Are You Ready Prealgebra

Holt McDougal
Florida
Larson Pre-Algebra
Are You Ready?

Intervention and Enrichment
Copyright © Holt McDougal, a division of Houghton Mifflin Harcourt Publishing Company.
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ISBN 13: 978-0-547-24257-6

ISBN 10: 0-547-24257-3
1 2 3 4 5 6 7 8 9 XXX 15 14 13 12 11 10 09
Contents
Introduction
Using the Are You Ready? Intervention and Enrichment . . . . . . . . . . . . . . . . . . .vii
Individual Prerequisite Skills Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Are You Ready? Chapters 1–13 Quizzes . . . . . . . . . . . . . . . . . . . . . . . . . . . . Q1– Q13
Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Skills Intervention
Skill 1 Place Value of Whole Numbers (Billions) . . . . . . . . . . . . . . . . . . . . 13
Skill 2 Write Numbers in Standard Form . . . . . . . . . . . . . . . . . . . . . . . . . 17
Skill 3 Round Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Skill 4 Compare Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Skill 5 Order Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Skill 6 Identify Sets of Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Skill 7 Multiples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Skill 8 Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Skill 9 Prime Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Skill 10 Composite Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Skill 11 Find the Square of a Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Skill 12 Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Skill 13 Number Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Skill 14 Represent Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Skill 15 Write and Read Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Skill 16 Round Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Skill 17 Compare and Order Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Skill 18 Model Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Skill 19 Simplify Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Skill 20 Round Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Skill 21 Write an Improper Fraction as a Mixed Number . . . . . . . . . . . . . . 93
Skill 22 Write a Mixed Number as an Improper Fraction . . . . . . . . . . . . . . . 97
Skill 23 Find Common Denominators . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Skill 24 Write Equivalent Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Skill 25 Compare Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Skill 26 Write Fractions as Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Skill 27 Write Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Skill 28 Simplify Ratios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Skill 29 Model Percents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Skill 30 Percents and Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Skill 31 Fractions, Decimals, Percents . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Skill 32 Compare Fractions, Decimals, and Percents . . . . . . . . . . . . . . . 137
Skill 33 Understand Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Copyright © by Holt McDougal.

All rights reserved. iii Holt McDougal Mathematics
Contents
Skill 34 Whole Number Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Skill 35 Use Repeated Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Skill 36 Multiplication Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Skill 37 Multiply and Divide by Powers of 10 . . . . . . . . . . . . . . . . . . . . . . 157
Skill 38 Division Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Skill 39 Remainders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Skill 40 Decimal Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Skill 41 Multiply Decimals by Powers of 10 . . . . . . . . . . . . . . . . . . . . . . . 173
Skill 42 Operations with Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Skill 43 Add and Subtract Like Fractions . . . . . . . . . . . . . . . . . . . . . . . . . 181
Skill 44 Multiply Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Skill 45 Multiply with Fractions and Decimals . . . . . . . . . . . . . . . . . . . . . 189
Skill 46 Find the Percent of a Number . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Skill 47 Integer Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Skill 48 Multiplication Properties (Associative, Zero, and Commutative) . . 201
Skill 49 Multiplication Properties (Distributive) . . . . . . . . . . . . . . . . . . . . . 205
Skill 50 Use of Parentheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Skill 51 Order of Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Skill 52 Simplify Numerical Expressions . . . . . . . . . . . . . . . . . . . . . . . . . 217
Skill 53 Words for Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Skill 54 Evaluate Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Skill 55 Simplify Algebraic Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Skill 56 Connect Words and Equations . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Skill 57 Inverse Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Skill 58 Solve One-Step Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Skill 59 Solve Multiplication Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Skill 60 Solve Two-Step Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Skill 61 Locate Points on a Number Line . . . . . . . . . . . . . . . . . . . . . . . . . 253
Skill 62 Solve and Graph Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Skill 63 Write an Inequality for a Graph . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Skill 64 Graph Linear Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Skill 65 Solve Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Skill 66 Change Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Skill 67 Function Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Skill 68 Ordered Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Skill 69 Graph Ordered Pairs (First Quadrant) . . . . . . . . . . . . . . . . . . . . . 285
Skill 70 Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Skill 71 Customary Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Table of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Skill 72 Metric Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

All rights reserved. iv Holt McDougal Mathematics
Contents
Skill 73 Measure with Customary and Metric Units . . . . . . . . . . . . . . . . . 303
Skill 74 Classify Angles (Acute, Obtuse, Right, Straight) . . . . . . . . . . . . . 307
Skill 75 Name Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Skill 76 Identify Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Skill 77 Angles in Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Skill 78 Identify Solid Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
Skill 79 Faces, Edges, Vertices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Skill 80 Classify Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Skill 81 Identify Congruent Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
Skill 82 Similar Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Skill 83 Find Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Skill 84 Faces of Prisms and Pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Skill 85 Area of Squares, Rectangles, Triangles . . . . . . . . . . . . . . . . . . . . 351
Skill 86 Area of Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Skill 87 Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Skill 88 Line of Symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Skill 89 Measure Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Skill 90 Read a Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Skill 91 Find Range . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Skill 92 Find Median and Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Skill 93 Find Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Skill 94 Read Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Skill 95 Read Circle Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Skill 96 Read Stem-and-Leaf Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Skill 97 Certain, Impossible, Likely, and Unlikely . . . . . . . . . . . . . . . . . . . 399
Skill 98 Analyze Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403

All rights reserved. v Holt McDougal Mathematics
Contents
Enrichment
Chapter 1 Arithmetic with Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .407
Chapter 2 Arithmetic with Rational Numbers . . . . . . . . . . . . . . . . . . . . . . . . .408
Chapter 3 Multi-Step Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .409
Chapter 4 Multiplication and Division with Exponents . . . . . . . . . . . . . . . . . .410
Chapter 5 Comparing Rational Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . .411
Chapter 6 Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .412
Chapter 7 Fractions, Decimals, and Percents . . . . . . . . . . . . . . . . . . . . . . . .413
Chapter 8 Slope and Intercepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .414
Chapter 9 Squares and Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . .415
Chapter 10 Volume and Lateral Area of Pyramids . . . . . . . . . . . . . . . . . . . . . .416
Chapter 11 Reading Bar Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417
Chapter 12 Multiplying Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .418
Chapter 13 Symmetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .419
Answers
Are You Ready? Chapters 1–13 Quizzes Answers . . . . . . . . . . . . . . . . . . . . . .420
Diagnostic Assessment Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .424
Skill Intervention Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .425
Enrichment Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455

All rights reserved. vi Holt McDougal Mathematics
Introduction
Using the Are You Ready?
The Are You Ready? Intervention will help you accommodate the diverse skill levels of
students in your class. It will help you better prepare students to work successfully on
grade-level content by targeting prerequisite skills for each chapter in the program.
Are You Ready? Intervention Skills and Strategies

Before beginning each chapter, have students complete the Are You Ready? Quiz in the front of
this book. This page targets the prerequisite skills necessary for success in the chapter.
The student’s performance on this page will allow you to diagnose skill weaknesses and
prescribe appropriate interventions.
Intervention strategies and activities are tied directly to each of the skills assessed. To help
students having difficulties, use the reteaching materials and alternative teaching strategies.
Each skill worksheet has a Practice On Your Own section with scaffolded exercises, and a
Check section to assess the student’s proficiency in the skill.

All rights reserved. vii Holt McDougal Mathematics
Introduction
Using the Are You Ready? Intervention in an

After-School or Summer School Program
The Diagnostic Assessment will help you identify skill weaknesses. Each test item ties directly
to the same numbered skill. The Diagnostic Assessment can be used as a tool to scaffold the
instruction in the after-school or summer school program. The assessment is set up by strand.
You may want to test only one strand at a time.
Enrichment
For those students who show proficiency on the Are You Ready? Quizzes, provide them with
the appropriate Enrichment worksheets. The worksheets are based on the concepts that will be
taught in the lessons.
Other Materials Available for Are You Ready?

Are You Ready? Intervention and Enrichment is available in different formats:
Are You Ready? Intervention and Enrichment [CD-ROM] and the Are You Ready? Intervention
and Enrichment Online—provides diagnostic assessment and interactive Intervention activities
and Practice. It allows teachers to assign the Are You Ready? Pre-Tests to whole classes or
individual students. Teachers can choose to have the interactive Intervention activities and
Practice automatically assigned to students requiring help. The Reports indicate which students
need more help and which students are proficient on a particular skill. Audio is available in
English and Spanish for English language learners or for students having difficulty reading.

All rights reserved. viii Holt McDougal Mathematics
Student’s Name
Individual Prerequisite Skills Checklist
Chapter Prerequisite Skill Prescription Skill Mastered

All rights reserved. ix Holt McDougal Mathematics
Name Date Class
Are You Ready? Chapter 1 Quiz

Vocabulary
Choose the best term from the list to complete each sentence.
1. The is the result when one number is divided by another.
difference
2. A is multiplied by another number to get a product.
factor
3. The is the result when two or more numbers are multiplied.
product
4. The is the result of subtracting one number from another.
quotient
5. The is the result when two or more numbers are added.
sum
Complete these exercises to review skills you will need for this chapter.
Whole Numbers
Simplify each expression.
6. 8 ⫹ 116 ⫹ 43 7. 2431 ⫺ 187 8. 204 ⭈ 38 9. 6447 ⫼ 21
Read a Table
Use the data in the table.
Population (2000 census)
10. Which town had the highest population?
Town Number of People
Antelope, OR 59
11. How many more people were living in
Otter Creek, FL than Antelope, OR? Blackduck, MN 696
Chicken, AK 17
12. Which town had a population that was
Otter Creek, FL 121
almost half the size of Rabbit Hash, KY?
Rabbit Hash, KY 35
Decimal Operations
Add, subtract, multiply, or divide.
13. 1.25 ⫹ 3.7 14. 52.7 ⫺ 12.9 15. 3.2 ⭈ 1.2 16. 5.7 ⫼ 0.3
Compare Whole Numbers

Compare. Write >, <, or ⫽ for each.
17. 3592 3529 18. 622,184 62,184 19. 8,500,725 8,502,705
Copyright © by Holt McDougal. Q1 Holt McDougal Mathematics

Name Date Class

Vocabulary
1. In the expression 3 5 (4 2)2, you add 4 2 first
absolute value
because of the .
expression
2. A mathematical phrase containing numbers, operations,
symbols, or variables is a(n) . decimal
3. is the distance of a number from zero on a order of
number line. operations
4. A symbol used to represent a quantity that can change is variable
a(n) .
5. A number uses a decimal point to separate the ones place from the
tenths place.
Integer Operations
6. 15 7 7. 25 (23) 8. 20 (13) 9. ___
108
9
Decimal Operations
10. 2.73 2.1 11. 17.5 12.1 12. 17.5 12.45 13. 2.75 13.254
Area of Squares, Rectangles, Triangles

Find the area of each figure.
14. 15. 16. 30 m
14 cm 8.5 m
25 cm 1
5 – ft
2

Name Date Class

Vocabulary
1. Terms with the same variables raised to the same exponents
equation
are .
equivalent
2. Equations that have the same solution set are .
equations
3. A(n) is a mathematical sentence that shows two inverse
expressions are equivalent. operations
4. You can use the to undo an operation when solving an
like terms
algebraic equation.
solution
5. A value of the variable that makes an equation true is a(n)
of the equation.
Integer Operations
Subtract.
6. 12 8 7. 11 (4) 8. 9 5 9. 7 (8)
Solve One-Step Equations

Solve.
w
10. x 9 21 11. 3z 42 12. __
4
16 13. p 7 23
x z w p
Simplify Algebraic Expressions

Simplify each expression by combining like terms.
14. 8m 4m 2 15. 25 b 5b 10 16. c 7a 4c 7
Multiplication Properties
Replace each with a number so that each equation illustrates the
Distributive Property.
17. 6 · (11 8) 6 · 11 6 · 18. 9 (6 )9·69·2

Name Date Class

Vocabulary
1. A(n) is a member of the set of whole numbers and
base
their opposites.
denominator
2. The in __16 is 6.
exponent
3. In the expression y4, 4 is a(n) .
integer
4. The fractions __23 and __25 have the same .
numerator
5. A number produced by raising a base to an exponent is
a(n) . power
6. In the expression x4, x is the .
Factors
Write all the factors of the numbers.
7. The factors of 21: 8. The factors of 11: 9. The factors of 24:
Exponents
Find the value.
10. 72 11. 105 12. 43 13. 53
Integer Operations
72
14. 13 7 15. 15 (36) 16. 20(16) 17. ____
8
Multiply and Divide by Powers of Ten

Multiply or divide.
358
18. 358(10) 19. ___
10
20. 358(100,000)

Name Date Class

Vocabulary
17
11 and __
1. The of __ is 60.
15 20 equation
2. A(n) is a mathematical sentence that shows that
inequality
two expressions are equivalent.
least common
3. The of 15 and 20 is 60.
denominator
least common
two expressions are not equivalent.
multiple
Write a Mixed Number as An Improper Fraction

Write each mixed number as an improper fraction.
5. 7 __14 6. 10 __37 7. 5 __38 8. 3 __56
Simplify Fractions
Write each fraction in simplest form.
8 15 18 25
9. __
24
10. __
50
11. __
72
12. ___
125
Find Common Denominators

Find the least common denominator for each set of fractions.
13. __23 and __15 14. __34 and __18 15. __57, __37 and __
1
14
16. __12, __23, and __35
Solve One-Step Equations

Solve.
w a
17. 5y 20 18. __
4
8 19. ___
0.3
20 20. x 3.4 8.2
y w a x
21. 7 s 2.5 22. 3c 21 23. b 24 40 24. __9x 9
s c b x

Name Date Class

Vocabulary
1. __4 is in when simplified to __23.
6 equation
2. __46 and __23 are .
equivalent
3. A(n) is a mathematical sentence that shows that fractions
two expressions are equivalent. simplest form
Compare and Order Decimals

Order each list of numbers from greatest to least.
4. 3.005, 3.05, 0.35, 3.5 5. 5.01, 5.1, 5.011, 5.11
Customary Units
Change each to the given unit.
6. 18 yd ⫽ ft 7. 15 gal ⫽ qt 8. 30 lb ⫽ oz 9. 96 in. ⫽ ft
10. 46 c ⫽ pt 11. 160 oz ⫽ lb 12. 39 ft ⫽ yd 13. 108 qt ⫽ gal
Simplify Fractions
8 15 6 14
14. __
12
15. __
20
16. __
27
17. __
35
Write Fractions as Decimals

Write each fraction as a decimal.
18. __34 19. __58 20. __25 21. __23

Name Date Class

Vocabulary
1. An equation that contains two ratios that are equivalent is
cross multiply
called a .
5 decimal
2. You can __
15
to _1.
3
fraction
3. A is a number in the form _ab , where b 0.
proportion
4. _23 _69. to show that 2 9 3 6.
simplify
5. A number uses a decimal point to show tenths and
hundredths.
Simplify Fractions
Write the fraction in simplest form.
12 9 6 14
6. __
24
7. __
30
8. __
48
9. __
63
Solve Proportions
Solve each proportion.
10. __3x __
9
27
11. __78 __
h
4
9
12. __
n3
2
__
x h n
13. __38 __
12
t
28
14. __45 __
z
100
15. ___ 90
__
p 45
t z p
Write Fractions as Decimals

16. __14 17. __38 18. __45 19. __13
Exponents
Find the value.
20. 63 21. 122 22. 105 23. 26

Name Date Class

Vocabulary
1. A value that makes an equation true is called the .
equation
inequality
two expressions are equivalent.
ordered pair
3. A(n) is shown by an x and a y coordinate.
solution of the
equation
two expressions are not equivalent.
Ordered Pairs
Write the coordinates of the indicated points.
5. point A 6. point B y
4 F
2 A
7. point C 8. point D B x
ⴚ4 ⴚ2 O 2 4
ⴚ2
C
9. point E 10. point F ⴚ4 D
E
Solve Two-Step Equations

Solve.
11. 4d 1 13 12. 2q 3 3 13. 4(z 1) 16 14. x 3 4x 23
d q z x
Evaluate Expressions
Evaluate the expression for the given value of the variable.
15. 10 15d for d 2 16. 2(n 1)2 for n 5 17. __12 xy 3 for x 2 and y 6

Name Date Class

Vocabulary
1. The is the measure of the steepness of a line
rational number
on the graph.
repeating decimal
2. 0.656565... is a .
similar figures
3. Any number that can be expressed as a ratio of two
numbers is a . slope
4. 0.65 is a . terminating decimal
5. are figures with the same shape but not
necessarily the same size.
Find the Square of a Number

Simplify.
2
6. 92 7. (4.1)2 ()
8. __14 9. 122
2
10. 152 11. (0.5)2 ()
12. __25 13. (⫺3)2
Compare Fractions, Decimals, and Percents

Compare. Use <, >, or ⫽.
1
__ 3
14. 0.67 2
15. 15% 0.15 16. __
20
0.23
7
17. __
50
70% 18. __34 72.5% 19. 5% 0.5
Simplify Ratios
Write each ratio in simplest form.
20 192
20. 5:50 21. 95 to 19 22. ___
100
23. ___
80
Factors
24. The factors of 12 are: 25. The factors of 17 are: 26. The factors of 20 are:

Name Date Class

Vocabulary
1. A uses a scale to make an object smaller than or
hypotenuse
larger than the real object.
legs
2. In a right triangle, the are the sides that include
the right angle. scale
3. A is the ratio between two sets of measurements. scale drawing
4. In a right triangle, the is the side opposite the
right angle.
Find Perimeter
Find the perimeter of each figure.
5. 6. 5 ft 7. 6 in.
6 ft 9 in.
11 cm 11 cm
6 in.
4 ft 5 ft
11 cm 15 in.
4 ft
P P P
Area of Squares, Rectangles, Triangles

8. 20 cm 9. 10. 1
5 – ft
4
6m 1
1 – ft
20 cm 3
8m
A A A
Round Decimals
Round each number to the indicated place value.
11. 34.7826; nearest tenth 12. 137.5842; nearest whole number
13. 287.2872; nearest thousandth 14. 362.6238; nearest hundred

Name Date Class

Vocabulary
1. The possible for spinning a spinner numbered 1– 4 is
event
1, 2, 3, 4.
odds against
2. Elisa determined that the probability of the of rolling
1 on a 6-sided number cube was 17%. odds in favor
3. The that Mark will flip a coin and get tails is __12, or outcome
50%. probability
4. A shows all possible combinations or outcomes of an tree diagram
event.
5. The of an event is the ratio of favorable outcomes to unfavorable
outcomes. The of an event is the ratio
of unfavorable outcomes to the favorable outcomes.
Operations with Fractions

Simplify.
6. __23 ⫺ __12 13
7. __
18
19
⫹ __
24
7 __
8. __ 6
8 11 ( ) 9
9. __
10
9
⫼ __
13
10. __56 __
8
15 ( ) 11 ⫼ ___
11. __
12
121
144
12. __16 ⫹ __58 19
13. __
20
⫺ __45
Read Bar Graphs Activity Enrollment

Use the graph for problems.
Number of students
70
14. Which activity experienced the greatest 60
50
change in participation from 2000 40
to 2001? 30
20
15. Which activity experienced the greatest 10
0
positive change in participation Soccer Softball Basket Hockey
from 2000 to 2001? ball
2000 2001
16. Which activity experienced the least
change in participation from 2000
to 2001?

Name Date Class

Vocabulary
1. A symbol used to represent a quantity that can change
function
is a .
monomial
2. A is an input/output relationship in which every
input is paired with exactly one output. variable
3. The expression 5x is a because it has one term.
Simplifying Algebraic Expressions

Simplify.
4. 8y 4 y 3y 5. 7w 5a 10 3a 8 6. 2c 6n 5n 3 6n 2c
Number Patterns
Look for a possible pattern. Use that pattern to find the next three numbers.
7. 11, 8, 5, … 8. 2, 3, 5, 8, 12, … 9. 4, 2 __12, 1, …
Function Tables
Complete each function table.
10. 11.
Input Expression Output Input Expression Output
x x 5.4 n n 15
8.5 2
15.3 5
42.8 11

Name Date Class

Vocabulary
1. A(n) measures 180°.
acute angle
2. A(n) has a measure that is less than 90°. obtuse angle
3. A(n) measures 90°.
right angle
4. A(n) has a measure that is less than 180° and
straight angle
greater than 90°.
Angles In Polygons
Name each angle in the polygon. Tell whether it is right, acute, or obtuse.
5. ∠ ∠ A B
∠ ∠
Write Ratios
Write each ratio three different ways.
D C
6. 36 pencils to 7. 9 spoons to 8. 20 apples to
12 pens 15 forks 14 bananas
Identify Congruent Figures

Tell whether each pair of figures is congruent.
9. 25 cm 25 cm 10. 4 cm 4 cm
20 cm 20 cm 20 cm 20 cm 4 cm 4 cm 4 cm 4 cm
25 cm 25 cm
4 cm 4 cm
Congruent? Congruent?
Solve Two-Step Equations

Solve.
n y
11. 4x 5 7 12. __
3
58 13. 6b 28 40 14. __2 3.5 0
x n b y

Name Date Class
COURSE Diagnostic Assessment

Pre-Algebra
Number and Quantitative Reasoning
1. Identify the place value of the 7. Which list contains the first three
underlined digit 4,326,547,987. multiples of the number 14?
A millions A 14, 15, 16
B hundred thousands B 14, 28, 41
C ten thousands C 14, 28, 42
D hundreds D 1, 14, 28
2. Which is 12.34 million written in 8. Which list contains all the factors
standard form? of 42?
F 120,340,000 F 1, 6, 7, 42
G 12,340,000 G 1, 2, 6, 7, 21, 42
H 1,234,000 H 1, 2, 3, 6, 7, 14, 21, 42
J 123,400 J 1, 42
3. Round 217,429 to the nearest ten 9. Which number is prime?

thousand. A 52 C 93
A 220,000 C 216,000 B 71 D 111
B 217,000 D 210,000
10. Which number is composite?
4. Which comparison statement is true? F 35 H 23
F 435,890 453,765 G 47 J 89
G 889,403 881,903
H 6,543,784 6,435,970 11. Evaluate 502.
J 7,502,512 7,501,496 A 52 C 2500
B 100 D 25,000
5. Which set of numbers is ordered
from least to greatest? 12. Find the value of 95.
A 6327, 5217, 5117, 742 F 45 H 6561
B 6327, 5117, 5217, 742 G 95 J 59,049
C 742, 5117, 5217, 6327
D 742, 5217, 5117, 6327 13. Find the next three numbers in the
pattern.
6. Identify the number sets that contain 50,000, 10,000, 2000, 400, …
the number 120. A 200, 100, 50
F counting, whole, even B 80, 16, 3.2
G counting, whole, even, odd C 50, 25, 15
H counting, whole, factor of 7 D 100, 50, 25
J counting, odd
All rights reserved. 1 Holt McDougal Mathematics
Name Date Class

Pre-Algebra
Number and Quantitative Reasoning, continued
14. What number is represented by the 18. Write the fraction for the shaded part
shaded portion of the grid? of the circle.
5 6
F 1
1
H 1
3
2 40
F 5 H 5
0 1 2
G 2 J 3
G 0.04 J 1.04
15. Write 4352.67 in word form. 32

19. Simplify
24
.
A four, three, five, two, six, seven
6 3
B four thousand three hundred two A 7 C 4
and sixty-seven hundredths
2 1
C four thousand, three hundred and B 3 D 13
sixty-seven tenths
D four thousand, three hundred fifty- 14
two and sixty-seven hundredths 20. Round 1 5
to the nearest benchmark
fraction.
16. Round 656.3463 to the nearest
thousandth. F 0 H 1
1
F 1000 H 656.346 G 2 J cannot round
G 656.3 J 656.4
21. Which mixed number is equivalent to
17. Which set of numbers is ordered 23
from least to greatest? ?
4
A 2.47, 0.7, 0.83, 0.89 1 3
A 48 C 54
B 0.7, 0.89, 0.83, 2.47
C 0.7, 0.83, 0.89, 2.47 1 1
B 52 D 63
D 2.47, 0.89, 0.83, 0.7
2
22. Write 6 7 as an improper fraction.
62 44
F 7 H 7
42 15
G 7 J 7

