• The ability to apply base ten and place value concepts addition models:
pictorial 76 number line 78
reVieW exerciSeS chapter three
• The ability to compose and decompose the numbers (for
tables 79
example, to use expanded form)
1. State the problem that is represented in each case below:
a. c.
71360_ch03_ptg01_hr_075-162.indd 158 18/09/14 11:07 AM
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9
b. d.
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11 12
71360_ch03_ptg01_hr_075-162.indd 158 18/09/14 11:07 AM
71360_ch03_ptg01_hr_075-162.indd 159 18/09/14 11:07 AM
xx PREFACE
explorations
The icon that appears throughout the text references additional activities that may
12834_ch01_rev02_lores_Bassarear-Explorations 26/09/14 9:31 AM Page 13
be found in the Explorations Manual. Explorations present new ideas and concepts for
students to engage with “hands on.”
CHAPTER 1 Foundations for Learning Mathematics 13
Mathematics EXPLORATION 1.6 Magic Squares

for Elementary
School Teachers
p. 27 Magic squares have fascinated human beings for thousands
of years. The oldest recorded magic square, the Lo Shu
magic square, dates to 2200 B.C. and is supposed to have
been marked on the back of a divine tortoise that appeared
before Emperor Yu when he was standing on the bank of the
Yellow River. In the Middle Ages, many people believed
magic squares would protect them against illness! Even in
the twenty-first century, people in some countries still use
magic squares as amulets.
As a teacher, you will find that many of your students
love working with magic squares and other magic figures.
PART 1: Describing magic squares and finding patterns

1. The definition of a magic square is that the sum of any row, any column, and
8 1 6
each diagonal is the same, in this case 15. Look at the square and write down
3 5 7
anything that you observe in this square—relationships between numbers in
rows or columns or diagonals, patterns in how the numbers are arranged, 4 9 2
even/odd, etc.
2. Compare your observations with others in your group.
PART 2: Patterns in all 3 3 magic squares

1. You will find eight different 3 3 magic squares at the end of this exploration. Look at
these magic squares carefully and then write down
a. Patterns that are found in all of the magic squares
b. Patterns that are found in some of the magic squares
2. Compare your observations with others in your group.
3. Now that you have seen nine different magic squares, describe how you could make a com-
pletely new magic square.
PART 3: Using algebra to describe magic squares

