Divide each shape into equal parts. Color afraction of the parts. Write the name of thewhole in the whole box.

1.

Divide the hexagon into 2 equal parts.Color 12 of the hexagon.

2.

Divide the rhombus into 2 equal parts.Color 02 of the rhombus.

3.

Divide the trapezoid into 3 equal parts.Color 23 of the trapezoid.

4.

Divide the hexagon into 3 equal parts.Color 13 of the hexagon.

185

Fraction ReviewLESSON

71

Date Time

44

Whole

hexagon

Whole

Whole

Whole

186

Fraction Review continuedLESSON

71

Date Time

5.

Divide the hexagon into 6 equal parts.Color 56 of the hexagon.

6.

Divide each hexagon into thirds.Color 123 hexagons.

7.

Divide each rhombus into 2 equal parts.Color 212 rhombuses.

8. Grace was asked to color 23 of a hexagon.This is what she did. What is wrong?

Whole

Whole

Whole

187

Fraction Review continuedLESSON

71

Date Time

52Fill in the missing fractions and mixed numbers on the number lines.

9.

10.

11.

12.

13.

14.

15. Enter the fractions above on your calculator. Record the keystrokes you used to enter 24 and 115.

14

0 1

0 1

0 146

0 1

0 3

1 112

0 2

Try This

188

Math Boxes LESSON

71

Date Time

1. What fraction of the clock face is shaded?

P

O L

73 7518 19

282 283

5. a. What city in Region 1 is located near30N latitude and 31E longitude?

b. In which country is the city located?

c. On which continent is the city located?

6. a. Measure and record the length of eachside of the rectangle.

b. What is the total distance around the rectangle called? Circle one.

perimeter area

in.

in.

in. in.

131

56

2. POL is an (acute orobtuse) angle.

The measure of POL is

.

93 142143

4. The five largest birds that are able to flyhave the following weights: 16.3, 16.8, 20.9, 15.8, and 15.8 kilograms.

a. What is the median weight? kg

b. What is the mode? kg

c. What is the range? kg

d. What is the mean? kg

3. Multiply. Use a paper-and-pencil algorithm.

94 34

1.

a. Circle 34 of the nickels.

b. How much money is that?

$ .

2.

a. Fill in the whole box.

b. Circle 56 of the dimes.How much money is that?

$ .

3.

a. Fill in the whole box.

b. Circle 35 of the quarters. How much money is that?

$ .

189

Fraction-of ProblemsLESSON

72

Date Time

59Whole

16 nickels

Whole

Whole

190

Fraction-of Problems continuedLESSON

72

Date Time

Solve.

4. a. 13 of 12 b. 23 of 12 c.

53 of 12

5. a. 15 of 15 b. 35 of 15 c.

75 of 15

6. a. 14 of 36 b. 34 of 36 c.

64 of 36

7. a. 18 of 32 b. 58 of 32 c.

98 of 32

8. a. 16 of 24 b. 46 of 24 c.

163 of 24

9. 24 of 14

10. 24 of 22

11. What is 12 of 25? Explain.

12. Michael had 20 baseball cards. He gave 15 of them to his friend Alana, and 25 to his brother Dean.

a. How many baseball cards did he give to Alana? cards

b. How many did he give to Dean? cards

c. How many did he keep for himself? cards

13. Maurice spent 12 of his money on lunch. He has $2.50 left.

How much money did he start with?

14. Erika spent 34 of her money on lunch. She has $2.00 left.

How much money did she start with?

Try This

191

Math Boxes LESSON

72

Date Time

3. Mary has 27 pictures. She gives 13 of themto her sister Barb and 23 to her cousin Sara.

a. How many pictures does Barb get?

pictures

b. How many pictures does Sara get?

pictures

c. How many pictures does Mary keep?

pictures

4. Divide. Use a paper-and-pencil algorithm.

962 / 12

59 22 23179

2. Draw angle ABC that measures 65.

ABC is an (acute or obtuse) angle.

93 14214356

5. There are 29 students in Ms. Wrights class.Each collected 50 bottle caps. How manybottle caps did the students collect in all?

bottle caps

6. Find the area of the figure.

1 square centimeter

Area square cm 133

1. What fraction of the clock face is shaded?Fill in the circle next to the best answer.

A 13

B 162

C 14

D 21

192

Playing Card ProbabilitiesLESSON

73

Date Time

45 8184

A deck of regular playing cards is placed in a bag. You shake the bag and, without looking, pick one card.

1. How many possible outcomes are there? (Hint: How many cards are in the bag?) possible outcomes

2. Are the outcomes equally likely? (Hint: Does each card have an equal chance of being chosen?)

3. Find the probability of each event. Probability of an event

Favorable PossibleEventOutcomes Outcomes

Probability

Pick a red card 26 52

Pick a club 5252

Pick a non-face card 52

Pick a diamond face card 52

Pick a card that is not a diamond face card

52

Pick the ace of clubs 52

Pick a red or a black card 52

Pick the 23 of hearts 52

4. Circle the word or phrase that best describes the probability of picking a 5 from a bag of 52 regular playing cards without looking.

impossible very unlikely even chance likely

Explain why you chose your answer.

number of favorable outcomesnumber of possible outcomes

2652

193

Math Boxes LESSON

73

Date Time

5. a. What city in Region 2 is located near60N latitude and 10E longitude?

b. In which country is the city located?

c. On which continent is the city located?

