Tài liệu Ebook diego’s perfect fit

Math Concept Reader Diego’s Perfect Fit DIGITAL FINAL PROOF ca62xs_lay_061207ad_am.indd 4 1/9/07 9:09:15 AM DIGITAL FINAL PROOF Math Concept Reader Diego’s Perfect Fit by Sarah Mastrianni Photographs by Kay McKinley Copyright © Gareth Stevens, Inc. All rights reserved. Developed for Harcourt, Inc., by Gareth Stevens, Inc. This edition published by Harcourt, Inc., by agreement with Gareth Stevens, Inc. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright holder. Requests for permission to make copies of any part of the work should be addressed to Permissions Department, Gareth Stevens, Inc., 330 West Olive Street, Suite 100, Milwaukee, Wisconsin 53212. Fax: 414-332-3567. HARCOURT and the Harcourt Logo are trademarks of Harcourt, Inc., registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN 13: 978-0-15-360191-0 ISBN 10: 0-15-360191-4 1 2 3 4 5 6 7 8 9 10 179 16 15 14 13 12 11 10 09 08 07 ca45os_lay_061227ac_sb.indd 1 1/9/07 11:08:11 AM DIGITAL FINAL PROOF . Chapter 1: Diego’s First Assignment Diego is the newest student at Hollis Elementary School. His family moved to the area after his mother started working at a new job. Diego is eager to make some new friends. Hollis Elementary School is a pretty big place, though, and Diego is nervous about how he will fit in. His parents suggest that he join an after-school activity. Diego thinks this is a great idea. He decides to do a little research about what activities are offered at his new school. Then he will decide which activity to join. He knows that joining an after-school activity will help him make new friends. He likes the idea of playing a sport or maybe learning a new skill.  ca45os_lay_061227ac_sb.indd 2 1/9/07 11:08:11 AM DIGITAL FINAL PROOF The principal asks Diego for a favor. Diego stops by the school office to speak with the principal. He asks permission to visit the various afterschool activities so he can choose one to join. The principal tells Diego that he may visit any activity that interests him. Then the principal asks Diego for a favor and he explains that there is a town council meeting next week. At that meeting, the principal will share some highlights of Hollis Elementary School. The principal will talk about some of the programs held at the school, including some of the after-school activities. Diego can help by designing a visual aid that shows what afterschool activities the school has and how many students participate in them.  ca45os_lay_061227ac_sb.indd 3 1/9/07 11:08:14 AM DIGITAL FINAL PROOF Diego will gather data for the principal. Diego is delighted by the principal’s request. He can gather data about the activities for the principal’s presentation while he searches for the best activity to join. He thinks about how he will collect the data. First, he will ask the school’s secretary for an overview of each after-school activity. Then Diego will choose five activities that interest him. He can visit each of the activities and ask the students why they enjoy their activities. After he visits all five activities, Diego will find a good way to organize his data. He will prepare his findings for the principal to share at the town council meeting. Diego hopes his research will help him find an activity to join.  ca45os_lay_061227ac_sb.indd 4 1/9/07 11:08:16 AM That night Diego brainstorms some ideas for gathering information. He is confident that planning ahead will help him provide the right data for the principal. Diego lists five activities in a notebook. He makes columns for the information he will gather. He labels the first column “Number of Students.” He labels the second column “Meeting Days and Times.” He labels the third column “Why Students Enjoy Their Activities.” He leaves plenty of space in the third column to write down comments students share about each activity. Diego thinks this piece of his data collection will be very interesting, and it will help him in making a decision about which activity to join. Diego makes a chart for the data he will collect. Hollis E lement Acti v it Drama y ar y Aft Numbe r of Studen ts er-Sch ool Act Meetin g Da ys a nd T imes iv ities W hy Stu dents Enjoy T heir A cti v ites Volley b a ll Art Homew ork Music * DIGITAL FINAL PROOF . Chapter 2: From Drama to Drums Diego’s first visit this afternoon is the drama club. The students meet in the auditorium. Diego enters through the stage door where he sees a clothes rack with many colorful costumes. The club members are preparing for their upcoming production. When Diego enters, the students and teacher invite him to join them on the stage. Naturally, Diego feels a bit nervous