It is possible to use algebraic notion to describe the structure of all 3 3 magic squares just like
we can compute the area of all rectangles by multiplying length by width.
1. What if we called the middle number of any magic square m? Take the first two magic
squares at the end of this exploration, and represent the other numbers in each square in
terms of the middle number. For example, in the first square, the middle number would be
m, and the number to its right would be m 3. What patterns do you notice? What similar-
ities do you notice between the two magic squares?
2. One way of making a general representation of 3 3 magic squares is to use two more vari-
ables. Using the patterns and observations from (1) above, now represent the first two magic
squares at the end of this exploration using m, x, and y.
3. At this point, you have a solution generated either from your group or from the whole-
class discussion. Think about your work and discussions and then read the following quo-
tation: “Mathematics is often considered a difficult and mysterious science, because of the
PREFACE xxi
sUppLeMents
FoR the stUdent FoR the instRUCtoR
Instructor’s Edition
(isBn: 978-1-305-07137-7)
The Instructor’s Edition includes answers to all exercises in the
text, including those not found in the student edition. (Print)
Student Solutions Manual Instructor’s Manual
(isBn: 978-1-305-10833-2) The Instructor’s Manual provides worked-out solutions to all of
Go beyond the answers—see what it takes to get there and the problems in the text. In addition, instructors will find helpful
improve your grade! This manual provides worked-out, step-by- aids such as “Teaching the Course,” which shows how to teach in
step solutions to the odd-numbered problems in the text. This a constructivist manner. “Chapter by Chapter Notes” provide
gives you the information you need to truly understand how commentary for the Explorations manual as well as solutions
these problems are solved. (Print) to exercises that appear in the supplement. This manual can be
found on the Instructor Companion Site.
Explorations, Mathematics for Elementary School Explorations, Mathematics for Elementary School
Teachers, 6e Teachers, 6e
(isBn: 978-1-305-11283-4) (isBn: 978-1-305-11283-4)
This manual contains open-ended activities for you to practice This manual contains open-ended activities for students to prac-
and apply the knowledge you learn from the main text. When tice and apply the knowledge they learn from the main text.
you begin teaching, you can use the activities as models in your When students begin teaching, they can use the activities as
own classrooms. (Print) models in their own classrooms. (Print)
Math Manipulatives Kit Math Manipulatives Kit
(isBn: 978-1-305-11287-2) (isBn: 978-1-305-11287-2)
Get hands-on experience when you use the Manipulatives Kit. By These Manipulatives Kits provide preservice teachers with hands-
using this tool you will see the benefits that will help elementary on experience and gives an understanding of why manipulatives
school students understand mathematical concepts. The kit are used in the elementary school classroom. The kits include
includes pattern blocks, pentominoes, base ten flats, base ten pattern blocks, pentominos, base ten flats, base ten rods, base
rods, base ten units, tangrams, and a Geoboard. ten units, Tangrams, and a Geoboard.
Enhanced WebAssign® Enhanced WebAssign®
Instant Access Code: 978-1-285-85803-6 Instant Access Code: 978-1-285-85803-6
Printed Access Card: 978-1-285-85802-9 Printed Access Card: 978-1-285-85802-9
Enhanced WebAssign combines exceptional mathematics content Enhanced WebAssign combines exceptional mathematics content
with the powerful online homework solutions, WebAssign. with the powerful online homework solutions, WebAssign.
Enhanced WebAssign engages students with immediate feedback, Enhanced WebAssign engages students with immediate feedback,
rich tutorial content, and an interactive, fully customizable eBook, rich tutorial content, and an interactive, fully customizable
the Cengage YouBook, which helps students to develop a deeper eBook, the Cengage YouBook, which helps students to develop
conceptual understanding of their subject matter. a deeper conceptual understanding of their subject matter. See
www.cengage.com/ewa to learn more.
CengageBrain.com Instructor Companion Site
To access additional course materials, visit www.cengagebrain.com. Everything you need for your course is in one place! This collec-
At the CengageBrain.com home page, search for the ISBN of your tion of book-specific lecture and classroom tools is available
title (see back cover of your book) using the search box at the top online via www.cengage.com/login. Access and download
of the page. This will take you to the product page where these PowerPoint® images, solutions manual, and more.
resources can be found.
Cengage Learning Testing Powered by Cognero®
Instant Access Code: 978-1-305-11304-6
Cognero is a flexible, online system that allows you to author,
edit, and manage test bank content; create multiple test
versions in an instant; and deliver tests from your LMS, your
classroom, or wherever you want. This is available online via
www.cengage.com/login.
xxii PREFACE
Acknowledgments
We would like to thank the reviewers of this edition:
Marilyn Ahrens, Missouri Valley College; Mary Beard, Kapiolani Community College;
Timothy Comar, Benedictine University; Edward DePeau, Central Connecticut State
University; Sue Ann Jones Dobbyn, Pellissippi State Community College; April Hoffmeister,
University of Illinois; Judy Kasabian, El Camino College; Cathy Liebars, The College
of New Jersey; Kathleen McDaniel, Buena Vista University; Ann McCoy, University of
Central Missouri; Martha Meadows, Hood College; Anthony Rickard, University of
Alaska, Fairbanks; Mark Schwartz, Southern Maine Community College; Sonya Sherrod,
Texas Tech University; Allison Sutton, Austin Community College; Osama Taani, Plymouth
State University; Michael Wismer, Millersville University; and Ronald Yates, College of
Southern Nevada.
In addition, we would like to thank the many reviewers of previous editions noted below
for their thoughtful and helpful comments throughout development: Andrew T. Wilson,
Austin Peay State University; Anita Goldner, Framingham State College; Art Daniel,
Macomb Community College; Bernadette Antkoviak, Harrisburg Area Community
College; Beverly Witman, Lorain County Community College; Charles Dietz, College
of Southern Maryland; Clare Wagner, University of South Dakota; Deborah Narang,
University of Alaska–Anchorage; Dennis Raetzke, Rochester College; Donald A. Buckeye,
Eastern Michigan University; Doug Cashing, St. Bonaventure University; Dr. Connie S.
Schrock, Emporia State University; Elise Grabner, Slippery Rock University; Elizabeth
Cox, Washtenaw Community College; Forrest Coltharp, Pittsburg State University;
Fred Ettline, College of Charleston; Gary Goodaker, West Community and Technical
College; Gary Van Velsir, Anne Arundel Community College; Glenn Prigge, University
of North Dakota; Helen Salzberg, Rhode Island College; Isa S. Jubran, SUNY College
at Cortland; J. Normon Wells, Georgia State University; J.B. Harkin, SUNY College
at Brockport; James E. Riley, Western Michigan University; Jane Ann McLaughlin,
Trenton State College; Jean M. Shaw, University of Mississippi; Jean Simutis, California
State University–Hayward; Jeanine Vigerust, New Mexico State University; Jerry Dwyer,
University of Tennessee–Knoxville; Jim Brandt, Southern Utah University; John Long,
University of Rhode Island; Juan Molina, Austin Community College; Julie J. Belock,
Salem State College; Karen Gaines, St. Louis Community College; Karla Karstens,
University of Vermont; Kathy C. Nickell, College of DuPage; Larry Feldman, Indiana
University of Pennsylvania; Larry Sowder, San Diego State University; Lauri Semarne;
Lawrence L. Krajewski, Viterbo College; Lew Romagnano, Metropolitan State College of
Denver; Linda Beller, Brevard Community College; Linda Herndon, Benedictine College;
Lois Linnan, Clarion University; Lorel Preston, Westminster College; Loren P. Johnson,
University of California–Santa Barbara; Lynette King, Gadsden State Community
College; Marvin S. Weingarden, Madonna University; Mary Ann Byrne Lee, Mankato
State University; Mary J. DeYoung, Hope College; Mary Lou Witherspoon, Austin
Peay State University; Mary T. Williams, Francis Marion University; Mary Teagarden,
Mesa College; Matt Seeley, Salish Kootenai College; Maureen Dion, San Joaquin Delta
Community College; Merle Friel, Humboldt State University; Merriline Smith, California
State Polytechnic University; Michael Bowling, Stephens College; Nadine S. Bezuk,
San Diego State University; Peter Berney, Yavapai College; Peter Incardone, New Jersey
City University; Robert F. Cunningham, Trenton State College; Robert Hanson, Towson
State University; Rebecca Wong, West Valley College; Ronald Edwards, Westfield State
University; Ronald J. Milne, Gashen College; Sandra Powers, College of Charleston;
Stephen P. Smith, Northern Michigan University; Stuart Moskowitz, Humboldt State
University; Susan K. Herring, Sonoma State University; Tad Watanabe, Towson State
University; Tess Jackson, Winthrop University; Vena Long, University of Missouri at
Kansas City; William Haigh, Northern State University.
Another random document with
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creatures, does not presently see the infinite wisdom and goodness
of their Creator: and he must be mad, who will not own those
attributes.”
26. “A man would deceive himself,” says Lalande, “in believing he

could be a philosopher, without the study of the natural sciences. To
be wise, not by weakness, but by principles, it is necessary that, to
be able to reflect and think with vigour, we be freed from those
prejudices which deceive the judgment, and which oppose
themselves to the development of reason and of genius. Pythagoras
would not have any disciples, who had not studied Mathematics:
over his door was to be read, that “no one was to enter, unless he
were a geometrician.”—Morals would be less sure, and less
attractive for us, if they were to be founded on ignorance or on error.
“Ought we,” he asks, “to consider as of no importance the

advantage of being freed from the misfortunes of ignorance? Is it
possible to observe, without a feeling of compassion and even of
shame, the stupidity of those, who formerly believed, that by making
a great vociferation, during an eclipse of the Moon, they furnished
relief to the sufferings of that (imagined) goddess; or, that these
eclipses were produced by enchantment?”
“Cum frustra resonant æra auxiliaria Lunæ.”

