50 Fill-in Math Word Problems - Gr 4-6.pdf

8/9/2019 50 Fill-in Math Word Problems - Gr 4-6.pdf

http://slidepdf.com/reader/full/50-fill-in-math-word-problems-gr-4-6pdf 1/64

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES

GR ADES 4–6

BY BOB K RECH

50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources



Scholastic Inc. grants teachers permission to photocopy the activity sheets from this book for classroom use. No other

part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the

publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Edited by Joan Novelli

Cover and interior design by Holly Grundon

Interior illustrations by Mike Gordon and Mike Moran

ISBN-13: 978-0-439-51753-9 / ISBN-10: 0-439-51753-2

Copyright © 2006 by Bob Krech and Joan Novelli

All rights reserved.

Printed in the U.S.A.

Published by Scholastic Inc.

1 2 3 4 5 6 7 8 9 10 40 13 12 11 10 09 08 07

DedicationFor two fun kids: Andrew and Faith!




About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

What Are Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . 4

Why Use Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . . 4

Meeting the Math Standards . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Choosing Numbers and Checking Answers . . . . . . . . . . . . . . . . . 5

How to Use Fill-in Math Word Problems . . . . . . . . . . . . . . . . . . 6

Teaching Problem-Solving Skills:

The Fantastic Five-Step Process . . . . . . . . . . . . . . . . . . . . . . . . 6

Fill-in Math Word ProblemsNumber and Operations . . . 10

The Old Legend . . . . . . . . . . 11

Election Report . . . . . . . . . . 12

The Pie-Eating Contest . . . . . 13

Book Lover . . . . . . . . . . . . . 14

The Unusual Spell . . . . . . . . 15

Getting in Shape . . . . . . . . . 16

Buying a New Skateboard . . . 17

The Ice-Cream Sundae . . . . . 18

The Perfect Host . . . . . . . . . 19

Historical Site. . . . . . . . . . . 20

New Job. . . . . . . . . . . . . . . 21

Craft Sale . . . . . . . . . . . . . . 22

Mr. Travel Smart . . . . . . . . . 23

Souvenir Shopping . . . . . . . 24

Fixing Up the House . . . . . . 25

The Unusual Village . . . . . . . 26

Cleanliness . . . . . . . . . . . . . 27

Baseball Hitters . . . . . . . . . 28

Cruise Ship . . . . . . . . . . . . . 29

_______ball Season . . . . . . . 30

The Relatives’ Visit . . . . . . . 31

Organizing My Room . . . . . . 32

Uncle Joe’s Visit . . . . . . . . . 33

Going to the Movies. . . . . . . 34

Pizza and Video Games . . . . . 35

Measurement . . . . . . . . . . . 36

Science Fiction Movie. . . . . . 37

Olympic Report . . . . . . . . . . 38

The Trip . . . . . . . . . . . . . . . 39

Pet House. . . . . . . . . . . . . . 40

Classroom of the Future . . . . 41

The Apprentice . . . . . . . . . . 42

A Long Day at School. . . . . . 43

Magic Potion. . . . . . . . . . . . 44

Circus Strong Man . . . . . . . . 45

Special Salad . . . . . . . . . . . 46

Patterns and Algebra . . . . . 47

Getting Big. . . . . . . . . . . . . 48

Winner! . . . . . . . . . . . . . . . 49

Invasion. . . . . . . . . . . . . . . 50

Cool Stuff for Your Car . . . . . 51

A Scientific Lecture . . . . . . . 52

Geometry . . . . . . . . . . . . . 53

Birthday Cake . . . . . . . . . . . 54

New Desk . . . . . . . . . . . . . . 55

The Tower. . . . . . . . . . . . . . 56

Two Sandwiches . . . . . . . . . 57

Halloween Mask. . . . . . . . . . 58

Data Analysis and

Probability. . . . . . . . . . . . . 59

Plant Growth. . . . . . . . . . . . 60

Shopping for Sneakers . . . . . 61

Goal! . . . . . . . . . . . . . . . . . 62

The Fun Game. . . . . . . . . . . 63

The Cube . . . . . . . . . . . . . . 64

Contents




About This Book

When we learn to read, we learn to recognize the letters of the alphabet,

we practice letter-sound relationships, and we learn punctuation, but whatit’s all about is eventually being able to read text. A similar situation exists

in math. We learn how to recognize and write numerals, what the symbols mean,

numerical order, and operations like addition and subtraction, but what it’s all about is

what you can do with these skills––applying what you know to solve problems. Fill-in

math word problems provide some very interesting problems to solve.

What Are Fill-in MathWord Problems?

Afill-in math word problem is a funny math story

waiting to happen. Most of the word problem isalready supplied, except for a few key words and

numbers that have been removed and replaced with

blanks. It’s up to students to fill in those blanks with

missing nouns, verbs, and adjectives—just as they

would in other word games. The difference is that

this game is missing some numbers as well. When

your students supply the missing numbers along

with the words, you suddenly have a wacky math

word problem that’s fun to read and solve!

Why Use Fill-in Math WordProblems?

M ath word problems can provide a meaningful context for students to apply their

skills, but sometimes the problems can be a bit boring or dry. (Remember trying

to figure out when the two trains would pass each other?) That won’t happen with

fill-in math word problems. Students help create these problems, and once they get

the hang of the process, the resulting word problems become more and more wild,

interesting, and fun—all while providing good problem-solving practice with grade-

appropriate math skills and concepts. Have fun while doing math? Absolutely!

Meeting the Math Standards

T o make it easy to select stories that correspond to the math skills you are

teaching, this book is organized by content standards. The first 25 stories

correspond to the Number and Operations standard, the next 10 to the Measurement

standard, followed by five each for Patterns and Algebra, Geometry, and Data Analysis

and Probability. The stories within each section are arranged by level of concept

4




difficulty—for example, stories for Number and

Operations begin with addition and subtraction of

three- and four-digit numbers, followed by work with

money, one- and two-digit multiplication and division,

and fractions. The sections on algebra (including

patterns and finding a missing variable), geometry

(including shapes and symmetry), measurement, and

data analysis and probability (including graphing, range,

median, and mode) are similarly arranged. You can

follow the order in the book or select problems based on

concepts you are teaching at a given time.