6. Measure the length and width of yourjournal to the nearest half-inch. Find itsperimeter.

a. Length inches

b. Width inches

c. Perimeter inches

1. What fraction of the clock face is shaded?

3. Multiply. Use a paper-and-pencil algorithm.

19 473

93 142143

18 19 7375

284 285 131

2. MRS is an (acute orobtuse) angle.

The measure of MRS is

.56

RS

M

4. Cleos friends ran the 50-yard dash in thefollowing times:

7.9, 12.1, 8.5, 11.7, 8.3, 11.7, and 9.8 seconds.

What is the mean time? Fill in the circlenext to the best answer.

A 11.7 seconds

B 9.8 seconds

C 10 seconds

D 12.1 seconds

194

Pattern-Block FractionsLESSON

74

Date Time

1. Cover Shape A with trapezoidblocks. What fraction of the shape is covered by 1 trapezoid?

2. Cover Shape A with rhombuses. What fraction of the shape is covered by

1 rhombus?

2 rhombuses?

4. Cover Shape A with 1 trapezoid and 3 triangles. With a straightedge, drawhow your shapes look on the hexagonat the right. Label each part with afraction.

5. Cover Shape A with 2 rhombuses and 2 triangles. Draw the result on the hexagon below. Label each partwith a fraction.

3. Cover Shape A with triangles. What fraction of the shape is covered by

1 triangle?

3 triangles?

5 triangles?

6. Cover Shape A with 1 trapezoid, 1 rhombus, and 1 triangle. Draw theresult on the hexagon below. Labeleach part with a fraction.

Use Math Masters, page 212. For Problems 16, Shape A is the whole.WholeShape A: small hexagon

Use Math Masters, page 212. For Problems 712, Shape B is the whole.

7. Cover Shape B with trapezoids. What fraction of the shape is covered by

1 trapezoid? 2 trapezoids? 3 trapezoids?

8. Cover Shape B with rhombuses. What fraction of the shape is covered by

1 rhombus? 3 rhombuses? 5 rhombuses?

9. Cover Shape B with triangles. What fraction of the shape is covered by

1 triangle? 2 triangles? 3 triangles?

10. Cover Shape B with hexagons. What fraction of the shape is covered by

1 hexagon? 2 hexagons?

11. Cover Shape B completelywith 1 hexagon, 1 rhombus,1 triangle, and 1 trapezoid.Draw the result on the figure at the right. Label each partwith a fraction.

12. Cover Shape B completelywith 1 trapezoid, 2 rhombuses,and 5 triangles. Draw theresult on the figure at the right.Label each part with a fraction.

Pattern-Block Fractions continuedLESSON

74

Date Time

195

WholeShape B: double hexagon

196

Pattern-Block Fractions continuedLESSON

74

Date Time

Use Math Masters, page 212. For Problems 13 16, Shape C is the whole.

13. Cover Shape C with trapezoids.What fraction of the shape is covered by

1 trapezoid? 2 trapezoids? 6 trapezoids?

14. Cover Shape C with rhombuses. What fraction of the shape is covered by

1 rhombus? 3 rhombuses? 6 rhombuses?

15. Cover Shape C with triangles. What fraction of the shape is covered by

1 triangle? 3 triangles? 12 triangles?

16. Cover Shape C completely, using one or more trapezoids, rhombuses, triangles, andhexagons. Draw the result on the big hexagon below. Label each part with a fraction.

Try ThisWholeShape C: big hexagon

2. Draw angle LMN that measures 120.

LMN is an (acute or obtuse) angle.

197

Math Boxes LESSON

74

Date Time

5. Each student eats an average of 17 servings of junk food per week. Abouthow many servings of junk food would aclass of 32 students eat in a week?

servings

1. What fraction of the clock face is shaded?

3. a. In December, 34 of a foot of snow fellon Wintersville. How many inches ofsnow fell?

inches

b. Tinas daughter will be 56 of a year oldnext week. How many months old willshe be?

months

4. Divide. Use a paper-and-pencil algorithm.

809 / 13

93 14214356

59 22 23179

133

6. Find the area of the figure.

1 square centimeter

Area square cm

198

Pattern-Block Fraction Sums & DifferencesLESSON

75

Date Time

1. Use pattern blocks to find fractions that add up to 1 whole. Draw lines to show the blocks you used. Write a number model to show that the sum of your fractions is 1.

2. Use pattern blocks to find fractions that add up to 23. Draw lines to show the blocksyou used. Write a number model to show that the sum of your fractions is 23.

Solve. You may use pattern blocks or any other method.

3. 23 16 4.

56

12

5. 116 13 6. 1

12

56

16 16

13

13 1

55Whole

hexagon

199

Math Boxes LESSON

75

Date Time

5. A bag contains

6 red blocks,4 blue blocks,7 green blocks, and3 orange blocks.

