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BY BOB KRECH

MEXICO CITY NEW DELHI HONG KONG BUENOS AIRES

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

Dedication

For two fun kids: Andrew and Faith!

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

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

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

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

Edited by Joan Novelli

Cover and interior design by Holly Grundon

Interior illustrations by Mike Gordon and Mike Moran

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

Copyright 2006 by Bob Krech and Joan Novelli

All rights reserved.

Printed in the U.S.A.

Published by Scholastic Inc.

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

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

Contents

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

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

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

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

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

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

Teaching Problem-Solving Skills:

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

Number and Operations . . . 10

_______ball Season . . . . . . . 30

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

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

Organizing My Room . . . . . . 32

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

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

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

A Scientific Lecture . . . . . . . 52

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Souvenir Shopping . . . . . . . 24

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

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

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

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

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

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

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

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

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

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

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

we practice letter-sound relationships, and we learn punctuation, but what

its all about is eventually being able to read text. A similar situation exists

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

numerical order, and operations like addition and subtraction, but what its all about is

what you can do with these skillsapplying what you know to solve problems. Fill-in

math word problems provide some very interesting problems to solve.

Word Problems?

waiting to happen. Most of the word problem is

already supplied, except for a few key words and

numbers that have been removed and replaced with

blanks. Its up to students to fill in those blanks with

missing nouns, verbs, and adjectivesjust as they

would in other word games. The difference is that

this game is missing some numbers as well. When

your students supply the missing numbers along

with the words, you suddenly have a wacky math

word problem thats fun to read and solve!

Problems?

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

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

to figure out when the two trains would pass each other?) That wont happen with

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

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

interesting, and funall while providing good problem-solving practice with gradeappropriate math skills and concepts. Have fun while doing math? Absolutely!

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

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

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

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

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

Operations begin with addition and subtraction of

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

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

and fractions. The sections on algebra (including

patterns and finding a missing variable), geometry

(including shapes and symmetry), measurement, and

data analysis and probability (including graphing, range,

median, and mode) are similarly arranged. You can

follow the order in the book or select problems based on

concepts you are teaching at a given time.

Checking Answers

numbersfor example, Shopping for Sneakers

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

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

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

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

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

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

digits. You may choose to let students fill in numbers

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

can tighten the parameters to provide for

differentiation of instruction, individualizing the

problems for students by using the number ranges that

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

the direction at a three-digit number, you might

substitute a three-digit number between 100 and

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

size open-ended to some extent is an interesting option

and will provide information about students ability to

work with different-size numbers. There is no answer

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

vary depending on the numbers students supply to fill

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

checking answers, or have students turn in their stories

for you to check.

Types of Words

Different kinds of words

are required to fill in the

blanks of the math problems.

Following are the main types

students will use. Review

them and consider posting the

descriptions and examples for

easy reference.

Adjectives: Words that

describe something, such as

smelly, happy, fierce, silly, and

huge

Adverbs: Words that tell how

something is done, such as

quickly, sadly, sleepily, and

carefully

Exclamations: Words such as

ouch, yikes, wow, and oh

Nouns: Words that name a

person, place, or thing, such

as refrigerator, dog, book, and

sandwich. Sometimes plural

nouns are asked for. This

means more than one, such as

refrigerators, dogs, books, and

sandwiches.

Verbs: Action words like

run, catch, eat, and hop.

Sometimes past-tense verbs

are asked for, such as ran,

caught, ate, and hopped.

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

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

few suggestions for lesson formats:

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

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

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

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

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

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

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

share answers and strategies.

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

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

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

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

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

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

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

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

Five-Step Process

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

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

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

solving is what its all about!

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

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

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

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

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

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

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

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

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

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

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

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

solvingorganizing for action. The best way to help students understand the process is to

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

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

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

Begin by writing this problem on the board or overhead:

Zig just turned 13 and wants to make Cashew Crunch Cake

for his birthday party. He bought 13 boxes of Cousin Cookies Crunchy

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

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

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

volunteer these orally. Write them on the chalkboardfor example:

Zig is 13 years old.

