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The Helping Book: Fifth Grade Math. For Parents ofECIA, Chapter 1 Fifth Grade Students. Bulletin ''
1744.Louisiana State Dept. of Education, Baton Rouge.[82]
EDRS.PRICE MF01/PC06 Plus Postage.DESCRIPTORS Basic Skills; Computation; *Drills (Practice);
Elementary Education; *Elementary School Mathematics;Grade 5; Instructional Materials; *LearningActivities; *Mathematics Instruction; MathematicsSkills; Number Concepts; *Parent Participation;*Remedial Instruction; Worksheets
IDENTIFIERS *Louisiana
ABSTRACTThis booklet was prepared for the parents of
fifth-grade children who are participating in the Chapter 1 programsin Louisiana. Activities which will give children practice with everymathematics skill which must be learned before going to grade 6 areincluded. For each skill there are at least two pages of practiceplus a test question similar to an item on the Louisiana Basic SkillsTest. The activities involve numeration, whole number operations, -fractions, decimals,. relations and functions, measurement andestimation, geometry, and problem. solving. Answer keys are included.(MNS)
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U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduce; asreceived from the person or orgrazationoriginating it.
0 Minor changes have been made to improvereproduction quality.
Points of view or opinions 6 mod in this docuintent do not nircessanri represent oNcial NIE
MOW
FIFTH GRADE"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
For Parents of ECIA, Chapter 1 Fifth Grade StudentsBulletin 1744
2 3
THE HELPING BOOK:
FIFTH GRADE MATH
Bulletin 1744
Prepared by
Bureau of ECIA, Chapter 1Office of Educatioral Support Programs
This public document was published at a totalcost of $678.00. 200 copies of this publicdocument were published in this first printingat a cost of $678.00. The total cost of allprintings of this document, including reprints,is $678.00. This document was published by theLouisiana Department of Education, P. O. Box94064, Baton Rouge, Louisiana 70804-9064, todisseminate information Lnder authority of P.L.97-35. This material was printed in accordancewith the standards for printing by state agen-cies established pursuant to R.S. 43:31.
Issued by
LOUISIANA DEPARTMENT OF EDUCATIONTHOMAS G. CLAUSEN, SUPERINTENDENT
4
TABLE OF CONTENTS
SUPERINTENDENT'S MESSAGE ii
CHAPTER 1 DIRECTOR'S MESSAGE iii
ACKNOWLEDGEMENTS iv
INTRODUCTION v
FIFTH GRADE MATHEMATICS SKILLS:
NUMERATIONPlace Value (hundred thousands)
1
Reads and Writes Numbers (through one hundred thousand) 3
Missing Numbers (through one hundred thousand) 5
WHOLE NUMBER OPERATIONSAddition - Regrouping (two three-, four-, or five-digit numbers) 7
Addition - Regrouping (three three-digit numbers) 9
Subtraction - Regrouping Ones (one-, two-, or three-digit number from a three-digit number) ....... 11
Subtraction - Regrouping (one-, two-, or three-digit number from a three-digit number) ...... 13Subtraction - Regrouping (one-, two-, or three-digit number from a four-digit number) ............. 15Multiplication (two digit number by a one-digit number) 17Multiplication (three-digit number by a one-digit number) 20Division - No Remainder (two-digit number by a one-digit number) 22Division - With Remainder (one- or two-digit number by a one-digit number) 24Division - No Remainder (three- or four-digit number by a one-digit number) 26Division - With Remainder (three- or four-digit number by a one-digit number) 28Division (parts of a division problem) 30Fractions - No Regrouping (adds or subtracts fractions with like denominators) 32Fractions - No Regrouping or Renaming (adds or subtracts mixed numbers with like denominators) 34Fractions (one-eighth and one-tenth) 36
DECIMAL AND DECIMAL OPERATIONSDecimals (adds and subtracts decimals through hundredths) . 38Decimals (reads and writes decimals through hundredths) 40
RELATIONS AND FUNCTIONSNumbers Divisible by Five 44
MEASUREMENT AND ESTIMATIONTime (nearest fivc-minute interval) 46
GEOMETRY
Perimeter of Square, Rectangle, and Triangle 48Parts of a Circle (center, radius, diameter, circumference, and semi-circle) 50
PROBLEM SOVLINGWord Problems - No Conversion (time: hours, minutes, days, weeks, months, or years) 52Word Problems - Two-Step ( +, -, and/or x; money-$10.00 or less) . 54
ANSWER KEY 57
5 .6
Dear Parent:
The Helping Book: Fifth Grade Math is for the parents of fifth grade children who are
participating in Chapter 1 programs.
The Chapter 1 program supports basic skills education. Therefore, activities which will
give your child practice with every mathematics skill which must be learned 'efore a child
goes on to the sixth grade are included in this book.
Your child's teacher gives the first helping of learning in mathematics. The Chapter 1
programs provide a second helping of practice. Finally, your help in reviewing these areas
of mathematics will be the third and best helping your child will get.
7 iii
SinceiTly,
---'e/,d.,r,---
J es E. Green, Director.B6reau of ECIA, Chapter 1Office of Educational Support Programs
8
ACKNOWLEDGEMENTS
Special thanks to the following members of the Chapter 1 Math Task Force for the development
of this handbook:
Laura Allums, St. Tammany Parish
Gloria Ambrose, Calcasieu Parish
Winona Boudreaux, Iberville Parish
Rosa Boykins, Rapides Parish
Clara Byes, Jefferson Parish
Drue Dumas, Jefferson Parish
Lorraine Faust, Tangipahoa Parish
Huey Fields, Claiborne Parish
Freda Harrison, St. Martin Parish
Thelma Hawkins, Iberville Parish
Johanna Hess, Tangipahoa Parish
Alma Johnson, Allen Parish
Linda Kennard, State Department of Education
Bette Laird, Tangipahoa Parish
Janet Langlois, State Department of Education
Candy Nolen, Catahoula Parish
Diane Nowik, Jefferson Parish
Dianne Olivier, St. Martin Parish
Ruthie Rhode Claiborne Parish
Delores Thompson Rapides Parish
Betty Wade, Jefferson Davis Parish
Jimmy White, Ouachita Parish
Clarence Williams, Jefferson Parish
Dorothy Young, Franklin Parish
Our deepest thanks to Kerry Ardoin, Calcasieu Parish, who is the artist for this handbook and
to Beverly Blanchard, State Department of Education, Bureau of ECIA, Chapter 1, who is the typist
of this handbook.
9iv 10
BEFORE YOU USE THIS BOOK.PLEASE READ!
. save fun with your child as you help him grow. The Helping Book: Fifth Grade Math
was developel to give you and your child pleasant learning activities. It has been
designed to cover each of the mathematics skills on the fifth grade Basic Skills Test.
. At the top left of each page you will find the skill that is to be covered on that page.
To the right of the skill is a box. The box designates the exact part of the skill for
which a fifth grade student is responsible.
. For each skill there are at least two pages of practice.
For each skill there is a test question similar to the test item that will be on the
Basic Skills Test in the spring. The test question will always be marked with a0 .
. When an exercise or game requires an answer key, the key is found in the back of the
booklet. When the symbol 0=0 appears, the answers are provided.
v 11
Place Value hundred thousands
Have your child cut apart the numerals in the boxes at the bottom of the page. * Then have your child placethe numerals in the appropriate box on the place value chart for each of the numbers listed below:
1/4
,
465,378 734,658 568,437 648,375
346,587 837,546 386,457 483,657
PLACE VALUE CHART
Hundred-Thousands Ten-Thousands Thousands Hundreds Tens Ones
* CUT APART:
12
r I
2
i
.1 ., J
13
J
Reads and Writes NumbersWNW
through one hundred thousand
Commas separate the millions, thousan,:!s, and Have your child choose the correct number in the
ones. This makes numbers easier to read. balloon for each number word given above.
Example: 28 472 is read, twenty-eightthousand, four hundredseventy-two.
1. twenty-nine thousand, 2. eighty-seven thousand,
five 'hundred fourteen six hundred twenty-two
Help your child read the following numbersemphasizing that when you come to a comma, you
say "thousand."
97,226 56,703
36,106 80,009
43,016 24,791
63,201 15,107
100,020 53,090
REM'Writing numbers is done in the same way. The
word "thousand" means to put in a comma.
Example: Twenty-seven thousand, onehundred thirty-three iswritten,
27,133
Help your child write the following numbers:
3. sixty-three thousand, 4. fifty-five thousand,
eight hundred seventy- fifty-five
five
a. forty-six thousand, two hundred sixty-four
b. eleven thousand, six hundred seventy-wo
c. eighty-seven thousand, four hundred six
d, seventy-five thousand, eighteen
14
3
CO DIRECTIONS: What is the number for twenty-sixthousand, one hundred fifty-two?
A. 26,100,052B. 26,152C. 2,600,152D. 2,652
15
through one hundred thousandReads and Writes Numbers
This page is to be used to provide practicefbr your child: -Have-him write the numeral onthe line below the number word.
1. Write the correct numeral for each number.
(a) Seventy-fiVe thousand, two hundred thirty-six
(b) Forty-eight thousand, nine hundred seventy-two
(c) Sixty-one thousand, ninety-five
(d) Eighteen thousand, fourteen
(e) Ninety-eight thousand, four hundred fifty-one
(f) Thirty-nine thousand, four hundred seventy-two
(g) Fifty-six thousand, one hundred eight
(h) Six thousand, fifteen
(i) Twenty- sever thousand, one hundred eleven4
2.
(a)
(b)
(c)
(d)
(e)
(f)
Have your child write the correct number words for
each numeral.
27,800
86,132
94,325
5,012
18,298
29,017
=
=
=
=
=
=
17
Missing Numbers
Explain to your child that the first thingyou do is decide what pattern has been establishedin the list of numbers.
Example: 1-3 +3 +3 +3
3, IC)44 1-4 t4 +4
11, 15, 19, 23, 27
-2 -2 -2 -- 2
1(7)87r-4, --N1
When you decide what pattern has been used,you add or subtract that amount to get the nextnumber in the sequence.
11111111111111111111611111111111111111111Complete each number pattern.
1. 55, 60, 65, , .
2. 30, 25, 20, r
3. 63, 53, 43,
4. 12, 14, 16, ,
5. 121, 131, 141,
6.
7.
8.
9.
