Student Math Journal 1

The University of Chicago

School Mathematics Project

UCSMP Elementary Materials Component

Max Bell, Director
Authors
Max Bell
John Bretzlauf
Amy Dillard
Robert Hartfield
Andy Isaacs
James McBride, Director
Kathleen Pitvorec
Peter Saecker
Robert Balfanz*
William Carroll*
Technical Art
Diana Barrie
*First Edition only
Photo Credits
Wally McNamee/Corbis, p. 140
Contributors
Tammy Belgrade, Diana Carry, Debra Dawson, Kevin Dorken, James Flanders, Laurel Hallman,
Ann Hemwall, Elizabeth Homewood, Linda Klaric, Lee Kornhauser, Judy Korshak-Samuels,
Deborah Arron Leslie, Joseph C. Liptak, Sharon McHugh, Janet M. Meyers, Susan Mieli,
Donna Nowatzki, Mary OBoyle, Julie Olson, William D. Pattison, Denise Porter, Loretta Rice,
Diana Rivas, Michelle Schiminsky, Sheila Sconiers, Kevin J. Smith, Theresa Sparlin, Laura Sunseri,
Kim Van Haitsma, John Wilson, Mary Wilson, Carl Zmola, Theresa Zmola
This material is based upon work supported by the National Science Foundation under Grant No.
ESI-9252984. Any opinions, findings, and conclusions or recommendations expressed in this material
are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Copyright 2004 by Wright Group/McGraw-Hill.

All rights reserved. Except as permitted under the United States
Copyright Act, no part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database
or retrieval system, without the prior written permission of the
publisher, unless otherwise indicated.
Send all inquiries to:
Wright Group/McGraw-Hill
P.O. Box 812960
Chicago, IL 60681
Printed in the United States of America.
ISBN 0-07-600035-4
7 8 9 10 11 12 13 DBH 10 09 08 07 06 05

Contents
Unit 1: Number Theory
Welcome to Fifth Grade Everyday Mathematics
Student Reference Book Scavenger Hunt
Math Boxes 1.1
Arrays
Math Boxes 1.2
Multiplication Facts Master List
Factor Pairs
Math Boxes 1.3
Math Boxes 1.4
Divisibility
Divisibility Tests
Math Boxes 1.5
Prime and Composite Numbers
Factor Captor Strategies
Math Boxes 1.6
Square Numbers
Math Boxes 1.7
Unsquaring Numbers
Math Boxes 1.8
Factor Strings
Review
Math Boxes 1.9
Time to Reflect
Math Boxes 1.10

1
2
5
6
7
8
9
10
11
12
13
14
15
16
17
18
20
21
22
23
25
26
27
28

A note at the bottom of each journal page indicates when that page is first used.
Some pages will be used again during the course of the year.

Contents

iii

Unit 2: Estimation and

Computation
Estimation Challenge
Math Boxes 2.1
Methods for Addition
Math Boxes 2.2
Methods for Subtraction
Math Boxes 2.3
Addition and Subtraction Number Stories
Math Boxes 2.4
Estimating Your Reaction Time
Driving Decimals
Math Boxes 2.5
Describing Chances
A Thumbtack Experiment
Describing a Set of Data
Math Boxes 2.6
Magnitude Estimates for Products
Solving Number Stories
Math Boxes 2.7
Multiplication of Whole Numbers
Multiplication of Decimals
Math Boxes 2.8
Multiplication by the Lattice Method
Math Boxes 2.9
Millions, Billions, and Trillions
Multiplication Practice
Math Boxes 2.10
Time to Reflect
Math Boxes 2.11

iv

Contents

29
31
32
33
34
35
36
38
39
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59

Unit 3: Geometry Explorations and

the American Tour
U.S. Census Questions
A Mental Calculation Strategy
Math Boxes 3.1
Math Boxes 3.2
State Populations, 1610-1790
Practicing Addition and Subtraction
Pattern-Block Angles
Addition and Subtraction Number Stories
Math Boxes 3.3
Acute and Obtuse Angles
Measuring and Drawing Angles with a Protractor
Watching Television
Math Boxes 3.4
Copying Line Segments and Finding Lengths
Adjacent and Vertical Angles
Math Boxes 3.5
Types of Triangles
Copying a Triangle
Copying More Triangles
Copying a Partners Triangle
Math Boxes 3.6
Completing Partial Drawings of Polygons
Practicing Multiplication
Math Boxes 3.7
Math Boxes 3.8
Regular Tessellations
Angles in Quadrangles and Pentagons
Angles in Heptagons
Angles in Any Polygon
Attribute Puzzles
Math Boxes 3.9
The Geometry Template
Problems for the Geometry Template
Math Boxes 3.10
Time to Reflect
Math Boxes 3.11

60
61
62
63
64
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
88
91
92
93
94
95
96
100
101
102

Contents

Unit 4: Division
A Mental Division Strategy
Place-Value Puzzles
Math Boxes 4.1
The Partial-Quotients Division Algorithm
Math Boxes 4.2
Distances between U.S. Cities
Measuring Paths That Are Not Straight
Classifying and Measuring Angles
Math Boxes 4.3
Estimate and Calculate Quotients
Math Boxes 4.4
Interpreting Remainders in Division Number Stories
Math Boxes 4.5
Triangle and Polygon Review
Math Boxes 4.6
Time to Reflect
Math Boxes 4.7

vi

Contents

103
104
105
106
108
109
110
111
112
113
114
115
117
118
119
120
121

Unit 5: Fractions, Decimals, and

Percents
Parts and Wholes
Finding Fractions of a Whole
Reading a Ruler
Math Boxes 5.1
Mixed Numbers: Part 1
Mixed Numbers: Part 2
Fractions on a Ruler
Math Boxes 5.2
Comparing and Ordering Fractions
Fraction-Stick Chart
Fraction-Stick Pieces
Fraction Number Stories
Math Boxes 5.3
Finding Equivalent Fractions by Splitting Fraction Sticks
Equivalent Fractions
Math Boxes 5.4
Renaming Fractions as Decimals
Rounding Decimals
Math Boxes 5.5
Writing Fractions as Decimals
Measurement Review
Math Boxes 5.6
More about Writing Fractions as Decimals
Math Boxes 5.7
Converting Fractions to Decimals and Percents
Math Boxes 5.8
Bar Graphs and Circle (Pie) Graphs
Multiplication Practice
Math Boxes 5.9
Reading Circle Graphs
How Much TV Do People Watch?
Division Practice
Math Boxes 5.10
Making Circle Graphs: Concrete
Making Circle Graphs: Snack Survey
Math Boxes 5.11
School Days
A Short History of Mathematics Instruction
Math Boxes 5.12
Time to Reflect
Math Boxes 5.13

122
123
124
125
126
127
129
130
131
132
133
134
135
136
137
138
139
140
142
143
144
146
147
148
149
151
152
153
154
155
156
157
158
159
160
161
162
164
166
167
168
Contents

vii

Unit 6: Using Data: Addition and

Subtraction of Fractions
Math Boxes 6.1
States Students Have Visited
States Adults Have Visited
A Complicated Pizza
Math Boxes 6.2
Personal Measures
First to 21
Estimation Challenge
Hand and Finger Measures: The Great Span
Hand and Finger Measures: Finger Flexibility
Math Boxes 6.3
Math Boxes 6.4
Mystery Plots
Reaching and Jumping
Sampling Candy Colors
Solving Part-Whole Fraction Problems
Math Boxes 6.5
Is First to 21 a Fair Game?
Math Boxes 6.6
Frequency Tables
Data Graphs and Plots
Place-Value Puzzles
Climate Maps
Number Stories
Math Boxes 6.7
Adding and Subtracting Fractions on a Slide Rule
Adding and Subtracting Fractions with Fraction Sticks
Math Boxes 6.8
Clock Fractions
Using a Common Denominator
Math Boxes 6.9
Another Way to Find a Common Denominator
Using Common Denominators
Stem-and-Leaf Plot
Math Boxes 6.10
Time to Reflect
Math Boxes 6.11

Reference
Activity Sheets

viii

Contents

,/ Fact Triangles
,/ Fact Triangles
Grab-It Gauge
Polygon Capture Pieces

169
170
171
172
173
174
176
177
178
179
180
181
182
184
185
186
187
188
189
190
191
193
194
196
197
198
199
200
201
202
204
205
206
207
208
209
210
211

Activity Sheet 1
Activity Sheet 2
Activity Sheet 3
Activity Sheet 4

Date

Time

Welcome to Fifth Grade Everyday Mathematics

Much of what you learned in the first few years of Everyday Mathematics was basic
training in mathematics and its uses. This year, you will practice and extend the skills
and ideas you have learned. But you will also study more new ideas in mathematics
some of which your parents and older siblings may not have learned until high school!
The authors of Everyday Mathematics believe that fifth graders in the 2000s can learn
more and do more than people thought was possible 10 or 20 years ago.
Here are some of the things you will be asked to do in Fifth Grade Everyday
Mathematics:
Practice and extend your number sense, measure sense, and estimation skills.
Review and extend your arithmetic, calculator, and thinking skills. You will work with
fractions, decimals, percents, large whole numbers, and negative numbers.
Continue your work with algebra, using variables in place of numbers.
Refine your understanding of geometry. You will define and classify geometric
figures more carefully than before. You will construct and transform figures. You will
find the areas of 2-dimensional figures and volumes of 3-dimensional figures.
Embark on the American Tour. You will study data about the history, people, and
environment of the United States. You will learn to use and interpret many kinds of
maps, graphs, and tables.
Do many probability and statistics explorations with numerical data. You will use
data that comes from questionnaires and experiments.
This years activities will help you appreciate the beauty and usefulness of
mathematics. We hope you will enjoy Fifth Grade Everyday Mathematics. We want
you to become better at using mathematics, so that you may better understand the
world you live in.

Use with Lesson 1.1.

Date

Time

Student Reference Book Scavenger Hunt

Solve the problems on this page and on the next two pages. Use your Student
Reference Book to help you.
Also, record where to find information in the Student Reference Book for each
problem. You may not need to look for help in the Student Reference Book, but you
will earn additional points for telling where you would look if you needed to.
When the class goes over the answers, keep score as follows:
Give yourself 3 points for each correct answer to a problem.
Give yourself 5 points for each correct page number in the Student Reference Book.
Problem
Points
1.

Page
Points

Circle the prime numbers in the following list:

1 2 6 9 13 20 31 63 72
Student Reference Book, page

2.

Circle the composite numbers in the following list:

1 2 6 9 13 20 31 63 72
Student Reference Book, page

3.

5 meters =

centimeters

Student Reference Book, page

4.

300 mm =

cm

Student Reference Book, page

5.

What is the perimeter of this figure?

4 ft

ft
7 ft

Student Reference Book, page

2

Use with Lesson 1.1.

Date

Time

Student Reference Book Scavenger Hunt (cont.)

Problem
Points
6.

3 tablespoons =

Page
Points

teaspoons

Student Reference Book, page

7.

Is angle RST acute or obtuse?

How can you tell?

T

Student Reference Book, page

8.

Rosie had the following scores on her spelling tests

last month: 95, 87, 100, 92, and 78.
What is the mean (or average) of these scores?
Student Reference Book, page

9.

23 37

Student Reference Book, page

10.

369  1,347

Student Reference Book, page

11. a.
b.

Is 73,491 divisible by 3?
How can you tell without actually dividing?

Student Reference Book, page

Use with Lesson 1.1.

Date

Time

Student Reference Book Scavenger Hunt (cont.)

Problem
Points
12.

Page
Points

Name two fractions equivalent to 4.

6

and
Student Reference Book, page
13.

What materials do you need to play Estimation Squeeze?

Student Reference Book, page

14.

What is the definition of a scalene triangle?

Student Reference Book, page

15.

Use your calculator to find the square root of 9.

Record the key sequence you used.

Student Reference Book, page

Total Problem Points

Total Page Points
Total Points

Use with Lesson 1.1.

Date

Time

Math Boxes 1.1

1. a.

Write a 7-digit numeral that has

7 in the ones place,
8 in the millions place,
4 in the ten-thousands place,
and 0 in all other places.
,

b.

2.

Write each of the following in

dollars-and-cents notation.
a.

5 dimes =

b.

7 quarters =

c.

10 quarters =

d.

12 nickels =

e.

18 dimes =

Write this numeral in words.

3.

Solve.

4.

a.

982
 497

b.

384
 499

c.

125
 47

d.

958
 1,003

e.

271
 634

f.

367
 548

13 14

Use with Lesson 1.1.

Below are a trapezoid, a rhombus, and a

rectangle. Label each one.

136

Date

Time

Arrays
A rectangular array is an arrangement of objects into rows and columns. Each row has the same
number of objects and each column has the same number of objects.
We can write a multiplication number model to
describe a rectangular array.
This is an array of 8 dots.
It has 4 rows with 2 dots in each row.
It has 2 columns with 4 dots in each column.
This is another array of 8 dots.
It has 2 rows with 4 dots in each row.
It has 4 columns with 2 dots in each column.

1. a.

Take 10 counters. Make as many different

rectangular arrays as you can using all
10 counters.

b.

Draw each array on the grid at the right by

marking dots.

c.

Write the number model next to each array.

2. a.

How many dots are in the array at the right?

b.

Write a number model for the array.

c.

Make as many other arrays as you can with

the same number of counters as used in
the array above. Draw each array on the
grid at the right. Write a number model for
each array.

2

= 8

4

= 8

Use with Lesson 1.2.

Date

Time

Math Boxes 1.2

1.

Marcus drew 8 cards from a pile:

10, 8, 4, 5, 8, 6, 12, and 1.
Find the following landmarks.
a.

Maximum

b.

Minimum

c.

Range

d.

Median

3. a.

2.

Name five numbers between 0 and 1.

113

Make an array for the number sentence

5
6 = 30.

4. a.

b.
b.

Write a number story for the number

sentence.

Write the largest number you can make

using each of the digits 7, 1, 0, 2, and
9 just once.

Write the smallest number. (It may not

start with 0.)

10

5.

Draw a line from each spinner to the number that best describes it.
1
3

1
4

0.75

50%

123

Use with Lesson 1.2.

Date

Time

Multiplication Facts Master List

Make a check mark next to each fact you missed and need to study.
Once you have learned a fact, write OK next to the check mark.

3s

5s

7s

3
3

5
3

7
3

9
3

3
4

5
4

7
4

9
4

3
5

5
5

7
5

9
5

3
6

5
6

7
6

9
6

3
7

5
7

7
7

9
7

3
8

5
8

7
8

9
8

3
9

5
9

7
9

9
9

7
10

9
10

8s

9s

4s

6s

10s

4
3

6
3

8
3

10
3

4
4

6
4

8
4

10
4

4
5

6
5

8
5

10
5

4
6

6
6

8
6

10
6

4
7

6
7

8
7

10
7

4
8

6
8

8
8

10
8

4
9

6
9

8
9

10
9

6
10

8
10

10
10

Use with Lesson 1.3.

Date

Time

Factor Pairs

A 2-row-by-5-column array

2 5 = 10
Factors

1. a.

2.

2
5 = 10 is a number model for the 2-by-5 array.

10 is the product of 2 and 5.
2 and 5 are whole-number factors of 10.
2 and 5 are a factor pair for 10.
1 and 10 are also factors of 10 because 1
10 = 10.
1 and 10 are another factor pair for 10.

Product

Use counters to make all possible arrays

for the number 14.

b.

Write a number model for each array

you make.

c.

List all the whole-number factors of 14.

Write number models to help you find all the factors of each number below.

Number

Number Models with 2 Factors

All Possible Factors

20

16

13

27

32
Use with Lesson 1.3.

Date

Time

Math Boxes 1.3

1. a.

Write a 6-digit numeral with

4 in the hundreds place,
8 in the hundred-thousands place,
3 in the ones place,
and 7s in all other places.

2.

Write each of the following in

dollars-and-cents notation.
a.

12 dimes =

b.

12 quarters =

c.

15 nickels =

d.

3 quarters and 4 dimes =

e.

7 quarters and 3 nickels =

,
b.

3.

Write this numeral in words.

Add. Show your work.

a.

127  250  63

b.

67  109  318

c.

56  89  18

d.

39  71  177

4. a.

b.

10

Circle all of the quadrangles below.

Put an X through each quadrangle that

has one or more right angles.

Use with Lesson 1.3.

Date

Time

Math Boxes 1.4

1.

Find the following landmarks for the set of

numbers 28, 17, 45, 32, 29, 28, 14, 27.
a.

Maximum

b.

Minimum

c.

Range

d.

Median

3. a.

b.

5.

2.

Make an array for the number sentence

4
8 = 32.

Write five positive numbers that are less

than 2.5.

4. a.

b.

Write a number story for the number

sentence.

What is the smallest whole number

you can make using each of the digits
5, 8, 2, 7, and 4 just once?

What is the largest?

Draw a line from each spinner to the number that best describes it.
2

66 3%

Use with Lesson 1.4.

1
2

0.625

2

8

11

Date

Time

Divisibility
Math Message
1.

Circle the numbers that are divisible by 2.

28

2.

57

33

112

123,456

211

5,374

900

399

705

True or false?
a.

Even numbers end in 0, 2, 4, 6, or 8.

b.

Even numbers are divisible by 2.

c.

Every even number has 2 as a factor.

Suppose you divide a whole number by a second

whole number. The answer may be a whole
number or it may be a number that has a decimal
part. If the answer is a whole number, we say that
the first number is divisible by the second number.
If it has a decimal part, the first number is not
divisible by the second number.
Example Is 135 divisible by 5?
To find out, divide 135 by 5.

Symbols
34

12 / 3

12

3

34

12  3

3
1
2


Example Is 122 divisible by 5?

To find out, divide 122 by 5.

135 / 5
27

122 / 5
24.4

The answer, 27, is a whole

number. So 135 is divisible by 5.

The answer, 24.4, has a decimal

part. So 122 is not divisible by 5.

Use your calculator to help you answer these questions.

3.

Is 267 divisible by 9?

4.

Is 552 divisible by 6?

5.

Is 809 divisible by 7?

6.

Is 7,002 divisible by 3?

7.

Is 4,735 divisible by 5?

8.

Is 21,733 divisible by 4?

9.

Is 5,268 divisible by 22?

10.

Is 2,072 divisible by 37?

12

Use with Lesson 1.5.

Date

Time

Divisibility Tests
For many numbers, even large ones, it is possible to test for divisibility without
actually dividing.
Here are the most useful divisibility tests:
All numbers are divisible by 1.
All even numbers (ending in 0, 2, 4, 6, or 8) are divisible by 2.
A number is divisible by 3 if the sum of its digits is divisible by 3.
Example 246 is divisible by 3 because 2 + 4 + 6 = 12, and 12 is divisible by 3.
A number is divisible by 6 if it is divisible by both 2 and 3.
Example 246 is divisible by 6 because it is divisible by 2 and by 3.
A number is divisible by 9 if the sum of its digits is divisible by 9.
Example 51,372 is divisible by 9 because 5 + 1 + 3 + 7 + 2 = 18, and
18 is divisible by 9.
A number is divisible by 5 if it ends in 0 or 5.
A number is divisible by 10 if it ends in 0.
1.

Test each number below for divisibility. Then check on your calculator.

Divisible. . .
Number
75

by 2?

by 3?

by 6?

by 9?

by 5?

by 10?

7,960
384
3,725
90
36,297

2.

Find a 3-digit number that is divisible by both 3 and 5.

3.

Find a 4-digit number that is divisible by both 6 and 9.

Use with Lesson 1.5.

13

Date

Time

Math Boxes 1.5

1.

Complete.

2. a.

a.

70
800 =

b.

400
5,000 =

c.

6,300 =

d.

21,000 = 70

e.

720,000 = 800

Pencils are packed 18 to a box. How

many pencils are there in 9 boxes?
(unit)

b.

Explain how you solved the

problem.

4. a.

Write a 5-digit numeral with

5 in the hundredths place,
8 in the tens place,
0 in the ones place,
3 in the thousandths place,
and 4 in the tenths place.

90

18

3.

Complete the table.

Fraction

Decimal

Percent

3

5

25%

.
0.50
b.

10
85

100

Write this numeral in words.

85%

30 31

89 90

5.

Circle the numbers below that are divisible

by 3.
221

381

474

922

726

11

14

6.

Round 3,045,832 to the nearest

a.

million.

b.

thousand.

c.

ten-thousand.
4
227

Use with Lesson 1.5.

Date

Time

Prime and Composite Numbers

A prime number has exactly two factors1 and the number itself.
A composite number has more than two factors.
1.

List all the factors of each number in the table. Write P if it is a prime number or C
if it is a composite number.
Number

Factors

P or C

2
3

Number

1, 3

24

1, 2, 3, 6

25

26

27

28

10

29

11

30

12

31

13

32

14

33

15

34

16

35

17

36

18

37

20

1, 5, 25

22
23

19

P or C

21

Factors

1, 19

38
39

2.

How many factors does each prime number have?

3.

Can a composite number have exactly 2 factors?

If yes, give an example of such a composite number.

Use with Lesson 1.6.

15

Date

Time

Factor Captor Strategies

Work alone to answer the questions below. Then compare your answers with your
partners. If your answers dont agree with your partners answers, try to convince
your partner that your answers are correct.

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1.

Suppose you played Factor Captor using the above number grid. No numbers
have been covered yet. Which is the best number choice you could make? Why?

2.

Suppose that the 29 and 1 squares have already been covered. Which is the best
number choice you could make? Why?

3.

Suppose that the 29, 23, and 1 squares have already been covered. Which is the
best number choice you could make? Why?

16

Use with Lesson 1.6.

Date

Time

Math Boxes 1.6

1.

Write < or >.

2.

a.

0.5

1.0

b.

3.2

3.02

c.

4.83

d.

6.25

e.

0.7

Round each number to the nearest

ten-thousand.
a.

92,856

b.

108,325

c.

5,087,739

d.

986,402

e.

397,506

4.8
6.4
0.07
9
32 33

3.

4.

4
227

Subtract. Show your work.

a.

105  59

b.

2,005  189

c.

680  74

d.

3,138  809

5.

Math class is dismissed at 2:20 P.M. It is

1:53 P.M. How many more minutes before
math class is dismissed?

List all of the factors of 36.

1517

(unit)
10 12

Use with Lesson 1.6.

17

Date

Time

Square Numbers
A square array is a special rectangular array that has the same number of rows as it
has columns. A square array represents a whole number, called a square number.
The first four square numbers and their arrays are shown below.

1.

16

Draw a square array for the next square number after 16.
Square number:

2.

List all the square numbers through 100. Use counters or draw arrays, if you
need help.

3.

Can a square number be a prime number?

4.

Notice which square numbers are even and which are odd. Can you find a
pattern?

18

Why or why not?

If yes, describe the pattern.

Use with Lesson 1.7.

Date

Time

Square Numbers (cont.)