Name Date Class

Pre-Algebra
Number and Quantitative Reasoning, continued
23. Find a common denominator for 29. Determine the percent of shaded
7 1 squares in the grid below.
.
24 18
A 24 C 48
B 36 D 72
24. Which number should replace the

question mark to make the statement
true?
7 ? A 25% C 50%
.
8 48 B 32% D 64%
F 6 H 42
G 14 J 84 30. Which percent is equivalent to
0.785?
5 7 F 7.85% H 785%
25. Compare. 4 6 4 8
G 78.5% J 0.00785%
A C
18
B 31. Write 2
5
as a percent.
11 A 18% C 72%
26. Which decimal is equivalent to 2
0
?
B 64% D 138.89%
F 0.11 H 0.71
G 0.55 J 1.82 32. Which comparison statement is
true?
27. What is the ratio of hearts to 3
F 4 72.5%
diamonds?
1
G 0.53 2
H 62% 0.266
A 5:4 C 5:9
J 0.875 88%
B 4:5 D 4:9
33. Which integer represents a $52
28. Simplify: 25 ponies to 15 saddles. loss?
F 5:3 H 1:15 A $52
G 3:5 J 2:1 B $52
C $0
D $520

Name Date Class

Pre-Algebra Operations
9
3
6
34. Find the quotient. 55
18
F 106 H 118 42. Add. 1
6
G 108 r 7 J 118 r 3
3 7
35. Find the product. F 2 H 2
4
88888
9 1
A 40 C 4096 G 2
4
J 2
B 3218 D 32,768
9 4
36. Multiply. 12 11 43. 1
1
11
F 23 H 132 5 13
A 1
1
C 11
G 24 J 231
1
B 2 D 0
64
37.
10,000
?
A 0.64 C 0.0064 3 7
44. Multiply 4 8. Write the answer in
B 0.064 D 0.00064
simplest form.
38. Divide. 999 9 5 1
F 1
6
H 2
F 11 H 111
7 21
G 100 J 121 G 8 J 3
2
8
39. Divide 1855
. Write any remainder
3
as a decimal. 45. Multiply. 5 105
A 16 C 32 A 71 C 175
B 26 D 32.5 B 63 D 225
12.3
40. Multiply. 46. What is 15% of 300?
0.06
F 20 H 2000
F 618 H 7.38
G 45 J 4500
G 738 J 0.738
47. Subtract. (15) (12)
41. Multiply. 1000 3.4
A 3 C 27
A 34 C 3400
B 3 D 27
B 340 D 34,000

Name Date Class

Pre-Algebra
Algebra
3
48. Identify the property shown. 54. Evaluate the expression 4xy 8
15 (8 2) (15 8) 2 for x 4 and y 3.
F Commutative Property of F 17 H 72
Multiplication G 44 J 122.33
G Associative Property of
Multiplication 55. Simplify. 10y 5x 7 3x 9
H Multiplication Property of One A 10y 8x 16
J Multiplication Property of Zero B 10y 2x 16
C 10y 2x 16
49. Which is the correct use of the
D 10y 8x 2
Distributive Property to find the
product 7 19?
56. Which algebraic equation matches
A (7 10) (7 9) the expression “a number divided by
B 7 19 3
8 is 5”?
C (7 10) (7 9)
D (7 10) (7 9) 8 3
F n 5
3
H 8n 5
50. Evaluate. 89 (15 34) n 3

G 8 5 J 8 n 5
3
F 108 H 40
G 49 J 29
57. Use inverse operations to solve the
equation n 124 436.
(35 3)
2
51. 4 6 A n 3.5 C n 560
B n 312 D n 54,064
A 20 C 35
B 41 D 44 58. Solve. 56 n 88
F n 32 H n 1.57
1
52. Simplify. 2(6 7)(4) G n 32 J n 34
F 8.5 H 31
59. Solve. 0.06t 4.8
G 26 J 40
A t 0.288 C t 16
53. Which expression represents 32 less B t 2.88 D t 80
than w ?
A w 32 w
60. Solve. 6 15 52
B 32w
F w 6.17 H w 222
C 32 w
G w 184 J w 402
D 32 w

Name Date Class

Pre-Algebra Algebra, continued
8 18
61. Identify the point graphed on the 65. Solve. w
72

number line.
A w2 C w4
0 1 2 3 4 5 6 B w 32 D w 64
A 4 C 4
66. 85 cm _____ mm
B 3 D 5
F 850 H 85,000
62. Which graph is the solution to the G 8500 J 8.5
inequality 4x 20?
67. Complete the function table.
F 0 1 2 3 4 5 6 Algebraic
Input Expression Output
G 0 1 2 3 4 5 6
n n 3.2
H 0 1 2 3 4 5 6
8.4 5.2
11.7 8.5
J 0 1 2 3 4 5 6 15.2 ??
A 12 C 14.1
63. Which inequality represents the graph?
B 13.2 D 18.4
⫺6 ⫺4 ⫺2 0 2 4 6
68. What is the ordered pair for point C?
A x 2 C x 2 y F (5, 4)
B x 2 D x 2 B 4 G (4, 5)
A
2
H (5, 4)
64. Which graph corresponds to the x
equation y 3x 2? 4 2 O 2 4 J (4, 5)

2
F y G y C
4 D
4 4
2 2
x x 69. What is the ordered pair for point E?
4 2 2 4 4 2 2 4
2 2 5
y A (1, 2)
4 4 B (2, 1)
G
3 C (4, 3)
F
H J D
y y 2 D (3, 4)
4 E
1
x
2 2
x x O 1 2 3 4 5
4 2 2 4 4 2 2 4
2
4 4

Name Date Class

Pre-Algebra Measuring
70. What temperature is shown by the
letter A?
A B C D
°F
-10 0 10 20 30 40 50 60 70 80
F 32° H 74°
G 5° J 5°
71. Change to the given unit.

34 c ______ pt
A 17 C 48
B 36 D 68
72. Change to the given unit.

64,000 mL ______ L
F 6.4 H 640
G 64 J 6400
73. Which is the length of the apple?
1 2 3
1
A 1 inch C 18 inches
1 1
B 14 inches D 12 inches

Name Date Class

Pre-Algebra Geometry
74. Classify the angle shown. 78. Identify the solid figure.
F right H obtuse
G acute J straight
F hexagonal prism
75. Name the angle formed by the G hexagonal pyramid
dashed rays. H cone
J pentagonal prism
C D
79. Identify the number of faces, edges
A B E and vertices.
A ABC C DBE
B ABD D EBC
76. Identify the figure.
A faces 4, edges 12, vertices 8

B faces 5, edges 8, vertices 5
F trapezoid H rhombus C faces 4, edges 8, vertices 5
G rectangle J square D faces 5, edges 12, vertices 8
?
80. Which sets of lines are parallel to AB
77. Which is the name of the obtuse
angle in the polygon? F G
A H
E
B C
C B
A D
A ABC C BCA
B CAB D CBA F AD
and BC G and CD
AD
H and BC
GH J and CD
EF

Name Date Class

Pre-Algebra
Geometry, continued
81. Identify the set of figures that are 84. Identify the figure shown.
congruent.
A 12 yd 8 yd
B 15 m 18 m F triangular prism
G triangular pyramid
12 in. 22 in.
H rectangular prism
C J rectangular pyramid
85. Find the area of the figure.

D 14 cm 14 cm 8 yd
82. Identify the pair of figures that appear 9 yd

to be similar.
A 72 yd2 C 22 yd2
F
B 36 yd2 D 17 yd2
G 86. Find the area of the figure. Use 3.14

for .
H
12 m
J F 452.16 m2 H 75.36 m2
G 113.04 m2 J 37.68 m2
83. Find the perimeter of the figure. 87. Identify the transformation.
4 cm
8 cm
5 cm
6 cm
2 cm
A 25 cm C 20 cm A translation C reflection
B 21 cm D 19 cm B rotation D transdermal

Name Date Class

Pre-Algebra
Geometry, continued
88. Identify the number of lines of
symmetry in the figure.
F 0 H 2
G1 J 3
89. What is the measure of the angle?
A 75° C 105°
B 85° D 110°

Name Date Class

Pre-Algebra
Statistics and Data Analysis
90. Use the data in the table to answer 94. Use the bar graph to answer the
the question. question.
Employee Hours Pay Rate Total Average Animal Lifespan

J. Burns 45 $6.50 $292.50 14
Average Lifespan
M. Gwin 45 $9.25 $416.25 12
(in years)
10
N. Rice 35 $8.75 $306.25 8
6
C. Walter 44 $9.15 $402.60 4
2
Which employee had the greatest 0
Dog Rabbit Mouse G. Pig Cat
total earnings?
Animal
F J. Burns H N. Rice
What is the average lifespan of a
G M. Gwin J C. Walter
rabbit?
91. What is the range of the data set? F 3 years H 5 years
106, 115, 79, 94, 78, 103, 90 G 4 years J 12 years
A 95 C 37
B 78 D 16 95. Use the circle graph to answer the
question.
92. What is the median of the data set?
5.8, 4.6, 5.4, 4.6, 4.8, 5.0 8th Graders’ Favorite Colors
F 5.4 H 4.9
Purple
G 5.0 J 4.8 13%
93. What is the mean of the data set? Yellow
103, 88, 107, 94, 108 7% Red
33%
A 108 C 100 Green
B 107 D 93 20%
Blue
27%
What is the favorite color of 8th

graders?
A blue C red
B green D purple

Name Date Class

Pre-Algebra Statistics and Data Analysis, continued
96. Use the stem-and-leaf plot to answer 98. Use the graph to answer the
the question. question.
Test Scores Attendance at Water Park
Stem Leaves
2000
5 0135
Number of People
1800
1600
6 1122 1400
1200
7 045899 1000
800
8 13577 600
400
200
What is the median of the test 0
Mn
Tu n
W s
Th d
s
Sa i
t
scores?
Fr
e
ur
Su
o
e
F 75 H 70.16 Day
G 74 J 37 How much greater was the attendance
on Saturday than on Monday?
97. What is the likelihood of spinning a
F 800 H 1800
smiley face?
G 1000 J 2600
A certain C likely
B impossible D unlikely

Skill 1 Place Value of Whole
Numbers (billions)
Using Skill 1
s
M in u t e
5
OBJECTIVE Identify the place value of a
given digit to the billions
place
Have students look at the place-value chart PRACTICE ON YOUR OWN Review the
on Skill 1 and name the periods. example at the top of the page.
Ask: In which period is the digit 6? (ones Ask students to explain how they know
period) that the value of the digit 3 is 30,000. (The
In which period is the digit 3? (thousands digit is in the ten thousands place in the
period) chart; 3 10,000 30,000.)
Direct attention to Step 1 and have students CHECK Determine if students know how
answer the question. Continue in a similar to find the value of a digit. Success is indi-
manner with Steps 2 and 3. cated by 3 out of 3 correct responses.
You may wish to have students identify the Students who successfully complete the
period and value of other digits in the Practice on Your Own and Check are ready
place-value chart. to move to the next skill.
TRY THESE In Exercises 1–3 students COMMON ERRORS
name the period, place, and value for the
digits in a given number. • Students may confuse the period name
and place name when giving the value of
• Exercise 1 The digit 3, in the thousands a digit.
period
• Students may not remember that any
• Exercise 2 The digit 2, in the millions place value is 10 times as great as
period the place to its right, and thus may state
• Exercise 3 The digit 1, in the billions a value as less than or greater than its
period actual value.
Students who made more than 3 errors in
the Practice on Your Own, or who were not
successful in the Check section, may benefit
from the Alternative Teaching Strategy on
the next page.

Optional
Alternative Teaching Strategy
s
M in u t e
5
Model Place Value of Digits

OBJECTIVE Model and name the value of MATERIALS place-value chart to hundred
digits in a number thousands, number cards 0–9,
with six cards for 0, place-
value recording sheet
You may wish to have students work in What number do you write on the record-
pairs. Partners take turns. One student ing sheet? (500)
places number cards on the place-value
Have students move the card for 5 to the
chart; the other student identifies the value
thousands period, and fill all places to the
of the digit and records the number on the
right with cards for 0.
recording sheet.
Ask questions similar to the questions asked
Distribute a place-value chart and a set of
for 500.
number cards to each pair of students.
Demonstrate how to use the cards to name Have students discuss how the two numbers
values of digits in any place-value position. they recorded are alike and how they are
different. Point out that the value of the digit
Have students put the card for 5 in the hun-
increases as it is moved to the left.
dreds place of the ones period. Have them
fill the other places to the right with cards Repeat the activity several times as partners
for 0. choose other cards and find the values of the
numbers they form.
Ask: In what period is the 5? (ones period)
In what place in the ones period is the 5? When students show an understanding of
(hundreds place) the naming process through the thousands
What is the value of the 5? (5 hundred) period, extend the table to the millions
period.

Name

Place Value of Whole Numbers (billions) Skill 1
Give the value of the digit 7 in 1,728,305,694.

Billions, Millions, Thousands, and Ones are periods. Hundreds, Tens, and Ones are places in a period.
BILLIONS MILLIONS THOUSANDS ONES
Hundreds Tens Ones , Hundreds Tens Ones , Hundreds Tens Ones , Hundreds Tens Ones
1, 7 2 8, 3 0 5, 6 9 4
Step 1 Step 2 Step 3

Look at the periods. Look at the millions period. Use the place and then the
In which period is the digit 7? In which place in the period is period to give the value.
the digit 7?
15
It is in the millions period. It is in the hundreds place. The value of the digit 7 is
7 hundred millions or
700,000,000.
Skill
Try These
Give the period, the place, and the value of the digit in 1,728,305,694.
1 Digit: 3 2 Digit: 2 3 Digit: 1
Period Period Period
Place Place Place
Value Value Value
Go to the next side.
Holt McDougal Mathematics

Name Skill
Practice on Your Own Skill 1

Give the value of the digit 3.

Hundreds Tens Ones , Hundreds Tens Ones , Hundreds Tens Ones , Hundreds Tens Ones
2, 9 4 0, 6 3 5, 7 1 8
The 3 is in the thousands period.

The 3 is in the tens place.
The value of the digit 3 is 3 ten thousands or 30,000.
Give the period, the place, and the value of the digit in 2,940,635,718.
1 2 3
Digit: 7 Digit: 0 Digit: 2
Period Period Period
Place Place Place
Value Value Value
Give the value of the underlined digit.
4 5 6
815,623, 4 97 815, 6 23,497 8 15,623,497
7 8 9
1,482,700,5 7 6 1 ,482,700,576 1,482,7 0 0,576
Check
Give the value of the underlined digit.
10 11 12
3,175,2 6 4,358 3, 1 75,264,358 3,17 5 ,264,358

Skill 2 Write Numbers in
Standard Form
Using Skill 2
s
M in u t e
5
OBJECTIVE Write numbers in standard
form
Have the students look at the place value PRACTICE ON YOUR OWN Review the
chart on Skill 2 and name the periods. example at the top of the page.
Ask: In which period are there all zeros? Ask students to explain how they know
(millions) that there are all zeros in the millions
period. (The number does not have any
Direct attention to Step 1 and have students
millions.)
answer the question. Continue in a similar
manner with Steps 2, 3, and 4. CHECK Determine if students know how
to write a number in standard form.
TRY THESE In Exercises 1–3 students
Success is indicated by 2 out of 2 correct
name the period they start in, identify what
responses.
periods will have zeros and name the
number. Students who successfully complete the
Practice on Your Own and Check are ready
• Exercise 1 Period you start billions,
to move to the next skill.
missing millions
COMMON ERRORS
• Exercise 2 Period you start millions,
missing none • Students will forget to place commas
between periods. Have students use the
• Exercise 3 Period you start billions,
place value chart.
missing thousands
• Students will omit zeros as placeholders.
Have students use graph paper or a place
value chart.
the next page.

Optional
s
M in u t e
5
Write Numbers in Standard Form

OBJECTIVE Write a number in standard MATERIALS place value chart to billions,
form number cards (0–9), with six
cards for 0, place value
recording sheet
You may wish to have students work in Ask: In what period do you start? (billions)
pairs. Partners take turns placing the num-
Are any periods missing? (millions)
bers on the place value chart; and the other
student reads the number and records the How do you fill missing periods or gaps in
number on the recording sheet. the chart? (use zeros)
Distribute a place-value chart and a set of Have students read the number aloud to see
number cards to each pair of students. if it matches the number you stated.
Demonstrate how to use the cards to place Have students place the number 45 million,
the digits in the correct locations by having 2 thousand, 87 on the place value chart.
the students put the number 3,256 (three
thousand two hundred fifty-six) in the cor- Ask similar questions to those asked before.
rect locations on the place-value chart. Repeat the activity several times as partners
Have students place the number two billion, take turns placing the digits and recording
three hundred fifty thousand, four on the the numbers on the recording sheet.
place value chart.

Name

Write Numbers in Standard Form Skill 2

Write the number two billion, two hundred five thousand, three hundred twelve in standard form.
Billions, Millions, Thousands, and Ones are periods. Hundreds, Tens, and Ones are places in a period.
Hundreds Tens Ones, Hundreds Tens Ones, Hundreds Tens Ones, Hundreds Tens Ones
2 0 0 0 2 0 5, 3 1 2
Step 1 Step 2 Step 3 Step 4

Read the number. Look at the billions Write zeros in the What is the next period
In which period do you period, where do you millions period since no mentioned? Thousands
start? start writing a number? numbers occur.
Write 205 and finish the
19
It is the billions period. The ones place. number.
Try These
Skill
Write the number in standard form.

1 Two billion, five hundred twenty- 2 8.415 million 3 Eighteen billion, two hundred
five thousand, four hundred million, six hundred seventy-two
fifty-two Period you start in.
Period you start in.
Period you start in. What period(s) are missing?
What period(s) are missing?
What period(s) are missing?
Number
Number
Number

Name Skill

Write the number 10.25 billion in standard form.
Hundreds Tens Ones, Hundreds Tens Ones, Hundreds Tens Ones, Hundreds Tens Ones
1 0, 2 5 0, 0 0 0, 0 0 0
You start in the billions period.

There are no thousands or ones so fill the spaces with zeros.
Give the period you start in and see if there are any missing periods.
1 2 3
Twelve billion, five Thirty-two million, 80.3 billion
hundred sixty-eight nine hundred fifty
Period you start in:
thousand, two thousand, one
hundred fifty-nine hundred twelve
What period(s) are
Period you start in: Period you start in:
missing?
What period(s) are What period(s) are

missing? missing?
4 5
Seven million, two hundred Thirty billion, four hundred
fifty thousand, nine hundred eighty-five thousand, one
sixteen hundred twenty-nine
6 7
216.026 billion 85.76 million
Check
8 9
Two hundred sixteen million, 15.634 million
eight hundred ninety-three
thousand, twelve

Skill 3 Round Whole Numbers
Using Skill 3
s
M in u t e
5
OBJECTIVE Round whole numbers
Begin by discussing what will happen in TRY THESE In Exercises 1–4 students
each step of Skill 3. Then point out the round numbers to the given place.
number 14,851 in Step 1. Explain to the stu-
• Exercise 1 Round to the nearest
dents that first they will round the number
hundred.
to the nearest ten. Discuss the place value
of each digit. Ask: To what place are you • Exercise 2 Round to the nearest
rounding? (tens) What digit is in that thousand.
place? (5) • Exercise 3 Round to the nearest ten
For Step 2, point out that the digit to the thousand.
right of the rounding place determines • Exercise 4 Round to the nearest ten.
whether to round up or down.
PRACTICE ON YOUR OWN Review the
For Step 3, discuss how the rounding rule example at the top of the page. Ask stu-
will help students decide whether to round dents to explain why the number in A is
up or round down. rounded down and the number in B is
Ask: The digit 1 is to the right of the rounded up.
rounding place. What does the rounding CHECK Determine if students know when
rule tell you to do? (Round down if the to round up and when to round down.
digit is less than 5, so round down to 0.) So, Success is indicated by 3 out of 4 correct
14,851 rounded to the nearest ten is 14,850. responses.
Continue with the examples for rounding Students who successfully complete the
to the nearest hundred, thousand, and Practice on Your Own and Check are ready
nearest ten thousand. to move to the next skill.
Make sure students understand: COMMON ERRORS
• which digit is to be rounded; • Students may use the digit in the round-
• which digit is to the right of the ing place, instead of the digit to its right,
rounding place; to determine how to round.
• how to apply the rounding rule. • When rounding down, students may
make the digit in the rounding place one
less.
the next page.

Optional
s
M in u t e
5
Model Rounding Whole Numbers

OBJECTIVE To round whole numbers MATERIALS copies of number lines with
using the number line 10 unlabeled intervals
Distribute number lines. Explain that some- Finally, have students determine the location
times numbers are rounded when an exact of the number 278 on the number line. Ask:
number is not needed. For example, to Is 278 closer to 200 or to 300? (300)
describe the number of people who attended Explain that since 278 is closer to 300, 278
a play an exact number may not be needed. rounded to the nearest hundred is 300.
A rounded number can be used. About 300 hundred tickets were sold.
Ask:
Suppose you want to round 278 to the near- 200 250 278 300
est hundred. Between what two hundreds
is 278? (200 and 300)
You may wish to repeat the rounding
Suggest students write these numbers in the activity for these numbers:
boxes on the number line.
• 25 to the nearest ten
• 89 to the nearest ten
• 451 to the nearest hundred
• 781 to the nearest hundred
200 250 300
• 4,350 to the nearest thousand
• 27,685 to the nearest thousand
What number is halfway between 200 and
300? (250) When students round 451 using the number
line, talk about the rounding rule for “5 or
Have students label the point for 250. greater”. Even though 451 is about as close
to 400 as it is to 500, the halfway number
determines when rounding to the next hun-
dred must apply.
As students become comfortable with the
rounding procedure, have them round num-
bers without the number line.
Suggest they underline the digit in the place
to be rounded, and circle the number to the
right, in order to focus on the correct digits.

Name
Round Whole Numbers Skill 3

Round 14,851 to the nearest hundred, thousand, and ten thousand.

Underline the digit in the Draw an arrow above the If the digit to the right is 5
place to be rounded. first digit to the right. or greater, round up. If it is
less than 5, round down.
Round to ↓ 1 ⬍ 5, so round
↓
↓
the nearest ten. 14,851 14,851 down.
14,851
Answer: 14,850
Round to ↓ 5 ⫽ 5, so round up.
↓
↓
the nearest hundred. 14,851 14,851
14,851
Answer: 14,900
23
Round to ↓ 8 ⬎ 5, so round up.
↓
↓
the nearest thousand. 14,851 14,851
14,851
Answer: 15,000
Skill
Round to ↓ ↓ 4 ⬍ 5, so round down.
↓
the nearest ten thousand. 14,851 14,851 14,851
Answer: 10,000
Try These
Round the numbers.
1 Round 4,682 to the 2 Round 2,359 to the 3 Round 18,175 to the 4 Round 305,098 to the
nearest hundred. nearest thousand. nearest ten thousand. nearest ten.
↓ ↓ ↓ ↓
4,682 2,359 18,175 305,098
Answer: Answer: Answer: Answer:

Name Skill

Round 438,492 to the A. thousand B. ten thousand
nearest: 4 5, so round down. 8 5, so round up.
Think: If the digit to ↓ ↓
the right of the place to 4 3 8 , 4 9 2 4 3 8,4 9 2
be rounded is 5 or more, Answer: 438,000 Answer: 440,000
round up. If it is less
than 5, round down.
Round to the nearest ten.

1 2 3 4
354 2,387 9,321 87,035
↓ ↓
354 2, 3 8 7 9, 3 2 1 8 7, 0 3 5
Round to the nearest hundred.

5 6 7 8
824 1,457 9,302 57,059
↓ ↓
8 24 1, 4 5 7 9, 3 0 2 5 7, 0 5 9
Round to the nearest thousand.

9 10 11 12
8,725 4,603 10,516 32,498
↓ ↓
8, 7 2 5 4, 6 0 3 1 0, 5 1 6 3 2, 4 9 8
Round to the nearest ten thousand.