You put your hand in the bag and, withoutlooking, pull out a block. About whatfraction of the time would you expect toget a blue block?

6. If 1 centimeter on a map represents 10 kilometers, then

a. 6 cm represent km.

b. 19.5 cm represent km.

c. cm represent 30 km.

d. cm represent 55 km.

e. cm represent 5 km.

1. Circle 15 of all the triangles. Mark Xs on 23

of all the triangles.

3. Plot and label each point on thecoordinate grid.

A (5,0)

B (3,5)

C (1,4)

D (1,1)

E (2,4)

4. Draw and label a 45 angle.

This angle is an (acute or obtuse) angle.

144 93 143

45 145

2. Insert parentheses to make these number sentences true.

a. 8.2 5.2 2.5 0.5

b. 13.6 5 8 0.6

c. 9.1 28.4 1.1 3

d. 9 2.5 3.5 54

15059

1

2

4

3

5

01 2 3 4 50

200

Math Boxes LESSON

76

Date Time

5. Next month 486 students, teachers, andparents are going on a field trip to thezoo. Each bus holds 35 people. Howmany buses are needed for the trip?

buses

6. Tell if each of these is closest to 1 inch, 1 foot, or 1 yard.

a. the length of your smile

b. the length of your journal

c. the distance from your waist to your feet

d. the width of your wrist

2. A bag contains

2 blue blocks,3 red blocks,5 green blocks, and10 black blocks.

You put your hand in the bag and, withoutlooking, pull out a block. About whatfraction of the time would you expect toget a black block?

3. Use pattern blocks to help you solve these problems.

a. 26 26

b. 12 13

c. 23 13

d. 23 16

51

5557

130

45

93 142143

1. Which fraction is another name for 68? Fill in the circle next to the best answer.

A 12

B 34

C 142

D 24

P A

T

4. TAP is an (acute orobtuse) angle.

The measure of TAP is

.

Whole

square

201

Many Names for FractionsLESSON

77

Date Time

49Color the squares and write the missing numerators.

1. Color 12 of each large square.

is colored. is colored. is colored.2 4 8

2. Color 14 of each large square.

is colored. is colored. is colored.4 8 16

3. Color 34 of each large square.

is colored. is colored. is colored.4 8 16

1

202

Math Boxes LESSON

77

Date Time

4. Draw and label a 125 angle.

This angle is an (acute or obtuse) angle.

1. Circle 38 of all the squares. Mark Xs on 16

of all the squares.2. Insert parentheses to make these

number sentences true.

a. 2 3 10 26

b. 12 6 6 4

c. 24 5 2 38

d. 12 24 3 6 6

3. Plot and label each point on thecoordinate grid.

A (0,2)

B (4,0)

C (1,5)

D (5,5)

E (5,3)

5. A bag contains

5 green blocks,6 red blocks,1 blue block, and3 yellow blocks.

You put your hand in the bag and, withoutlooking, pull out a block. About whatfraction of the time would you expect toget a blue block?

59

144

45 145

92 93143

150

1

2

4

3

5

01 2 3 4 50

6. If 1 inch on a map represents 40 miles,then how many inches represent 10 miles? Fill in the circle next to the best answer.

A 2 in.

B 14 in.

C 12 in.

D 4 in.

Whole

large square

203

Fractions and DecimalsLESSON

78

Date Time

61

1.

120 of the square is shaded.

How many tenths?

120 0.

2.

12 is shaded.

How many tenths?

12 0.10

3.

15 is shaded.

How many tenths?

15 0.10

4.

25 is shaded.

How many tenths?

25 0.

10

5. 35 0.10

6. 45 0.10

1100 , or 0.01

7.

14 is shaded.

14

0.100

8.

34 is shaded.

34

0.100

110, or 0.1

204

Math Boxes LESSON

78

Date Time

4. ART is an (acute orobtuse) angle.

The measure of ART is .

2. A bag contains

8 blue blocks,2 red blocks,1 green block, and 4 orange blocks.

You put your hand in the bag and, withoutlooking, pull out a block. About whatfraction of the time would you expect toget a red block?

3. Use pattern blocks to help you solve these problems.

a. 13 13

b. 26 23

c. 56 16

d. 46 12

51

5557

130

93 142143

45

R T

A

5. There are 252 pages in the book Ming isreading for his book report. He has twoweeks to read the book. About how manypages should he read each day?

pages

6. Tell if each of these is closest to 1 inch, 1 foot, or 1 yard.

a. the height of the door

b. the width of your journal

c. the length of your largest toe

d. the length of your shoe

1. Complete the name-collection box.

45

205

Comparing FractionsLESSON

79

Date Time

53

Math Message: Eating Fractions

Quinn, Nancy, Diego, Paula, and Kiana were given 4 chocolate bars to share. All 4 bars were the same size.

1. Quinn and Nancy shared a chocolate bar. Quinn ate 14 of the bar, and Nancy ate 24.

Who ate more?

How much of the bar was left?