Choosing Numbers and

Checking Answers

Some fill-in math word problems specify a range for

numbers—for example, Shopping for Sneakers

(page 61) invites children to fill in a one-digit number

other than zero or one. The Pie-Eating Contest (page

13) specifies three-digit numbers, while Buying a New

Skateboard (page 17) asks for a three-digit number

greater than 500 as well as one less than 500. Election

Report (page 12) asks for numbers with five to seven

digits. You may choose to let students fill in numbers

according to the directions in the stories as is, or you

can tighten the parameters to provide fordifferentiation of instruction, individualizing the

problems for students by using the number ranges that

make sense for them. (For example, instead of leaving

the direction at “a three-digit number,” you might

substitute “a three-digit number between 100 and

500”). However, keep in mind that leaving the number

size open-ended to some extent is an interesting option

and will provide information about students’ ability to

work with different-size numbers. There is no answer

key for fill-in math word problems, since answers will

vary depending on the numbers students supply to fill

in the blanks. You might set up a buddy system for

checking answers, or have students turn in their stories

for you to check.

Types of WordsDifferent kinds of words

are required to fill in the

blanks of the math problems.

Following are the main types

students will use. Review

them and consider posting the

descriptions and examples for

easy reference.

Adjectives: Words that

describe something, such as smelly, happy, fierce, silly , and

huge

Adverbs: Words that tell how

something is done, such as

quickly, sadly, sleepily, and

carefully

Exclamations: Words such as

ouch, yikes, wow, and oh

Nouns: Words that name a

person, place, or thing, such

as refrigerator, dog, book , and

sandwich. Sometimes plural

nouns are asked for. This

means more than one, such as

refrigerators, dogs, books, and

sandwiches.

Verbs: Action words like

run, catch, eat, and hop.Sometimes past-tense verbs

are asked for, such as ran,

caught, ate, and hopped .

5




How to Use Fill-in Math Word Problems

There are many ways to use fill-in math word problems in your classroom. Here are a

few suggestions for lesson formats:

Problem-Solving Partners: Have students pair up. Make copies of a fill-in math word

problem and distribute to one student in each pair. These students are the Readers.

Without revealing the title of the story (or the story), Readers ask their partners for the

missing words in the order they appear in the story (for example, “a plural noun,” “an

adjective,” “a two-digit number”) and fill in the appropriate blanks with responses. When

all the blanks are filled in, the Reader reads back the finished story. The resulting story

now contains a math word problem. Partners work together to solve the problem and then

share answers and strategies.

Class Problem Solvers: Choose a story and request the words or numbers in order

from the class (students can also take over this role). Fill in the appropriate blanks with

responses. When the story is complete, read it to the class. Have students take notes on

the numbers used and the question being asked (or write this information on the

chalkboard). Work together as a class to solve the problem.

Class Copies: After completing a story with class responses, make copies of the

finished story for each student. Have students read the problem and solve it on their

own. Write answers and solution strategies on the chalkboard and discuss.

Teaching Problem-Solving Skills: The FantasticFive-Step Process

P roblem solving is the first process standard listed in the NCTM Principles and

Standards for Mathematics Teaching 2000. The accompanying statement reads

“Problem solving should be the central focus of all mathematics instruction and an

integral part of all mathematical activity.” In other words, in mathematics, problem

solving is what it’s all about!

What do you do when you first encounter a math word problem? This is what we

need to help students deal with. We need to help them develop a process that they can

use effectively to solve any type of math word problem. Word problems often intimidate

students because there may be a lot of information, what is there is embedded in text,

and, unlike a regular equation, it is not always clear exactly what you are supposed to

do. When using fill-in math word problems, you may want to take some time to teach

students how to use the Fantastic Five-Step Process to problem solve.

6




The Fantastic Five-Step Process helps students approach problem solving in a logical,

systematic way. No matter what type of problem students encounter, these five steps will

help them through it. Learning and using the five steps will help students organize their

interpretation and thinking about the problem. This is the key to good problem

solving––organizing for action. The best way to help students understand the process is to

demonstrate it as you work through a problem on the chalkboard or overhead. Make a copy

of the graphic organizer on page 9. You can enlarge this to poster size, or provide each

student with a copy to follow along as you take them through an introductory lesson.

Step 1: What Do I Know?

Begin by writing this problem on the board or overhead:

Zig just turned 13 and wants to make Cashew Crunch Cake

for his birthday party. He bought 13 boxes of Cousin Cookie’s Crunchy

Cashews. Each box has 10 cashews in it. The cake recipe calls for 113

cashews. Does Zig have enough cashews to make the cake?

Ask students to read the problem carefully. Ask: “What are the facts?” Have students

volunteer these orally. Write them on the chalkboard—for example:

Zig is 13 years old.

Zig bought 13 boxes of cashews.

Each box has 10 cashews in it.

Zig needs 113 cashews to make the cake.

Encourage students to write down the facts themselves. This will help them focus on

what’s important while looking for ways to put it in a more accessible form. Ask: “Can

we arrange the facts in a way that will help us understand the problem?” For example, it

might be good to draw a picture of what we know, put it in a list, or make a table.

Sometimes it’s helpful to arrange numbers from lowest to highest or highest to lowest,

especially when making comparisons.

Step 2: What Do I Want to Know?

What is the question in the problem? What are we trying to find out? It’s a good idea to

have students state the question and also determine how the answer will be labeled. For

example, if the answer is 72, 72 what? 72 cats? 72 coins? In this problem we want to

know if Zig has enough cashews to make the cake. We know he needs 113. We know hehas 13 boxes of 10, but is that at least 113?

7




Step 3: What Can I Eliminate?

Once we know what we are trying to find out, we can decide what is

unimportant. You may need all the information, but often there is extrainformation that can be put aside to help focus on the facts. For example, we

can eliminate the fact that Zig is 13 years old. We’re left with the following:

Zig has 13 boxes of cashews.

Each box has 10 cashews in it.

Zig needs 113 cashews.

Step 4: Choose a Strategy or Action and Solve.