13 14 15 16
16,542 37,405 215,430 424,965
↓ ↓
1 6, 5 4 2 3 7, 4 0 5 2 1 5, 4 3 0 4 2 4, 9 6 5
Check
Round the numbers.
17 18 19 20
to the nearest to the nearest to the nearest to the nearest
hundred thousand ten thousand ten
3 6 4, 5 8 2 4 3 5, 0 1 8 6 7 5, 3 8 9 8 1 7, 0 2 4

Skill 4 Compare Whole Numbers
Using Skill 4
s
M in u t e
5
OBJECTIVE Compare whole numbers
Have the students look at the place value PRACTICE ON YOUR OWN Review the
chart on Skill 4 and place each number to example at the top of the page.
be compared in the chart.
Ask: What is the furthest place to the left?
Remind students that they always start (hundred thousands)
from the left and compare digits until they
Have students make sure that they are
are different.
comparing digits in the same place by
Ask: Do the two numbers hold the same putting numbers in a chart or using lined
place? (yes) notebook paper turned sideways.
Direct attention to Step 1 and have students CHECK Determine that the students can
compare the digits in the ten millions place. differentiate between the < and > symbols.
Ask: How many ten millions are in each
responses.
number? (3) Which is larger? (They are the
same). Which number place do you move Students who successfully complete the
to next? (one millions place) Practice on Your Own and Check are ready
to move on to the next skill.
Continue in a similar manner with Steps 2
and 3. COMMON ERRORS
TRY THESE In Exercises 1–3 students • Students may choose the wrong number
determine which place they need to use to as the larger number if they do not have
compare the numbers and insert the greater the same number of digits.
than, less than, or equal to symbol.
• Students may get confused when they
• Exercise 1 <, determined by the put a number containing zeros in the
hundreds place chart.
• Exercise 2 >, do not hold the same Students who made more than 3 errors in
place the Practice on Your Own, or who were not
• Exercise 3 <, determined by the tens
place
the next page.

Optional
s
M in u t e
5
Compare Whole Numbers

OBJECTIVE Use a number line to compare MATERIALS blank number line
whole numbers
You may wish to have students work in Ask: Which number is farthest to the left?
pairs. Give each set of students a pair of (4,568)
numbers such as 4,586 and 4,568. Have stu-
4,568 is to the left of 4,586, so it is less than
dents label the number line according to the
4,586.
numbers they are given.
Ask: Which symbol would you use to
Partners each place a dot on the number line
compare 4,568 and 4,586? (<)
to show where each number is located.
Repeat the activity several times with
Ask: Which number is the farthest to the
different numbers including numbers that
right? (4,586)
are equal. Point out that the inequality
4,586 is to the right of 4,568, so it is greater symbol always opens to the larger number.
than 4,568.
When students show an understanding of
Ask: Which symbol would you use to the comparing process, give larger numbers
compare 4,586 and 4,568? (>) to compare.

Name

Compare Whole Numbers Skill 4
Use place values to compare the numbers 34,518,763 and 34,603,845.

To compare numbers, you must determine which number is greater.
MILLIONS THOUSANDS ONES
Hundreds Tens Ones , Hundreds Tens Ones , Hundreds Tens Ones
3 4, 5 1 8, 7 6 3
3 4, 6 0 3, 8 4 5

Start with the first place on the Compare the next place, the Continue comparing digits until
left. Compare the digits. millions. two are different.
34,518,763 34,518,763 34,518,763
27
3⫽3 4⫽4 5⬍6
34,603,845 34,603,845 34,603,845
They are the same number. They are the same. Five hundred thousands are less
Skill
than six hundred thousands. So,

34,518,763 ⬍ 34,603,845.
Try These
Compare. Write <, >, or = for each.
1 16,034 16,134 2 458,764 45,976 3 42,245,589 _____ 42,245,598
Place value to compare: Place value to compare: Place value to compare:

Name Skill

Compare 684,582 and 648,632.
MILLIONS THOUSANDS ONES

Hundreds Tens Ones, Hundreds Tens Ones, Hundreds Tens Ones
6 8 4, 5 8 2
6 4 8, 6 3 2
Place each number in the place value chart.

Start on the left.
Both numbers have six hundred thousands, so look to
the next place to the right.
The numbers are different, so compare them.
8 > 4, so 684,582 > 648,632.
Compare. Write , , or for each.
1 2
6,125 6,215 65,851 67,264
Place value to compare: Place value to compare:
3 4
5,648,602 600,687 725,438,900 725,428,901
Place value to compare: Place value to compare:
Find all of the digits that can replace the missing digits to make each statement true.
5 6
8 4,598 < 864,689 496, 56,200 > 496,745,310
Check
Compare. Write , , or for each.
7 8
3,548 3,548 266,148 26,418
9 10
6,400,512 6,401,496 946,548,620 946,548,619

Skill 5 Order Whole Numbers
Using Skill 5
s
M in u t e
5
OBJECTIVE Order whole numbers
Begin by directing students’ attention to the TRY THESE In Exercises 1–3 students
numbers to be ordered. Point out that there order 3-digit numbers and then 3- and
is one 4-digit number, and there are three 4-digit numbers.
3-digit numbers. Have students note that
• Exercises 1–2 Order 3-digit numbers.
the digit in the hundreds place for all three
3-digit numbers is 4. • Exercise 3 Order 3- and 4-digit
numbers.
For Step 1, explain how the numbers are
arranged under place-value labels so that PRACTICE ON YOUR OWN Review the
the digits in each place-value position can example at the top of the page. Focus on
be easily compared. Then ask: How many the place-value labels. Ask students to
numbers have a digit in the thousands explain how they use place value to order
place? (one) Which number? (1,650) Point numbers.
out that since it is the only 4-digit number, CHECK Determine if students know how
it is the greatest. to align and compare the digits in each
Proceed to Step 2 and have students com- place to order the numbers from least to
pare the digits in the hundreds place. Ask: greatest. Success is indicated by 4 out of 4
Since the digits are all the same, what dig- correct responses.
its should you compare next? (digits in the Students who successfully complete the
tens place) Practice on Your Own and Check are ready
In Step 3, point out that because two of the to move to the next skill.
numbers have a 7 in the tens place, they COMMON ERRORS
both are greater than 438. Ask: Then which
number is the least? (438) • Students may compare digits from right
to left instead of from left to right.
Continue to Step 4. Ask: Which number
has the greater digit in the ones place? Students who made more than 2 errors in
(476) So, which number is greater? (476) the Practice on Your Own, or who were not
Have students say the numbers in order from the Alternative Teaching Strategy on
from least to greatest and greatest to least. the next page.

Optional
s
M in u t e
5
Use Models to Order Numbers

OBJECTIVE Order numbers using MATERIALS base-ten blocks
base-ten blocks as models
Have students work in pairs. Ask each part- Repeat the activity using the numbers, such
ner to model one of the numbers being com- as 423 and 427, in which the digits in both
pared. the hundreds and tens places are the same.
Ask similar questions as students order the
Display the numbers 236 and 218. Have the
numbers.
partners use hundreds, tens, and ones to
model and order the numbers. Then present three numbers to order.
376, 374, 368
236
Suggest to students that they order the
numbers by aligning the base-ten blocks for
each number one above the other.
218
Ask: How many hundreds did you use to

show 236? (2) How many hundreds did you
use to show 218? (2)
Can you tell from comparing the hundreds
which number is greater? (No.) Why not? Then have students record the numbers
(The hundreds are the same.) from least to greatest (368, 374, 376) and
greatest to least. (376, 374, 368)
Ask: How many tens did you use to show
236? (3) How many tens did you use to It may help to remind students that the least
show 218? (1) number is the number that is less than all the
others. The greatest number is the number
Ask: Can you tell from the tens which that is greater than all the others.
number is greater? (yes, 236.) How do you
know? (3 tens is greater than 1 ten, so 236 is Now include a 4-digit number and repeat
greater than 218.) the activity several times.
Ask: Which number is the greatest? (236) When students show an understanding of
ordering numbers, have them order 3- and
4-digit numbers without using base-ten
blocks.

Name

Order Whole Numbers Skill 5
Order the numbers from least to greatest: 472; 1,650; 438; and 476, and from greatest to least.

Step 1 Align the digits. Step 2 Compare Step 3 Compare tens. Step 4 Compare ones.
Th H T O hundreds. Th H T O Th H T O
4 7 2 4 7 2 4 7 2
Th H T O
1 6 5 0 4 3 8 4 7 6
4 7 2
4 3 8 4 7 6
4 3 8
4 7 6
4 7 6 Since 2 ⬍ 6, 472 ⬍ 476.
Since 1,650 has the most Since 3 ⬍ 7, 438 is the So, the order from least to
places, it is the greatest The digits are the same. least number. greatest is: 438, 472, 476,
number. 1,650.
The order from greatest to
least is: 1,650, 476, 472, 438.
31
Try These
Skill
1 Order the numbers from least 2 Order the numbers from great- 3 Order the numbers from least to
to greatest. 258; 379; 251 est to least. 586; 514; 591 greatest. 635; 1,204; 499; 501
HTO HTO Th H T O
2 5 8 greatest number 5 8 6 greatest number 6 3 5 greatest number
3 7 9 5 1 4 1 2 0 4
2 5 1 least number 5 9 1 least number 4 9 9
Order Order 5 0 1 least number
Order

Name Skill

Order the numbers from greatest to least: 436; 1,058; 375; and 497.
Think: Align the digits. Th H T O
Compare the numbers in 4 3 6 greatest number 1,058
each place starting with 1, 0 5 8 497
the greatest place. 3 7 5 436
4 9 7 least number 375
The order is 1,058, 497, 436, and 375.
Order the numbers from least to greatest.

1 2
175, 182, 115 867; 1,025; 876
H T O Th H T O
1 7 5 greatest number 8 6 7 greatest number
1 8 2 1, 0 2 5
1 1 5 least number 8 7 6 least number
Order Order
Order the numbers from greatest to least.

3 4
279, 251, 62, 352 2,345; 507; 624; 2,405
279 greatest number 2,345 greatest number
251 507
62 624
352 least number 2,405 least number
Order Order
Check
Order the numbers from greatest to least.
5 6
584; 3,896; 3,215 5,109; 4,116; 4,876; 823
Order Order
Order the numbers from least to greatest.

7 8
348, 327, 316 835; 1,218; 1,409; 1,401
Order Order

Skill 6 Identify Sets of Numbers
Using Skill 6
s
M in u t e
5
OBJECTIVE Identify counting, whole,
even, and odd numbers
Direct students’ attention to the counting PRACTICE ON YOUR OWN Focus on

numbers. Have them read the numbers the example at the top of the page. Ask
aloud. Ask: students why a number cannot be both an
even number and an odd number. Help
What do the three dots mean? (that the set
them see that a number cannot satisfy both
of counting numbers never ends)
rules about remainders for even and odd
Why isn’t zero a counting number? numbers.
(because you don’t use zero when you
CHECK Determine if students can tell the
count; you begin with 1.)
difference between counting, whole, even,
Have students look at the whole numbers. and odd numbers. Success is indicated by 4
Remind students that although zero is not a out of 4 correct responses.
counting number, zero is a whole number.
Students who successfully complete the
Ask: Does the set of whole numbers ever Practice On Your Own and Check are
end? (no) Do all whole numbers belong to ready to move to the next skill.
the set of counting numbers? (No, zero is
COMMON ERRORS
not a counting number.) Do all counting
numbers belong to the set of whole num- • Students may not be able to understand
bers? (yes) the difference between counting numbers
and whole numbers.
Read about even and odd numbers. You
may wish to have students divide by 2 to • Students may include zero as a counting
test for other even and odd numbers. number.
TRY THESE Exercises 1–4 provide practice Students who made more than 2 errors in
in identifying the four sets of numbers pre- the Practice on Your Own, or who were not
sented in Skill 6. successful in the Check section, may benefit
• Exercise 1 Counting number
the next page.
• Exercise 2 Whole number
• Exercise 3 Even number
• Exercise 4 Odd number

Optional
s
M in u t e
2
0
Use Models to Identify Sets of Numbers

OBJECTIVE Identify counting, whole, MATERIAL containers of items such as
even, and odd numbers beads, counters, crayons,
markers; an empty container
Make a display of containers of countable To illustrate even and odd numbers, suggest
items, such as beads, counters, crayons, and the students take a container of items each.
markers. Each set should have a different Explain that an even number of items can be
number of items in it—include sets with odd separated into groups of 2 with no leftovers.
and even numbers of items. If there are any items left over, the number
of items is an odd number. Have students
To introduce counting numbers, spill out all
determine which containers have an even
the beads. Ask a student to count the beads
number of items, and which have an odd
aloud. Write the numbers 1, 2, 3, 4, 5, and so
number of items.
forth. When the student has completed the
counting, display the numbers. Explain that
when the student counted, these were the
numbers he or she said. They are counting
numbers.
Point out that there is no end to a set of
counting numbers. Three dots are used to
show this. For example, 1, 2, 3, 4, 5, 6, ...
To introduce whole numbers, have students no beads left over
10 is an even number
take turns counting the number of items in
each container. Begin with the empty con-
tainer, and record the numbers as an addi- When students understand that they can
tion sentence. For example, 0 4 7 separate or divide by 2 to find even and odd
12 3 26. Display the addition and point numbers, have them divide given numbers
out that you recorded the numbers and to find out which are even and which are
added them together to find the total. Note odd.
that there are 5 addends-one addend is zero.
The numbers you recorded are whole num-
bers. Discuss how zero is a whole number
that represents an empty container. Point out
that the set of whole numbers also has no
end.
1 paper clip left over

7 is an odd number

Name

Identify Sets of Numbers Skill 6

Every number belongs to one or more sets of numbers. Four of these sets are named below.
Counting Numbers Whole Numbers Even Numbers Odd Numbers
Counting numbers Whole numbers begin There is no remainder There is a remainder

begin with the number with the number 0. when an even number when an odd number is
1. There is no end to the There is no end to the is divided by 2. divided by 2.
set of counting numbers. set of whole numbers.
↓
↓
7 No remainder 8r1 A remainder
1, 2, 3, 4, 5, 6, ... 0, 1, 2, 3, 4, 5, ... 2冄1
苶4
苶 2冄1
苶7
苶
⫺14 ⫺16
ᎏ ᎏ
10 is a counting number. 12 is a whole number. 0 1
35
14 is an even number. 17 is an odd number.
Skill
Try These
Tell what kind of number is shown.
1 2 7 + n = 15 3 4
What counting What whole What even number What odd number
number tells how number represents tells how many tells how many parts
many squares are n in the solution for parts are shown? are shown?
shown? this equation?

Name Skill

Circle the names of sets of numbers that contain the number 16.
counting numbers You use 16 when you count.

So, 16 is a counting number.
whole numbers All counting numbers are whole numbers.

So, 16 is a whole number
even numbers 8 ← No remainder.

6
21 So, 16 is an even number.
odd numbers A number cannot be both an even number

and an odd number.
16 is an even number. So, 16 is NOT an odd
number.
Circle the names of sets of numbers that contain the given number.
1 2 3 4
2 9 15 20
counting counting counting counting
numbers numbers numbers numbers
whole whole whole whole
even even even even
odd numbers odd numbers odd numbers odd numbers
Give four numbers less than 20 that are members of the given set.
5 6
counting numbers whole numbers
7 8
even numbers odd numbers
Check
Give four numbers from 40 through 50 that are members of the given set.
9 10
counting numbers whole numbers
, , , , , ,
11 12
even numbers odd numbers
, , , , , ,
Skill 7 Multiples
Using Skill 7 5
M in u t e
s
OBJECTIVE Write the multiples of a
number
Have students read the definition of a PRACTICE ON YOUR OWN Review the
multiple given above the examples. example at the top of the page. Ask students
why they multiply 1, 2, 3, 4, and 5 by 5.
Ask students to count by 2s beginning with
Explain that although they can multiply
2. Tell them that the numbers they said are
any whole number except zero by 5 to get a
multiples of 2. Have them count by 5s
multiple of 5, the example asks for the first
beginning with 5.
five multiples only.
Ask: The numbers you just said are multi-
CHECK Determine if students know how
ples of what number? (5)
to find the multiples of a number, and,
Direct the students’ attention to the first given the first three multiples, can list the
example. next three multiples in the sequence.
Ask: What is the product of 1 and 4? (4) Success is indicated by 2 out of 2 correct
2 and 4? (8) 3 and 4? (12) 4 and 4? (16) responses.
What do we call these products? (multiples Students who successfully complete the
of 4) Practice on Your Own and Check are ready
Guide students to understand that they can to move to the next skill.
find multiples of 4 by multiplying a whole COMMON ERRORS
number by 4. Proceed in a similar manner
with the other two examples in the lesson. • Students may list one multiple incorrect-
Help students understand that although ly and thus write all subsequent multi-
they are writing the first 5 multiples for ples incorrectly.
each number, they can find many more • Students may have forgotten the multi-
multiples. plication facts and give incorrect
TRY THESE In Exercises 1–3, students products.
multiply to find the first five multiples of Students who made more than 2 errors in
numbers. the Practice on Your Own, or who were not
• Exercise 1 Multiples of 3 successful in the Check section, may benefit
• Exercise 2 Multiples of 2 the next page.
• Exercise 3 Multiples of 6

Optional
s
M in u t e
5
Use a Number Line to Find Multiples

OBJECTIVE Use the number line to find MATERIALS number lines 0–25
multiples
Have students use number lines to find mul- Now ask students to write the multiplication
tiples of given numbers. Define a multiple as expression for each multiple. Have them
the product of the number and any whole write 1 3 above the 3, 2 3 above the 6,
number except zero. and so forth.
Demonstrate how to show multiples of 3. Have students recall the definition of a mul-
Have students begin on the point for 0, tiple and determine that 0 is not a multiple
count by threes, and draw equal jumps to and that 3 is the first multiple of the number
the numbers as they count and name them. 3. Guide them to see that the other numbers
they circled are multiples also because they
Then suggest students circle all the numbers
are the products of the whole numbers 1, 2,
they landed on. Explain that when they
3, 4, 5, 6, 7, 8, and the number 3.
count by threes, the numbers they name are
the multiples of three. Repeat the activity for multiples of 4 and 5.
When you feel confident that the students
understand how to find the multiples of a
number, have them find the first five multi-
ples of other numbers using multiplication
only.
0x3 1x3 2x3 3x3 4x3 5x3 6x3 7x3 8x3
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Name

Multiples Skill 7

A multiple is the product of a number and any whole number except zero.
List the first five multiples of 4. List the first five multiples of 7. List the first five multiples of 9.
Multiply 4 by the numbers Multiply 7 by the numbers Multiply 9 by the numbers
1, 2, 3, 4, and 5. 1, 2, 3, 4, and 5. 1, 2, 3, 4, and 5.
4 8 12 16 20 7 14 21 28 35 9 18 27 36 45
0 1⫻4 2⫻4 3⫻4 4⫻4 5⫻4 0 1⫻7 2⫻7 3⫻7 4⫻7 5⫻7 0 1⫻9 2⫻9 3⫻9 4⫻9 5⫻9
The first five multiples of 4 are: The first five multiples of 7 are: The first five multiples of 9 are:
4, 8, 12, 16, 20. 7, 14, 21, 28, 35. 9, 18, 27, 36, 45.
39
Try These
Skill
List the first five multiples of the number.
1 2 3
3 2 6
, , , , , , , , , , , ,
↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑
1⫻3 2⫻3 3⫻3 4⫻3 5⫻3 1⫻2 2⫻2 3⫻2 4⫻2 5⫻2 1⫻6 2⫻6 3⫻6 4⫻6 5⫻6
The first five multiples of 3 are: The first five multiples of 2 are: The first five multiples of 6 are:

Name Skill

List the first five multiples of 5.
Think: A multiple is the product 5 , 10 , 15 , 20 , 25
of the number and any whole
number except zero. ↑ ↑ ↑ ↑ ↑
15 25 35 45 55
The first five multiples of 5 are:
5, 10, 15, 20, 25.
List the first five multiples of the number.
1 2
8 10
, , , , , , , ,
↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑
18 28 38 48 58 1 10 2 10 3 10 4 10 5 10
The first five multiples of 8 are: The first five multiples of 10 are:
3 4
11 12
The first five multiples of 11 are: The first five multiples of 12 are:
11, , , , 12, , , ,
11 11 11 11 11 12 12 12 12 12
5 6
20 30
20, , , , 30, , , ,
List the next three multiples of the number.

7 8
4 7
4, 8, 12, 16, 20, 24, , , 7, 14, 21, 28, 35, , ,
Check
List the next three multiples of the number.
9 10
15 25
15, 30, 45, , , 25, 50, 75, , ,

Skill 8 Factors
Using Skill 8
s
M in u t e
5
OBJECTIVE Find all the factors of a
number
Begin by reviewing the meaning of factors: TRY THESE Exercises 1–3 model the type
of exercise students will do on the Practice
Factors are two numbers that are multi-
on Your Own page.
plied. The result is the product. Explain that
in this activity students will be asked to • Exercises 1–2 The number has 4 factors.
find all the factors of a number.
• Exercise 3 The number has 5 factors.
Direct students’ attention to Step 1 and the
statement that every counting number has at
example at the top of the page. Ask the stu-
least two factors. (1 and itself) Provide
dents to think of the division sentence for
other examples such as:
each example shown. For 2 ? 7, think
7 : 1 and 7 7 2 ?.
9 : 1 and 9 CHECK Determine if students can find all
the factors of a number. Success is indicat-
100 : 1 and 100
ed by 2 out of 3 correct responses.
Point out that in this step, another impor-
tant concept is introduced: A factor always
divides the product without a remainder.
Direct the students’ attention to Step 2. The
important point in this step is that the fac-
COMMON ERRORS
tors of 8 are numbers from 1 to 8. Explain • Students may list multiples instead of
that the statement means that the only factors.
numbers that are reasonable to test as fac-
• Students may omit some factors when
tors are the numbers from 1 through 8.
writing the list.
Direct the students’ attention to Step 3.
• Students may lack proficiency with the
Emphasize that when the factors repeat, basic multiplication and division facts
then all the factors have been found. and may write incorrect factors.
Suggest to the students that they write the
factors of a number as they find them. After
they have found all the factors of a number,
then they can order them from least to
greatest to tell if any factors repeat. Remind
the next page.
students that 2 4 are the same factors as
4 2. Only the order has changed.

