Progress

LESSON 1.1 to Algebra

Investigate • Place Value

and Patterns
FOCUS COHERENCE RIGOR LESSON AT A GLANCE
F C R Focus:
Common Core State Standards Learning Objective
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents Recognize the 10 to 1 relationship among
10 times as much as it represents in the place to its right and 1/10 of what it represents in place-value positions.
the place to its left.
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.) Language Objective
MP5 Use appropriate tools strategically. MP7 Look for and make use of structure.
Students illustrate and describe the relationship
F C R Coherence: between two place-value positions.
Standards Across the Grades
Before Grade 5 After Materials
4.NBT.A.1 5.NBT.A.1 6.NS.B.3 MathBoard, base-ten blocks
4.NBT.B.5 6.EE.A.3
4.NBT.B.6

F C R Rigor:
Level 1: Understand Concepts...................Share and Show ( Checked Items) FC R For more about how GO Math! fosters Coherence
Level 2: Procedural Skills and Fluency......On Your Own, Practice and Homework within the Content Standards and Mathematical Progressions
Level 3: Applications.................................Think Smarter and Go Deeper for this chapter, see page 3J.

About the Math

Professional Development

Progress to Algebra
Why Teach This Interactive Student Edition
Recognizing the respective values of digits in a number
based on their place-value position builds awareness
Personal Math Trainer
About the Math
of relationships between numbers in any context. To
understand the reasoning and processes involved in
Professional
mathematical problems, Development
students must have a strong Math on the Spot Video
understanding of our base-ten number system.
Using a base-ten system requires one to realize that each
place-value position is 10 times greater than the value
iTools: Base-Ten Blocks
to its right and __
1 of the value of the position to its left.
10
This lesson focuses on clarifying that relationship to
students and lays the foundation for the work students
will complete later in the chapter using powers of 10 and
exponents.

Professional Development Videos

5A Chapter 1
 1 ENGAGE
Daily Routines with the Interactive Student Edition
Common Core
Essential Question
Problem of the Day 1.1 How can you describe the relationship between two
place-value positions?
A farmer sells produce at the market in
38-pound crates. If he sells 100 crates, how
many pounds of produce has he sold?
Making Connections
Invite students to tell you what they know about place value. Ask the
3,800 pounds following questions.

Vocabulary
™Interactive Student Edition
™Multimedia eGlossary
In the number 58, what is the value of the digit in the ones place? 8
What is the value of the digit in the tens place? 50 What would the
number be if there was a 6 in the hundreds place? 658 How many
hundreds, tens, and ones are there in the number 742? 7 hundreds,
4 tens, 2 ones.

Learning Activity
What is the problem the students are trying to solve? Connect the
story to the problem.
12
34 Fluency Builder
• In a three-digit number, what is the place value of the digit on
Place Value Have students find the value of each the right? ones
underlined digit.
• What is the place value of the digit in the middle? tens
1. 83 3 • What is the place value of the digit on the left? hundreds
2. 45 40
3. 61 60
Literacy and Mathematics
View the lesson opener with the students. Then, choose one or more
4. 362 2 of the following activities.

5. 870 800 • Have students write a story about someone who misinterpreted
place value in a number, and caused a mistake in planning a
6. 298 90 building project.
7. 4,039 4,000 • Have students work with a partner to write a story about using
place value to plan the materials needed for a birthday party.
8. 9,873 70
9. 27,457 7,000
10. 63,648 60,000

How can you describe

the relationship bet ween
t wo place-value positions?

Lesson 1.1 5B
 LESSON 1.1
Progress 5.NBT.A.1
DO Recognize that
NOT EDIT--Changes mustinbe
a multi-digit
made throughnumber,
“Fileainfo”
digit in one place represents 10 times as much as it represents in the

2 EXPLORE to Algebra place to its right and 1/10 of what it represents in the place to its left.
CorrectionKey=B

Lesson 1.1
Name

ELL Strategy: Place Value and Patterns

Essential Question How can you describe the relationship between two
Number and Operations in Base
Ten—5.NBT.A.1
Model Concepts place-value positions? MATHEMATICAL PRACTICES
MP2, MP5, MP7
The charts and visuals in this lesson are Hands
Investigate
Investigate On
designed to enhance comprehension.
• Preview the lesson so students see how to Materials ■ base-ten blocks

use the graphic cues to comprehend the You can use base-ten blocks to understand the relationships
among place-value positions. Use a large cube for 1,000, a
words and concepts. flat for 100, a long for 10, and a small cube for 1.

