Author Barbara Wood Editor Joe Skelley Layout Jeanie ...images.knowledgeadventure.com/school/teachermaterials/BlasterGuide… · In the Ring ... Storyboard Fact families Space Numbers

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© 2005 Knowledge Adventure, Inc. and its licensors. All rights reserved. Knowledge Adventure and the Knowledge Adventure logoare registered trademarks of Knowledge Adventure, Inc. All Math Blaster trademarks referenced herein are trademarks or registeredtrademarks of Knowledge Adventure, Inc.

AuthorBarbara Wood

EditorJoe Skelley

LayoutJeanie Christensen

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Class ActivitiesAddition and Subtraction

Robot Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Magic Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Lay Low . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Subtraction Bingo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Equivalent Concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Multiplication and Division

Millionaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Real Estate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Dividend Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Beat the Calculator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Prime Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

General

Storyboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

In the Ring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

WorksheetsAddition and Subtraction

Up a Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Ring Toss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

In Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Space Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Multiplication and Division

Cross-Number Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Paint Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Prove Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Number Triangles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Equivalents Maze. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

General

Surrounded by Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Number Zapper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Table of Contents © 2005 Knowledge Adventure, Inc. All rights reserved. 1

Table of Contents

Classroom Activities—The classroom activities, found in the first section of this guide, include teacherinformation and tips, student materials, and complete step-by-step directions. There are puzzles, games,and other hands-on activities designed to involve your students and build interest in math.

Worksheets—The last pages of this guide contain an assortment of inviting worksheets. These pagescan be reproduced for use in the classroom or at home. Each worksheet contains easy-to-followdirections and often a few sample answers, minimizing any need for adult direction.

Online Resources—Be sure to visit www.knowledgeadventureschool.com for additional teacherinformation, downloads, and news.

Evil robots, far-away worlds, a jump in time, an opportunity to save the solar system—these are all partof Math Blaster® Master the Basics. And, from an educational viewpoint, so are addition, subtraction,multiplication, and division.

Skills—The software and these accompanying classroom materials focus primarily on the followingmath basics:

• Learning and practicing math facts (those based on numbers 0–12)

• Identifying the missing number in an equation

• Identifying equivalent equations

• Recognizing and creating fact families

• Working with multiples of 10

The table of contents (previous page) shows the distribution of the computation skills addressed in theguide materials. In addition, you may find the following specifics useful:

Skill Area Classroom Activities Worksheets

Basic math facts: All (see table of contents) All (see table of contents)+, –, x, ÷

Equivalents Equivalent Concentration Equivalents MazeDividend Challenge

Word problems Millionaire (money) Ring Toss (multiples of 10)Real Estate (area)Storyboard

Fact families Space Numbers Number Triangles

Problem solving Robot Capture (probability) Prove Yourselfand thinking skills Magic Squares Number Zapper

Prime TimeIn the Ring

Introduction © 2005 Knowledge Adventure, Inc. All rights reserved. 2

Introduction

1. Give each student a Decahedron Die activity sheet. Explain that the pattern on the page can beassembled to make a die for playing Robot Capture. Ask how many faces the die will have (10). Ask ifanyone knows what a 3-dimensional shape with 10 faces is called (decahedron).

2. Assist students as needed to cut out the decahedron, fold it, and tape it together. (When rolled, 2numbers on the decahedron will be facing up. To determine the number rolled, students will lift the dieand look at the number underneath.)

3. Give each student a Score Sheet activity sheet. Divide the class into groups of 2–3. Each group willplay with 2 of the decahedron dice.

4. Explain the rules and allow time for students to play:

• Players take turns rolling the 2 dice, adding the underneath numbers (see Step 2), and calling out the total.

• In the first round, any player with a total of 0 can capture (circle) Robot 0 on his or her score sheet. In the second round, any player with a total of 1 can capture Robot 1. In the next round, anyplayer with a total of 2 can capture Robot 2. Play continues in this manner, with players attemptingto capture the robots in order.

• The game ends after the round in which players attempt to capture Robot 18. The winner is theplayer with the most circled robots on his or her score sheet.

5. Students can play again with the same score sheets. This time, have students cross out the robotsinstead of circling them. The player with the most crossed-out robots wins.

6. Ask if some totals are easier to roll than others and why. Sample response: "Yes. For example, thereis only one way to roll a total of 0 (0 + 0), but there are many ways to roll a total of 7 (0 + 7, 1 + 6, 2 +5, and so on)." Students can list all the possible combinations for each total.

Class Activities © 2005 Knowledge Adventure, Inc. All rights reserved. 3

Robot Capture

Activity

For an easier game (totals to 12), have students play with regular dice. Before students begin, instructthem to cross out Robots 13–18 on the score sheet.