Zig bought 13 boxes of cashews.

Each box has 10 cashews in it.

Zig needs 113 cashews to make the cake.

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

whats important while looking for ways to put it in a more accessible form. Ask: Can

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

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

Sometimes its helpful to arrange numbers from lowest to highest or highest to lowest,

especially when making comparisons.

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

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

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

know if Zig has enough cashews to make the cake. We know he needs 113. We know he

has 13 boxes of 10, but is that at least 113?

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

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

unimportant. You may need all the information, but often there is extra

information that can be put aside to help focus on the facts. For example, we

can eliminate the fact that Zig is 13 years old. Were left with the following:

Zig has 13 boxes of cashews.

Each box has 10 cashews in it.

Zig needs 113 cashews.

Is there an action in the storyfor example, is something being taken away

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

to solve the problem? We have to find out if Zig has enough cashews. We

know he has some, but how many? In order to know this, we have to find out

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

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

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

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

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

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

using the basic fact of 10 x 10 helps us know that our answer of 130 is in the

right range. To check a little further, we know that 10 x 10 =100, and recall

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

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

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

adding confirms that our answer is correct.

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

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

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

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

way helps make it part of a students way of thinking mathematically.

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

Name

Date

NT

do I WA

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a

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W

.

2

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TO KNO

4. Choos

e a STRA

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or ACTIO

N and SO

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The Fantastic

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

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

standards for number and operations across grades 46 (based on Principles and Standards for

School Mathematics from the National Council of Teachers of Mathematics) and are organized to

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

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

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

systems

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

h represent and compare whole numbers and decimals

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

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

Understand meanings of operations and how they relate to one another

h multiply and divide whole numbers

h use relationships between operations (such as division as the inverse of multiplication) to solve problems

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

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

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

multiplication over addition to simplify computations

Compute fluently and make reasonable estimates

h basic number combinations for multiplication and division

h adding, subtracting, multiplying, and dividing whole numbers

h estimate the results of whole-number computations; judge the reasonableness of such results

h estimate computations involving fractions and decimals in situations relevant to students experience

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

decimals

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

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

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

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

h When comparing numbersfor example, to see which one is greaterwrite down

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

accurate visual comparison.

23,180

10,175

99,868

+ 11,749

digits properly to avoid mistakes in computation.

h When solving equations, check the final answer and ask yourself if it makes sense. (For more problemsolving strategies, see pages 78.) To do a good number-sense check, round the numbers in question

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

determine whether the actual answer does indeed make sense.

10

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

Number and

Operations

Comparing Numbers

Name

Date

An old legend tells of the Cave of

was

(adjective)

and

(adjective)

. The cave

. There were

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

filled with beautiful, sparkling

(plural noun)

room had

(four-digit number)

(four-digit number)

(four-digit number)

, a rare

, the second

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

or her

(body part)

(adverb)

Question:

will

(verb)

11

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

Number and

Operations

Comparing Numbers

Name

Date

Election Report

Heres your up-to-the-minute

election report! It has been a very

election, but

(adjective)

(occupation)

candidate,

,

has

(five-digit number)

has

(six-digit number)

, has

votes, while

. The third

(seven-digit number)

Question:

(plural noun)

on this race.

12

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

Number and

Operations

Three-Digit Addition

Name

Date

The

Annual

(ordinal number)

(place)

was, of course,

pie.

(noun)

ate

(three-digit number)

(body part)

(three-digit number)

Question:

competitor,

(adjective)

(noun)

, ate

. He says it helps his digestion.

13

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

Number and

Operations

Four-Digit Addition

Name

Date

Book Lover

I love books! When Im not reading books, I can usually

be found

(liquid)

(noun)

. It had

(noun)

was really

to

(adjective)

(four-digit number)

Question:

(adjective)

(four-digit number)

pages. That

(plural noun)

. That had

pages.