• Model how to add labels and rebus Number 1,000 100 10 1

drawings to the words on the page such as

drawing a long base-ten block above the Model

word long in the text.

large small
Hands Description flat long
Investigate cube cube
On

Complete the comparisons below to describe the

Review with students the value of each type relationship from one place-value position to
of base-ten block and the relationship from the next place-value position.
one type to the next. A. • Look at the long and compare it to the small cube.
Ask the following questions to help students 10 times as much as the small cube.
The long is _
fill in the blanks for Part A.
• Look at the flat and compare it to the long.
• How many of the small cubes would it take 10 times as much as the long.
The flat is _
to make 1 long? 10
• Look at the large cube and compare it to the flat.
• How many of the longs would it take to
make 1 flat? 10 The large cube is _
10 times as much as the flat.
100; 1,000; Possible
• How many of the flats would it take to B. • Look at the flat and compare it to the large cube. explanation: There are 100
small cubes in the flat and
make 1 large cube? 10 1
__
© Houghton Mifflin Harcourt Publishing Company

The flat is _
10 of the large cube. 1,000 small cubes in the
• Ten is how many times greater than 1? 10 • Look at the long and compare it to the flat.
large cube.

times greater
The long is _
1
__ Math
MP7 Look for and make use of structure.
10 of the flat.
Talk MATHEMATICAL PRACTICES 5
Use Tools How many times
For Part B, students should recognize that • Look at the small cube and compare it to the long. as much is the flat compared
to the small cube? the large
each base-ten block is __ 1 1
__
10 of the base-ten The small cube is _ cube to the small cube?
10 of the long.
Explain.
block to its left. If students are having
difficulty understanding __ 1
10 , then point out
Chapter 1 5
__
1
that “ 10 of” is the same as dividing by 10.

Math 5_MNLESE295506_C01L01.indd 5 10/7/14 7:40 PM

Use Math Talk to focus on students’

Talk Reteach 1.1
3

Enrich 1.1
Differentiated
understanding of the relationship DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=A
2
1
DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=A
Instruction
between two place-value positions. Lesson 1.1 Lesson 1.1
Name Reteach Name Enrich

• What happens to the place value each time Place Value and Patterns Place-Value Mystery
you move to the left on the chart? The value is You can use a place-value chart and patterns to write numbers
Find the number that makes each statement true.

10 times greater. that are 10 times as much as or __ 1 of any given number.

10 ​1​​​of​3,000​is​10​times​as​much​as​
1. ___
30 .
10
1 of the value of the place to its left.
Each place to the right is __
10
800
• How does this help you answer the 1 of the
__
10
hundred
1 of the
__
10
ten thousands
1 of the
__
10
thousands
1 of the
__
10
hundreds
1 of the
__
10
tens place
​1​​​of​
2. ___
10
​is​10​times​as​much​as​8.​

500
questions? You can multiply by 10 for each column thousands
place
place place place
​1​​​of​50,000​is​10​times​as​much​as​
3. ___
10
.

you move leftward on the place-value chart to find the Hundred Ten
Thousands Hundreds Tens Ones ​1​​​of​400,000​is​10​times​as​much​as​
4. ___
4,000 .
Thousands Thousands 10

relationship between two place values. 10 times

the ten
10 times the
thousands
10 times the
hundreds
10 times the
tens place
10 times the
ones place
5. 10​times​as​much​as​ 9 1​​​of​900.
​is​​​___
10
thousands place place
place 6. 10​times​as​much​as​ 600 1​​​of​60,000.
​is​​​___
10
Each place to the left is 10 times the value of the place to its right.
1 of 600.
Find __ 7. ​1​​​of​
10​times​as​much​as​70​is​​___ 7,000 .
10 10
1 of 6 hundreds is 6 tens .
__
10
1 of 600 is 60 .
So, __ 8. ​1​​​of​
10​times​as​much​as​2,000​is​​___ 200,000 .
10 10
Find 10 times as much as 600.
9. Write Math​ Explain​how​you​solved​Exercise​8.
10 times as much as 6 hundreds is 6 thousands.
So, 10 times as much as 600 is 6,000 . Possible explanation: I wrote 2,000 in a place-
Use place-value patterns to complete the table.
value chart. A number 10 times as much as
10 times as 1 of
__ 10 times as 1 of
__
2,000 has a 2 in the ten-thousands place,
Number Number
10 10
much as much as
so 10 times as much as 2,000 is 20,000. A
1. 200 2,000 20 5. 900 9,000 90
number that is __1
10 of 200,000 also has a 2 in
2. 10 100 1 6. 80,000 800,000 8,000
3. 700 7,000 70 7. 3,000 30,000 300 the ten-thousands place. So, __ 1
10 of 200,000 is
4. 5,000 50,000 500 8. 40 400 4 20,000.