Met. iv. 333.
Reyas, in the dedication of his Commentaries on the Planisphere

to the Emperor Charles V. mentions a curious historical fact, in
illustration of the effects of that superstition, derived from ignorance,
which astronomy has banished from the civilized world. It is thus
related by Lalande:—“Christopher Columbus, when commanding the
army which Ferdinand, king of Spain, had sent to Jamaica, some
short time after the discovery of that island, experienced so great a
scarcity of provisions, that no hope remained of saving his army,
which he expected to be soon at the mercy of the savages. An
approaching eclipse of the moon furnished this able man with the
means of extricating himself from his embarrassment: he let the chief
of the savages know, that if they should not, in a few hours, send him
all he asked for, he would oppress them with the greatest calamities;
and that he would begin by depriving the moon of her light. At first,
they contemned his menaces; but, when they saw that the moon
began, in reality, to disappear, they were seized with terror; they
carried all they had to the general, and came themselves to implore
forgiveness.”
Comets were formerly, even in civilized nations, another great

cause of consternation among the people; and one, also, which a
knowledge of astronomy has at length divested of its terrors, by
removing the source of those superstitious errors, a grossly mistaken
notion of the nature of those phænomena. “We are sorry to find,”
says Lalande, “such strange prejudices, not only in Homer [Iliad iv.
75.] but even in the most beautiful poem of the sixteenth century;
whereby means are furnished of perpetuating our errors—
“Qual con le chiome sanguinose orrende

Splender Cometa suol per l’aria adusta,
Che i regni muta e i feri morbi adduce,
E ai purpurei tiranni infausta luce.”
Tasso’s Jerus. del.
Which Mr. Hoole has thus translated—
“As, shaking terrors from his blazing hair,

A sanguine Comet gleams through dusky air,
To ruin states, and dire diseases spread,
And baleful light on purpled tyrants shed.”
Further, the progress of genuine astronomy has almost wholly

dissipated, in our day, the gross delusions of astrology, with the
mischievous portents of its infatuated judicial interpreters; follies
engendered by ignorance, which is, ever, the prolific parent of
prejudice, of superstition, and of their numerous concomitant evils.
27. Mr. Rittenhouse observes, (in his Oration delivered before the
American Philosophical Society, in 1775,) that “Galileo not only
discovered these moons of Jupiter, but suggested their use in
determining the longitude of places on the earth; which has since
been so happily put in practice, that Fontenelle does not hesitate to
affirm, they are of more use to geography and navigation, than our
own moon.”—This great man, one of the first restorers of the true
principles of physics, was condemned by, and suffered the penalties
of the Inquisition, in 1535, for defending the system of Copernicus!
He died in 1542.
A letter from Andrew Ellicott, Esq. to Mr. Robert Patterson, dated

the 2d of April 1795, and published in the fourth volume of the
American Philosophical Society’s Transactions, contains sundry
observations of the immersions of the satellites of Jupiter, made at
Wilmington in the state of Delaware, by Messrs. Rittenhouse, J.
Page, Lukens and Andrews, respectively, on divers days from the
1st to the 23d of August (both included,) in the year 1784; together
with those observed at the Western Observatory, by Messrs. Ellicott,
Ewing, Madison, &c. on divers days from the 17th of July to the 19th
of August (both included,) in the same year: also, of the emersions of
those satellites, by the same Eastern Observers, from the 29th of
August to the 19th of September (both included,) and by the same
Western Observers, from the 27th of August, up to the 19th of
September, both included; all in the year 1784. These observations
were made,
“Le Trident de Neptune est le Sceptre du Mond.”[27a]
when those able geometricians and astronomers were employed in

ascertaining the Western Boundary of Pennsylvania, by determining
the length of five degrees of longitude, West, from a given point on
the river Delaware.
27a. “The trident of Neptune is the sceptre of the world.”—This, as Lalande

observes, is nearly what Themistocles said at Athens, Pompey at Rome, Cromwell
in England, and Richelieu and Colbert in France.
28. Mr. Derham, speaking of the utility resulting from the

observation of these phænomena, (in his Astro-Theology,) says
—“As to the eclipses, whether of sun or moon, they have their
excellent uses. The astronomer applies them to considerable
services, in his way, and the geographer makes them no less useful
in his: the chronologer is enabled, by them, to amend his accounts of
time, even of the most ancient days; and so down through all ages:
and the mariner, too, can make them serviceable to his purpose, to
discover his longitude, to correct his account at sea, and thereby
make himself more secure and safe in the untrodden paths of the
deep.”
W. B.
29. Lucius Cælius Lactantius Firmianus, a Christian writer in the

beginning of the fourth century, reasons in a conclusive manner
against the heathen mythology, in the inference he draws from the
argument, used by the heathens, to prove the heavenly bodies to be
divinities. His argument, on this head, will be found towards the
conclusion of Mr. Derham’s Astro-Theology, where it is translated
from the Latin of that early and eloquent advocate of Christianity (in
his Divin. Instit. l. 2. c. 5.) in these words:—
“That argument whereby they” (those idolaters) “conclude the

heavenly bodies to be gods, proveth the contrary: for if therefore
they think them to be gods, because they have such certain and
well-contrived rational courses, they err: for, from hence it appears
that they are not gods; because they are not able to wander out of
those paths that are prescribed them. Whereas, if they were gods,
they would go here and there, and every where, without any
restraint, like as animals upon the earth do; whose wills being free,
they wander hither and thither, as they list, and go whithersoever
their minds carry them.”
Those vast orbs of matter in the universe, which constitute the

planets of our system, if even we consider this alone, and each of
which is known to have its appropriate motion, must of necessity
have had those motions communicated to them, at first, by some
Being of infinite power; the perfect order and regularity of their
motions render it equally plain, that that Being was also infinite in
wisdom; and the uninterrupted continuance of the same regularity of
motion, in their respective orbits, demonstrates in like manner, that
He who originally imparted their motions to the several planets is,
moreover, infinite in duration.
The vis inertiæ of all material substances, a quality inseparably