Optional
s
M in u t e
5
Divide to Find Factors

OBJECTIVE Use division to find factors of MATERIALS graph paper
a number
You may wish to review division facts from Ask: For the factors of 12, what are the only
1 through 9 with the students. possibilities that you need to test? (the
whole numbers from 1 through 12)
Recall that one method for finding factors is
to use multiplication. Another method When students have tested factors, ask
involves division. Remind students that a which numbers tested were not factors and
factor of a number divides the number with- why (5, 7, 8, 9, 10, and 11; the quotients all
out leaving a remainder. have remainders).
Start with the factors of 12. Display the fol- Continue with other examples, keeping the
lowing table. Explain that a table will help- numbers less than 20.
students keep track of the factors they test.
If students continue to have difficulty find-
ing factors, have them use graph paper to
Possible picture all the arrays or rectangles that are
Factor Division Quotient
1 12 1 12 possible for a given number. When they
2 12 2 6
have exhausted all possibilities, they have
found the factors of the number.
3 12 3 4
4 12 4 3
5 12 5 2r2
12
Suggest that students systematically test Factors: 1 and 12
factors starting with 1. With each division
that has no remainder, students have found
2 factors: the divisor and the quotient. You 2
3
might suggest that students circle the factors
6
in each equation if they result in a quotient
4
without a remainder.
Factors: 2 and 6 Factors: 3 and 4

Name
Factors are two or more

Factors
numbers that are multiplied.
Skill 8

Find all of the whole-number factors of 8.
Step 1 Use multiplication or Step 2 Test other factor pairs. Step 3 Continue until the
division facts to find factors. The only possible whole- factors repeat.
Start with 1 ⫻ 8. number factors of 8 are 1⫻8⫽8 1 and 8 are factors.
Every counting number has at numbers from 1 to 8. 2⫻4⫽8 2 and 4 are factors.
least two factors, 1 and the Is 2 a factor? 3⫻?⫽8 3 is not a factor, because
number itself. 1⫻8⫽8 1 and 8 are factors. 8 ⫼ 3 has a remainder.
So, 1 and 8 are factors of 8. 2⫻4⫽8 2 and 4 are factors. 4⫻2⫽ When the factors repeat,
1 ⫻ 8 ⫽ 8 ← product you have found all the
factors.
43
↑
factors A factor always divides the So, the factors of 8 are 1, 2, 4,
product without a remainder. and 8.
Skill
Try These
Find the whole-number factors.
1 2 3
6 10 16
⫻ ⫽6 ⫻ ⫽ 10 ⫻ ⫽ 16
⫻ ⫽6 ⫻ ⫽ 10 ⫻ ⫽ 16
The factors of 6 are: The factors of 10 are:
⫻ ⫽ 16
The factors of 16 are:

Name Skill

List all of the factors 1 7 7 ← 1 and 7 are factors. 2, 3, 4, 5, and
of 7. 2 ? 7 ← 2 is not a factor. 6 are not factors
3 ? 7 ← 3 is not a factor. because when 7 is
Think: Start divided by each of
with 1 and 7. Then try 4 ? 7 ← 4 is not a factor.
2, then 3, then 4, and these numbers, there
5 ? 7 ← 5 is not a factor.
so on. If you repeat a is a remainder.
pair of factors, you 6 ? 7 ← 6 is not a factor.
have found all
the factors. 7 1 7 ← These repeat.
You have found all the
factors.
The factors of 7 are 1
and 7.
Write all the factors of the number.
1 2 3
9 14 20
9 14 20
9 14 20
The factors of 9 are: The factors of 14 are: 20
4 5 6
12 15 11
12 15 11
12 15 The factors of 11 are:
12 The factors of 15 are:
7 8 9
17 24 39
The factors of 17 are: The factors of 24 are: The factors of 39 are:
Check
10 11 12
18 28 13
The factors of 18 are: The factors of 28 are: The factors of 13 are:

Skill 9 Prime Numbers
Using Skill 9
s
M in u t e
5
OBJECTIVE Identify whether or not a
whole number is prime
Begin by discussing the definition of a PRACTICE ON YOUR OWN Review the

prime number. Emphasize that a prime example at the top of the page. Have stu-
number has only two factors: 1 and the dents explain the testing process used to
number itself. determine whether a number is prime. Ask:
Why is 2 the only number tested? (Since 2
Provide an example: The number 3 is
is a factor, then 1 and 14 are not the only
prime because it has only two factors, 1
factors; the test is over—14 cannot be a
and 3. There is no other whole number
prime number with more than 2 factors.)
that is a factor of 3. The only two whole
numbers that have a product of 3 are 1 Exercises 1–6 provide the same format as
and 3. was used in the Try These exercises.
Ask students: Is the number 4 a prime CHECK Determine if students can identify
number? (no) Explain. (It has more than prime numbers.
two factors: 1 4 4 and 2 2 4. So, 1,
2, and 4 are factors of 4.)
responses.
Direct student’s attention to Step 1. Ask:
Why do you divide 11 by 2? (You divide to
find out if 2 is a factor of 11.) Is 2 a factor of
11? Explain. (No; 2 does not divide 11
evenly; there is a remainder.) COMMON ERRORS
Refer to Step 2. Ask: Why do you stop • Students may reach an incorrect conclu-
dividing after testing 5 as a factor of 11? sion when dividing because they do not
(You can stop dividing when divisor and know their basic facts.
quotient repeat.) • Students may stop dividing too soon,
If necessary, have students divide 11 by the before a divisor already tested is repeat-
remaining whole numbers—6, 7, 8, 9, 10, ed as the quotient.
11—so that they can discover for them- Students who made more than 2 errors in
selves that the only possible factors are 1 the Practice on Your Own, or who were not
and 11.) successful in the Check section, may benefit
TRY THESE from the Alternative Teaching Strategy on
Exercises 1–3 provide practice in identifying the next page.
prime numbers.
• Exercises 1, 3 prime
• Exercise 2 not prime

Optional
s
M in u t e
5
Modeling Prime Numbers
OBJECTIVE Use models to determine MATERIALS square blocks or cubes

whether or not a number is
prime
Tell students that they can use blocks or

cubes to help them find primes. 1x8=8
If there is only one way to arrange a certain 2x4=8
number of blocks or cubes as a rectangle,
Some students will discover that it is possi-
then that number is a prime number. If stu-
ble to make more than two rectangular
dents can arrange the blocks in more than
arrays for some numbers. For example, three
one rectangular array, then that number is
arrays are possible for the number 12.
not a prime number. Do not let students
layer blocks. For example:
1 x 12 = 12
1x3=3 1x4=4
2x2=4
To decide if 7 is prime, have students try to 2 x 6 = 12

arrange 7 blocks in more than one array. 3 x 4 = 12
They will find that the array shown below is Show how each array models a set of factors
the only array possible. for 12: 1 12, 2 6, and 3 4.
Have students repeat the activity for 5, 6, 9,
1x7=7 11, 13. Have them explain which numbers
are prime (5, 11, 13) and how they know.
(For each, there is only one possible rectan-
Explain that the array also models 7 1.
gular array: 1 5, 1 11, 1 13.)
This means 1 and 7 are the only possible fac-
tors. So, 7 is prime.
To decide if 8 is prime, have students try to
arrange 8 blocks in more than one rectangu-
lar array. They will discover two different
arrays are possible, 1 8 8 and 2 4 8.
So, 8 is not prime.

Name

Prime Numbers Skill 9
A prime number is a whole number, greater than one, that has exactly two factors, 1

and the number itself. Decide if 11 is a prime number. Test numbers to determine if it
has any factors other than 1 and itself. If it has no other factors, then it is a prime number.
Step 1 Step 2 Two factors of 11

are 1 and 11.
Divide to find possible factors. Continue testing factors. Record each result
Start with 2. Test whether it is a in a table. Stop dividing when a divisor and Number Divide By Remainder?
factor. quotient repeat. Remember if there is a
11 2 yes
11 ⫼ 2 ⫽ 5 r 1 remainder, then the number is not a factor
11 ÷ 2 = 5 r 1 3 yes
A factor divides a number of 11.
without a remainder. 11 ÷ 3 = 3 r 2 4 yes
The divisor and 5 yes
2 is not a factor of 11, because 11 ÷ 4 = 2 r 3
quotient 2 and 5
47
there is a remainder. 11 ÷ 5 = 2 r 1
repeat.
Stop dividing now.
The only factors of 11 are 1 and 11. So, 11 is a prime number. If you found
Skill
that there were other factors of 11, then you would say that 11 is not a
prime number.
Try These
Decide if each number is a prime number. Write yes or no.
1 Number Divide by Remainder? 2 Number Divide by Remainder? 3 Number Divide by Remainder?
5 2 6 2 7 2
3
Prime? Prime? Prime?

Name Skill

Is 14 a prime number?
Number Divide by Remainder?

14 2 no
Think: You do not need to test other factors. Once you find that a number has
more than 2 factors the number is not prime. So, 14 is not a prime number.
Decide if the number is a prime number. Test factors.

Then write prime or not prime.
1 2 3
Number Divide Remainder? Number Divide Remainder? Number Divide Remainder?
by by by
8 17 12
Think: More than 2 factors?

8 is 17 is 12 is
4 5 6
Number Divide Remainder? Number Divide Remainder? Number Divide Remainder?
by by by
8 10 13
8 is 10 is 13 is
7 8 9
Number: 15 Number: 19 Number: 20
15 is 19 is 20 is
Check
Write prime or not prime.
10 11 12
27 is 23 is 25 is

Skill 10 Composite Numbers
Using Skill 10
s
M in u t e
5
OBJECTIVE Identify composite numbers
Begin by discussing the definition of com- TRY THESE Exercises 1–3 guide students
posite numbers. Have students note that through the testing procedure to identify a
every whole number has at least two fac- composite number.
tors, 1 and the number itself. A composite
• Exercises 1–2 Composite number
number has more than two factors.
• Exercise 3 Not a composite number
Direct students’ attention to Step 1. Point
out that to test whether a number is a com- PRACTICE ON YOUR OWN Review the
posite number they can divide. Tell stu- example at the top of the page. Remind stu-
dents that they should test whole numbers dents that they start testing with the num-
in order beginning with 2. If there is no ber 2. Have students explain why they stop
remainder, the whole number is a factor. testing with the number 5.
Ask: Why is it not necessary to divide by CHECK Determine if students can identify
1? (All whole numbers have 1 and the num- composite numbers by using whole num-
ber itself as factors.) bers as divisors. Success is indicated by 3
Begin testing by dividing by 2. Ask: What out of 3 correct responses.
is the remainder when you divide 35 by 2? Students who successfully complete the
(1) Is 2 a factor of 35? (no) Practice on Your Own and Check are ready
Ask similar questions as students test other to move to the next skill.
whole numbers in Step 2. COMMON ERRORS
Why did you stop dividing after you
tested 5? (5 is a factor of 35. So, I know that • Students may not test whole numbers in
35 is a composite number.) order, resulting in missed factors.
Explain that once they find one more factor • Students may not know basic facts,
other than 1 or the number itself, there is no resulting in incorrect conclusions when
need to test further. dividing.
the next page.

Optional
s
M in u t e
5
Use Models to Identify Composite Numbers

OBJECTIVE Use models to identify com- MATERIALS square blocks or cubes
posite numbers
Demonstrate how blocks can be arranged in Next, test 3 by making an array with
rectangular arrays to show factors of a num- 3 rows of 5 blocks. In this case, an array can
ber. If more than one array can be shown for be made for 15 with no blocks leftover. So,
a number, then the number is a composite another pair of factors, 3 and 5, has been
number. found for 15. Thus, 15 is a composite num-
ber. There is no need to test for other factors.
Demonstrate how 1 and the number itself
are always factors of whole numbers. Use 4, Repeat the activity for 13. Make arrays using
7, 8, 10, 13, and 15. 2, 3, 4, 5, and 6 as factors. At some point, the
arrays will look like another, and testing any
Then, using 15 as an example, show how to
further is unnecessary. Explain that since
test 2 by making an array with 2 rows of
only one array can be made (1 13 or
7 blocks. Students will note that there is 1
13 1) without leftover blocks, 13 is not a
block left over, so 2 is not a factor of 15.
composite number.
1 the testing process, have them find compos-
15 ite numbers without models.
leftover

Name
Composite Numbers

Skill 10
Decide if 35 is a composite number. Test numbers to determine if they are factors
of 35. If there are more than 2 factors, then 35 is a composite number. A composite number

is a whole number
Step 1 Step 2 greater than 1 that
has more than two
Divide to find possible factors. If Continue testing factors. Record factors.
there is no remainder, then the each result in a table. Stop
number is a factor. dividing when you find a factor
35 ⫼ 2 ⫽ 17 r 1 other than 1 and the number
Number Divide by Remainder?
2 is not a factor because it itself. 35 2 yes
does not divide 35 without a 35 ⫼ 2 ⫽ 17 r 1 3 yes
remainder. 4 yes
35 ⫼ 3 ⫽11 r 2
5 no
35 ⫼ 4 ⫽ 8 r 3
↓
35 ⫼ 5 ⫽ 7 no remainder
51
Stop dividing now. You have
found more than two factors:
1, 35, 5, 7
Skill
So, 35 is a composite number.
Try These
Test factors to decide if each number is composite. List the factors. Write yes or no to tell whether the number is composite.
1 Number Divide by Remainder? 2 Number Divide by Remainder? 3 Number Divide by Remainder?
15 2 10 7
Factors: 1, 15, Factors: 1, 10, Factors:

Composite? Composite? Composite?

Name Skill

Think:
A composite number 1 and 55 are Number Divide by Remainder?
is a whole number factors.
55 2 yes
greater than 1 that
3 yes
has more than two
4 yes
factors.
Stop dividing. You 5 no
have found more than
2 factors. So, 55 is a composite number
because it has more than two
factors.
Test factors to decide if each number is composite.
List the factors. Write composite or not composite.
1 2
Number Divide by Remainder? Number Divide by Remainder?
52 27
Factors: Factors:
52 is . 27 is .
3 4
Number Divide by Remainder? Number Divide by Remainder?
17 21
Factors: Factors:
17 is . 21 is .
5 6 7
Factors: Factors: Factors:
37 is . 28 is . 45 is .
Check
Decide if each number is composite.
8 9 10
Factors: Factors: Factors:
34 is . 29 is . 63 is .

Skill 11 Find the Square
of a Number
Using Skill 11
s
M in u t e
5
OBJECTIVE Find the square of a number
Begin by directing the students’ attention to TRY THESE Exercises 1–3 provide practice
the definition at the top of the page. finding the squares and cubes of numbers.
Explain that when you multiply a number • Exercises 1–3 Square and cube of a
by itself you get the square of the number. number
Demonstrate how an exponent is written to
identify a number squared. PRACTICE ON YOUR OWN Review the
examples at the top of the page. Have a stu-
Explain that when you multiply a number dent explain how to square and how to
by itself twice you get a cube of a number. cube a number. Review the steps used to
Demonstrate how an exponent is written to multiply whole numbers.
identify a number cubed. CHECK Determine if students can find the
square and cube of a number.
responses.
COMMON ERRORS
• Students may multiply a number by the
exponent, instead of multiplying the
number by itself.
• Students may not know the multiplica-
tion facts, resulting in an incorrect
answer.
the next page.

Optional
1
0
s
M in u t e
Model Finding the Square or Cube of a Number

OBJECTIVE Use grid paper and cubes to MATERIALS grid paper, cubes
model squaring and cubing a
number
Distribute the grid paper and cubes to the Point out that the cube has 3 dimensions:
students. Note that one square on the grid width, length, and height. Ask:
represents 1 square unit. Then, ask them to How many units wide is your cube? (4 units)
outline a 4 4 square on the grid paper. How many units long? (4) How many units
high? (4)
Ask:
How can you find the total number of
How many units are in the square? (16)
cubes without counting all of them? (multi-
How can you find the answer without
ply 4 by 4 by 4)
counting? (multiply 4 by 4)
Display: 4 4 4 4 16 64.
Have students write the multiplication
sentence that models the area of the square: Ask: How many cubes are in the stack? (64)
4 4 16.
Display 4 4 4 43 and relate it to the
Then have them write the exponent form: dimensions of the cube.
42 16.
Emphasize that the cube of a number has 3
Ask: factors all of the same value, just as there are
Is there another way you can show four 3 dimensions to a cube, all with the same
squared? (42) value.
Point out that 42 does not mean 4 2. You Display 43.
cannot make a square array with 8 cubes.
Ask: What is 4 cubed? (64)
Now have students use the cubes to build 4
Emphasize that 4 is a factor 3 times. Have
layers and stack them on the square.
students write 4 4 4 in exponent form,
Ask: 43. Have them point to the base, 4, and the
How many cubes in each layer? (16) exponent, 3.
Guide students to recognize the dimensions Repeat this activity by having students
of the cube. model 52, 62, 72. When students show under-
standing, have them try an exercise using
Ask: What shape have you built? (a cube)
only paper and pencil.
square cube
4 4 42 4 4 4 43

Name

Find the Square of a Number Skill 11
The square of a number is the product of the number and itself. 2

A square is expressed with the exponent 2. Nine squared is written as 9 .
To find the cube of a number, use the number as a factor three times.
Example A 2
Example B 3
Example C
Find the square of 3, or 3 . Find the cube of 4, or 4 . 3 2
Find ᎏᎏ .
3 4 冢冣
4⫻4⫻4
⫻3
ᎏ Use the number as 16 ⫻ 4 3 3 9
9
a factor twice. 64 冢ᎏ4ᎏ冣冢ᎏ4ᎏ冣 ⫽ ᎏ1ᎏ6
3 2
2
3 9
So, 4 is 64. So, ᎏᎏ ⫽ ᎏᎏ.
So, 3 is 9. 4 冢冣 16
55
Skill
Try These
Simplify:
2
1 2 3 2 2 3 3 2
15 15 20 20 Find ᎏᎏ
3冢冣.
15 15 ⫻ 15 ⫻ 15 20 20 ⫻ 20 ⫻ 20
⫻ 15 225 ⫻ 15 ⫻ 20 400 ⫻ 20 2 2 ?
2 2
冢ᎏ3ᎏ冣冢ᎏ3ᎏ冣 ⫽ ᎏ?ᎏ.
So, 15 is . So, 20 is .
3 3
So, 15 is . So, 20 is . Go to the next side.

Name Skill

Think: To find the square Find the square of 7. Find the cube
of a number, multiply 7 of 13.
the number by itself. 7 13 13 13

49 169 13
To find the cube of a
2,197
number, multiply the 2 3
number by itself 2 times. So, 7 is 49. So, 13 is 2,197.
Find the square of each number.

1 2 3 1
18 14
4
18 14

1 1
18 14
4 4
2
is
2 2 1
So, 18 is . So, 14 is . So, .
4
Find the cube of each number.
4 3 5 3 6 3
25 12 16
25 25 25 12 12 12 16 16 16
Find the square or cube of each number.

2

7 2 8 5 9 2
48 40
8
10 3 11 3 12 3
17 30 21
Check
Simplify.
2

13 2 14 2 15 1
12 22
3
16 3 17 3 18 3
11 50 40

Skill 12 Exponents
Using Skill 12
s
M in u t e
2
0
OBJECTIVE Read, write, and evaluate
exponents
Direct students’ attention to Understanding PRACTICE ON YOUR OWN Review the

Exponents. Ask: What are factors? (numbers powers of 10 at the top of the page. You
that are multiplied together) What is the may wish to point out that the lead digit in
exponent in the expression 23? (3) What is a power of 10 is always 1, and the exponent
the base in the expression 23? (2) How tells how many zeros to write after the 1.
many times is 2 used as a factor in the Caution that this shortcut is used only for a
expression 23? (3) How do you find the power of 10.
value of the expression 23? (Find the prod-
CHECK Determine if the students know
uct 2 2 2.)
that an expression in exponent form is eval-
What is the value of the expression 23? (8)
uated by using the base as a factor for the
How many times is 2 used as a factor in number of times indicated by the exponent.
the expression 21? (1)
As you work through understanding and responses.
reading exponents, emphasize that any
number except 0, raised to the power of Students who successfully complete the
zero is 1, and any number raised to a power Practice on Your Own and Check are ready
of 1 is the number itself. You may wish to to move to the next skill.
illustrate how the names square and cube are COMMON ERRORS
derived from their geometric interpreta-
tions. • Students may evaluate an expression by
multiplying the base and the exponent;
TRY THESE In Exercises 1–3 students find for example, 32 3 2 6.
the value of expressions in exponent form.
• Students may multiply by an extra factor
• Exercise 1 Exponent is 2. of the base when evaluating an exponent,
• Exercise 2 Exponent is 3. for example: 32 3 3 3 27.
• Exercise 3 Exponent is 4. Students who made more than 2 errors in

the next page.

Optional
Alternative Teaching Strategy 5
M in u t e
s
Modeling Exponents
OBJECTIVE Use grid paper and cubes to MATERIALS grid paper and cubes
model expressions in exponent
form
First, have students model square numbers. Then have the students model cubic num-
Distribute the grid paper and ask students bers. Distribute at least 36 cubes to pairs of
to outline a 1 1 square to show 12, a 2 2 students. Have them build cubes for 1 1
square to show 22, a 3 3 square to show 32, 1 to show 13, 2 2 2 to show 23, 3 3 3
and so forth until they have outlined ten to show 33, up to a 5 5 5 cube. (Students
squares up to a 10 10 square. will need 125 cubes to model 53.)
Ask: What is the length and width of each
square? (1 by 1, 2 by 2, 3 by 3, 4 by 4, 5 by 5,
6 by 6, 7 by 7, 8 by 8, 9 by 9, and 10 by 10)
How can you find the area of each square? locate
(Multiply the width and the length.) positive 2
What is the area of each square? (1, 4, 9, 16,
25, 36, 49, 64, 81, and 100)
Point out to the students that each square
represents a number raised to the second
power. Have students write the exponent
For each cube, ask: How can you find the
form of the number for each square.
volume of each cube? What is the length of
the cube? the width? the height?
You may need to remind students that vol-
ume is the number of cubic units in a figure.
What is the volume of each cube?
Point out that each cube represents a num-
ber raised to the third power. Have students
write the exponent form for the number for
each cube.

Name

Exponents Skill 12
3
↓
exponent
An exponent tells how many times a number, 2

↓
called the base, is used as a factor. base
Understanding Exponents Reading Exponents
Exponents
3
show repeated factors. The product
3
of repeated factors is called a power.
2 222 • Read 2 as “the third power of 2”.
The base, 2, is a factor 3 times. • You can also say that the value, 8, is a power of 2.
3
Here
2
are ways to read expressions in exponent form.
Find the value of an 2 222 2 22
expression in exponent form ↓
42 the second power of 2 or 2 squared
by multiplying. ↓
8 3
2 222
59
Any nonzero number to A number to the first
the third power of 2 or 2 cubed
a0power of zero is 1. power is
1
the number.
2 1 2 2 4
2 2222
Skill
the fourth power of 2
Try These
Find the value.
2 3 4
1 2 3
6 4 3
2 3 4
6 6 to the power 4 4 to the power 3 3 to the power
2 3 4
6 4 3


Name Skill

Powers of Ten
↓
4 exponent
10
↓ A power of ten is the product of repeated factors of 10.
1
base 10 10
2
10 10 10 100
3
10 10 10 10 1,000 Count the zeros after
4 the 1. There should be
10 10 10 10 10 10,000 6 zeros, for 10 .
6
5
10 10 10 10 10 10 100,000
6
10 10 10 10 10 10 10 1,000,000
↓
Find the value.
1 2 2 3 3 5
8 3 2
2 3 5
8 the power 3 the power 2 the power
of 8 of 3 of 2
2 3 5
8 3 2

4 2 5 3 6 4
7 10 2
2 3 4
7 10 2

7 2 8 3 9 3 10 5
5 7 2 10
Check
Find the value.
11 2 12 4 13 3
9 10 5

Skill 13 Number Patterns
Using Skill 13
s
M in u t e
5
OBJECTIVE Identify and complete
number patterns
Explain to students that in Skill 13 they will • Exercise 1 Find and apply “add 4”.
be identifying number patterns. Suggest to
• Exercise 2 Find and apply “multiply
students that when they are looking for the
by 3”.
rule to a number pattern, they first ask
themselves this question: “Do the numbers • Exercise 3 Find and apply “subtract 2”.
increase or decrease from left to right?” PRACTICE ON YOUR OWN Review the
Verify that students can relate the opera- two examples at the top of the page. For
tions of addition and multiplication to each, focus on the operation in the rule.
“increase”, and the operations of subtrac- Encourage students to test the rule on the
tion and division to “decrease”. Also first few numbers in each pattern.
confirm that the rule for a number pattern CHECK Make sure that students identify
is a mathematical operation: for example, and apply the rule of a number pattern.
subtract 4 or multiply by 2. Success is indicated by 3 out of 3 correct
Ask: What mathematical operations do responses.
you use if the numbers increase from left Students who successfully complete the
to right? (addition or multiplication) What Practice on Your Own and Check are ready
operations do you use if the numbers to move on to the next skill.
decrease? (subtraction or division)
COMMON ERRORS
Direct students’ attention to the example
showing an addition pattern. Ask: How do • Students may find a rule that works for
you know the numbers increase by 3 from one pair of numbers in the pattern and
left to right? (Each number is 3 more than assume it will work for all numbers in
the number on its left.) the pattern.
How do you find the next three numbers • Students may choose the wrong
in the pattern? (Apply the pattern rule. operation.
Add 3 to 16 to get the fifth number:
3 16 19; add 3 to 19 to get the sixth • Students may make arithmetic mistakes
number: 3 19 22; add 3 to 22 to get the in finding the next numbers in the
seventh number: 3 22 25.) pattern.
Continue to ask similar questions as you Students who made more than 2 errors in
work through the subtraction, multiplica- the Practice on Your Own, or were not suc-
tion, and division patterns. cessful in the Check section, may benefit
TRY THESE In Exercises 1–3 students find the next page.
pattern rules and the next three numbers in
a pattern.

Optional
s
M in u t e
2
0
Model Number Patterns

OBJECTIVE Model number patterns MATERIALS grid paper
Be sure that all students understand that

13 23 33 43 53
“increase” means “get larger” and that
“decrease” means “get smaller”. Relate the 3
operations of addition and multiplication to 6
9
increase; and subtraction and division to 12
decrease. 15
Distribute graph paper to each student.