Ithrough one hundred thousand
All you need is a deck of cards! Remove the facecards and use the aces as ones. Have your child shufflethe cards and deal out about five cards, face up on thetable. Ask your child to put the card that shows thesmallest number on his left and the card that shows thelargest amount number on his right. Then ask him to placethe other three cards between these two in proper sequence.
31 * 24144
DIRECTIONS: Which number is missing?
1. ; 7,550; 7,555; 7,560
A. 7,545
B. 7,549
C. 7,561
D. 7,570
5500, 5600, 5700,
10,000; 20,000; 30,000;2. 25,500; 30,500; 40,500
68,000; 64,000; 60,000;A. 31,500
9,500; 9,550; 9,600;B. 35,000
4,650; 4,655; ; 4,665.
C. 35,50036,600; 37,600; 38,600;
D. 45,500
18 19
Missing Numbers
Help your child to supply missing numbers in
sequence!
Place the following numbers on 3X5 index cardsor pieces of paper.
1. 7,460 7,440 7,470 7,450
2. 26,131 26,135 26,137 26,133
3. 76,400 77,000 76,100 76,700
4. 97,650 97,750 97,700 97,800
5. 15,000 18,000 24,000 21,000
6. 90,000 70,000 100,000 80,000
7. 99,800 99,700 99,900 100,000
8. 8,000 9,000 11,000 10,000
9. 65,540 65,555 65,550 65,545
10. 87,150 87,450 87,300 87,600
Have your child put each group of cards in orderby sequence.
Example:
95,540 95,545i
95,550
. Complete each number pattern.
95,555
a. 54,500; 54,550; 54,600; .
b. 35,400; 35,300; ; 35,100.
c. 16,880; ; 16,900; 16,910.
d. ; 10,200; 10,400; 10,600.
Ithrough one hundred thousand
II. DIRECTIONS: Which number is missing? iiluolip
1. 3,250 3,300 3,350
A. 3,375
B. 3,400
C. 3,450
D. 4,000
10,050 10,100 10,200 I
A. 10,150
B. 10,250
C. 10,101
D. 10,110
3. F-27,200 27,300 27,500
A. 27,300
B. 27,350
C. 27,400
D. 27,600
6
20 21
Addition - Regrouping
Have your child add the following problemsin order to get the answer to the riddle.
1. 246 2. 549 3. 7375 4. 34,802+328 +238 +1354 +21,955
5. 625 + 357 =
7. 3487 + 3262 =
6. 768 + 217 =
Use the following code to match the correctanswers of the problems above to their correctletter. Unscramble the selected letters to solvethe riddle.
a = 573 j = 6,759 s = 788
b = 785 k = 55,757 t = 8,629
c = 56,757 1 = 971 u = 46,856
d = 851 m = 981 v = 972
e = 6,749 n = 985 w = 8,619
f = 982 o = 8,628 x = 6,738
g = 686 p = 664 y = 8,729
h = 574 q = 958 z = 975
i =. 564 r = 787
Riddle: When does an Irish potato change itsnationality?
Answer:. When it becomes a f r
22
two three-, four-,or five-digit numbers
Have your child add the number in the center circleto each of the numbers around the circle. Fill in theoutside circle with the correct answers.
7
DIRECTIONS: Add
1. 539+327
A. 856
B. 865
C. 866
D. 966
2. 236 + 648 =
A. 785
B. 794
C. 884
D. 894
23
Have your child add the problems to help Fido get home. Add.
39202
406+604
9218+ 6335
5268+ 6333
,..---,..,......
-...
I
Addition -- Regrouping
1111111111111111MMINNINIINNI
Help your child develop "rocket power" by addingthree-digit numbers.
three threedigit numbers
*.4511111
Help your child "pass" with flying colors
DIRECTIONS: Add
1111111111111111111=1
472
396
+ 126
A. 894
B. 984
C. 994
D. 1094
2 6
Help your child add three digit numbers. Color, the spaces with three-digitanswers red. Color the spaces with two-or four-digit answers blue.
868987
+ 786
561207
+889
.2116
+50
825492
+ 716
981626
+ 816
259870
9- 6 1 8
618+592
219+106
472396
+ 103
586122
+ 200
575269
+ 634
692+629
708102
+ 110
300250161
30 50140 100
+19 +256
600152
+ 206
819+692
1
115659
1-218
232143
+246
568187
+186
125208
+156
413163
+ 308
612169
+218
289367
+299
429218
+227
Eff1111111
148 100516 575
+ 292 +269
263+468+102 =
592210
+109
302319
+296
209444
+316
580117
+ 211
128479
+ 387
418409
+ 102
321+392+211
2'l
400+ 200
79 o318 +229 19
+365
219489
+ 129
120210
+ 365
619138
+ 149
Subtraction Regrouping Ones
Using small cards, have your child make uptwo decks of 12 cards. The first 12 cards willshow these numerals: 4, 5, 6, 7, 8, 9, 4, 5,6, 7, 8, 9. The second deck of 12 cards willshow these numerals: 280, 281, 282, 283, 284,285, 370, 371, 372, 373, 374, 375.
Let your child shuffle each deck and placethem face down in front of two players (yourchild and you, or your child and a friend). Thenthe two players begin to play this game as theywould "Slap Jack" except that they are not lookingfor matched pairs. Instead, each player willturn over one card, subtract the smaller numberfrom the larger number, call out the answer, ladslap the card in front of him. (Paper and pencilmay be needed for the subtraction.)
The player that gives the right answer firstand slaps the card, gets to pick up the two cards.Then two more cards are turned face up and playcontinues in the same manner. The player withthe most cards wins the game.
one-, two-, or three-digit numberfrom a three-digit number.
Your child can be a "ghostbuster" by completing I/these problems.
DIRECTIONS: Subtract.
1. 682 2. 234 - 7 =-457
A. 225 A. 217
B. 235 B. 208
C. 215 C. 218
11 D. 335 D. 227
I
9. 'all.? opN1 r
29
Have your child subtract the number in the center circle from thenumbers around the circle. Fill in the outside circle with thecorrect answers.
A.
B.
Subtraction - Regrouping1111111111111111111111
Have your child fill in the table below with thecorrect answers. Subtract each numeral on the leftfrom the numbers across the top.
875 764 959
498 377
187
483
397 1111111H
one-, two-, or three-digit numberfrom a three-digit number
Let your child check the newspaper for ads and selectsale items that show regular price as well as sale price.Then have your child to find the difference or amount saved.
Let your child find NBA (National BasketballAssociation) scores from the newspaper. Then shecan list the scores of some of the teams and findthe difference.
NBA Scoreboard
Celtics (113,)Pacers (102)Washington (184)Boston (113)Chicago (89)Indiana (142)
AMMIIIIMEN111
Los Angeles (106)Cleveland (98)
Lakers (118)Pistons (99)
31
eIIMME.M.
work space
13
NO LOWERPRICE
KRAFT 21-inch Spacesaving Ranges are smallenough to fit in tightspaces yet large enoughto handle all yourcooking needs.
WAS $486NOW $399
0 DIRECTIONS: Subtract.
303 - 18
A. 291
B. 285
C. 205
D. 275
Example:
$486 Regular Price- 399 Sale Price$ 87 Savings
=1 944756
A. 188
B. 288
C. 187
D. 287
32
Subtract. Match the answer with the code below to answer the riddle.
325 203 495 462
- 9 - 97 - 78 - 74
3161
T I
382 728
- 8 - 86
861 907
-70 -89
180 164 371
1)- 26 - 58 - 55
698 454 429
- 88 - 9 - 65
874
-56
981
- 7
WHY SHOULDN'T DUCKS FLY UPSIDE DOWN?
610 445 417 154 106 642 364 374 974 791 316 818 388
A C E G H I K M P Q T U Y
33
I Subtraction Regrouping
Have your child subtract the first threedigits of the given telephone numbers from thelast four digits.
one-, two-,or three-digit numberfrom a four-digit number
Your child may enjoy using these dates to practicesubtraction.
Subtract the last two digits from the years below.from 1985.
. Columbus discovered America in 1492.
1995 -
. George Washington was born in 1732.
1985 -
c. Abraham Lincoln was born in 1809.
.11985-
. The year you were born.
Ask your child to make a set of number cards from1-9. (The ace through the nine of a deck of playingcards can be used.) Then have him deal four cardsface up. He writes the four numbers on a piece ofpaper.
To get a number to subtract from the four-digitnumber, he can write the last three numbers in reverseorder.
7 2
..6 3
34
7 2 6 3- 3 6 2
6 9 0 1
1985 -
e. The year your mother was born.
1985 - =1 7f. The year your father was born.
=I1985-
0 DIRECTIONS:
1. 3164
-575
A. 2599B. 2581
C. 2589
15 D. 2591
Subtract.
2. 4113 - 14 =
A. 3099B. 4009C. 3009D. 4099
35
Subtraction Regrouping
Have your child subtract the first threedigits of the given telephone numbers from thelast four digits.
Example: 272 - 1523
1523
272
,one-, two-,or three-digit numberfrom a four-digit number
Your child may enjoy using these dates to practicesubtraction.
Subtract the last two digits from the years belowfrom 1985.
Columbus discovered America in 1492.
1985-
. George Washington was born in 1732.(Other phone numbers.)
1. 724 - 6287 = 6.
2. 332 - 3914 = 7.
3. 394 - 4106 = 8.
4. 774 - 2711 = 9.
5. 738 - 2031 = 10.
Ask your child to make a set of number cards from1-9. (The ace through the nine of a deck of playingcards can be used.) Then have him deal four cardsface up. He writes the four numbers on a piece ofpaper.
1985-
c. Abraham Lincoln was born in 1809.
1985-
. The year you were born.
1985-
The year your mother was born.
1985-
. The year your father was born.
1985 - =
To get a number to subtract from the four-digitnumber, he can write the last three numbers in reverseorder.
7 6 3
36
7 2 6 3- 3 6 2
6 9 0 1
15
0 DIRECTIONS:
1. 3164
-575.
A. 2599B. 2581
C. 2589
D. 2591
Subtract.
2. 4113 - 14 =
A. 3099
E. 4009
C. 3009
D. 4099
37
Follow the directions below to find a surprise at the end.