Variation

Class Activity

Focus: Basic addition facts, probability

Grouping: Small groups of 2–3

Materials: Copies of Robot Capture Decahedron Die (1 per student)

Copies of Robot Capture Score Sheet (1 per student)Scissors, tape


Robot CaptureDecahedron Die

1. Cut on the heavy line.

2. Fold on the dashed lines.

3. Tape into a decahedron (10-faced solid).

01

2

34

56

7

89


Robot CaptureScore Sheet

0 1 2 3 4

5 6 7 8 9

10 11 12 13 14

15 16 17 18

Artist Albrecht Dürer included a magic square in Melancholia, an artwork donein the year 1514. Dürer used numbers 1–16, and his magic sum was 34. Thenumbers in the middle of the bottom row, 15 and 14, showed the date.

Can students complete this magic square?

Extension

1. On the board, draw the magic square shown here. Tell students thatpeople have studied magic squares for hundreds of years. Some peoplethought magic squares brought good luck. They wore magic squares asgood luck charms.

Ask students what they notice about the numbers in the squares.(Numbers 1–9 are used. Each number appears only once.)

2. To determine what is "magic" about the magic square, have students findthe sum of each row, column, and diagonal. (All of the sums will be thesame.)

Rows: Columns: Diagonals:

6 + 1 + 8 = ____ 6 + 7 + 2 = ____ 6 + 5 + 4 = ____

7 + 5 + 3 = ____ 1 + 5 + 9 = ____ 8 + 5 + 2 = ____

2 + 9 + 4 = ____ 8 + 3 + 4 = ____

3. Tell the class that Benjamin Franklin was fascinated by magic squares. He invented a magic squarewith 18 columns and 18 rows! The magic sum was 260.

4. Distribute the activity sheet and challenge students to complete the four magic squares on the page.Students can work individually or in pairs. If students need hints or if you prefer to provide the magicsums, suggest that students try the magic sums of 15 (top left), 12 (top right), 30 (bottom left), and 27(bottom right).


Magic SquaresClass Activity

Activity

6 1 8

7 5 3

2 9 4

15 14

Focus: Addition facts

Grouping: Individuals or pairs

Materials: Copies of Magic Squares Activity SheetPencils


Magic SquaresActivity Sheet

3 4

7

Numbers 1–9

Sums of _____

4

Numbers 0–8

Sums of _____

Even Numbers 2–18

Sums of _____

Odd Numbers 1–17

Sums of _____

1. Arrange for students to work in groups of 2–3 students each. Give each group a copy of the GameParts activity sheet and a paper lunch sack. Direct the students to cut out the number cards and thescore sheet on the activity sheet. Students should put the number cards into the lunch sack and signthe score sheet.

2. Explain that students will be playing a subtraction game called Lay Low. In this game, players scoreby having the lowest subtraction answer. Ask a volunteer to help you demonstrate how to play:

• Without looking, Player A draws a number card from the sackand places it face-up on the playing surface.

• Player A rolls the die, subtracts the rolled number from thenumber-card number, and says the equation aloud.

• Likewise, Player B rolls the die, subtracts the rolled numberfrom the number-card number, and says the equation aloud.

• The player with the smallest answer wins a point (to berecorded on the score sheet).

• Player A returns the number card to the paper sack, andplayers continue with another round. This time, Player Bdraws a number card.

• Players continue in this manner until the time is up or until a player has recorded 20 wins.

3. Allow time for students to play. Then store the game parts for students to use later during free time. Insubsequent games, students can keep score on the backs of their score sheets or on scratch paper.


Lay LowClass Activity

Activity

When playing Lay Low, students subtract numbers 1–6 from numbers 6–12. For a subtraction game withhigher numbers, try Subtraction Bingo (also found in this guide).

Teacher Tip

10 – 1 = 910 – 2 = 8

I won!

10

Focus: Basic subtraction facts

Grouping: Small groups of 2–3

Materials: Copies of Lay Low Game Parts (1 per small group)

Paper lunch sacks (1 per small group)Dice (1 per small group)Scissors


Lay LowGame Parts

6 7

8 9

10 11

12

Player’s name:___________________Tally:

Score Sheet



1. Distribute copies of the Game Board Squares activity sheet and have students cut apart the squares.Direct each student to create a 4-by-4 Bingo Board by arranging any 16 squares and setting the extra4 squares aside.

2. Explain that you will call out a subtraction problem. If a student has the answer, he or she should turnover the square. Call out one subtraction problem from each of the following groups (or similarproblems of your own):

Ans: 3 Ans: 4 Ans: 5 Ans: 6 Ans: 7 Ans: 8 Ans: 9❑ 11 – 8 ❑ 10 – 6 ❑ 13 – 8 ❑ 11 – 5 ❑ 12 – 5 ❑ 11 – 3 ❑ 15 – 6