14

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

Number and

Operations

Three Addends

Name

Date

There once was a sorcerer who always wore a pointed

on his head. His name was

high above

(noun)

spell on

. He cast a

, and he lived in a

(place)

(noun)

(noun)

years.

(three-digit number)

prince,

(adjective)

(three-digit number)

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

then she fell right back asleep for

because she watched too much of

Question:

more years

(two-digit number)

(television show)

15

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

Number and

Operations

Three Addends

Name

Date

Getting in Shape

If you want to get in

(adjective)

(time measurement)

and drink lots of

(plural noun)

(liquid)

(number)

is very

(adjective)

(five-digit number)

(five-digit number)

(plural noun)

pounds in the morning,

in the afternoon, and

(five-digit number)

(noun)

Question:

after that.

16

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

Number and

Operations

Three-Digit

Subtraction

Name

Date

There are lots of

(adjective)

sure you get one with wheels made of

(plural noun)

so you will go

. The deck should be

(adverb)

made of

(substance)

and

(color)

(adjective)

(color)

. This means

dollars.

Question:

17

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

Number and

Operations

Four-Digit

Subtraction

Name

Date

Our favorite place to go for an icecream sundae is

(name of teacher)

Store. This store

(noun)

mine I get

(one-digit number)

scoops of

(noun)

on top and

(plural noun)

(noun)

Question:

. When I order

(noun)

on mine. It was

(noun)

(adjective)

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

______________________

18

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

Number and

Operations

Three-Digit Addition

and Subtraction

Name

Date

When you have guests over, you want to make a

(adjective)

your guests, be sure to shake their

(verb)

snacks, too.

(adjective)

crackers and

(noun)

before dinner and

your guests be very

usually have about

Question:

(adverb)

(noun)

-flavored

(three-digit number)

(adjective)

snacks

. If you use this plan, you

19

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

Number and

Operations

Four-Digit Addition

and Subtraction

Name

Date

Historical Site

You will surely enjoy visiting the historic

mansion. It was built in

out of

(year)

(plural noun)

. One very

made of

(plural noun)

(adjective)

(four-digit number)

on the

(plural noun)

Question:

20

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

Number and

Operations

Addition

With Money

Name

Date

New Job

I just got a great new job! I am

going to

for

(verb)

my own

(adjective)

(noun)

. I got paid

(substance)

and

(two-digit number)

(three-digit number)

dollars and

(two-digit number)

dollars

(three-digit number)

cents. My boss,

(adjective)

Question:

21

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

Number and

Operations

Addition

With Money

Name

Date

Craft Sale

I got up at

(time)

I bought a

(noun)

dollars and

(three-digit number)

(adjective)

(two-digit number)

cents.

. I also got a

made from

(noun)

real

(plural noun)

That cost me

dollars and

(adjective)

(three-digit number)

(two-digit number)

cents.

Question:

22

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

Number and

Operations

Subtraction

With Money

Name

Date

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

such as

(place)

(adjective)

(plural noun)

want to travel by

(three-digit number)

. That will cost

(noun)

dollars and

(two-digit number)

cents

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

(adjective)

(noun)

(three-digit number)

Question:

dollars a night.

stayed for one night? ___________________________________

23

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

Number and

Operations

Subtraction

With Money

Name

Date

Souvenir Shopping

(name of girl in the class)

went to

and bought

(place)

, but they were too

(plural noun)

thought about the

(adjective)

(four-digit number)

(plural noun)

miniature

(noun)

dollars and

(two-digit number)

(past-tense verb)

Question:

and

(adjective)

(three-digit number)

(adverb)

24

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

Number and

Operations

Addition and Subtraction

With Money

Name

Date

Mr.

when

came pouring in

(plural noun)

knew it would be a

(adjective)

(plural noun)

(four-digit number)

for

dollars. He also bought a new

to hammer them in with. That cost

(noun)

(four-digit number)

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

Question:

, for

(three-digit number)

dollars.