Subtract A from B; place answer in F
Subtract A from C; place answer in E
Subtract B from D; place answer in G
Subtract C from D; place answer in H
Subtract E from F; place answer in I
Subtract E from H; place answer in K
Subtract G from H; place answer in L
Subtract G from I; place answer in J
Subtract J from I; place answer in 0
Subtract I from K; place answer in P
Subtract L from K; place answer in M
Subtract J from L; place answer in N
MultiplicationIIIIMINIIIIMIIIIIIIIIIMMI
Let your child write each product in the box Find an ad from a local store. Using information from
below that has the same letter as the exercise. the ad, make up short problems for your child to answer.
two-digit number bya one-digit number
a. 3 X 60 b. 5 X 24 c. 2 X 18
d. 9 X 8 e. 4 X 12 f. 5 X 12
g. 6 X 32 h. 9 X 12 i. 2 X 84
j. 3 X 44 k. 4 X 6 1. 4 X 21
m.
p.
3 X 4
3 X 48
n. 2 X 48 o. 2 X 78
Then let her find the sum of each row, column,and diagonal in the square. All the sums shouldbe the same to make a magic square.
Example: If one box of nails cost $1.79, howmuch do 8 boxes of nails cost?
a. b. c. d.
e. f. g. h.
i. j. k. 1.
m. n. o. p.
SUM:
39
Tell your child that there is another way of findingproducts called lattice multiplication. Here is, how it
works.
354
X 9
3 5 4
3 5 4
9
(Fill in the spaces
using multiplicationfacts)
4.
3
9 (Set up the lattice)
1 8 6
(Add the numbers ineach diagonal)
4 1 4 8 .*6
(Read the product)
0 DIRECTIONS: Multiply.
1. 25 X 7
A. 145B. 155
C. 16517 D. 175
= 3,186
2. 64
X 6
A. 144
B. 364
C. 384
D. 394 4 0
On a separate sheet of paper work the multiplication problems. Then writethe answer below each problem.
Look for each answer below and write the letter of the problem above it.
WHAT DID THE EGG SAY TO THE FUNNY COOK?
49 x 5 65x 9 39 28 x 3
x 4 x 6
79 8064 86x8 x 4. xx x 679
MULTIPLICATIONIf the answer ct.. stains a 2, color the space GREEN .If the answer contains a 4, color the space BLUE .
If the answer contains a 5, color the space RED .If the answer contains a 7, color the space BROWN .If the answer contains an 8, color the space YELLOW.
Multiplication
Your child will enjoy finding her way throughthe maze. First, ask your child to multiply tosolve the problems. Then she follows the answers,in the order given, through the ghost town to theexit. Tell your child to touch each answer onlyonce.
1. 242 2. 200 3. 247 4. 147
X 3 X 4 X 3 X 6
5. 372 6. 179 7. 185 8. 104
X 9 X 4 X 5 X 7
9. 325 10. 278 11. 702 12. 265
X 2 X 7 X 8 X 7
20
three-digit number bya one-digit number
Let your child multiply the number in the center byeach number.
7
5 6900
a 29
0 DIRECTIONS: Multiply.
1. 401 X 9
A. 3209
B. 360 9
C. 399
D. 36
2. 736
X 5
A. 3680
B. 3685
C. 357 5
D. 3550
45
Complete the puzzle.
ACROSS1. 214
x2
6. 241x4
DOWN3. 167 5. 106 1.102 2.161 4. 118 5. 337 7. 146
x5 x6 x4 x5 x3 x2 x3
10.140 12 329 8. 121 9. 101 11. 17 13. 124 14. 101x2 x2 x6 x8 x5 x7 x9
15. 232 16.122x4 x8 46
Division No Remainder
two-digit number bya one-digit number
Have your child divide to solve the following problems.Let her write her answers on the blanks and then write thenumber words in the puzzles.
Have your child select items in the home, such
1.
4.
as 18 bottle caps. Have her divide these capsequally among three members of the household. Each
6.
member of the household will have an equal number 7.
of caps. How many bottle caps will each personhave?
8.
11111111111 aklIllNIIIIIIIIIIIIIIIEIIMIMIIIIIII 11.
12.
13.(I-C_-. 14.
Have your child count 30 forks, knives, andspoons. Then have him divide these items equally
into five groups and tell you how many items are ineach group? Now, let him write the two divisionproblems in the .blanks below.
LI1
QDIRECTIONS: Divide
72 ---- 9
47
I
= A. 63
12B.
C. 8
D. 7 22
ACROSS DOWN
12 i. 6 =
19 ....- 1 =
18 i. 6 =
6 ;- 6 =
8 F36 =
50 ::. 5 =
9 1-43 =
49 :... 7 =
32 i.. 4 =
2 2. 7 :. 7 =
6 Fii .,3.
5. 66- 6..
6. 48 -:.- 4 =
9. 63 ... 7 =
10. 6 rizi =13. 36 .:.- 6=
I
Division No Remainder
Using the table of division facts in the back ofthis book, have your child write the dividends on in-dex cards. (Remind him that a dividend is the numberbeing divided.)
Shuffle the cards and place them face down in themiddle of a. table. Let your child draw a card andtell you all the even division facts for the dividendon the card. For most dividends there will be twofacts (for example, 45 = 9 = 5 and 45 5 = 9 for thedividend 45); for a few dividends there will be onlyone fact (for example, 81 9 = 9 for 81); and, forothers, there will be four facts (for example,18 2 = 9, 18 9 = 2, 18 6 = 3, and 18: 3 = 6for the dividend 18). He continues drawing cards andgiving facts until he makes a mistake, at which pointanother player takes over. The winner is the one withthe most cards after the pile is gone.
Note: It would also be good to have your child
write the facts for each dividend card.
two-digit number bya one-digit number
Let your child divide to solve the snail's problems.
Tell your child you are thinking of a divisionfact which has a certain dividend, say 24. Let hertry to guess what the fact might be. When she guessesthe fact, let her become the leader and ask you, oranother child, to guess.
4923
Help your child practice his division facts. Tellhim that he should only respond if the fact is prefacedwith "Simon Says." Otherwise, he does not give theanswer. For example, you would say, "Simon says 42divided by 7." Your child responds, "6." If you say,"42 divided by 7," your child should not respond.
50
Division With Remainder
Give your child 10 beans. Have him placethree beans in each group. Let him tell you howmany groups he has and how many are left over.Help him write the following number sentencesfor this problem.
3
3 109
1
10 -r 3 = 3 R. 1
MININEINIMMIMMEMIMMINIVHave your child count 17 paper clips and
divide them into groups of five. Let her tell
you how many groups she fanned and how many are
left remaining. Ask her to write a number sen-tence for this problem, using either division
sign ( r__-. or ) .
Give your child 22 pennies (220. Have himdivide these pennies into groups of four. Askhim to write a number sentence using both division
signs. --$411F4ar0E)-Aszo...41V,,c-je?,,,V.:agT1W417;31p
"awe; ,Ififivr us '447-.7'14rr '4""
Place 12 pencils in a container. Ask your
child to put the pencils into groups of five.Then let her write a number sentence for this
problem.
zoefzd=ezzzz,o, / 17/Zel./G:706Ve.624
XAMV,S.NIVNAINxVs.\\NA\l, \A\ WNWS:4Awm.v.w.N.I. v..V.ANANNAmm,
SMOoTli WRITING NO.2.
5124
one- or two-digit numberby a one-digit number
Let your child practice dividing to find the answers
to these problems.
A.3 1-17 34 = 4 = 4 FE 5 I9-
B.2 17
C.8 I 66-
7 1-gi
28 4. 3
6 Fir 8 FRY
Help your child find the missing digits. Note that
in exercise 1 there are two bits of information that can
help him get started: (a) What number subtracted from
7 will get 3?; and (b) What number could we subtract
6 from to get 2?
1. DEOF
3 EiD 6
2 LJ1111111111.1111111111111111111111511111=1111111111MINI
DIRECTIONS: Divide.
0 1.
9 PiA. 4 R. 2
B. 4C. 3 R. 6D. 3
2. 8 3 =
A. 5B. 4 R. 1
C. 3D. 2R. 2 52
.
.
-
--
4 4
4
4 -11.4.1:1.1,1.18Rd
14111,101Y Vip..0100'.--2... 00..../..".ike.....:01.,".
0. ? , a,. 4., snow 1.. / .
411111110, al op.'...0.0e.A . - ot..."ZEZI. II Otill . .,.....p..0.fil g.4.40 at.9'
...S.W..111.0,- 4.br..a 40t..lste..11146:0:46:11101, a
lor .... No*es*.. Lose,
a far&mmiti.*/. 111111?fkil4111'.111.
.. .. . .. ......;.....,.....0:4%-og.t4:U4 . iv .......-44, ....... 44 it. . : 0 . .411111k/alr 44 666 ! .-7,,.::? .7.47..ri?:jt.41*:11611:;;....,Al re U. -a s e,.. #li "qpi.f.0 It_ .411
1:4 :V. I" 6`411. 004te. .
41%Op ii 4 */ir:Ode:ii*I111111%1 v al ..110.41-11.-,ii, on , 01,11-61. Vra.,,..,0 s 04, - a. de.1.wells0,716-akrekteller:t6.1 OA 110
Eb.,b '...-----' 110.0:11.0 ....... we,. Olt/. 0 lie .4 Nur i /411111111....-.. Abap 464160' is f:. 00016,0011,11 ,' *mi."r ,. . . .
5..
*04.4: *.11%1111111134.i.111.1111k11.1.1!;,10,'bio;t=lt,
siee:..1".°T°4. * f. 1/low toe V a:* Ir-/ 0:040 es' ee404 ,;:; abc....040e. 011111 .04% 110..%* "lb* 4
e $ ;AP .41.4114.9 VA**4.1:6-%.410.44. *V 111.00.001
-Des?* 06,4 I: eIt,. st Abh..2,L A..... 0.4,,10.00.00ahlp....444:1°0114.11"s. 4..see..614.4
41111.0 41/0 00.4.041 a.% All I*NW 001/40 * -:VO.W.&14.1800.41' "I°440 4:00106.0.4.04.4° 1.410%.49110.610 ?:41. 6.10,0Stet00110 *egg 7 w %ap I 4.44- V. "Noe. a ., .
+
Division No Remainder
Have your child count out 116 Mardi Gras beadsor kernels of popcorn. Then have her place theseitems in groups of four. She can tell you how manygroups she formed and write the number sentence forthe activity.
three- or four-digit numberby a one-digit number
.....eill1M11161111111111111=11111111111111111111111111
Let your child play this game with a friend. They
may use beans or buttons for markers. The players taketurns working the problems. When the answer (quotient)is in the box, the player Places a marker on that prob-lem. The first one to get a marker on four quotientswins the game.