interwoven with their nature, deprives them (considered merely as
such) of the power of spontaneous motion; matter is inherently inert:
consequently, those great globes of matter, the planets (including the
earth,) necessarily derive their motions from a supremely powerful
First Cause, as well as from one infinitely intelligent, and everlasting
in his Being. Hence, Lactantius well observes, in another place, that
“There is, indeed, a power in the stars, of performing their motions;
but that is the power of God, who made and governs all things; not of
the stars themselves, that are moved.”
The reasoning of Lactantius, on this subject, is more worthy of a

philosopher, than that employed by Descartes, in supporting his
chimerical notion of vortices; or than that which led Kepler to adopt
his scheme, equally unsupported by any rational principles, of a
vectorial power produced by emanations of the sun, as primary
agents of motion in the solar system. Because these schemes of
Descartes and Kepler make it necessary to recur to some ulterior, as
well as more adequate and comprehensible cause of motion, in the
planets, than either vortices or emanations from the sun: whereas
Lactantius resorted, at once, to an intelligent First Cause, capable of
producing the effect; without conjuring up inefficient agents, as first
movers; which left them still under the necessity of going back to a
Creator of their respective causes (but second causes, at best,) of
the planetary motions; consequently, the First Cause; and, also, of
admitting the existence of Intelligence, as an essential attribute in the
nature of that Being.
An edition of the works of Lactantius (who was a native of Fermo

in Italy,) was printed at Leipsick, in 1715.
30. Wisdom of Solomon, ch. 13. v. 2.
31. Ibid. ch. 13. v. 3 and 5.

32. Psalm 19. v. 1.
33. In Mr. Smart’s Poetical Essay on the Immensity of the

Supreme Being, after a glowing description of some of the admirable
works of nature, is this apt, though laconic address to the Atheist:—
“Thou ideot! that asserts, there is no God,

View, and be dumb for ever.”
34. The poet gives a whimsical account of the first formation of

man, out of this earth, which is represented as being then new; and,
having been recently separated from the high æther, is therefore
supposed as yet holding some affinity with heaven, and retaining its
seeds. He describes the son of Japetus (Prometheus) moulding a
portion of earth, mixed with river-water, into the similitude of those
heathen deities, who were said to rule over all things.
A poetic translation into our own language, of the lines above

quoted, which exhibit “the godlike image,” thus formed, after its being
animated by the stolen fire of Prometheus, is comprehended in the
italicised lines of the following passage, extracted from Mr. Dryden’s
versification of the first book of Ovid’s Metamorphoses; in which the
English poet has well preserved the beauty, the force, and the
sublimity of the thought, so finely expressed in the original:—
“A creature of a more exalted kind

Was wanting yet, and then was Man design’d
Conscious of thought, of more capacious breast,
For empire form’d, and fit to rule the rest:
Whether with particles of heav’nly fire
The God of nature did his soul inspire;
Or earth, but now divided from the sky,
And pliant still, retain’d th’ ætherial energy:
Which wise Prometheus temper’d into paste,
And, mixt with living streams, the godlike image cast:
Thus, while the mute creation downward bend
Their sight, and to their earthly mother tend,
Man looks aloft, and with erected eyes
Beholds his own hereditary skies.”
35. Man will, unquestionably, by taking an extensive range in the

contemplation of nature, proportionably enlarge his intuitive
conceptions of the attributes of her Almighty First Cause; of whose
transcendently exalted existence, the study of his own being, one of
nature’s greatest works, will have taught him the reality: and a due
knowledge of himself, alone, will also instruct him in the dependent
nature of his condition, and the duties resulting from that state of
dependence, in his humble relation to the Supreme being.
Mr. Smart, in the poem before quoted, has prettily expressed this
idea, in the following lines:—
“Vain were th’ attempt, and impious, to trace

Thro’ all his works th’ Artificer Divine—
And tho’ no shining sun, nor twinkling star,
Bedeck’d the crimson curtains of the sky;
Tho’ neither vegetable, beast, nor bird,
Were extant on the surface of this ball,
Nor lurking gem beneath; tho’ the great sea
Slept in profound stagnation, and the air
Had left no thunder to pronounce its Maker;
Yet Man at home, within himself, might find
The Deity immense; and, in that frame
So fearfully, so wonderfully made,
See and adore his Providence and Pow’r.”
36. The same sentiment is beautifully expressed by Thomson, in

the following apostrophe:
“With thee, serene Philosophy! with thee,

And thy bright garland, let me crown my song!
Effusive source of evidence, and truth!
A lustre shedding o’er th’ ennobled mind,
Stronger than summer-noon; and pure as that,
Whose mild vibrations soothe the parted soul,
New to the dawning of celestial day.
Hence through her nourish’d pow’rs, enlarged by thee,
She springs aloft, with elevated pride,
Above the tangling mass of low desires,
That bind the fluttering crowd; and angel-wing’d,
The heights of science and of virtue gains,
Where all is calm and clear; with nature round,
Or in the starry regions, or th’ abyss,
To reason’s or to fancy’s eye display’d:
The First up-tracing, from the dreary void,
The chain of causes and effects to Him,
The world producing essence, who alone
Possesses being; while the Last receives
The whole magnificence of heaven and earth,
And every beauty, delicate or bold,
Obvious or more remote, with livelier sense,
Diffusive painted on the rapid mind.”
Summer, l. 1729 and seq.
37. It delights me to soar among the lofty stars; it delights me to

leave the earth and this dull habitation, to be wafted upon a cloud,
and to stand upon the shoulders of the mighty Atlas.
Mr. Dryden has thus translated the original into English verse:—
“Pleas’d, as I am, to walk along the sphere

Of shining stars, and travel with the year;
To leave the heavy earth, and scale the height
Of Atlas, who supports the heavenly weight.”
38. Dr. Francis thus versifies this passage, in our language:—
————“What bounds old ocean’s tides;