5 Chapter 1
Chapter Resources 1-21 Reteach Chapter Resources 1-22 Enrich
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

5_MNLEAN343191_C01R01.indd 21 12/02/14 2:00 PM 5_MNLEAN343191_C01E01.indd 22 12/02/14 1:56 PM

 Draw Conclusions
MP7 Look for and make use of structure.
For Exercise 1, students should make the
Draw Conclusions generalization that when moving from right
1.
MATHEMATICAL
PRACTICE 7 Look for a Pattern Describe the pattern you
to left, each place-value position is 10 times
see when you move from a lesser place-value position to the greater than the place-value to its right.
next greater place-value position.
MP7 Look for and make use of structure.
Possible description: As I move from a lesser place-value position to the next greater
For Exercise 2, demonstrate that as you move
place-value position, the pattern is that the greater place-value position is 10 times as
from left to right, each place-value position
much as the next lesser place-value position. is __
1
10 of the place value to its left.
MATHEMATICAL
7 Look for a Pattern Describe the pattern you
2. PRACTICE

see when you move from a greater place-value position to the Make Connections
next lesser place-value position.
Guide students to use the place-value
Possible description: As I move from a greater place-value position to the next lesser
chart to find numbers that are 10 times as
place-value position, the pattern is that the lesser place-value position is __
1 of the next
10 much as or __1
10 of the original numbers.
• For the number 10, how many more zeros
greater place-value position.

are there in the “10 times as much as”

Make
Make Connections
Connections column? There is one more zero.
You can use your understanding of place-value patterns and a • How many fewer zeros are there in the
“ __
place-value chart to write numbers that are 10 times as much as 1
or __
1 of any given number.
10 10 of” column? There is one fewer zero.
Hundred Ten One
Point out that the number of zeros increases
Hundreds Tens Ones
Thousands Thousands Thousands by 1 in the “10 times as much as” column,
3 0 0
and decreases by 1 in the “ __1
10 of” column.
? 300 ? 3,000
__ is 10 times as much
as 300.
Help students recognize that each place value
10 times
as much as
1 of
10 30
__ is __
1 of 300. represents a multiple of 10 by writing on the
10
board 30,000 is ___ times as much as 300. Use
Use the steps below to complete the table.
the place-value chart to demonstrate that
STEP 1 Write the given number in a
place-value chart.
30,000 is 2 place-value positions to the left of
© Houghton Mifflin Harcourt Publishing Company

10 times as 1 of
Number
much as 10 300. So, 30,000 is 100 times as much as 300
STEP 2 Use the place-value chart to write
a number that is 10 times as much 10 100 1 because it is 10 × 10, or 100 times greater.
as the given number.
70 700 7
STEP 3 Use the place-value chart to write 9,000 90,000 900
a number that is __
1 of the given
10
number.

Logical / Verbal
COMMON ERRORS
Advanced Learners Small Group
Error Students may confuse directions for
• Give each student an index card, and ask them to write finding place values.
one number with at least four digits on the card. Example To f ind a number that is 10
• Have students try to guess the number on one person’s times as much as 20, a student may
card by first asking questions about the number such as, divide by 10 instead of multiply.
“Is one digit equal to 9 ÷ 3?” or “Is one digit equal to Springboard to Learning Use place-
5 − 4?” value charts to demonstrate that place-
• Once all the digits have been identified, the value positions to the left are greater,
student whose number it is gives clues such as, and positions to the right are lesser. Help
“My number is 100 times greater than 35,” or “My students make the connection that when
number is __
1 moving left in place-value position, they
10 of 240.”
should multiply, and when moving right in
• Have the group guess one student’s number at a time, place-value position, they should divide.
until all the numbers have been identified.