Explain to students that as they go from one
Ask students to use the paper to model 3, 6, model to the next, they are shading an addi-
9, 12, and then find the next number in the tional three squares. Ask: What is a rule for
pattern. this number pattern? (Add 3.)
Students begin by modeling the first number Repeat this activity with the grid paper to
in the pattern 3. Have them shade 1 row of 3 model the number pattern: 16, 8, 4, 2, 1.
squares across. Then have them model the
next number, 6, by shading 2 rows of 3 16 8 4 2 1
squares. Ask: How would you model the
next number in the pattern, 9? (Shade 3 22
42
rows of 3 squares.)
16 2 8 2
Have students model 9 on the grid paper.
Continue: What is the next number in the When students have finished modeling the
pattern? (12) How do you model 12? (Shade numbers in the pattern, ask them to tell you
4 rows of 3 squares.) the rule to the pattern (Divide by 2).
Now tell students to model the next number
in the pattern and tell you what it is and
how they know that.

Name

Number Patterns Skill 13
You can find some number patterns by adding, subtracting, multiplying, or dividing.

Addition Multiplication
Find the next 3 numbers Think: The numbers What are the next 3 numbers in Think: Each number
increase by 3 from left is twice the number to
in this pattern. this pattern? its left.
to right.
7, 10, 13, 16, 䊐, 䊐, 䊐 1, 2, 4, 8, 䊐, 䊐, 䊐
The rule for the pattern is: Add 3. The rule for the pattern is: Multiply by 2.
So, the next three numbers are: 19, 22, 25. So, the next 3 numbers are: 16, 32, 64.
Subtraction Division
Think: Each
What are the next 3 Think: The numbers What are the next 3 numbers in this number to the right
numbers in this pattern? decrease by 4 from left pattern? is half the number to
63
to right. the left.
24, 20, 16, 12, 䊐, 䊐, 䊐 4,096, 2,048, 1,024, 512, 䊐, 䊐, 䊐
The rule for the pattern is: Subtract 4. Try dividing by 2: 4,096 ⫼ 2 ⫽ 2,048.
Skill
So, the next 3 numbers are: 8, 4, 0. The rule for the pattern is: Divide by 2.
So, the next 3 numbers are: 256, 128, 64.
Try These
Find the next three numbers in the pattern. Describe the rule for the pattern.
1 7, 11, 15, 19, 䊐, 䊐, 䊐 2 1, 3, 9, 27, 䊐, 䊐, 䊐 3 25, 23, 21, 19, 䊐, 䊐, 䊐
The rule for the pattern is: The rule for the pattern is: The rule for the pattern is:
The next three numbers are: The next three numbers are: The next three numbers are:
, , . , , . , , .

Name Skill

Find the next three numbers in each 729, 243, 81, 27, , ,
pattern. The numbers decrease from left to
22, 28, 34, 40, , , right.
The numbers increase by 6 from left
to right. Think:
What times 27 equals 81?
The rule for the pattern is: Add 6.
22 6 28, Try dividing by 3: 729 3 243.
28 6 34, The rule for the pattern is:
34 6 40 Divide by 3.
The next three numbers in the The next 3 numbers in the
pattern are: pattern are:
46, 52, 58 9, 3, 1
Describe the rule for the pattern. Find the next three numbers in the pattern.
1 2 3
50, 46, 42, 38, 8, 16, 24, 32, 4,096; 1,024; 256; 64;
, , , , , ,
The rule for the pat- The rule for the pat- The rule for the pat-
tern is: . tern is: . tern is: .
The next three The next three The next three
numbers are: , numbers are: , numbers are: ,
, . , . , .
4 5 6
49, 42, 35, 28, 1, 4, 16, 64, 100, 95, 90, 85,
, , , , , ,
The next three The next three The next three
numbers are: , numbers are: , numbers are: ,
, . , . , .
7 8 9
27, 37, 47, 57, 0, 12, 24, 36, 1, 10, 100, 1,000,
, , , , , ,
Check
Find the next three numbers in the pattern.
10 11 12
66, 55, 44, 33, 0, 25, 50, 75, 15,625, 3,125, 625, 125,
, , , , , ,

Skill 14 Represent Decimals
Using Skill 14
s
M in u t e
5
OBJECTIVE Use models to represent MATERIALS ruler, grid paper
decimals
Begin by having each student draw a 10 Direct students’ attention to the examples
10 square on grid paper. Tell students that in the lesson and discuss how tenths and
the square represents one whole. Have hundredths can be written using words,
them divide the square into 10 equal parts. fractions, and decimals.
TRY THESE Exercises 1–4 model the type
of exercises students will find on the
Practice on Your Own page.
• Exercises 1–2 Fractions and decimals
less than one
• Exercises 3–4 Fractions and decimals
greater than one
example at the top of the page. Ask ques-
tions to be sure that students understand
the definitions of tenths and hundredths.
Ask: How many equal parts are there in CHECK Determine if students can write a
the whole? (10) What is each part called? fraction or a mixed number and the equiva-
(one tenth) lent decimal.
Next, have students divide each tenth into Success is indicated by 3 out of 4 correct
10 equal parts. responses.
COMMON ERRORS
• Students may confuse the decimal places
and write one and six hundredths as 1.6,
instead of as 1.06.
• Students may not understand decimal
equivalents and write 50 hundredths as
0.050, instead of as 0.50.
Ask: How many equal parts are there in successful in the Check section, may benefit
the whole? (100) What is each part called? from the Alternative Teaching Strategy on
(one hundredth) the next page.

Optional
s
M in u t e
5
Use Money to Model Decimals

OBJECTIVE Use paper money to model MATERIALS play money: 1-dollar coins,
ones, tenths, and hundredths bills, dimes and pennies
Ask: How many dimes equal 1 whole dol- Have students display 3 dimes. As you write
lar? (10 dimes) What part of a dollar is 1 the dimes in the place-value chart, ask: If 1
dime? (1 tenth) dime is 1 tenth of a dollar, what part of a
dollar is 3 dimes? (three tenths, 130, 0.3)
Ask: How many pennies equal 1 whole
dollar? (100 pennies) What part of a dollar dollars . dimes pennies
is 1 penny? (1 hundredth) ones . tenths hundredths
0 . 3
Relate dollars, dimes, and pennies to ones,
tenths, and hundredths by displaying these Then have students show 27 pennies. Ask: If
place-value chart headings. 1 penny is 1 hundredth of a dollar, what
part of a dollar is 27 pennies? (twenty-
dollars . dimes pennies 27
seven hundredths, 100, 0.27)
ones . tenths hundredths
dollars . dimes pennies
Explain to the students that in this activity
ones . tenths hundredths
they will display dollars, dimes, and pen-
0 . 2 7
nies. Then they will write the amount in
words, as a fraction or mixed number, and Ask: What other coins can I use to show 27
as a decimal. Use a place-value chart to hundredths? (2 dimes 7 pennies)
guide students to write each number three
Repeat the activity for 1 dollar, 6 dimes and
ways.
2 dollars, 4 dimes, 7 pennies.
When students show understanding of the
relationships among ones, tenths, and hun-
dredths, give them decimal numbers and
have them write the numbers in words or as
fractions or mixed numbers.

Name
Skill 14

Represent Decimals
Use decimal squares to model decimals.

Example A Example B Example C Example D
This model The whole is divided into The whole is divided into This model represents
represents one 10 equal parts. 100 equal parts. 1 whole and 7 tenths.
whole, or 1. 2 out of 10 parts are shaded. 43 out of 100 parts are shaded.
Words: one and seven
So, 2 tenths are shaded. So, 43 hundredths are shaded. tenths
Words: one
7
1 Words: two tenths Words: forty-three hundredths Mixed Number: 1 ᎏ
67
Fraction: ᎏ 10
1 2 43 Decimal: 1.7
Fraction: ᎏ Fraction: ᎏ
Decimal: 1.0 10 100
Decimal: 0.2 Decimal: 0.43
Skill
Try These
Shade the squares. Write the fraction or mixed number. Write the decimal.
1 4 tenths 2 75 hundredths 3 1 and 1 tenth 4 1 and 35 hundredths
fraction decimal fraction decimal fraction decimal mixed number decimal

Name Skill
1 1

10 100
Words: one and twenty-six hundredths
Think: 26
Mixed Number: 1
1 tenth is 1 of 10 equal parts 100
1 hundredth is 1 of 100 equal parts. Decimal: 1.26
Shade the squares. Write the fractions or mixed numbers, and decimals.
1 2 3 4
3 tenths 7 tenths 1 tenth 1 and 5 tenths
5 6 7 8
17 hundredths 70 hundredths 4 hundredths 1 and 65 hundredths
Check
Shade the squares. Write the fractions or mixed numbers, and decimals.
9 10 11 12
9 tenths 1 and 6 tenths 82 hundredths 1 and 37 hundredths

Skill 15 Write and Read Decimals
Using Skill 15 MATERIALS place-value chart,
s
M in u t e
2
base-ten blocks, deci- 0
OBJECTIVE Write and read decimals mal models
Begin by displaying base-ten blocks and the TRY THESE In Exercises 1 and 2 students
following place-value chart, covering the write the standard form and word form of a
places to the right of the decimal point. number shown in a place-value chart.
Thousands hundreds tens ones • tenths hundredths • Exercise 1 Write 826.3
1 1
1000 100 10 1 or 0.1 or 0.01 • Exercise 2 Write 4,351.22
10 100

example at the top of the page. Ask stu-
dents to describe the value of each digit and
tell you the fraction form of 8 tenths (180 ).
Remind students that our number system is CHECK Determine if the students can
based on 10. The value of each place is 10 write the word form of a number written in
times as great as the value of the place to its standard form. Success is indicated by 2 out
right. Demonstrate with the blocks. Have of 2 correct responses.
students state how many blocks it takes to
equal the number in the next place to the Students who successfully complete the
left. Then discuss moving to the right on Practice on Your Own and Check are ready
the chart. Explain that the value of each to move to the next skill.
place is one-tenth of the value of the place COMMON ERRORS
to its left. Remove the paper from the chart
and note that the place-value chart can be • Students may forget to write a zero as a
extended to show values less than 1. Point placeholder in a number. For example,
out that the decimal point separates ones students may write 6 and 3 thousandths
from values less than 1. as 6.3.
Display the decimal models. Emphasize • Students may be unable to express the
that the model for tenth has larger parts word names of numbers written in stan-
than the model for hundredths. dard form. For example, they might read
5.47 as “five and 47” or “five point four
Then link the language of fractions with seven.”
denominators of 10 and 100 to the decimal
form of a number. Point out the tenths and Students who made more than 2 errors in
hundredths in the place-value chart. the Practice on Your Own, or who were not
Then have students look at Skill 15. Review from the Alternative Teaching Strategy on
each example, noting the place-value posi- the next page.
tion of the digits that represent decimals.
Emphasize the role of the decimal point
and note that the word “and” is reserved
for the decimal point when reading
numbers.

Optional
s
M in u t e
2
5
Write and Read Decimals

OBJECTIVE Model ones, tenths, and hun- MATERIALS grid paper, flip chart
dredths and write numbers in
standard and word forms
In this activity, students work with only Review decimal place-value positions and
ones, tenths, and hundredths to help focus guide students to record the decimal form of
on the place value of decimals. the number (1.5).
Review these equivalent forms and display Use a similar approach to help students rep-
models of each. resent 1 and 2 hundredths. Note that when
recording the decimal form, students think:
hundredths means two decimal places.
Guide students to write the digit 2 in the
hundredths place first, then record the zero
one tenths hundreths
in the tenths place.
1 and 2 hundredths Think: 1. ? ?
1. ? 2
List the following on the flip chart. 1. 0 2

1 and 5 tenths Then, focus on 1 and 48 hundredths.
1 and 2 hundredths Students may write this as 1.048; it is helpful
1 and 48 hundredths to review the expanded forms of this
number:
Guide students to model and write the frac-
tion form of each number. Think: 48 hundredths
4 tenths 8 hundredths
For 1 and 5 tenths, students outline two
10 10 squares on the paper. To represent 1, So: 1 and 48 hundredths
they shade the entire grid; to represent 5 4 8
1 or 1 0.4 0.08
tenths, they outline 10 columns and shade 5. 10 100
Note that they can write 1 and 5 tenths as a Guide students to model the number two
mixed number. ways:
Ask: What denominator will the fraction
part of the mixed number have? Explain. or
(10; the word name is 5 tenths, so the
denominator is 10.) 1 4 8 1 48
tenths hundredths hundredths
Continue building conceptual understand-

ing using other similar examples.

Name

Write and Read Decimals Skill 15
You can use a place-value chart to help you read and write decimals.

Example A Example B Example C
tens ones . tenths hundredths hundreds tens ones . tenths thousands , hundreds tens ones . tenths
10 1 0.1 0.01 100 10 1 0.1 1,000 100 10 1 0.1
6 6 . 4 3 1 3 5 . 9 5 , 3 0 1 . 8
Expanded Form: 60 6 0.4 0.03 Expanded Form: 100 30 5 0.9 Expanded Form: 5,000
use a comma to
Standard Form: 66.43 Standard Form: 135.9 300 0 1 0.8 separate thousands
from hundreds.
Word Form: 66 and 43 hundredths Word Form: 135 and 9 tenths Standard Form: 5,301.8
Word Form: 5 thousand, 301 and 8 tenths
Say “and” for
the decimal
71
point.
Skill
Try These
Write the decimal in standard and word form.
1 2
hundreds tens ones . tenths thousands , hundreds tens ones . tenths hundredths
100 10 1 0.1 1,000 100 10 1 0.1 0.01
8 2 6 . 3 4 , 3 5 1 . 2 2
Think: 800 20 6 0.3 Think: 4,000 300 50 1 0.2 0.02

Standard Form: Standard Form:
Word Form: and Word Form: thousand, and hundredths
tenths Go to the next side.

Name Skill

Think:
hundred ten
Use place value thousands thousands thousands , hundreds tens ones . tenths
to help you 100,000 10,000 1,000 100 10 1 0.1
write and read 6 1 1 , 3 4 5 . 8
decimals.
Use a comma
to separate Expanded Form: 600,000 10,000 1,000 300 40 5 0.8
thousands from Standard Form: 611,345.8 Remember to say
hundreds. Word Form: 611 thousand, 345 and 8 tenths “and” for the
decimal point.
Write the decimal in standard form and word form.
1 2
Think: 20 3 0.5 0.07 Think: 100 70 7 0.6 0.08
Word Form: and Word Form: and
hundredths hundredths
3 4
800 90 0 0.3 100,000 6,000 400 30 4 0.1 0.09
Word Form: Word Form:
Write the decimal in standard form.
5 6
169 and 45 hundredths 2 thousand, 165 and 5 tenths
Check
Write the decimal in word form.
7 8
6,489.9 123,690.56
Word Form: Word Form:

Skill 16 Round Decimals
Using Skill 16
s
M in u t e
5
OBJECTIVE Round decimal numbers to
the indicated place value
Refer to the numbers to be rounded at the TRY THESE In Exercises 1–3, students
top of the page. Have students read the round decimal numbers to the indicated
three numbers, and then look at the round- place value.
ing rules.
• Exercise 1 Round up.
Ask: What is the first step in rounding?
• Exercise 2 Round down.
(Find the place you want to round.) Say:
If you are asked to round to the nearest • Exercise 3 Round up.
whole number, to which place should you PRACTICE ON YOUR OWN Review the
round? (ones place) What is the second example at the top of the page. As they
step in rounding? (Look at the first digit to work through the exercise, have the stu-
the right.) What is that place? (tenths place) dents identify the digit in the ones place.
Read the third and fourth steps. Explain
how to round to the ones place. (If the CHECK Determine if students can round
digit in the tenths place is less than 5, the decimal numbers to the ones place.
digit in the ones places does not change; if Success is indicated by 3 out of 3 correct
the digit in the tenths place is 5 or greater, responses.
the digit in the ones place increases by 1.)
Focus on Example A. Make sure that the Practice on Your Own and Check are ready
students know which place they want to to move to the next skill.
round.
COMMON ERRORS
Ask: What is the digit to be rounded? (7)
What is the digit to its right? (9) Is this • Students may look at the last digit in a
digit 5 or greater, or less than 5? (5 or number instead of the digit to the right of
greater) Is the digit 7 increased or does it the rounding place to decide how to
stay the same? (increased by 1) What hap- round.
pens to the digits to the right of the ones • After rounding, students may not think
place? (They become zeros, so they do not of digits to the right of the rounding
have to be written.) place as zeros and may retain those dig-
Lead the students through the rounding its. For example, students may round
steps for Example B and Example C. Stress 0.65 to 0.75.
the steps as students work through them. Students who made more than 2 errors in
Emphasize that whether they round up or the Practice on Your Own, or who were not
down, the digits to the right of the indicated successful in the Check section, may benefit
place become zeros and need not be written. from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
5
Model Rounding Decimals

OBJECTIVE Model rounding decimals to MATERIALS Decimal models
the indicated place value
Explain that you will be rounding a decimal Show the students that 4 tenths is less than
number to the nearest whole number. half of the tenths square.
Display 2.4. Represent the number with dec- Ask: Are 4 tenths less than half of 1 or
imal squares, using the back of the squares greater than half of 1? (less than half of 1)
to represent ones. Remove the 4 tenths blocks and explain to
the students that, because they represent less
2.4 1 2.0
2 than half, you are removing them to model
rounding down.
Round
Down
Work through rounding 3.5 and 1.6 using
models. Stress to the students that the tenths
less than 21 must be equal to half or greater than half of
shade 4 tenths the ones block before you round up to the
next ones block.
Ask: How many ones are there? (2) How Tell students that whether you are rounding
many tenths are there? (4) to the tenths or thousandths position, the
same rules apply.
3.5 1 4.0
2
Round
Up
1
equal to 2
shade 5 tenths
1.6 1 2.0
2
Round
Up
1
greater than 2
shade 6 tenths

Name
Round Decimals Skill 16

Round 37.91, 2.387 and 41.5713 to the indicated place value.

Rounding Rules Example A Example B Example C
• Find the place you Round 37.91 to the Round 2.387 to the Round 41.5713 to the
want to round. nearest whole number. nearest tenth. nearest thousandth.
• Look at the first digit Round to first digit Round to first digit Round to first digit
to its right. this place to right this place to right this place to right
• If this digit is less
↑↑ ↑↑ ↑↑
than 5, the digit in 37.91 2.387 41.5713
the rounding place
stays the same. Since 9 ⬎ 5, the digit 7 Since 8 ⬎ 5, the digit 3 Since 3 ⬍ 5, the digit 1
increases by 1. increases by 1. stays the same.
75
• If this digit is 5 or
more, the digit in So, 37.91 rounded to So, 2.387 rounded to So, 41.5713 rounded to
the rounding place the nearest whole the nearest tenth is 2.4. the nearest thousandth
increases by 1. number is 38. is 41.571.
Skill
Try These
Round the decimals to the indicated place value.
1 7.64 whole number 2 13.118 tenth 3 28.5347 thousandth
The digit to be rounded is . The digit to be rounded is . The digit to be rounded is .
The digit to the right is . The digit to the right is . The digit to the right is .
Is this digit 5 or more? . Is this digit 5 or more? . Is this digit 5 or more? .
The rounded number is . The rounded number is . The rounded number is .

Name Skill

Round 7.04 to the nearest whole
number. Round to
this place. digit to the right
Think: ↑ ↑
The digit to be rounded is 7.
7. 0 4
The digit to the right is 0.
The digit is less than 5.
So, 7.04 rounded to the nearest whole number is 7.
Round the decimals to the underlined place.

1 2
37.49 83.125
The digit to be rounded: The digit to be rounded:
The digit to the right: The digit to the right:
Is this digit 5 or more? Is this digit 5 or more?
The rounded number is . The rounded number is .
3 4
62.5 52.4876
The digit to the right: The digit to the right:
5 6
4.803 27.5948
7 8 9
1.519 57.098 0.8124
Check
Round each decimal to the underlined place.
10 11 12
62.148 47.50 35.6125

Skill 17 Compare and Order Decimals
Using Skill 17
s
M in u t e
2
0
OBJECTIVE Compare and order decimals
to hundredths
Before referring to Skill 17, review decimal PRACTICE ON YOUR OWN Review the
place value. Recall that each place is one example at the top of the page. Point out
tenth the value of the place to its left. that 1.56 and 1.59 are close to 112, 1.23 is
Then have students look at the first example. close to 114, and 1.37 is between 114 and 112.
Explain that one way to compare decimals is Note also that the digits in the tenths place
by finding the location of the decimals on a of 1.23 and 1.37 are different, and the digits
number line. Note that a number to the left in the tenths place of 1.56 and 1.57 are the
is less than a number to the right. Review same.
the inequality symbols and have students CHECK Determine if students can com-
tell the value of the numbers being compare and order decimals. Success is indicat-
pared. Ask: What is the value of the first ed by 4 out of 4 correct responses.
number? (7 tenths) What is the value of the Students who successfully complete the
second number? (9 tenths) How can you tell Practice on Your Own and Check are ready
that 7 tenths is less than 9 tenths? (7 tenths to move to the next skill.
is to the left of 9 tenths on the number line.)
COMMON ERRORS
Then call attention to the second example.
Explain that another way to compare deci- • Students may think that the number with
mals is to compare digits in the same posi- more digits is greater, regardless of the
tion in each number. place value of the digits. For example,
they may think that 2.98 is greater than
You may wish to show an example without 3.1.
using the place-value chart.
• Students may begin comparing digits
3.01 3.1 from the right, or hundredths place.
Align digits. 3.01 Students who made more than 2 errors in
3.10 the Practice on Your Own, or who were not
Guide students to compare ones first, then successful in the Check section, may benefit
tenths. Point out that once the decimal from the Alternative Teaching Strategy on
points are aligned, it is likely that the digits the next page.
will be aligned.
Then review the example for ordering deci-
mals. Note that aligning the numbers can
help students compare the digits in any
place. Talk about the value of each number.
For example, 1.38 is greater than 1; 0.94 is
less than 1 but close to 1; 0.50 is less than 1
—it is one half; 0.98 is less than 1 but very
close to 1.

Optional
s
M in u t e
2
5
Model Ordering Decimals

OBJECTIVE Use number cards to order MATERIALS index cards
decimals to hundredths
Have prepared sets of 10 number cards (or Have students continue to compare two
have students prepare the cards) such as numbers at a time, and place them in the
those shown below. correct order along with the previously
ordered numbers, until all 10 cards have
0.10 0.30 0.02 0.04 0.50 been used.
Repeat the activity several times.
0.55 0.46 0.07 0.15 0.91 Then take 4 cards from several sets of num-
bers, and mix them up. Have students pull
Mix up one set of 10 cards. Have partners two cards, compare them and place them in
pull two cards from the stack and set one order from lesser to greater number.
below the other. Have the students take one card and com-
Have students compare the two cards, and pare it to each card already displayed and
place the cards in order from lesser to decide how to position it with the other
greater number. Then have students select cards.
another two cards from the stack, compare Have the students do the same for the
them and put them in correct order with the fourth card, comparing it to all three num-
previous two cards. bers.
Have students try the activity one more
time. Then present three decimals for stu-
dents to order using only pencil and paper.
When they are successful ordering three
numbers, have students order four decimal
numbers.

Name

Compare and Order Decimals Skill 17
A decimal is a number with one or more digits to the right of the decimal point.There are different ways to compare decimals.

