A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2

A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
A SMARTboard Companion for Everyday Math 4 2014 CCSS Ed Gr 1 Unit 8 Part 2
Grade Levels
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(45 MB|74 pages)
  • Product Description
  • StandardsNEW

This SMART Notebook Companion for Everyday Math 4, the 2014 CCSS Edition, provides virtual manipulatives and activities to use with Unit 8, Geometry. This file contains materials for lessons 8-7 through 8-12.

This interactive SMART Notebook file is an easy to use, menu-navigated companion for your good standards-based math instruction. The Companion file follows the sequence of the Teacher’s Manual. You just need to review your plan, gather a few hands-on materials for your students and you are good to go! The Companion file will guide the flow of your lesson—Warm up, Focus, and Practice—keeping you on track and your students engaged. It is perfect for young learners who love to come up and “touch the board!” If you would like to integrate technology easily into your instruction in a kid-friendly way, this file will be such a help to you. You also have the flexibility to revisit lesson components and activities such as games as often as you need to for your students’ mathematical development. This file can be used from year to year, so please remember to save a clean copy!

*Note: This file was created with Notebook v16.2 software by SMART Technologies without any Flash components as FLASH is no longer supported by SMART Notebook. If you have an older version of Notebook software, the widgets used (dice, tabs) will not load. You will need to upgrade to version 16.2 or above for these interactive items to work. Remember, this product is a SMART Notebook file, created with Smart Notebook software. It is intended to be used with SMART brand interactive whiteboards. If you do not have this or compatible software, you will not be able to open the file. If you are unsure, please download one of my FREEBIEs so that you can see how it will work on your board before purchasing this file.**

Please note that this file is an independent product and is not affiliated with, nor has it been authorized, sponsored, or otherwise approved by Everyday Math Corporation, a division of McGraw-Hill Education. Everyday Math is a registered trademark of McGraw-Hill Education. This product is the sole creation of Cathy E. O’Rourke and does not claim endorsement or association with the creators of by Everyday Math Corporation, a division of McGraw-Hill Education, nor was this organization involved in the production of this product.


Please see my store for other SMARTboard Companion Files for First and Second Grades. https://www.teacherspayteachers.com/Store/Cathy-Orourke.


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A SMART Notebook Companion File for Everyday Math 2014 CCSS Edition Grade 1 Unit 8 by Cathy E. O'Rourke is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Total Pages
74 pages
Answer Key
Teaching Duration
2 Weeks
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