Is there an action in the story—for example, is something being “taken away”

or is something being “shared” that will help decide on an operation or a way

to solve the problem? We have to find out if Zig has enough cashews. Weknow he has some, but how many? In order to know this, we have to find out

if 10 boxes of 13 cashews is at least 113. We need to multiply the 13 boxes by

10 cashews in each, and compare the resulting product to 113. When we do

the multiplication, we find that 10 x 13 = 130, which is more than 113, and

so the answer is yes, Zig does have enough cashews.

Step 5: Does My Answer Make Sense?

Reread the problem. Look at the answer. Is it reasonable? Is it a sensible

answer given what we know? The answer does make sense. A quick estimate

using the basic fact of 10 x 10 helps us know that our answer of 130 is in theright range. To check a little further, we know that 10 x 10 =100, and recall

that there are actually 13 boxes, so 3 extra boxes of 10 cashews (3 x 10)

makes 30 more, and 100 + 30 = 130. This is the answer we got when we

multiplied, so using this other strategy of breaking the number apart and then

adding confirms that our answer is correct.

Try a couple of sample word problems using this “talk through” format with

students. You might invite students to try the problem themselves first and

then review step-by-step together, sharing solutions to see if all steps were

considered and the solutions are in fact correct. Practicing the process in this

way helps make it part of a student’s way of thinking mathematically.

8




Name Date

The FantasticFive-Step Process

1 . W

h a t d o I K N

O W ?

2 .

W h a t d o I W A N T

T O K N O W ?

3 .

W h a t c a n I E L

I M I N A T E ?

4 .

C h

o o s e a S T R A T E G Y

o r

A C T I O N

a n d S O

L V E

.

5. D o e s m

y a n s w e

r

M A K E

S E N S E ?




10

Tips for Teaching With This Section

Share the following reminders with students to assist them in comparing performing

operations (including with multiple addends) on large numbers in their stories.

h Use commas in numbers with four or more digits to keep all those digits organized.

h When comparing numbers—for example, to see which one is greater—write down

the numbers one on top of the other, with the digits aligned, in order to make an

accurate visual comparison.

h When performing operations (addition, subtraction, multiplication, and division), align

digits properly to avoid mistakes in computation.

h When solving equations, check the final answer and ask yourself if it makes sense. (For more problem-

solving strategies, see pages 7–8.) To do a good number-sense check, round the numbers in question

to get a good, reasonable estimate of what the answer should be. This provides a point of comparison to

determine whether the actual answer does indeed make sense.

23,180

10,175

99,868

+ 1 1, 74 9

Number and Operations The fill-in math word problems in this section include math content that supports the math

standards for number and operations across grades 4–6 (based on Principles and Standards for

School Mathematics from the National Council of Teachers of Mathematics) and are organized toaccommodate the range of levels you would find in your class. As students complete the blanks in

each story, they will build and solve word problems that provide practice in the following areas:

Understand numbers, ways of representing numbers, relationships among numbers, and number

systems

h place-value structure of the base-ten number system

h represent and compare whole numbers and decimals

h recognize equivalent representations for the same number; decompose and compose numbers

h develop understanding of fractions as parts of a whole and parts of a collection

Understand meanings of operations and how they relate to one another

h multiply and divide whole numbersh use relationships between operations (such as division as the inverse of multiplication) to solve problems

h understand properties of operations (such as the distributivity of multiplication over addition)

h understand the meaning and effects of arithmetic operations with fractions, decimals, and integers

h use the associative and commutative properties of addition and multiplication and the distributive property of

multiplication over addition to simplify computations

Compute fluently and make reasonable estimatesh basic number combinations for multiplication and division

h adding, subtracting, multiplying, and dividing whole numbers

h estimate the results of whole-number computations; judge the reasonableness of such resultsh estimate computations involving fractions and decimals in situations relevant to students’ experience

h use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and

decimals

Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org




Name Date

11

Question:

Number andOperations

Comparing Numbers

Which room has the most treasure? ___________________________

The Old Legend

An old legend tells of the Cave of . The cave

was and . There were

three secret rooms in the cave. The legend says each room was

filled with beautiful, sparkling , a rare

treasure. The first room had , the second

room had , and the third room had

. No one has ever been in any of these rooms

because of the legend. The legend says if anyone enters the cave, his

or her will

. And no one wants that!(adverb)

(verb)(body part)

(four-digit number)

(four-digit number)

(four-digit number)

(plural noun)

(adjective)(adjective)

(name of student in the class)


Comparing Numbers




Name Date

Who finished in second place? ___________________________

Here’s your up-to-the-minute

election report! It has been a very

election, but

the results are in. In the race for

,

has votes, while

has . The third

candidate, , has

votes. The three candidates have all spent more than

on this race.(plural noun)(seven-digit number)

(different six-digit number)(name of student in the class)

(six-digit number)(name of student in the class)

(five-digit number)(name of student in the class)

(occupation)

(adjective)

Question:

12


Comparing Numbers

Election Report




Name Date

13

Question: How many pies did they eat altogether? _________________

Number andOperationsThree-Digit Addition

The Annual

County Fair just

had its pie-eating contest. The favorite pie

was, of course, pie.

ate

pies. She used her

to eat with, but that’s actually legal. Her

competitor, , ate

. He ate while sitting on a

. He says it helps his digestion.(noun)

(three-digit number)

(name of famous man)(adjective)

(body part)


(name of famous woman)

(noun)

(place)

(ordinal number)

The Pie-Eating Contest




Name Date

Question:

14

Number andOperationsFour-Digit Addition

How many pages did you read this weekend? _______________

Book LoverI love books! When I’m not reading books, I can usually

be found them. I like a glass of

when I’m reading and a little

to munch on. This weekend I read a

new book,“The Mystery of the

.”It had pages. That

was really ! I also read “The Beginner’s Guide

to .” That had

pages.(four-digit number)

(plural noun)(verb ending in - ing )

(adjective)

(four-digit number)(noun)

(adjective)

(noun)

(liquid)

(verb ending in - ing )




Name Date

15

Question: How many years did she sleep altogether? _______________


Three Addends

There once was a sorcerer who always wore a pointed

on his head. His name was , and he lived in a

high above . He cast a

spell on because she would not marry his

. She slept for years.