Lesson 1.1 6
 Name

3 EXPLAIN Share
Share and
and Show
Sh
MATH
BOARD

Complete the sentence.

50
1. 500 is 10 times as much as __ 200,000
10 of __.
2. 20,000 is __
1
.
MATH
M ATH
ATH
TH
Share and Show BOARD
B

The first problem connects to the learning 60

10 of __. 4. 600 is 10 times as much as __
3. 900 is __
1 9,000 .
model. Have students use the MathBoard to
explain their thinking.
On
On Your
Your Own
Own
Use the checked exercises for Quick Check.
Use place-value patterns to complete the table.
Students should show their answers for the
Quick Check on the MathBoard. Number
10 times as 1
__ of Number
10 times as 1
__ of
much as 10 much as 10

5. 10 100 1 9. 500 5,000 50

3

Quick Check 2
1
Rt I
R 6. 3,000 30,000 300 10. 90 900 9

7. 800 8,000 80 11. 6,000 60,000 600

If a student misses the checked 8. 50 500 5 12. 200 2,000 20

exercises
SMARTER
Then Differentiate Instruction with Complete the sentence with 100 or 1,000.

• Reteach 1.1 13. 200 is __

100 times as much as 2. 14. 4,000 is __
1,000 times as much as 4.

• Personal Math Trainer 5.NBT.A.1 15. 700,000 is __

1,000 times as much as 700. 16. 600 is __
100 times as much as 6.

• RtI Tier 1 Activity (online)

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

17. WRITE Math Explain how you can use place-value patterns to
SMARTER
© Houghton Mifflin Harcourt Publishing Company

describe how 50 and 5,000 compare.

For Exercises 13–16, remind students to Possible explanation: Since 5,000 has 2 more zeros than 50, 5,000 is 100 times

use place-value patterns to complete each as much as 50.

sentence. Ask students to consider how 18.
MATHEMATICAL
2 Use Reasoning 30,000 is 1,000
__ times as much as 30.
PRACTICE
they could check their work once they have
30,000
So, __
completed the sentences. is 10 times as much as 3,000.

Chapter 1 • Lesson 1 7

4 ELABORATE

Problem Solving • Applications

WRITE Math
For Exercise 17, remind students to be as
specific when discussing how they would use
place-value patterns to compare 50 and 5,000.
MP2 Reason abstractly
MATHEMATICAL PRACTICES
and quantitatively.
For Exercise 18, remind students to think about
what the zeros in each number represent. Tell
them to use this information to compare the
numbers.

7 Chapter 1
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Sense or Nonsense?

19. Mark and Robyn used base-ten blocks to show that 200 is
100 times as much as 2. Whose model makes sense? Whose
model is nonsense? Explain your reasoning.
Mark’s Work
SMARTER
Problem 19 requires students to evaluate
physical models to determine relationships
between two numbers. Have students write
under the model the number each model
represents. Remind them to compare the
Robyn’s Work numbers and the models to be sure that their
answers make sense.

Math on the Spot

200
Mark’s model does not make sense.
His model shows 20 instead of 2.
Mark’s model shows that 200 is 10
times as much as 20.
Video Tutor
Use this video to help students model and
20 200 2 solve this type of Think Smarter problem.
Robyn’s model makes sense. Her Math on the Spot videos are in the Interactive
model shows that 200 is 100 times Student Edition and at www.thinkcentral.com.
as much as 2.
SMARTER

Students must understand the relationship

DEEPER
between two place-value positions. Students
20. Explain how you would help Mark understand why he
should have used small cubes instead of longs. who answer 21a and 21b incorrectly may
Possible explanation: Flats are 10 times as much as longs and 100 times as not understand how to move from a greater
much as small cubes. Since a small cube represents 1, and 200 is 100 times as
place-value position to the next lesser place-
value position. Students who answer 21c
much as 2, he should have used 2 small cubes in the model.
incorrectly may not understand how to move
from a lesser place-value position to the next
© Houghton Mifflin Harcourt Publishing Company

21. SMARTER For 21a–21c, choose True or False for each sentence.
greater place-value position.
21a. 600 is __
1
10 of 6,000. True False

21b. 67 is __
1
10 of 6,700. True False

21c. 1,400 is 10 times as much as 140. True False

5 EVALUATE Formative
Assessment
8

Essential Question
Using the Language Objective
Reflect Have students illustrate and describe
DIFFERENTIATED INSTRUCTION
D INDEPENDENT ACTIVITIES to answer the essential question.
How can you describe the relationship
between two place-value positions? Possible
answer: Any place-value position is 10 times greater than
the position to its right and __
1
10 of the position to its left.