Find several items with your child around thehouse that are bought in multiples -- for example,light bulbs: 2 for $3.18. Help your child findthe price for a single item. i / /
\ /le
Let your child decide which is the best buy:six pairs of socks for $13.74 or eight pairs ofsocks for $18.00?
1030 1017
648 1211
73 245 924
A. B.
4 FI796- 2 Frizi-i
E. F.
4 F3696 6 F726-
I. J.
3 12469 4 FI328
M. N.
5 1-6763 8 FUT&
4874
1949
634
176
1267
501
C. D.
G.
3 77E
n.
2 9748
K. L.2 352
0. P.
9 gi
903
823
6 p38
5 FgE
7 [75/f.
Your child could keep track of his favoriteprofessional basketball team's final scores forfive games. Then he can total the scores anddivide to find the team's average score.
54 26
(:) DIRECTIONS: Divide.
1.
6 3173(73
A. 182
B. 208
C. 212
D. 218
2. 324 :7 3 =
A. 18
B. 105 R. 1
C. 108
D. 321
55
The model problem below reviews the division steps for you.ammiwir
Dividing OnesBring downDivideMultiply!SubtractCompare
Decidewhereto start.
Dividing HundredsDivideMultiplySubtractCompare
4 25}:
What Can Go IWork each problembelow write the anfind the answer tounder its correct a
64 riT:10.
243_
Dividing TensBring downDivideMultiplySubtractCompare
644 I 2
24
6454 F5730-
2418 1816 16
2 20
hrough Water & Never Get Wet?to find the correct answer.In the spaces
swers in order from least to greatest. Tothe riddle, write the letter of each problemnswer.
T 6 4 F7-37U
3 57.0.TH
8 T6:-Th74,848
N 9 )777 9G
3L
6 F-22)531 T-5- --.
Least to greatest
Letters
INIMENMEIMINIMMIND
5641111111
Division With Remainder
Parents you may use this game with your child.
. Use a button for the marker.
. Take turns tossing up the button.
. Work the problem on which the button lands.
. Use the remainder for your score.
. The first player to reach 10 wins.
A.
4009:-B. Ta ke
off II-points
c.7 F273-9-1
Ta keoff 5Poi nts
E.
53084-5
F.
6r3452
G. Take
turns
x.
8 )7329-
I.
)---;7; 6 71 256
AWN
Miss
1
K. Take
1Turn5727 9 8345
L. M. TykeOPP 2
poi0 is
N.
5 1578-3 iti T i 8 21 594
Miss c. P.
6457+ 5MISS
_1_
Turn833Taw n
three- or four-digit numberby a one-digit number
Let your child work these problems. She writes theanswers (quotients) in the outer ring and shows each re-mainder by the R.
28
DIRECTIONS: Divide
1.
4
A.
B.
C.
D.
2.
3591 8 =
12 R. 8 A. 308
28 R. 2 B. 448
37 C. 488
82 R. 1 D. 4487
R. 7
R. 7
R. 7
58
What Is Worse Than A CentipedeWith Sore Feet ?1. Work the problem.2. Cut out the problems along the dashed lines.
Arrange them in order from the least quotientto the greatest.
3. Check your answers.4. Read the words in that order
to answer the riddle.
r -IA COLD
9 I-TT7 8 1.76i3
r-ITS
+
5 T "E.i
THROAT
7 138i;
SORE
412TiiNOSE
3 iiii9"
1
OR
9 15185
A
7 1607;
GIRAFFE
8 F-3-57
WITH WITH
61-4T42 41638
ELEPHANT
8 75;;"A
59
IN
9 Ti;171
L
AN
71 493
I
ONN
parts of a division problem iDivision
Divisor4.
72 .-. 9 = 81\
Dividend Quotient
Divisor ---> 8
6 <- Quotient
Dividend
4z Remainder
divisionabove,
the
above,
4
9
riT-36
42 i 7 = 6
B. In the divisionproblem6 is the
3
A. In theproblem39 is
49
-481
50
8394 1 7 = 1,199 R. 1
C. In the divisionproblem above,7 is the
i
CODIRECTIONS: Choose the correct answer.
1361 9 = 4
1. In the division problemabove, 9 is the .
6
8157-48
3
30 2. In the division problemabove, 3 is the, .
A. DivisorB. ProductC. QuotientD. Dividend
A. DivisorB. DividendC. QuotientD. Remainder
61
Division vissmosIn each problem below name the part that is Write the word on the blank that matches the defini-
circled. tion.
parts of a division problem
1. 5 = 97Divisor Quotient
2. 90 9 Dividend Product
3.Remainder Multiplicand
4. 623
7 r-43624216
14
22
21
5. 120615g6
1212
6. 8
3
0
36
36
= 2 R2
62
1. What is left over in adivision problem's answer.
2. Answer of a divisionproblem.
3. The number being divided.
4. The number you divide byin a division problem.
Fractions - No RegroupingINSWAIIIIMMINEMilt
r-adds or subtracts fractionswith like denominators
ibrjtaHave your ,nild use the rectangle below and A. Add.
some type of marker (a bean, a coin, a button).To solve the problem 2/7 + 1/7 = , firstmove your marker to the rectangleliFered 2/7. 1. 1 3 2. 4 1
Then move your marker forward one square (1 /7) . 3+5 iT + "5.
What rectangle are you on? (3/7) Record theanswer in the space after the problem. To solvethe problem 4/7 - 2/7 = ,...., first move yourmarker to the rectangle Tinn ed 4/7. Then count 3. 2 4. 3
backward two spaces (2/7). What rectangle are Ti 6
you on? (2/7) Record the answer in the space1 2
after the problem. Continue with the following: + 7-1 +6
5/7 + 1/7 = 2/7 + 3/7 =
6/7 - 2/7 = 5/7 - 3/7 =
64
I
o4al
B. Subtract.
1. 5 2 2. 9 2
8 10 108
3. 5 4. 4
6 5
2_46 5
32
DIRECTIONS:
. Add: 3
7
A. 6/7B. 6/14
C. 0/7D. 5/7
2. Subtract: 69
2
9
A. 8/9
B. 5/9
C. 12/99354/9
Fractions No Regrouping
adds or subtracts fractionswith like denominators
Have your child use the chart below and a die. Think of whatever you roll on the die as thirteenths. EXAMPLE:
You roll a 5. Think of it as 5/13. Move your marker to the rectangle 5/13. Now roll the die again. This is thenumber of thirteenths you will add to 5/13. EXAMPLE: Your roll a 6. Move your marker forward 6 spaces. What
rectangle are you on? (11/13) Record what you did on a sheet of paper. 5/13 6/13 = 11/13. Next, roll the dieagain. This is the number you will subtract from the total of your first two rolls. EXAMPLE: You roll a 2. Move
your marker back 2 spaces from 11/13. What rectangle are you on? (9/13) (Record what you did.) (11/13 - 2/13 =9/13). Then repeat the activity three more times. NOTE: If you cannot subtract the number you rolled, roll againuntil you get a number you can subtract.
1 2 3 4 5 6 7 8 9 10 11 12
__.
13 13 13 13 13 13 13 13 13 13 13 13
33
66 67
No Regrouping orFractions Renaming in Sum
or Difference
Ask your child to place 13 paper clips on a sheet of paper. Have
your child hook the clips into groups of five (two groups of five andthree loose clips). Let him record the mixed number.
adds or subtracts mixed numberswith like denominators
1111
:72.)
3/5
Next, give him six paper clips. Have him hook the clips into groupsof five (one group of five and one loose clip). Let him record the mixed 1 /5number.
Now, have him add first the number of loose clips, then the numberof groups of five paper clips. (four loose clips and three groups of fiveLet him record the answer.
4/5
Then, have him remove two groups of five and two loose clips from his C2E)answer. How many groups of five and loose clips are left? (one group offive and two loose clips) Let him record the answer. 4 2 /5
Let your child practice addition and subtractionof these mixed fractions.
A. 3 2/7 B. 6 4/9 C. 2 1/4 L 34 6/10
+5 3/7 +2 1/9 +3 2/4 +23 3/10
0'
A. 9 5/8 B. 16 7/11 C. 6 5/9 D. 19 9/11
-6 4/8 -12 4/11 -2 3/9 -14 2/11
34
68
.
DIRECTIONS:
Add: 3 4/7 + 2
A. 5 6/14
B. 5 6/7
C. 5 8/7
D. 5 2/14
2/7 = 2. Subtract:
A.
B.
C.
D.
3
-1
3
2
4
2
8/11
4/11
69
;)
No Regrouping orFractions Renaming in Sum
or Difference
adds or subtracts mixed numberswith like denominators
DIRECTIONS: Add across and subtract down.
Sample Item:
0=111+1111111
EF-21_7 7
I Ii 1-
71...1 i
9217
DIG A LITTLE AND SOLVE THESE.
0 =MI -1-111111111r. (1=111111+111110-
3 11 EnI
70
; 2u35
Fractions
Have your child fold a sheet of paper, papertowel, newspaper, or magazine page in half. Foldit in half again; then fold it in half one moretime. Open your sheet. You should have eightsections. Label each section 1/8, then color inone of the eight sections.
,..e.
IMMO=Ask your child to use a ruler to measure and
cut a ten-inch piece of yarn or string. Then cutthe yarn into one-inch pieces. How many pieces doyou have? (10) What is each piece called? (1/10,
one-tenth)
72
one-eighth and one-tenth
Have your child draw and color a picture on a paperplate or paste a picture on the plate. (Your pictureshould be as large as the plate.) Fold, then cut theplate into eight pieces (fold it in half, fold it inhalf again, then fold it in half one more time.) Onthe back of each piece write 1/8. See how quickly youcan reassemble your picture by turning over one pieceat a time.
()DIRECTIONS: Answer the questions.
1. Which figure has 1/8 shaded?
36
A.
C.
B.
D.
2. Which fraction tells what part of the figure isshaded?
A. 10/1
B. 1/10
C. 1/9
D. 9/10
73
Fractions
DIRECTIONS: Put an "X" under the shapethat shows 1.
$
Put a "," under the shapethat shows 1 .
TO
A.
B.
C.
74
one-eighth end one-tenth
D.
E.
F.
37
Shade in the correct fractional part.
41,
A. 18
B. 18
10
D. 110
E. 1
F. 18
75
Decimalsadds and subtracts decimalsthrough hundredths
Your child may work the problems and write the answers in the triangle. If
the answer to the problem in the triangle is less than 10, color the small trianglered. If the answer to the problem is greater than 10, color the triangle blue.