with all this attention, but the students are eager to answer his questions. Soon Diego becomes so involved in the discussion he forgets he was nervous at all. He writes furiously to keep up with what students are saying about the drama club. After he collects enough data, Diego thanks the club members and heads to the school gym.  ca45os_lay_061227ac_sb.indd 6 1/9/07 11:08:19 AM Diego watches students stretch and jog as they warm up in the gym.The students are getting ready to play volleyball.The volleyball coach is also Diego’s new science teacher. He smiles at Diego and invites him to join the other students. Diego asks the students questions about playing volleyball.They are eager to tell him about their practices and their games.They tell Diego that they work hard at practice so they can be prepared for their games. Diego is interested in what the students say about practice and the games. Choosing an after-school activity might be a difficult decision. Diego thanks the volleyball team and heads down the hallway to the art room. Diego adds data to his chart about the drama club and volleyball practice. Hollis E lement Acti v it y ll er-Sch Numbe r of Studen ts Drama Volley b a ar y Aft 16 18 ool Act Meetin g Da ys a nd T imes Mon. & Wed. 2:30-3:3 0 Tues. 2:30-4:0 0 Mon. & T hurs. 2:30-3:3 0 Art iv ities W hy Stu dents Enjoy T heir A cti v ites Enjoy m ak ing c ostume L augh s a lot Sing an d danc e Get to preten d you a someo re ne els e Super exercis e Co ach fun. Ge t in sha Lots of pe te amw ork Sister pla y s v olley b a Meets ll Monda y and T h urs da y Homew ork , Music DIGITAL FINAL PROOF Art club members tell Diego about the club. The walls in the art room are covered with colorful paintings and fun drawings. Diego is impressed by the artwork created by students at Hollis Elementary School. As Diego admires one painting, a student greets him. The student introduces himself as James, the artist who created the painting. Diego explains that he is visiting the art room to gather information about students who participate in this activity. Diego and James sit at a table covered with art supplies—paints and brushes, scissors, chalk, and colored pencils. They speak for just a few minutes before other students join the conversation. Diego takes notes on the different art projects and the yearly art show. Diego is filling up his notebook quickly!  ca45os_lay_061227ac_sb.indd 8 1/9/07 11:08:23 AM DIGITAL FINAL PROOF Diego thanks the artists for their time and then makes his way to the library. As Diego approaches the doorway, he hears laughter. He notices students crowded around tables filled with objects. Diego recognizes many of the objects from his math class. Diego approaches one table and introduces himself to the students. The students explain that they stay after school to get help with homework. They can work with partners, and teachers and tutors are available to answer any questions. One student says that she often has her homework finished by the time her parents arrive to take her home. Then she has her evenings free to enjoy other things. Diego thinks this sounds like a good use of time. Diego gathers information about the homework club.  ca45os_lay_061227ac_sb.indd 9 1/9/07 11:08:27 AM DIGITAL FINAL PROOF Diego talks to members of the music club. Now Diego heads to the last stop of the day—the music room. The classroom door is closed, but Diego hears music playing. He knocks on the door, but no one answers. When Diego opens the door the music stops abruptly. Diego is a little embarrassed for causing the disruption. The teacher invites Diego into the classroom. Some students say they have been playing their instruments for several years. Others tell Diego that they are beginning musicians. The students like being at different skill levels because it allows them to help each other with the music. Twice a year the students pick their favorite songs and hold a concert in the auditorium. Diego records their comments in his notebook. 