2. Diego, Paula, and Kiana each ate part of the other chocolate bars. Diego ate 23 of a bar, Paula ate 25 of a bar, and Kiana ate

56 of a bar.

Who ate more, Diego or Paula?

How do you know?

Comparing Fractions with 12

Turn your Fraction Cards fraction-side up. Sort them into three piles:

fractions less than 12

fractions equal to 12

fractions greater than 12

You can turn the cards over to check your work. When you are finished, write the fractions in each pile in the correct box below.

Less than 12

Equal to 12

Greater than 12

206

Ordering FractionsLESSON

79

Date Time

53

Write the fractions in order from smallest to largest.

1. 140, 1

70, 1

80, 1

20, 1

10

smallest largest

2. 14, 12,

19,

15, 1

100

smallest largest

3. 24, 22,

29,

25, 1

200

smallest largest

4. 245, 2

15,

78, 1

62, 1

75

smallest largest

5. Choose 5 fractions or mixed numbers. Write them in order from smallest to largest.

smallest largest

6. Which fraction is larger: 25 or 27? Explain how you know.

207

Math Boxes LESSON

79

Date Time

1. Sari spends 13 of the day at school. Lunch,recess, music, gym, and art make up 14 ofher total time at school. How many hoursare spent at these activities?

hours

Show how you solved this problem.

18 19

162166 129

2. Multiply. Use a paper-and-pencil algorithm.

92 56

59

5557 61 62

4. Write an equivalent fraction, decimal, orwhole number.

Decimal Fraction

a. 0.40

b.130

c.11

0000

d. 0.6

6. Complete.

a. 17 in. ft in.

b. 43 in. ft in.

c. 6 ft yd

d. 11 ft yd ft

e. 73 yd ft

5. Complete the table and write the rule.

Rule:

in out

6.19 11.92

12.03

8.99

5.74

4.41 10.14

3. Adena drew a line segment 34 inch long.Then she erased 12 inch. How long is theline segment now? Fill in the circle next tothe best answer.

A 46 in.

B 22 in.

C 14 in.

D 114 in.

208

What Is the ONE?LESSON

710

Date Time

Math Message

1. If the triangle below is 13, then what is the wholethe ONE? Draw it on the grid.

2. If 14 of Mrs. Chins class is 8 students, then how many students does she have altogether? students

Use your Geometry Template to draw the answers for Problems 36.

3. If is 12, then what is the ONE? 4. If is 14, then what is the ONE?

5. If is 23, then what is the ONE? 6. If is 25, then what is the ONE?

55

209

What is the ONE? continuedLESSON

710

Date Time

55

Solve. If you wish, draw pictures at the bottom of the page to help you solve the problems.

7. If is 13, then what is the ONE? counters

8. If is 14, then what is the ONE? counters

9. If 10 counters are 25, then what is the ONE? counters

10. If 12 counters are 34, then what is the ONE? counters

11. If 15 of the cookies that Mrs. Jackson baked is 12, then how many cookies did she bake in all? cookies

12. In Mr. Mendezs class, 34 of the students take music lessons. That is, 15 students take music lessons.How many students are in Mr. Mendezs class? students

13. Explain how you solved Problem 12.

210

Math Boxes LESSON

710

Date Time

1. Name the shaded area as a fraction and a decimal.

a. fraction:

b. decimal:

31518 19

3. Write 6 fractions equivalent to 1146.

27 61

4. Divide. Use a paper-and-pencil algorithm.

71243

53 54

6. Compare.

a. 1 day is times as long as 2 hours.

b. 6 years is times as long as 4 months.

c. 3 gallons is times as much as 8 cups.

d. 8 cm is times as long as 2 mm.

e. 1 meter is times as long as 2 cm.

5. Multiply. Use a paper-and-pencil algorithm.

68 124

22 231794951

2. Which number sentence is true? Fill in thecircle next to the best answer.

A 56

16

B 140

45

C 17 1

100

D 122

36

211

Making SpinnersLESSON

711

Date Time

8286

1. Make a spinner. Color the circle in 6 different colors. Design the spinner so that the paper clip has the same chance of landing on each of the colors.

2. Make another spinner. Color the circle red, blue, and green so that the paper clip has

a 16 chance of landing on red

and

a 13 chance of landing on blue.

a. What fraction of the circle did you color

red? blue? green?

b. Suppose you plan to spin the paper clip 24 times. About how many times would you expect it to land on

red? blue? green?

c. Suppose you plan to spin the paper clip 90 times. About how many times would you expect it to land on

red? blue? green?

121

2

3

4

56

7

8

9

10

11

Blue

Blue

121

2

3

4

56

7

8

9

10

11

212

Math Boxes LESSON

711

Date Time

4. Write an equivalent fraction, decimal, orwhole number.

Decimal Fraction

a. 0.70

b.12050

c.99

d. 0.2

1. According to a survey of 800 students atMartin Elementary, about 34 of them chosepizza as their favorite food. Of those whochose pizza, 12 liked pepperoni topping thebest. How many students liked pepperoni topping the best?

students

2. Multiply. Use a paper-and-pencil algorithm.

71 38

3. a. Hannah drew a line segment 158 incheslong. Then she erased 12 inch. How long is the line segment now?

inches

b. Joshua drew a line segment 78 inch long. Then he added another 34 inch.How long is the line segment now?

inches

18 1959

5557

162166 129

61 62

6. Complete.

a. 5 ft yd ft

b. 40 in. ft in.

c. 80 in. yd in.

d. 108 in. ft

e. 13 yd in.