Any square number can be written as the product of a number multiplied by itself.
Example The third square number, 9, can be written as 3
3.
There is a shorthand way of writing square numbers: 9 = 3
3 = 32.
You can read 32 as 3 times 3, 3 squared, or 3 to the second power. The raised 2
is called an exponent. It tells that 3 is used as a factor 2 times. Numbers written with
an exponent are said to be in exponential notation.
Be careful! The number 32 is not the same as the product of 3
2.
32 equals 3
3, which is 9, and 3
2 = 6.
5.

Fill in the blanks.

Product

Exponential Notation

Square Number

44

42

16

77
10 10
112

Some calculators have a key with the symbol [] on it. It is called the exponent key
and can be used to find the square of a number.
6.

Press 3

. What does the display show?

If your calculator has an exponent key, use it to solve the following problems. If not,
you can use the multiplication key.
7.

82 =

8.

122 =

9.

142 =

11.

432 =

12.

672 =

10.

202 =

13.

Start with 4. Square it. Now square the result. What do you get?

Use with Lesson 1.7.

19

Date

Time

Math Boxes 1.7

1.

3.

Complete.

2. a.

a.

900
800 =

b.

5,000

c.

5,400 =

d.

42,000 =

e.

1,500 =

= 300,000

(unit)

60

b.

700

How many crayons are there in

1,000 boxes?
(unit)

3

Complete the table.

Fraction

How many crayons are there in

10 boxes, if each box contains
48 crayons?

Decimal

4. a.

Percent

1

2

0.125

Write a 6-digit numeral with

4 in the hundredths place,
3 in the hundreds place,
6 in the thousands place,
5 in the tens place,
and 2s in all other places.
,

80%
b.

3

4

Write this numeral in words.

32%

5.

Circle the numbers that are divisible by 6.

438

20

629

702

320

843

6.

Round 15,783,406 to the nearest

a.

million.

b.

thousand.

c.

hundred-thousand.

Use with Lesson 1.7.

Date

Time

Unsquaring Numbers
You know that 62 = 6
6 = 36. The number 36 is called the square of 6. If you
unsquare 36, the result is 6. The number 6 is called the square root of 36.
1.

Unsquare each number. The result is its square root. Do not use the
key on the calculator.

12

Example

2.

144 The square root of 144 is

12

a.

225

The square root of 225 is

b.

729

The square root of 729 is

c.

1,600 The square root of 1,600 is

d.

361

The square root of 361 is

Which of the following are square numbers? Circle them.

576

794

1,044

4,356

6,400

5,770

Comparing Numbers with Their Squares

3. a.

Unsquare the number 1.

1

b.

Unsquare the number 0.

0

4. a.
b.

5. a.

Is 5 greater than or less than 1?

52

c.

Is 52 greater than or less than 5?

Is 0.50 greater than or less than 1?

b.

Use your calculator. 0.502

c.

Is 0.502 greater than or less than 0.50?

6. a.

b.

When you square a number, is the result

always greater than the number you started with?
Can it be less?

Can it be the same?

Use with Lesson 1.8.
c.

21

Date

Time

Math Boxes 1.8

1.

3.

Write < or >.

a.

3.8

0.83

b.

0.4

0.30

c.

6.24

6.08

d.

0.05

0.5

e.

7.12

7.2

22

Round each number to the nearest

thousand.
a.

8,692

b.

49,573

c.

2,601,458

d.

300,297

e.

599,999

Subtract. Show your work.

a.

4.

2.

777
 259

b.

508
 125

List all of the factors of 64.

c.

5,009
 188

5.

d.

8,435
 997

In the morning, I need 30 minutes to

shower and dress, 15 minutes to eat, and
another 15 minutes to ride my bike to
school. School begins at 8:30 A.M. What is
the latest I can get up and still get to
school on time?

Use with Lesson 1.8.

Date

Time

Factor Strings
A factor string is a name for a number written as a product of two or more factors.
In a factor string, 1 may not be used as a factor.
The length of a factor string is equal to the number of factors in the string. The
longest factor string for a number is made up of prime numbers. The longest factor
string for a number is called the prime factorization of that number.
Example

Number

Factor Strings

Length

20

2 10

4 5

2 2 5

The order of the factors is not important. For example, 2
10 and 10
2 are the
same factor string.
The longest factor string for 20 is 2
2
5. So the prime factorization of 20 is
2
2
5.
1.

Find all the factor strings for each number below.

a.

b.

Number

Factor Strings

Length

Number

12

Factor Strings

Length

Factor Strings

Length

16

c.

d.

Number
18

Use with Lesson 1.9.

Factor Strings

Length

Number
28

23

Date

Time

Factor Strings (cont.)

2.

Write the prime factorization (the longest factor string) for each number.
a.

27

b.

40

c.

36

d.

42

e.

48

f.

60

g.

100

An exponent is a raised number that shows how many times the number to its left is
used as a factor.
Examples 52 exponent

3.

4.

24

52 means 5 5, which is 25.

52 is read as 5 squared or as 5 to the second power.

103 exponent

103 means 10 10 10, which is 1,000.

103 is read as 10 cubed or as 10 to the third power.

24 exponent

24 means 2 2 2 2, which is 16.

24 is read as 2 to the fourth power.

Write each number as a product of factors. Then find the answer.

2 2 2
8
Examples 23



2 2 9
36


22 9

a.

104

b.

32 5

c.

24 102

Rewrite each product using exponents.

53
Examples 5 5 5

5533

a.

3333

b.

477

c.

2557

d.

22255

52 32

Use with Lesson 1.9.

Date

Time

Review
1.

Circle the square numbers.

10

2.

3.

4.

16

6.

64

81

48

List the factors of each number from least to greatest.

a.

15

b.

28

c.

30

d.

36

Do not use a calculator to solve the problems.

Circle the numbers that are:
a.

divisible by 2

3,336

5,027

19,008

b.

divisible by 3

1,752

497

28,605

c.

divisible by 5

2,065

12,340

10,003

d.

divisible by 9

921

5,715

36,360

Circle the prime numbers.

7

5.

24

14

25

39

41

Write the prime factorization for each number.

a.

12

b.

20

c.

49

d.

32

Fill in the missing numbers.

a.

52

Use with Lesson 1.9.

b.

36

c.

12  22  32

25

Date

Time

Math Boxes 1.9

1.

Complete.
a.

3.

2. a.

300
40 =

(unit)

b.

= 80
200

c.

= 900
600

b.

How many marbles are there in 700 bags?

80

d.

6,400 =

e.

36,000 = 600

Complete the table.

Fraction

How many marbles are there in 7 bags,

if each bag contains 8 marbles?

(unit)

4. a.

Decimal

Percent

3

8

Write a 6-digit numeral with

7 in the thousands place,
5 in the hundredths place,
4 in the tenths place,
3 in the tens place,
and 9s in all other places.

60%
,

2

5

b.

Write this numeral in words.

0.55
8

100

5.

Circle the numbers that are divisible by 9.

360

26

252

819

426

651

6.

Round 385.27 to the nearest

a.

hundred.

b.

whole number.

c.

tenth.

Use with Lesson 1.9.

Date

Time

Time to Reflect
1.

Describe what you liked or did not like about playing the game Factor Captor.

2.

Explain how making an array might help someone find factors of a number.

Look back through journal pages 224.

3.

What activity or lesson did you enjoy most in this unit and what did you learn from it?

4.

What was your least favorite lesson or activity in this unit and why?

Use with Lesson 1.10.

27

Date

Time

Math Boxes 1.10

1. a.

Write a 7-digit numeral with

3 in the tens place,
5 in the hundredths place,
7 in the hundreds place,
2 in the ten-thousands place,
and 4s in all other places.
,

b.

3.

Write this numeral in words.

27,000 =

4.

90

Phoebe received these math test scores:

93, 96, 85, 100, 98, 100, 99, 95.
a.

Maximum

b.

Minimum

c.

Range

d.

Median

Write < or >.

a.

0.90

0.89

b.

= 800
600

b.

3.52

3.8

c.

= 700
8,000

c.

6.91

6.3

d.

4.05

4.2

e.

0.38

0.5

= 50
600

d.
e.

28

Complete.
a.

5.

2.

350 = 7

Solve.
a.

207
 158

b.

325
 116

c.

d.

628
 444

e.

385
 179

f.

829
 580

523
 478

Use with Lesson 1.10.

Date

Time

Estimation Challenge
Sometimes you will be asked to solve a problem for which it is difficult, or even
impossible, to find an exact answer. Your job will be to make your best estimate and
then defend it. We call this kind of problem an Estimation Challenge.
Estimation Challenges can be difficult and they take time to solve. Usually, you will
work with a partner or as part of a small group.
Estimation Challenge Problem
Imagine that you are living in a time when there are no cars, trains, or planes. You do
not own a horse, a boat, or any other means of transportation.
You plan to travel to

. You will have to walk there.

(location given by your teacher)

Information needed to solve the problem.

Definition of a step.

1 mile = 5,280 feet

Length of a step

1.

About how many miles is it from your school to your destination?

About

2. a.

About how many footsteps will you have to take to get from your school to your
destination?
About

b.

miles

footsteps

What did you do to estimate the number of footsteps you would take?

Use with Lesson 2.1.

29

Date

Time

Estimation Challenge (cont.)

3. a.

Suppose that you did not stop to rest, eat, sleep, or for any other reason.
About how long would it take you to get from school to your destination?
About

b.

4.

hours

What did you do to estimate how long it would take you?

Suppose you start from school at 7:00 A.M. on Monday. You take time out to rest,
eat, sleep, and for other reasons.
a.

List all of the reasons that you might stop along the way. For each reason,
write about how long you would stop.

Reason for Stopping

b.

At about what time, and on what day of the week, would you expect to reach
your destination?
Time: About

5.

30

Length of Stop

Day:

Who did you work with on this Estimation Challenge?

Use with Lesson 2.1.

Date

Time

Math Boxes 2.1

1.

Find the missing numbers and landmarks for the set of numbers:
18, 20, 20, 24, 27, 27,

2.

, 30, 33, 34, 36, 36,

a.

Range: 22

b.

Mode: 27

c.

Minimum:

d.

Maximum:

Sam drew a trapezoid and a square and

covered them as shown. Write the name
below each figure. Then finish each
drawing.

113

3.

Write the following numbers in standard

notation.
a.

33 =

b.

72 =

c.

43 =

d.

52 =

e.

24 =

136

4. a.

How many dots are in this array?

56

5. a.

(unit)

Build an 8-digit numeral. Write

7 in the ten-millions place,
2 in the tens place,
4 in the hundred-thousands place,
6 in the ones place,
and 5 in all the other places.
,

b.

Write a number model for the array.

b.

10

Use with Lesson 2.1.

Write this numeral in words.

31

Date

Time

Methods for Addition

Solve Problems 1 and 2 using the partial-sums method. Solve Problems 3 and 4
using the column-addition method. Solve the rest of the problems using any method
you choose. Show your work in the space below. Compare your answers with your
partners answers. Resolve any disagreements.
1.

714
468 
 45.6
17.3

3.

2.

253
187 

4.

475
39
115
65 

5.

234.1
27.6 

6.

 217
192
309

7.

3,416
2,795 

8.

 36.47
9.58

32

Use with Lesson 2.2.

Date

Time

Math Boxes 2.2

1.

Measure
TAG to the nearest degree.

2.

a.

0.17

1.7

b.

5.4

5.04

c.

0.03

0.1

d.

2.24

2.2

e.

1.9

1.89

TAG:

3.

Write < or >.

9
32 33

128
188 189

Write the prime factorization of 72.

4.

At the start of an experiment, the

temperature in a box was 27C.
The temperature was increased by
32 degrees. Next it was decreased
by 43 degrees. What was the
temperature in the box then?

12

5.

Tell whether the following numbers are prime or composite.

2

a.

Number of feet in 3 yard

b.

Number of seconds in 2 minute

c.

Number of millimeters in 3.3 centimeters

d.

Number of hours in 8 day

e.

Number of inches in 6 yard

12

Use with Lesson 2.2.

33

Date

Time

Methods for Subtraction

Solve Problems 1 and 2 using the trade-first method. Solve Problems 3 and 4 using
the partial-differences method. Solve the rest of the problems using any method you
choose. Show your work in the space below. Compare your answers with your
partners answers. Resolve any disagreements.
1.

67  39 =

2.

3.

895  327 =

4.

5.

146.9  92.5 =

6.

7.

34

= 5,829  673

8.

= $34.68  $15.75
7,053  2,690 =
= 138.2  79.6
9.6  4.87 =

Use with Lesson 2.3.

Date

Time

Math Boxes 2.3

1.

Find the missing numbers and landmarks for the set of numbers:
48, 50, 51, 51, 57, 59, 60, 63, 69,

2.

, 76,

a.

Range:

b.

Mode: 76

c.

Minimum:

d.

Maximum: 76

I am a polygon. I have five sides and two

right angles.
a.

b.

4. a.

3.

Draw me in the space below.

I am called a

How many dots are in this array?

Write the following numbers in standard

notation.
a.

62 

b.

105 

c.

142 

d.

83 

e.

34 

5. a.

(unit)
b.

Write a number model for the array.

Use with Lesson 2.3.

Build a 9-digit numeral. Write

2 in the hundreds place,
5 in the ten-thousands place,
7 in the millions place,
6 in the hundred-millions place,
and 3 in all other places.

b.

Write this numeral in words.

35

Date

Time

Addition and Subtraction Number Stories

For each problem on pages 36 and 37, fill in the blanks and solve the problem.
Example Maria had 2 decks of cards. One of the decks had only 36 cards instead of
52. The rest were missing from the deck. How many cards were missing?

36 and 52
Describe what you want to find. The number of missing cards
36 + c = 52
Write an open sentence:
16
Find the missing number in the open sentence. Solution:
16 cards
Write the answer to the number story. Answer:

List the numbers needed to solve the problem.

1.

2.

3.

36

(unit)
Anthony got a new bike. He rode 18 miles the first week, 27 miles the second
week, and 34 miles the third week. How many miles did he ride altogether?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

(unit)
Regina has $23.08. Her sister has $16.47. Her brother has only $5.00. How much
more money does Regina have than her sister?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

Lucas was having 12 friends over for breakfast. He started with 19 eggs. He
bought 1 dozen more eggs. How many eggs did he have to cook for breakfast?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

(unit)
Use with Lesson 2.4.

Date

Time

Addition and Subtraction Number Stories (cont.)

4.

Nicholas earned $48 mowing lawns one weekend. With the money he earned, he
bought 2 CDs that cost a total of $23. How much money did he have left?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

Circle the open sentence that best matches each story and then solve the problem.
5.

Patricks hobby is to paint color-bynumber pictures. He spent 24 hours

painting in June and 37 hours
painting in July. The last picture he
painted had 18 different colors. How
many hours did he paint in the two
months?

6.

18
h  37

24
h  37

2 28  m

2
28
m  45

37
24  h

37  h  18

m  28  45

45  28  m

Answer:

Answer:

(unit)
7.

Sue walked 2 miles to Jans house.

Then both girls walked 2 miles to
Tads house. Sue took 28 minutes to
get to Jans house. The girls took
45 minutes to get to Tads house.
How much longer did it take to get to
Tads house than to Jans house?

(unit)

Write and solve your own number story.

a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

Use with Lesson 2.4.

e.

Answer:

(unit)

37

Date

Time

Math Boxes 2.4

1.

Measure
BOP to the nearest degree.

2.

Write < or >.

a.

3.67

3.7

b.

0.02

0.21

c.

4.06

4.02

d.

3.1

3.15

e.

7.6

7.56

BOP:

The temperature at midnight was 25F.

The windchill temperature was 14F. How
much warmer was the actual temperature
than the windchill temperature?

3.

Write the prime factorization of 32.

5.

Tell whether the following numbers are prime or composite.

38

4.

a.

The number of millimeters in 1.7 cm

b.

The number of degrees in a right angle

c.

The number of inches in 4 feet

d.

One less than the number of hours in 1 day

e.

The number of months in 4 of a year

11

Use with Lesson 2.4.

Date

Time

Estimating Your Reaction Time

Tear out Activity Sheet 3 from the back of your
journal. Cut out the Grab-It Gauge.
It takes two people to perform this experiment. The
tester holds the Grab-It Gauge at the top. The
contestant gets ready to catch the gauge by placing
his or her thumb and index finger at the bottom of
the gauge, without quite touching it. (See the
picture.)

Tester
(holding Grab-It Gauge)

When the contestant is ready, the tester lets go of

the gauge. The contestant tries to grab it with his or
her thumb and index finger as quickly as possible.
The number grasped by the contestant shows that
persons reaction time, to the nearest hundredth of a
second. The contestant then records that reaction
time in the data table shown below.
Partners take turns being tester and contestant.
Each person should perform the experiment
10 times with each hand.

Contestant
(not quite touching
Grab-It Gauge)

Reaction Time (in seconds)

Left Hand

Right Hand

1.

6.

1.

6.

2.

7.

2.

7.

3.

8.

3.

8.

4.

9.

4.

9.

5.

10.

5.

10.

Use with Lesson 2.5.

39

Date

Time

Estimating Your Reaction Time (cont.)

Use the results of your Grab-It experiment to answer the following questions.
1.

What was the maximum reaction time for your

left hand?

2.

What was the minimum reaction time for your

left hand?

3.

right hand?

What was the mean reaction time for your

left hand?

7.

right hand?

What was the median reaction time for your

left hand?

6.

right hand?

What reaction time was the mode for your

left hand?

5.

right hand?

What was the range of reaction times for your

left hand?

4.

right hand?

right hand?

If you could use just one number to estimate your reaction time, which number
would you choose as the best estimate? Circle one.
minimum

maximum

mode

median

mean

Explain.

8.

40

Which of your hands reacted more quickly in the Grab-It experiment?

Use with Lesson 2.5.

Date

Time

Driving Decimals
The Indianapolis 500 is a car race held
each year at the Indianapolis Motor
Speedway. The racers drive more
1
than 200 laps on a 2 2 -mile oval track.
The table at the right shows the
10 fastest winning speeds from various
years for this race. Use the table to
answer each question below.
1. a.

What was Emerson Fittipaldis

winning speed for the
Indianapolis 500?
(unit)

b.

In what year did he set this

speed record?

Fastest Winning Speeds

for the Indianapolis 500
Driver

Year

Speed (mph)

Arie Luyendyk

1990

185.981

Rick Mears

1991

176.457

Bobby Rahal

1986

170.722

Emerson Fittipaldi

1989

167.581

Rick Mears

1984

163.612

Mark Donohue

1972

162.962

Al Unser

1987

162.175

Tom Sneva

1983

162.117

Gordon Johncock

1982

162.029

Al Unser

1978

161.363

Source: The World Almanac and Book of Facts 2000

2.

How much faster was Rick Mearss

speed in 1991 than in 1984?
(unit)

3.

What is the range of speeds in the table?

(unit)

Reminder: The range is the difference between the fastest speed and
the slowest speed.
4. a.

b.

Which two drivers have the smallest difference between their winning speeds?

What is the difference between the two speeds?

(unit)

Challenge
5.

What is the median of the speeds in the table?

(unit)

Use with Lesson 2.5.

41

Date

Time

Math Boxes 2.5

1.

I have four sides. All opposite sides are

parallel. I have no right angles.
a.

b.

2.

Write < or >.

a.

0.45

b.

0.89

8
10

Draw me in the space below.

I am called a

4
c.
5

0.54

1
d.
3

0.35

7
e.
8

0.9

9
83 89

136

3.

Complete each pattern.

4.

Solve.
Solution

a.

25,

, 61,

b.

87,

, 43,

c.

21,

, 49,

d.

64,

, 32

e.

61,

, 81

a.

23
x  60

x 

b.

36  p  4

p 

c.

200  50  m

m

d.

55
t  70

t 

e.

28  b  13

b 
209

5.

Add.
a.

632

859

b.

2.24

3.85

c.

1,902

478

d.

3,341

799

e.

1,654

2,020

1314

42

Use with Lesson 2.5.

Date

Time

Describing Chances
1.

Draw a line from each spinner to the number that best describes the chance of
landing in the blue area.
Spinner

Chance of Landing on Blue

0.25

50%

2
3

0.75

90%

2.

Draw a line from each event listed below to the best description of the chance
that the event will happen.
Example Most people will fly in an airplane at least once during their
lifetime. Therefore, draw a line to extremely likely.
Event
a.

A person will fly in an airplane at

least once during his or her lifetime.

Chance
certain
extremely likely

b.

The sun will rise tomorrow.

very likely

c.

An adult is able to swim.

likely

d.

A newborn baby will be a girl.

5050 chance

e.

f.

A long-distance call will

result in a busy signal.
There will be an earthquake in
California during the next year.

unlikely
very unlikely
extremely unlikely

Your home will catch on

fire during the next year.
Use with Lesson 2.6.
g.

impossible
43

Date

Time

A Thumbtack Experiment
Make a guess: If you drop a thumbtack, is it more likely
to land with the point up or with the point down?
The experiment described below will enable you to make a careful estimate of the
chance that a thumbtack will land point down.
1.

Work with a partner. You should have 10 thumbtacks and 1 small cup. Do the
experiment at your desk or table so that you are working over a smooth, hard surface.
Place the 10 thumbtacks inside the cup. Shake the cup a few times, and then
drop the tacks on the desk surface. Record the number of thumbtacks that land
point up and the number that land point down.
Toss the 10 thumbtacks 9 more times and record the results each time.

Toss

Number Landing Point Up

Number Landing Point Down

1
2
3
4
5
6
7
8
9
10
Total Up =
2.

Total Down =

In making your 10 tosses, you dropped a total of 100 thumbtacks.

What fraction of the thumbtacks landed point down?

3.

Write this fraction on a small stick-on note. Also, write it as a decimal and as a percent.

4.

Do this later: For the whole class, the chance a tack lands point down is

44

Use with Lesson 2.6.

Date

Time

Describing a Set of Data

1.

Justin, Vincent, Gregory, Bernard, Melinda, Frieda, and Marina estimated the
number of jellybeans in a jar. They made the following estimates:
Justin
Vincent
Gregory
Bernard
Melinda
Frieda
Marina

2.

247
375
199
252
305
200
299

a.

What was the minimum estimate?

b.

What was the maximum estimate?

c.

What was the mode of the estimates?

d.

What was the range of the estimates?

e.

What was the median estimate?

f.

There were 270 jellybeans in the jar. Whose estimate was closest?

Eight friends were comparing their science test scores. There were 50 questions
on the test. Their scores were as follows:
80, 96, 88, 100, 88, 94, 90, 88
a.

What was the minimum score?

b.

What was the maximum score?

c.

What was the mode of the scores?

d.

What was the range of the scores?

e.

What was the median score?

f.

Explain how you would find the mean for the eight scores.

Use with Lesson 2.6.