❑ 12 – 9 ❑ 12 – 8 ❑ 14 – 9 ❑ 15 – 9 ❑ 16 – 9 ❑ 15 – 7 ❑ 13 – 4

❑ 14 – 11 ❑ 13 – 9 ❑ 16 – 1 ❑ 19 – 13 ❑ 20 – 13 ❑ 19 – 11 ❑ 17 – 8

❑ 15 – 12 ❑ 14 – 10 ❑ 20 – 15 ❑ 21 – 15 ❑ 22 – 15 ❑ 22 – 14 ❑ 21 – 12

Ans: 10 Ans: 11 Ans: 12 Ans: 13 Ans: 14 Ans: 15 Ans: 20❑ 14 – 4 ❑ 17 – 6 ❑ 14 – 2 ❑ 17 – 4 ❑ 20 – 6 ❑ 20 – 5 ❑ 40 – 20

❑ 18 – 8 ❑ 15 – 4 ❑ 19 – 7 ❑ 18 – 5 ❑ 21 – 7 ❑ 22 – 7 ❑ 60 – 40

❑ 21 – 11 ❑ 16 – 5 ❑ 21 – 9 ❑ 20 – 7 ❑ 23 – 9 ❑ 23 – 8 ❑ 90 – 70

❑ 23 – 13 ❑ 21 – 10 ❑ 24 – 12 ❑ 22 – 9 ❑ 24 – 10 ❑ 24 – 9 ❑ 110 – 90

Ans: 30 Ans: 50 Ans: 60 Ans: 70 Ans: 90❑ 50 – 20 ❑ 70 – 20 ❑ 110 – 50 ❑ 110 – 40 ❑ 140 – 50

❑ 70 – 40 ❑ 90 – 40 ❑ 120 – 60 ❑ 130 – 60 ❑ 150 – 60

❑ 90 – 60 ❑ 130 – 80 ❑ 130 – 70 ❑ 140 – 70 ❑ 170 – 80

❑ 120 – 90 ❑ 140 – 90 ❑ 150 – 90 ❑ 160 – 90 ❑ 180 – 90

3. The first student(s) to turn over a row of 4 squares (horizontally, vertically, or diagonally) should callout "Bingo!" Check the turned-over squares to be sure all the answers were correct. If you wish,continue playing until all students have turned over 4 in a row.


Subtraction BingoClass Activity

Activity

Students can play multiple times. Before each game, have students rearrange their squares to make newSubtraction Bingo boards. Call out different problems (Step 2 above).

Teacher Tip

Focus: Subtraction facts

Grouping: Whole class

Materials: Copies of Subtraction Bingo Game Board Squares (1 per student)

Scissors

FREE 3 4 5

6 7 8 9

10 11 12 13

14 15 20 30

50 60 70 90


Subtraction BingoGame Board Squares

1. Arrange for students to work in pairs. Give each pair a copy of the Playing Cards activity sheet.

2. Have the students in each pair quiz each other on the addition and subtraction problems on theactivity sheet. One student can say each problem and its answer while the other student checks theanswers, using a calculator if needed. Then students should switch roles.

3. Explain that the page contains 10 sets ofequivalents. Ask students to look for and point out two equivalents with the value of 7 (3 + 4 and 16 – 9).

Invite students to brainstorm other similarequivalents with a value of 7 as you write themon the board.

4. Have the student pairs cut apart their cards and use them to play Concentration:

• Place the cards facedown in any arrangement.

• The first player turns over any 2 cards.

• If the cards match (contain equivalents), the player keeps them and takes another turn. If the cardsdo not match, the player returns the cards to their original facedown positions.

• Players take turns until all of the cards are matched. The winner is the player with the most cards.

5. Let students change partners and play again.


Equivalent ConcentrationClass Activity

Activity

Have students make their own Equivalent Concentration cards with different sets of equivalents. Studentscan use these cards to play today or on another day.

Extension

11 – 4

1 + 6

2 + 5

15 – 8

14 – 7

12 – 5

Focus: Equivalent equations (addition, subtraction)

Grouping: Student pairs

Materials: Copies of Equivalent Concentration Playing Cards (1 per student pair, copied on heavy paper)

Scissors

3 + 4 13 – 4 2 + 6 18 – 5

9 + 5 11 – 5 6 + 4 17 – 9

6 + 7 12 – 2 2 + 3 20 – 8

5 + 6 16 – 9 1 + 5 15 – 4

3 + 9 17 – 3 5 + 4 14 – 9


Equivalent ConcentrationPlaying Cards

1. Discuss notation for dollar amounts, and invite volunteers to write a dollar amount on the board in variousways (see illustration below).

2. Explain that today students will be playing a game called Millionaire.The dollar amounts will be written with a dollar sign and no decimal.

3. Present word problems such as the one below and ask a volunteerto solve them. Point out the fact that the answers need dollar signsbecause they tell the number of dollars.

I want 5 melons. Melons are $3 each. How much will my melons cost? (5 x $3 = $15)

4. Arrange for students to work in pairs. Give each pair a copy of the Cards activity sheet and two paperlunch sacks. Instruct students to label one sack with a dollar sign. Then have students cut apart thecards on the activity sheet, put the dollar cards into the labeled sack, and put the number cards intothe other sack.