What, through the various year, the seasons guides:
Whether the stars, by their own proper force,
Or foreign pow’r, pursue their wand’ring course:
Why shadows darken the pale Queen of Night;
Whence she renews her orb, and spreads her light.”
39. Thus rendered, in English verse, by Mr. Dryden:—
“Ye sacred Muses, with whose beauty fir’d,

My soul is ravish’d, and my brain inspir’d;
Whose priest I am, whose holy fillets wear,
Would you your poet’s first petition hear;
Give me the way of wand’ring stars to know:
The depths of heav’n above, and earth below.
Teach me the various labours of the moon,
And whence proceed th’ eclipses of the sun.
Why flowing tides prevail upon the main,
And in what dark recess they sink again.
What shakes the solid earth, what cause delays
The summer nights, and shortens winter days—
Happy the man, who, studying nature’s laws,
Through known effects can trace the secret cause.”
40. The lines here referred to were written about eight years after
Sir Isaac Newton’s death. Voltaire supposes an apotheosis of
Newton to have taken place, among the planets personified by some
of the deities of the heathen mythology. Thus ascribing intelligence
to the stars, he considers them, by a poetical fiction, as being in the
confidence of the Most High—the true God; and to those subordinate
deities, or, perhaps, a fancied superior order of angelic beings, the
poet makes his figurative address; which may be thus rendered in
English verse:—
Ye confidents of the Most High,

Ye everlasting lights!
Who deck, with your refulgent fires,
The scene of godlike rights!
Whose wings o’erspread the glorious throne
Whereon your Lord is plac’d,
That Lord, by whose transcendent pow’r
Your borrow’d rays are grac’d;
Speak out, bright orbs of heaven’s expanse!
And frankly let us know:
To the exalted Newton’s name,
Can you refuse to bow?
41. Godfrey Kirch was born in the year 1640, at Guben in Lower
Lusatia, and lived with Hevelius. He published his Ephemerides in
1681, and became established at Berlin in 1700. This astronomer
made numerous observations.
42.
—-—-—“Amid the radiant orbs

That mere than deck, that animate the sky,
The life-infusing suns of other worlds,
Lo! from the dread immensity of space
Returning with accelerated course,
The rushing Comet to the sun descends;
And, as he sinks below the shading earth,
With awful train projected o’er the heavens,
The guilty nations tremble. But, above
Those superstitious horrors that enslave
The fond sequacious herd, to mystic faith
And blind amazement prone, th’ enlighten’d few,
Whose godlike minds Philosophy exalts,
The glorious stranger hail. They feel a joy
Divinely great; they in their powers exult;
That wond’rous force of thought, which mounting spurns
This dusky spot, and measures all the sky;
While, from his far excursions through the wilds
Of barren ether, faithful to his time,
They see the blazing wonder rise anew,
In seeming terror clad, but kindly bent
To work the will of all-sustaining love:
From his huge vapoury train perhaps to shake
Renewing moisture on the numerous orbs,
Through which his long elipsis winds; perhaps
To lend new fuel to declining suns,
To light up worlds, and feed th’ eternal fire.”
Thomson’s Summer, l. 1702 and seq.
43. Mr. Messier observed this Comet in France, eleven days

before it was discovered in England by Miss Herschel.
44. That the mind of the female sex is capable of compassing

great and extraordinary attainments, even in the most arduous
branches of science, is attested by many instances; and it cannot be
doubted that these would be more numerous, were women oftener
attentive to philosophical pursuits. Those who have been just named
serve to shew, that astronomy has been cultivated with success, by
them. And Dr. Reid tells us (in his Essays on the intellectual and
active Powers of Man,) that both the celebrated Christiana, Queen of
Sweden, and the Princess Elizabeth, daughter of Frederick, King of
Bohemia, and aunt of George I., were adepts in the philosophy of
Descartes. The latter of these princesses, though very young when
Descartes wrote his Principia, was declared by that philosopher to
be the only person he knew, who perfectly understood not only all his
philosophical writings, but the most abstruse of his mathematical
works.
45. The writer is happy in having it in his power to cite, in support

of his own opinion, that of an amiable and conspicuous female, in
favour of ladies making themselves acquainted with, at least, the
rudiments of astronomical science.
The Countess of Carlisle, a woman whose literary attainments, as

well as virtues and accomplishments, do honour to her sex and
station, in her Letters, under the signature of Cornelia, thus
recommends an attention to the study of astronomy, to the young
ladies to whom her letters are addressed. “Attain a competent
knowledge of the globe on which you live, that your apprehension of
Infinite Wisdom may be enlarged; which it will be in a much higher
degree, if you take care to acquire a general idea of the structure of
the universe. It is not expected you should become adepts in
astronomy; but a knowledge of its leading principles you may, and
ought to obtain.”—Her ladyship then refers her young female
correspondents to the Plurality of Worlds of Fontenelle, in order that
they might acquire a knowledge of the planetary orbs; pleasantly
recommending this author as a proper person, in the capacity of “a
gentleman usher,” to “introduce” them to an “acquaintance” with “that
brilliant assembly.”
Lady Carlisle’s Letters, lett. 8th.
46. Translated from the Latin.
47. This very eminent mathematician, as well as learned and pious

divine, died in the year 1677, aged only forty-seven years. See the
life of this extraordinary man, written in 1683, by the learned
Abraham Hill; prefixed to the first volume of the doctor’s theological
works; a fifth edition of which, in three folio volumes, was published
by archbishop Tillotson, in 1741. He also wrote and published many
geometrical and mathematical works, all in Latin.
“The name of Dr. Barrow,” says Mr. Granger, one of his

biographers, “will ever be illustrious, for a strength of mind and a
compass of knowledge that did honour to his country. He was
unrivalled in mathematical learning, and especially in the sublime
geometry, in which he was excelled only by one man; and that man
was his pupil, the great Sir Isaac Newton. The same genius that
seemed to be born only to bring hidden things to light, to rise to the
heights or descend to the depths of science, would sometimes
amuse itself in the flowery paths of poetry, and he composed verses
both in Greek and Latin.”
This “prodigy of learning,” as he is called by Mr. Granger, was

interred in Westminster Abbey, where a monument, adorned with his
bust, is erected to his memory.
48. Flavius Josephus informs us, (in his Jewish Antiquities, b. i.