45

Date

Time

Math Boxes 2.6

Cross out the shapes below that are NOT
polygons.

2.

Find the perimeter of the rectangle.

7 units

1.

10 units

132133

3.

170

(unit)

Multiply. Show your work.

a.

426
8

b.

395
 26

c.

406
 18

d.

297
 53

19 20

4.

46

Give the value of the boldface digit in each numeral.

a.

287,051

b.

7,042,690

c.

28,609,381

d.

506,344,526

e.

47,381,296

Use with Lesson 2.6.

Date

Time

Magnitude Estimates for Products

A magnitude estimate is a very rough estimate of the answer to a problem. A
magnitude estimate will tell you if the exact answer is in the tenths, ones, tens,
hundreds, thousands, and so on.
For each problem, make a magnitude estimate. Ask yourself, Is the answer in the
tenths, ones, tens, hundreds, thousands, or ten-thousands? Circle the appropriate box.
Do not solve the problems.
Example 14 17
10s

100s

1.

1,000s 10,000s

56 37
10s

10 * 20 = 200
How I estimated
2.

7 326
10s

1,000s 10,000s

95 48
10s

How I estimated

4.

5.

100s

10s

1,000s 10,000s

7.

1s

10s

0.1s

100s

9.

1s

10s

How I estimated

Use with Lesson 2.7.

1s

10s

100s

How I estimated

160 2.9
0.1s

1,000s 10,000s

7.6 9.1

How I estimated

8.

100s

How I estimated

4.5 0.6
0.1s

1,000s 10,000s

46 414

How I estimated

6.

100s

How I estimated

5 4,127
10s

1,000s 10,000s

How I estimated

3.

100s

100s

100s

0.8 0.8
0.1s

1s

10s

100s

How I estimated

47

Date

Time

Solving Number Stories

For each problem, fill in the blanks and solve the problem.
1.

2.

3.

4.

48

Linell and Ben pooled their money to buy a video game. Linell had $12.40 and Ben had
$15.88. How much money did they have in all?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

If the video game cost $22.65, how much money did they have left?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

Linell and Ben borrowed money so they could also buy a CD for $13.79. How much
did they have to borrow so that they would have enough money to buy the CD?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:

How much more did the video game cost than the CD?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find out.

c.

Open sentence:

d.

Solution:

e.

Answer:
Use with Lesson 2.7.

Date

Time

Math Boxes 2.7

1.

Look around the room and find an example of each of the following:
a.

a parallelogram

b.

a square

c.

a circle

d.

a polygon with more than 4 sides

e.

a cube
132
136 137

2.

Subtract. Do not use a calculator.

a.

1,924
 385

b.

7,431
 5,555

c.

1,493
 208

d.

322
 199

e.

602
 483

1517

3.

Use a calculator to rename each of the

following in standard notation.

4.

Write five names for the number 23.

a.

a.

24 

b.

11 

c.

9 

d.

4 

e.

2 

b.
3

c.
4

d.
5

e.
7

56

Use with Lesson 2.7.

49

Date

Time

Multiplication of Whole Numbers

For each problem, make a magnitude estimate. Circle the appropriate box.
Do not solve the problems.
1.

6 543
10s

2.

100s

1,000s 10,000s

3 284
10s

How I estimated
3.

46 97
10s

4 204
10s

1,000s 10,000s

How I estimated
5.

25 37
10s

1,000s 10,000s

How I estimated
7.

50

100s

1,000s 10,000s

How I estimated
6.

100s

1,000s 10,000s

How I estimated
4.

100s

100s

56 409
10s

100s

1,000s 10,000s

How I estimated

Solve each problem above for which your estimate is at least 1,000. Use the partial-products
method for at least one problem. Show your work on the grid below.

Use with Lesson 2.8.

Date

Time

Multiplication of Decimals
For each problem, make a magnitude estimate. Circle the appropriate box.
Do not solve the problems.
1.

2.4 63
0.1s

2.

1s

10s

100s

7.2 0.6
0.1s

How I estimated
3.

4.

1s

10s

100s

0.1s

6.

1s

10s

How I estimated
7.

1s

10s

100s

How I estimated

7.84 6.05
0.1s

100s

3.58 2.1

How I estimated
5.

10s

How I estimated

13.4 0.3
0.1s

1s

100s

2.8 93.6
0.1s

1s

10s

100s

How I estimated

Solve each problem above for which your estimate is at least 10. Show your work on
the grid below.

Use with Lesson 2.8.

51

Date

Time

Math Boxes 2.8

1.

I have exactly six angles and all of my

sides are the same length.
a.

b.

3.

2.

Draw me in the space below.

What shape am I?

Complete each pattern.

4.

Write < or >.

a. 

3
5

0.70

1
b.
4

0.21

c.

0.38

3
10

d.

0.6

2
3

e.

0.95

9
0

100

Solve.
Solution

a.
b.

52

68,

,
,

, 62,
,

c.

39,

d.

57,

, 33,

e.

5.

17,

15,

a.

5 m  45

m 

b.

8  64 d

d 

c.

8  48 k

k 

d.

40 s  280

s 

e.

w 900 = 54,000

w 

, 20
, 75

, 33,

Add. Show your work.

a.

885
329 

b.

14.38
55.7 

Use with Lesson 2.8.

Date

Time

Multiplication by the Lattice Method

For each problem:

1.

7 349 
10s

3.

2.

100s

1,000s 10,000s

384 256 
10s

5.

Make a magnitude estimate. Circle the appropriate box.

Solve the problem using the lattice method. Show your work below.

100s

1s

10s

4.

6.

10s

Use with Lesson 2.9.

100s

1,000s

100s

1,000s 10,000s

6.15 8.3 
10s

1,000s 10,000s

1.7 5.6 

48 72 

100s

1,000s 10,000s

100s

1,000s 10,000s

82 4.9 
10s

53

Date

Time

Math Boxes 2.9

1.

Cross out the shapes below that are NOT

polygons.

2.

Find the perimeter of the polygon.

1 cm
3 cm

2 cm
4 cm

(unit)
3.

Multiply. Show your work.

a.

319  82 
 38  708

c.

4.

54

b.

423  61 

d.

 613  59

Give the value of the boldface digit in each numeral.

a.

390.81

b.

8,092,741

c.

4,350.47

d.

25,394,008

e.

32,768.9
Use with Lesson 2.9.

Date

Time

Millions, Billions, and Trillions

Useful Information
1 billion is 1,000 times 1 million.
1 million  1 thousand = 1 billion
1,000,000  1,000 = 1,000,000,000

1 trillion is 1,000 times 1 billion.

1 billion  1 thousand = 1 trillion
1,000,000,000  1,000 = 1,000,000,000,000

1 minute = 60 seconds
1 hour = 60 minutes
1 year = 365 days (366 days in a leap year)

1 day = 24 hours

Make a guess: How long do you think it would take

you to tap your desk 1 million times, without any
interruptions?
Check your guess by doing the following experiment.
1.

Take a sample count.

Record your count of taps made in 10 seconds.

2.

Calculate from the sample count.

At the rate of my sample count, I expect to tap my desk:
a.

b.

times in 1 hour.

c.

times in 1 day (24 hours).

d.

3.

times in 1 minute.
(Hint: How many 10-second intervals are there in 1 minute?)

At this rate it would take me about

my desk 1 million times.

full 24-hour days to tap

Suppose that you work 24 hours per day tapping your desk. Estimate how long it
would take you to tap 1 billion times and 1 trillion times.
a.

It would take me about

to tap my desk 1 billion times.

(unit)

b.

It would take me about

Use with Lesson 2.10.

(unit)

to tap my desk 1 trillion times.

55

Date

Time

Multiplication Practice
Solve the problems using your favorite multiplication method. Show your work.

1.

24  73 

2.

46  82 

3.

7.9  35 

4.

147  8 

5.

67.4  9.3 

6.

0.5  432 

56

Use with Lesson 2.10.

Date

Time

Math Boxes 2.10

1.

2.

Look around the room and find an example of each of the following:
a.

parallel lines

b.

a rectangle

c.

a cylinder

d.

a sphere

e.

a trapezoid

Subtract. Show your work.

a.

3.

1,543  285 

Use a calculator to rename each of the

following in standard notation.

b.

4.

$4.48  $3.82 

Write five names for the number 15.

a.

a.

282 

b.

173 

b.

c.

83 

c.

d.

64 

e.

54 

d.

e.

Use with Lesson 2.10.

57

Date

Time

Time to Reflect
1.

Tell which multiplication method you would use (partial-products or lattice

multiplication) to find the product of 28 74. Explain why you favor this method.

2.

What advice would you give to students working through this unit next year to help
them succeed?

58

Use with Lesson 2.11.

Date

Time

Math Boxes 2.11

1.

I am a polygon. I have fewer sides than a

quadrangle.
a.

2.

Measure
CAT to the nearest degree.

Draw me in the space below.

T

CAT:
b.

3.

What shape am I?

For each shape, fill in the ovals that apply.

a.

b.

O polygon
O parallelogram
O quadrangle
O rectangle
4.

c.

O polygon
O rectangle
O quadrangle
O parallelogram

d.

O polygon
O triangle
O circle
O parallelogram

O polygon
O circle
O quadrangle
O triangle

Describe the attributes of a polygon. Do not use your Student Reference Book.

Use with Lesson 2.11.

59

Date

Time

U.S. Census Questions

Use the information on pages 328 and 332 of the Student Reference Book to compare
the 1790 census with the 2000 census.
1. a.
b.

Which census asked more questions?

How many more?

2.

Which census took longer to collect its information?

3.

About how much longer did it take?

4. a.

b.

5.

Which state reported the smallest total population in the 1790 census?

What was the reported total population in 1790?

6. a.

Were slaves counted in the 1790 Census?

b.

Which state had the most slaves?

c.

Which states had less than 100 slaves?

7. a.

b.

60

Which state reported the largest total population in the 1790 census?

How many free white males were reported in Vermont in the 1790 Census?

Is this more or less than the number of free white females reported?

Use with Lesson 3.1.

Date

Time

A Mental Calculation Strategy

When you multiply a number that ends in 9, you can simplify the calculation by
changing it into an easier problem. Then adjust the result.
Example 1

2
99
?

Change 2
99 into 2
100.

Find the answer: 2
100
200.

Ask, How is the answer to 2
100 different from the answer to 2
99?
100 is 1 more than 99, and you multiplied by 2.
So 200 is 2 more than the answer to 2
99.

Adjust the answer to 2
100 to find the answer to 2
99:

200  2
198. So 2
99
198.

Example 2

3
149
?

Change 3
149 into 3
150.

Find the answer: 3
150
(3
100)  (3
50)
450.

Ask, How is the answer to 3
150 different from the answer to 3
149?
150 is 1 more than 149, and you multiplied by 3.
So 450 is 3 more than the answer to 3
149.

Adjust: 450  3
447. So 3
149
447.

Use this strategy to calculate these products mentally.

1.

5
49

2.

5
99

3.

8
99

4.

4
199

5.

2
119

6.

3
98

Use with Lesson 3.1.

61

Date

Time

Math Boxes 3.1

1.

Round 14.762 to the nearest

a.

tenth.

b.

whole number.

c.

hundredth.

2.

Find an object in the room that has a

length of about 30 centimeters.

30
45 46

3.

169

Solve.
a.

209.0
 73.5

b.

9,825
 7,982

c.

$30.49
 $8.51

d.

7,675
 3,082

e.

4.339
 6.671

f.

5,946
 8,217

3436

4. a.

Make up a set of at least twelve numbers that have the following landmarks.
Maximum: 18

b.

Range: 13

Mode: 7

Median: 12

Make a bar graph of the data.

113 116

62

Use with Lesson 3.1.

Date

Time

Math Boxes 3.2

1.

Complete the Whats My Rule? table and

state the rule.
in
out

Rule

20

800

120

2.

Use a number line or number grid to help

you subtract.
a.

24 30 =

b.

70 85 =

c.

58 62 =

d.

49 79 =

e.

90 104 =

40
2,000
320
700

92

215 216

3.

Circle the best estimate for each problem.

a.

Write five names for 100,000.

291
43
120

b.

4.

1,200

12,000

21,000

210,000

68
32
2,100

225228

5. a.

b.

Circle two arrays of 20 dots.

Write a number model for each array.

10

Use with Lesson 3.2.

63

Date

Time

State Populations, 16101790

Use the population table on page 329 of the Student Reference Book to answer
the following.
1.

What was the population of Pennsylvania in 1780?

2.

What was the total population of all states in 1760?

3. a.

Which colony started with the smallest population?

Name of colony
Year
Population

b.

4.

What was the population of this state in the census of 1790?

Which colony was the first to have a population of more than 100,000?
Name of colony
Year
Population

5. a.

In what year was the total population of all states greater than 1 million for the
first time?

b.

In what year was the total population of all states greater than 2 million for the
first time?

6.

In 1790, which state had the largest population?

Name of state
Population

64

Use with Lesson 3.2.

Date

Time

State Populations, 16101790 (cont.)

7.

In 1790, which states had smaller populations than Rhode Island?

8.

Below, fill in the total U.S. populations for 1780 and 1790. Then find how much the
population increased during that 10-year period.
Population in 1790
Population in 1780
Increase

Challenge
9.

The table gives the population of Connecticut in 1750 as 100,000. Make a mark in
front of the statement that best describes the population of Connecticut in 1750.
It was exactly 100,000.
It was most likely between 99,000 and 101,000.
It was most likely between 95,000 and 105,000.
Explain your answer.

Use with Lesson 3.2.

65

Date

Time

Practicing Addition and Subtraction

First, estimate the answer for each problem. Then use your favorite algorithms to
calculate answers for problems whose estimated sums or differences are greater
than 500.
1.

4.

7.

66

289
 245

2.

1,013
 867

3.

105
 327

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:

941
 327

5.

824
 109

6.

214
 182

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:

463
 2,078

8.

1,532
 176

9.

5,046
 2,491

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:
Use with Lesson 3.2.

Date

Time

Pattern-Block Angles
For each pattern block below, tell the degree measure of the angle and explain how you
found the measure. Do not use a protractor.

measure of A =

1.

Explain.
A

m B =

2.

(m B means measure of angle B.)

Explain.

m C =

3.

m D =

Explain.
C

4.

m E =

m F =

Explain.
E

Use with Lesson 3.3.

67

Date

Time

Addition and Subtraction Number Stories

For each problem, fill in the blanks and solve the problem.
1.

Jeanne practiced her multiplication facts for 3 weeks. The first week she
practiced for 45 minutes, the second week for 37 minutes, and the third week
for 32 minutes. How many minutes did she practice in all?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:
(unit)

2.

The shortest book Martha read one summer was 57 pages. The longest book was
243 pages. She read a total of 36 books. How many pages longer was the longest
book than the shortest book?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find.

c.

Open sentence:

d.

Solution:

e.

Answer:
(unit)

3.

Chesa collects marbles. He had 347 marbles. Then he played in two tournaments.
He lost 34 marbles in the first tournament. He won 23 marbles in the second
tournament. How many marbles did he have after playing in both tournaments?
a.

List the numbers needed to solve the problem.

b.

Describe what you want to find out.

c.

Open sentence:

d.

Solution:

e.

Answer:
(unit)

68

Use with Lesson 3.3.

Date

Time

Math Boxes 3.3

1.

3.

Round 30.089 to the nearest

a.

tenth.

b.

whole number.

c.

hundredth.

2.

Find an object in the room that has a

length of about 18 inches.

Add or subtract. Show your work.

a.

572  943

b.

$15.04  $23.97

c.

2,094  878

d.

421.6  5.97

4. a.

Make up a set of at least twelve numbers that have the following landmarks.
Maximum: 8

b.

Range: 6

Mode: 6

Median: 5

Make a bar graph of the data.

Use with Lesson 3.3.

69

Date

Time

Acute and Obtuse Angles

Math Message
1.

Acute Angles

NOT Acute Angles

90

91

28
62
120

88

Write a definition for acute angle.

2.

Obtuse Angles

NOT Obtuse Angles

91
120

170

55
89

Write a definition for obtuse angle.

Measuring and Drawing Angles with a Protractor

3.

Martha used her half-circle protractor to measure the angle at the right.
She said it measures about 30. Terri measured it with her half-circle
protractor. Terri said it measures about 150. Bob measured it with his
full-circle protractor. Bob said it measures about 330.
a.

Use both of your template protractors to measure the angle. Do you agree with
Martha, Terri, or Bob?

b.

70

Why?

Use with Lesson 3.4.

Date

Time

Measuring and Drawing Angles with a Protractor (cont.)

4.

Use your half-circle protractor. Measure each angle as accurately as you can.

T
A

D
S

m A is about
5.

. m EDS is about

m T is about

Use your full-circle protractor to measure each angle.

C
L

E
G

m G is about
6.

m LEC is about

m U is about

Draw and label the following angles. Use your half-circle protractor.
CAT: 62

Use with Lesson 3.4.

DOG: 135

71

Date

Time

Watching Television
Adeline surveyed the students in her class to find out how much television they watch
in a week. She made the following graph of the data.
Hours of Television Watched per Week

Number of Students

8
7
6
5
4
3
2
1
0
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Hours per Week

1.

2.

Find each data landmark.

a.

Minimum:

b.

Maximum:

c.

Range:

d.

Median:

e.

Mean:

f.

Mode:

Explain how you found the median.

3. a.

Which data landmark best represents the number of hours a typical student
watches televisionthe mean, median, or mode?

b.

72

Why?

Use with Lesson 3.4.

Date

Time

Math Boxes 3.4

1.

Complete the Whats My Rule? table

and state the rule.
in

Rule

2.

out
a.

14  15

10

b.

25  32

c.

90  100

d.

56  59

e.

37  35

40
80

8
56

3.

Circle the best estimate for each

problem.
a.

b.

Write five names for 1,000,000.

200

2,000

28,000

280,000

705
382
2,800

5. a.

4.

38
47
20

b.

Use a number line or number grid to

help you subtract.

Circle three different arrays of 18 dots.

Write a number model for each array.

Use with Lesson 3.4.

73

Date

Time

Copying Line Segments and Finding Lengths

1.

2.

Use your compass and straightedge to copy line

segment AB. Do not measure the line segment
with a ruler. Label the endpoints of the new line
segment as points M and N. Line segment MN
should be the same length as line segment AB.

Three line segments are shown below:

A

B C

Use your compass and straightedge. Construct one line segment that is as long as
the three segments joined together end to end. Label the two endpoints of the long
line segment X and Y.

Use your compass to find the lengths of different parts of the Geometry Template.
Example Find the length of the longer side of the rectangle on the Geometry Template.
Step 1 Open the compass
to the length of the
longer side.

Step 2 Dont change the

opening on your
compass. Hold the
compass against the inch
ruler with the anchor at 0.
Read the length. The
length is about 1 inch.

3.

The length of the longer side of the trapezoid is about

4.

The diameter of the full-circle protractor is about

5.

The distance between the center of the full-circle

protractor and the center of the Percent Circle is about

6.

inch(es).

inch(es).

Use your compass and a ruler to find two other lengths. Be sure to include units.
Part Measured

74

inch(es).

Length

Use with Lesson 3.5.

Date

Time

Adjacent and Vertical Angles

Angles that are next to each other are called adjacent angles. Adjacent angles
have the same vertex and a common side.
When two lines intersect, four angles are formed. The angles opposite each other
are called vertical angles or opposite angles.
1. a.

Angles ABD and CBE are vertical angles.

Name another pair of vertical angles.

A
B
D

b.

2.

Angles ABC and CBE are adjacent angles. Name two other pairs of adjacent angles.

The two lines at the right intersect to form

four angles. One angle has been measured.
Use your full-circle protractor to measure the
other three angles. Record your measurements
on the drawing.

60

3.

On a blank sheet of paper, draw two lines that intersect. Measure the four angles. Record
the measures on your drawing.

4.

What do you notice about the measures of pairs of vertical angles?

5.

What do you notice about the measures of pairs of adjacent angles?

Challenge
6.

For any pair of adjacent angles formed by two intersecting lines, the sum of the measures is
always 180. Explain why.

Use with Lesson 3.5.

75

Date

Time

Math Boxes 3.5

1.

2.

Solve.
a.

How many 80s in 7,200?

b.

How many 600s in 54,000?

c.

How many 5s in 450,000?

d.

How many 3,000s in 270,000?

e.

How many 90s in 63,000?

21

Write the prime factorization for 54.

3.

Draw and label the following angle.

TOE: 48

12

4.

188190

Write a number story for the number sentence 73
39
x.

Then solve the problem.

Answer:
211

76

Use with Lesson 3.5.

Date

Time

Types of Triangles
There are small marks on the sides of some figures below. These marks show sides
that are the same length. For example, in the first triangle under Equilateral
Triangles, all the sides have two marks. These sides are the same length.
For each type of triangle below, study the examples and nonexamples. Then write
your own definitions. Do not use your Student Reference Book.
1.

Equilateral Triangles

NOT Equilateral Triangles

8

10

Write a definition of equilateral triangle.

2.

Isosceles Triangles
7

NOT Isosceles Triangles

7
12

11
D

12
13

Write a definition of isosceles triangle.

3.

Scalene Triangles

NOT Scalene Triangles

8
8

2.25
1.5

15

16

Write a definition of scalene triangle.

Use with Lesson 3.6.

77

Date

Time

Copying a Triangle
If two triangles are identicalexactly the same size and shapethey are congruent
to each other. Congruent triangles would match perfectly if you could move one on
top of the other.
I

Make a copy of triangle BIG on a blank sheet

of paper. Use any of your drawing and
measuring tools, but DO NOT trace BIG.
The sides of your copy should be the same
length as the sides of BIG. The angles also
should be the same size as the angles of
BIG.

1. a.

When you are satisfied with your work, cut it out and tape it in the space
below. Label the vertices P, A, and L. Triangle PAL should be congruent to
triangle BIG.

DID

KNOW ?

b.

YO

How many feet are in a mile?

A mile on the ocean and a mile on land are not the same in length. A land, or
statute, mile is 5,280 feet. A mile on the ocean, also known as a nautical mile,
measures 6,080 feet.
Source: 2201 Fascinating Facts

78

Use with Lesson 3.6.

Date

Time

Copying More Triangles

1. a.

b.

2.

Measure the sides of triangle

HOT in centimeters. Write the
lengths next to the sides.
Make a careful copy of triangle
HOT on a blank sheet of paper.
You may use any tools
EXCEPT your protractor. DO
NOT trace the triangle. When
you are satisfied with your
work, cut it out and tape it in
the space below triangle HOT.
Label the vertices R, E, and D.

cm

cm

O
cm

Make a copy of triangle MAX on a blank sheet of paper.

Use your compass and straightedge. DO NOT use your ruler or protractor. You may not
measure the sides. When you are satisfied with your work, cut it out and tape it in the space
below triangle MAX. Label the vertices Y, O, and U.
A

Use with Lesson 3.6.