5. Make sure that each player has a sheet of scratch paper to use as a score sheet. Explain how to playMillionaire and allow time for students to play.

• Each player draws a dollar card and a number card, and multiplies to find the dollar amount.

• The player with the largest dollar amount records that amount on his or her score sheet. If theplayers tie, they each draw and multiply again. This time, the player with the largest dollar amountrecords both players’ dollar amounts on his or her score sheet.

• Players put their cards back into the sacks and continue play.

• At the end of the playing time, let students use calculators to total their winnings (as recorded ontheir score sheets). The winner is the player with the largest total.


MillionaireClass Activity

Activity

Have students use the cards to create word problems similar to the example in Step 3.

Extension

1 dollar$1$1.00

Focus: Basic multiplication facts, calculating dollar amounts


Materials: Copies of Millionaire Cards (1 per student pair, copied on heavy paper)

ScissorsPaper lunch sacks (2 per student pair)Scratch paper

$1 $2 $3 $4

$5 $6 $7 $8

$9 $10 $11 $12

1 2 3 4

5 6 7 8

9 10 11 12Class Activities © 2005 Knowledge Adventure, Inc. All rights reserved. 15

MillionaireCards

1. Distribute copies of the Grid activity sheet and instruct students to each color in 12 units to make arectangle. Students can use colored pencils. Compare the different rectangles and discuss area.

• Are the rectangles all the same? (No, some are longer or wider than others.)

• Do all of the rectangles have the same area? (Yes, they are all 12 units.)

2. Have students count to determine length and width, and then multiply these two numbers to calculatethe area. Have students write the equation on the rectangle, for example:

3. Direct students to fill the page with any 10 rectangles of different sizes and shapes. Have themcalculate the area of each by multiplying length by width. Then have them count units to determinethe area. Does the calculated answer match the counted number of units?

4. For additional practice with multiplication and area, let student pairs play Real Estate:

• The first player rolls 2 dice to determine the width and length of a rectangle, multiplies to find thearea, and records the number on a sheet of scratch paper. Optional: Players can also color insquares on a copy of the Grid activity sheet.

• If the player rolls doubles (a square), the player calculates the area as usual. However, then theplayer can double the number before recording it.

• Players take turns until they have each recorded 10 areas.

• To determine a winner, players add their 10 numbers (with calculators if needed) to calculate totalarea. The winner is the player with the highest total area—the most "real estate."


Real EstateClass Activity

Activity

For practice with more difficult multiplication facts, students can play Real Estate with decahedron dice(see die pattern in Robot Capture lesson).

Variation

6 x 2 = 12

Focus: Multiplication facts, calculating area


Materials: Copies of Real Estate Grid (1 per student)Colored pencilsDice (2 per student pair)Scratch paper


Real EstateGrid


Dividend ChallengeClass Activity

1. Beforehand, cut apart the cards on the activity sheet and place them in a shoebox.

2. Write a division fact on the board and ask volunteers to identify the parts:

12 ÷ 3 = 4

dividend divisor quotient

3. Explain that students will be playing a game called Dividend Challenge. In the game, players willname basic division facts that go with a dividend. For practice, have volunteers name division facts, inaddition to the one on the board, with a dividend of 12:

12 ÷ 3 = 4 12 ÷ 4 = 312 ÷ 2 = 6 12 ÷ 6 = 212 ÷ 1 = 12 12 ÷ 12 = 1

4. Divide the class into 2 teams to play Dividend Challenge.

• The first player on Team A draws a dividend card from the shoebox and names one division fact togo with the dividend on the card. Team members in turn name additional facts until a team membersays, "That’s all." The team scores 1 point for each fact named.

• Any players on Team B now have the opportunity to name facts that Team A omitted. Team B scores2 points for each omitted fact they can name. Then the first player on Team B draws a new dividendcard and play continues as before.

• Teams continue to take turns until all of the dividend cards have been drawn or until the playing timeis over. The winning team is the team that scored the most points.

Note: Throughout the game, the teacher records the division facts on the board and tracks the scores.

Activity

This game includes dividends to 81 (divisors to 9). For a more difficult game, make cards for dividendsup to 144 (divisors to 12).

Variation

Focus: Basic division facts

Grouping: Whole class

Materials: Copy of Dividend Challenge CardsShoebox (or similar container)

Dividend:

81Class Activities © 2005 Knowledge Adventure, Inc. All rights reserved. 19

Dividend ChallengeDividend Cards

Dividend:

4Dividend:

6Dividend:

8Dividend:

9Dividend:

12Dividend:

14Dividend:

15Dividend:

16Dividend:

18Dividend:

20Dividend:

21Dividend:

24Dividend:

25Dividend:

27Dividend:

28Dividend:

30Dividend:

32Dividend:

35Dividend:

36Dividend:

40Dividend:

42Dividend:

45Dividend:

49Dividend:

54Dividend:

56Dividend:

63Dividend:

64Dividend:

72


Beat the CalculatorClass Activity

1. Lead a discussion about calculator math and mental math.

• Difficult math problems can be done quickly with a calculator. (However, a calculator user shouldalways check answers to be sure they make sense.)