10 ca45os_lay_061227ac_sb.indd 10 1/9/07 11:08:30 AM DIGITAL FINAL PROOF Diego glances at a clock. It is getting late, and he promised to meet his father in front of the building at 4:30. He thanks the music students and walks to the front of the school. Diego heads home to review his notes and create a visual aid from the data he collected. He first needs to organize the data in a way that will help him understand the information better. By choosing a good visual, he will be better able to see his data. It will also help the principal with his presentation for the town council meeting. Diego will have to think carefully about the afterschool activity he would like to join. It will be a difficult decision. Diego heads home with a notebook full of data. 11 ca45os_lay_061227ac_sb.indd 11 1/9/07 11:08:32 AM DIGITAL FINAL PROOF . Chapter 3: Decision Time After dinner, Diego goes to his bedroom to review his notes and organize the data he collected from school. He thinks the best way to share what he has learned with the principal is to make a diagram or graph. He could present the data in many different ways—a Venn diagram, a bar graph, or a pictograph. Any of these visuals would help him share the information with the principal. Diego thinks it would be fun to make a pictograph. Diego chooses the pictograph. In the pictograph, he will show five activities and how many students participate in each one. He will put the student comments in a separate table and use the table to help him decide which activity to join. It will also provide interesting information for the principal. Diego gets to work organizing his data and creating his pictograph. 12 ca45os_lay_061227ac_sb.indd 12 1/9/07 11:08:32 AM DIGITAL FINAL PROOF After several hours, the pictograph is complete. Diego heads downstairs to share his findings with his parents. He explains to his parents that of all the students he met most stayed after school to get help with homework. The students who enjoy acting, met most frequently and for the longest amount of time. Diego thinks the students’ comments are interesting. Most of the students joined an activity because they liked it. Some students chose an activity that met on certain days, and others had a sibling who encouraged them to try an activity. A few students joined an activity because it was something new for them to try. Diego’s parents listen carefully as Diego describes the different after-school activities. Student Participants in Hollis After-School Activities Activity Drama Volleyball Art Homework Music Ç Key: Each ÇÇÇÇÇÇÇÇ ÇÇÇÇÇÇÇÇÇ ÇÇÇÇÇ ÇÇÇÇÇÇÇÇÇÇÇ ÇÇÇÇÇÇÇ = 2 students. Diego creates a pictograph about Hollis Elementary after-school activities. ca45os_lay_061227ac_sb.indd 13 13 1/9/07 11:08:32 AM DIGITAL FINAL PROOF Diego tells his mom about his afternoon at school. As Diego’s mom looks at the graph he created, Diego shares information about his new school. He tells her stories about meeting new classmates. Diego explains that the principal asked him to make this graph for the town council meeting next week. He also tells her details about the after-school activities he visited and how all of the students were very friendly. Finally, Diego takes a breath from telling his stories. His mom asks him which club he will most likely join. “I’m still not sure,” he says. “It is hard to decide when all of the students enjoyed all of the activities.” Diego realizes he needs a little more time to think about which activity would be best for him. 14 ca45os_lay_061227ac_sb.indd 14 1/9/07 11:08:35 AM DIGITAL FINAL PROOF Tomorrow Diego will share his pictograph with the principal. He will share his table with the student comments, too. He is confident the graph he created will be perfect for the principal’s presentation. Diego feels happy because he learned more about his new school, and he met many friendly students. He thinks maybe Hollis Elementary School is not such a big place after all. Just before bedtime, Diego makes one minor change to his graph. There are 14 students who play music after school. Diego changes that number to 15 students. He wonders what his parents will say when he tells them he wants to learn to play the drums. He will tell his parents, “It is a perfect fit!” Diego wants to learn to play drums. He practices with his toothbrushes first! 15 ca45os_lay_061227ac_sb.indd 15 1/9/07 11:08:37 AM DIGITAL FINAL PROOF Glossary brainstorm to come up with many ideas about a topic or question collect to bring or put together data information collected about people or things organize to put in order pictograph a graph that uses pictures to show and compare information Venn diagram a diagram that shows relationships among sets of things 16 ca45os_lay_061227ac_sb.indd 16 1/9/07 11:08:37 AM Think and Respond Look at the pictograph that Diego created after he visited after-school activities at Hollis Elementary School.Answer the questions below using the information in the pictograph on page 13. 1. How many students did Diego collect data from? 2. Which activity had the fewest students? 3. How many students in all take part in drama and volleyball? 4. Suppose you interview 30 students about after-school activities.What information would help you decide which after-school activity you might join? Explain your answer.