79

Date

Time

Copying a Partners Triangle

1.

Use a ruler to draw two triangles on a blank sheet of paper. Make your triangles
fairly large, but leave enough room to draw a copy of each one. Then exchange
drawings with your partner.

2.

Copy your partners triangles using only your compass and straightedge. Dont
erase the arcs you makethey show how you made your copies. Measure the
sides of the triangles and your copies of the triangles. Write the lengths next to
the sides.

3.

Cut out one of the triangles your partner drew, and cut out the copy you made.
Tape them in the space below.

80

Use with Lesson 3.6.

Date

Time

Math Boxes 3.6

1.

Write the value of each of the following

digits in the numeral 34,089,750.
a.

2.

I am a whole number. Use the clues to

figure out what number I am.
Clue 1 I am less than 100.

Clue 2 The sum of my digits is 4.

b.

c.

d.

e.

Clue 3 Half of me is an odd number.

What number am I?
Am I prime or composite?
12

3.

True or false? Write T or F.

4.

Multiply.

a.

4,908 is divisible by 3.

a.

30
900 =

b.

58,462 is divisible by 2.

b.

400

c.

63,279 is divisible by 9.

c.

800
6,000 =

d.

27,350 is divisible by 5.

d.

2,000
50 =

e.

77,922 is divisible by 6.

e.

= 40,000

= 600
700
18

11

5. a.

Circle the times below for which the hands on a clock form an acute angle.
2:00

b.

6:40

1:30

12:50

Draw the hands on the clock to form an obtuse angle.

(An obtuse angle measures greater than 90 degrees
and less than 180 degrees.)

11 12 1
10

4
7

129

Use with Lesson 3.6.

81

Date

Time

Completing Partial Drawings of Polygons

Gina drew four shapes: equilateral triangle, square, rhombus, and hexagon.
She covered up most of each figure, as shown below.

DID

KNOW ?

Can you tell which figure is which? Write the name below each figure. Then try to
draw the rest of the figure.

YO

A Deep Subject
The deepest point in the world is the Mariana Trench in the Pacific Ocean. The
distance from the ocean surface there to the ocean floor is about 36,000 feetalmost
7 miles. A rock the size of your head would take about an hour to fall from the surface
to the ocean floor.
Source: Charlie Browns Second Super Book of Questions and Answers

82

Use with Lesson 3.7.

Date

Time

Practicing Multiplication
First, estimate the product for each problem. Then calculate answers for problems
whose estimated product is greater than 3,000.
1.

4.

7.

63

59

2.

105

17

3.

38

86

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:

72

29

5.

55

41

6.

85

71

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:

96

52

8.

43

67

9.

256

58

Estimate:

Estimate:

Estimate:

Exact
answer:

Exact
answer:

Exact
answer:

Use with Lesson 3.7.

83

Date

Time

Math Boxes 3.7

1.

Solve.
a.

8
30 =

90 = 8,100

c.

2.

b.

70

= 6,300
= 600
300

d.

e.

800
5 =

f.

400

g.

60
60,000 =

h.

18,000 =

300

i.

45,000 =

j.

48,000 =

48

90

Write the prime factorization for 68.

3.

= 20,000

Measure angle SUM to the nearest degree.

4.

Write a number story for the number sentence 45
68 = x.

Then solve the problem.

Answer:

84

Use with Lesson 3.7.

Date

Time

Math Boxes 3.8

1.

Make the following changes to the

numeral 29,078.

2.

I am a whole number. Use the clues to

figure out what number I am.

Change the digit

in the ones place to 4,
in the ten-thousands place to 6,
in the hundreds place to 2,
in the tens place to 9,
in the thousands place to 7.

Clue 1 I am greater than 50.

Write the new numeral.

Am I prime or composite?

Clue 2 Half of me is less than 30.

Clue 3 My digits add up to 9.
What number am I?

3.

5.

True or false? Write T or F.

4.

Solve.

a.

5,894 is divisible by 6.

a.

8
400 =

b.

6,789 is divisible by 2.

b.

36,000 =

c.

367 is divisible by 3.

c.

420,000 = 700

d.

9,024 is divisible by 4.

d.

9,000

e.

8,379 is divisible by 9.

e.

5,000
8,000 =

60

= 72,000

Acute angles measure greater than 0 degrees and less than 90 degrees.
Circle all the acute angles below.

Use with Lesson 3.8.

85

Date

Time

Regular Tessellations
1.

A regular polygon is a polygon in which all sides are the same length and all
angles have the same measure. Circle the regular polygons below.

2.

In the table below, write the name of each regular polygon under its picture. Then,
using the polygons that you cut out from Activity Sheet 4, decide whether each
polygon can be used to create a regular tessellation. Record your answers in the
middle column. In the last column, use your Geometry Template to draw
examples showing how the polygons tessellate or dont tessellate. Record any
gaps or overlaps.

Polygon

86

Tessellates?
(yes or no)

Draw an Example

Use with Lesson 3.8.

Date

Time

Regular Tessellations (cont.)

Polygon

Tessellates?
(yes or no)

Draw an Example

3.

Which of the polygons can be used to create regular tessellations?

4.

Explain how you know that these are the only ones.

Use with Lesson 3.8.

87

Date

Time

Angles in Quadrangles and Pentagons

1.

Circle the kind of polygon your group is working on.

quadrangle

pentagon

2.

Below, use a straightedge to carefully draw the kind of polygon your group is
working on. Your polygon should look different from the ones drawn by others in
your group, but it should have the same number of sides.

3.

Measure the angles in your polygon. Write each measure in the angle.

4.

Find the sum of the angles in your polygon.

88

Use with Lesson 3.9.

Date

Time

Angles in Quadrangles and Pentagons (cont.)

5.

Record your groups data below.

Group Members
Name

Sketch of
Polygon

Sum of
Angles

6.

Find the median of the angle sums for your group.

7.

If you have time, draw a hexagon. Measure its angles with a protractor.
Find the sum.

Sum of the angles in a hexagon =

Use with Lesson 3.9.

89

Date

Time

Angles in Quadrangles and Pentagons (cont.)

8.

Record the class data below.

Sum of the Angles in a

Quadrangle
Group

9.

Group Median

Sum of the Angles in a Pentagon

Group

Group Median

Find the class median for each polygon. For the triangle, use the median from
the Math Message.

Sums of Polygon Angles

Polygon

Class Median

triangle
quadrangle
pentagon
hexagon

10.

90

What pattern do you see in the Sums of Polygon Angles table?

Use with Lesson 3.9.

Date

Time

Angles in Heptagons
1.

A heptagon is a polygon with 7 sides. Predict the sum of the angles in a

heptagon.

2.

Draw a heptagon below. Measure its angles with a protractor. Write each measure
in the angle. Find the sum.
Sum of the angles in a heptagon =

3. a.
b.

Is your measurement close to your prediction?

Why might your prediction and your measurement be different?

Use with Lesson 3.9.

91

Date

Time

Angles in Any Polygon

1.

Draw a line segment from vertex A of this octagon to each of the other vertices
except B and H.
B
A

2.

How many triangles did you divide the octagon into?

3.

What is the sum of the angles in this octagon?

4.

Ignacio said the sum of his octagons angles is 1,440. Below is the picture he
drew to show how he found his answer. Explain Ignacios mistake.

5.

A 50-gon is a polygon with 50 sides. How could you find the sum of the angles in

a 50-gon?

Sum of the angles in a 50-gon =

92

Use with Lesson 3.9.

Date

Time

Attribute Puzzles
All of these are Jimmels.

1.

List some attributes of Jimmels.

2.

Circle the Jimmels below.

3.

Draw your own Jimmel.

All of these are Dibbles.

4.

List some attributes of Dibbles.

5.

Circle the Dibbles below.

6.

Draw your own Dibble.

Use with Lesson 3.9.

None of these are Jimmels.

None of these are Dibbles.

93

Date

Time

Math Boxes 3.9

1.

Solve.
a.

3

270

500
400

c.

b.

3,000
800

d.

60
54,000

40
900

e.

60
50

f.

g.

21,000
700

h.

20
5,000

i.

800
600

j.

72,000

2.

Write the prime factorization for 48.

4.

Write a number story for the number sentence 28
55 = x.

Then solve the problem.

3.

900

Draw and label an angle MAD, whose

measure is 105.

Answer:

94

Use with Lesson 3.9.

Date

Time

The Geometry Template

Math Message
Answer the following questions about your Geometry Template. DO NOT count the
protractors, Percent Circle, and little holes next to the rulers.
1.

How many shapes are on the Geometry Template?

2.

What fraction of these shapes are polygons?

3.

What fraction of the shapes are quadrangles?

Problems for the Geometry Template

The problems on journal pages 96 and 98 are labeled Easy and Moderate. Each
problem has been assigned a number of points according to its difficulty.
Complete as many of these problems as you can. Your Geometry Template and a
sharp pencil are the only tools you may use. Record and label your answers on the
page opposite the problems.
Some of the problems may seem confusing at first. Before asking your teacher for
help, try the following:
Look at the examples on the journal page. Do they help you understand what the
problem is asking you to do?
If you are not sure what a word means, look it up in the Glossary in your Student
Reference Book. You might also look for help in the geometry section of the
Student Reference Book.
Find a classmate who is working on the same problem. Can the two of you work
together to find a solution?
Find a classmate who has completed the problem. Can she or he give you hints
about how to solve it?
When the time for this activity has ended, you may want to total the number of points
that you have scored. If you didnt have time to complete all these pages, you can
continue working on them when you have free time.
Good luck and have fun!
Use with Lesson 3.10.

95

Date

Time

Problems for the Geometry Template (cont.)

Record your solutions on journal page 97. Include the problem numbers.
Easy
1.

Using only shapes on your Geometry

Template, draw an interesting picture.
(2 points)

2.

Trace all of the polygons on the Geometry

Template that have at least one pair of
parallel sides. (1 point each)

3.

Trace all of the polygons on the Geometry

Template that have no pairs of parallel sides.
(1 point each)

4.

Trace three polygons that have at least one

right angle each, three polygons that have
at least one acute angle each, and three
polygons that have at least one obtuse
1
angle each. (2 point each)

5.

Assume that the side of the largest square

on the template has a length of 1 unit. Draw
three different polygons, each with a
perimeter of 8 units. (2 points each)

Examples

parallel
sides

obtuse
angle

2
1

5
6

96

Use with Lesson 3.10.

Date

Time

Problems for the Geometry Template (cont.)

Solutions

Use with Lesson 3.10.

97

Date

Time

Problems for the Geometry Template (cont.)

Record your solutions on journal page 99. Include the problem numbers.
Moderate
6.

Use your template to copy this design. (3 points)

7.

Without using a ruler, enlarge the rectangle. First,

draw a rectangle twice the size of the rectangle on
the Geometry Template. Then, draw a rectangle 3
times the size of the rectangle on the Geometry
Template. (3 points each)

8.

Compare the perimeters of the rectangle and the

pentagon on the Geometry Template. Which
polygon has the greater perimeter? You may not
use the rulers on the template to help you.
Describe how you were able to use other parts of
your Geometry Template to solve this problem.
(6 points)

9.

Use the triangles on the Geometry Template to

draw four different parallelograms.
(2 points each)

10.

98

Examples

Using any two polygons from the Geometry Template,

draw five different pentagons.
(2 points each)

Use with Lesson 3.10.

Date

Time

Problems for the Geometry Template (cont.)

Solutions

Use with Lesson 3.10.

99

Date

Time

Math Boxes 3.10

1.

Make the following changes to the

numeral 34,709.

2.

Change the digit

in the ones place to 6,
in the tens place to 5,
in the thousands place to 0,
in the ten-thousands place to 9,
in the hundreds place to 3.

I am a whole number. Use the clues to

figure out what number I am.
Clue 1 Half of me is greater than 20.
Clue 2 One of my digits is double
the other.
Clue 3 One of my digits is a perfect
square.

Write the new numeral.

What number am I?

,
Am I prime or composite?

3.

True or false? Write T or F.

Solve.

a.

1,704 is divisible by 4.

a.

8
700 =

b.

7,152 is divisible by 6.

b.

36,000 =

c.

8,264 is divisible by 3.

c.

320,000 = 800

d.

4,005 is divisible by 2.

d.

2,000

e.

2,793 is divisible by 9.

e.

5,000
4,000 =

5. a.

100

4.

Use a straightedge to draw an

angle that is greater than 90.

b.

40

= 24,000

Use a straightedge to draw

an angle that is less than 90.

Use with Lesson 3.10.

Date

Time

Time to Reflect
1.

Look back through your journal. Then describe what you liked most in this unit.

2.

This unit was about geometry. Based on the lessons you did in this unit, how
would you describe geometry to someone?

Use with Lesson 3.11.

101

Date

Time

Math Boxes 3.11

1.

Round 50.92 to the nearest

a.

tenth.

b.

whole number.

c.

2.

Complete the Whats My Rule? table

and state the rule.
in
out

Rule

240

600

20

ten.

12
50
2,100
1,200

3.

Solve.

4.

a.

How many 90s in 450?

b.

How many 700s in 2,100?

c.

How many 60s in 5,400?

d.

How many 5s in 35,000?

e.

How many 80s in 5,600?

Make the following changes to the

numeral 6,205.12.
Change the digit
in the ones place to 7,
in the hundreds place to 5,
in the tenths place to 6,
in the tens place to 8,
in the thousands place to 4.
Write the new numeral.
,

5.

Circle the best estimate for each problem.

a.

522
397
2,000

b.

20,000

200,000

30,000

300,000

1,483
23
3,000

102

Use with Lesson 3.11.

Date

Time

A Mental Division Strategy

If you want to divide 56 by 7 in your head, think: How many 7s are there in 56?
or 7 times what number equals 56?
Since 7
8
56, you know that there are 8 [7s] in 56. So, 56 divided by 7 equals 8.
Fact knowledge can also help you find how many times a 1-digit number will divide any
number. Just break the larger number into two or more friendly numbersnumbers
that are easy to divide by the 1-digit number.
Example 1 96 divided by 3
Break 96 into smaller, friendly numbers, such as the following:
90 and 6. Ask yourself: How many 3s in 90? (30) How many 3s in 6? (2)
Total
30  2
32.
60 and 36. Ask yourself: How many 3s in 60? (20) How many 3s in 36? (12)
Total
20  12
32.
So, 96 divided by 3 equals 32. Check the result: 3
32
96.
Example 2 How many 4s in 71?
Break 71 into smaller, friendly numbers, such as the following:
40 and 31. Ask yourself: How many 4s in 40? (10) How many 4s in 31?
(7 and 3 left over) (Think: What multiplication fact for 4 has a product
near 31? 4
7
28.) Total
17 and 3 left over.
20, 20, 20, and 11. Ask yourself: How many 4s in 20? (5) How many 4s in three
20s? (15) How many 4s in 11? (2 and 3 left over) Total
17 and 3 left over.
So, 71 divided by 4 equals 17 with 3 left over.
Use this method to mentally find or estimate the following. Remember to break the
number being divided into two or more friendly parts.
1.

42 divided by 3 equals

2.

(friendly parts for 42)

3.

96 divided by 8 equals

(friendly parts for 96)

Use with Lesson 4.1.

57 divided by 3 equals

(friendly parts for 57)

4.

99 divided by 7 equals

(friendly parts for 99)

103

Date

Time

Place-Value Puzzles
1.

The digit in the thousands place is 6.

The digit in the ones place is the sum of the digits in a dozen.
1

 of 70.
The digit in the millions place is 
10
1
The digit in the hundred-thousands place is 2 of the digit in the thousands place.
The digit in the hundreds place is the sum of the digit in the thousands place and
the digit in the ones place.

The rest of the digits are all 5s.

2.

___ ___ , ___ ___ ___ , ___ ___ ___

The digit in the tens place is 2.

The digit in the ones place is double the digit in the tens place.
The digit in the hundreds place is three times the digit in the tens place.
The digit in the hundred-thousands place is an odd number less than 3.
1

The digit in the millions place is 3 of 15.

The rest of the digits are all 9s.
3.

___ ___ , ___ ___ ___ , ___ ___ ___

The digit in the ten-thousands place is the sum of the digits in 150.
The digit in the millions place is a prime number greater than 5.
1

The digit in the hundreds place is 2 of the digit in the thousands place.
The digit in the tenths place is 1 less than the digit in the millions place.
2

The digit in the thousands place is 5 of 20.

The rest of the digits are all 3s.

___ , ___ ___ ___ , ___ ___ ___ . ___ ___

Challenge
4.

The digit in the thousands place is the smallest square number greater than 1.
The digit in the tens place is the same as the digit in the place 1,000 times greater.
1

The digit in the ten-thousands place is 2 of the digit in the ten-millions place.
The digit in the ten-millions place is two more than the digit in the thousands place.
The digit in the hundreds place is 1 greater than double the digit in the
ten-thousands place.
The rest of the digits are all 2s.
104

___ ___ , ___ ___ ___ , ___ ___ ___

Use with Lesson 4.1.

Date

Time

Math Boxes 4.1

1.

Measure each line segment to the nearest

quarter-inch.

2.

I have 4 sides and 2 acute angles.

All of my opposite sides are parallel.
What shape am I?

a.

in.
b.

in.

135 136

3.

Estimate the answer to each multiplication

problem.
a.
b.

4.

a.

hundred.

b.

tenth.

c.

whole number.

303
78

49
59

c.

23
99

d.

607
12

e.

91
91

4546
227

225228

5.

Round 7,403.93 to the nearest

Roger had saved $10.05 from his allowance.

Then he bought a paint-by-numbers kit
for $7.39. How much does he have left?

210

Use with Lesson 4.1.

105

Date

Time

The Partial-Quotients Division Algorithm

These notations for division are equivalent:
246 / 12
?

24
6


?
12

?
12
2
4
6


246  12
?

Here is an example of division using the partial-quotients algorithm:

8
1
8
5

 80
105
 80
25
 24
1

Remainder

10
10
3
23

How many 8s are in 185? At least 10.

The first partial quotient. 10
8
80
Subtract. At least 10 [8s] are left.
The second partial quotient. 10
8
80
Subtract. At least 3 [8s] are left.
The third partial quotient. 3
8
24
Subtract. Add the partial quotients: 10  10  3
23

Quotient

Answer: 23 R1

Divide.
1.

8
2
6
4


4.

Raoul has 237 string bean seeds. He plants them in rows with 8 seeds in each

2.

749  7

row. How many complete rows can he plant?

106

3.

2,628 / 36

rows

Use with Lesson 4.2.

Date

Time

The Partial-Quotients Division Algorithm (cont.)

Divide.
43
2
,8
1
5


4,290
64

7. 

5.

823 / 3

8.

Regina put 1,610 math books into boxes. Each box held 24 books. How many
boxes did she fill?

9.

6.

boxes

Make up a number story that can be solved with division. Solve it using a division
algorithm.

Solution:

Use with Lesson 4.2.

107

Date

Time

Math Boxes 4.2

1.

Measure the length and width of each of the following objects to the nearest half inch.
a.

piece of paper

length

in.

width

in.

b.

dictionary

length

in.

width

in.

c.

palm of your hand

length

in.

width

in.

length

in.

width

in.

d.
(your choice)

2.

Do the following multiplication problems

mentally.
a.

89
5

b.

199
12

e.

Write the following numbers in order from

least to greatest.
2.05

2.70

2.57

2.07

29
15


59
30
18

4.

2.5

4
399

c.
d.

3.

32 33

Measure each angle to the nearest degree.

a.

b.

The measure of B is about

The measure of E is about

.
188 189

108

Use with Lesson 4.2.

Date

Time

Distances between U.S. Cities

1.

Use the map of the United States on pages 344 and 345 of your Student
Reference Book to estimate the distances between the following cities. Measure
each map distance in inches. Complete the table. (Scale: 1 inch represents
200 miles)
Cities
Chicago, IL, to Pittsburgh, PA

Map Distance
(inches)
2 inches

Real Distance
(miles)
400 miles

Little Rock, AR, to Jackson, MS

San Francisco, CA, to Salt Lake City, UT
Indianapolis, IN, to Raleigh, NC
Chicago, IL, to Boston, MA
San Antonio, TX, to Buffalo, NY
Salt Lake City, UT, to Pierre, SD

2.

Explain how you found the real distance from Salt Lake City, UT, to Pierre, SD.

3.

Explain who might use a map scale and why.

Use with Lesson 4.3.

109

Date

Time

Measuring Paths That Are Not Straight

Use a ruler, string, compass, paper and pencil, or any other tool.
1.

The map below shows the border between Mexico

and the United States. Estimate the length of the border.

miles

CALIF.
ARIZONA

NEW MEXICO

TEXAS

MEXICO
0

200 miles
1 inch

2. a.

Estimate the lengths of the following rivers. Use the map on pages 344 and
345 of the Student Reference Book.
River

Length (miles)

Arkansas (CO, KS, OK, and AR)

Missouri (MT, ND, SD, NE, IA, KS, and MO)
Brazos (NM and TX)
Chattahoochee (GA, AL, FL)

b.

110

Explain how you found the length of the Chattahoochee River.

Use with Lesson 4.3.

Date

Time

Classifying and Measuring Angles

Fill in the oval next to the correct answer for each angle.
1.

2.

3.

4.

5.

O
O
O
O

acute
obtuse
right
straight

O
O
O
O

acute
obtuse
right
straight

O
O
O
O

O
O
O
O

acute
obtuse
right
straight

O
O
O
O

acute
obtuse
right
straight

acute
obtuse
right
straight

First, circle an estimate for the measure of each angle below. Then measure the angle.
6.

7.

8.

B
O

less than 90

less than 90

less than 90

greater than 90

greater than 90

greater than 90

equal to 90

equal to 90

equal to 90

The measure of A

is about
.

The measure of BOY

is about
.

The measure of MOP

is about
.

Use the figure to the right to answer Problems 9 and 10.

D

9.

Name a pair of adjacent angles.

and

V
E

Challenge
10.

The measure of DEW is 50. Without measuring, tell what the measure of

FEW is.

Use with Lesson 4.3.

111

Date

Time

Math Boxes 4.3

1.

Write each fraction as a whole number or

a mixed number.

2.

Name the shaded part of the whole

square as a fraction and as a decimal.

19
a. 5
42
b. 8
16
c. 6
36

d. 
12
7
e. 4

3.

4.

Fraction:
62 63

26 27

Multiply. Show your work.

a.

29
32

b.

813
17

True or false. Write T or F.

a.
b.
c.
d.

5.

Use your calculator to rename each of

the following in standard notation.

45,678 is divisible by 2.
a.

55

b.

73

c.

93

d.

39

34,215 is divisible by 3.
455 is divisible by 5.
4,561 is divisible by 9.
11

112

Decimal:

56

Use with Lesson 4.3.