chap. 7. 8.) that the sons of Seth employed themselves in
astronomical contemplations. According to the same historian,
Abraham inferred the unity and power of God, from the orderly
course of things both at sea and land, in their times and seasons,
and from his observations upon the motions and influences of the
sun, moon and stars. He further relates, that this patriarch delivered
lectures on geometry and arithmetic to the Egyptians, of which they
understood nothing, until Abraham introduced those sciences from
Chaldea into Egypt, from whence they passed into Greece: and,
according to Eupolemus and Artapan, he instructed the Phœnicians,
as well as the Egyptians, in astronomy.
49. We are informed by some ancient writers, that when Babylon

was taken, Calisthenes, one of Aristotle’s scholars, carried from
thence, by the desire of his master, celestial observations made by
the Chaldeans, nearly two thousand years old; which carried them
back to about the time of the dispersion of mankind by the confusion
of tongues: and those observations are supposed to have been
made in the famous temple of Belus, at Babylon. But these accounts
are not to be depended on: because Hipparchus and Ptolemy could
find no traces of any observations made at Babylon before the time
of Nabonassar, who began his reign 747 years before the birth of
Christ; and various writers, among the ancients, agree in referring
the earliest Babylonian observations to about the same period. In all
probability, the Chaldean observations were then little more than
matters of curiosity; for, even in the three or four centuries
immediately preceding the Christian era, the celestial observations
which were made by the Greeks were, for the most part, far from
being of any importance, in relation to astronomical science.
Indeed, the knowledge of astronomy at much later periods than

those in which the most celebrated philosophers of Greece
flourished, must have been very limited and erroneous, on account
of the defectiveness of their instruments. And, added to the great
disadvantages arising from this cause, the ancients laboured under
the want of a knowledge of the telescope and the clock; and also
maintained a false notion of the system of the world; which was
almost universally adhered to, until the revival and improvement of
the Pythagorean system by Copernicus, who died in 1543. Within
the last two hundred years, but, particularly, since the laws of nature
have been made manifest by the labours and discoveries of the
immortal Newton, the science of astronomy has made astonishing
advances towards perfection.
50. This sovereign re-established the university of Naples,

founded that of Vienna in Austria, in the year 1237, and imparted
new vigour to the schools of Bologna and Salerno. He caused many
ancient works in medicine and philosophy to be translated from the
Arabian tongue; particularly, the Almagest of Ptolemy.
Cotemporary with the Emperor Frederick II. was Alphonso X. King

of Castile, surnamed the Wise. This prince was the first who
manifested a desire of correcting the Tables of Ptolemy. In the year
1240, even during the life of his father, he drew to Toledo the most
experienced astronomers of his time, Christians, Moors, or Jews; by
whose labours he at length obtained the Alphonsine Tables, in 1252
(the first year of his reign:) which were first printed at Venice, in
1483. He died in the year 1284.
51. His name was John Holywood; deduced, according to a

practice prevalent in his time, from the place of his nativity, which
was Halifax, a town in the west-riding of Yorkshire, in England, where
he was born in the year 1204. It was formerly named Holy-wood; and
was, probably, so called in Sacro-Bosco’s day: but the more ancient
name of that place was Horton, or Hair-town; and Halifax signifies
Holy-hair.—This great man was the inventor of the sphere; and
wrote a work, entitled De Sphærâ, which was very celebrated. He
died at Paris, in 1256.
52. He died in 1294, at the age of eighty years.
53. Dr. Rush’s Eulogium, “intended to perpetuate the memory of

David Rittenhouse,” &c. was delivered before the American
Philosophical Society in Philadelphia, (a great many public
characters, and a numerous concourse of private citizens, also
attending,) on the 17th of December 1796. It was pronounced in
pursuance of an appointment made by the society, in these words,
viz:
“At a meeting convened by special order, on the 1st of July, 1796,
the following motion was made, and unanimously adopted; viz. That
this Society, deeply affected by the death of their late worthy
President, do resolve, That an Eulogium, commemorative of his
distinguished talents and services, be publicly pronounced before
the Society, by one of its members.”—Dr. Rush’s appointment was
made at the next meeting of the society.
The following resolutions passed by them, after the delivery of the

oration, will evince the high sense they entertained of the merit of
this performance; viz.
“Philosophical Hall, Dec. 17, 1796.—In Meeting of the American

Philosophical Society,
“Resolved, unanimously, That the thanks of this society be

presented to Dr. Benjamin Rush, for the eloquent, learned,
comprehensive, and just Eulogium, which he has this day
pronounced, upon the character of our late respected President, Dr.
David Rittenhouse.
“Resolved, unanimously, That Dr. Rush be requested to furnish the

society with a copy of the Eulogium, to be published under their
direction.
“An extract from the minutes:—Samuel Magaw, Robert