• Most day-to-day math can be done mentally, which is more convenient and often faster.

• Ask if calculator math or mental math would be best for balancing a checkbook (figuring a tip,making change, determining a batting average, doubling a recipe).

2. Explain that today students will be experimenting with doing division problems both ways—mentallyand with calculators.

3. Arrange for students to work in pairs. Distribute the activity sheets (1 per student), and direct studentsto fold the page down the middle. Students will begin with the side labeled Mental Math.

• Student A should watch the clock and keep track of the time.

• Student B should complete the set of division problems by doing the math mentally and recordingthe answers with a pencil.

Demonstrate how to time someone by saying "start" when the second hand is at 12, tracking thenumber of times the hand passes 12 (the number of minutes), and noting the position of the secondhand (the number of seconds) when the student finishes and says "done." The minutes and secondsshould be recorded on the activity sheet.

4. Have students complete the task and then switch roles. Finally, repeat the process, but withcalculators. Review the answers as students check their work and record their scores at the bottom ofthe activity sheet.

5. Ask students what they learned from the experiment. Low scores or high times on the Mental Mathmay indicate a need for additional practice. Low scores on the Calculator Math may indicate a need tobe more careful when entering numbers.

Activity

For more practice (especially on the problems students missed), let a student leader call out a divisionproblem and complete it with a calculator whie the other students do the problem mentally. Who can be thefirst to record the correct answer on a sheet of paper?

Extension

Focus: Division facts


Materials: Copies of Beat the Calculator Activity Sheet(1 per student)

At least 1 large clock with a second handCalculators (1 per student pair)


Beat the CalculatorActivity Sheet

Mental Math Calculator Math

18 ÷ 6 = ___ 48 ÷ 12 = ___ 18 ÷ 6 = ___ 48 ÷ 12 = ___

110 ÷ 10 = ___ 16 ÷ 4 = ___ 110 ÷ 10 = ___ 16 ÷ 4 = ___

24 ÷ 6 = ___ 12 ÷ 2 = ___ 24 ÷ 6 = ___ 12 ÷ 2 = ___

30 ÷ 6 = ___ 480 ÷ 8 = ___ 30 ÷ 6 = ___ 480 ÷ 8 = ___

63 ÷ 9 = ___ 49 ÷ 7 = ___ 63 ÷ 9 = ___ 49 ÷ 7 = ___

33 ÷ 3 = ___ 28 ÷ 4 = ___ 33 ÷ 3 = ___ 28 ÷ 4 = ___

45 ÷ 5 = ___ 121 ÷ 11 = ___ 45 ÷ 5 = ___ 121 ÷ 11 = ___

81 ÷ 9 = ___ 12 ÷ 2 = ___ 81 ÷ 9 = ___ 12 ÷ 2 = ___

360 ÷ 12 = ___ 84 ÷ 12 = ___ 360 ÷ 12 = ___ 84 ÷ 12 = ___

100 ÷ 5 = ___ 24 ÷ 8 = ___ 100 ÷ 5 = ___ 24 ÷ 8 = ___

56 ÷ 7 = ___ 660 ÷ 11 = ___ 56 ÷ 7 = ___ 660 ÷ 11 = ___

108 ÷ 12 = ___ 90 ÷ 10 = ___ 108 ÷ 12 = ___ 90 ÷ 10 = ___

27 ÷ 3 = ___ 36 ÷ 6 = ___ 27 ÷ 3 = ___ 36 ÷ 6 = ___

960 ÷ 12 = ___ 72 ÷ 12 = ___ 960 ÷ 12 = ___ 72 ÷ 12 = ___

15 ÷ 5 = ___ 32 ÷ 8 = ___ 15 ÷ 5 = ___ 32 ÷ 8 = ___

72 ÷ 6 = ___ 210 ÷ 3 = ___ 72 ÷ 6 = ___ 210 ÷ 3 = ___

Time: ___ minutes and ___ seconds Time: ___ minutes and ___ seconds

Score: _____ correct answers Score: _____ correct answers


Prime TimeClass Activity

1. Explain that a prime number is a number that can be divided only by itself and by the number 1.(Interestingly, 1 is not considered prime.) Discuss prime numbers.• An ancient Greek named Euclid proved that the number of prime numbers is infinite. Huge prime

numbers have been found, but there is an ongoing search for even bigger ones.

• Another Greek, Eratosthenes, found a method for discovering some prime numbers. It’s called thesieve of Eratosthenes (see Extension below).

2. Help students use division to see if 8 is a prime number. Ask if 8 is divisible by 1 (2, 3, 4, 5, 6, 7, 8)? Since8 is divisible by 1, 2, 4, and 8, it is not a prime number. Repeat the process with 11 (a prime numberdivisible only by 1 and itself).