________________________________________________________

25

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

Number and

Operations

One-Digit

Multiplication

Name

Date

There is an unusual village called

north of

and west of

(place)

and

for making

(plural noun)

(place)

(plural noun)

(plural noun)

family has

ville. It is

out of marble. There are

recently wanted to find out how many

Question:

26

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

Number and

Operations

One-Digit

Multiplication

Name

Date

Cleanliness

It is very important to keep your teeth clean, especially

since you have only

of them.

and

(adjective)

(adjective)

, using a

(substance)

sturdy

(noun)

Question:

times a day. If you do this, people will

!

(exclamation)

How many times should you brush your teeth every week?

_______________________________________________________

27

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

Number and

Operations

Two-Digit by One-Digit

Multiplication

Name

Date

Baseball Hitters

The New York

(adjective)

famous

(plural noun)

(noun)

of hits. Surprisingly,

got

bat.

(body part)

(name of a teacher)

came

also got that number

weeks in

a row.

Question:

Question:

28

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

Number and

Operations

Two-Digit by One-Digit

Multiplication

Name

Date

Cruise Ship

Welcome aboard the cruise ship

(noun)

(adjective)

clear

(liquid)

(two-digit number)

(two-digit number)

has

(two-digit number)

We serve baked

(plural noun)

(verb)

Question:

(adjective)

degrees.You will no doubt enjoy our

beautiful dining rooms. Each dining room

seats, so we have plenty of room.

and broiled

(plural noun)

at every meal.

________________________________________________________

29

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

Number and

Operations

Two-Digit by Two-Digit

Multiplication

Name

Date

ball Season

(noun)

The

(name of city)

(plural noun)

to a

are off

start.

(adjective)

(adjective)

slugger

is really

(noun)

has played every day, and in

each game our hero has hit

(two-digit number)

Question:

times.

30

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

Number and

Operations

One-Digit Division

Name

Date

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

to visit from

(noun)

(two-digit number)

my aunt

(plural noun)

(plural noun)

Question:

, and

. Im baking my famous

(adjective)

(noun)

fresh

(place)

. Im making

and have none left over? _________________________________

31

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

Number and

Operations

One-Digit Division

Name

Date

Organizing My Room

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

on the floor and didnt put away my

(plural noun)

. It took

(noun)

hours. First, I

(adjective)

put away my

(two-digit number)

(past-tense verb)

my bed. Then, I

. I found

(plural noun)

(past-tense verb)

Question:

32

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

Number and

Operations

Two-Digit Division

Name

Date

Uncle Joe came all the way from

He had to take a

and very

(noun)

(adjective)

sisters,

and

to visit.

(place)

. My brothers,

(plural noun)

and

, as well as my

, were just

Last time it was

(three-digit number)

(adjective)

(plural noun)

. That

zero in the ones place)

(plural noun)

! He said each of us

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

Question:

33

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

Number and

Operations

Fractions of a Set

Name

Date

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

I Married a Teenage

with

(noun)

of

. I went there

, and

to drink. It cost

(liquid)

(one-digit number)

chocolate

(plural noun)

my friends.

Question:

How many pieces of candy did you get? ___________________

34

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

Number and

Operations

Fractions of a Whole

Name

Date

We are having pizza from

s Pizzeria

PIZZA,

PLEASE!

so

(adjective)

(plural noun)

(plural noun)

and

on top.

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

play a new video game, Super

Question:

will you get? _________________________

35

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

Measurement

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

supports the math standards for measurement across grades 46 (based

on the Principles and Standards for School Mathematics from the National

Council of Teachers of Mathematics) and are organized to accommodate

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

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

practice in the following areas:

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

processes of measurement

h length, area, weight, volume, and size of angle

h measure with standard units

h carry out simple unit conversions

Apply appropriate techniques, tools, and formulas to determine

measurements

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

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

h select and use benchmarks to estimate measurements

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

my.nctm.org

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

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

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

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

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

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

information for reference.