She was awakened by the kiss of a prince,

. Unfortunately, the sorcerer found out and put

her to sleep again for more years. Luckily, the prince

found her once more and kissed her again. She woke up briefly, but

then she fell right back asleep for more years

because she watched too much of .(television show)

(two-digit number)


(name of boy in the class)

(adjective)

(three-digit number)(noun)

(name of girl in the class)

(place)(noun)


(noun)

The Unusual Spell




Name Date

Question:

16


Three Addends

How many pounds should you lift a day? __________________

If you want to get in

shape, you must exercise every

. Eat plenty of fresh

and drink lots of

.

glasses a day is good to start. Lifting

is very for you also.You should lift

pounds in the morning,

in the afternoon, and

pounds right before bed.You should sleep like a

after that.(noun)

(five-digit number)(five-digit number)

(five-digit number)

(adjective)

(plural noun)

(number)(liquid)

(plural noun)

(time measurement)

(adjective)

Getting in Shape




Name Date

17

Question:


Three-Digit

Subtraction

Buying a New Skateboard

How much will the skateboard cost you? ___________________

There are lots of

skateboards out there.You want to make

sure you get one with wheels made of

so you will go

. The deck should be

made of , and the coolest colors are

and . This means

you need a new model. It sells for

dollars, but since you are so

, you get a discount of

dollars.

(three-digit number less than 500)(adjective)

(three-digit number greater than 500)


(color)(color)

(substance)

(adverb)

(plural noun)

(adjective)




Name Date

Question:

18


Four-Digit

Subtraction

Our favorite place to go for an ice-

cream sundae is ’s

Ice-Cream Emporium and

Store. This store

has every flavor including . When I order

mine I get scoops of

ice cream. I like to put on top and

nuts, too. The clerk had

nuts, in the container, and he put

on mine. It was !

I had to eat it with a .(noun)

(adjective)(four-digit number less than 2,000)

(four-digit number greater than 3,000)

(noun)

(plural noun)

(noun)(one-digit number)

(noun)

(noun)

(name of teacher)

How many nuts did the clerk have left in the container?

______________________

The Ice-Cream Sundae




Name Date

19

Question:

Number andOperationsThree-Digit Addition

and Subtraction

When you have guests over, you want to make a

impression. For example, when you

your guests, be sure to shake their

.You may want to offer

your guests some snacks, too.

crackers and -flavored

pretzels are good choices. Plan on snacks

before dinner and after dinner. This will help

your guests be very . If you use this plan, you

usually have about left over for next time.(three-digit number less than 500)

(adjective)


(three-digit number greater than 500)

(noun)(noun)

(adjective)

(adverb)(body part, plural)

(verb)

(adjective)

How many snacks will your guests eat? _____________________

The Perfect Host




Name Date

Question:

20

Number andOperationsFour-Digit Addition

and Subtraction

You will surely enjoy visiting the historic

mansion. It was built in

out of . One very

interesting feature of the house is the windows, because they are

made of . This makes the mansion look very

. There were originally

windows on the first floor and on the

second floor. When the mansion was renovated, however,

windows were covered over with

.(plural noun)

(four-digit number less than 2,000)


(four-digit number)(adjective)

(plural noun)

(plural noun)(year)

(first and last name of person in the class)

Historical Site

How many windows does the mansion have now? ___________




Name Date

21

Question:


Addition

With Money

I just got a great new job! I am

going to for

a big New York company. I have

my own

and a desk made out of 100-percent

. I got paid dollars

and cents for my first week of work.

I also worked on Saturday, so I got an extra

dollars and cents. My boss, ,

said that I’m the most employee the company

has ever seen.

(adjective)

(name of famous person)(two-digit number)


(two-digit number)

(three-digit number)(substance)

(noun)

(adjective)

(verb)

New Job

How much money have you made so far? __________________




Name Date

Question:

22


Addition

With Money

Craft Sale

How much did you spend? _______________________________

I got up at and went to the

City Craft Fair. It is so .

I bought a made out of clay for

dollars and cents.

The lady who sold it to me said it was probably made by

. I also got a

made from

real .

That cost me

dollars and

cents.

(two-digit number)


(plural noun)

(noun)

(adjective)(famous historical figure)

(two-digit number)(three-digit number)

(noun)

(adjective)(first name of student in the class)

(time)




Name Date

23

Question:


Subtraction

With Money

Mr. Travel Smart here with some advice: When traveling to places

such as , make sure you bring

, and plenty of money.

dollars is a good amount.You might

want to travel by . That will cost

dollars and cents

round trip. When you get there, you will want to stay in a

hotel. Make sure it has a

in every room. That will cost

dollars a night.(three-digit number)

(noun)

(adjective)

(two-digit number)(three-digit number)

(noun)


(plural noun)(adjective)

(place)

Mr. Travel Smart

How much money would you have left if you

stayed for one night? ___________________________________




Name Date

Question:

24


Subtraction

With Money

went to and bought

a souvenir to help her remember the trip. She looked at the

, but they were too and

expensive. She had only dollars. She also

thought about the , but they would be hard

to carry home. She finally decided on a

miniature that cost only

dollars and cents. She was so happy, she

all the way home.(adverb)(past-tense verb)

(two-digit number)

(three-digit number)(noun)

(adjective)

(plural noun)

(four-digit number)

(adjective)(plural noun)

(place)(name of girl in the class)

Souvenir Shopping

How much money did she have left? ______________________




Name Date

25

Question:


Addition and Subtraction

With Money

Mr. knew it was time to fix up the house

when came pouring in

through the roof during the last storm. He

knew it would be a

job. He bought a bag of

for

dollars. He also bought a new

to hammer them in with.That cost

dollars. When he was finished, he was able to

sell some of the building material he had left over to his neighbor,

, for dollars.(three-digit number)(name of girl in the class)

(four-digit number)

(noun)

(four-digit number)

(plural noun)

(adjective)

(plural noun)


Fixing Up the House

How much money did he end up spending on the roof?

________________________________________________________




Name Date

Question:

26


One-Digit

Multiplication

There is an unusual village called ville. It is

north of and west of .

The people there live in houses made of

and . Each family has a house, and each

family has people. They are well known

for making out of marble. There are

houses in the village. King

recently wanted to find out how many

people live in the village.