3. Distribute the activity sheets and read the directions for Exercise 1. Students should use division to checkthe numbers. They can record their findings in Chart 1 by writing prime numbers in the first column andother numbers in the second column.

4. Direct students’ attention to Exercise 2. Explain that students will be drawing rectangles to check thesenumbers. If a number is prime, the only possible rectangle is a single row of units. To check the number 4,have each student use a colored pencil on the grid to draw rectangles (or squares) with an area of 4.Students will be able to draw more than one rectangle, so 4 is not a prime number.

5. Have students draw rectangles to check the remaining numbers in Exercise 2, using a different color foreach number. Students can record their findings in Chart 2.

6. Invite a volunteer to explain why the rectangle system works for finding prime numbers. (Sample response:A prime number can have only two divisors, 1 and the number itself. When you draw a rectangle, you areshowing two divisors of the number—the length and the width. If you can draw more than one rectangle,the number has more than two divisors, so it is not a prime number.)

Activity

Challenge students to find more prime numbers. Help students use the Internet to check their work andlearn more:

1000 smallest prime numbers: http://www.math.utah.edu/~alfeld/math/primelist.html

Largest known prime number: http://www.math.utah.edu/~alfeld/math/largeprime.html

Sieve of Eratosthenes: http://mathforum.org/dr.math/faq/faq.prime.num.html

Extension

Focus: Basic division facts, prime numbers

Grouping: Individuals

Materials: Copies of Prime Time activity sheet (1 per student)

Colored pencils


Prime TimeActivity Sheet

1. Are these prime numbers? Use division to decide. Write each number in Chart 1.

84 7 16 37 21 97

Chart 1

2. Are these prime numbers? Draw rectangles to decide. Write each number in Chart 2.

4 23 16 6 2 18

Chart 2

Prime Not Prime

Prime Not Prime


StoryboardClass Activity

1. Explain that students will be creating word problems (story problems) to go with different number sentences(equations). Teacher Tip: You can adapt this lesson for any combination of addition, subtraction,multiplication, and/or division problems.

2. Discuss key phrases often used in different types of word problems, for example:

Addition Subtraction Multiplication Divisiontotal fewer every dividein all difference twice, 3 times, etc. eachaltogether how many more total half

3. Work together as a class to model how to create and solve a word problem. Begin with a number sentence(for example, 7 + 8 = __). Ask students what kind of story will work with the number sentence (in thisexample, a story in which groups are added or put together).

4. Then have students create a word problem to go with the number sentence, using actual objects if desired.Remind students that word problems include a question. Sample problem:

I have 7 pencils, and Ty has 8 pencils. How many pencils in all?

5. Distribute the activity sheets. Assign a different number sentence to each student. Have the student writethe number sentence at the top of the page. Then assist students as needed to draw and write their wordproblems. Students can make simple drawings with crayons or markers, or they can make pencil sketches.

6. When students have finished, have them fold under the number sentence at the top of the page. Then letstudents share their word problems in small groups or with partners. Have students solve each other’sword problems, writing the solution equation in the box at the bottom of the page. Does this equation matchthe number sentence at the top of the page?

Activity

Instead of drawing pictures to illustrate their word problems, students can use snap cubes or similar mathmanipulatives to show their problems.

Variation

Focus: Word Problems (addition, subtraction, multiplication, or division)

Grouping: Individuals

Materials: Copies of Storyboard Activity Sheet (1 per student)

Optional: crayons or markers


StoryboardActivity Sheet

My number sentence: __________________________________________________________

A drawing of my story problem:

My problem in words: __________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The question I want answered: ___________________________________________________

___________________________________________________________________________

Solution:


In the RingClass Activity

1. Draw the ring puzzle on the board. Point out the fact that each ringcontains 4 problems. Each wedge contains 4 problems as well(addition, subtraction, multiplication, or division).

2. Assign a student (or students) to solve the problems inthe multiplication wedge and total the answers. Do thesame with the 3 remaining wedges.

In addition, assign a student (or students) to solve theproblems in the outer ring and total the answers. Dothe same with the 3 remaining rings.

3. Have students report their final totals. Each totalshould be 60!

4. Distribute the activity sheets and have students workindividually or in pairs to complete the ring puzzle at the topof the page.

5. At the bottom of the page, students can make their own ring puzzlesto share with classmates. Provide hints one at a time, only if needed:

• Start by penciling in answers. Later the answers can be replaced with problems.

• Begin in the division wedge by writing quotients that total 50 (or a similar target total). Then do themultiplication wedge and the subtraction wedge.

• After doing 3 wedges, total each ring. If any total is close to or over your target total, go back andswitch the answers within one of the wedges.

• In each ring, calculate the number needed to reach your target total. Record this number as thesum in the addition section of the ring.

• Check everything. Then replace each answer with a corresponding problem.