Date

Time

Estimate and Calculate Quotients

For each problem:
Make a magnitude estimate of the quotient. Ask yourself, Is the answer in the
tenths, ones, tens, or hundreds?
Circle a box to show the magnitude of your estimate.
Write a number sentence to show how you estimated.
If there is a decimal point, ignore it. Divide the numbers.
Use your magnitude estimate to place the decimal point in the final answer.
1.

3
3
6
.6

0.1s

3.

1s

10s

100s

4
9
.4
8

0.1s

1s

How I estimated:

How I estimated:

Answer:

Answer:

$18.55  7
0.1s

5.

2.

4.

1s

10s

100s

0.1s

1s

How I estimated:

Answer:

Answer:

0.1s

6.

1s

10s

100s

10s

100s

10s

100s

3.84 / 6
0.1s

1s

How I estimated:

How I estimated:

Answer:

Answer:

Use with Lesson 4.4.

100s

7.842  6

How I estimated:

560.1 / 3

10s

113

Date

Time

Math Boxes 4.4

1.

Measure each line segment to the nearest

centimeter.

2.

Each of my angles is greater than 90.

I have fewer than 6 sides.
What shape am I?

a.

cm
Use your Geometry Template to trace
the shape below.

b.

cm

3.

Estimate the answer to each multiplication

problem.
a.
b.

5.

114

4.

Round 16.354 to the nearest

a.

ten.

b.

tenth.

c.

hundredth.

45
19 =
27
31 =

c.

52
87 =

d.

601
29 =

e.

398
42 =

Larry spent $4.82 on a notebook,

$1.79 on paper to fill it,
and $2.14 on a pen.
How much did he spend in all?

Use with Lesson 4.4.

Date

Time

Interpreting Remainders in Division Number Stories

For each number story:
Draw a picture. Write a number sentence.
Use a division algorithm to solve the problem.
Tell what the remainder represents.
Decide what to do about the remainder.
1.

Compact discs are on sale for $9,

including tax. How many can you
buy with $30?
Picture:

2.

Rebecca and her three sisters bought their

mother a bread machine for her birthday.
The machine cost $219, including tax. The
sisters split the bill evenly. How much did
each sister contribute?
Picture:

Number sentence:

Solution:

Number sentence:

compact discs

Solution: $

What does the remainder represent?

What does the remainder represent?

What did you do about the remainder?

Circle the answer.

What did you do about the remainder?

Circle the answer.

Ignored it.

Ignored it.

Reported it as a fraction or decimal.

Reported it as a fraction or decimal.

Rounded the answer up.

Rounded the answer up.

Use with Lesson 4.5.

115

Date

Time

Interpreting Remainders (cont.)

3.

You are organizing a trip to a museum

for 110 students, teachers, and parents.
If each bus can seat 25 people, how
many buses do you need?

Review: Magnitude Estimates and Division

4.

15
4
,3
8
0

0.1s

Picture:

1s

10s

100s

10s

100s

10s

100s

10s

100s

How I estimated:
Answer:
5.

3
7
0
.5

0.1s

1s

How I estimated:
Answer:
6.

82.8 / 12
0.1s

1s

Number sentence:
How I estimated:
Answer:
Solution:

buses

What does the remainder represent?

Challenge
7.

3.75 / 25
0.1s

What did you do about the remainder?

Circle the answer.

1s

How I estimated:
Answer:

Ignored it.
Reported it as a fraction or decimal.
Rounded the answer up.

116

Use with Lesson 4.5.

Date

Time

Math Boxes 4.5

1.

Measure the length and width of each of the following objects to the nearest half inch.
a.

journal cover

length

in.

width

in.

b.

desktop

length

in.

width

in.

c.

index card

length

in.

width

in.

length

in.

width

in.

d.
(your choice)

2.

Do the following multiplication problems

mentally.
a.

4.

3.

79
8

0.38

b.

299
4

c.

25
99

d.

69
7

e.

499
6

Write the following numbers in order from

greatest to least.
0.308

3.08

3.38

0.038

Measure each angle to the nearest degree.

a.

b.

The measure of M is about

Use with Lesson 4.5.

The measure of R is about

117

Date

Time

Triangle and Polygon Review

Fill in the oval next to the correct answer for each triangle.
1.

2.

O
O
O
6.

equilateral
isosceles
scalene

3.

O
O
O

equilateral
isosceles
right

4.

O
O
O

equilateral
isosceles
right

5.

O
O
O

O
O
O

equilateral
isosceles
scalene

equilateral
right
scalene

Marlene drew four shapesan isosceles triangle, a pentagon, a trapezoid, and a

rectangle. She covered up most of each figure as shown below. Write the name
below each figure. Draw the rest of the figure.

Challenge
7.

What is the measure of each angle in an equilateral triangle?

Explain how you know.

118

Use with Lesson 4.6.

Date

Time

Math Boxes 4.6

1.

Write each fraction as a whole number or

a mixed number.

2.

Name the shaded part of the whole

square as a fraction and as a decimal.

24
a. 8
18
b. 5
21
c. 6
15
d. 4

Fraction:

11
e. 3

3.

4.

Decimal:

Multiply. Show your work.

a.

41
69

b.

803
37

True or false? Write T or F.

a.

5,278 is divisible by 3.

b.

79,002 is divisible by 6.

c.
d.

5.

Using your calculator, find the square root

of each of the following numbers.
a.

361

b.

2,704

c.

8,649

d.

4,356

86,076 is divisible by 9.
908,321 is divisible by 2.

Use with Lesson 4.6.

119

Date

Time

Time to Reflect
1.

Tell why you think it is important to be able to divide numbers. For what kind of
problems do you need to use division?

2.

Tell what part of this unit was the most difficult for you and why. Describe what
you did to overcome any difficulties you had.

120

Use with Lesson 4.7.

Date

Time

Math Boxes 4.7

1.

Measure each line segment to the nearest

quarter-inch.

2.

Write each fraction as a whole number or

a mixed number.
17
a. 4

a.

24
b. 3

in.

5
c. 2

b.

9
d. 8

in.

32
e. 5

3.

2
Show 5 in at least two different ways.

4.

Name the shaded part of the whole

square as a fraction and as a decimal.

Fraction:
Decimal:
5.

Write each mixed number as an improper

fraction.
3

a.

14

b.

3 2

c.

2 8

6.

Measure the dimensions of your calculator

1
to the nearest 4 inch. Record your
measurements on the drawing below.

1
7

On
Off

Clear

Mode

Unit

d.

4 5
1

6 3

Use with Lesson 4.7.

Ud

n
d

Fac

OP1

OP2

Frac

M
Simp

MR/MC

Fix
1000.
100.
10.

e.

1.

Int

()

ENTER

0.1
0.01
0.001

121

Date

Time

Parts and Wholes

Work with a partner. Use counters to help you solve these problems.
1.

This set has 15 counters.

What fraction of the set is black?

2.

If 12 counters are the whole set,

what fraction of the set is 8 counters?

3.

If 12 counters are the whole set,

1
how many counters is
4
of a set?
counters

4.

If 20 counters are a whole,

4
how many counters make
5
?
counters

5.

If 6 counters are
2
of a set,

how big is the set?
counters

6.

If 12 counters are
4
of a set, how

many counters are in the whole set?
counters

7.

If 8 counters are a whole set, how many

counters are in one and one-half sets?
counters

8.

If 6 counters are two-thirds of a set, how many

counters are in one and two-thirds sets?
counters

122

Use with Lesson 5.1.

Date

Time

Finding Fractions of a Whole

1.

In a school election, 141 fifth graders voted. One-third

voted for Shira and two-thirds voted for Bree.

141 votes

1
3

2
3

Ballot
Box

2.

a.

How many votes did Shira get?

b.

How many votes did Bree get?

Shira

Bree

Bob, Liz, and Eli drove from Chicago to Denver.

IL

Bob drove
1

0 of the distance.
4
Liz drove
10
of the distance.

1,050 miles

Chicago

IA

CO
NE

1
Denver
Eli drove
2
of the distance.
How many miles did each person drive?

Check to make sure that the total is 1,050 miles.

a.

3.

4.

miles

b.

Liz:

miles

c.

Eli:

miles

Carlos and Rick paid $8.75 for a present. Carlos paid
5
of the total amount and
3
Rick paid
5
of the total.
a.

How much did Carlos pay?

b.

How much did Rick pay?

1

A pizza costs $12.00, including tax. Scott paid
4
of the total cost. Trung paid
3
of
1
the total cost. Pritish paid
6
. Bill paid the rest. How much did each person pay?
a.

5.

Bob:

Scott: $

b.

Trung: $

c.

Pritish: $

d.

Bill: $

If 60 counters are the whole, how many counters make two-thirds?

counters

6.

If 75 counters are
4
of a set, how many counters are in the whole set?
counters

7.

If 15 counters are a whole, how many counters make three-fifths?

counters

Use with Lesson 5.1.

123

Date

Time

Reading a Ruler
1. Use your ruler. Measure each line segment below to the nearest half-inch.
a.

inches
b.

c.

inches

inches

2. Measure the line segment below to the nearest quarter inch.

inches
3. Compare each pair of lengths below.

 means is less than

 means equals
 means is greater than

First, use your ruler to mark the line

segments. Then write , , or .
1

1
8
inches

3 inches

2
2
inches

1
4
inches

a. 1
4
inches
b. 2
4
inches
c. 2
4
inches
d. 2
4
inches

4. a. Mark a line segment that is 2
8
inches long.

b. How many half-inches long is it?

half-inches

5. a. Mark a line segment that is 5 quarter-inches long.

b. This is the same as (circle one)

124

1
4
inches.

1
4
inches.

1
4
inches.

Use with Lesson 5.1.

Date

Time

Math Boxes 5.1

1.

Write five fractions that are equivalent to
2
.

2.

Round each number to the nearest

ten-thousand.
a.

1,308,799

b.

621,499

c.

8,003,291

d.

158,005

e.

2,226,095
4
227

5961

3.

Multiply or divide.
Show your work.
a.

58
73 

b.

793  8

1924

4. a.

b.

Draw two lines that meet at right

angles.

5.

Trace a scalene triangle from your

Geometry Template.

What is the size of each angle?

129 131

Use with Lesson 5.1.

134
152 153

125

Date

Time

Mixed Numbers: Part 1

Fractions greater than 1 can be written in several different ways.
Example If a circle

is worth 1, what is
3

worth?
3

The mixed-number name is 2
4
. (2
4
means 2 
4
.)

11

The fraction name is
4
. (Think quarters:

.)

11
So 2
3
, 2 
3
, and


are just different names for
4
4
4
the same number.

In the problems below, the hexagon shape is worth 1.

1.

2.

3.

4.

In the problems below, the hexagon shape is worth 1.

Write the mixed-number name and the fraction name
shown by each diagram.

Whole
hexagon

Whole
hexagon

5.

Mixed number =

Fraction =

6.

Mixed number =

Fraction =

7.

Mixed number =

Fraction =

8.

Mixed number =

Fraction =

9.

Mixed number =

Fraction =

126

Use with Lesson 5.2.

Date

Time

Mixed Numbers: Part 2

1

For Problems 15, each triangle block is worth
4
.

Use your
,
, and
solve these problems.

1



4

pattern blocks to

1.

Cover a rhombus block with triangle blocks. A rhombus is worth

2.

Cover a trapezoid block with triangle blocks. A trapezoid is worth

3.

Arrange your blocks to make a shape worth 1.

Trace the outline of each block that is part of
your shape, or use your Geometry Template.
Label each part with a fraction.

4.

Arrange your blocks to make a shape that is worth 2
2
. Trace the outline of each
block that is part of your shape, or use your Geometry Template. Label each part
with a fraction.

5.

Use your blocks

to cover this shape.

Trace the outline of each

block and label each part
with a fraction.
How much is the shape worth?

Use with Lesson 5.2.

127

Date

Time

Mixed Numbers: Part 2 (cont.)

1

For Problems 610, each triangle block is worth
2
.

1



2

Use your
,
, and
solve these problems.

pattern blocks to

6.

What shape is worth ONE?

7.

A rhombus is worth

8.

A trapezoid is worth

9.

Arrange your blocks to make a shape that

1
is worth 3
2
. Trace the outline of each
block that is part of your shape, or use
your Geometry Template. Label each part
with a fraction.

10.

Use your blocks to cover the shape below. Trace the outline of each block. Label
each part with a fraction.

How much is the shape worth?

11.

15

If a triangle block is
4
, make a diagram to show the fraction
4
.

1



4

15
15
Write
4
as a mixed number.
4


128

.
Use with Lesson 5.2.

Date

Time

Fractions on a Ruler
1.

Find and mark each of these lengths on the ruler below. Write the letter above the
mark. Letters A and B are done for you.
1
1
1
A: 5"
B:
2
"
C: 3
2
"
D: 2
2
"
E: 4
4
"

1
F:
4
"

G: 4
8
"

H: 1
8
"

I: 1
8
"

15
J:
16
"

1 "
K: 3
1

6

9 "
L: 5
1

6

INCHES

2.

On the ruler above, how many fractions are shown between 0 and 1? Explain.

3.

Grace was supposed to mark
2
on a number line. This is what she did.

Explain Graces mistake.

4.

Rocco said this stick is 4
16
inches long.

INCHES

Explain his mistake.

Use with Lesson 5.2.

129

Date

Time

Math Boxes 5.2

1.

Find the landmarks for this set of numbers:

273, 280, 298, 254, 328, 269, 317, 280, 309

2.

Solve mentally.
a.

99
37 

b.

15
399 

c.

20
599 

Maximum:

a.

Minimum:

b.
c.
d.

Range:
d.

 899
30

e.

 68
99

Median:

113

3.

Write a number story for the number model 837 / 7  m.

Then solve it.

2224
211

Answer:
4.

What is the perimeter of each shape?

P

units

P

units

P

units

170

130

Use with Lesson 5.2.

Date

Time

Comparing and Ordering Fractions

Math Message
1

Decide for each of these measurements whether it is closest to 0,
2
, or 1 inch. Circle
the measurement it is closest to.
1
1.
8

inch is closest to

15


2.

16

inch is closest to

0 inches.

1



2

inch.

1 inch.

0 inches.

1



2

inch.

1 inch.

5
3.
8

inch is closest to

0 inches.

1



2

inch.

1 inch.

3
4.
8

inch is closest to

0 inches.

1



2

inch.

1 inch.

5.

Rewrite the following fractions in order from least to greatest.

1


,
8

15


,
16

5


,
8

3


,
8

Ordering Fractions
For each problem below, write the fractions in order from least to greatest.
6 3 5 8
6.
8
,
8
,
8
,
8

2 2 2 2


7.
7
,
9
,
5
,

12

2 1 1 3
8.
3
,
4
,
3
,
4

3 4

9

1

9.
5
,

10 , 20 , 25

3 1 7 5






10.
7
,

10 , 8 , 7

5 2 1 9


11.
9
,
5
,
6
,

10

4 4 3 4
12.
8
,
7
,
5
,
9

Use with Lesson 5.3.

131

2
4

3
4

124

114

1
1
2
1
3

1
4

1
5

1
1
1
6
6
6
1
1
1
7
7
7
1
1
1
8
8
8
1
1
1
1
9
9
9
9
1
1
1
1
10
10
10
10
1
1
1
1
1
12
12
12
12
12
1
1
1
1
1
1
1
16
16
16
16
16
16
16

1
6

1
7
1
8
1
9
1
10
1
12
1
16

1
3
1
4

1
5

1
3

1
4
1
5

1
6
1
1
1
7
7
7
1
1
1
1
8
8
8
8
1
1
1
1
9
9
9
9
1
1
1
1
1
10
10
10
10
10
1
1
1
1
1
1
12
12
12
12
12
12
1
1
1
1
1
1
1
1
16
16
16
16
16
16
16
16

Fill in the blanks.

1
2

1
6

1
5

1
3

1
4

1
4

1
5

1
1
1
6
6
6
1
1
1
7
7
7
1
1
1
8
8
8
1
1
1
1
9
9
9
9
1
1
1
1
10
10
10
10
1
1
1
1
1
12
12
12
12
12
1
1
1
1
1
1
1
16
16
16
16
16
16
16

1
5

1
4
1
5

1
5

1
6

1
7
1
8
1
9
1
10
1
12
1
16

1
6

1
6
1
1
1
7
7
7
1
1
1
1
8
8
8
8
1
1
1
1
9
9
9
9
1
1
1
1
1
10
10
10
10
10
1
1
1
1
1
1
12
12
12
12
12
12
1
1
1
1
1
1
1
1
16
16
16
16
16
16
16
16

Circle the correct answer.

1

2



3

2



3

2



3

Which is larger?

4



7

4
or
5
?

Which is closer to 1
2
?

3



4

3



4

3



4

Which is larger?

4



7

3
or
8
?

Which is
5
closest to?

0 or
2
or 1?

20



16

14



8

11



6
12

Which is larger?

7



12

1
5


1
2


1
4


Which is larger?

1
3
or
3
?

12

12

16

16

4
or
6
?
4

1
3
or 1
5
?
1

Which is
1

6 closest to? 0 or 2 or 1?
5

Which is
8
closest to?

0 or
2
or 1?

132

Fraction-Stick Chart

Time
Date

1
4

1
5

1
2
1
3

1
4

1
5

1
2
1
3

134

Use with Lesson 5.3.

1
4

Date

Time

Fraction-Stick Pieces
A whole stick is worth 1.

1
 2 halves
 4 quarters
 8 eighths
 16 sixteenths

1.

2.

Use the fraction sticks to find equivalent fractions.

a.
1

8

d.
1

2

12

16


e.

16

c.

4

4


3

4


16

16

Use the fraction sticks to add fractions with the same denominator.

1

2

8
8

3

8

2



4

1

4


9

1

6 

1
5
8






c.
1

6  16  16 

Example
a.

b.

3.

b.

16

3



16

Use the fraction sticks to add fractions having different denominators.

a.

1



2

1

4


b.

1



2

3

8


c.

5



8

1

4


1
7
2
d.
4

8

1

6 

Use with Lesson 5.3.


133

Date

Time

Fraction Number Stories

Shade the fraction sticks to help you solve these fraction number stories.
Write a number model for each story.
1.

2.

3.

a.

How much flour did he use in all?

b.

Number model:
1

a.

How much did the puppy weigh after two weeks?

b.

Number model:

pounds

Shade the fraction sticks to solve the number model. Then write a fraction number
story that fits the number model.

b.

134

cup

Sheryls puppy weighed 1
2
pounds

when it was born. After two weeks,
3
the puppy had gained
8
pounds.

3
a.
4

4.

Chris made pizza dough with
8
cup of white flour and
4
cup of whole wheat flour.

5

8
=

Number story:

Make up your own fraction number story. Draw and shade fraction sticks to solve
it. Write a number model for your story.

a.

Number story:

b.

Solution:

c.

Number model:

Use with Lesson 5.3.

Date

Time

Math Boxes 5.3

1.

3.

Write five fractions that are equivalent to
34
.

2.

Round each number to the nearest

thousand.
a.

43,802

b.

904,873

c.

1,380,021

d.

5,067

e.

20,503

Multiply or divide.
Show your work.
a.

 38
47

b.

857  6

4. a.

b.

Draw a quadrangle with two pairs of

parallel sides.

5.

Trace the equilateral triangle from your

Geometry Template.

What kind of quadrangle is this?

Use with Lesson 5.3.

135

Date

Time

Finding Equivalent Fractions by Splitting Fraction Sticks

Here is a way to get equivalent
fractions. Start with a fraction stick
3
that shows 3 out of 7 parts (
7
) shaded.

3

7

Draw a horizontal line to split each part

of the stick into 2 equal parts. Now 6 out
3
6
6






of 14 parts (
1

4 ) are shaded. So 7  14 .

6
3





14
7

If each part of the original fraction stick

is split into 3 equal parts, 9 out of
3
9
9






21 parts (
2

1 ) are shaded. So 7  21 .

9
3





21
7

1.

3.

Draw horizontal lines to split each

part of each fraction stick into 2 equal
parts. Then fill in the missing numbers.
a.

1



3

b.

3



4

c.

4



5

10

Draw horizontal lines to split each part of

each fraction stick into 3 equal parts.
Then fill in the missing numbers.
a.

1



3

b.

3



4

12

c.

4



5

12

Draw horizontal lines to split each part of each fraction stick into 4 equal parts.
Then fill in the missing numbers.
a.

b.

1



3

136

2.

12

c.

3



4

12

4



5

Use with Lesson 5.4.

Date

Time

Equivalent Fractions
Study the example below. Then solve Problems 13 in the same way. Match each
fraction in the left column with an equivalent fraction in the right column.
Then fill in each box in the left column with a multiplication or division symbol and a
number to show how each fraction is changed to get the equivalent fraction.
Example

3
7

3
6

1
6

6
24

6 2
12

20
30

6
9

2
12

3 3
18

1
6

1
4

3
8

6
14

6
16

2
3

4
6

2.

1.

5
5

1
2

25
30

15
20

28
30

16
24

1
3

6
10

4
5

5
6

6
12

12
15

3
4

10
30

4
6

14
15

12
20

Use with Lesson 5.4.

3.

137

Date

Time

Math Boxes 5.4

1.

3.

Find the landmarks for this set of numbers:

99, 87, 85, 32, 57, 82, 85, 99, 85, 65, 78, 87,
85, 57, 85, 99

2.

Solve mentally.
a.

299
50 

a.

Maximum:

b.

1,999
4 

b.

Minimum:

c.

99
72 

c.

Range:

d.

 80
29

d.

Median:

e.

 49
60

Write a number story for the number model 743 / 8  n.

Then solve it.

Answer:

4.

138

Draw two different rectangles on the grid below, each with a perimeter of 16 units.

Use with Lesson 5.4.

Date

Time

Renaming Fractions as Decimals

1.

Fill in the missing numbers and shade the squares.

Each large square is worth 1.

2



5

Shade

3



20

10
2


of
5

100

 0.

3



4

the square.

Shade

8



50

 0.

3
Shade
2

0 of the square.

2.

100
3


of
4

Whole
large square

 0.

15



25

the square.

Shade

100
15


of
25

 0.
the square.

Write the shaded part

as a fraction and as a
decimal.

 0.

100

8
Shade
50
of the square.

 0.

Write each number below as a decimal. Then use the letters to locate the
decimals on the number line.
1
a.
2

6
b.
1

0 =

4
c.
5
=

23


d.

100 =

22
e.
25
=

f.

21



50

7
g.
5
=

h. 1
50
=

15

.
.

a
0

0.1

0.2

Use with Lesson 5.5.