Differentiated Centers Kit

Activities Activities Math Journal WRITE Math

Number Explosion Form Fun Write a number that has four digits with the
Students Students same number in all places, such as 4,444.
complete complete Circle the digit with the greatest value.
orange Activity purple Activity Underline the digit with the smallest value.
Card 1 by Card 1 by Explain.
writing whole writing whole
numbers in standard, expanded, numbers in standard and
and word forms. expanded forms, focusing on
zero as a placeholder.

Lesson 1.1 8
 Practice and Homework
Name
Lesson 1.1
Place Value and Patterns
COMMON CORE STANDARD—5.NBT.A.1
Understand the place value system.

Complete the sentence.

Practice and Homework 1. 40,000 is 10 times as much as 4,000 . 2. 90 is __

1 of
10
900 .

Use the Practice and Homework pages to

provide students with more practice of the 3. 800 is 10 times as much as 80 . 4. 5,000 is __
1 of 50,000 .
10
concepts and skills presented in this lesson.
Students master their understanding as they Use place-value patterns to complete the table.
complete practice items and then challenge
10 times as 1 of
__ 10 times as 1 of
__
their critical thinking skills with Problem Number
much as 10
Number
much as 10

Solving. Use the Write Math section to

5. 100 8. 2,000
determine student’s understanding of content 1,000 10 20,000 200

for this lesson. Encourage students to use their

Math Journals to record their answers. 6. 7,000 70,000 700 9. 400 4,000 40

7. 80 800 8 10. 60 600 6

Problem
Problem Solving
Solving

11. The Eatery Restaurant has 200 tables. 12. Mr. Wilson has $3,000 in his bank account.
On a recent evening, there were reservations Ms. Nelson has 10 times as much money in her
for __
1 of the tables. How many tables were
10
bank account as Mr. Wilson has in his bank
reserved? account. How much money does Ms. Nelson
have in her bank account?
© Houghton Mifflin Harcourt Publishing Company

20 tables
_______ $30,000
_______

13. WRITE Math Write a number that has four digits with the same
number in all places, such as 4,444. Circle the digit with the greatest
value. Underline the digit with the least value. Explain.
Possible answer: 5,555; the circled digit 5 represents 5,000

because it is in the thousands place; the underlined digit 5

represents 5 because it is in the ones place.

Chapter 1 9

COMMON
COM MON CO
CORE
RE

PROFESSIONAL
DEVELOPMENT Math Talk in Action
Teacher: For Exercise 9, how can you find a number that is Teacher: Excellent reasoning. If we reversed that and
10 times as much as 400? compared 4,000 to 400, how could we describe
Shayla: I used a place-value chart and moved the number the relationship?
to the left one place to get 4,000. Shayla: Well, 4,000 has 3 zeros and 400 has 2 zeros, so
Jones: I knew that moving one place to the left would we know that 4,000 is 10 times as much as 400.
mean I needed to write one more zero at the Jones: That’s right. Since there is one place-value
end of the number, so I wrote another zero to difference between 4,000 and 400, I knew that
get 4,000. moving one place value to the left meant 4,000
Teacher: Those are both good ways. Now, how can we is 10 times as much as 400.
describe the relationship between 400 and Teacher: How can you complete the final column for
4,000? Exercise 9?
Anil: Since 400 has 2 zeros and 4,000 has 3 zeros, we Anil: To find __1
10 of 400, I can just remove 1 zero.
know that 400 is __
1
10 of 4,000. So, the answer is 40.
Teacher: Excellent! Good job everyone!