Activity

48 ÷ 8

80 ÷ 2

18 ÷ 9

72 ÷ 6

11 + 13

0 + 4

4 + 6

15 + 717

– 8

12 –

5

90 –

60

21 –

7

4 x 3

9 x 2

3 x 3

7 x 3

Focus: Addition, subtraction, multiplication, and division

Grouping: Individuals or pairs

Materials: Copies of In the Ring Activity Sheet (1 per student)


In the RingActivity Sheet

42 ÷ 6

77 ÷ 7

60 ÷ 5

90 ÷ 9

4 + 4

8 + 6

2 + 5

22 –

15

15 –

7

25 –

5

3 x 1

4 x 4

5 x 3

In this ring puzzle, the total of theanswers in each ring and in eachwedge will be:

Add equations to finish the puzzle.

Try making your own ring puzzle!

÷

÷

÷

÷

++++– – – –

x

x

x

x

Worksheets © 2005 Knowledge Adventure, Inc. All rights reserved. 28

Worksheets

The following pages contain reproducible worksheets that focus on basic

math skills. Students can use these worksheets at school or at home for

extra practice or for challenge work.


Up a TreeWorksheet

Start at the bottom of the tree. Add the numbers that are next to each other. Put the answerin the box above the numbers. Keep adding to the top of the tree. In the last tree, use yourown numbers.

24

6 0 1 2 4 7 2 0 1 4

9 5 1 3 3


Ring TossWorksheet

Look at the number of tosses. Look at the score.

What numbers could have been tossed?

2 tosses, score of 40

______ + ______

or

______ + ______


______ + ______

or

______ + ______

or

______ + ______

Are there more?

__________


______ + ______ + ______

or

______ + ______ + ______


______ + ______ + ______

or

______ + ______ + ______

or

______ + ______ + ______

Are there more?

__________


______ + ______

or

______ + ______


______ + ______ + ______

or

______ + ______ + ______

or

______ + ______ + ______

Are there more?

__________

10 20 30 40 50

60 70 80 90 100


What’s for Dinner?Worksheet

21 – 14 = ____D

17 – 7 = ____T

19 – 11 = ____Y

12 – 7 = ____G

23 – 12 = ____O

13 – 9 = ____N

24 – 10 = ____B

15 – 9 = ____U

20 – 7 = ____F

16 – 7 = ____A

6 – 5 = ____C

18 – 15 = ____J

11 – 9 = ____E

19 – 4 = ____R

21 – 9 = ____I

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

9 4 6 4 12 7 2 4 10 12 13 12 2 7

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ !

13 15 8 12 4 5 11 14 3 2 1 10

To answer the riddle, complete the number sentences and copy the letters into the

numbered blanks at the bottom of the page.

What did the Martian cook for dinner?


In LineWorksheet

Write the missing numbers in each line. What do you notice about the answers in the orbs?

18 – 7 = _____ – 3 = _____ – 4 =

100 – 30 = _____ – 50 = _____ – 16 =

23 – 11 = _____ – 3 = _____ – 5 =

15 – 6 = _____ – 2 = _____ – 3 =

170 – 80 = _____ – 80 = _____ – 6 =

21 – 7 = _____ – 8 = _____ – 2 =

90 – 70 = _____ – 5 = _____ – 11 =


Space NumbersWorksheet

2 45

7

113

12

1

9

8

610

______ + ______ = ______

______ + ______ = ______

______ – ______ = ______

______ – ______ = ______

Can you make more fact families? Drop 2 paper clips on the space window. Add those

2 numbers. Then complete the fact family.

______ + ______ = ______

______ + ______ = ______

______ – ______ = ______

______ – ______ = ______

______ + ______ = ______

______ + ______ = ______

______ – ______ = ______

______ – ______ = ______

______ + ______ = ______

______ + ______ = ______

______ – ______ = ______

______ – ______ = ______

Complete this

fact family.

2 + 7 = ______

7 + 2 = ______

______ – 2 = 7

______ – 7 = 2


Cross-Number PuzzleWorksheet

A B

C D E

F G H

I J K

L M N

O P Q R

S T U

V W X

Y Z AA

BB CC DD

EE FF GG

HH

Across

A. 11 x 12 S. 8 x 11

C. 1 x 11 U. 10 x 9

D. 12 x 7 V. 2 x 7

F. 5 x 11 X. 7 x 7

G. 9 x 6 Y. 6 x 8

I. 4 x 5 AA. 9 x 2

J. 3 x 9 BB 3 x 4

L. 8 x 8 DD. 4 x 8

M. 3 x 7 EE. 8 x 7

O. 7 x 30 GG. 7 x 9

Q. 60 x 8 HH. 10 x 60

Down

A. 11 x 1 R. 80 x 11

B. 7 x 4 T. 9 x 9

C. 5 x 3 U. 9 x 11

E. 9 x 5 W. 11 x 4

F. 5 x 10 X. 6 x 8

H. 7 x 6 Z. 1 x 81

I. 4 x 6 AA. 2 x 6

K. 9 x 8 CC. 5 x 5

L. 8 x 80 DD. 3 x 11

N. 12 x 12 FF. 11 x 6

P. 9 x 12 GG. 6 x 10

You can fill in most ofthe puzzle by using the

Across clues.