5. Complete the table and write the rule.

Rule:

in out

100.54 97.58

52.95

72.03

67.44

59.21 56.25

1. If this spinner is spun 24 times, how many times do you expect it to land on each color?

a. Fill in the table.

Color Expected Number in 24 Spins

red

blue

yellow

green

Total 24

b. Explain how you determined the expected number of times the spinner would land on each color.

2. If a six-sided die is rolled 12 times, how many times would you expect to roll

a. an odd number?

b. a number less than 4?

c. a 6?

d. a square number?

e. a triangular number?

f. a prime number?

213

Expected Spinner ResultsLESSON

712

Date Time

8286

yellow

red

blue green

blue

red

Try This

Predicted Results of 100 Cube DropsNumber of Predicted ResultsColor

Squares Fraction Percent

yellow 1 1100 %

red 4 %

green 10 %

blue 35 %

white 50 %

Total 100 1 100%

214

A Cube-Drop ExperimentLESSON

712

Date Time

Getting Ready

1. Follow the directions for coloring the grid on Math Masters, page 238. You maycolor the squares in any way. The colors can even form a pattern or a picture.

2. For this experiment, you are going to place your grid on the floor and hold acentimeter cube about 2 feet above the grid. Without aiming, you will let it drop onto the grid. You will then record the color of the square on which the cube finally lands.

If the cube does not land on the grid, the drop does not count.

If the cube lands on more than one color, record the color that is covered by most of the cube. If you cannot tell, the toss does not count.

Making a Prediction

3. On which color is the cube most likely to land?

4. On which color is it least likely to land?

5. Suppose you were to drop the cube 100 times. How many times would you expect it to land on each color? Record your predictions below.

8086

Doing the Experiment

You and your partner will each drop a centimeter cube onto your own colored grid.

6. One partner drops the cube. The other partner records the color in the grid below by writing a letter in one of the squares. Drop the cube a total of 50 times.

Write y for yellow, r for red, g for green,b for blue, andw for white.

7. Then trade roles. Do another 50 drops, and record the results in the other partners journal.

8. Count the number for each color.

Write it in the Number of Drops column.

Check that the total is 50.

9. When you have finished, fill in the percent column in the table.

Example: If your cube landed on blue 15 times out of 50 drops, this is the same as30 times out of 100 drops, or 30% of the time.

215

A Cube-Drop Experiment continuedLESSON

712

Date Time

My Results for 50 Cube DropsNumber of

Color Drops Percent

yellowred

greenbluewhiteTotal 50 100%

216

Place Value in Whole NumbersLESSON

712

Date Time

4

3. Write the greatest number you can makewith the following digits:

3 5 0 7 9 2

4. What is the value of the digit 8 in thenumerals below?

a. 807,941

b. 583

c. 8,714

d. 86,490

1. Write these numbers in order from least to greatest.

964 9,460 96,400 400,960 94,600

2. A number has

5 in the hundreds place,7 in the ten-thousands place,0 in the ones place,9 in the thousands place, and8 in the tens place.

Write the number.

,

5. Write each number using digits.

a. four hundred eighty-seven thousand,sixty-three

b. fifteen thousand, two hundred ninety-seven

6. I am a 5-digit number.

The digit in the thousands place is theresult of dividing 64 by 8.

The digit in the ones place is the resultof dividing 63 by 9.

The digit in the ten-thousands place isthe result of dividing 54 by 6.

The digit in the tens place is the result of dividing 40 by 5.

The digit in the hundreds place is theresult of dividing 33 by 11.

What number am I?

,

217

Math Boxes LESSON

712

Date Time

5. Multiply. Use a paper-and-pencil algorithm.

46 206

6. Compare.

a. 1 day is times as long as 6 hours.

b. 6 years is times as long as 2 months.

c. 3 gallons is times as much as 4 cups.

d. 8 cm is times as long as 5 mm.

e. 1 meter is times as long as 10 cm.

1. Name the shaded area as a fraction and a decimal.

a. fraction:

b. decimal:

3. Write 6 fractions equivalent to 16. 4. Divide. Use a paper-and-pencil algorithm.

71659

4951 22 23179

18 19 315

2. Write , , or to make each numbersentence true.

a. 38

78

b. 152

56

c. 14 1

15

d. 15,00000 1

86

e. 67

1290

53 5427 61

218

Math Boxes LESSON

713

Date Time

4. Tell if each of these is closest to 1 inch, 1 foot, or 1 yard.

a. the width of a door

b. the width of your ankle

c. the length of your little finger

d. the length of your forearm

1. Measure the length and width of your deskto the nearest half-inch. Find its perimeter.

a. Length = inches

b. Width = inches

c. Perimeter = inches

3. If 1 centimeter on a map represents 20 kilometers, then

a. 8 cm represent km.

b. 3.5 cm represent km.

c. cm represent 30 km.

d. cm represent 50 km.

e. cm represents 10 km.