Dont forget, time is very much at home in a study of measurement. Help students understand how with

time measurements, they cant just add the numbers together and get a sensible answer. For example, if we say

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

he finished we cant simply add those numbers, or we would get 8:70! There is no such time. Remind students

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

regrouping tens and ones when adding.

36

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

Measurement

Linear Measurement

Name

Date

Have you seen the

Return of the

new movie,

(adjective)

?There is a

(noun)

excited, I ate

bags of

. I was so

(place)

(name of food)

(two-digit number)

Question:

37

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

Measurement

Linear Measurement

Name

Date

Olympic Report

Welcome back, sports fans, to Olympic Report! Im your host,

throw he threw

. We just had an

(place)

(fraction)

Mountains in

(adjective)

(adjective)

, broadcasting

(noun)

(object)

threw

(one-digit number)

throw.

and

(one-digit number)

and

(fraction)

Question:

38

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

Measurement

Linear Measurement

Name

Date

The Trip

We are leaving today on a trip

to

ville.

(name of food)

there.

(plural noun)

travel agent said we have to

take a bus for

for

Question:

(two-digit number)

like us to go!

39

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

Measurement

Perimeter

Name

Date

Pet House

I am building a new house for my

pet

(name of animal)

(name)

very

(adjective)

(adjective)

. He is

and

, so I really

I am making it out of

three sides. One side will be

(plural noun)

centimeters

centimeters long.

Question:

____________________

40

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

Measurement

Area

Name

Date

The Classroom of the Future

will be very exciting and

(adjective)

. There will

get information from

(plural noun)

. There will

(plural noun)

(two-digit number)

(noun)

. It will be

(two-digit number)

yards

wide.

Question:

41

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

Measurement

Time

Name

Date

The Apprentice

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

for

(job)

(two-digit number)

(plural noun)

in your

(adjective)

minutes in the

(type of room)

(plural noun)

Question:

office for

about

for

(plural noun)

(two-digit number)

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

42

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

Measurement

Elapsed Time

Name

Date

(name of boy in the class)

Mathematics of

from

(plural noun)

until

(time)

Investigation of

Question:

P.M.

A.M.

(time)

(plural noun)

from noon

for an hour and a half.

(plural noun)

43

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

Measurement

Liquid Measurement

Name

Date

Magic Potion

Dr.

here, magician

(noun)

(adjective)

(plural noun)

and pour in

(liquid)

quarts of

(noun)

(color)

Question:

. First, you must take a

. Then, add

(liquid)

(container)

cups of

(liquid)

. Ready to serve!

44

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

Measurement

Weight

Name

Date

Ladies and gentlemen, welcome to the

(adjective)

Brothers Circus!

(adjective)

strong man,

. He will lift a

weighing

(noun)

he will place a

weighing

(adjective)

(adjective)

(two-digit number)

Question:

(noun)

(noun)

weighing

45

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

Measurement

Weight

Name

Date

Special Salad

We are having a lot of guests over tonight to celebrate

. We will all wear

, of

(expression)

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

recipe says to put in

(name of food)

kilograms of

(name of food)

(four-digit number)

Question:

(three-digit number)

grams of

grams of

(plural noun)

46

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

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

standards for algebra across grades 46 (based on the Principles and Standards for School

Mathematics from the National Council of Teachers of Mathematics) and are organized to

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

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

following areas:

Understand patterns, relations, and functions

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

h represent and analyze patterns and functions

Represent and analyze mathematical situations and structures using algebraic symbols

h use commutativity, associativity, and distributivity to compute with whole numbers

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

h express mathematical relationships using equations

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

If someone asked how many points you might

score in game 6, we could answer 192 because

weve seen the relationship between the number of

baskets and the number of points. Using algebra,

(n x 2) x 2 = points scored. This is a growing pattern,

where the numbers increase.