Use the Down clues tofinish the puzzle and

check your work.


Paint JobWorksheet

The Space Cycle needs a new paint job. Complete the number sentences and use the

coded answers to select the correct colors.

50 x ____ = 250green

____ x 30 = 120black

8 x ____ = 56gray

____ x 3 = 36orange

____ x 12 = 24green

12 x ____ = 72blue

50 x ____ = 150yellow

____ x 11 = 990gray

10 x ____ = 110green

7 x ____ = 63yellow

____ x 7 = 490blue

____ x 8 = 80black

3 x ____ = 90gray

____ x 6 = 48white

9 8

8 70

5

12

10

11

577

11

7

5

5

904

4

4

12

3 8

2 6

30

6

4

7


Prove YourselfWorksheet

Here are the answers

to the problems below. Sometimes more

than one answer is correct, but by using strategy,

you can use all of the answers. I hope you

accept the challenge!

2 9 7 8 10 3 5 4 6

36 ÷ 9 <

84 ÷ 12 <

9 ÷ 9 <

20 ÷ 5 <

12 ÷ 12 <

32 ÷ 4 <

96 ÷ 12 <

33 ÷ 11 <

18 ÷ 6 <

■ < 60 ÷ 10

■ < 10 ÷ 1

■ < 28 ÷ 7

■ < 63 ÷ 9

■ < 27 ÷ 9

■ < 130 ÷ 13

■ < 24 ÷ 2

■ < 72 ÷ 9

■ < 30 ÷ 6


Number TrianglesWorksheet

Use the numbers in the triangles to create fact families. The first set is partly done for you.

____ x ____ = ____ ____ x ____ = ____ ____ x ____ = ____

____ x ____ = ____ ____ x ____ = ____ ____ x ____ = ____

____ ÷ ____ = ____ ____ ÷ ____ = ____ ____ ÷ ____ = ____

____ ÷ ____ = ____ ____ ÷ ____ = ____ ____ ÷ ____ = ____

6 x 3 = ____ ____ x ____ = ____ ____ x ____ = ____

3 x 6 = ____ ____ x ____ = ____ ____ x ____ = ____

18 ÷ 3 = ____ ____ ÷ ____ = ____ ____ ÷ ____ = ____

18 ÷ 6 = ____ ____ ÷ ____ = ____ ____ ÷ ____ = ____

3

6 18

32

8 4

11

110 10

72

9 8

12

108 9

7

5 35


Equivalents MazeWorksheet

To make a path through the maze, color all the side-by-side equivalent pairs. One

equivalent pair is colored for you.

3 x 4 11 x 13 18 ÷ 6 8 x 7 210 ÷ 3

36 ÷ 3 7 x 5 100 ÷ 5 32 ÷ 4 4 x 2

15 ÷ 3 25 ÷ 5 5 x 4 4 ÷ 4 6 x 4

10 x 5 120 ÷ 2 3 x 9 7 x 3 3 x 8

2 x 8 8 x 5 120 ÷ 3 2 x 5 40 ÷ 4

9 x 5 4 x 12 81 ÷ 9 9 x 6 77 ÷ 7

28 ÷ 7 6 x 8 5 x 5 42 ÷ 7 9 x 2

32 ÷ 8 9 x 7 11 x 4

9 x 4 6 x 6 90 ÷ 3

12 x 8 9 x 8 6 x 12Finish

Start

3 x 4

36 ÷ 3


Surrounded by SignsWorksheet

Make each number sentence true by adding the missing math sign (+, –, x, or ÷).

12 ■ 12 = 144

280 ■ 4 = 70

36 ■ 4 = 9

20 ■ 9 = 11

96 ■ 12 = 8

11 ■ 9 = 99

6 ■ 2 = 3

15 ■ 9 = 24

24 ■ 13 = 11

10 ■ 12 = 22

Can you make these true by adding 3 signs to each?

8 ■ 9 = 72 ■ 12 = 6 ■ 15 = 21

180 ■ 9 = 20 ■ 6 = 14 ■ 2 = 7

13 ■ 8 = 5 ■ 12 = 60 ■ 10 = 6

In Out

12 108

7 63

6 54

What happened?

EIn Out

66 11

60 10

18 3

What happened?

DIn Out

64 8

96 12

48 6

What happened?

F

In Out

22 15

13 6

16 9

What happened?

B


Number ZapperWorksheet

Look on the chart at the numbersthat went into the Number Zapper.Then look at the output.

Write what the Zapper did to thenumbers.

In Out

7 10

2 5

9 12

What happened?

AIn Out

11 23

8 20

12 24

What happened?

C

Documents

Author Barbara Wood Editor Joe Skelley Layout Jeanie ...images.knowledgeadventure.com/school/teachermaterials/BlasterGuide… · In the Ring ... Storyboard Fact families Space Numbers