(one-digit number greater than 1)

(plural noun)


(plural noun)

(plural noun)

(place)(place)


The Unusual Village

How many people live in the village? _____________________




Name Date

27

Question:


One-Digit

Multiplication

It is very important to keep your teeth clean, especially

since you have only of them.

You know you look better when they are

and

.You should brush

them every day with

, using a

sturdy . In fact, you should do this

times a day. If you do this, people will

see you and say,“ !”(exclamation)


(noun)

(substance)

(adjective)

(adjective)


Cleanliness

How many times should you brush your teeth every week?

_______________________________________________________




Name Date

Question:

28


Two-Digit by One-Digit

Multiplication

The New York have some really

hitters. In the first week of this season,

got hits using his

famous bat. came

back from a broken to get the same number

of hits. Surprisingly, also got that number

of hits. This terrific trio did this weeks in

a row.


(name of a teacher)

(body part)

(name of girl in the class)(noun)

(two-digit number less than 30)(name of boy in the class)

(adjective)

(plural noun)

Baseball Hitters

Question: How many hits did they get altogether? ___________________




Name Date

29

Question:


Two-Digit by One-Digit

Multiplication

Welcome aboard the cruise ship

. We know you will have a

time. Our two pools are filled with crystal

clear and heated to a comfortable

degrees.You will no doubt enjoy our

beautiful dining rooms. Each dining room

has seats, so we have plenty of room.

We serve baked and broiled

every day. It’s all you can

at every meal.(verb)

(plural noun)

(plural noun)

(two-digit number)

(two-digit number)

(two-digit number)

(liquid)

(adjective)

(noun)

(adjective)

Cruise Ship

How many people can sit in the dining rooms altogether?

________________________________________________________




Name Date

Question:

30


Two-Digit by Two-Digit

Multiplication

ball Season

How many hits does our hero have so far? _________________

The

are off

to a start.

slugger

is really

hitting the old .

For the last two weeks, the team

has played every day, and in

each game our hero has hit

times.(two-digit number)

(noun)


(adjective)

(adjective)

(plural noun)

(name of city)

(noun)




Name Date

31

Question:

Number andOperationsOne-Digit Division

We are going to have a lot of fun because my relatives are coming

to visit from . They usually take a

to get here and stay for about

days. There is my uncle ,

my aunt , and my three cousins:

, , and

. I’m baking my famous

muffins for them, which I make with

fresh topped with chocolate-covered

. I’m making .(two-digit number ending in zero)(plural noun)

(plural noun)

(noun)

(adjective)(name of girl in the class)

(name of girl in the class)(name of girl in the class)


(name of boy in the class)(two-digit number)

(noun)

(place)

The Relatives’ Visit

How many muffins can you give each relative

and have none left over? _________________________________




Name Date

Question:

32

Number andOperationsOne-Digit Division

My mom made me clean up my room, just because I left my

on the floor and didn’t put away my

. It took

hours. First, I

the carpet, and then I my bed. Then, I

put away my . I found

of them. They had

to be put evenly into two drawers.

(two-digit even number)

(plural noun)

(past-tense verb)

(past-tense verb)(adjective)

(two-digit number)(noun)

(plural noun)

Organizing My Room

How many did you put in each drawer? ___________________




Name Date

33

Question:

Number andOperationsTwo-Digit Division

Uncle Joe came all the way from to visit.

He had to take a to get here. He is very rich

and very . He has lots of money because he

owns a company that makes . My brothers,

and , as well as my

sisters, and , were just

as happy as I was to see Uncle Joe. He always gives us a present.

Last time it was . That

was so cool! This time he gave us

! He said each of us

had to pick a friend and then share the gifts evenly among all of us.


(plural noun)(three-digit number)

(name of girl in the class)(name of girl in the class)

(name of boy in the class)(name of boy in the class)

(plural noun)

(adjective)

(noun)

(place)

Uncle Joe’s Visit

How many of the gifts should each of you get? _____________

(three-digit number with zero in the tens place andzero in the ones place)




Name Date

Question:

34

Number andOperationsFractions of a Set

I went with my friends to see that cool new movie,

“I Married a Teenage .” I went there

with , , and

. At the snack bar I bought a large cup

of to drink. It cost

dollars. I also bought a bag of 24

chocolate

candy and shared it evenly with

my friends.

(plural noun)

(one-digit number)(liquid)

(name of teacher in the school)

(name of boy in the class)(name of girl in the class)

(noun)

Going to the Movies

What fraction of the bag did you get? _____________________

How many pieces of candy did you get? ___________________




Name Date

35

Question:


Fractions of a Whole

We are having pizza from

’s Pizzeria

tonight. I love their pizza. It is

so !

I like to get it with

and

on top.

They cut it into 24 slices. I have

friends coming over to share the pizza with me.We are going to

play a new video game, Super !(name of person in the class)

(one-digit odd number greater than 1 and less than 9)

(plural noun)

(plural noun)

(adjective)

(name of person in the class)

Pizza and Video Games

If we divide the pizza evenly, what fraction of the pizza

will you get? _________________________

P I Z ZA,

P L EA S E!




36


The problems in this section emphasize an understanding of how to combine various standard measurement

units such as pints, quarts, inches, ounces, and other common measurements. It’s probably not necessary to

have measuring tools such as scales and rulers for everyone, but you may want to have one or two appropriate

tools to use for demonstrations and to enable students to prove that their answers are correct. It’s also helpful

when students are working on these problems to supply them with individual measurement reference charts

showing names of units of measure, abbreviations, and equivalencies. Or, display a poster containing this

information for reference.

Don’t forget, time is very much at home in a study of measurement. Help students understand how withtime measurements, they can’t just add the numbers together and get a sensible answer. For example, if we say

John started violin practice at 7:25 on Thursday and practiced for one hour and 45 minutes, to figure out when

he finished we can’t simply add those numbers, or we would get 8:70! There is no such time. Remind students

that with measurements of time, once they have sixty minutes, they need to convert to an hour, very similar to

regrouping tens and ones when adding.