2. Find the area of the figure.

1 square centimeter

Area = square cm

5. Complete.

a. 26 in. ft in.

b. 57 in. ft in.

c. 9 ft yd

d. 16 ft yd ft

e. 8 yd ft

6. Compare.

a. 1 day is times as long as 12 hours.

b. 3 years is times as long as 6 months.

c. 12 cm is times as long as 2 mm.

d. 1 m is times as long as 20 cm.

e. 3 gallons is times as much as 2 cups.

131 133

130145

129 315

Welcome to the iTLGEM TLG StartEveryday Mathematics ProgramA Mission to Improve MathematicsMeeting Standards, Achieving ResultsRigorous MathematicsComponents at a GlancePlanning and Instructional SupportInstructional PlanAssessmentTechnology SupportSupporting Students and Home

IntroductionProfessional PreparationOrganizing Your ClassroomManipulativesInstruction4-6 Games Correlation Chart

TLG - Table of ContentsUnit 1: Naming and Constructing Geometric FiguresLesson 1.1 Introduction to Student Reference BookLesson 1.2 Points, Line Segments, Lines, and RaysLesson 1.3 Angles, Triangles, and QuadranglesLesson 1.4 ParallelogramsLesson 1.5 PolygonsLesson 1.6 Drawing Circles with a CompassLesson 1.7 Circle ConstructionsLesson 1.8 Hexagon and Triangle ConstructionsLesson 1.9 Progress Check 1

Unit 2: Using Numbers and Organizing DataLesson 2.1 A Visit to Washington, D.C.Lesson 2.2 Many Names for NumbersLesson 2.3 Place Value in Whole NumbersLesson 2.4 Place Value with a CalculatorLesson 2.5 Organizing and Displaying DataLesson 2.6 The MedianLesson 2.7 Addition of Multidigit NumbersLesson 2.8 Displaying Data with a Bar GraphLesson 2.9 Subtraction of Multidigit NumbersLesson 2.10 Progress Check 2

Unit 3: Multiplication and Division; Number Sentences and AlgebraLesson 3.1 "What's My Rule?"Lesson 3.2 Multiplication FactsLesson 3.3 Multiplication Facts PracticeLesson 3.4 More Multiplication Facts PracticeLesson 3.5 Multiplication and DivisionLesson 3.6 World Tour: Flying to AfricaLesson 3.7 Finding Air DistancesLesson 3.8 A Guide for Solving Number StoriesLesson 3.9 True or False Number SentencesLesson 3.10 Parentheses in Number SentencesLesson 3.11 Open SentencesLesson 3.12 Progress Check 3

Unit 4: Decimals and Their UsesLesson 4.1 Decimal Place ValueLesson 4.2 Review of Basic Decimal ConceptsLesson 4.3 Comparing and Ordering DecimalsLesson 4.4 Estimating with DecimalsLesson 4.5 Decimal Addition and SubtractionLesson 4.6 Decimals in MoneyLesson 4.7 ThousandthsLesson 4.8 Metric Units of LengthLesson 4.9 Personal References for Metric LengthLesson 4.10 Measuring in MillimetersLesson 4.11 Progress Check 4

Unit 5: Big Numbers, Estimation, and ComputationLesson 5.1 Extended Multiplication FactsLesson 5.2 Multiplication WrestlingLesson 5.3 Estimating SumsLesson 5.4 Estimating ProductsLesson 5.5 Partial-Products Multiplication (Part 1)Lesson 5.6 Partial-Products Multiplication (Part 2)Lesson 5.7 Lattice MultiplicationLesson 5.8 Big NumbersLesson 5.9 Powers of 10Lesson 5.10 Rounding and Reporting Large NumbersLesson 5.11 Comparing DataLesson 5.12 Progress Check 5

Unit 6: Division; Map Reference Frames; Measures of AnglesLesson 6.1 Multiplication and Division Number StoriesLesson 6.2 Strategies for DivisionLesson 6.3 The Partial-Quotients Division Algorithm, Part 1Lesson 6.4 Expressing and Interpreting RemaindersLesson 6.5 Rotations and AnglesLesson 6.6 Using a Full-Circle ProtractorLesson 6.7 The Half-Circle ProtractorLesson 6.8 Rectangular Coordinate Grids for MapsLesson 6.9 Global Coordinate Grid SystemLesson 6.10 The Partial-Quotients Division Algorithm, Part 2Lesson 6.11 Progress Check 6