about what comes next. When working on

problems that involve patterns and algebra,

students will find using lists and tables helpful for

organizing information. Review the following

strategies and examples as students work on

stories in this section:

h Organize numbers in rows, columns, or streams

that are near each other so that you can easily

detect relationships between the numbers. For

example, lets say you make three two-point

baskets in your first basketball game of the

season, and double that number in the next

game. In each of the next three games, you

double the number of baskets from the previous

game. How many points will you have scored after

five games? To figure out the answer, you could

organize the data like this:

Game

1

2

3

4

5

Baskets

3

6

12

24

48

arranging and keeping track of information about

patterns that repeat, too, as with the teacher who

wears blue sneakers on odd days and red

sneakers on even days. To find out what color

sneakers this teacher will be wearing on Thursday

if Monday is March 10, you might make a chart

like this:

Points

6

12

24

48

96

Date

Mon. 3/10

Tues. 3/11

Wed. 3/12

Thurs. 3/13

Color

red

blue

red

blue

March 13, which is an odd numbered day).

47

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

Patterns

and Algebra

Patterns

Name

Date

Getting Big

My pet

(noun)

because hes very

is getting

(adjective)

first year I had him, I gave him

(two-digit number)

(name of food)

ounces of

every day. After

(two-digit number)

Question:

How big is he now? ____________________________________

48

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

Patterns

and Algebra

Patterns

Name

Date

Winner!

(first name of boy in the class)

was feeling

pretty

! He won

(adjective)

the most

. The

(plural noun)

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

it on a new

(noun)

(plural noun)

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

card of

Question:

left at the end of the fourth week? _____________________

49

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

Patterns

and Algebra

Finding a

Missing Variable

Name

Date

Invasion

Flash! It appears there is a stuffed

(name of animal)

invasion!

and spray

(liquid)

them

and get

(verb)

(adjective)

like

(plural noun)

. There were

aliens.

(three-digit number with an even number

in the hundreds place and zeros in both the

tens and ones place)

Question:

many did each ship carry? _____________________________

50

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

Patterns

and Algebra

Finding a

Missing Variable

Name

Date

I really wanted to buy a new

(noun)

for my car.

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

(four-digit number)

(substance)

(substance)

dollars if you want a good one made of

.You can get cheaper ones made of

for

what? My brother,

(three-digit number)

(three-digit number)

(name)

Question:

(adjective)

51

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

Patterns

and Algebra

Finding a

Missing Variable

Name

Date

A Scientific Lecture

Dr.

lecture at

(noun)

the Speed of

(adjective)

was giving a

. She was very happy to be

(plural noun)

must be

(noun)

(adjective)

(noun)

and made of

place.First, she

to measure with. It

(plural noun)

found that it was

multiply the length by the speed factor X.

Question:

What is X? __________________________________________

52

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

Geometry

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

math standards for geometry across grades 46 (based on the Principles and Standards

for School Mathematics from the National Council of Teachers of Mathematics) and are

organized to accommodate the range of levels you would find in your class. As students

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

practice in the following areas:

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

and develop mathematical arguments about geometric relationships

h properties of two- and three-dimensional shapes

h subdividing, combining, and transforming shapes

h congruence and similarity

Apply transformations and use symmetry to analyze mathematical situations

h sliding, flipping, and turning two-dimensional shapes

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

Use visualization, spatial reasoning, and geometric modeling to solve problems

h build and draw geometric objects

h create and describe mental images of objects, patterns, and paths

h create two-dimensional representations of three-dimensional objects

h use geometric models to solve problems

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

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

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

shape names and information (including diagrams).

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

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

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

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

see pages 78.)

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

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

Another useful manipulative both in measurement (with perimeter and area) and working on geometricbased problems is a geoboard and rubber bands. Students can follow the problem and create the shapes as

they process the facts in each problem.