Patterson, W. Barton, John Bleakley, Secretaries.”
It may not be thought superfluous, to add, that Dr. Rush well knew
Mr. Rittenhouse. A personal friendship of an early date subsisted
between them: it probably originated when the latter established his
residence in Philadelphia, about six and twenty years before his
death. In the summer of 1772, Mr. Rittenhouse (in a letter to the Rev.
Mr. Barton) expressed his friendly estimation of the doctor in these
few words—“The esteem I have for Dr. Rush is such, that his
friendship for Mr. —— would, alone, give me a very good opinion of
that gentleman.”
54. “Biography, or the writing of Lives,” says Dr. Hugh Blair, “is a
very useful kind of composition; less formal and stately than history;
but to the bulk of readers, perhaps, no less instructive; as it affords
them the opportunity of seeing the characters and tempers, the
virtues and failings of eminent men, fully displayed; and admits them
into a more thorough and intimate acquaintance with such persons,
than history generally allows. For, a writer of lives may descend, with
propriety, to minute circumstances and familiar incidents. It is
expected of him, that he is to give the private, as well as public life,
of the person whose actions he records; nay, it is from private life,
from familiar, domestic, and seemingly trivial occurrences, we often
receive most light into the real character.”—Lectures on Rhetoric and
Belles Lettres, sect. 36. In addition to so respectable an opinion as
that of Professor Blair, respecting the utility and characteristic
features of biographical works, the writer of these memoirs hopes he
will be excused for giving the sentiments on the same subject,
contained in the following extracts from Dr. Maty’s Memoirs of the
Life of Lord Chesterfield, “tending to illustrate the civil, literary, and
political history of his own time.”
“Besides the great utility which general history derives from private
authorities, other advantages no less important,” says this learned
and ingenious biographer, “may be obtained from them. It is from
observing individuals, that we may be enabled to draw the outlines of
that extraordinary, complicated being, man. The characteristics of
any country or age must be deduced from the separate characters of
persons, who, however distinguishable in many respects, still
preserve a family-likeness. From the life of almost any one
individual, but chiefly from the lives of such eminent men as seemed
destined to enlighten or to adorn society, instructions may be drawn,
suitable to every capacity, rank, age or station. Young men, aspiring
to honours, cannot be too assiduous in tracing the means by which
they were obtained: by observing with what difficulty they were
preserved, they will be apprized of their real value, estimate the risks
of the purchase, and discover frequent disappointment in the
possession.”
“It is from the number and variety of private memoirs, and the
collision of opposite testimonies, that the judicious reader is enabled
to strike out light, and find his way through that darkness and
confusion in which he is at first involved.”
“Who does not wish that Cæsar had lived to finish his
Commentaries; and that Pompey’s sons, instead of fighting their
father’s cause, had employed themselves in writing his life?—What a
valuable legacy would Cicero have left us, if, instead of his
philosophical works, he had written the memoirs of his own times! Or
how much would Tyro, to whom posterity is so much indebted for the
preservation of his master’s letters, have encreased that obligation,
if, from his own knowledge, he had connected and explained them!
The life of Agricola, by his son-in-law Tacitus, is undoubtedly one of
the most precious monuments of antiquity.”
55. The duchy of Guelderland formerly belonged to the Spanish

monarchy; but by the peace of Utrecht, in 1713, part of it was ceded
to Austria, part to Prussia, and guaranteed to them by the treaty of
Baden, in 1714: that part which became subject to Prussia was, in
exchange for the principality of Orange, ceded to France. By the
barrier-treaty, in 1715, the states general of the United Provinces
likewise obtained a part of it. But the Upper and Lower Guelderland
have no connexion with each other: Lower Guelderland is (or was,
until very lately) one of the Seven United Provinces: it is the largest
of them all, and the first in rank. Arnheim, which is the capital of the
whole province, is a large, populous, and handsome town: it was
formerly the residence of the dukes of Guelderland, and the states of
the province held their meetings there.
56. The writer of these memoirs having been in Holland in the

summer of the year 1778, adverted, while in Amsterdam, to the
circumstance of the Rittenhouses, of Pennsylvania, having come into
America from some part of the United Provinces; and his curiosity
being excited, by his consanguineous connexion with that family, to
obtain some information concerning them, the following was the
result of his enquiries. He found a Mr. Adrian Rittinghuysen, (for so
he himself wrote his name,) residing in that city. This venerable man,
who was then eighty-five years of age, appeared to be at least
independent in his condition; and had, probably, retired from
business, the part of the city in which he resided (the Egelantier’s
Gracht, or Canal,) not exhibiting the appearance of a street of trade.
The information derived from this respectable old man, was, that
his forefathers had long been established at Arnheim; that his father,
Nicholas, was a paper-manufacturer in that city, as others of the
family had been; and that his father’s brother, William, went with his
family to North America, where he some time afterward, as he had
understood, established the paper-mills near Germantown. He
further stated, that he had only one child, a daughter, who was
married, and resided at the Hague; and that he was, himself, as he
believed, the last of his family-name, remaining in the United
Provinces.
Although plain in his dress and manners, and in the general

appearance of his household, this person seemed to be pleased in
shewing the writer a family-seal, on which was engraved a coat of
arms. The armorial device represented a castellated house, or
chateau; on the left side of which was a horse, standing on his hind
feet and rearing up, with his fore feet resting against the wall of the
house: and this house very much resembled the chateau in the
armorial bearing of the Spanish family “de Fuentes, señores del
Castillio,” as represented in Dubuisson’s French Collection of Arms:
The seal having been much worn, the lines, &c. describing the
several tinctures of the bearing, could not be discerned; and,
therefore, it cannot be properly blazoned. At the same time, the old
gentleman did not omit to mention, that his mother was a De Ruyter;
and that her arms were, a mounted chevalier armed cap-à-piè.
These facts, relative to the origin of the American Rittenhouses,

did not appear to the writer to be unworthy of notice. They are
correctly stated, being taken from a memorandum made by him,
immediately after his interview with Adrian Rittinghuysen.
The introduction of this slight sketch of the occupation and
condition of some of the European ancestors of our Philosopher, into
his Life, may be the more readily excused, since the great Newton
himself was not inattentive to such objects. There is, indeed,
implanted by nature in the human mind, a strong desire to become
acquainted with the family-history of our forefathers. Hence, Sir
Isaac Newton left, in his own hand-writing, a genealogical account or
pedigree of his family; with directions, subjoined thereto, that the
registers of certain parishes should be searched, from the beginning
to the year 1650; and he adds—“Let the extracts be taken, by
copying out of the registers whatever may be met with, about the
family of the Newtons, in words at length, without omitting any of the
words.” This investigation and enquiry of Sir Isaac, was made in the
sixty-third year of his age; and he himself caused the result to be
entered in the books of the herald’s office.
Such, also, was the curiosity of Dr. Benjamin Franklin. While the
Doctor was in England, he undertook a journey to Eaton, in
Northamptonshire, (a village situated between Wellingborough and
Northampton,) the residence of his forefathers, for the purpose of
obtaining information, as he tells us himself, concerning his family.
—“To be acquainted with the particulars of my parentage and life,
many of which are unknown to you,” (said Dr. Franklin in his Life,
which he addressed to his son,) “I flatter myself, will afford the same
pleasure to you as to me—I shall, relate them upon paper.”
57. See the preceding note.
58. Conradus Rittershusius was a learned civilian of Germany. He