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1.0

1.1

1.2

1.3

1.4

1.5

139

Date

Time

Rounding Decimals
Sometimes numbers have more digits than are needed. Many calculators give
answers to eight or more decimal places, even though only one or two places make
sense. Rounding is a way to get rid of extra digits.
The interest earned on a savings account at a bank is calculated to the nearest tenth
of a cent. But the bank cant pay a fraction of a cent. The bank rounds the interest
down, and ignores any fraction of a cent.
Example
The bank calculates the interest as $17.218 (17 dollars and 21.8 cents). The bank
8
ignores the 0.8 (or
10
) cent. It pays $17.21 in interest.
1.

The calculated interest on Micas savings account for 6 months is listed below.
Round each amount down to find the interest actually paid each month.
January

$21.403

February

$22.403

March

$18.259

April

$19.024

May

$17.427

June

$18.916

How much total interest did the bank pay Mica for these 6 months?
(Add the rounded amounts.) $

At the Olympic Games, each running event is timed

to the nearest thousandth of a second. The timer
rounds the time up to the next hundredth of a
second (not the nearest hundredth). The rounded
time becomes the official time.
Examples
11.437 seconds is rounded up to 11.44 seconds.
11.431 seconds is rounded up to 11.44 seconds.
11.430 seconds is reported as 11.43 seconds,
since 11.430 is equal to 11.43.

140

Michael Johnson with his record-breaking time

Use with Lesson 5.5.

Date

Time

Rounding Decimals (cont.)

2.

Find the official times for these runs.

Electric Timer

3.

s: second(s)

Official Time

min: minute(s)

Electric Timer

Official Time

10.752 s

20.001 s

11.191 s

43.505 s

10.815 s

49.993 s

21.970 s

1 min 55.738 s

min

20.092 s

1 min 59.991 s

min

Describe a situation involving money when the result of a computation might always
be rounded up.

Supermarkets often show unit prices for items. This helps customers comparison
shop. A unit price is found by dividing the price of an item (in cents, or dollars and
cents) by the quantity of the item (often in pounds). When the quotient has more
decimal places than are needed, it is rounded to the nearest tenth of a cent.
Examples
23.822 cents (per ounce) is rounded down to 23.8 cents.
24.769 cents is rounded up to 24.8 cents.
18.65 cents is halfway between 18.6 cents and 18.7 cents. It is rounded up to 18.7 cents.
4.

Round these unit prices to the nearest tenth of a cent (per ounce).
a.

28.374

b.

19.796

c.

29.327

d.

16.916

e.

20.641

f.

25.583

g.

18.469

h.

24.944

i.

17.281

j.

23.836

k.

21.866

l.

22.814

Use with Lesson 5.5.

141

Date

Time

Math Boxes 5.5

1.

The trapezoid on your Geometry Template

is worth 1. Use your template to draw a
1
shape worth 2
3
.

2.

Complete the Whats My Rule? table and

state the rule.
in
out
Rule:
27
20
6
5

2

10
62

3.

215 216

Fran had $6.48 to spend on lunch. She

bought a hamburger for $2.83. How much
did she have left to spend after buying the
hamburger?

4.

Put the following fractions in order

from least to greatest.
3



8

4



5

2



3

1



4

221

5.

9



10

6667

Subtract.
a.

215
 38

b.

309
 87

c.

454
 376

d.

270
 56

1517

142

Use with Lesson 5.5.

Date

Time

Writing Fractions as Decimals

1
4

2
4

3
4

1
1
2

1
2

1
3

1
3

1
4

1
4

1
5

1
4

1
5

1
6

0.1

0.2

1
4

1
5

1
6

1
5

1
6

1
1
7
7
1
1
1
8
8
8
1
1
1
9
9
9
1
1
1
10
10
10
1
1
1
1
12
12
12
12
1
1
1
1
1
16
16
16
16
16

0.0

1
3

1
6

1
7

1
6

1
7
1
8
1
9

1
12
1
16

0.3

1
8

1
16

0.4

1
10
1
12
1
16

1
7
1
8

1
7
1
8

1
9
1
10
1
12
1
16

0.5

1
6

1
7

1
9

1
10

1
5

1
9

1
9

1
10
1
12
1
16

0.6

1
16

1
10
1
12
1
16

1
10
1
12
1
16

0.7

1
12
1
16

0.8

1
16

0.9

1
8
1
9
1
10
1
12
1
16

1.0

Use a straightedge and the above chart to fill in the blanks to the right of each
fraction below. Write a decimal that is equal to, or about equal to, the given
fraction. Directions for filling in the blank to the left of each fraction will be given
in the next lesson.
1



3

 0.

4



10

2



3

 0.

 0.

4



5

 0.

1



8

 0.

5



8

 0.

9



12

 0.

11



12

 0.

1
3
 1.
7

3
8
 3.

Use with Lesson 5.6.

1
8
 1.
5

9
6


143

Date

Time

Measurement Review
Fill in the oval next to the most reasonable answer.
1.

About how long is a new pencil?

O 2 inches
2.

O 1 yard

O 4 feet

O 7 feet

O 1 yard

O 2 yards

O 4 yards

About how tall is an adult?

O 18 inches
4.

O 12 inches

About how high is the classroom door?

O 6 inches
3.

O 7 inches

O 2 feet

About what is the width of your journal?

O 5 cm

O 10 cm

O 20 cm

O 50 cm

Fill in the oval next to the best unit to use for each measurement.
5.

The weight of an ant

O ounce
6.

O kilogram

O foot

O cup

O kilogram

O foot

O cup

O foot

O cup

The weight of an elephant

O ounce

144

O cup

The length of a boat

O ounce
8.

O foot

The amount of juice a 5-year-old drinks each day

O ounce
7.

O kilogram

O kilogram

Use with Lesson 5.6.

Date

Time

Measurement Review (cont.)

1

Measure each line segment to the nearest
8
-inch.

9.

10.

inches

inches

Measure each line segment to the nearest
16
-inch.

11.

12.

inches

inches

Draw a line segment

13.

8 centimeters long.

14.

4.7 centimeters long.

Use with Lesson 5.6.

145

Date

Time

Math Boxes 5.6

1. a.

Make up a set of at least twelve

numbers that have the following
landmarks.

b.

Make a bar graph for this set of numbers.

Minimum: 50
Maximum: 57
Median: 54
Mode: 56

113 116

Complete the table.

2.

Fraction

Decimal

3.

Percent

1



3

Measure the length and width of each of

the following objects to the nearest
centimeter.
a.

Student Reference Book cover

length:

30%
b.

0.65

cm

width:

cm

cm

width:

cm

cm

width:

cm

seat of chair
length:

40%
c.

1



20

sole of shoe
length:

83 89

4.

I am a number. If you double
14
of me, you

get 16. What number am I?

5.

Write five names for 7.5.

221

146

Use with Lesson 5.6.

Date

Time

More about Writing Fractions as Decimals

How to Write a Repeating Decimal
Some decimal numbers use up the entire calculator display. If a digit repeats, the
decimal number can be written in a simple way by putting a bar over the repeating
digit. Study these examples.

Fraction

Divide Numerator by Denominator.

Calculator Display:

Write the Decimal this Way:

0.3333333333

0.3

0.6666666666 or 0.6666666667

0.6

1



3
2



3

(depending on the calculator)

1



12
8



9

0.0833333333

0.083

0.8888888888 or 0.8888888889

0.8

(depending on the calculator)

Use your calculator to convert each fraction below to a decimal by dividing. If the
result is a repeating decimal, write a bar over the digit or digits that repeat. Then
circle the correct answer to each question.
1.

Which is closer to 0.8?

6



8

or

5



6

2.

Which is closer to 0.25?

2



9

or

3



9

3.

Which is closer to 0.6?

4



7

or

7



12

4.

Which is closer to 0.05?

1



30

or

1



12

5.

Which is closer to 0.39?

3



8

or

7



16

Use with Lesson 5.7.

147

Date

Time

Math Boxes 5.7

1.

The large rhombus on your Geometry

Template is worth 1. Use your Template to
1
draw a shape worth 2
2
.

2.

Complete the Whats My Rule? table and

state the rule.
in
out
Rule:
8
17
11
5

14
4

3.

Sophie went to the ball game. She spent

$8.50 on the ticket, $2.75 on a hot dog,
$1.99 on a soft drink, and $0.15 on a
souvenir pencil. How much did she
spend in all?

4.

Put the following fractions in order

from least to greatest.
3



7

3



5

5.

8



9

5



6

Subtract.
a.

148

2



8

727
 47

b.

503
 65

c.

248
 176

d.

2,403
 764

Use with Lesson 5.7.

Date

Time

Converting Fractions to Decimals and Percents

Example Teneil used her calculator to rename the following fraction as a decimal and as
a percent.
14



23

14

23

Fraction

0.6086956522

Decimal

100

0.6086956522

60.86956522%

Percent

Teneil only needed to work with a whole percent, so she rounded

60.86956522% to 61%.
1.

Use your calculator to convert each fraction to a decimal. Write all of the digits shown
in the display. Then write the equivalent percent rounded to the nearest whole percent.
The first row has been done for you.

Fraction
18



35

Decimal

0.5142857143

Percent
(rounded to the nearest
whole percent)
51%

12



67
24



93
13



24
576



1,339

2.

Linell got 80% correct on a spelling test. If the test had 20 questions, how many
did Linell get correct?

3.

questions

Jamie spent 50% of his money on a baseball cap. The cap cost $15. How much
money did Jamie have at the beginning?

4.

Hunter got 75% correct on a music test. If he got 15 questions correct, how many
questions were on the test?

Use with Lesson 5.8.

questions

149

Date

Time

Converting Fractions to Decimals and Percents (cont.)

5.

Below is a list of 10 animals and the average number of hours per day that each
spends sleeping.
Write the fraction of a day that each animal sleeps. Then calculate the equivalent
decimal and percent (rounded to the nearest whole percent). You may use your
calculator. The first row has been done for you.

Animal

Average
Hours of
Sleep per
Day

koala

22

sloth

20

armadillo and
opossum

19

lemur

16

hamster and
squirrel

14

cat and pig

13

spiny
anteater

12

Fraction of
Day Spent
Sleeping

Decimal
Equivalent

Percent of Day
Spent Sleeping
(to the nearest
whole percent)

22



24

0.916

92%

Source: The Top 10 of Everything 2000

6.

The total number of horses in the world is about 60,800,000. China is the country
with the greatest number of horses (about 8,900,000). What percent of the worlds
horses live in China?

7.

In the United States, about 45% of the population has blood type O. About
how many people out of every 100 have blood type O?

8.

About 11 out of every 100 households in the United States has a parakeet. How
would you express this as a percent?

150

Use with Lesson 5.8.

Date

Time

Math Boxes 5.8

1. a.

Make up a set of at least twelve

numbers that have the following
landmarks.

b.

Make a bar graph for this set of numbers.

Minimum: 3
Maximum: 9
Median: 7
Mode: 7

2.

3.

Complete the table.

Fraction

Decimal

Percent
95%

Measure the length and width of each of

the following objects to the nearest
centimeter.
a.

length:

0.80
3



9

b.

c.

66
3
%

I am a number. If you double
3
of me, you

get 14. What number am I?

Use with Lesson 5.8.

width:

cm

cm

width:

cm

cm

width:

cm

pencil
length:

5.

cm

notebook
length:

6



8

4.

pinkie finger

Write five names for 100.

151

Date

Time

Bar Graphs and Circle (Pie) Graphs

1.

Circle the after-school snack you like best. Mark only one answer.
cookies

2.

granola bar

candy bar

fruit

other

Record the class results of the survey.

cookies

granola bar

candy bar

fruit

other

Add all of the votes. Total:

The total is the number of students who voted.
3.

Make a bar graph showing the results.

4.

Another fifth grade class with 20 students collected snack-survey data. The class
made the circle graph (also called a pie graph) below.
Tell how you think they made the graph.
Granola
Bar
Cookies 5
4
Other 1
Fruit 3
Candy Bar 7

152

Use with Lesson 5.9.

Date

Time

Multiplication Practice
Use a favorite strategy (not a calculator) to multiply.
2.
1.
34
48

79

29

4.

7.

5.

119

47

305

29

3.

62

53

6.

245

51

Reggie multiplied 28
73 with a lattice as shown below. Correct his mistakes and
record the correct answer below.
2
1

8
1

5
4

1
6

6
2

5
8

0
0

28
73 
Use with Lesson 5.9.

153

Date

Time

Math Boxes 5.9

1.

Circle all the fractions that are equivalent

9
to
18
.
7



14

7



8

6



9

5



10

2



3

2.

Write the prime factorization for each

number.
a.

38 

b.

92 

c.

56 

d.

72 

e.

125 

5961

3.

Fill in the missing values on the number lines.

29

57

19

4.

12

71

53

Draw a circle with a radius of 3 centimeters.

What is the diameter of the circle?
(unit)

143 152

154

Use with Lesson 5.9.

Date

Time

Reading Circle Graphs

Use your Percent Circle to find what percent each pie piece is of the whole circle.
1.

2.

3.

Use with Lesson 5.10.

4.

155

Date

Time

How Much TV Do People Watch?

A large sample of people was asked to report on how much TV they watched during
one week. The circle graph below shows the surveys results.
Use your Percent Circle to find the percent in each category. Write your answers in
the blanks next to the pie pieces. Two percents are filled in for you: 18% of the
people reported watching less than 7 hours; and 30% reported watching 7 to 14
hours of TV during the week.

18

30

7 to 14 hours
Less than 7 hours

50 or more hours

ours

43 to 49 h

rs

36

2
to 4

hou

rs

%
29

to

35

15 to 21 hours

u
ho

%
%

22 to 28 hours

156

Use with Lesson 5.10.

Date

Time

Division Practice
Estimate each quotient. Solve only the problems with a quotient that is less than 200.
Use a favorite strategy (not a calculator) to divide.
1.

56

8

4

2.

73

2

9

3.

49

9

4

4.

66

3

7

5.

91

,2

4

3

6.

51

,5

8

5

Use with Lesson 5.10.

157

Date

Time

Math Boxes 5.10

1.

Complete.
a.

1 hour 

b.

3 hours 

c.

5 weeks 

d.

4 years 

1
e. 2
2

2.

Round each number to the nearest

hundredth.

minutes
a.

3.130

b.

10.647

c.

29.999

d.

45.056

e.

87.708

minutes
days
months

years 

months
4546

3.

Write  or .
1
a.
4

7


d.

12

4.

3



8

2
b.
7

3



6

2



5

5


e.

12

8
c.
9

7



8

5



11

9
6667

Add or subtract. Show your work.

a.
c.

2.03  0.76 
 691.23  507.26

b.

 57.97  3.03

d.

 29.05  103.94

3436

158

Use with Lesson 5.10.

Date

Time

Making Circle Graphs: Concrete

Concrete is an artificial stone. It is made by first mixing cement and sand with gravel
or other broken stone. Then enough water is mixed in to cause the cement to set.
After drying (or curing), the result is a hard piece of concrete.
The cement, sand, and gravel are commonly mixed using this recipe:

Recipe for Dry Mix for Concrete

Material
Cement
Sand
Gravel

Fractional Part of Mix

Percent Part of Mix

1



6
1



3
1



2

16
3
%

2
1

33
3
%
50%

Use your Percent Circle to make a circle graph for the above recipe in the circle
below. Label each section of the graph, and give it a title.

Use with Lesson 5.11.

159

Date

Time

Making Circle Graphs: Snack Survey

Your class recently made a survey
of favorite snacks. As your teacher
tells you the percent of votes each
snack received, record the data in
the table at the right. Make a circle
graph of the snack-survey data in
the circle below. Remember to
label each piece of the graph and
give it a title.

Votes
Snack

Number

Fraction

Percent

Cookies
Granola Bar
Candy Bar
Fruit
Other
Total

160

About 100%

Use with Lesson 5.11.

Date

Time

Math Boxes 5.11

1.

Circle all the fractions that are equivalent

4
to
1

2.
5



15

3.

4.

2



6

8



16

3



9

12



16

2.

Write the prime factorization for each

number.
a.

90 

b.

54 

c.

75 

d.

112 

e.

88 

Fill in the missing values on the number lines.

77

68

Draw a circle with a radius of 1 inch.

What is the diameter of the circle?
(unit)

Use with Lesson 5.11.

161

Date

Time

School Days
Read the article School on pages 318320 in the American Tour section of the
Student Reference Book.
1.

Tell whether the statement below is true or false. Support your answer with
evidence from page 318 of the American Tour.
In 1790, it was common for 11-year-olds to go to school fewer than 90 days a year.

2.

About how many days will you go to school this year? About

days

Write a fraction to compare the number of days you will go to school this year to
the number of days an 11-year-old might have gone to school in 1790.

3.

Tell whether the statement below is true or false. Support your answer with
evidence from page 319 of the American Tour.
In 1900, students in some states spent twice as many days in school, on average,
as students in some other states.

4.

In 1900, in which region (Northeast, South, Midwest, or West) did students go

to school
the greatest number of days per year?
the fewest number of days per year?

162

Use with Lesson 5.12.

Date

Time

School Days (cont.)

Tell whether each statement below is true or false. Support your answer with
evidence from the graphs on page 320 of the American Tour.
5.

On average, students in 2000 were absent from school about one-third as many
days as students were absent in 1900.

6.

The average number of days students spent in school per year has not changed
much since 1960.

Challenge
7.

Tell whether the statement below is true or false. Support your answer with
evidence from the American Tour.
From 1900 to 1980, the average number of days students spent in school per year
more than doubled.

8.

Locate your state in the table Average Number of Days in School per Student,
1900 on page 319 of the American Tour. If you are in Alaska or Hawaii, choose
another state.
Was your state above or below the median for its region?

9.

Locate the number of days in school for your state in the stem-and-leaf plot on
page 319 of the American Tour.
Was your state above or below the median for all states?

Use with Lesson 5.12.

163

Date

Time

A Short History of Mathematics Instruction

Throughout our nations history, students have learned mathematics in different ways
and have spent their time working on different kinds of problems. This is because
peoples views of what students can and should learn are constantly changing.
1.

1790s If you went to elementary school in 1790, you were probably not taught
mathematics. People believed that it was too hard to teach mathematics to
children younger than 12.
Older students spent most of their time solving problems about buying and selling
goods. Here is a typical problem for a student in high school or college in the
1700s. Try to solve it.
If 7 yards of cloth cost 21 shillings (a unit of money), how much do 19 yards of
cloth cost?

2.

shillings

1840s It was discovered that children could be very good at mental arithmetic,
and students began to solve mental arithmetic problems as early as age 4. A
school in Connecticut reported that its arithmetic champion could mentally multiply
1
314,521,325 by 231,452,153 in 5
2
minutes.
After studying arithmetic two hours a day for 7 to 9 years, 94% of eighth graders
in Boston in 1845 could solve the following problem. Try to solve it.
1

What is
2
of
3
of 9 hours, 18 minutes?

3.

1870s Many textbooks were step-by-step guides on how to solve various

problems. Students were given problems and answers. They had to show how the
rules in the textbook could be used to produce the given answers.
Here is a problem from around 1870 (without the answer) given to students at the
end of 6 to 8 years of elementary arithmetic study. Try to solve it.
I was married at the age of 21. If I live 19 years longer, I will have been married
60 years. What is my age now?

164

(units)

Use with Lesson 5.12.

Date

Time

A Short History of Mathematics Instruction (cont.)

4.

1920s Elementary mathematics emphasized skill with paper-and-pencil

algorithms. People were needed to keep track of income, expenses, and profits
for businesses. Clerks in stores had to add up sales, but there were no cheap,
easy-to-use calculators. As a result, students spent much of their time doing
exercises like the following. These problems are from a test for students in
grades 5 through 8. Most students couldnt solve them until seventh grade.
See how well you can do now (without a calculator).
$ 0.49
0.28
0.63
0.95
1.69
0.22
0.33
0.36
1.01
 0.56

5.

$ 8.00
5.75
2.33
4.16
0.94
 6.32

1990s Today the emphasis is on solving problems and applying mathematics in

the everyday world. The following problem was solved correctly by 47% of eighth
graders on a test given in 1990. Try to solve it.
The cost to rent a motorbike is given by the following formula:
Cost = ($3
number of hours rented)  $2
Complete the following table:

Time

Cost

1 hour

$5

4 hours

$
hours

Use with Lesson 5.12.

$17
165

Date

Time

Math Boxes 5.12

1.

3.

Complete.
hour 

minutes

a.

18.19 

2
b.
6

hour 

minutes

b.

50.243 

c.

79.999 

c.

1
2
hours 

d.

3
2
days 

hours

d.

62.081 

e.

2 years 

weeks

e.

25.008 

minutes

Write  or .

10


d.

12

3



4

9


b.

10

9



16

8
e.
9

4



6

6
c.
7

5



7

6



7

Add or subtract. Show your work.

a.
c.

166

Round each number to the nearest tenth.

1
a.
2

3
a.
8

4.

2.

14.59  202.7 

b.

 60.07  0.08

d.

89  36.02 
 15.76  5.99

Use with Lesson 5.12.

Date

Time

Time to Reflect
1.

Name two places outside of school where people use fractions.

In some situations, parts of a whole are usually named with fractions.

In some situations, they are usually named with decimals.
In some situations, they are usually named with percents.
Give at least one example of each type of situation below.
2.

Parts of a whole usually named with a fraction:

3.

Parts of a whole usually named with a decimal:

4.

Parts of a whole usually named with a percent:

5.

Explain one advantage to reporting test scores as a percent instead of as

a fraction.

Use with Lesson 5.13.

167

Date

Time

Math Boxes 5.13

Complete.

1.

1
a.
4

2.

hour 

minutes

b.

20 minutes 

hour

c.

30 minutes 

hour

3
d.
4

hour 

1


e.

12

Express each of the following as a fraction,

a mixed number, or a whole number.
2




minutes

hour 

1
2

minutes


3. a.

Make up a set of at least twelve

numbers that has the following
landmarks.

b.

Make up a bar graph for this set of

numbers.

5.

Circle the fractions that are equivalent

2
to
3
.

Minimum: 28
Maximum: 34
Median: 30
Mode: 29

Complete the table.

4.

Fraction

Decimal

Percent

10



15

1

5

4



9

9



12

12



18

4



6

38%
0.75
4



6

62.5%

168

Use with Lesson 5.13.

Date

Time

Math Boxes 6.1

1.

Write a 10-digit numeral that has

9 in the tens place,
3 in the millions place,
5 in the billions place,
7 in the hundred-millions place,
1 in the thousands place, and
6 in all other places.
,

Write the numeral in words.

2.

4.

Round each number to the nearest

hundredth.

3.

Write a fraction or a mixed number for

each of the following:

a.

15.159

a.

15 minutes

hour

b.

8.003

b.

40 minutes

hour

c.

72.606

c.

45 minutes

hour

d.

964.443

d.

25 minutes

hour

e.

10.299

e.

12 minutes

hour

4546

Rename each fraction as a mixed number

or a whole number.
28
a. 4

36
b. 6

25

c. 
12

46
d. 8

18
e. 5

5.

Complete.
a.