Unit 7: Fractions and Their Uses; Chance and ProbabilityLesson 7.1 Review of Basic Fraction ConceptsLesson 7.2 Fractions of SetsLesson 7.3 Probabilities When Outcomes Are Equally LikelyLesson 7.4 Pattern-Block FractionsLesson 7.5 Fraction Addition and SubtractionLesson 7.6 Many Names for FractionsLesson 7.7 Equivalent FractionsLesson 7.8 Fractions and DecimalsLesson 7.9 Comparing FractionsLesson 7.10 The ONE for FractionsLesson 7.11 Probability, Fractions, and SpinnersLesson 7.12 A Cube-Drop ExperimentLesson 7.13 Progress Check 7

Unit 8: Perimeter and AreaLesson 8.1 Kitchen Layouts and PerimeterLesson 8.2 Scale DrawingsLesson 8.3 AreaLesson 8.4 What Is the Area of My Skin?Lesson 8.5 Formula for the Area of a RectangleLesson 8.6 Formula for the Area of a ParallelogramLesson 8.7 Formula for the Area of a TriangleLesson 8.8 Geographical Area MeasurementsLesson 8.9 Progress Check 8

Unit 9: Fractions, Decimals, and PercentsLesson 9.1 Fractions, Decimals, and PercentsLesson 9.2 Converting "Easy" Fractions to Decimals and PercentsLesson 9.3 Using a Calculator to Convert Fractions to DecimalsLesson 9.4 Using a Calculator to Rename Fractions as PercentsLesson 9.5 Conversions among Fractions, Decimals, and PercentsLesson 9.6 Comparing the Results of a SurveyLesson 9.7 Comparing Population DataLesson 9.8 Multiplication of DecimalsLesson 9.9 Division of DecimalsLesson 9.10 Progress Check 9

Unit 10: Reflections and SymmetryLesson 10.1 Explorations with a Transparent MirrorLesson 10.2 Finding Lines of ReflectionLesson 10.3 Properties of ReflectionsLesson 10.4 Line SymmetryLesson 10.5 Frieze PatternsLesson 10.6 Positive and Negative NumbersLesson 10.7 Progress Check 10

Unit 11: 3-D Shapes, Weight, Volume, and CapacityLesson 11.1 WeightLesson 11.2 Geometric SolidsLesson 11.3 Constructing Geometric SolidsLesson 11.4 A Volume ExplorationLesson 11.5 A Formula for the Volume of Rectangular PrismsLesson 11.6 Subtraction of Positive and Negative NumbersLesson 11.7 Capacity and WeightLesson 11.8 Progress Check 11

Unit 12: RatesLesson 12.1 Introducing RatesLesson 12.2 Solving Rate ProblemsLesson 12.3 Converting between RatesLesson 12.4 Comparison Shopping: Part 1Lesson 12.5 Comparison Shopping: Part 2Lesson 12.6 World Tour and 50-Facts Test Wrap-UpsLesson 12.7 Progress Check 12

AppendicesProjectsProject 1: Making a Cutaway GlobeProject 2: Using a Magnetic CompassProject 3: A Carnival GameProject 4: Making a QuiltProject 5: Which Soft Drink Is the Best Buy?Project 6: Building and Viewing StructuresProject 7: Numbers, Mayan Style

Key VocabularyA - FG - ST - W

Grade-Level Goals - Table of ContentsNumber and NumerationOperations and ComputationData and ChanceMeasurement and Reference FramesGeometryPatterns, Functions, and Algebra

Scope and Sequence - Table of ContentsNumber and NumerationOperations and ComputationData and ChanceMeasurement and Reference FramesGeometryPatterns, Functions, and Algebra

Index

ResourcesMath Masters - Table of ContentsUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10Unit 11Unit 12Project MastersTeaching Aid MastersGame Masters

5-Minute Math - Table of ContentsIntroductionEasy ActivitiesNumerationOperationsDataProbabilityMeasurementGeometryAlgebra

Moderate ActivitiesNumerationOperationsDataProbabilityMeasurementGeometryAlgebra

Difficult ActivitiesNumerationOperationsDataProbabilityMeasurementGeometryAlgebra

List of Activities by Page

Assessment Handbook - Table of ContentsPhilosophy of Assessment in Everyday Mathematics: IntroductionBalanced AssessmentCreating a Balanced Assessment PlanOngoing AssessmentPeriodic AssessmentExternal AssessmentRecord-KeepingAssessment Management SystemFrequently Asked QuestionsRecommended ReadingEveryday Mathematics Goals

Assessment OverviewsUnit 1Unit 2Unit 3Unit 4Unit 5Unit 6Mid-Year Assessment GoalsUnit 7Unit 8Unit 9Unit 10Unit 11Unit 12End-of-Year Assessment Goals