Use a Number Line Use Place Value Order Decimals
Compare: 0.7 䊊 0.9. Compare: 2.76 䊊 2.7. Order from least to greatest: 1.38,
The number line is labeled in Use a place value table. 0.94, 0.5, 0.98.
intervals of tenths from 0 to 1. • Align the digits by place values. • Write the numbers in a list.
Find 0.7 and 0.9 on the number • Then compare digits starting Align the digits.
line. with the ones place. Write zeros if needed.
0.7 0.9
↓
• Write a zero to the right of 7 in 1.38
2.7 so both numbers have the 0.94 This number is greatest.
None of the other
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 same number of places. 0.50 numbers has ones.
ones . tenths hundredths 0.98
79
On the number line, 0.7 is to the
2 . 7 6 ? ? ? 1.38
left of 0.9. 6>0
2 . 7 0
So, 0.7 0.9
↓ ↓ ↓ ↓ least greatest
Ones are Tenths are Hundredths • Compare two numbers at a time.
Skill
Read: is less than. the same. the same. are different. 0.94 0.50 0.98
• Since the ones and tenths are 0.50
↓ ↓ 0.98 0.94
↓ ↓ ↓↓↓
the same, compare hundredths. same 9 5 same 5 9 same 8 4
6 hundredths are greater than
0 hundredths. 0.94 0.5 0.5 0.98 0.98 0.94
So, 2.76 2.70. In order from least to greatest,
the numbers are:
Read: is greater than.
0.5 , 0.94 , 0.98 , 1.38
least greatest

Name Skill

Order the numbers from greatest to least: 1.37, 1.56, 1.23, 1.59.
List the numbers. Compare two numbers at a time.
1.37 1.37 1.23 1.37 1.23
↓
↓ ↓
Compare these
1.56 first. Their 3 2
tenths digits
↓
1.23
are different. 1.37 1.56
↓ ↓ 1.37 1.56
1.59
↓ 3 5
The ones digits 1.56 1.59
↓ ↓ 1.56 1.59
are the same.
6 9
Ordered from greatest to least: 1.59, 1.56, 1.37, 1.23
Use the number line. Write , , or for .
1
0.09 0.02
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.10
2
0.25 0.30 0.20 0.21 0.22 0.23 0.24 0.25 0.26 0.27 0.28 0.29 0.30
3
0.5 0.1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Use place value. Write , , or for .

4
2.06 2.10 5
4.8 4.19 6
7.36 7.36
ones . tenths hundredths ones . tenths hundredths ones . tenths hundredths
Order the numbers from least to greatest, or greatest to least.
7 8 9
3.42, 0.89, 0.91 2.65, 0.03, 2.4, 0.5 1.18, 1.27, 1.11, 1.3
, , , , , , , ,
least greatest least greatest greatest least
Check
In Exercises 10 and 11, write , , or for .
10
0.72 0.7 12
Order from great- 13
Order from least to
est to least. greatest.
2.83, 1.7, 2.48, 2.38 1.38, 0.5, 1.83, 1.18
11
5.28 5.29
Skill 18 Model Fractions
Using Skill 18
s
M in u t e
5
OBJECTIVE Understand that a fraction
names a part of a group or a
part of a whole
Direct students’ attention to the example for PRACTICE ON YOUR OWN Review the
Part of a Whole. Ask: What is the geometric example at the top of the page. As they
figure? (square) Into how many parts is it work through the exercise, have students
divided? (9) How do the 9 parts compare identify whether the fraction is a part of a
to each other? (They are all equal.) How whole or a part of a group.
many parts are shaded? (3) What fraction
of the whole is shaded? (39) Why is 9 the
how to find a part of a whole or a part of a
denominator? (The denominator represents
group.
the total number of equal parts the whole is
divided into.) Why is 3 the numerator? Success is indicated by 3 out of 3 correct
(The numerator is the number of parts that responses.
are shaded.) What fraction of the square is Students who successfully complete the
not shaded? (69) Practice on Your Own and Check are ready
As you work through the next example for to move to the next skill.
Part of a Group, have students state that the COMMON ERRORS
group is the 7 circles. Point out the differ-
ence between part of a whole and part of a • Students may write the fraction as the
group using the two examples. In the final number of parts not shaded.
example, help students recognize the differ- • Students may write the number of parts
ence between the previous part-of-a-group shaded as the numerator and the number
example and this example. of parts not shaded as the denominator.
TRY THESE Exercises 1–3 model the type Students who made more than 2 errors in
of exercises students will find on the the Practice on Your Own, or who were not
Practice on Your Own page. successful in the Check section, may benefit
• Exercise 1 Part of a whole from the Alternative Teaching Strategy on
the next page.
• Exercise 2 Part of a group
• Exercise 3 Part of a group

Optional
s
M in u t e
2
0
Modeling Fractions
OBJECTIVE Model parts of a whole and MATERIALS connecting cubes of different
parts of a group colors: white, blue, red, yel-
low, green, orange; paper
Distribute the cubes and have students con- Have students draw the group on paper.
nect 2 blue and 3 white cubes. Ask: Then record “3 fourths are red” and write
How many parts are there in the whole? (5) the fraction.
How many parts out of 5 are blue? (2)
You may wish to have students draw the
figure on paper. Then, help students record
the 2 of 5 parts in word form as “2 fifths are
4 equal parts in the group
blue.” Ask students to write the fraction as 25.
3
You may also wish to have the students 3 fourths are red
4
write the word form and fraction form for Continue with this example for parts of a
the part that is white. group. Ask students to connect 2 pairs of
green cubes and 1 pair of orange cubes.
Observe with students that there are 3 parts
in the group, each part represents 1 third,
and that 2 thirds are green. Have students
draw the group on paper, and record the
5 equal parts in the whole
word name and fraction for the orange part
2 fifths are blue 2
5 as they did in the previous two examples.
3
3 fifths are white 5
Have students build other figures to repre-

sent a whole and parts of a whole.
Next, have students model parts of a group.
3 equal parts in the group
Ask a student to display 3 red cubes without 2
2 thirds are green 3
connecting them and 1 yellow cube. Note
that there are 4 cubes in the group, and each Summarize by having students recall that
cube represents 1 fourth of the group. Ask: the denominator represents the number of
How many parts of the group are red? (3) parts in the whole or group and the numera-
tor represents the number of parts being
How many fourths is that? (3 fourths)
considered.

Name
Skill 18

Model Fractions
A fraction is a number that names part of a whole or part of a group.

Part of a Whole Part of a Group Part of a Group
The whole is divided into 9 There are 7 parts in the group. There are 9 circles in this group.
equal parts. 3 out of 9 parts 3 out of 7 parts are shaded. The group is divided into 3 equal
are shaded. parts. 1 out of 3 parts is shaded.
equal parts shaded → 3ᎏᎏ
number of equal parts → 9 parts shaded → 3ᎏᎏ
in the whole number of parts → 7
in the group parts shaded → 1
So, 3ᎏ9ᎏ of the square is 3 number of parts → ᎏ3ᎏ
So, ᎏᎏ of the circles are shaded.
shaded. 7 in the group
So, 1ᎏ3ᎏ of the group is shaded.
83
Try These
Complete.
Skill
1 2 3
out of parts are shaded.
parts shaded → 䊐
out of parts are shaded.
ᎏᎏ
number of parts → 䊐 out of parts are shaded.
in the group
equal parts shaded → 䊐 parts shaded → 䊐
number of equal parts →
ᎏᎏ number of parts → ᎏᎏ
䊐䊐
in the whole in the group

Name Skill

There are 10 equal parts in the There are 10 triangles in the
whole. 4 out of 10 equal parts are group. The group is divided into
shaded. 5 parts. 3 out of 5 parts
4 ← parts shaded are shaded.
← number of equal
10 3 ← parts shaded
←number of parts in
parts in the whole 5
4
the group
of the rectangle is shaded.
10 3
of the triangles are shaded.
5
Complete.
1 2 3
out of parts shaded

← parts shaded
← parts in the group
out of parts shaded
out of parts shaded ← parts shaded
← parts shaded
← parts in the whole

4 5 6
← parts shaded

← parts shaded
← parts in the whole

← parts shaded

Write the fraction for the shaded part.

7 8 9

Check
Write the fraction for the shaded part.
10 11 12


Skill 19 Simplify Fractions
Using Skill 19
s
M in u t e
5
OBJECTIVE Write a fraction in simplest
form
Write 23 on the board. Ask: What are some PRACTICE ON YOUR OWN Review the
factors of the numerator 2? (1 and 2) What example for simplifying a fraction greater
are some factors of the denominator 3? (1 than 1 at the top of the page. Ask: How can
and 3) How many factors do 2 and 3 have you tell that 2186 is greater than 1? (The
in common? (one) What is it? (1) numerator is greater than the denominator.)
Direct the students’ attention to the defini- CHECK Determine if students know how
tion of simplest form. Ask: Why can you say to find factors and the greatest common fac-
2
3 is in simplest form? (because the only tor of the numerator and denominator and

common factor of the numerator and use the GCF to find the simplest form.
denominator is 1) Success is indicated by 2 out of 3 correct
responses.
Review the definition of simplest form,
explaining that 1 is the greatest common Students who successfully complete the
factor of both 2 and 3. Practice on Your Own and Check are ready
For Step 1, have students tell you the fac-
tors of 12 and of 18. Then for Step 2, write COMMON ERRORS
the pairs of common factors on the board as
• Students may divide the numerator by
students name them. (1, 1; 2, 2; 3, 3; 4, 4;
one factor and the denominator by a dif-
and 6, 6) Ask: What is the greatest common
ferent factor.
factor? (6)
• Students may use a common factor but
For Step 3, help students realize that 66 is
not the greatest common factor.
equal to 1. So, when a fraction is divided by
1, the value of the fraction does not change. Students who made more than 2 errors in
Then ask: How can you tell that is in sim- the Practice on Your Own, or who were not
plest form? (because the only common fac- successful in the Check section, may benefit
tor of the numerator and denominator is 1) from the Alternative Teaching Strategy on
the next page.
• Exercises 1 and 3 2 common factors
• Exercise 2 more than 2 common factors

Optional
s
M in u t e
5
Modeling Simplest Forms of Fractions

OBJECTIVE Use models to find the MATERIALS fraction circles for halves,
simplest form for a fraction fourths, eighths, and
sixteenths
An alternate method for finding the simplest Continue: Suppose we again divide the
form is to use 2, 3, or 5 as a trial divisor and numerator and denominator by 2. What is
keep reducing the fraction until it is in sim- the result? (12) Have students find the frac-
plest form. tion circle for halves and shade 1 of the
parts.
Have students use fraction circles. For exam-
ple, write 48 on the board. Have students find
the fraction circle for eighths and shade 4 of
the 8 parts. 1
2
4
8
The circle models help students to visualize
that any further division is not possible. At
the same time they see that there can be
more than one equivalent fraction for many
Say: Suppose we divide the numerator and
fractions.
denominator by 2. What is the result? (24)
Have students find the fraction circle for Repeat the activity to find the simplest form
fourths and shade 2 of them. for 1126.
2
4
12 6 3
16 8 4

Name

Simplify Fractions Skill 19

A fraction is in simplest form when the greatest common factor, or GCF, of the numerator and denominator is 1.
12
Write 18 in simplest form.

Write the factors of the Look for common factors. Circle Divide the numerator and the
numerator and the denominator. the greatest common factor denominator by the GCF.
12 2
↓
numerator 12 1, 2, 3, 4, 6, 12 (GCF). 12 6

18 18 6 3
↓
↓
denominator 18 1, 2, 3, 6, 9, 18 numerator 12 1, 2, 3, 4, 6 , 12

↓
denominator 18 1, 2, 3, 6 , 9, 18
12
87
The simplest form of
18 is 23.
Try These
Skill
1 12 2 4 3 8

15 12 10
Find and circle the GCF. Find and circle the GCF. Find and circle the GCF.
12 1, 2, 3, 4, 6, 12 4 1, 2, 4 8 1, 2, 4, 8

15 1, 3, 5, 15 12 1, 2, 3, 4, 6, 12 10 1, 2, 5, 10
Divide the numerator and Divide the numerator and Divide the numerator and
denominator by the GCF. denominator by the GCF. denominator by the GCF.
12 䊐
ᎏᎏ
䊐 4 䊐

䊐 8 䊐

䊐
15 䊐
䊐 12 䊐䊐 10 䊐䊐

Name Skill

28
Write 16 in simplest form.
Step 1
List all the factors of the numerator and the 28 1, 2, 4, 7, 14, 28

16 1, 2, 4, 8, 16
denominator. Circle the GCF.
Step 2
2 8 28 4
Divide the numerator and the denominator 7 , or 13

16 16 4 4 4
by the GCF.

1 9 2 6 3 3

12 15 18
Circle the GCF. Circle the GCF. Circle the GCF.
9 1, 3, 9 6 1, 2, 3, 6 3 1, 3

12 1, 2, 3, 4, 6, 12 15 1, 3, 5, 15 18 1, 2, 3, 6, 9, 18
Divide numerator and Divide numerator and Divide numerator and
denominator by the GCF. denominator by the GCF. denominator by the GCF.
9 6 3

12
15 18
Write the factors. Find the GCF. Then write the fraction in simplest form.
4 12 5 3 0 6 1 8

14 40 15
12 30 18
14 40 15
GCF GCF GCF
simplest form simplest form simplest form
7 8 8 27 9 15

12 9 25
Check
10 10 11 9 12 24

25 18 16

Skill 20 Round Fractions
Using Skill 20
s
M in u t e
2
0
OBJECTIVE Round fractions on a number MATERIALS number lines or
line lined paper turned sideways
Begin by explaining to students that they TRY THESE Exercises 1–3 model the type
can think of the part of the number line of exercises students will find on the
between 0 and 1 as a whole divided into Practice on Your Own page.
parts. The number line is labeled from zero
• Exercise 1 Round to 0
to one with fractions. Tell the students that
the benchmark numbers 0, 12, and 1 are used • Exercise 2 Round to 1
to round fractions. • Exercise 3 Round to 12
Then direct students’ attention to the first PRACTICE ON YOUR OWN
example, observing that the number line is Review the example at the top of the page.
labeled in sixths. Point out the benchmarks Ask students to explain how they can tell
0, 12, and 1 labeled above the number line. that 165 is closer to 12 than it is to 0.
Ask: What fraction is shown below zero CHECK Determine if students can round
on the number line? (06) fractions. Success is indicated by 4 out of 4
What fraction is shown below 12 ? (36) Note correct responses.
that 36 and 12 are equivalent fractions. Students who successfully complete the
What fraction is shown below 1? (66) Note Practice on Your Own and Check are ready
that 66 is another name for 1. to move to the next skill.
Continue with the example. Ask: Is 26 COMMON ERRORS
between 0 and 12 or between 12 and 1? (0 • Students may place 12 in the wrong place
and 12) on a number line that shows denomina-
How far from 0 is 26? (2 spaces) tors that are odd numbers.
How far from 12 is 26? (1 space) • Students may round all fractions greater
than 12 to 1.
Is 26 closer to 0 or 12? (12)
Continue to ask similar questions as you
work through the next two examples.
the next page.

Optional
Alternate Teaching Strategy
s
M in u t e
2
0
Modeling Rounding Fractions

OBJECTIVE Use fraction strips to model MATERIALS inch grid paper, scissors
rounding fractions on a
number line
Distribute the grid paper and demonstrate Ask: Which crease represents the fraction 12?
how to draw the number line below. Ask (the second one)
students to draw a number line on the graph
Between which two fractions is 12 located?
paper and label it with the fractions 05, 15, 25, 35,
4
, and 5
.
(between 25 and 35)
5 5
If you were rounding 25, would you round it
to 0, 12, or 1? (12)
Have the students round the other fractions
0 1 2 3 4 5 on the number line.
5 5 5 5 5 5
Repeat this activity for sevenths, ninths, and
fifteenths.
Make sure that each student uses the lines
on the graph paper to evenly divide a num-
ber line into fifths.
Then have students cut out the number line
and fold it into four equal sections. When
they unfold it, the number line will have
three creases in it.

Name

Round Fractions Skill 20

Use a number line to round fractions.
Is 2ᎏ6ᎏ closest to 0, 1ᎏ2ᎏ, or 1? Is ᎏ19ᎏ1 closest to 0, 1ᎏ2ᎏ, or 1? Model C

2 9
The number line shows that ᎏᎏ is The number line shows that ᎏᎏ
6 11 Is ᎏ12ᎏ5 closest to 0, 1ᎏ2ᎏ, or 1?
2
closer to 1ᎏ2ᎏ than to 0. is closer to 1 than to 1ᎏ2ᎏ. The number line shows that ᎏ1ᎏ5
1
1 0 1 1 is closer to 0 than to ᎏ2ᎏ.
0 1 2
2
1
0 1 2 3 4 5 6 7 8 9 10 11 0 2 1
0 1 2 3 4 5 6
6 6 6 6 6 6 6 11 11 11 11 11 11 11 11 11 11 11 11
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
2 9
So, ᎏᎏ So, ᎏᎏ rounds to 1.
6 rounds to 1ᎏ2ᎏ. 11
2
So, ᎏᎏ rounds to 0.
15
91
Try These
Skill
1
Use a number line. Round each fraction to 0, ᎏ2ᎏ, or 1.
1 1 2 7 3 4
ᎏᎏ ᎏᎏ ᎏᎏ
7 9 12
1 1 1
0 1 0 1 0 1
2 2 2
0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11 12
7 7 7 7 7 7 7 7 9 9 9 9 9 9 9 9 9 9 12 12 12 12 12 12 12 12 12 12 12 12 12
1
Closer to 0 or 1ᎏ2ᎏ? Closer to ᎏᎏ or 1?
2 Closer to 0 or 1ᎏ2ᎏ?
1 7 4
ᎏᎏ rounds to . ᎏᎏ rounds to . ᎏᎏ rounds to .
7 9 12

Name Skill

Use a number line to round fractions. 1
0 2 1
Round 165 .
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Think: 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
Is 165 closer to
6 1
0, 12, or 1? rounds to .
15 2
1
Use a number line. Round each fraction to 0, 2, or 1.
1 4 2 3 3 10

7 9 12
1 1 1 1
0 1 0 0 1
2 2 2
0 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11 12
7 7 7 7 7 7 7 7 9 9 9 9 9 9 9 9 9 9 12 12 12 12 12 12 12 12 12 12 12 12 12
4 3 10
rounds to . rounds to . rounds to .
7 9 12
4 5 5 1 6 8

8 5 10
1 1 1
0 1 0 1 0 2 1
2 2
0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 0 1 2 3 4 5 6 7 8 9 10
8 8 8 8 8 8 8 8 8 5 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 10
5 1 8
rounds to . rounds to . rounds to .
8 5 10
1
Round each fraction to 0, 2, or 1.
7 13 8 3 9 4 10 6

15 20 5 10
Check
1
Round each fraction to 0, 2, or 1.
11 13 12 4 13 3 14 17

16 25 6 20

Skill 21 Write an Improper Fraction as a
Mixed Number
Using Skill 21
s
M in u t e
5
OBJECTIVE Write a mixed number for an
improper fraction
Begin by asking: How can you tell when a PRACTICE ON YOUR OWN Review the
fraction is equal to 1? (when the numerator example at the top of the page. Ask: How
and denominator are equal) many fifths make 1 whole? (5 fifths) How
many groups of 5 fifths are in 12 fifths?
How can you tell when a fraction is an
(2 groups) So, how many wholes are in 12
improper fraction? (when the numerator is
fifths? (2 wholes) What is left over?
greater than the denominator)
(2 fifths)
Have students discuss the steps on Skill 21,
focusing on how 9 fourths are regrouped.
to tell the number of fractional parts that
Ask: How many fourths equal 1 whole?
make 1 whole and how to find the number
(4 fourths)
of these wholes in the given fraction.
How many groups of 4 fourths can you Success is indicated by 2 out of 3 correct
make with 9 fourths? (2 groups) responses.
So, how many wholes are in 9 fourths? Students who successfully complete the
(2 wholes) What is left over? (1 fourth) Practice on Your Own and Check are ready
Note that 94 = 214. to move on to the next skill.
TRY THESE Exercises 1–3 model the type COMMON ERRORS
• Students may think they can simply sub-
tract the denominator from the numera-
• Exercise 1 Write 32 as 112. tor to find the whole number part of the
• Exercise 2 Write 53 as 123. mixed number.
• Exercise 3 Write 141 as 234. • Students may miscount the number of

wholes in an improper fraction.
the next page.

Optional
s
M in u t e
5
Model Mixed Numbers for Improper Fractions

OBJECTIVE Use models to find mixed MATERIALS fraction circles for fourths
numbers for improper and for fifths
fractions
Have students use fraction circles as models To find the mixed number for 152, have
to find mixed numbers for improper students take or make fraction circles
fractions. divided into fifths. Taking the circles one at
a time, they shade fifths, counting as they
To find the mixed number for 141, have
go. They stop shading when they reach 152.
students use or make fraction circles divided
into fourths. Taking the circles one at a time,
they shade fourths, counting as they go.
They stop shading when they reach 141. 2 25
2 43 1 fifth, 6 fifths, 11 fifths,

2 fifths, 7 fifths, 12 fifths
3 fifths, 8 fifths,
4 fifths, 9 fifths,
5 fifths, 10 fifths,
1 fourth, 5 fourths, 9 fourths,
2 fourths, 6 fourths, 10 fourths,
3 fourths, 7 fourths, 11 fourths Then they count the number of wholes they
4 fourths, 8 fourths, have shaded, 2 wholes, and add the parts, 2
fifths.
12

5 225
Then they count the number of wholes they
have shaded, 2 wholes, and add the parts, 3 Repeat as necessary for other fractions, such
fourths. as 54 (114), 145 (334), 95 (145), 151 (215), and 157 (325).
1
41
234

Name

Write an Improper Fraction as a Mixed Number Skill 21

You can write an improper fraction as a mixed
number. Write the fraction 94 as a mixed number. These are some different names for 1:
2 3 4 5 6 7 8

2 3 4 5 6 7 8

9 1 1
Model with circles for . Group the parts as wholes and Write the sum as a mixed
4 4 4
parts. number.
+ + 9 4 4 1 9 1
1 1
4 4 4 4 4 4
9 4 4 1 1 1
2 4
4 4 4 4 1 1 4
1
95
24
9
So,
4 written as a mixed number is 214.
Skill
Try These
Write each improper fraction as a mixed number.
1 3 2 1 2 5 3 2 3 11 4 4 3
+ + + +
2 2 2 3 3 3 4 4 4 4
1 2 3
2 3 4


Name Skill

Think:
Find the names for 1 in fraction form. + +
Then add the names for 1 and the
fraction. 12 5 5 2

Write the sum as a mixed number. 5 5 5 5
2
1 1 5
2
2 5
2
25

1 9

2 8

3 15

2 2 2 2 2 2 3 3 3 3 4 4 4 4 4

4 13 5 7 6 11

5 2 3

7 15 8 24 9 19

8 5 6
Check
10 25 11 27 12 17

8 10 4

Skill 22 Write a Mixed Number as
an Improper Fraction
Using Skill 22
s
M in u t e
5
OBJECTIVE Write an improper fraction for
a mixed number
Begin by asking: How many halves equal 1 PRACTICE ON YOUR OWN Review the
whole? (2 halves) example at the top of the page. Ask: How
many ones make 2 wholes? (2 ones) How
How many thirds equal 1 whole?
many fifths make each whole? (5 fifths)
(3 thirds)
So, how many fifths are there in all? (12
How many fourths equal 1 whole? fifths)
(4 fourths)
Help students recall that when the numera- to rename the whole-number part of a
tor and the denominator of a fraction are mixed number as an equivalent number of
the same, the fraction is equal to 1. Have 1s and then how to rename each 1 as an
students discuss the steps on Skill 22, focus- equivalent number of parts indicated by the
ing on how to rename the whole-number denominator of the fraction part. Success is
part as an equivalent number of 1s and indicated by 2 out of 3 correct responses.
then how to rename each 1 as an equivalent
number of halves.
For Step 1, ask: How many ones equal 3? (3 to move to the next skill.
ones)
COMMON ERRORS
For Step 2, ask: How many halves equal
• Students may add the denominator, the
each whole? (2 halves)
whole number, and the numerator to get
For Step 3, ask: How do you find the num- the numerator for the improper fraction.
ber of halves there are in all? (Add the
• Students may miscount the number of
numerators of the fractions.) Note that the
wholes when renaming them as fractions.
fraction for 312 is 72.
• Exercise 1 Write 213 as 73. the next page.
• Exercise 2 Write 334 as 145.
• Exercise 3 Write 145 as 95.