600
24,000

b.

90
90

c.

20
1,000

d.

70
49,000

e.

Use with Lesson 6.1.

62 63

200,000
500

18 21

169

Date

Time

States Students Have Visited

1.

You and your classmates counted the number of states each of you has visited.
As the counts are reported and your teacher records them, write them in the
space below. When you finish, circle your own count in the list.

2.

Decide with your group how to organize the data you just listed. (For example,
you might make a line plot or a tally table.) Then organize the data and show the
results below.

3.

Write two things you think are important about the data.
a.
b.

4.

170

Compare your own count of states with those of your classmates.

Use with Lesson 6.1.

Date

Time

States Adults Have Visited

1.

You and your classmates each recorded the number of states that an adult had
been in. As the numbers are reported and your teacher records them, write them
in the space below.

2.

Draw a line plot to organize the data you just listed.

3.

Record landmarks for the data about adults and students in the table below.

Landmark

Adults

Students

Minimum
Maximum
Mode(s)
Median

4.

How are the counts for adults and students different? Explain your answer.

Use with Lesson 6.1.

171

Date

Time

A Complicated Pizza
The pizza shown has been cut into 12 equal slices.
1.

12

Fill in each blank with a fraction.

(Hint: Color-coding the pizza may help.)
of the slices have just one
type of topping.

11

S
S

S S
10

of the slices have only

sausage.

S
S

of the slices have both meat

and vegetables.

O
M M

of the slices have sausage as

at least one topping.

2
S
S P M P
P P S
S
S M
P
M
P
P
P

S P

of the slices have no vegetables.

of the slices have 2 or

more types of toppings.

2.

M
M
7

O
O

O M

M O

S = Sausage

P = Pepperoni

M = Mushroom

O = Onion

Suppose that all the slices with pepperoni are eaten first.
How many slices remain?
What fraction of the slices remaining have mushrooms?
What fraction of the slices remaining have only mushrooms?

3.

Bob, Sara, Don, and Alice share the pizza. Each person will eat exactly 3 slices.
Bob will eat slices with only meat (sausage and pepperoni). Alice will eat slices with
only vegetables (mushrooms and onions). Don hates pepperoni. Sara loves
mushrooms but will eat any of the toppings.
The slices are numbered from 1 to 12. Which slices should they take?
(Note: There is more than one possible solution.)
Bob:

Don:

Sara:

Alice:

172

Use with Lesson 6.1.

Date

Time

Math Boxes 6.2

1.

3.

Solve.

2.

Estimate an answer for each problem.

a.

1,000
204

a.

20.6  4

Estimate

b.

10,000
6

b.

184.38  9

Estimate

c.

15.503  7

Estimate

c.

940
1,000,000

d.

320
100

e.

76
100,000

42
227228

18

Mr. Hernandezs class took a survey to find out

when students prefer to do their homework.
They got responses from 125 fifth grade students.
The results are shown in the table below.
As soon as I get home

17%

After having an after-school snack

30%

Right after dinner

39%

Just before going to bed

14%

(title)

Make a circle of the results, using your

Geometry Template. Give the graph a title.
Label the sections of the graph.
119 120

4.

Write the following numbers in order from

least to greatest.
9

2

4.75
,

13

4

7
48

4.8
,

Rename each fraction as a decimal.

15

a. 
40

9

b. 
12

2

c. 
100

32 66 89

Use with Lesson 6.2.

5.

33

d. 
99

40

e. 
50

8388

173

Date

Time

Personal Measures
Reference
10 millimeters (mm) = 1 centimeter (cm)
100 centimeters = 1 meter (m)
1,000 millimeters = 1 meter
1
1 inch (in.) is equal to about 2 2 (2.5) centimeters.

Work with a partner. You will need a ruler and a tape measure. Both tools should have
both metric units (millimeters and centimeters) and U.S. customary units (inches).
Find your own personal measures for each body unit shown. First, measure and
record using metric units. Then, measure and record using U.S. customary units.
1.

1-finger width
mm
cm
in.

2.

palm

Palm
mm
cm
in.

3.

Joint

joint

mm
cm
in.

174

Use with Lesson 6.2.

Date

Time

Personal Measures (cont.)

4.

Finger stretch
mm

finger stretch

cm
in.
5.

Great span
mm

great
span

cm
in.
6.

Cubit

cubit

mm
cm
in.
7.

Fathom
mm
cm

fathom

in.
8.

Natural yard

natural
yard

mm
cm
in.

Use with Lesson 6.2.

175

Date

Time

First to 21
Materials

A deck of cards, consisting of four of each of the numbers 4,

5, 6, 7, and 8 (Do not use any other cards.)

Number of Players

Directions
Decide who will go first. That person should then always play first, whenever you start
a new game.
1.

Shuffle the cards. Place the deck facedown.

2.

The player going first turns over the top card and announces its value.

3.

The player going second turns over the next card and announces the total value
of the two cards turned over.

4.

Partners continue to take turns turning over cards and announcing the total value
of all the cards turned over so far.

5.

The winner is the first player to correctly announce 21 or any number greater
than 21.

6.

Start a new game using the cards that are still facedown. If all of the cards are
turned over during a game, shuffle the deck, place it facedown, and continue.

176

Use with Lesson 6.2.

Date

Time

Estimation Challenge
A fair game is one that each player has the same chance of winning. If there is an
advantage or disadvantage in playing first, then the game is not fair.
With your partner, investigate whether First to 21 is a fair game.
Collect data by playing the game.
Over the next week, play First to 21 at least 50 times. Keep a tally each day. Show
how many times the player going first wins, and how many times the player going
second wins.

Date

Player Going
First Wins

Player Going
Second Wins

Total Games
to Date

Enter your results on the classroom tally sheet.

Each day you play the game, record the results on the tally sheet for the whole class
that your teacher has prepared.
Each day you play, ask yourself:
What is my estimate for the chance that the player going first will win?
What is my estimate for the chance that the player going second will win?
Do my estimates change as more and more games are played?
Does First to 21 seem to be a fair game?

Use with Lesson 6.2.

177

Time

Hand and Finger Measures: The Great Span

For measurements on this page and the next page:
If you are right-handed, measure your left hand.
If you are left-handed, measure your right hand.
Your great span is the distance from the tip of your
thumb to the tip of your little finger. Place the tip of your
thumb at the bottom of the ruler in the margin (at 0).
Extend your fingers. Stretch your little finger as far along
the ruler as you can. Read your great span to the nearest
millimeter and record it below.
My great span is about

Great-Span Measurements
for the Class (millimeters)

10

Stems
(100s and 10s)
13
14

great
span

millimeters.

Your teacher will show you how to use the table below. Use it to record the
great-span data for your class. The result is called a stem-and-leaf plot.

11

12

13

14

15

16

17

18

19

20

21

22

23

24

Date

Leaves
(1s)

Landmarks for the class great-span data:

Minimum:

mm

Maximum:

mm

Mode(s):

mm

Median:

mm

15

16

18

19

20

17

21

22

cm

23

178

24

Use with Lesson 6.3.

Date

Time

Hand and Finger Measures: Finger Flexibility

A measure of finger flexibility is how far apart you can spread your fingers.
The picture shows how to measure the angle of separation between
your thumb and first (index) finger.
1.

Spread your thumb and first finger as far apart as you

can. Do this in the air. Dont use your other hand to help.
Lower your hand onto a sheet of paper. Trace around
your thumb and first finger. With a straightedge, draw
two line segments to make a V shape, or angle, that fits
the finger opening. Use a protractor to measure the
angle between your thumb and first finger. Record the
measure of the angle.

Measure this angle.

Angle formed by thumb and first finger:

2.

In the air, spread your first and second fingers as far apart as possible. On a
sheet of paper, trace these fingers and draw the angle of separation between
them. Measure the angle and record its measure.
Angle formed by first and second fingers:

3.

Record the class landmarks

for both finger-separation
angles in the table at the right.

Landmark Thumb and First and

First
Second
Minimum
Maximum
Mode(s)
Median

Use with Lesson 6.3.

179

Date

Time

Math Boxes 6.3

1.

When Antoinette woke up on New Years

Day, it was 4F outside. By the time the
parade started, it was a cozy 18F. How
many degrees had the temperature risen
by the time the parade began?

2.

Write each numeral in number-and-word

notation.
a.

43,000,000

b.

607,000

c.

3,000,000,000

d.

72,000

9294

3.

Circle the name(s) of the shape(s) that

could be partially hidden behind the wall.

rectangle

pentagon

4.

rhombus
133 136

5.

Write the prime factorization of 80.

12

Write a number story for 37
68. Then solve it.

Answer:
180

Use with Lesson 6.3.

Date

Time

Math Boxes 6.4

1.

Write a 10-digit numeral that has

7 in the billions place,
5 in the hundred-thousands place,
3 in the ten-millions place,
4 in the tens place,
8 in the hundreds place, and
2 in all other places.
,

Write the numeral in words.

2.

4.

Round each number to the nearest whole

number.

3.

Write a fraction or a mixed number for

each of the following.

a.

36.084

a.

5 minutes

b.

25.9

b.

20 minutes

hour

c.

63.52

c.

35 minutes

hour

d.

70.364

d.

55 minutes

hour

e.

89.7

e.

10 minutes

hour

Rename each mixed number as a fraction.

5.

hour

Complete.

a.

20
6,000

b.

800
40

c.

600
30,000

8 3

d.

50
25,000

e.

a.

3 8

b.

4 9

c.

10 1
2

d.
e.

6 1
4

Use with Lesson 6.4.

54,000
60

181

Date

Time

Mystery Plots
There are five line plots on page 183. Each plot shows a different set of data about a
fifth grade class.
Match each of the following four sets of data with one of the five plots. Then fill in the
Unit for each matched graph on page 183.
1.

The number of hours of TV each fifth grader watched last night

Plot

2.

The ages of the younger brothers and sisters of the fifth graders

Plot

3.

The heights, in inches, of some fifth graders

Plot

4.

The ages of some fifth graders grandmothers

Plot

5.

Explain how you selected the line plot for Data Set 4.

6.

Tell why you think the other line plots are not correct for Data Set 4.

182

Use with Lesson 6.4.

Date

Time

Mystery Plots (cont.)

Plot #1

Unit:

x
52

53

Plot #2

54

55

x
x
x

x
x
x

x
x
x

x
x

x
x

56

57

58

59

60

61

62

x
x
63

64

65

66

Unit:

x
x
x
x

x
x
x
x
x
x

x
x
x
x
x
x

x
x

x
x

x x
x x x

Plot #3

Unit:
x

x
x

50

52

Plot #4

54

56

58

60

x
x
62

64

66

68

70

72

x
x

74

76

x x
78

80

x
82

Unit:

x
26

Plot #5

x x
28

30

32

x
x
x
x x x

x
x
x x x

34

38

42

36

40

44

46

48

50

x
52

54

Unit:

x
0

Use with Lesson 6.4.

x
x

x
x
x
5

x
x

x
x

x
9

10

183

Date

Time

Reaching and Jumping

Students in a fifth grade class measured
how far they each could reach and jump.
Each student stood with legs together,
feet flat on the floor, and one arm
stretched up as high as possible.
Arm reach was then measured
from top fingertip to floor.

arm
reach

In the standing jump, each student

stood with knees bent, and then
jumped forward as far as possible.
The distance was then measured from
the starting line to the point closest to
where the students heels came down.
jump
distance

The students made stem-and-leaf plots of the results.

1.

2.

a.

Which stem-and-leaf plot below shows arm reach?

b.

What is the median arm reach?

a.

Which stem-and-leaf plot below shows standing-jump distances? Plot

b.

What is the median standing-jump distance?

Plot #1
Unit: inches
Stems
(10s)

184

Leaves
(1s)

Plot
in.

in.

Plot #2
Unit: inches
Stems
(10s)

Leaves
(1s)

4 6 8

003345677889

0122223344666899

001338

0347

Use with Lesson 6.4.

Date

Time

Sampling Candy Colors

1.

You and your partner each take 5 pieces of candy from the bowl. Combine your
candies and record your results in the table under Our Sample of 10 Candies.

Our Sample
of 10 Candies

Candy
Color

Count

Percent

Combined
Class Sample
Count

Percent

2.

Your class will work together to make a sample of 100 candies. Record the counts
and percents of the class sample under Combined Class Sample in the table.

3.

Finally, your class will count the total number of candies in the bowl and the
number of each color.
a.

How well did your sample of 10 candies predict the number of each color in
the bowl?

b.

How well did the combined class sample predict the number of each color in
the bowl?

c.

Do you think that a larger sample is more trustworthy than a smaller

sample?
Explain your answer.

Use with Lesson 6.5.

185

Date

Time

Solving Part-Whole Fraction Problems

3

1.

How much is 5 of $1?

2.

How much is 5 of $10?

3.

How much is 5 of $1,000?

4.

Eight counters is 2 of the set. How many counters are in the set?

5.

Twenty counters is 10 of the set. How many counters are in the set?

6.

A set has 40 counters. How many counters are in 8 of the set?

7.

8.

9.

counters
counters

counters

A set has 36 counters. How many counters are in 6 of the set?

counters

Mariah shared her sandwich equally with her 3 friends.

What fraction of a sandwich did Mariah get?

of a sandwich

Bernice gave 3 of her 18 fancy pencils to her best friend.

How many pencils did Bernice have left?

pencils

Challenge
10.

11.

186

Jamie and his two friends shared 2 of his 12 candies.

How many candies did each friend get?

candies

Explain how you solved Problem 10.

Use with Lesson 6.5.

Date

Time

Math Boxes 6.5

1.

3.

Solve.

2.

Estimate an answer for each problem.

a.

100,000
300

a.

4
3
9
.0
4


Estimate

b.

100
5,060

b.

8
1
7
.6


Estimate

c.

5
3
0
0
.0
0
7


Estimate

c.

728
10,000

d.

6,434
1,000

e.

120
10,000

Draw a circle graph that is divided into

the following sectors: 32%, 4%, 22%, 18%,
and 24%. Make up a situation for the
graph. Give the graph a title. Label each
section.

(title)

Description:

4.

Write the following numbers in order from

least to greatest.
7
4 4

5.03
,

Use with Lesson 6.5.

5.3
,

2
5 5

3

15

5.

Rename each fraction as a decimal.

24

a. 
36

78

b. 
100

25

c. 
40

10

d. 
15

21

e. 
28

187

Date

Time

Is First to 21 a Fair Game?

1.

What is the total number of First to 21 games your class has played?
games

2.

How many games did the player going first win?

3.

How many games did the player going second win?

4.

What is your best estimate for the chance that the player going first will win?

5.

What is your best estimate for the chance that the player going second will win?

6.

Did your estimates change as more and more games were played?

7.

Is First to 21 a fair game?

games
games

Why or why not?

If First to 21 isnt a fair game, how could you make it more fair?

188

Use with Lesson 6.6.

Date

Time

Math Boxes 6.6

1.

3.

The temperature in Chicago at 6 P.M. was

35F. By midnight, the temperature had
dropped 48 degrees. What was the
temperature at midnight?

What kind of regular polygon could be

partially hidden behind the wall?

2.

4.

Write each numeral in number-and-word

notation.
a.

56,000,000

b.

423,000

c.

18,000,000,000

d.

9,500,000

Write the prime factorization of 132.

Complete the shape.

5.

Write a number story for 81
17. Then solve it.

Answer:

Use with Lesson 6.6.

189

Date

Time

Frequency Tables
A frequency table is a chart on which data is tallied to find the frequency of given
events or values.
Use the frequency tables below to tally the Entertainment data and Favorite-Sports
data on page 110 in your Student Reference Book. Then complete the tables. If you
conducted your own survey, use the frequency tables to tally the data you collected.
Then complete the tables.
1.

What is the survey question?

Category

Tallies

Number

Fraction

Percent

Tallies

Number

Fraction

Percent

Total number of tallies

2.

What is the survey question?

Category

Total number of tallies

190

Use with Lesson 6.6.

Date

Time

Data Graphs and Plots

1.

Draw a bar graph for one of the survey questions on journal page 190.
Label the parts of the graph. Give the graph a title.

(title)

2.

Draw a circle graph for the other survey question on journal page 190.
Label the sections of the graph. Give the graph a title.

(title)
0%
10%

90%

80%

20%

70%

30%

40%

60%
50%

Use with Lesson 6.6.

191

Date

Time

Data Graphs and Plots (cont.)

3.

Make a stem-and-leaf plot for the Shower/Bath Time data on page 110 in your
Student Reference Book. If you conducted your own survey, make a stem-andleaf plot for the data you collected.
Stems
(10s)

Leaves
(1s)

Find the landmarks for this set of data.

Minimum:
Maximum:
Range:
Median:
Mode:

Challenge
4.

Calculate the mean (average).

Mean:

192

Use with Lesson 6.6.

Date

Time

Place-Value Puzzles
1.

For each problem, tell what you would enter in your calculator to change
the numbers.
Starting Number

2.

Ending Number

34,728

34,758

1,176

276

62,885

71,885

109,784

110,084

9,002

8,996

Calculator Key Strokes

Use the clues to write the 7-digit number.

The digit in the tens place is 7.
The digit in the hundred-thousands place is 6 less than double 7.
1
The digit in the ones place is 4 of three times the digit in the hundred-thousands place.
The digit in the other places is the smallest even digit.
,

Challenge
3.

Use the clues to write the 4-digit number.

The digit in the tens place is double the digit in the tenths place.
1
The digit in the hundredths place is 2 the digit in the tenths place.
The digit in the ones place is the only 8 in the number.
.

4.

I am a two-digit composite number. One of my digits is worth three times as much

as the other digit. Double me is less than 100. I am not divisible by 3. What am I?

Use with Lesson 6.6.

193

Date

Time

Climate Maps
To answer the questions below, use the Average Yearly Precipitation in the U.S. and
Growing Seasons in the U.S. maps on page 338 of your American Tour.
The precipitation map shows the average amount of moisture that falls as rain and
snow in one year. Snow is translated into an equivalent amount of rain.
The growing seasons map shows the average number of months between the last
frost in spring and the first frost in fall. During this time, the temperature remains above
freezing (32F or 0C), and crops may be grown.
1.

2.

Denver, Colorado, receives about

and snow per year.

inches of precipitation as rain

Denvers growing season is about

months long.

Los Angeles, California, receives about

per year.
The growing season in Los Angeles is

3. a.

b.

194

inches of precipitation
months long.

According to these maps, how are Los Angeles and New Orleans similar?

Who is more likely to be worried about a lack of rain: a farmer near

Los Angeles or a farmer near New Orleans? Why?

Use with Lesson 6.7.

Date

Time

Climate Maps (cont.)

4.

In general, does it rain more in the eastern states or in the western states?

5.

In general, is the growing season longer in the northern states or in the southern
states?

6.

Cotton needs a growing season of at least 6 months. In the list below, circle the
states most likely to grow cotton.
Texas

7.

Nebraska

Mississippi

Ohio

North Dakota and Kansas are the largest wheat-producing states.

What is the length of the growing season in North Dakota?
What is the length of the growing season in Kansas?
About how much precipitation does North Dakota
receive per year?
About how much precipitation does eastern Kansas
receive per year?

8. a.

Locate the Rocky Mountains on your landform map (American Tour, page 339).
What is the growing season for this mountain area?

b.

What is the growing season for the Appalachian Mountains area?

Use with Lesson 6.7.

195

Date

Time

Number Stories
1.

Brenda bought 4 cheeseburgers for her family for lunch. The total cost was $5.56.
How much did 2 cheeseburgers cost?

2.

Thomass family went on a long trip over summer vacation. They drove for
5 days. The distances for the 5 days were as follows: 347 miles, 504 miles,
393 miles, 422 miles, and 418 miles.
a.

To the nearest mile, what was the average distance

traveled per day?

b.

3.

Tell what you did with the remainder. Explain why.

Justins school has 15 classrooms. On an average, there are 28 students per

room. One fifth of the classrooms are for fifth graders. About how many students
are in the school?

4.

Carolyn reads 45 pages of a book every night. How many pages did she read in
the month of March (31 days)?

5.

196

Lucienne and her class made 684 notecards for a school benefit.
a.

How many boxes of eight can they fill?

b.

Explain what the remainder represents and what you did with it.

Use with Lesson 6.7.

Date

Time

Math Boxes 6.7

1.

Subtract. (Hint: Use a number line to

help you.)

2.

Rewrite each number in expanded

notation.

a.

8  15

a.

34

b.

16  18

b.

53

c.

47  51

c.

74

d.

30  24

d.

25

e.

32  29

e.

103

92

3.

Below are the distances (in feet) a baseball must travel to right field in order to be a home
run in various major-league baseball parks. Circle the stem-and-leaf plot below that
represents this data.
330,

353,

330,

345, 325,

330,

325,

338,

318,

302,

333,

347,

325, 315,

330,

327,

314,

348

Stems
(100s and 10s)

Leaves
(1s)

Stems
(100s and 10s)

Leaves
(1s)

Stems
(100s and 10s)

Leaves
(1s)

30

0 2 5

30

30

31

0 0 8

31

4 5 8

31

4 5 8

32

5 5 5 5 5

32

5 7

32

5 5 5 7

33

0 0 8 8 8

33

0 3 8

33

0 0 0 0 3 8

34

5 7

34

5 7 8

34

5 7 8

35

35

35

36

36

36

112

Use with Lesson 6.7.

197

Date

Time

Adding and Subtracting Fractions on a Slide Rule

Use your slide rule, or any other method, to add or subtract.
1
1. 2

1
 4

5
2. 8

3.

22  3

5.


11
6  1 16

7.

54  24

8.

1
 2

10.

38  34

7
6. 8

19

9. 
16

4.

2
 8

3
 8

1

72  48

1

52  6

11.

Put a star next to the problems above that you thought were the easiest.

12.

Complete the following:

4

It is easy to add or subtract fractions with the same denominator (for example, 8  8)

DID

KNOW ?

because

YO

Prime Time
When this book went to the printer, the largest known prime number was equal
to 26,972,593 1, a number with 2,098,960 digits. If these digits were printed on
one line, 6 digits to a centimeter, they would stretch almost 3.5 kilometers.
Checking that this number is prime took 111 days of part-time work by a desktop
computer. The person who found it qualifies for a prize of $50,000, offered by
the Electronic Frontier Foundation. A prize of $100,000 is being offered to the
first person who finds a prime number with at least 10 million digits.
Large prime numbers are used in writing codes and testing computer hardware.
More about the search for prime numbers can be found on the Internet at
http://www.mersenne.org/ and http://ontko.com/~rayo/primes.index.html.

198

Use with Lesson 6.8.

Date

Time

Adding and Subtracting Fractions with Fraction Sticks

Write the missing fraction for each pair of fraction sticks. Then write the sum or
difference of the fractions.
1.

5

12

2.

5

6

 4

3.

4.