Measurement The fill-in math word problems in this section include math content that

supports the math standards for measurement across grades 4–6 (based

on the Principles and Standards for School Mathematics from the NationalCouncil of Teachers of Mathematics) and are organized to accommodate

the range of levels you would find in your class. As students complete the

blanks in each story, they will build and solve word problems that provide

practice in the following areas:

Understand measurable attributes of objects and the units, systems, and

processes of measurementh length, area, weight, volume, and size of angle

h measure with standard unitsh carry out simple unit conversions

Apply appropriate techniques, tools, and formulas to determine

measurementsh estimate the perimeter, areas, and volumes of regular and irregular shapes

h measure length, area, volume, weight, time, temperature, and the size of angles

h select and use benchmarks to estimate measurements

Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000);

my.nctm.org




Name Date

37

Question:

MeasurementLinear Measurement

What is the grasshopper’s length in meters?_______________

Have you seen the new movie,

“Return of the ?”There is a

giant grasshopper in it that attacks . I was so

excited, I ate bags of .

The grasshopper was originally only

centimeters long, but then this mad scientist, Dr.

, gave the grasshopper

a growth ray. The grasshopper became ten times longer.


(two-digit number)

(name of food)(number greater than 1)

(place)

(noun)

(adjective)

Science Fiction Movie




Name Date

Question:

38


Welcome back, sports fans, to Olympic Report! I’m your host,

, broadcasting

from high atop the Mountains in

. We just had an

amazing record set in the throw.

threw and

inches on his first throw. On his second

throw he threw and

inches. Added together these throws set a new world record!

(fraction)(one-digit number)

(fraction)

(one-digit number)(name of male teacher)

(object)

(place)(adjective)

(adjective)

(noun)(first name of student in the class)

Olympic Report

What is the new world record? ___________________________




Name Date

39

Question:


We are leaving today on a trip

to ville.

I hear they have lots of

there.

I can’t wait to see them! Our

travel agent said we have to

take a bus for inches. Then we take a boat

for feet. Finally, we get on a plane and go

yards. Then we’re there! It’s a great place for

like us to go!(type of insect, plural)



(two-digit number)

(plural noun)

(name of food)

The Trip

How far is the whole trip there and back? ________________




Name Date

Question:

40

MeasurementPerimeter

I am building a new house for my

pet ,

. He is

very and

, so I really

want to make him a new house.

I am making it out of . The house will have

three sides. One side will be centimeters

long. The other two sides will each be

centimeters long.

(two-digit number less than 30)

(two-digit number between 30 and 50)

(plural noun)

(adjective)

(adjective)

(name)

(name of animal)

What will be the perimeter of your pet’s new house?

____________________

Pet House




Name Date

41

Question:

MeasurementArea

The Classroom of the Future

will be very exciting and

. There will

not be books. Instead students will

get information from

. There will

be no pencils. Instead students will write with

. The ideal Classroom of the Future will have

a large chalkboard made of . It will be

yards long and yards

wide.

(two-digit number)(two-digit number)

(noun)

(plural noun)

(plural noun)

(adjective)

What will be the area of the board? _______________________

Classroom of the Future




Name Date

Question:

42

MeasurementTime

Good morning! Today you will begin your new job as apprentice

for .You will start the

day by meeting with the for

minutes. Then you will work on filing your

in your office for

hours. Have lunch for

minutes in the .

After lunch, write a report on . This will take

about hours. Then you can go home.(one-digit number greater than 1)

(plural noun)

(type of room)(two-digit number)


(adjective)(plural noun)

(two-digit number)

(plural noun)

(name of famous person)(job)

How much time will you spend at your new job? ___________

The Apprentice




Name Date

43

Question:

MeasurementElapsed Time

spends a lot of time in classes. He has

Mathematics of from A.M.

until noon. Then he has History of from noon

until P.M. Finally, he has Scientific

Investigation of for an hour and a half.(plural noun)

(time)

(plural noun)

(time)(plural noun)


How much time does he spend in classes? ________________

A Long Day at School




Name Date

Question:

44

MeasurementLiquid Measurement

Dr. here, magician

extraordinaire! Today I’ll be teaching you how to make my most

potion—the one that changes people into

. First, you must take a

and pour in cups of

. Then, add

quarts of . Now stir with a

. Finally, add a gallon of

. Ready to serve!(liquid)(color)

(noun)

(liquid)

(one-digit number greater than 1)(liquid)


(container)(plural noun)

(adjective)

(noun)(first name of girl in the class)

How much potion will these directions make? _____________

Magic Potion




Name Date

45

Question:

MeasurementWeight

How much will he lift? ___________________________________

Circus Strong ManLadies and gentlemen, welcome to the

Brothers Circus!

In the center ring today, we have the

strong man,

. He will lift a

weighing

tons. On top of that

he will place a

weighing pounds. And finally, he will place a

weighing

ounces on the very top!(two-digit number)

(noun)(adjective)


(noun)(adjective)

(one-digit number greater than zero)

(noun)


(adjective)

(adjective)




Name Date

Question:

46

MeasurementWeight

How much will the special salad weigh? _________________

Special SaladWe are having a lot of guests over tonight to celebrate

. We will all wear , of

course, and say,“ !”to anyone who comes to

the door. We are also going to make a special salad for dinner. The

recipe says to put in grams of

and then add

kilograms of . Finally, you top it off with

grams of .(plural noun)(four-digit number)

(name of food)

(one-digit number greater than 1)(name of food)


(expression)

(type of clothing, plural)(special event or holiday)




47


Finding patterns helps students make predictions

about what comes next. When working on

problems that involve patterns and algebra,

students will find using lists and tables helpful for

organizing information. Review the followingstrategies and examples as students work on

stories in this section:

h Organize numbers in rows, columns, or streams

that are near each other so that you can easily

detect relationships between the numbers. For

example, let’s say you make three two-point

baskets in your first basketball game of the

season, and double that number in the next

game. In each of the next three games, you

double the number of baskets from the previous

game. How many points will you have scored after

five games? To figure out the answer, you couldorganize the data like this:

Game Baskets Points

1 3 6

2 6 12

3 12 24

4 24 48

5 48 96

If someone asked how many points you might

score in game 6, we could answer 192 because

we’ve seen the relationship between the number of

baskets and the number of points. Using algebra,

( n x 2) x 2 = points scored. This is a growing pattern,where the numbers increase.

h A table or chart with labels is also helpful for

arranging and keeping track of information about

patterns that repeat, too, as with the teacher who

wears blue sneakers on odd days and red

sneakers on even days. To find out what color

sneakers this teacher will be wearing on Thursday

if Monday is March 10, you might make a chart

like this:

Date Color

Mon. 3/10 red

Tues. 3/11 blueWed. 3/12 red

Thurs. 3/13 blue

(answer = blue, because Thursday would be

March 13, which is an odd numbered day).