Optional
s
M in u t e
5
Model Improper Fractions for Mixed Numbers

OBJECTIVE Make models of improper MATERIALS fraction circles for halves and
fractions for mixed numbers fourths
Have students use fraction circles as models Then ask them to show how many halves
to show fractions for whole numbers and are in 2 wholes and 1 half. Students shade 5
mixed numbers. halves using 3 whole circles.
Begin by asking students to show how many
halves are in 1 whole. Students shade 2
halves of 1 whole circle.
2 wholes + 1 half =
5
2
Next, have students discuss how they might

1 whole =
2 show an improper fraction for 334. Ask:
2
How many whole circles will you need to
show the whole-number part? (3 whole
Than ask them to show how many halves
circles)
are in 2 wholes. Students shade 4 halves
using 2 whole circles. How will you show the fraction part?
(Shade 3 of the 4 parts of another whole
circle.)
Have the students make the model.
2 wholes =
4
2
3 wholes +
3 = 15
4 4

Name

Write a Mixed Number as a Fraction Skill 22
1

Write the mixed number 3ᎏ2ᎏ as an improper fraction.

Write the whole number as a Use the denominator of the frac- Add the numerators to find the
sum of ones. tion to write equivalent fractions improper fraction.
for the ones.
1 1
3ᎏ2ᎏ ⫽ 1 ⫹ 1 ⫹ 1 ⫹ ᎏ2ᎏ
1 1 ↓ ↓ ↓
3ᎏ2ᎏ ⫽ 1 ⫹ 1 ⫹ 1 ⫹ ᎏ2ᎏ
1 1 ↓ ↓ ↓ 2 2 2 1
3ᎏ2ᎏ ⫽ 1 ⫹ 1 ⫹ 1 ⫹ ᎏ2ᎏ
99
⫽ ᎏ2ᎏ ⫹ ᎏ2ᎏ ⫹ ᎏ2ᎏ ⫹ ᎏ2ᎏ
2 2 2 1
⫽ ᎏ2ᎏ ⫹ ᎏ2ᎏ ⫹ ᎏ2ᎏ ⫹ ᎏ2ᎏ 7
⫽ ᎏ2ᎏ
1 7
Skill
So, the fraction for 3ᎏ2ᎏ is ᎏ2ᎏ .

Try These
1 1 2 3 3 4
2ᎏ3ᎏ 3ᎏ4ᎏ 1ᎏ5ᎏ
3 3 4 4
1 1 3ᎏ4ᎏ ⫽ 1 ⫹ 1 ⫹ 1 ⫹ ᎏ4ᎏ 1ᎏ5ᎏ ⫽ 1 ⫹ ᎏ5ᎏ
2ᎏ3ᎏ ⫽ 1 ⫹ 1 ⫹ ᎏ3ᎏ
䊐䊐䊐 3 䊐 4
䊐䊐 1 ⫽ ᎏ4ᎏ ⫹ ᎏ4ᎏ ⫹ ᎏ4ᎏ ⫹ ᎏ4ᎏ ⫽ ᎏ5ᎏ ⫹ ᎏ5ᎏ
⫽ ᎏ3ᎏ ⫹ ᎏ3ᎏ ⫹ ᎏ3ᎏ
䊐䊐
䊐 ⫽ ᎏᎏ ⫽ ᎏᎏ
⫽ ᎏᎏ 䊐䊐
3

Name Skill

Think:
Write the whole number as a sum of ones. 2 2
25 1 1 5
Write equivalent fractions for the ones.
5 5 2
Add the numerators to find the fraction. 5 5 5
12
5
1 1 2 3
42 24
1 1 3 3
42 1 1 1 1 2 24 1 1 4

1
2 2 2 2 2
3
4 4 4

3 2 4 2
33 35
2
35

2
33 1 1 1 3
2

2
3 3 3 3

5 1 6 5
28 36
1
28
5
36

7 3 8 4 9 2
54 85 63
Check
10 3 11 1 12 3
54 68 45

Skill 23 Find Common Denominators
Using Skill 23
s
M in u t e
5
OBJECTIVE Find a common denominator
Have students look at the problem on PRACTICE ON YOUR OWN Review the
Skill 23. example at the top of the page.
Ask: What is the denominator of each Ask students to explain how they know if
number? (8 and 6) they have listed enough numbers? (When
a number from the first list repeats in the
Are the denominators the same? (no)
second list they have listed enough
Direct students’ attention to Step 1 and numbers.)
have students list the multiples of each
number.
to find a common denominator. Success is
Direct students to complete Steps 2 and 3.
indicated by 3 out of 3 correct responses.
TRY THESE In Exercises 1–3 students list
the multiples of each number, and circle the
lowest common multiple to find the
common denominator.
COMMON ERRORS
• Exercise 1 The multiples of 10 are:
10, 20, 30, 40, 50, 60, 70, • Students will add the two denominators
80, 90, ... together rather than determine the LCD.
The multiples of 8 are: Stress listing the multiples of each
8, 16, 24, 32, 40, 48, 56, 64, number.
72, 80, ...
• Students will multiply the two denomi-
The LCM is 80.
nators together rather than determining
• Exercise 2 The multiples of 4 are: the lowest common denominator.
4, 8, 12, 16, 20, ...
The multiples of 16 are: 16,
32, 48, ...
The LCM is 16.
• Exercise 3 The multiples of 4 are: the next page.
4, 8, 12, 16, 20, 24, 28, ...
The multiples of 5 are: 5, 10,
15, 20, 25, ...
The LCM is 20.

Optional
s
M in u t e
5
Find Common Denominators

OBJECTIVE Find a common denominator
You may wish to have students work in Have students circle the different factors
pairs. Partners take turns finding the prime where they appear the greatest number of
factorization of each number. times.
1 1 Have students write the different factors out
Find the common denominator for .
15 18 and multiply. (2 3 3 5 90)
Have students find the prime factorization The common denominator is 90.
of 15 and 18. Have students work another example.
1 1
15 3 5 (The common denominator is 48.)
12 16
18 2 3 3
Ask questions similar to the questions asked
Ask: What are the different factors? (2, 3 before.
and 5)
Repeat the activity several times.
What is the greatest number of times 2
When students show an understanding of the
occurs? (once)
process of finding a common denominator
What is the greatest number of times 3 using prime factorization, extend the process
occurs? (twice) to actually finding equivalent fractions.
What is the greatest number of times 5
occurs? (once)

Name

Find a Common Denominator Skill 23
1 1

Find a common denominator for ᎏᎏ ⫹ ᎏᎏ.
8 6
Remember that the least common denominator (LCD) of two fractions is the least common multiple (LCM) of
the denominators.

List the multiples of each Circle the lowest multiple the What is the lowest multiple the
number. numbers have in common. numbers have in common? This
8: 8, 16, 24, 32, 40, ... 8: 8, 16, 24, 32, 40, ... is the common denominator.
6: 6, 12, 18, 24, 30, ... 6: 6, 12, 18, 24, 30, ... 24
103
Try These
Find the common denominator.
Skill
1 1 1 2 1 1 3 3 4
ᎏᎏ ⫹ ᎏᎏ ᎏᎏ ⫹ ᎏᎏ ᎏᎏ ⫹ ᎏᎏ
10 8 4 16 4 5
List the multiples of each List the multiples of each List the multiples of each
number. number. number.
10: 4: 4:
8: 16: 5:
What is the lowest multiple the What is the lowest multiple the What is the lowest multiple the
numbers have in common? numbers have in common? numbers have in common?

Name Skill

1 1
Find the common denominator for .
15 12
List the multiples of each number.

15: 15, 30, 45, 60, 75, 90, ...
12: 12, 24, 36, 48, 60, 72, ...
Circle the lowest multiple the two lists have in common.

The common denominator is 60.
1 1 2 2 2 5 3 3 5

2 5 3 6 7 14
List the multiples of each List the multiples of each List the multiples of each
2: 3: 7:
5: 6: 14:
What is the lowest multiple What is the lowest multiple What is the lowest multiple
the numbers have in the numbers have in the numbers have in
common? common? common?
4 1 1 5 7 5 6 1 3

5 10 8 12 3 5
7 7 9 8 4 1 9 5 1

12 16 15 30 24 18
Check
10 4 5 11 1 9 12 1 1

5 6 8 32 8 14

Skill 24 Write Equivalent Fractions
Using Skill 24
s
M in u t e
2
0
OBJECTIVE Use different methods to MATERIALS fraction models
write equivalent fractions
Discuss with your students the meaning of TRY THESE Exercises 1–4 model the type
equivalent. (equal in value, same amount) of exercises students will find in the
Direct students’ attention to Model A. Ask:
To find equivalent fractions, do the frac- • Exercises 1–2 Equivalent fractions
tion models have to be the same length? using models
(yes) How many parts is the first fraction
• Exercises 3–4 Equivalent fractions
model divided into? (3) How many parts
using multiplication and
is the second fraction model divided into?
division; mathematical
(6)
cues provided
How many parts in the second model are
equal to 1 part in the first model? (2)
Direct students’ attention to Model B. Ask: dents to explain how they know that the
What is the factor that both the numerator models are equivalent and why the numer-
and the denominator are multiplied by? ators and denominators are multiplied or
(2) divided by the same number.
Emphasize that both the numerator and CHECK Make sure that the students multi-
denominator are multiplied by the same ply or divide the numerator and denomina-
number. Ask: What is the value of 22? (1) tor by the same number. Success is indicat-
Then recall that any number multiplied by ed by 3 out of 4 correct responses.
1 is that number. So, when the fraction 26 is
multiplied by 22, the result is an equivalent
fraction, 142.
Continue to ask similar questions as you
COMMON ERRORS
work through Model C.
• Students may forget to multiply or
divide both the numerator and the
denominator by the same number.
the next page.

Optional
Alternate Teaching Strategy
s
M in u t e
5
Modeling Equivalent Fractions

OBJECTIVE Use fraction models to model MATERIALS models in halves, thirds,
equivalent fractions fourths, fifths, sixths, eighths,
and tenths
You may wish to have the students work in Explain that this fraction model is called the
pairs. Have partners take turns. One student fourths fraction model because it represents
models the fraction with the fraction models four equal parts.
while the other student records the results
Have students compare the shaded parts of
on paper.
the two fraction models. Ask: How many
Write 12 4? on the board. shaded parts in the fourths fraction model
are equal to the shaded part in the halves
Distribute the fraction models. Direct
fraction model? (2)
students to select the fraction model that
shows 12. Have students record the answer on their
papers.
Ask: How many equal parts is the fraction
model divided into? (2) How many parts Then demonstrate how they can find the
are shaded? (1) same answer by multiplying both the
numerator and denominator by 2.
Explain that this fraction model is called the
halves fraction model. Repeat this activity using fraction models
? with fractions such as 14 and 28; 35 and 160. For
Now point to the fraction . Ask: Which
4
each model, demonstrate how to use multi-
fraction model should you choose next?
plication to find the equivalent fraction.
(One that is divided into 4 equal parts.)
When the students show that they under-
Which fraction model showing 4 equal
stand how to find equivalent fractions,
parts is equivalent to 12? (The one with 2 of
remove the fraction models and have them
the 4 equal parts shaded.)
use multiplication.
1 1 1
2 2 2
1 1 1 1 2
4 4 4 4 4

Name

Write Equivalent Fractions Skill 24
Equivalent fractions represent the same amount. You can use different methods to find equivalent fractions.

Model A Model B Model C
Make a model to show thirds. Multiply the numerator and Divide the numerator and
Shade 13. the denominator by the same the denominator by the same
Make another model to show number to find an equivalent number to find an equivalent
sixths. fraction. fraction.
22 2 2 1
ᎏᎏ 4
62 12 62 3
2 4 2 1
1 2 So, 6 . So, .
12 6 3
3 6
107
1 2
3
and

6
represent the same size
part.
Skill
1 2
So, .
3 6
Try These
Write the equivalent fraction.
1 2 3 3 32 䊐 4 3 33 䊐

5 5 2 10 12 12 3 4
2 䊐 3 䊐

3 6 4 8

Name Skill

Think: Multiply Divide
Multiply or
divide to find 3 32 6 6 62 3

5 5 2 10 10 10 2 5
an equivalent 3 6

5 10
fraction. 3 6 6 3

5 10 10 5
1 1 ? 2 1 ? 3 5 ? 4 2
?
5 10 4 8 8 16 3 9
1 1 5 2

5 10 4 8 8 16 3 9
5 1 ? 6 3 ? 7 1 ? 8 2 ?

2 6 4 12 6 12 5 15
3 3 1 1 2 2

3 6 3 12
6 6 12

5 5 15

1 3 1 2

2 6 4 12 6 12 5 15
9 6 ? 10 12 ? 11 2 ? 12 4 ?

16 8 12 4 18 9 20 5
6 62

12 12 3

2 22

9
4 44

16 16 2 8 12 12 3 4 18 18 20 20 5
6

12

2

16 8 12 4 18 9
13 4

14 7

15 15

16 1

4 8 14 2 25 5 3 21
Check
17 1

18 8

19 7

20 7

2 10 12 6 21 3 8 16

Skill 25 Compare Fractions
Using Skill 25
s
M in u t e
5
OBJECTIVE Compare fractions
Begin by having students compare whole TRY THESE Exercises 1–4 model the type
numbers and then like fractions. Present of exercises students will find on the
these examples: Practice on Your Own page.
3
3❍5
8 ❍ 58 • Exercise 1 Fractions less than 1
Ask: Is 3 less than, equal to, or greater • Exercise 2 Mixed numbers
than 5? (less than) • Exercise 3 A fraction less than 1 and a
Display these symbols: < >. fraction greater than 1
Ask: Which of these symbols do you use • Exercise 4 Fractions greater than 1
to show that 3 is less than 5? ( ) PRACTICE ON YOUR OWN Review the
Display 3 5. Point out that the fractions 38 example at the top of the page. Have stu-
and 58 have like denominators. dents explain why they should change 150 to
Ask: When you compare two fractions, a whole number.
and the denominators of the fractions are CHECK Determine if students can com-
the same, what part of each fraction do pare fractions less than or greater than one.
you look at? (the numerator) Why? (The Success is indicated by 3 out of 3 correct
numerator tells how many equal parts are responses.
being considered. When the denominators
are equal, then the size of the equal parts Students who successfully complete the
are the same. So, compare the number of Practice on Your Own and Check are ready
parts considered in each fraction.) to move to the next skill.
Continue: Is 38 less than, equal to, or greater COMMON ERRORS

than 58? (less than) How do you know? (3 is • Students may compare numerators with-
less than 5) Which symbol do you write to out first checking to make sure the
show this? ( ) Display 38 58. denominators are the same.
For the first example, recall how to write • Students may compare the fraction parts
equivalent fractions. of two mixed numbers when it is only
For Comparing Mixed Numbers, ask: What if necessary to compare the whole-number
you are comparing 334 and 256, which mixed parts.
number do you think is greater? • Students may not know how to find
(334) How can you tell? (Because you can equivalent fractions.
compare the whole numbers: 3 and 2; since Students who made more than 3 errors in
3 is greater than 2, then 334 256.) the Practice on Your Own, or who were not
For Comparing Fractions Greater than 1, ask: successful in the Check section, may benefit
How can you tell that a fraction is greater from the Alternative Teaching Strategy on
than 1? (The numerator is greater than the the next page.
denominator.)

Optional
s
M in u t e
5
Compare Fractions on a Ruler

OBJECTIVE Use a ruler to compare MATERIALS inch ruler showing halves,
fractions fourths, eighths, and
sixteenths
Provide students with rulers or number Then have students find how many eighths
lines labeled in intervals of halves, fourths, are in 34 by counting the eighth-inch marks
eighths, and sixteenths. If you wish, stu- on the ruler.
dents can use customary rulers to make their
Display 34 68 and 38 38.
own number lines.
Present like fractions to compare: 34 ❍ 14. 3 6
Students find the point for 34. Then they find 3 6 4=8
8 8
the point for 14.
Remind the students that as they move from
left to right on the number line, the numbers 1 2
are greater.
inches
Ask: Which fraction is greater? (34)
Next, show a pair of unlike fractions less Continue in a similar manner to compare
than one: 38 ❍ 34. Some students may believe other fractions. Point out that sometimes
that 38 is greater than 34, because the numeral students only have to compare the whole
8 is greater than 4. Use the ruler as a model number parts of mixed numbers to deter-
to help students recognize that the intervals mine the greater number.
for fourths are greater than the intervals for
3
❍ 156 ()
16
eighths. 5 3
8 ❍ 4 ()
Ask: Are these fractions, 38 and 34, equivalent 7 9
fractions? (no) How do you know? (They 4 ❍
16 ()
have the same numerator, but different 9

8 ❍ 143 ()
denominators.)
118 ❍ 158 ()
First have students locate 38 and 34 on the 3 1
ruler. Guide students as they determine that 3 ❍4
4

4 ()
3 3
is less than .
8 4 As students demonstrate facility with com-
Ask: How do you compare these fractions paring fractions on the ruler, provide some
when you do not have a ruler? (Find equiv- examples to be completed without the ruler.
alent fractions with a common denominator)

Name
Compare Fractions Skill 25

Compare Fractions Compare Mixed Numbers

Compare 2ᎏ3ᎏ and 5ᎏ9ᎏ. Compare 13ᎏ4ᎏ and 15ᎏ6ᎏ. Compare the whole numbers
Since the denominators are different, write equivalent 3 3⫻3 9 first. They are the same.
ᎏᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ
fractions with the same denominator. 4 4 ⫻ 3 12
5 5 ⫻ 2 10 Since denominators are differ-
2 2⫻3 6 ᎏᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ
ᎏᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ 6 6 ⫻ 2 12 ent, rewrite each fraction as
3 3⫻3 9 Think: 9 is a multiple
of 3, so rewrite ᎏ23ᎏ as an 9 10
6 5 ᎏ ᎏ 䊊 ᎏᎏ
12 12 an equivalent fraction with the
ᎏᎏ 䊊 ᎏᎏ
9 9 equivalent fraction with
a denominator of 9. same denominator. Compare
Compare numerators. Since 9 < 10, then ᎏ19ᎏ2 ⬍ 1ᎏ1ᎏ02.
numerators.
6 2 3
Since 6 ⬎ 5, then ᎏᎏ So, ᎏᎏ
9 ⬎ 5ᎏ9ᎏ. So, 1ᎏ4 ⬍ 1ᎏ56 .
3
⬎ ᎏ59ᎏ.
Compare Fractions Greater than 1

18 15
111
Compare 3ᎏ5ᎏ and 5ᎏ3ᎏ. Compare ᎏᎏ and ᎏᎏ . Each fraction is greater
9 3
3 18 than 1. Divide the numera-
ᎏᎏ ᎏᎏ
5
䊊 5ᎏ3ᎏ 9 䊊 1ᎏ3ᎏ5
5 3
tor by the denominator.
Since ᎏᎏ If ᎏᎏ 18 ⫼ 9 ⫽ 2 15 ⫼ 3 ⫽ 5
Skill
5 ⫽ 1, then 3ᎏ5ᎏ ⬍ 1. 3 ⫽ 1, then 5ᎏ3ᎏ ⬎ 1. Compare whole numbers.

2⬍5
3 18 15 Since 2 ⬍ 5, then 1ᎏ9ᎏ8 ⬍ 1ᎏ3ᎏ5.
So, ᎏᎏ ⬍ ᎏ5ᎏ. So, ᎏ ⬍ ᎏ.
5 3 9 3
Try These
Compare. Write ⬎, ⬍, or ⫽.
1 1 2 1 3 3 4 14
ᎏᎏ ᎏᎏ Less than 1 or ᎏᎏ
2
䊊 3ᎏ4ᎏ 2ᎏ3ᎏ 䊊 21ᎏ4ᎏ 4
䊊 5ᎏ3ᎏ 7
䊊 1ᎏ5ᎏ0
greater than 1?
Same denominator? Whole numbers same? ↓ ↓
2 3 Same denominator? 3 5 14 ⫼ 7 10 ⫼ 5
ᎏᎏ 䊊 ᎏᎏ ᎏᎏ 䊊 ᎏᎏ
4 4 䊐 4 3 ↓ ↓
2ᎏ
12
ᎏ 䊊 2ᎏ1䊐ᎏ2
1 3
ᎏᎏ 䊊 ᎏᎏ 䊊
2 4 1 1
2ᎏ3ᎏ 䊊 2ᎏ4ᎏ

Name Skill

Compare 5110 and 150.
510 5
1 10
The fraction is greater than 1.
10 5 2 Divide the numerator by the denominator.
1
510 2 Compare whole numbers. Since 5 2, then 5110 150.
So, 5110 150.
Compare. Write , , or .
1 5

6
142 2
45
3
4170 3
23
1
62
Same denominator? Whole numbers ↓
? same? 62
4
Same denominator? 23
1
3
12 12

5 4

6 12 4
410
7
10
3
45 4170
4 3

6
152 5 4

5
54 Less than 1 or
greater than 1?
6
23
1
150
Same denominator? 10 5
↓ ↓
1

5 23
12

12

3 5

6 12
Less than 1 or
7
35
3
334 8 5

7
74 greater than 1?
9
43
1
93
Whole numbers ↓
same? 93
Same denominator? 43
1

3
320 20
3
35 334
10 2

5
34 11 8

3
38 12
28
1
82
Check
Compare. Write , , or .
13 1

3
14 14
26
5
214 15 8

4
93
Skill 26 Write Fractions as Decimals
Using Skill 26
s
M in u t e
5
OBJECTIVE Write a decimal for a fraction
You may wish to begin by reviewing the PRACTICE ON YOUR OWN Review the
different ways to show division. example at the top of the page. Ask: Which
number in the fraction 58 is the divisor? (8)
12
21 1

2
Which number is the dividend? (5) Discuss
Explain to students that to write a fraction how to place the decimal point in the quo-
as a decimal, divide. tient and then divide as if dividing whole
Direct students’ attention to Step 1. Ask: numbers.
Which number is the divisor in the frac- CHECK Determine if students know how
tion 12? (2) Which number is the dividend? to divide the numerator of a fraction by the
(1) Which number is the divisor in the denominator to find an equivalent decimal.
fraction 34? (4) Which number is the divi- Success is indicated by 3 out of 3 correct
dend? (3) responses.
Direct students’ attention to Step 2. Show Students who successfully complete the
how to place the decimal point and a zero Practice on Your Own and Check are ready
in the dividend. Ask: Where do you place to move to the next skill.
the decimal point in the quotient? (above
COMMON ERRORS
the decimal point in the dividend)
• Students may misplace the decimal point
Direct students’ attention to Step 3. Point
or not write it at all in the quotient.
out that they divide decimals as they would
whole numbers. Then work through the • Students may make errors in dividing
division steps with students. Emphasize because they have not yet mastered their
how to write zeros in the dividend until the division facts.
remainder equals zero or until they have
• Students may forget to write a zero in the
the number of decimal places in the quo-
quotient and may write the quotient 2.01
tient that they need.
as 2.1.
Students who made more than 1 error in
divide to write a fraction as a decimal.
• Exercise 1 Write 25 as 0.4. successful in the Check section, may benefit
• Exercise 2 Write 230 as 0.15.
the next page.
• Exercise 3 Write 530 as 0.06.

Optional
s
M in u t e
5
Use Questioning Strategies to Understand

Equivalent Fractions and Decimals
OBJECTIVE Find equivalent fractions with

denominators of 10, 100, or
1,000 to write equivalent
decimals
Recall with students that a fraction can be Next, display 34 ?
100.
written as an equivalent decimal. Remind
Ask: What number times 4 equals 100? (25)
students that all decimals can be written as
If we multiply the denominator by 25,
fractions with denominators of 10, 100,
what must we do to the numerator?
1,000, and so on. Guide students to under-
(Multiply it by 25.)
stand that if they write a fraction as an
equivalent fraction with a denominator of Display: 34 75
100. Ask: How do you write 75
10, 100, or 1,000, then they can write the hundredths as a decimal? (0.75)
equivalent decimal.
Point out that the fraction 34 is equivalent to
Display 12 1?0. Mention that one way to the decimal 0.75.
write equivalent fractions is to multiply the
numerator and denominator by the same
number. Ask: What number times 2 equals
10? (5) Say: If we multiply the denominator
by 5, what must we do to the numerator?
(Multiply it by 5.) Display 12 150. Ask: Is 10
a multiple of 2? (yes) How many tenths
equal 12? (5) How do you write 5 tenths as a 3

75
0.75
decimal? (0.5) 4 100
Point out that the fraction 12 is equivalent to Display 1230 ?