18.3 5.02
7.05+3.9
2.3+3.1+0.42.1.'3.98
10.9+3.07
8.2+3.1+0.2
9.2+3.05+0.1 8.21 + 4.45
12.9. 0.3 12.4 - 3.98
13.2 - 2158
76
8.4 4.92 8.3 +3.8
38
8.5 +2.14.1.4
0 DIRECTIONS: Add. ii1=8
1. 0.54 + 0.42 =
A. 3.96
B. 2.96
C. 1.96
D. 0.96
DIRECTIONS: Subtract.
2. 8.4
-2.28
A. 0.12
B. 4.22
C. 6.12
D. 10.12
77
DECIMAL COUNT OFF
1. Label the sides of the cube from the back of this book with 1, 1, 2, 2, 3, 3.You may use tape and cover any unneeded numbers already on your cube.
2. Place playing pieces on COUNT.
3. The first player throws the cube. Players must follow the lines to go from spaceto space. Players may go horizontally, vertically or in both directions at oneturn.
Example: Throws a 3: moves 2 spaces horizontally and 1 space vertically.
4. Players may not land on or go through spaces marked KEEP OUT.
5. Players must give the answer for the problem in the spaces on which they land.
6. If a player fails to perform the task require°, he moves back one space towardCOUNT and performs the task required of that space. In no event does a playermove back more than one space on a turn.
7. The first player to reach the space marked OFF by an exact throw of the cube isthe winner.
NOTE: You may wish to make another playing board just like this one, except withsubtraction problems in the boxes. The game is played the same way.
7S
Decimals
Ask your child to shadein 31 of the 100 tinyboxes in the chart below.Then write the decimaland number word the chartrepresents on the linebelow.
,Shade in 20 parts ofthe chart below andwrite the decimal andnumber word the chartrepresents on the linebelow.
Write the word name for each decimal.
A. 2.68
B. 4.09
C. 0.6
D. 6.3
E. 57.24
F. 42.1
79 40
reads and writes decimalsthrough hundredth
Write the decimal for each number name.
G. three and ninety-four hundredths
H. ten and twenty-five hundredths
I. one and two hundredths
J. thirteen and seven tenths
K. nine and nine hundredths
L. four and eighty hundredths
DIRECTIONS: Answer the questions.
1. Which decimal number is the same as the numberword in the box?
Thirty -one and nine tenths]
A. 31.910
H. 31.9
C. 31.09
D. 31.99
v=0
2. Which number word is the same as the decimalnumber in the box?
.24
A. twenty-four
J3. two and four
C. twenty-four hundredths
D. twenty-four tenths80
Decimals
DECIMAL OLD MAID
Your child and his friends willenjoy playing "OLD MAID" by cuttingout the 65 cards on this page andthe next page.
Deal all cards. Playe match asmany decimal/fraction cards as theycan. All pairs are laid down on thetable. Remaining cards are held inthe hand.
Play begins with one player drawinga card from the hand of the next player.If it matches a card in his hand, thepair is laid down on the table. If not,
the card is placed in the hand and thesecond player draws, a card from the
next player. Game continues until allpairs are matched and one player isleft holding the unmatched "OLD MAID"
card. This person is considered theloser.
reads and writes decimalsthrough hundredths
6.3. 2.41 9.9
.92 .04 .09
.11 .10 .07
.9 .46 .89
.75
. 5 .25 .2
4.86 .55
.4 .3
. 8 .6 .4 .1 .2
82
five tenths nine tenths forty-sixhundredths
eighty-ninehundredths
one andthirty-eighthundredths
eight tenths seventy-fivehundredths
four andeighty-sixhundredths
fifty-fivehundredths
eight andfive tenths
twenty-fivehundredths two tenths four tenths three tenths
three andforty-one
hundredths
six tenths four tenths one tenth two tenths five andtwenty -f iv
hundredths %
six andone tenth
two andforty-one .
nine andnine tenths
ten andthree tenths
one andsixty-nineHundredthsundredths
ninety-twohundredths
fourhundredths
ninehundredths
seven andseventy-sevenhundredths
OLDMAID.00
elevenhundredths
one tenthor
ten hundredths
sevenhundredths
8.5 5.25
10.3 7.77
82
1.38 3.41 1.69
8442
The following charts can be used to practice hundredths and their equivalentdecimal numbers. By shading in parts and writing the decimal numbers, you canshow and write equivalent decimals.
EXAMPLES:
.65
.31MinglEggiOnanomanumantaIMERIFMNISIMIgin1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111
1111111111111111111111111111
111111111111
111111111111111111111111111111111
ninety-ninehundredths
85
eighty-twohundredths
.51
f1111I.
10")ct
seventeenhundrodths
Relations and Functions
A number is divisible by five if the lastdigit of the number is either a five or a zero.
Give your child'a handful of beans (at least20-30). Ask her to divide them in groups of five.Ask the following questions: How many groups offive do you have? Are there any beans left over?How many beans are there in two groups? How many
fives? How many beans are there in all? Were theyequally divided into groups of_five's? Is the total
number of beans divisible by five?
numbers divisible by five
DIRECTIONS: Connect each dot that is divisible by5 to the next nearest dot that is di-visible by 5.
48
Underline all the numbers that are divisibleby five. Write the letters over the underlinednumbers on the blank line below. You will be able 174to solve the riddle below.
135 60
70
03
54
37
"When is a door not a door?"LCD O HT18B3 17 36 9
N9235 7 43 8 50 13
V EL C N GE I T H266 25 196 97 95 41 301 300 10 26
filZ XS POR AU136 175 177 766 230 9 444 ;47 715 63
Y J B L A F Z KR B52 155 166 177 980987 999 554 995 996
---13ii-
309
405
62
IM!Let your child look at a complete yearly calendar
(one where all 12 months are listed). Ask him what
months have a total number of days that are divisible byfive.
44
DIRECTIONS: Answer the following question:
1. Which number is evenly divisible by 5?
A. 31
B. 95
C. 24
D. 87
87
Relations and Functions
Use the TIC-TAC-TOE gameboard on this page.Have your child cut out the 12 squares below.Turn the squares face down on a flat surface. Twoplayers are needed, and the object of the game isto be the first player to complete a row, column,or diagonal whose sum is divisible by five. Each
player selects five squares. The player with thehighest number on her square places this square onany block on the gameboard. The next player placesone of his squares on any of the remaining blockson the boards. Play continues in this manner untila player puts down a square that completes a column,row, or diagonal whose total sum is divisible byfive. That player wins the game. This game maybe repeated.
(Cut out squares.)
10 11 12 13
4 5 6 7
8 14 9 15
88
45
numbers divisible by five
TIC - TAC - TOE BOARD
DIRECTIONS: Underline the numbers that are
(:)divisible by 5.
A. 25 22 17 38 13
B. 91 57 12 99 71
C. 63 90 102 139 76
D. 197 124 179 165 113
E. 402 322 396 345 344
F. 539 276 570 523 671
G. 721 665 851 444' 728
56
35
84
106
324
777
843
89
nearest five-minute interval1Time
Using the demonstration clock at the back ofthe book, explain to your child that the space bet-ween two numerals on a clock face stands for fiveminutes and that there are 60 minutes in one hour.Beginning at 12 have your child count by fives andpoint to the five minute positions on the clock faceup to 60 minutes. Tell him there are two ways toread time -- minutes before the hour or minutes afterthe hour. Digital clocks, official times for sportingevents, and scientific experiments are always read inmiAtes after the hour. Give your child practice inreading the time both ways by naming a time, such as15 minutes to 12. Have your child show the time onthe demonstration clock, read the time as 45 minutespast 11, and write the time as 11:45.
Using the demonstration clock, ask your child topretend it is 5:00 and show you 5:00 on his clock.Ask: "What time will it be 25 minutes from now?"Have him to move the minute hand through 25 minutesto find the answer and write it as 5:25. Do the samewith these questions.
1. Pretend it's 9:15. What time will it be in15 minutes?
2. Pretend it's 6:45. What time will it be in30 minutes?
3. Pretend it's 2:30. What time was it 10 minutesago?
4. Pretend it's 11:00. What time was it a half-hourago?
5. Pretend it's 3:30. What time was it 2 hours ago?45
90
Your child may enjoy cutting out pictures of clocksand watches from magazines and catalogues and pasting themon a sheet of paper. Under each picture he should writethe time in the three possible forms. (example: 15 minutesto 4, 45 minutes after 3, and 3:45)
Use the demonstration clock for this activity. Makea set of cards naming times to the five-minute intervals,such as 1:00, 1:05, 1:10, 1:15, 1:20, 1:25, 1:30, 1:35,1:40, 1:45, 1:50, 1:55. Ask your child to read the firstcard and form the time on his clock. The cards should bein order to show him hew time follows, for example: 1:00,
1:15, 1:20, 1:25, and so on. After he has been throughthe cards, mix them up and let him show the times out oforder. Then have him put the cards back in order. Youmay want to make a set for each hour.
ID DIRECTIONS:
1. What time does the clock show?
A. 5:40
B. 8:25
C. 5:08
D. 8:05
Time
The mouse ran up the clockat 1:00.She stayed on the clock for
20 minutes.
What time did the mouserun down?
1:20Give the time.
nearest fiveminute interval
Using the clock faces provided at the back of thebook and index cards, make a deck of cards which haspairs of matching cards. One card of the pair showsa clock face and the other shows the matching time.Similar to the game "Concentration," spread the cardsout, face down, on a table top. The object is to turnover matching cards. Each player in turn may turn avertwo cards for everyone to see. If they match, he keepsthem and takes another turn. If they do not match, hereturns them face down to the arrangement. Then thenext player turns over two cards. To win the game, aplayer must have more pairs of cards than the otherswho are playing the game.
1
-1! !1 8111111IIIIIIIIIIIIIIIIIIIII1111111 I 1818.1
8111111111 Olt 1111mitaietwa silatusis isia.s.comwonatiutseasom lllll sititint 11,11111 11111
S 1111111 llllll 1 11 2 11121111,111,211 1 1111
I 1111111111 111111
1. Road Runner ran a milein 5 minutes. He
started running at6:00. What time didhe finish the mile?
11111111111111111111111111111111
92
2. The ugly witch rodeher broom for onehour. She left at 9:00.What time did she land?
3. Susan went to sleep at
7:45. She slept for15 minutes. What time
did she wake up?