Andy jogs on a track where each lap is 4 mile. Find the number of miles he
jogged each day and then the total number of laps and miles for the three days.

Day

Laps

Monday

Wednesday

10

Thursday

Distance

Total

Use with Lesson 6.8.

199

Date

Time

Math Boxes 6.8

1.

Solve.
a.

43
 82

b.

4,097
 6,035

c.

47
 18

d.

624
 575

e.

503
 426

1317

Fifth Grade Favorite Ice

Cream Flavors

The bar graph shows the favorite flavors

of ice cream of Mr. Lenards fifth grade
students.
a.

How many students prefer the classs

favorite flavor?

b.

How many more students prefer

chocolate than vanilla?

c.

14

Number of Students

2.

12
10
8
6
4
2
0

Mark your favorite flavor with an X.

Vanilla

Chocolate Strawberry Chocolate

Chip
116

3.

Use your compass and the map scale to estimate the distance from the hotel to the
museum shown on the map.
The distance is about

.
Museum

0
Scale

200

10 mi
1 inch

Hotel

195 196

Use with Lesson 6.8.

Date

Time

Clock Fractions
Part 1: Math Message

Whole
hour

The numbers on a clock face divide one hour into

1
twelfths. Each 1
2 of an hour is 5 minutes.

11 12 1
10
9

1
4. 3

hr

min

hr

min

2.

5

12

5.

1

4

hr

4
7

min

hr

How many minutes does each of the following fractions and mixed
numbers represent? The first one has been done for you.
1

1. 
12

min

3.

1

2

hr

min

6.

1

6

hr

min

Part 2
Using the clock face, fill in the missing numbers. The first one has been done for you.
1
7. 4

hr

12

10.

13.

hr

12

hr
6 hr

12 hr

hr

8

8. 
12

hr

hr

11.

5
14. 3

hr

hr
1
2 hr

12

hr

1
9. 3

hr

2

12. 
12

hr

4

15. 
12

hr

hr

hr

hr

Part 3
Use clock fractions, if helpful, to solve these problems. Write each answer as
a fraction.
3
1
Example 4  3
?
Think: 45 minutes  20 minutes
25 minutes
3
1
5
So 4  3
1
2
5

16. 
12

19.

3
 1
2

2

1  3

1
22. 4

1
 3

Use with Lesson 6.9.

3
 12

17.

3

4

2
 4

18.

11

12

20.

5

4

2
 4

21.

2

3

1
 6

23.

1

3

1
 4

24.

5

6

3
 4

201

Date

Time

Using a Common Denominator

Study the examples. Then work the problems below in the same way.
Example 1

2  1
?
3
6

Unlike
Denominators
2
3
1
 6

2
1. 3

2

3

Common
Denominators
4

6

Unlike
Denominators
5
6
3
 4

5

6
3

4

1

3
2

5

Common
Denominators
10

12
9

12

13

2. 
16

Common
Denominators

10


12
9

 
12
1

12

3
 4
?

Unlike
Denominators

Common
Denominators

13

16
3
 4

5
4. 6

2
 5
?

5  3
?
6
4

2

3
2

9

Unlike
Denominators

202

4
6
1
 6
5
6

2
 9
?

Unlike
Denominators

1
3. 3

Example 2

Common
Denominators

4
 9
?

Unlike
Denominators

Common
Denominators

5

6
4

9

Use with Lesson 6.9.

Date

Time

Using a Common Denominator (cont.)

12
5. 4

3
 2
?

Unlike
Denominators

Common
Denominators

12

4
3
 2

7.

116  8
?
Unlike
Denominators

6.

Common
Denominators

11
6
3
 8

A piece of ribbon is 72 inches long. If a piece 2 16 inches long is cut off, how
long is the remaining piece?

in.

Write a number sentence to show how you solved the problem.

8.

Three boards are glued together. The diagram below shows the thickness
of each board. What is the total thickness of the three boards?

5"
38

1"
2

in.

3"

24

Write a number sentence to show how you solved the problem.

Use with Lesson 6.9.

203

Date

Time

Math Boxes 6.9

1.

3.

Subtract. (Hint: Use a number line to

help you.)

2.

a.

50  56

a.

4
4
4

b.

48  68

b.

5
5
5
5

c.

23  29

c.

9
9
9
9

d.

99  105

d.

7
7

e.

75  73

e.

2
2
2
2
2

a.

Make a stem-and-leaf plot for the bowling scores from the Picks family reunion bowl.
106,

135,

168, 162,

130,

116,

109,

139, 161,

130,

118,

105, 150,

164,

130,

138,

112, 116

Stems
(100s and 10s)

204

Rewrite each number in exponential

notation.

b.

What is the maximum score?

c.

What is the mode for the scores?

d.

What is the median score?

Leaves
(1s)

Use with Lesson 6.9.

Date

Time

Another Way to Find a Common Denominator

1. a.

Draw a horizontal line to split each part

of this thirds fraction stick into 2 equal
parts. How many parts are there in all?

b.

Draw horizontal lines to split each part

of this halves fraction stick into 3 equal
parts. How many parts are there in all?

1

c.

3

1

2

6

2

3

6

2. a.

If you drew lines to split each part of this

fourths fraction stick into 6 equal parts,
how many parts would there be in all?

b.

If you drew lines to split each part of this

sixths fraction stick into 4 equal parts,
how many parts would there be in all?

3

c.

4
3.

5

18


24

6

20


24

One way to find a common denominator for a pair of fractions is to make a list of
equivalent fractions.
3

4

6
12
15
18
9

8
12
16
20
24

5

6

10
15
20

12
18
24

Another way to find a common denominator for a pair of fractions is

Give the values of the variables that make each equation true.
t
4

4. 
t
7

12

21

t

m
4

5. 
m
6

8
x

6. 
5
x

n

30

m

n




45

x

y

Name a common denominator for each pair of fractions.

3
7. 4

5
and 16

Use with Lesson 6.10.

5
8. 8

9
and 10

4
9. 5

5
and 6

205

Date

Time

Using Common Denominators

Common denominators are useful not only for adding and subtracting fractions, but
also for comparing fractions.
A quick way to find a common denominator for a pair of fractions is to find the product
of the denominators.
2

Example Compare 3 and 8. Use 3
8 as a common denominator.

2

3

(8
2)
16




(8
3)
24

16

24

1.

5

8

(3
5)
15




(3
8)
24

15
2
5
 24, so 3  8.

Rewrite each pair of fractions below as equivalent fractions with a common

denominator. Then write  (less than) or  (greater than) to compare the fractions.

Original Fraction Equivalent Fraction > or <

4

7

a.
3

5

b.

9

4
7

3

4

7

 5

9

4

 3

Find a common denominator. Then add or subtract.

2.

1

2

1
 3

7
3. 8

2
 5

4.

3

4

1
 2

4
5. 5

2
 3

6.

206

9

10
5
 6

7.

1

10
3
 4

Use with Lesson 6.10.

Date

Time

Stem-and-Leaf Plot
1.

Construct a stem-and-leaf plot with the following data landmarks. There should be
at least 12 data entries in your plot.
Median: 38

Minimum: 9

Maximum: 85

Mode: 40

2.

Explain how you chose the numbers for your data set.

3.

Describe a data set that your stem-and-leaf plot could represent.

Use with Lesson 6.10.

207

Date

Time

Math Boxes 6.10

1.

Solve.
a.

2.

28
 73

b.

97
 204

c.

171
 85

608
 321

d.

e.

1,752
 999

Write a title and label the axes for the bar graph.
Explain why you chose that title.
(title)
35
30
25
20
15
10
5
0

3.

Use your compass and the map scale

to estimate the distance from Lisas
house to Dereks house shown on
the map.

208

0
Scale

Dereks House

Lisas House

The distance is about

2 mi
1
2

inch

Use with Lesson 6.10.

Date

Time

Time to Reflect
1.

If you wanted to find out what the top 3 favorite TV shows of fifth graders are,
about how many students would you ask?

students

Explain your answer.

2.

Explain one advantage of organizing data into stem-and-leaf plots.

Example Heights in inches of Mr. Bernards fifth grade boys
57, 62, 64, 60, 59, 60, 57, 61, 63, 67, 59, 60
Stems
(10s)

Leaves
(1s)

7799

00012347

Use with Lesson 6.11.

209

Date

Time

Math Boxes 6.11

1.

Write a 10-digit numeral that has

8 in the ten-thousands place,
4 in the hundred-millions place,
0 in the ten-millions place,
5 in the ones place,
7 in the billions place, and
2 in all other places.
,

Write the numeral in words.

2.

Solve.
a.
b.

3.

6
10,000

5  15

b.

28  35

90
100,000

d.

753
100,000

e.

1,602
1,000

c.

42  50

d.

17  27

e.

62  74

Solve.
a.

210

a.

1,400
10,000

c.

4.

Subtract. (Hint: Use a number line to

help you.)

229
 280

b.

562
 468

c.

308
 294

d.

1,650
 846

e.

549
 477

Use with Lesson 6.11.

Reference
Equivalent Fractions, Decimals, and Percents
1
2

2
4

3
6

4
8

5
10

6
12

7
14

8
16

9
18

10
20

11
22

12
24

13
26

14
28

15
30

1
3

2
6

3
9

4
12

5
15

6
18

7
21

8
24

9
27

10
30

11
33

12
36

13
39

14
42

15
45

2
3

4
6

6
9

8
12

10
15

12
18

14
21

16
24

18
27

20
30

22
33

24
36

26
39

28
42

1
4

2
8

3
12

4
16

5
20

6
24

7
28

8
32

9
36

10
40

11
44

12
48

13
52

3
4

6
8

9
12

12
16

15
20

18
24

21
28

24
32

27
36

30
40

33
44

36
48

1
5

2
10

3
15

4
20

5
25

6
30

7
35

8
40

9
45

10
50

11
55

2
5

4
10

6
15

8
20

10
25

12
30

14
35

16
40

18
45

20
50

3
5

6
10

9
15

12
20

15
25

18
30

21
35

24
40

27
45

4
5

8
10

12
15

16
20

20
25

24
30

28
35

32
40

1
6

2
12

3
18

4
24

5
30

6
36

7
42

5
6

10
12

15
18

20
24

25
30

30
36

1
7

2
14

3
21

4
28

5
35

2
7

4
14

6
21

8
28

3
7

6
14

9
21

4
7

8
14

5
7

33 13 %

30
45

0.5

0.3

0.6

50%

14
56

15
60

0.25

25%

39
52

42
56

45
60

0.75

75%

12
60

13
65

14
70

15
75

0.2

20%

22
55

24
60

26
65

28
70

30
75

0.4

40%

30
50

33
55

36
60

39
65

42
70

45
75

0.6

60%

36
45

40
50

44
55

48
60

52
65

56
70

60
75

0.8

80%

8
48

9
54

10
60

11
66

12
72

13
78

14
84

15
90

16 23 %

35
42

40
48

45
54

50
60

55
66

60
72

65
78

70
84

75
90

0.16

0.83

6
42

7
49

8
56

9
63

10
70

11
77

12
84

13
91

14
98

15
105

0.143 14.3%

10
35

12
42

14
49

16
56

18
63

20
70

22
77

24
84

26
91

28
98

30
105

0.286 28.6%

12
28

15
35

18
42

21
49

24
56

27
63

30
70

33
77

36
84

39
91

42
98

45
105

0.429 42.9%

12
21

16
28

20
35

24
42

28
49

32
56

36
63

40
70

44
77

48
84

52
91

56
98

60
105

0.571 57.1%

10
14

15
21

20
28

25
35

30
42

35
49

40
56

45
63

50
70

55
77

60
84

65
91

70
98

75
105

0.714 71.4%

6
7

12
14

18
21

24
28

30
35

36
42

42
49

48
56

54
63

60
70

66
77

72
84

78
91

84
98

90
105

0.857 85.7%

1
8

2
16

3
24

4
32

5
40

6
48

7
56

8
64

9
72

10
80

11
88

12
96

13
104

14
112

15
120

0.125

12 12 %

3
8

6
16

9
24

12
32

15
40

18
48

21
56

24
64

27
72

30
80

33
88

36
96

39
104

42
112

45
120

0.375

37 12 %

5
8

10
16

15
24

20
32

25
40

30
48

35
56

40
64

45
72

50
80

55
88

60
96

65
104

70
112

75
120

0.625

62 12 %

7
8

14
16

21
24

28
32

35
40

42
48

49
56

56
64

63
72

70
80

77
88

84
96

91
104

98
112

105
120

87 12 %

1
9

2
18

3
27

4
36

5
45

6
54

7
63

8
72

9
81

10
90

11
99

12
108

13
117

14
126

15
135

2
9

4
18

6
27

8
36

10
45

12
54

14
63

16
72

18
81

20
90

22
99

24
108

26
117

28
126

30
135

4
9

8
18

12
27

16
36

20
45

24
54

28
63

32
72

36
81

40
90

44
99

48
108

52
117

56
126

60
135

5
9

10
18

15
27

20
36

25
45

30
54

35
63

40
72

45
81

50
90

55
99

60
108

65
117

70
126

75
135

7
9

14
18

21
27

28
36

35
45

42
54

49
63

56
72

63
81

70
90

77
99

84
108

91
117

98
126

105
135

8
9

16
18

24
27

32
36

40
45

48
54

56
63

64
72

72
81

80
90

88
99

96
108

104
117

112
126

120
135

0.875

0.1

0.2

0.4

0.5

0.7

0.8

66 23 %

83 13 %

11 19 %
22 29 %
44 49 %
55 59 %
77 79 %
88 89 %

Note: The decimals for sevenths have been rounded to the nearest thousandth.

Reference

211

Reference
Metric System
Units of Length
1 kilometer (km)
1 meter

U.S. Customary System

=
=
=
=
=
=

1 decimeter
1 centimeter
Units of Area
1 square meter (m2)

1
1
1
1

Units of Length
1 mile (mi)

1000 meters (m)

10 decimeters (dm)
100 centimeters (cm)
1000 millimeters (mm)
10 centimeters
10 millimeters

1 yard
1 foot

= 100 square decimeters (dm )

= 10,000 square
centimeters (cm2)
square decimeter
= 100 square centimeters
are (a)
= 100 square meters
hectare (ha)
= 100 ares
square kilometer (km2) = 100 hectares

Units of Volume
1 cubic meter (m3)

1 cubic decimeter

= 1000 cubic decimeters (dm3)

= 1,000,000 cubic
centimeters (cm3)
= 1000 cubic centimeters

Units of Capacity
1 kiloliter (kL)
1 liter

= 1000 liters (L)

= 1000 milliliters (mL)

Units of Mass
1 metric ton (t)
1 kilogram
1 gram

= 1000 kilograms (kg)

= 1000 grams (g)
= 1000 milligrams (mg)

=
=
=
=
=

Units of Area
1 square yard (yd2) =
=
1 square foot
=
1 acre
=
1 square mile (mi2) =

1760 yards (yd)

5280 feet (ft)
3 feet
36 inches (in.)
12 inches
9 square feet (ft2)
1296 square inches (in.2)
144 square inches
43,560 square feet
640 acres

Units of Volume
1 cubic yard (yd 3)
1 cubic foot

= 27 cubic feet (ft 3)

= 1728 cubic inches (in.3)

Units of Capacity
1 gallon (gal)
1 quart
1 pint
1 cup
1 fluid ounce
1 tablespoon

=
=
=
=
=
=

Units of Weight
1 ton (T)
1 pound

= 2000 pounds (lb)

= 16 ounces (oz)

4
2
2
8
2
3

quarts (qt)
pints (pt)
cups (c)
fluid ounces (fl oz)
tablespoons (tbs)
teaspoons (tsp)

System Equivalents
Units of Time
1 century
1 decade
1 year (yr)

=
=
=
=
=
1 month (mo) =
1 week (wk)
=
1 day (d)
=
1 hour (hr)
=
1 minute (min) =

100 years
10 years
12 months
52 weeks (plus one or two days)
365 days (366 days in a leap year)
28, 29, 30, or 31 days
7 days
24 hours
60 minutes
60 seconds (sec)

1 inch is about 2.5 cm (2.54)

1 kilometer is about 0.6 mile (0.621)
1 mile is about 1.6 kilometers (1.609)
1 meter is about 39 inches (39.37)
1 liter is about 1.1 quarts (1.057)
1 ounce is about 28 grams (28.350)
1 kilogram is about 2.2 pounds (2.205)
1 hectare is about 2.5 acres (2.47)

Rules for Order of Operations

1. Do operations within parentheses or other

grouping symbols before doing anything else.

2. Calculate all powers.
3. Do multiplications or divisions in order, from

left to right.
4. Then do additions or subtractions in order,

from left to right.

212

Reference

Reference
Probability Meter
C E R TA I N

0.95

9 0%

0.90

103

0.001s

9 5%

102

V
E
R
Y

L
I
K
E
L
Y

1 99

100

19

20

10
7

8 5%

0.85
0.83

8 0%

0.80

4,
8

5 10

0.75

3,
6

4 8

101

0.01s
0.1s

E L
X I
T K
R E
E L
M Y
E
L
Y

Symbols

75%

0.70

6 5%

0.66
0.65

102
103
104

L
Y

8
3
6
,
5 10

6 0%

0.60

5 5%

0.55

5050

50%

0.50

5050
CHANCE

,
, /
=

<
>

4 5%

0.45

4 0%

0.40

0.35
0.33

106

3 0%

0.30

25%

0.25

2 0%

0.20

1 2 , 3 , 4 , 5 , 10
50

,
,
2 4 6 8 10 20 100

2,
4

5 10
3

0.375

107

105

10

0.625

U
N
L
I
K
E
L
Y

10
1,
2

4 8

xn
x
%
a
a:b, a / b,
b

(a,b)


AS
A
S

AS

109

-

1010

1 5%

0.16
0.15

V
E
R
Y

0.125
0.10

5%

0.05

1011

1 0%

1012

1000
billions

101

100

7 0%

3 5%

108

1,000,000s

100,000s

10,000s

1000s

100s

10s

1s

1000
millions

billions 100M 10M

Reference

1 .00
0.99

0.875

10B
trillions 100B

Place-Value Chart

millions

hundredtenthousands hundreds
thousands thousands

tens

ones

tenths hundredths thousandths

100%

0%

0.01
0. 0 0

E
X
T
R
E
M
E
L
Y

U
N
L
I
K
E
L
Y
U
N
L
I
K
E
L
Y

5
1

8
1

10

||

ABC
ABC
B

plus or positive
minus or negative
multiplied by
divided by
is equal to
is not equal to
is less than
is greater than
is less than or
equal to
is greater than
or equal to
n th power of x
square root of x
percent
ratio of a to b
or a divided by b
a
or the fraction
b
degree
ordered pair
line AS
line segment AS
ray AS
right angle
is perpendicular to
is parallel to
triangle ABC
angle ABC
angle B

20
1

01 0 0
IMPOSSIBLE
213

Reference
Latitude
and
Longitude

North Pole
90N

Meridians
(longitude)

Parallels
(latitude)

60N

30N

15N

60E

30E

45E

Equator

15E

15W

30W

60W

45W

Prime Meridian

45N

15S
30S
45S
60S
South Pole
90S

Point A is located at 30N latitude and

30E longitude.

Fraction-Stick and Decimal Number-Line Chart

1
4

2
4

3
4

1
1
2

1
2

1
3

1
3

1
4

1
4

1
5

214

0.2

1
5

1
6

0.3

1
4

1
5

1
6

1
1
7
7
1
1
1
8
8
8
1
1
1
9
9
9
1
1
1
10
10
10
1
1
1
1
12
12
12
12
1
1
1
1
1
16
16
16
16
16

0.1

1
4

1
5

1
6

0.0

1
3

1
6

1
7
1
8
1
9

1
7
1
8

1
16

0.4

1
10
1
12
1
16

1
9
1
10
1
12
1
16

0.5

1
6
1
7

1
8

1
9

1
12
1
16

1
6

1
7

1
10

1
5

1
7
1
8

1
9
1
10
1
12

1
16

0.6

1
16

1
9
1
10

1
12
1
16

0.7

1
10
1
12
1
16

0.8

1
12
1
16

1
16

0.9

1
8
1
9
1
10
1
12
1
16

1.0
Reference

Table of Decimal Equivalents for Fractions

Numerator
1

1.0

2.0

3.0

0.5

1.0

1.5

0.25

1.25

0.2

1.0

0.142857
0.625

0.8

9
10

10

1.6

6
7

2.3

Denominator

Reference

0.1

Date

Time

,/ Fact Triangles

Use with Lesson 1.3.

Activity Sheet 1

Date

Time

,/ Fact Triangles

Use with Lesson 1.3.

Activity Sheet 2

0.22
second

0.21

0.20

0.19

0.18

0.17

0.16

Time

0.15
0.14
0.13
0.12
0.11
0.10

Grab-It-Gauge

Date

0.09

Use with Lesson 2.5.

0.08
0.07

0.00 starting position

for contestant
Activity Sheet 3

0.22
second

0.21

0.20

0.19

0.18

0.17

0.16

0.15
0.14
0.13
0.12
0.11
0.10
0.09
0.08
0.07

starting position 0.00

for contestant

Date

Time

Polygon Capture Pieces

B
J

H
O

F
L

Use with Lesson 3.7.

Activity Sheet 4

Angles

Angles

Angles

Angles

Angles

Angles

Angles

Angles

Sides

Sides

Sides

Sides

Sides

Sides

Sides

Sides

Date

Time

Polygon Capture Property Cards (Front)

Title
There is
only one
right
angle.

There are
one or
more
right
angles.

All angles
are right
angles.

There are
no right
angles.

There is
at least one
acute
angle.

At least
one angle
is more
than 90.

All angles
are right
angles.

There are
no right
angles.

All opposite
sides are
parallel.

Only one
pair of
sides is
parallel.

There are
no parallel
sides.

All sides
are the
same
length.

All opposite
sides are
parallel.

Some
sides have
the same
length.

All opposite
sides have
the same
length.

Wild Card:
Pick your
own side
property.

Use with Lesson 3.7.

Activity Sheet 5

19

20

Name

18

Time

15

16

Slide Rule

17

Date

10

Score and fold along the

dashed line of the holder
so that the number lines
are on the outside.

2.

Cut along the solid lines.

1.

11 12

13

14

Assembly Instructions

Slider

13

12

11

10

Integer Holder

10

11

10

12

11

13

12

14

13

15

14

16

15

17

16

18

17

19

18

19

20

20

2
4
5

Use with Lesson 6.8.

20 19 18 17 16 15 14 13 12 11 10 9

Integer Holder

3
Fraction Holder

Holder

14

15

16

Fraction Slider
3

17

18

19

Integer Slider
20

20 19 18 17 16 15 14 13 12 11 10 9

Activity Sheet 6

Integer Slider
20

19

18

17

16

15

14

13

12

11

10

10

11

12

13

14

15

16

17

18

19

20