Assessment Masters - Table of ContentsProgress Check: Unit 1Progress Check: Unit 2Progress Check: Unit 3Progress Check: Unit 4Progress Check: Unit 5Progress Check: Unit 6Progress Check: Unit 7Progress Check: Unit 8Progress Check: Unit 9Progress Check: Unit 10Progress Check: Unit 11Progress Check: Unit 12Progress Check AnswersMid-Year AssessmentEnd-of-Year AssessmentMid-Year and End-of-Year Assessment AnswersClass Checklists and Individual Profiles of Progress: Unit 1Class Checklists and Individual Profiles of Progress: Unit 2Class Checklists and Individual Profiles of Progress: Unit 3Class Checklists and Individual Profiles of Progress: Unit 4Class Checklists and Individual Profiles of Progress: Unit 5Class Checklists and Individual Profiles of Progress: Unit 6Class Checklists and Individual Profiles of Progress: Unit 7Class Checklists and Individual Profiles of Progress: Unit 8Class Checklists and Individual Profiles of Progress: Unit 9Class Checklists and Individual Profiles of Progress: Unit 10Class Checklists and Individual Profiles of Progress: Unit 11Class Checklists and Individual Profiles of Progress: Unit 12Class Checklists and Individual Profiles of Progress: QuartersGeneral Masters

GlossaryIndex

Teachers Reference Manual - Table of ContentsIntroductionUnit 1: Managing the CurriculumUnit 2: The Importance of Problem SolvingUnit 3: Managing ToolsUnit 4: Organizing StudentsUnit 5: Organizing Daily Routines and DisplaysUnit 6: Differentiating InstructionUnit 7: Managing AssessmentUnit 8: Providing for Home-and-School CommunicationUnit 9: Numeration and OrderUnit 10: Arithmetic OperationsUnit 11: AlgorithmsUnit 12: Data and ChanceUnit 13: GeometryUnit 14: MeasurementUnit 15: Reference FramesUnit 16: Estimation, Mental Arithmetic, and Number SenseUnit 17: Patterns, Sequences, Functions, and AlgebraUnit 18: Problem SolvingGlossaryA - CD - ST - Z

General ReferenceIndex

Home Connection Handbook - Table of ContentsTeacher Ideas for Family CommunicationSchool EventsThings to Send HomeParent HandbookParents in the ClassroomDisplaysParent-Teacher Conferences

Teacher Masters for Family CommunicationEveryday Mathematics in the ClassroomPresenter's NotesHow Students Learn in Everyday MathematicsContent Emphasized in Everyday MathematicsAn Everyday Mathematics LessonRoutinesMathematical ReflexesAlgorithms in Everyday MathematicsProblem SolvingAssessment in Everyday MathematicsFrequently Asked QuestionsHow to Help Your Child with MathematicsDo-Anytime ActivitiesLiterature ListCommercial Games that Use MathematicsFamily Math Night Planning MaterialsPortfolio ReflectionGame FeedbackObservation RequestVolunteer FormsClassroom Helper FeedbackGlossary

Administrator Ideas for Family CommunicationSharing the Program PhilosophyProviding Program ExperiencesUsing Resources and ResearchSupporting Staff

Administrator Masters for Family CommunicationSample Letter of IntroductionA Curriculum for the 21st CenturyDeveloping Mathematical LiteracySample Parent Orientation ScheduleSample Algorithm Workshop ScheduleProblems that Invite Multiple SolutionsStaff Meeting Topics and ActivitiesStrand Trace Activities for Staff DevelopmentClassroom Set-up GuidesDisplaying School Data

Student Math Journal - Table of ContentsUnit 1: Naming and Constructing Geometric FiguresUnit 2: Using Numbers and Organizing DataUnit 3: Multiplication & Division: Number Sentences & AlgebraUnit 4: Decimals and Their UsesUnit 5: Big Numbers, Estimation, and ComputationUnit 6: Division; Map Reference Frames; Measures of AnglesActivity Sheets: Volume 1Unit 7: Fractions and Their Uses; Chance and ProbabilityUnit 8: Perimeter and AreaUnit 9: Fractions, Decimals, and PercentsUnit 10: Reflections and SymmetryUnit 11: 3-D Shapes, Weight, Volume, and CapacityUnit 12: RatesActivity Sheets: Volume 2

Student Reference Book - Table of ContentsWhole NumbersDecimals and PercentsFractionsData and ProbabilityGeometry and ConstructionsMeasurementAlgebraProblem SolvingCalculatorsGamesWorld TourTables and ChartsRoman NumeralsGlossaryAnswer KeyIndex

Differentiation Handbook - Table of ContentsDifferentiating Instruction with Everyday MathematicsFeatures for Differentiating in Everyday MathematicsGeneral Differentiation StrategiesVocabulary DevelopmentGamesMath BoxesUsing Part 3 of the LessonLooking at Grade-Level GoalsMaintaining Concepts and Skills

ProjectsActivities and Ideas for DifferentiationUnit 1 Naming and Constructing Geometric FiguresUnit 2 Using Numbers and Organizing DataUnit 3 Multiplication and Division; Number Sentences and AlgebraUnit 4 Decimals and Their UsesUnit 5 Big Numbers, Estimation, and ComputationUnit 6 Division; Map Reference Frames; Measures of AnglesUnit 7 Fractions and Their Uses; Chance and ProbabilityUnit 8 Perimeter and AreaUnit 9 Fractions, Decimals, and PercentsUnit 10 Reflections and SymmetryUnit 11 3-D Shapes, Weight, Volume, and CapacityUnit 12 Rates

MastersResources

HelpAdobe Acrobat Icons

SearchExit