4. It is 4:30. Mr. Slow-
poke is arriving ahalf-hour late for thetea party. What timedid the party start?
5. It is 8:00. The sunwill set in 10 minutes.
What time will it set?47
Have your child prepare 13 sets of four cards
each. The first card in a set will show a clock facewith a particular time shown by the hands. The secondcard will show the same time using the phrase "minutes
to." The third card will use the phrase "minutes past."The fourth card in a set will use digital time. Five
cards are dealt to each player at the start. The gameproceeds in the same manner as "Go Fish." The playerwho accumulates the most sets of time cards wins the
game.
93
1perimeter of square, rectangle and triangle
4
1=11111
Geometryummossimumaimimusaiiimon
Ask your child to estimate how far she would haveto walk if she walked along the walls of one of therooms in your house. Then measure the length andwidth of the room and help your child compute the dis-tance around the room. Explain that this distance iscalled the perimeter of the room.
21Exampl e:
T1421
4.;4-4 + 14
21 ft. ,-.1 70 ft.
Help your child locate objects found in your homewhich are in the shapes of triangles, squares, andrectangles. (Example: table, book, counter top, etc.Have your child measure the lengths of the sides ofeach object and record the measurements for each one.Then, have your child add the recorded lengths to findthe perimeter of each object.
Have your child find the perimeter of the followingfigures and then circle the answer of the correct answerunder each figure.
litft.
5
18cmA. 11 in. A. 28 ft. A. 45 cm.
B. 14 in. B. 52 ft. B. 85 cm.
C. 18 in. C. 56 ft. C. 27 cm.
D. 30 in. D. 14 ft. D. 90 cm.
Have your child study the picture below and thenanswer the question.
loom 94
How far will the boyrun if he runs allthe way around thepark?
48
MIN
DIRECTIONS: Find the perimeter of the figure below.
5cm
IN&
A. 10 cm.
B. 25 cm.
C. 20 cm.
D. 5 'cm.
95
Geometry perimeter of square, rectangle and triangle
Draw as many rectangles a possiblewith each perimeter given in the table.(Use only whole numbers for the lengthsof the sides of the figures.) Thencomplete the table.
96
Perimeter ofrectangle
Total numberpossible
How many ofthem ares uares?
Length of thesqvare's sides
16 units
12 unitS
8 units
4 units
49 97
Geometry Parts of a Circle
Using a string and pencil, draw a circle on apiece of poster board (or a sheet of paper). Put
a dot at the center. Have your child glue stripsof yarn (a different color for each labeled partwould be effective) along the lines which formthe circumference, radius, and diameter. An arrowcut frcn construction paper can be used to pointto the center, and a semi-circle can be shaded inwith a crayon. Then have your child label eachpart with the name of the part or with a letterof the alphabet. If letters are used, have yourchild make a list at the side or bottom whichidentifies each part.
E
98
A. centerB. semi - circleC. diameterD. radius
E. circumference
center, radius, diameter,circumference, and semi-circle
Help your child find some circular objects aroundthe house (Example: plates, saucers, ashtrays, etc.)Let your child draw circles on paper using the circularobjects. Draw in the center, diameter, and radius foreach figure. Have your child label the parts.
Have your child label the center, radius, diameter,circumference, and semi-circle on the figure below.
50
0 DIRECTIONS:
The dotted part of the circle is a
A. radius
B. diameter
C. semi-circle
D. circumference
99
Geometry - Parts of a CircleNM
center, radius, diameter,circumference, and semi-circle
Cut out the figure below and glue it to a piece of heavy duty cardboard. Cut around the pattern, making sure
that the notches are cut out. Have your child stretch rubber bands between the slots on the left and the correct
answer.
100 51 101
Word Problems - No Conversion
$ IT PAYS TO HAVE A PLAN $
Six-Point Checklist
1. Read the problem carefully.
2. Understand the question.
3. Find the needed information.
4. Plan what to do.
5. Find the answer.
6. Check back.
Help your child learn to use the above check-list by reading together and discussing the stepsas you solve the word problem below.
The fifth grade class has 30 minutesof recess each day. They are in schoolfor 360 minutes each day. How much timeis not spent at recess during the schoolday?
Have your child read the problem. Then asksuch questions as:
"What are we trying to find out?"(Step 2)"What information do we need to solve theproblem?" (Step 3)"Why is subtracting the best way to solvethis problem?" (Step 4)
Have your child perform the subtraction (Step 5)and then add back to check (Step 6). 52
time: hours, minutes, days,weeks, months, or years
..
102
Explain to your child that it is useful to find outanswers to problems about time. For example, you mightwant to know how long a TV program lasts.
The length of a program can be figured out by findingthe time the program starts and ends. Have your childlook in TV Guide (or any other TV schedule) and discusswith him the beginning and ending times of programs. Theending times can be determined by finding the beginningtime of the next show on the same channel. Ask your childquestions like,."If the CBS Movie begins at 7:30 p.m. andends at 10:00 p.m., how ong is the movie?"
SUEClay EVEENIPTOGEditt m.. n.. 1,14.* TWO
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1
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WW1111.0WOrWinffeow WWWW 19WWW
.2/..----1MIWnh".2....1t."b.m.._it...m".___
0 DIRECTIONS: Solve the problem.
Jerry wants to practice the piano a totalof 15 hours this week. He practiced 2 hourson Monday and 3 hours on Tuesday. How manyhours does he have left to practice this week?
A. 12 hours
B. 1 hour
C. 10 hours
D. 13 hours
BEST COPY 103
Word Problems - No Conversion
Have your child read and solve the followingproblems. Remind her to use the Six-Point Check-list as a guide.
1. In 1939, Tommy Godwintraveled about 1,444 milesevery week in the year.There are 52 weeks in ayear. About how many milesdid he travel that year?
2. Susan attended school 175days last year. There were366 days in the year. Howmany days during the wholeyear was she not in school?
3. Mrs. Sm:th is due at workat 8:00 ;:.m. It takes her20 minutes to drive to work.What time should she leavehome?
time: hours, minutes, day3,weeks, months, or years
"Thirty days have September, April,June, and November. And just forfun, all the rest have 31, exceptFebruary. February alone doesn'thold the line. For three years ithas 28 and in the fourth year, 29."
c
4. Use the information in thepoem above to find out howmany days are in all threeof the summer months ofJune, July, and August.
5. How many days altogetherare there in months with30 days? in months with31 days?
6. It takes John 5 minutesto run around the track.How many times can he runaround the track in 30minutes?
53
...411-----'--105
twostepAddition, Subtraction and/or Multiplication
Word Problems Money Ten Dollars or Less
Using a catalog or a newspaper advertisement, CHECK IT OUT ! ! !
make up problems for your child.
For example: Sue is saving her money for anew skirt and blouse. So far she has saved $3.50.The Style Mart has a sale advertised. The skirtSue wants is $5.25 and the blouse is $3.75. Howmuch more money does Sue need in order to buy theskirt and blouse? Refer to the checilist onthe previous two pages, and help your child solvethe problem by asking questions. Be sure to pointout that sometimes it takes more than one step toanswer the question.
1. Read2. Question3. Information4. Plan5. Answer6. Check
1 DIRECTIONS: Solve each problem.
1. John made a trip to his uncle's house inanother state. His father drove him to theairport, which was 100 miles from his home.Then John flew on an airplane for 4 hours at350 miles per hour. How far had John traveledwhen he reached the airport where his unclelived.
$ 5.25+ 3.25
$ 9.00- 3.50
(Total cost)
(Amount saved)
(Amount needed)
A.
B.
C.
D.
1500 miles
1400 miles
450 miles
1300 miles
$ 9.00 $ 5.50
(Total cost)
Have your child make up problems that requiretwo steps for solving.
106 54
2. Ken went to the basketball game last Fridaynight. His ticket was $1.50. He bought twoboxes of popcorn for $.50 each and a soft drinkfor $.45. How much money did he spend?
A. $2.45
B. $2.50
C. $2.95
D. $1.95 107
1
V
Addition, Subtraction and/or MultiplicationWord Problems Money - Ten Dollars or Less
Using a catalog or a newspaper advertisement,make up problems for your child.
For 'example: Sue is saving her money for anew skirt and blouse. So far she has saved $3.60.The Style Mart has a sale advertised. The skirtSue wants is $5.25 and the blouse is $3.75. Howmuch more money does Sue need in order to buy theskirt and blouse? Refer to the checllist onthe previous two pages, and help your child solvethe problem by asking questions. Be sure to pointout that sometimes it takes more than one step toanswer the question.
$ 5.25
+3.25$ 9.00 (Total cost)- 3.50 (<mount saved)
$ 9.00 $ 5.50 (Amount needed)
(Total cost)
Have your child make up problems that requiretwo steps for solving.
108
CHECK IT OUT ! ! !
1. Read2. Question3. Information4. Plan5. Answer
. Check
CO DIRECTIONS: Solve each problem.
1. John made a trip to his uncle's house inanother state. His father drove him to theairport, which was 100 miles from his home.Then John flew on an airplane for 4 hours at350 miles per hour. How far had John traveledwhen he reached the airport where his unclelived.
1two-step
A. 1500 miles
B. 1400 miles
C. 450 miles
D. 1300 miles
2. Ken .lent to the basketball game last Fridaynight. His ticket was $1.50. He bought twoboxes of popcorn for $.50 each and a soft drinkfor $.45. How much money did he spend?
54
A.
B.
C.
D.
$2.45
$2.50
$2.95
$1.95109
Addition, Subtraction and/or MultiplicationWord Problems Money - Ten Dollars or Less
A good way to help your child become aware ofnoting the details in a word problem is to have hermake up problems to 'solve. Help her get started byhaving her use the newspaper to find the cost ofthree items that would total less than $10.00. Thenhave her figure out how much change she would getback if she paid for the items with a$10.00 bill.Now have her make up some more on her own. Haveyour child write and solve a problem using theinformation on the sign below.
PENCILS2 for
053eachNOTEBOOKS
420 PENSeach
H0
290
55
1
twostep 1
Have your child read and solve the following problems.Point out that they require two steps. Encourage her touse the checklist as a guide.
1. Read2. Question3. Information4. Plan5. Answer6. Check
1. A total of 264 people were at the school playgiven by Mrs. Guidry's class. Of these, 24were parents and 18 were teachers. How manywho attended were not teachers or parents?
A. 42
B. 240
C. 222
D. 232
2. Gerry got $10.00 from his grandmother for hisbirthday. He spent $1.29 for a "Thank You"card and $.22 for postage. How much money didhe have left?