Patterns and Algebra The fill-in math word problems in this section include math content that supports the math

standards for algebra across grades 4–6 (based on the Principles and Standards for School

Mathematics from the National Council of Teachers of Mathematics) and are organized toaccommodate the range of levels you would find in your class. As students complete the

blanks in each story, they will build and solve word problems that provide practice in the

following areas:

Understand patterns, relations, and functions

h describe, extend, and make generalizations about geometric and numeric patterns

h represent and analyze patterns and functions

Represent and analyze mathematical situations and structures using algebraic symbolsh use commutativity, associativity, and distributivity to compute with whole numbers

h represent the idea of a variable as an unknown quantity and solve for that variable

h express mathematical relationships using equations





Name Date

Question:

48

Patternsand Algebra

Patterns

My pet is getting

big. I named him

because he’s very .

I’ve had my pet three years now. The

first year I had him, I gave him

ounces of

every day. After

one year, he was inches. Now I give him

twice as much food, and he has grown three times larger!

(two-digit number)

(name of food)

(two-digit number)

(adjective)

(name of famous male person)

(noun)

How much do you feed him now? _______________________

How big is he now? ____________________________________

Getting Big




Name Date

was feeling

pretty ! He won

the big prize for

the most . The

prize was one hundred dollars! Well, the first week he spent half of

it on a new . Of course, he needed some

for it, so he spent half of what was left the

second week. Then the third week he spent half of that on a trading

card of .(name of famous person)

(plural noun)

(noun)

(plural noun)

(verb ending in - ing )

(adjective)

(last name of famous person)

(first name of boy in the class)

49

Patternsand Algebra

Patterns

Question: If he keeps going like this, how much money will he have

left at the end of the fourth week? _____________________

Winner!




Name Date

Question:

50

Patternsand Algebra

Finding a

Missing Variable

If there was an equal number of aliens in each ship, how

many did each ship carry? _____________________________

Flash! It appears there is a stuffed

invasion!

Don’t panic! Just get some

and spray

it on them. We think this makes

them and get

. They arrived in spaceships that were shaped

like . There were

spaceships. When the spaceships emptied out, there were

aliens.

(one-digit even number other than 6 or 8)(plural noun)

(adjective)

(verb)

(liquid)

(name of animal)

Invasion

(three-digit number with an even numberin the hundreds place and zeros in both the

tens and ones place)




Name Date

51

Question:

Patternsand Algebra

Finding a

Missing Variable

I really wanted to buy a new for my car.

They look so cool up on the hood, but they cost so much! I went to

’s Department Store. The thing cost

dollars if you want a good one made of

.You can get cheaper ones made of

for dollars, but who

wants that? All I had was dollars, but guess

what? My brother, , came along and loaned

me the rest to buy the good one. He is so !(adjective)

(name)


(three-digit number)(substance)

(substance)

(four-digit number)


(noun)

How much did he give me? _____________________________

Cool Stuff for Your Car




Name Date

Question:

52

Patternsand Algebra

Finding a

Missing Variable

Dr. was giving a

lecture at College. Her topic was “Measuring

the Speed of .”She was very happy to be

asked to speak at such a place.“First,”she

said,“you must use a to measure with. It

must be and made of .”

She demonstrated measuring one in front of the students. She

found that it was inches long.“I now

know that the maximum speed would be 1,000 m.p.h. I simply

multiply the length by the speed factor X.”

(two-digit even number less than 12)


(noun)

(adjective)

(plural noun)

(noun)

(noun)(first name of girl in the class)

A Scientific Lecture

What is X? __________________________________________




53


As students work to solve the problems in this section, consider the following strategies:

h Students will benefit from having reference charts available, either personal sheets or large charts containing

shape names and information (including diagrams).

h Make students aware that people who work with geometric ideas, such as architects and designers (as well

as mathematicians), are always writing and drawing as they solve problems. Encourage students to recognize

that trying to solve a problem in their head can lead them to lose track of some of the requirements or data.

Drawing a picture and recording information are always a good idea. (For more problem-solving strategies,

see pages 7–8.)

h Use of manipulatives, such as pattern blocks and attribute blocks, is also helpful for students who have

difficulty visualizing combinations of shapes that might be required to solve some of these problems.

Another useful manipulative both in measurement (with perimeter and area) and working on geometric-

based problems is a geoboard and rubber bands. Students can follow the problem and create the shapes as

they process the facts in each problem.

Geometry The fill-in math word problems in this section include math content that supports the

math standards for geometry across grades 4–6 (based on the Principles and Standards

for School Mathematics from the National Council of Teachers of Mathematics) and areorganized to accommodate the range of levels you would find in your class. As students

complete the blanks in each story, they will build and solve word problems that provide

practice in the following areas:

Analyze characteristics and properties of two- and three-dimensional geometric shapes

and develop mathematical arguments about geometric relationshipsh properties of two- and three-dimensional shapes

h subdividing, combining, and transforming shapes

h congruence and similarity

Apply transformations and use symmetry to analyze mathematical situationsh sliding, flipping, and turning two-dimensional shapes

h symmetry in two- and three-dimensional shapes and designs

Use visualization, spatial reasoning, and geometric modeling to solve problemsh build and draw geometric objects

h create and describe mental images of objects, patterns, and pathsh create two-dimensional representations of three-dimensional objects

h use geometric models to solve problems





Name Date

Question:

54

GeometryTriangles

Baking a birthday cake is not .

You will need plenty of ,

, and

gallons

of .You

will also need a three-sided

pan to mix these ingredients

in. Each side of the pan should be inches

long. The pan should be inches deep.(one-digit number greater than 1)


(liquid)


(plural noun)

(plural noun)

(adjective)

What type of triangle is the bottom of the pan?

____________________

Draw it.

Birthday Cake




Name Date

55

Question:

GeometryQuadrilaterals

My woodshop teacher, Mr.