was born at Brunswick in the year 1560, and died at Altorf in
Switzerland, in 1613. Two of his sons, George and Nicholas, also
distinguished themselves in the republic of letters. The writer of the
present memoirs is too little acquainted with the genealogies of
either German or Dutch families, to pretend to claim any
consanguinity between this C. Rittershuysen (or, as latinized,
Rittershusius,) and our Rittenhouses. But the name appears to have
been, originally, the same; and the ancestors of both, it may be
presumed, were of the same country: In giving a latin termination to
the name, the y is omitted, not being a Roman letter.
59. The Dutch were early and long distinguished for the superior
quality of the paper manufactured in their country. It excelled, in its
whiteness and the closeness of its texture, as well as its goodness in
other respects, the paper made elsewhere; and it was an article of
great importance to the republic, both for the internal consumption
and for exportation, until the Hollanders were rivalled in this
manufacture by the perfection to which it was afterwards brought in
other parts of Europe.
Paper, made from linen rags (for that made from cotton, silk, and
some other substances, was of a much elder date,) is said to have
been originally introduced into Germany from Valencia and
Catalonia, in Spain, as early as the year 1312, and to have appeared
in England eight or ten years afterwards. But the first paper-mill in
Great Britain was erected at Dartford in Kent, by Mr. Speelman, a
German, jeweller to queen Elizabeth, in the year 1558: and it was
not until more than a century after, that any other paper than of an
inferior quality was manufactured in England. Little besides brown
paper was made there, prior to the revolution in 1688: yet, soon after
that period, the English were enabled to supply themselves with
much the greater part of the various kinds of paper used in their
country, from their own mills; and the perfection to which the
manufacture of this important article has since been carried, not only
in England, but in France, Italy and Germany, has greatly diminished
the consumption of Dutch paper.
It is a fact worthy of notice, that the establishment of paper-mills in

Pennsylvania, by the Rittenhouses, was nearly co-eval with the
general introduction of the manufactory of white paper in the mother
country. This appears from the following circumstance:—There is
now before the writer of these memoirs a paper in the hand-writing of
the celebrated William Penn, and subscribed with his name,
certifying that “William Rittinghousen and Claus” (Nicholas) “his son,”
then “part owners of the paper-mill near Germantown,” had recently

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Elementary School Teachers 6th

8 geometry as Shape 425

9 geometry as Measurement 505

10 geometry as Transforming Shapes 559

Appendix A Answers A-1

Chapter 1 Foundations for Learning Mathematics

Chapter 2 Fundamental Concepts

Chapter 3 the Four Fundamental operations of Arithmetic

Chapter 4 extending the number system

Chapter 5 proportional Reasoning

Chapter 6 Algebraic thinking

Chapter 7 Uncertainty: data and Chance

Chapter 8 Geometry as shape

Chapter 9 Geometry as Measurement

Chapter 10 Geometry as transforming shapes

Owning versus Renting

Investigation 1.2d (Pigs and Chickens) →

Unless otherwise noted, all content on this page is © Cengage Learning

• ConneCtions among ConCepts are emphasized

• the how is ConneCted to why

51, 8, 2, 16, 3, 24, 4, 32, . . .6

presented as dividing the area of the room by the cost

C. 43five 1 24five PREFACE xv

Flats Longs Singles

288 CHAPTER 6 Algebraic Thinking 1

What do you think? +

What-do-you-think questions appear at

investigation presents a problem statement The problem: 38 1 4 5 78

Brown square 1 Brown square 2 Brown square 3

71360_ch06_ptg01_hr_287-326.indd 288 25/09/14 2:26 PM

Modeling and using tools: MP 4 and MP 5Section 2.2 Numeration 59

applications and uses of mathematical

were first used to indicate sacks that FigureFigure

71360_ch08_ptg01_hr_425-504.indd 441 interceptions, the team is said to have a 1

many does she have left? 8482 FROM STAnDARDizeD ASSeSSMenTS

71360_ch03_ptg01_hr_075-162.indd 113 18/09/14 11:05 AM

for much of elementary mathematics has now been multiplication

Unless otherwise noted, all content on this page is © Cengage Learning

Mathematics EXPLORATION 1.6 Magic Squares

PART 1: Describing magic squares and finding patterns

PART 2: Patterns in all 3  3 magic squares

PART 3: Using algebra to describe magic squares

26. “A man would deceive himself,” says Lalande, “in believing he

“Ought we,” he asks, “to consider as of no importance the

“Cum frustra resonant æra auxiliaria Lunæ.”

Reyas, in the dedication of his Commentaries on the Planisphere

Comets were formerly, even in civilized nations, another great

“Qual con le chiome sanguinose orrende

Which Mr. Hoole has thus translated—

“As, shaking terrors from his blazing hair,

Further, the progress of genuine astronomy has almost wholly

A letter from Andrew Ellicott, Esq. to Mr. Robert Patterson, dated

“Le Trident de Neptune est le Sceptre du Mond.”[27a]

when those able geometricians and astronomers were employed in

27a. “The trident of Neptune is the sceptre of the world.”—This, as Lalande

28. Mr. Derham, speaking of the utility resulting from the

29. Lucius Cælius Lactantius Firmianus, a Christian writer in the

“That argument whereby they” (those idolaters) “conclude the

Those vast orbs of matter in the universe, which constitute the

The vis inertiæ of all material substances, a quality inseparably

The reasoning of Lactantius, on this subject, is more worthy of a

An edition of the works of Lactantius (who was a native of Fermo

PART 2: Patterns in all 3 3 magic squares