A. $8.59
B. $9.49
C. $8.49
D. $1.51
Your child might like to play the game, "Time Out forLunch," on the next page.
*(Don't forget to addbark to check your work.)
in
TIME OUT FOR LUNCHSANDWICHES DRINKS
#1
#2
#3#4
Hot Dog $0.70
Hamburger.......g.... $0.95Cheeseburger $1.05
Fried Chicken $2.10
Small ...x.........$0.35
Medium $0.50
Large $0.65
PLACE YOURORDERS HERE
Pay
$1.60
'4111kh./ Pay
$1.45
Pay Pay
$1.70 $2.60
DIRECTIONS
Pay
$1.05
Pay
$1.301. Two players take turns.2. Each player starts with $10.00.3. Toss the dice. Figure out how Home
much your lunch order would be. ColledtFor example: #3 and M on thedice means a cheeseburger and a $1.00medium drink, for a total of$1.55 ($1.05 + .50).
4. Move marker clockwise around theboard to the correct space.
5. Pay bills collect change. Pay6. If you pass "Home," collect S1.00.7. Continue until one player runs $2.45
out of money. That player isthe loser.
112
Page 1 a. Hundred-Thousands
b. Ten-Thousands
c. Hundreds
d. Hundred-Thousands
e. Hundreds
f. Ten-Thousands
g. Hundred-Thousands
h. Tens
i. Ones
Page 2
*C
ANSWER KEY
Hundred-Thousands
Ten-
Thousands Thousands Hundreds Tens Ones
4 6 5 3 7 8
3 4 6 5 8 7
7 3 4 6 5 8
8 3 7 5 4 6
5 6 8 4 3 7
3 8 6 4 5 7
6 4 8 3 7 5
4 8 3 , 6 517.1
Page 3 1. a.
b.
c.
d.
46,264 1. d. 29,514
11,672 2. c. 87,622
87,406 3. b. 63,875
75,018 4. d. 55,055
*8
113 57
Page 4 1.(a)
(d)
(g)
75,236 (b) 48,972 (c) 61,095
18,014 (e) 98,451 (1) 39,472
56,108 (h) 6,015 (1) 27,111
2.(a) twenty-seven thousand, eight hundred
(b) eighty-six thousand, one hundred thirty-two
(c) ninety-four thousand, three hundred twenty-five
(d) five thousand, twelve
(e) eighteen thousand, two hundred ninety-eight
(f) twenty-nine thousand, seventeen
Page 5 1.
4.
7.
10.
Page 6
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
70, 75 2. 15, 10 3. 33, 23
18, 20 5. 151, 161 6. 5800, 5900
40,000 8. 56,000 9. 9,650
4,660 11. 39,600
1. A 2. C
7,440 7,450 7,460
26,131 26,133 26,135
76,100 76,400 76,700
97,650 96,700 96,750
15,000 18,000 21,000
70,000 80,000 90,000
99,700 99,800 99,900
8,000 9,000 10,000
65,540 64,545 65,550
87,150 87,300 87,450
114
7,470
26,137
77,000
97,800
24,000
100,000
100,000
11,000
65,555
87,600
Page 6 I. a. 54,650
b. 35,200
c. 16,890
d. 10,000
Page 7 1. 574
2. 787
3. 8,729
4. 56,757
5. 982
6, 985
7. 6,749
Riddle: When it becomes a french f.
a. 1,331
b. 1,231
c. 1,221
d. 938
e. 1,029
f. 939
g. 929
h. 1,230
* 1. C 2. C
,Page 8 1,208
812
77,685
15,069
68,099
58,779
5,505
1,569
115
7,950 55,001
9,134 99,157
6,949 601
93,273 1,010
600 15,553
9,917 11,601
671 9,959
969 20,219
ANSWER KEY
58
Page 9 a. 1,218
b. 2,039
c. 1,692
d. 2,069
e. 1,120
Page 10
a. 857
b. 942
c. 426
d. 919
868987
+ 786
561207
+ 889
4332
+18
110,,, 1"" ,a,.,""
.N
+50492
+ 716
981626
+ 814-71723--321 9162641 1657 93 2033
259870
4. 618
618+592 472
396+ 103
iss122
+ 200-ow
.
1 743+629 373
269+ 634
a12 21 01 i
-3-2
67 372+ 2011747 971 1478
692+629
708102
+110
300230
+161
711
2116
+I I
3040
+19
501100256
600152
+ 206
819+692
2 ,""IIII
es ICI I"920 48 89 857 958
115659
.218-757
232143
+246
568187
+186
123208
+156
413163
+301
318229
+36552 941 489 884 912
612169
+218
141516
+292
100575
+269
209444
+316
128479
+387
219489
+129999 956 944 969 994 837
289367
+299263 +468 +102 ::
580117
+ 211
418409
+ 102
120210
+ 365833
908
+392
929
+211 ::
695.
619138
+ 14990429218
+227
592210
+ 109
302319
+296 321
874 -911 917 924
Page 11 1. 524
2. 24
3. 428
4. 105
5. 9
ANSWER KEY
Page 14
Page 15
* 1. A
2. 0
Page 12 A. 1. 661 2. 737 3. 474 4. 363 Page 165. 629 6. 948 7. 637 8. 286
8. 1. 639 2. 106 3. 427 4. 318
5. 648 6. 736 7. 809 8. 928
Page 13 875 764 959-498 -498 -498377 266 461
875 764 959-187 -187 -187688 577 772
875 764 959 Page 17-483-PT
-483 -483281 776
875 764 959-397 -397 -397
478 367 562
2. A
59
THEY MIGHT QUACK UP.
1. 5,563 a. 1893
2. 3,582 b. 1953
3. 3,712 c. 1976
4. 1,937
5. 1,293
* 1. C 2. D
b
ISO 120 34
44 40 192
U
;100
i Z-164 132 24 IN
n *4 134 144
* 1. D 2. C
118
ANSWER KEY
Page 18 S I R Y 0 U Page 19 26 39. 79 86 39M N15 -276' 138 -22-4- NT (cont.) x 6 x 4 x 7 x 6 x 5
1-617 156 553 -57-6- 195
C R A C K0 -216 228 -TO 5M E U Pgo- MY 204 TT
Page 19 Green:
23 79 71 67 64x 4 x 8 x 3 x 3 x 597 632 2rj NT 320
80 86 52 89 41x 4 x 7 x 6 x 7 x 3M-6- 602 312- '62-1- TO
Blue:
80 67 69 92 62x 8 x 7 x 6 x 7 x 8T4T1 TO VT TR -06
'58 70 49 49 91
x 8 x 7 x 7 x 9 x 44-6-4. fir) 343 44T TR'
86
x5WI
Red:
63 85 45 85 82x5 x6 x3 x7 x8315 TIT) Tag. 595 656
119 60
65 67 96 39 77x3 x8 x6 x9 x7-1-93 TA- 576 -3-6-i 539
Brown:
97 96 59x7 x6 x3rig 176 r---77
Yellow:
98 97 28x7 x4 x6-fig 388 168
Page 20 1. 726 2. 800 3. 741
4. 882 5. 3,348 6. 716
7. 925 8. 728 9. 650
10. 1,946 11. 5,616 12. 1,855
4500 5400
5 6
7ISO
3
13CD-40
8 29
7200 1800
0
3000 3500
6
4
7
510
8 32
4000 1500
0
120
ANSWER KEY
Page 20(cont.)
Page 21
Page 22
* 1. B
2. A
Across:
835
658
805
726
909
5.
15.
44
9.
2.
3.
5.
6.
9.
10.
13.
636 6.
928 16.
354 5.
808 11.
Down
964
976
674
85
Page 23
Pagc 24
a. 7
b. 8
c. 12
d. 7
e. 16
f. 16
17 i 5 = 3
22 ...t 4 = 5
12 .i. 5 = 2
A. 5 R. 2
B. 3 R. 1
C. 8 R. 2
1. 19
R. 2 or
R. 2 or
R. 2 or
8 R. 2
7 R. 3
9 R. 1
g. 10
h. 16
i. 8
j. 26
k. 12
1. 10
35ny15-2
5
41-0-20
1 R. 4
6 R. 2
4 R. 2
1. 428 3.
10. 280 12.
town:
1. 408 2.
7. 438 8.
13. 868 14.
-'.' C
Across
2
2
5 PT102
3 R. 1
6 R. 5
7 R. 1
2. 17
1. Two
4. Nineteen
6. Three
7. One
8. Eleven
11. Ten
12. Five
13. Seven
14. Eight
One
Seven
Eleven
Twelve
Nine
Nine
Six 4 748
36
--E
* 1. C
51875
.Y7
35
-2-
2. D
121 61 122
Page 25 2 R. 1 4 R. 1
3( 2 Fr1 R. 1 7 R. 2
5 Fr 4 1S0
4 R. 1 9 R. 1
3[13 2119 5 1-24--
ANSWER KEY
1 R. 3 Page 264 Fr (cont.)
5 R. 3
2.29 2.25 v-- (Best Buy)6 I 13.74
' 12712 7
5454
8 pro16
166
-To40
5I 28
4 R. 4
5
4 I-2F3 R. 2 6
4 Fir 5R. 1
15 R. R. 1 19 R. 2 42 R.13f46 4 I 78 2 ra-
16 R.3 16 10 R.34 167 3 1 48 5 PT
14 R. 4 20 R. 1
5 174 2147
Page 26 116 i. 4 = 29
$3.18 i 2 = $1.59
123
A. 1949 B. 634 C. 245 D. 73
E. 924 F. 1211 G. 4874 H. 1073
I. 823 J. 832 K. 176 L. 903
M. 1353 N. 1030 0. 648 P. 501
* 1. D
2. C
294 1116
8
36
1.59
Page 27
Page 28
59,S
a.b.
c.
d.
e.
f.9h.
69, 75,U N
1002 R. 1
1702 R. 2
41 R. 2
816 R. 6
1061 R. 3
575 R. 2
76 R. 4541 R. 1
87,L
183,I
i.ik.1.
m.
n.
o.
p.
187, 807,G Fl
1 209 R. 2
636 R. 3
927 R.21 552 R. 2
324 R.2207 R.3208 R. 1
1291 R. 2
808T
2$ 3.18211 .
1078
18
62124
Page 28
(cont.)
* 1. D
2. B
Page 29 A giraffe with a sore throat or anelephant with a cold in its nose.