, said I could

make my own desk. It will be made

of and

. It will

have room inside for all my

. The top will have two sides that are

feet long. The other two sides will be

feet long.(one-digit number greater than 1)


(plural noun)

(substance)

(substance)

(plural noun)

What shape will the top of my new desk be?

_________________________

New Desk




Name Date

Question:

56

GeometryCombining

Geometric Shapes

What does the tower look like? Draw it.

Well-known architect

is finishing up plans for her

newest design, the Tower of .

She is well known for her earlier design of the

famous Shopping Mall.

Her tower drawing shows a base made up of

quadrilaterals.

On top of that will be

isosceles

triangles. At the very top is a scalene triangle.



(name of teacher)

(plural noun)

(animal)

(first name of girl in the class)

The Tower




Name Date

57

Question:

GeometryCongruence

and Similarity

Are the sandwiches congruent and/or similar? Why?

Bert and Bart are making

and

sandwiches

on bread.

Bert made his sandwich so that it

had two sides that were each

inches long and two sides that were

each inches long. Bart made his

sandwich so that two sides were each

inches long and two sides were each

inches long. They put on top.(name of food)





(color)

(name of food)

(name of food)

Two Sandwiches




Name Date

Question:

58

GeometryShapes and Symmetry

My Halloween mask this year is going to be really

. I’m going to make it out of

and . People will see it

and say,“ !”It will have two eyes shaped like

. The nose will be a .

The mouth will be a trapezoid, the longest side of which will be

inches. When I put it on, I will look a

lot like .(name of famous person)


(type of quadrilateral)(type of polygon, plural)

(exclamation)

(substance)(substance)

(adjective)

Halloween Mask

What does the mask look like? Draw the mask and a line

of symmetry through it.




59


As students work on problems with data in this section, remind them to keep the following

strategies in mind:

h Make a list or table to organize information or data from the word problem. (For more problem-solving

strategies, see pages 7–8.) This makes it easier to compare, arrange, and think about the facts.

h Labeling data with units or word labels helps keep things organized and the numbers meaningful. If the

problem talks about cats and dogs, label the numbers that appear as either being cats or dogs. When

students write “naked numbers” on a page, they can easily forget what those numbers stand for.

h Use tables and lists for probability problems, too. Try organizing the data as it appears by writing it down in list or

table form. Also, think about how you can use numbers such as fractions to represent probabilities. For example,

if there are four red marbles in a bag and one blue one, your chances of getting a blue marble can be described

as being 1/5 or one out of five. Once again, labeling helps keep the data straight in these problems.

Data Analysisand Probability

The fill-in math word problems in this section include math content that

supports the math standards for data analysis and probability across grades

4–6 (based on the Principles and Standards for School Mathematics from the

National Council of Teachers of Mathematics) and are organized to accommodate

the range of levels you would find in your class. As students complete the blanks

in each story, they will build and solve word problems that provide practice

in the following areas:

Formulate questions that can be addressed with data and collect, organize,and display relevant data to answer them

h represent data using tables and graphsh recognize the differences in representing categorical and numerical data

Select and use appropriate statistical methods to analyze data

h use measures of center (such as median)h compare different representations of the same data

Develop and evaluate inferences and predictions that are based on data

h propose and justify conclusions and predictions based on data

Understand and apply basic concepts of probabilityh describe events as likely or unlikely

h predict probability and test predictionsh understand that the measure of the likelihood of an event can be represented by a number

from 0 to 1





Name Date

Question:

60


Representing and

Analyzing Data

I have a very rare plant that I got from

. I named it

. I feed it

and give it

plenty of , so it’s

growing really fast. On Monday it was

centimeters in height. On Tuesday its height

doubled. On Wednesday it doubled again.The same thing happened

Thursday, but then Friday I forgot to feed it so it actually shrank

centimeters.(one-digit number greater than 1)


(liquid)

(name of food)

(name)

(place)

What was the plant’s height on Friday? ___________________

Draw a line graph to show the growth.

Plant Growth




Name Date

61

Question:


Representing and

Analyzing Data

A new sporting goods store,

’s Sports, opened this weekend with a big

sale. All kinds of sneakers were on sale, including the kind

wears! They had

pairs of ones at $100 a pair. They also had

pairs of ones at

$70 a pair. My favorites, though, were the

ones at $120 a pair. They had pairs of

those. They’re so cool! They’re made of so

you can really .(verb)

(substance)


(different color)

(name of famous person)(one-digit number greater than 1)

(color)

(one-digit number greater than 1)(name of famous person)


(adjective)

Now which to choose? Represent the data (sneaker cost)

and identify the range, mode, and median.

Shopping for Sneakers




Name Date

Question:

62


Finding Averages

The new sport, ball, is a hit! And the best

scorer in the league is . She had a great

month in July. In the first week she used her trusty stick,

nicknamed “Old ,” to score

goals. She followed that the next week by

doubling her previous week’s total. In the third week, even though

she sprained her , she still scored

goals. In the final week she scored

goals and was awarded the

Cup for most valuable player.(name of person in the class)

(two-digit number)

(two-digit number)

(body part)

(two-digit number)

(noun)


(noun)

What is the average number of goals she scored in a week?

___________________________________________________

Goal!




Name Date

63

Question:


Probability

What is the chance of landing on blue? Use a fraction to

describe your answer. ________________________________

The Fun GameAt the boardwalk there is a game called -O.

It is really fun and . It only costs

cents to play. There is a spinner that has

sections. Two sections are blue.The rest are

. If you spin and

land on blue, you win a huge, fuzzy

. If you land on

the other color, all you get is a little

rubber .(noun)

(noun)

(color other than blue)


(two-digit number)

(adjective)

(noun)




Name Date

Question:


Probability

What are the chances of winning with a single roll? ________

I have invented a new game I am

calling ’s

Roll.You have a cube made of

. Each side of the

cube has a number on it. The six numbers

are ______, ______, ______, ______, ______, and ______.

You roll the cube once on a smooth, velvet .

If you roll an odd number, you win! In fact, you win a

! Can’t beat that! If you roll an even number,

you lose. , right?(adjective)

(noun)

(noun)

(substance)


The Cube

(six different one-digit numbers)

Documents

50 Fill-in Math Word Problems - Gr 4-6.pdf