9 Chapter 1
Lesson Check (5.NBT.A.1)
1. What is 10 times as much as 700?
Spiral Review (Reviews 4.OA.A.3, 4.NBT.A.2, 4.NBT.B.5, 4.MD.A.3)
3. Risa is sewing a ribbon around the sides of a
square blanket. Each side of the blanket is
72 inches long. How many inches of ribbon
will Risa need?
288 inches
5. What is the best estimate for the product of
289 and 7?
10
The Sun-Earth-Moon
System
The moon moves around Earth as Earth
moves around the sun. What keeps these
objects from flying off in space?
Active Reading As you read these two pages, draw boxes
around clue words that signal a cause.
W hat defines the unit of time we call
a year? A year is the time it takes for
Earth to revolve, or go around, the sun.
Any object that revolves around another
object in space is called a satellite. Earth
is a satellite of the sun. Because the moon
revolves around Earth, it is a satellite
of Earth.
The path one space object takes around
another is called an orbit. It takes Earth
Sun
Gravitational Pull The sun is
about 330,000 times more massive
than Earth. Its strong gravitational
pull keeps all objects near it from
flying off into space. Gravity also
keeps the moon in its orbit around
Earth. Gravitational pull decreases
with distance.
436
2. What is __
1 of 3,000?
10
Continue concepts and skills practice with
Lesson Check. Use Spiral Review to engage
students in previously taught concepts and
to promote content retention. Common Core
7,000 300
standards are correlated to each section.
4. What is the value of n?
9 × 27 + 2 × 31 − 28 = n
277
6. Arrange the following numbers in order from
greatest to least: 7,361; 7,136; 7,613
© Houghton Mifflin Harcourt Publishing Company
2,100 7,613; 7,361; 7,136
FOR MORE PRACTICE
GO TO THE
Personal Math Trainer
Connecting Math and Science
In Chapter 1, students extend their understanding
of place value, multiplication, and expressions, such
Name
S.T.E.M. Activity
as multiplication by multi-digit numbers. These
Chapter 1
The Sun-Earth-Moon System Use with ScienceFusion
pages 436–439.
same topics are used often in the development of
various science concepts and process skills.
Develop Vocabulary
1. Define the following terms in your own words.
Revolve: Revolve means to turn.
Do the Math! – Calculate Circumference
Help students make the connection between math
Orbit: Orbit is when one object moves around another because of gravity and inertia.
3. Earth takes 24 hours to complete one rotation. It rotates at an average speed of
1,670 km/hour. Calculate Earth’s circumference at the equator based on its rotational
speed. Show your work below. (hint: distance = rate × time)
and science through the S.T.E.M. activities and
activity worksheets found at www.thinkcentral.com.
about 365 days to complete its orbit
around the sun. The moon’s orbit is shorter
than Earth’s. As a result, it takes the moon
Gravity: Gravity is a force that pulls objects together.
Time for 1 rotation
About the Earth
24 hours In Chapter 1, students connect math and science with
just 27 days to revolve once around Earth.
The Earth and moon motion around the
Develop Concepts
Average speed of rotation 1,670 km/hour
Circumference = 1670 km/hour ×
the S.T.E.M. Activity The Sun-Earth-Moon System and
sun is in part because of gravity. Gravity is Circumference of the Earth
the accompanying worksheets (pages 133 and 134).
2. What can you infer about the gravitational pull of the sun on Venus? 24 hours = 4,080 km
the force of attraction that exists between Possible answer: I can infer that the gravitational pull of the sun on Venus answer: We use the formula distance = rate × time. In this scenario, distance is
is strong
Possible
all objects. Gravitational attraction
because it keeps Venus in orbit. the circumference of the Earth. Distance = Circumference = 1,670 km/hour × 24 hours =
between objects depends on two things:
(bg) ©Datacraft Co Ltd/Getty Images; (b) ©Lunar and Planetary Institute/NASA
4,080 km
Through this S.T.E.M. Activity, students will connect
the distance between the objects and the
masses of the objects. Summarize
4. How does gravity cause the Earth to revolve around the Sun, and the moon to revolve around Earth?
the GO Math! Chapter 1 concepts and skills with
© Houghton Mifflin Harcourt Publishing Company
Gravity pulls on the Earth and keeps it in orbit around the sun. Gravity pulls on the moon
and keeps it in orbit around the Earth.
various properties of the planet Earth, including
finding the planet’s circumference based on its
rotational speed at the equator. It is recommended
© Houghton Mifflin Harcourt Publishing Company
S.T.E.M. Activity 133
© Houghton Mifflin Harcourt Publishing Company
that this S.T.E.M. Activity be used after Lesson 1.7.
134
Lesson 1.1 10