ANSWER KEY
Page 29 870 R. 3(cont.) 7 1605
1 56
--Wg
49--3
0
43 R. 7 790 R. 281 351
32
31
247
61'
474242
54
54
2
0
159 R. 2 548 R. 37pur35
695 R. 7
416384
8r556748
23
20
3836
33
28
--5-9
56
76
72
6740
370 R. 1 990 R. 4 613 R. 241 R. 8 886 R. 5 542 R. 1 217/1 91-8914 7 293
91 377 8 1-7093 4 12120 T4 $1
69 6 81 4291 36 64
T7 69 --1-6 14 81 7
9 64 16 1 4 2.353 9 0 0 2148 8
1946 R. 1 576 R. 1 1646 R. 2 Page 30 A. Dividend3 PUT 9 1 5185 5 IDETr
3 45 . 5 B. Quotient
28 68C. C. Divisor
27 63 30
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54
18
125
23
20
2530
* 1.
2.
A
D
63 126
Page 31 1. Dividend
2. Quotient
3, Quotient
4. Remainder
5. Divisor
6. Divisor
1. Remainder
2. Quotient
3. Dividend
4. Divisor
Page 32 5/7 + 1/7 = 6/7
2/7 + 3/7 =6/7
6/7 - 2/7 = 4/7
5/7 - 3/7 = 2/7
A.
B.
ANSWER KEY
1. 4/5 2. 5/8
3. 3/4 4. 5/6
1. 3/8 2. 7/10
3. 1/6 4. 2/5
1. A
2. D
12764
Page 34 Addition:
A. 8 5/7
C. 5 3/4
Subtraction:
A. 3 1/8
C. 4 2/9
1. 8
2. D
SampleItamtPage 35
4)=.11+11.1..
B. 8 5/9
D. 57 9/10
B. 4 3/11
D. 5 7/11
4i4=11111+111111111
0.11111111+ MID*
128
Page 35(cont.) "mm'i
Page 36 * 1. A
2. B
Pale 37 A. ___Nt
B. X
C. X
A.
A. 1
129
D. X
E. X
F. I
B.
ANSWER KEY
Page 37 C.
(cont.)
Page 38
E.
10
s. 110
blued113 Sot
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isired
blue- bkue-\113.303.01 Ill 411
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red\ red blue\114 41.3 13 34 115 71 14 \
blue137 29I
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BEST COPY AVAILmou.
65 130
Page 40
ANSWER KEY
V1t ql; A" MYrintivvT,wrirgt.
:4"vj
c'\, y 4.
INIMMEMOMMEIIIIIIIIII IMMOMMIUMMWM WIMP INIMMEMOMMEMIUMEMEMOM OMMUMMINIMMEMUMMIIM MEMINEMEMOMMOMMINN INIMMEMMINIM
.31 .2
thirty-one hundredths two tenthsor twenty hundredths
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
two and sixty-eight hundredths
four and nine hundredths
six tenths
six and three tenths
fifty-seven and twenty-four hundredths
forty-two and one tenth
3.94
10.25
1.02
13.7
9.09
4.80
1. B
2. C
131 66
Page 43
.SS
.73
.01
ninety -nlnehundredths
Page 44 When it is a jar.
eighty-twohundredths
.25
Connect dots divisible by 5:
406
112
seventeenhundredths
132
Page 44 Calendar:(cont.)
April, June, September, and November
* B
Page 45 A. 25
B. 35
C. 90
D. 165
E. 345
F. 570
G. 665
Page 46 1. 9:30
2. 7:15
3. 2:20
4. 10:30
5. 1:30
* B
Page 47 1. 6:05
2. 10:00
3. 8:00
4. 4:00
5. 8:10
ANSWER KEY
Page 48 400 m
Page 49
1. B
2. C
3. D
*
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4 unite 1 1 1 Unit
Page 50 * B
133 67 134
Page 51
ANSWER KEY
ELATE/
W wol
47. ..c .r J.611FEIENCE
IANETEI
EMI-CINCL
Page 52 * C
Page 53 1. 75,088 miles
2. 191 days
3. 7:40 a.m.
4. 92 days
68
135
Page 53 5. 120 days in 30-day months(cont.)
217 days in 31-day months
6. Six times
Page 54 * 1. A
2. C
Page 55 1. C
2. C
136
8 3 6+6 +9 +314 12 9
8 6 3
+7 +1 +815 7 11
8 2 ,5+8 +7 +216 9 7
5 8 4
+0 +9 +55 17 9
4 6 1
+9 +6 +013 ri 1
2 1 3
+6 +4 +38 5 6
7 12 10-3 -5 -1
4 7 9
5 7 9-5 -6 -7
0 1 2
14 9 3-5 -5 -2
9 4 1
9 15 10-6 -9 -2
3 6 8
7 11 13-2 -4 -4
5 7 9
ADDITION FACTS
2 7 1
+4 +1 +86 8 9
6 9 4
+4 +9 +310 18 7
0 6 0+2 +5 +6
2 11 77 2 9
+4 +1 +611 3 15
5 9 3
+3 +2 +78 11 .10
1 3 6+9 +1 +310 4 9
SUBTRACTION FACTS
9
+514
9
+09
9
+716
1
+12
8
+513
5
+16
9
-36
11-6
5
1
-10
17-8
9
16-8
8
7
+613
7
+512
4
+812
8+210
7
+714
3
+25
2
-11
8
-26
11-3
8
5
-32
10-7
3
2gr
74 iir
22 W
79185
53 ii-g-
2511-0-.
9
48 Mr
107110
34 ny
7 i-13
3913
77149
751-3T
7ii i8
8 ir
57135
4 rii
7164-
99181
DIVISION FACTS
102 IN
56 3i-b--
15--31
9
69 [34-
8 rifi-
5d-
414-
6Hay
9110
10 frai
12
85 RD
12101-10-0
96 5n-
36 Mr
88 iP-
3319
11
872
4218
9rg-
46 DT
5re
321(3
7
4 15 13-2 -7 -8
3 8 5
12 14 1
-8 -6 -04 8 1
13 18 6-6 -9 -4
7 9 2
11 6 8-8 -5 -4
3 1 4
12 10 8-7 -4 -6
5 6 2
2n8
7!6
-4F
53115
24 ri--
2ar
946
3 mi
10 110
8to irn
105 ITT
1
81
69 51-4-
48W
45 rio-
4ni-
8irr
t0 t0
9lotro
38 re.
28 iI5-
8 F2
33(9
8 r5-62
27114
137 69138
A
SHORT CUTS TO LEARNING THE MULTIPLICATION FACTS
When you are helping your child study the multiplication facts you can show him that there are actually only21 multiplication facts to learn instead of 121. Here are the short cuts:
N X 0 = 0 . Any number multiplied by zero is zero.N X 1 = N . Any number multiplied by one is that number.N X 2 = NI-111 . Multiplying a number by two uses your child's knowledge of the double addition facts.N X 5 =ED . Multiplying a number by five is just like counting by fives.N X 10 =ED . Multiplying a number by ten is just like counting by tens.
With an understanding of these short cuts your child will realize that he really only has the following 21 factsto study:
3 X 3 =3 X 4 =3 X 6 =3 X 7 =3 X 8 =3 X 9 =
912
18212427
4
4
4
4
4
X
X
X
X
X
4
6
7
8
9
=====
16
24
28
32
36
6
6
6
6
X6X 7
X 8X 9
====
36
4248
54
7 X7 X
7 X
7
8
9
=
==
4956
638 X 8 =8 X 9 =
6472 9 X 9 = 81
REMEMBER Lots of practice will help your child transfer the memorized facts into real learning.
0
X0
1
X0
2
X0
MULTIPLICATION FACTS
7
X0
8
X0
9
X0
10
X0
0
X6
1
X6
2
X6
3 4
X6 X6
5 6
X6 X6
7 8 9 10
X6 X6 X6 X6
3
X04
X0
5
X0
6
X0
0 0 0 0 0 0 0 0 0 0 0 0 6 12 18 24 30 36 42 48 54 60
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X7 Yl X7 X7 X7 X7 X7 X7 X7 X7 X7
0 1 2 3 4 5 6 7 8 9 10 0 7 14 21 28 35 42 49 56 63 70
0 1 2 3 4 5 6 7 .8 9 10 0 1 2 3 4 5 6 7 8 9 10
X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X8 X8 X8 X8 X8 X8 X8 X8 X8 X8 X8
0 2 4 6 8 10 12 14 16 18 20 0 8 16 24 32 40 48 ' : 64 72 ts0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
X3 X3 X3 X3 X3 X3 X3 X3 X3 X3 X3 X9 X9 X9 X9 X9 X9 X9 X9 X9 X9 X9
0 3 6 9 12 15 18 21 24 27 30 0 9 18 27 36 45 54 63 72 81 90
0 1 2 3 4 5 6 7 8 9 10 Help your child with the "nines." Show him that if you add
X4 X4 X4 X4 X4 X4 X4 x4 x4 X4 x4 the digits of each answer (product), the total is nine (9).
o 4 8 12 16 20 24 28 32 36 40 Examples: 6 X 9 = 54, 5 + 4 = 9; 8 X 9 = 72, 7 + 2 = 9
o 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
X5 X5 X5 X5 X5 X5 X5 X5 X5 X5 X5 X10 X10 X10 X10 X10 X10 X10 X10 X10 X10 xj.o.
0 5 10 15 20 25 30 35 40 45 50 0 10 20 30 40 50 60 70 80 90 10070
139 140
=IN
a
MEI
a
Demonstration Clock
Have your child cut out the clock face andglue to the front of a small paper plate. Glueclock hands to cardboard and cut out. Punchhole through the end of both hands and centerof clock face. Attach hands with a paper fas-tener such as a metal brad.
143 144
HELPING BOOK Cube PatternDirections:i. Cut out eon, bold black line.2. Fold li dotted lines.3. Attach with tape Flap (A) to
the Inside of section (1).
4. Attach with tape Flaps (11,C,111)to the inside of section, (1,2,13).
1. Attach with glue the Flaps (r,F,S0)to the Infildo section of (1,3,1141.
IIIMe 411.
0 II 1 e 1I I
I4110
I
AI
1
I
I I
I I
OPI 0 1 1 1
I wI
I
i di 0 ; I
41..._ i..._......... 2I 11111 111 .11111 41110. done ..011
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I
i I
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,
....... moan woos :I. sm.. 4111110 111.10b
.1.4J
centimeters
ITTinches 1 6