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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)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

TmE" !ping 011d

position or policy.

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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niC ..."OD NW* NCI WOVIII ~Os *I PW

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..... MOM Ws 11111,9Of-EL "..

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

--T3 6512--T9

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

sue.rIll 34

isired

blue- bkue-\113.303.01 Ill 411

Iti 03 41 ifiblue red \

red\ red blue\114 41.3 13 34 115 71 14 \

blue137 29I

* 1.

2. C

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F.

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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

*

all 141 I0AAIM MIMMM i

moms =mumImallImil I e

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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

I I

I I

I 0 I Q11

I

I

i I

I I.

,

....... moan woos :I. sm.. 4111110 111.10b

.1.4J

centimeters

ITTinches 1 6