53

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

Geometry

Triangles

Name

Date

Birthday Cake

Baking a birthday cake is not

You will need plenty of

(plural noun)

(plural noun)

, and

of

(adjective)

(liquid)

gallons

.You

pan to mix these ingredients

in. Each side of the pan should be

long. The pan should be

Question:

inches

inches deep.

____________________

Draw it.

54

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

Geometry

Quadrilaterals

Name

Date

New Desk

My woodshop teacher, Mr.

(plural noun)

, said I could

of

and

(substance)

. It will

(substance)

(plural noun)

Question:

feet long.

_________________________

55

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

Geometry

Combining

Geometric Shapes

Name

Date

The Tower

Well-known architect

(animal)

(plural noun)

famous

(name of teacher)

Shopping Mall.

quadrilaterals.

isosceles

Question:

56

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

Geometry

Congruence

and Similarity

Name

Date

Two Sandwiches

Bert and Bart are making

(name of food)

(name of food)

on

and

sandwiches

(color)

bread.

had two sides that were each

each

inches long and two sides were each

inches long. They put

Question:

(name of food)

on top.

57

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

Geometry

Shapes and Symmetry

Name

Date

Halloween Mask

My Halloween mask this year is going to be really

. Im going to make it out of

(adjective)

and

(substance)

and say,

(substance)

(exclamation)

(type of quadrilateral)

lot like

.

Question:

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

of symmetry through it.

58

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

Data Analysis

and Probability

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

supports the math standards for data analysis and probability across grades

46 (based on the Principles and Standards for School Mathematics from the

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

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

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

in the following areas:

Formulate questions that can be addressed with data and collect, organize,

and display relevant data to answer them

h represent data using tables and graphs

h recognize the differences in representing categorical and numerical data

Select and use appropriate statistical methods to analyze data

h use measures of center (such as median)

h compare different representations of the same data

Develop and evaluate inferences and predictions that are based on data

h propose and justify conclusions and predictions based on data

Understand and apply basic concepts of probability

h describe events as likely or unlikely

h predict probability and test predictions

h understand that the measure of the likelihood of an event can be represented by a number

from 0 to 1

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

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

strategies in mind:

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

strategies, see pages 78.) This makes it easier to compare, arrange, and think about the facts.

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

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

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

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

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

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

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

59

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

Data Analysis

and Probability

Representing and

Analyzing Data

Name

Date

Plant Growth

I have a very rare plant that I got from

. I named it

(place)

. I feed it

(name)

and give it

(name of food)

plenty of

(liquid)

, so its

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

Question:

centimeters.

Draw a line graph to show the growth.

60

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

Data Analysis

and Probability

Representing and

Analyzing Data

Name

Date

A new sporting goods store,

(adjective)

pairs of

(color)

pairs of

ones at $120 a pair. They had

Question:

(different color)

ones at

pairs of

(substance)

so

(verb)

and identify the range, mode, and median.

61

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

Data Analysis

and Probability

Finding Averages

Name

Date

Goal!

The new sport,

scorer in the league is

(noun)

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

nicknamed Old

(two-digit number)

, to score

(noun)

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

she sprained her

(two-digit number)

(two-digit number)

Question:

(body part)

goals and was awarded the

Cup for most valuable player.

___________________________________________________

62

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

Data Analysis

and Probability

Probability

Name

Date

At the boardwalk there is a game called

It is really fun and

(two-digit number)

(adjective)

(noun)

-O.

. It only costs

sections. Two sections are blue. The rest are

. If you spin and

. If you land on

(noun)

rubber

(noun)

Question:

describe your answer. ________________________________

63

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

Data Analysis

and Probability

Probability

Name

Date

The Cube

I have invented a new game I am

calling

. Each side of the

(substance)

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

(six different one-digit numbers)

(noun)

! Cant beat that! If you roll an even number,

(noun)

you lose.

Question:

(adjective)

, right?

64

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

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