100. Use the same questioning
the decimal 0.5. as in the previous two examples.

Point out that the fraction 1230 is equivalent to
the decimal 0.65.
1 5
0.5
2 10
13 65
0.65
20 100
Repeat the activity using the fractions

1 25 3 6 7 35 19 76
(
4100, 0.25), 5 (10, 0.6),
20 (100, 0.35),
25 (100,

7 8 7 5
0.76), and 8 ( 1,0 00, 0.875).

Name

Write Fractions as Decimals Skill 26

Divide to write a fraction as a decimal.
Write 1ᎏ2ᎏ and 3ᎏ4ᎏ as decimals.
Divide the numerator by the Write a decimal point followed by Divide as you would with whole
denominator. a 0 in the dividend. Then place a numbers, until the remainder is 0
1 3 decimal point in the quotient. or until you have the number of
↓
↓
ᎏᎏ
2
2冄苶1
苶 ᎏᎏ
4
4冄苶3
苶
. . decimal places you need.
Remember you can think of a 2冄1
苶.0
苶 4冄3
苶.0
苶 0.5 0.75
a
fraction ᎏbᎏ as a ⫼ b. 2冄苶1
苶.0
苶 4冄苶3
苶.0
苶0苶
↓
–1 0 ⫺2 8 7 ⫻ 4 ⫽ 28
ᎏ ᎏᎏ
0 20
115
↓
⫺20 5 ⫻ 4 ⫽ 20
ᎏ
0
So, 1ᎏ2ᎏ ⫽ 0.5 and 3ᎏ4ᎏ ⫽ 0.75.

Skill
Try These
2 3 3
↓
↓
↓
1 ᎏᎏ 0.䊐 2 ᎏᎏ 0.1䊐 3 ᎏᎏ 0. 0 䊐
5 20 50
5 冄2 0
苶苶.苶 20冄苶3
苶苶0 0
. 苶苶 50冄苶3
苶苶0
. 苶苶0
苶
⫺䊐䊐 ⫺䊐䊐 ⫺䊐䊐䊐
ᎏ ᎏᎏ ᎏᎏᎏ ᎏᎏᎏᎏ
䊐䊐䊐䊐䊐
⫺䊐䊐䊐
ᎏᎏᎏᎏ
䊐 Go to the next side.

Name Skill

Think:
First, write the fraction as a
5 0.625
division problem. Then write a
↓
8 .0
8500
decimal point and a zero in the 4 8 6 8 48
dividend. Place a decimal
20
point in the quotient. Write 16 2 8 16

more zeros in the dividend, if 40
necessary. 40 5 8 40

0
0. 0. 0.

4 1
1 0
54 . 2 .0
41 0
3 13
.
201 30
0

↓
↓
5 4
– – –
20

– –

4 1 13

5

4 20
4 7 0. 5 1 0. 6 5 0.

↓
↓
↓
10 .0
107 5 .0
51 8 .0
8500

7 1 5

10 5 8
7 1 8 12 9 7

2 25 8
Check
10 9 11 3 12 2

20 8 25

Skill 27 Write Ratios
Using Skill 27
s
M in u t e
2
0
OBJECTIVE Write ratios
Have students look at the problem and PRACTICE ON YOUR OWN Review the
remind them that the terms of a ratio are the example at the top of the page.
numbers or items that they are comparing.
Make sure students understand that the 9 is
Direct students’ attention to Step 1 and listed first in the ratio because you are com-
have students answer the questions. How paring squares to triangles.
many hearts (3) and squares (5) are there?
Ask: How do you know in what order to to write a ratio. Success is indicated by 3
write the numbers? (By the order the out of 3 correct responses.
words are given.)
What would the ratio represent if it was Practice on Your Own and Check are ready
written 5:3? (The number of squares to the to move to the next skill.
number of hearts.)
COMMON ERRORS
Direct students to look at Step 2 and teach
• Students will write the terms in the
the three ways ratios can be written.
incorrect order. Have students write the
TRY THESE In Exercises 1–3 students words and then the number that corre-
answer the questions and write the appro- sponds to each word.
priate ratio in three different ways.
4
• Exercise 1 4 to 3; 4:3; or the Practice on Your Own, or who were not
3 successful in the Check section, may benefit
6
• Exercise 2 6 to 5: 6:5; or from the Alternative Teaching Strategy on
5
6 the next page.
• Exercise 3 6 to 11; 6:11 or
11

Optional
s
M in u t e
5
Using Manipulatives to Write Ratios

OBJECTIVE Write a ratio MATERIALS one package or container
containing 20 colored candies
for each student or pair of
students
You may wish to have students work in Ask: What is the ratio of red to the total
pairs. One student counts the candy and the number of candy? (Answers will vary but
other student records the results. the denominator will be 20)
Create a vertical chart on the chalkboard What is the ratio of red to brown?
with the different colors of candy as the
Have students write the ratio they have for
headings (red, brown, orange, yellow, green,
each color to the total.
blue).
Have the students eat half (10) of the candy
Remind students that a ratio is a comparison
(any color they wish) and then make a new
of two numbers and that they can be written
chart with the new ratios.
3 different ways.
If students are still having difficulty writing
Have students copy the chart from the
ratios repeat the activity one more time by
chalkboard onto a sheet of paper.
having them eat half (5) more of the candy
Have students count the number of each and completing the chart with the new
color of candy from their bags and record ratios.
the results in the chart.
Candy Chart
Red Brown Orange Yellow Green Blue

Name
Writing Ratios Skill 27

Write the ratio of hearts to squares.

Remember that the terms of a ratio are the numbers you are comparing.
Step 1 Step 2
Identify the terms of the ratio. Write the ratio of hearts to squares.
How many hearts are there? A ratio can be written 3 different ways:
Word form: 3 to 5
How many squares are there? Ratio form: 3:5
3
119
Fraction form: ᎏᎏ
5
Skill
Try These
1 2 3
Diamonds to pentagons
How many diamonds are there?
How many pentagons are there? Circles to trapezoids Circles to total figures
How many circles are there? How many circles are there?
Ratios:
How many trapezoids are there? What is the total number of figures?
Ratios: Ratios:

Name Skill

Write the ratio of squares to triangles.
Count the number of squares.

Count the number of triangles
Write the ratio 3 different ways.
Word Form Ratio Form Fraction form
9
9 to 7 9:7
7

Use the figure for Exercises 1 to 3.
1 2 3
squares to triangles parallelograms to triangles to all shapes
squares. How many
How many squares? How many triangles?
parallelograms?
How many squares?
How many triangles? How many shapes?
Ratios:
Ratios: Ratios:
4 5 6
25 girls to 15 boys 13 apples to 12 plums 24 pencils to 11 pens
7 8 9
9 forks to 13 spoons 15 chairs to 7 desks 12 cups to 7 plates
Check
10 11 12
15 cars to 21 tires 9 gloves to 2 balls
smiley faces to hearts

Skill 28 Simplify Ratios
Using Skill 28
s
M in u t e
2
0
OBJECTIVE Simplify ratios
Have students look at the example at the PRACTICE ON YOUR OWN Review the
top of the page. example at the top of the page.
Ask: Is the ratio in simplest form? (no)
Ask students to explain how they know
How do you know? (The numerator and
whether a ratio is in simplified form. (The
denominator are both even numbers and
numerator and denominator do not have
contain a common factor)
any factors in common other than 1.)
Direct students’ attention to Step 1 and
have students work through the process to
to simplify a ratio. Success is indicated by 3
simplify the ratio.
out of 3 correct responses.
TRY THESE In Exercises 1–3 students find
the GCF and then divide to simplify the
Practice On Your Own and Check are
ratio.
ready to move to the next skill.
2
• Exercise 1
5 COMMON ERRORS
3
• Exercise 2 GCF 6; • Students reduce the ratio incorrectly.
2 Stress that they need to divide the
16 numerator and denominator by the same
• Exercise 3 GCF 2;
45 number.
the Practice On Your Own, or who were
not successful in the Check section, may
benefit from the Alternative Teaching
Strategy on the next page.

Optional
s
M in u t e
5
Matching Equivalent Ratios

OBJECTIVE Simplify a ratio MATERIALS set of cards with equivalent
ratios
Place students in groups of 2, 3 or 4. Have students shuffle the cards and place
them face down. One student turns over two
Prepare a set of cards for each group of stu-
cards. If they are a set of equivalent ratios,
dents. For each pair of cards, one card
they keep the cards and take another turn. If
should contain a simplified ratio and the
the cards do not “match”, they turn the cards
other should have a ratio equivalent to the
over and play passes to the next player.
simplified ratio. For example:
If students are still having difficulty identi-
2 6 18 3 fying simplified ratios, have them repeat the

3 9 24 4 activity with another set of cards.

Name

Simplify Ratios Skill 28
A ratio is in simplest form when the greatest common factor, or GCF of the numerator and denominator is 1.

Simplify: 24 girls to 12 boys.

Write the ratio as a simplified fraction. Look for the common factors. Circle the Divide the numerator and the denomi-
24 greatest common factor. (GCF) nator by the GCF.

12
Write the factors of the numerator and numerator ➞ 24 1, 2, 3, 4, 6, 8, 12, 24 24 24 12 2

denominator. denominator ➞ 12 1, 2, 3, 4, 6, 12 12 12 12 1
numerator ➞ 24 1, 2, 3, 4, 6, 8, 12, 24

denominator ➞ 12 1, 2, 3, 4, 6, 12 The simplest form of 24:12 is 2:1.
123
Try These
Simplify each ratio.
Skill
1 2 3
6:15 18 to 12 32 plates to 90 cups
Find and circle the GCF. Find and circle the GCF. Find and circle the GCF.
6 1, 2, 3, 6 18 1, 2, 3, 6, 9, 18 32 1, 2, 4, 8, 16, 32

15 1, 3, 5, 15 12 1, 2, 3, 4, 6, 12 90 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45, 90
Divide the numerator and denominator Divide the numerator and denominator Divide the numerator and denominator
by the GCF. by the GCF. by the GCF.
63 䊐 18 䊐䊐 32 䊐䊐

15 3 䊐 12 䊐䊐 90 䊐䊐

Name Skill

Write the ratio 45 stars to 25 moons in simplest form.
Step 1
45 1, 3, 5, 9, 15, 45
List all the factors of the numerator and the
25 1, 5, 25
denominator. Circle the GCF.
Step 2
45 45 5 9
Divide the numerator and denominator
25 25 5 5
by the GCF.

1 10 2 21 3
30 to 20
5 27
Circle the GCF. Circle the GCF. Circle the GCF.
10 1, 2, 5, 10 21 1, 3, 7, 21 30 1, 2, 3, 5, 6, 10, 15, 30

5 1, 5 27 1, 3, 9, 27 20 1, 2, 4, 5, 10, 20
Divide the numerator Divide the numerator Divide the numerator
and denominator by the and denominator by the and denominator by the
GCF. GCF. GCF.
10 21 30

5 27 20
Write the factors. Find the GCF. Then write the ratio in simplest form.
4 5 12 6
8:10 24 bats to 30 balls
8
8 24
12
10 30
8
GCF GCF
GCF
simplest form simplest form
simplest form
7 8 30 9
40 to 35 85 spoons to 15 forks
18
Check
10 11 12 16
5 to 20 15 hearts to 5 stars
12

Skill 29 Model Percents
Using Skill 29
s
M in u t e
5
OBJECTIVE Understand that a percent is
a ratio of a number to 100
Before beginning the skill, recall that a ratio PRACTICE ON YOUR OWN Review the
is a comparison between two numbers. example at the top of the page. In Exercises
Then review the meaning of percent: the 1–3, students write the ratio and percent for
ratio of a number to 100. Point out that stu- the number of shaded squares in a 10 10
dents can use a 10 10 grid to represent grid. In Exercises 4–6, students write only
percents. the percent for the number of shaded
squares in a 10 10 grid.
Direct student’s attention to the first exam-
ple. Ask: How many squares in all are in CHECK Determine if students can write
the grid? (100) How many squares are the percent for the number of shaded
shaded? (100) squares in a 10 10 grid. Success is indicat-
Discuss with students how to write a ratio
to represent the number of shaded squares Students who successfully complete the
to the total number of squares. Ask: What is Practice on Your Own and Check are ready
the ratio of shaded squares to total num- to move to the next skill.
ber of squares in the grid? (110000)
COMMON ERRORS
Explain that students can look at the
• Students may make an error in counting
numerator to determine how to write a
the number of shaded squares in a 10
fraction as a percent. Since percent means
10 grid.
per hundred, the numerator represents the
number to the left of the percent sign. • Students may write the number of
unshaded squares as the percent.
What percent of the grid is shaded? (100%)
Continue in a similar way for the remaining
three examples.
TRY THESE Exercises 1–4 model the type from the Alternative Teaching Strategy on
of exercises students will find on the the next page.
• Exercise 1 Percent for 24 of 100 squares

Optional
M in u t e
s
Modeling Percents
OBJECTIVE Understand percent as a ratio MATERIALS graph paper, pencil
of a number to 100
Distribute graph paper to students. Have Discuss with students the fact that of the 100
students outline a 10 10 grid. Ask: total squares 25 are shaded. Tell students
that comparing the number of shaded
How many squares are there in the grid?
squares to the total number of squares is
(100)
called a ratio. Ask:
Ask students to shade 25 squares in the grid.
What is the ratio of shaded squares to total
25
squares in this grid? (
100)
Remind students that a percent is a ratio of a

number to 100. Guide students to under-
stand that if a denominator is 100, then the
numerator is the percent. Ask:
What percent of the grid is shaded? (25%)
Have students record the ratio and the
equivalent percent below the grid.
Repeat this activity with similar examples.
When students show understanding, have
them try an exercise using only paper and
pencil.
25
100
= 25%

Name

Model Percents Skill 29
Percent means “per hundred”.

Percent is a ratio of a number to 100. Use a 10 x 10 grid to represent percents.
There are 100 squares In this grid, 1 out of 100 In this grid, 20 out of In this grid, 73 out of 100
in the grid. squares is shaded. 100 squares are shaded. squares are shaded.
shaded squares 1 shaded squares 20 shaded squares 73

shaded squares 100 Ratio: ᎏᎏ ⫽ ᎏᎏ Ratio: ᎏᎏ ⫽ ᎏᎏ Ratio: ᎏᎏ ⫽ ᎏᎏ
Ratio: ᎏᎏ ⫽ ᎏᎏ total squares 100 total squares 100 total squares 100
total squares 100
Percent:
1% Percent:
20% Percent:
73%
127
So, 100% of the grid So, 1% of the grid is So, 20% of the grid is So, 73% of the grid is
is shaded. shaded. shaded. shaded.
Skill
Try These
Write the ratio of shaded squares to total squares. Write the percent that tells what part is shaded.
1 2 3 4
shaded 䊐 shaded 䊐 shaded 䊐 shaded 䊐

Ratio: ᎏᎏ ⫽ ᎏ ᎏ Ratio: ᎏᎏ ⫽ ᎏ ᎏ Ratio: ᎏᎏ ⫽ ᎏ ᎏ Ratio: ᎏᎏ ⫽ ᎏ ᎏ
total 100 total 100 total 100 total 100
Percent: % Percent: % Percent: % Percent: %

Name Skill

A percent is a ratio of a number
to 100.
50 out of 100 squares are shaded.

So, 50% of the squares are shaded.
shaded squares 50
Ratio: 50%
total squares 100
Write the ratio of shaded squares to total squares.

Write the percent that tells what part is shaded.
1 2 3
shaded
Ratio:

shaded
Ratio:

shaded
Ratio:

total 100 total 100 total 100
Percent: % Percent: % Percent: %
Write the percent for the shaded part.
4 5 6
shaded
Ratio:

shaded
Ratio:

shaded
Ratio:

total 100 total 100 total 100
Percent: % Percent: % Percent: %
Check
Write the percent for the shaded part.
7 8 9
% % %

Skill 30 Percents and Decimals
Using Skill 30
s
M in u t e
5
OBJECTIVE Write percents as decimals
and decimals as percents
Have students read about percent at the top TRY THESE Exercises 1 and 2 require the
of the page. Explain to students that, just as students to write percents as decimals.
they modeled percents and fractions, they Exercises 3 and 4 require students to write
can model percents and decimals. Look at decimals as percents.
Example A.
• Exercises 1–2 Write a percent as a
Ask: How can you write 15% as a fraction? decimal.
(The percent is a ratio of a number to 100,
• Exercises 3–4 Write a decimal as a
so the ratio 15 to 100 can be written in frac-
15 percent.
tional form as 100.)


Ask: Where is the hundredths place? (two
example at the top of the page. As they
places to the right of the decimal point)
work through the exercise, have students
How do you write 15% as a decimal? (0.15)
explain how they know that 125% is greater
Have students compare the percent, frac- than 1. Ask them why, when writing a deci-
tion, and decimal notation to the pictorial mal as a percent, you move the decimal
representation. Point out that the picture is point two places to the right.
a representation of all three forms of the
number. Examine the second set of decimal
how to convert a percent to a decimal and a
squares.
decimal to a percent. Success is indicated by
Ask: How many squares are shaded? (103) 4 out of 4 correct responses.
What percent of 100 would this be? (103%)
What is the percent written as a fraction?
(110030) How is the fraction 110030 special? (It is
greater than 1.) How can you write a frac-
tion greater than 1 as a mixed number? COMMON ERRORS
(You divide the numerator by the denomi- • Students may not write the zeros needed
nator to get the whole number part; write to allow the decimal point to move 2
the remainder over the denominator to get places.
00 1100.) What is 103%
103
the fraction part; 1 3
written in decimal form? (1.03) • Students may move the decimal to the
right when writing a percent as a deci-
Lead students through Example B by hav- mal.
ing them focus on reading the decimal to
get the fraction and then the percent. Students who made more than 4 errors in
the next page.

Optional
M in u t e
s
Modeling Percents and Decimals
OBJECTIVE Using money to model MATERIALS play money
percents and decimals
Distribute play money to students. Say: Say: Use the coins to show 22% of a dollar.
Get 4 dimes and a nickel.
Ask: How do you write 22% as a fraction?
22
Ask: How much money is that? ($0.45) (
100)
How do you write that as a decimal? ($0.45)

45
What fraction of a dollar is that? (100) How many cents is 22
100? (22 cents)
What is a percent? (A ratio of a number to
100.) How is this written as a decimal? ($0.22)
45
Is
100 a ratio of a number to 100? (yes) Repeat this activity with similar examples.
What is the number? (45)
What percent is that? (45%)
them try an exercise without using play
So, $0.45 is 45% of a dollar. money models.

Name
Percents and Decimals Skill 30

Percent is a ratio of a number to 100. When you write a percent as a ratio in fraction form, Percent means
you use a denominator of 100. You can use this fact to write a percent as a decimal. “per hundred.”

Example A Percent as a Decimal Example B Decimal as a Percent
• Write 15% as a decimal. • Write 0.38 as a percent.
15% written as a ratio is Think: thirty-eight hundredths
15 38
15 out of 100 or ᎏ
10ᎏ
0. Ratio: ᎏ ᎏ Percent: 38%
100
Fifteen hundredths written
• Write 0.01 as a percent.
as a decimal is 0.15.
Think: one hundredth
• Write 103% as a decimal. 1
Ratio: ᎏ ᎏ Percent :1%
Think: 103% ⫽ 100% ⫹ 3% 100
↓ ↓
100 3 • Write 1.5 as a percent.
ᎏᎏ ⫹ᎏ ᎏ Think: one and five tenths or
131
100 100
↓ ↓ one and fifty hundredths
3 50
1 ⫹ᎏ ᎏ
100
Ratio: 1ᎏ ᎏ
100 Percent: 150%
15 150
Skill
1.5 ⫽ ᎏ ᎏ ⫽ ᎏᎏ
10 100
One and three hundredths written as a decimal
is 1.03.
Try These
Write the percent as a decimal. Write the decimal as a percent.
1 2 3 4
30% 9% 0.4 1.25
↓ ↓ ↓ ↓
out of 100 out of 100 hundredths and hundredths
hundredths hundredths 䊐䊐
ᎏᎏ or % ᎏᎏ or %
0. 0.0 100 100

Name Skill

Write 125% as a decimal. Write 0.06 as a percent.
6 hundredths
125% 100% 25%
↓ ↓ 6 % means per hundred
100 25 Ratio:
100

100

100
↓ ↓ Percent: 6%
25
1
100
One and twenty-five hundredths
written as a decimal is 1.25.
Write the percent as a decimal.

1 2 3 4
37% 60% 2% 75%
↓ ↓ ↓ ↓
out of 100 out of 100 out of 100 out of 100
hundredths hundredths hundredths hundredths
0. 0. 0.0 .
Write the decimal as a percent.
5 6 7 8
0.55 0.08 0.4 2.45
↓ ↓ ↓ ↓
hundredths hundredths hundredths and
hundredths

or % or % or % or
%
100 100 100 100
Write the percent as a decimal.

9 10 11 12
99% 20% 5% 100%
Write the decimal as a percent.

13 14 15 16
0.86 0.01 0.3 2.1
Check
Write the percent as a decimal or the decimal as a percent
17 18 19 20
3% 42% 0.7 1.5

Skill 31 Fractions, Decimals,
Percents
Using Skill 31
s
M in u t e
5
OBJECTIVE Find equivalent fractions,
decimals, and percents
Begin the lesson by defining percents as PRACTICE ON YOUR OWN Review the
ratios with a denominator of 100. Explain examples at the top of the page. For the
that any fraction with a denominator of 100, example involving 38, you might wish to tell
and any decimal written as hundredths, can students another way to write the quotient
be easily expressed as a percent. Suggest and the percent is 0.3712 and 3712%. Remind
that students look at the first model and students to place the decimal point in the
then ask: How do you find an equivalent quotient.
fraction for 25 that has a denominator of
100? (Multiply the numerator and denomi-
to find equivalent fractions and decimals
nator of 25 by 20.) What is the decimal
40 with denominators of 100, and how to write
equivalent to 100? (0.40) What is the per-

40 the equivalent percents.
cent equivalent to 100? (40%)
Tell students that another way to find an
responses.
equivalent decimal for a fraction is to
divide the numerator by the denominator. Students who successfully complete
Direct their attention to the second model. Practice on Your Own and Check are ready
Ask: After you divide the numerator by to move to the next skill.
the denominator, what is the first thing COMMON ERRORS
you do? (Place the decimal point in the
quotient.) Why do you carry the quotient • Students may not understand how frac-
out to hundredths? (A quotient in hun- tions, decimals, and percents relate.
dredths can be written as a percent) What • Students may place the decimal point in
percent is equivalent to 0.60? (60%) the quotient incorrectly, or divide incor-
TRY THESE Exercises 1–4 model both rectly when finding an equivalent deci-
methods of writing fractions as percents. mal.
• Exercises 1–2 Find an equivalent • Students may use the wrong factor or
fraction. multiply incorrectly when finding an
equivalent fraction.
• Exercises 3–4 Divide the numerator by
the denominator. Students who made more than 2 errors in
the next page.

Optional
s
M in u t e
5
Use Models for Equivalent Fractions, Decimals,

and Percents
OBJECTIVE Make models to show equiva- MATERIALS grid paper, blank paper
lent fractions, decimals, and
percents
Prepare 10 by 10 squares with grid paper. Guide students to see 34 75 75
100. Recall that 100

Then divide blank squares of the same size means 75 per hundred. Then explain how a
into fourths, fifths, tenths, and twenty-fifths. fraction with a denominator of 100 can easi-
Begin the activity by explaining to the stu- ly be written as a decimal and as a percent.
dents that they can use models to find 3
4
100 0.75 75%
75

equivalent fractions, decimals, and percents.

Repeat the activity by finding the equivalent
Have students find the equivalent decimal decimal and percent for these fractions.
and percent for the fraction 34. Have them 1
20
100 0.20 20%
take a square showing fourths and shade 34. 5
Then have them divide the hundredths

7
10 70
100 0.70 70%
square into fourths. Suggest they compare 1
3
25
52
100 0.52 52%
both squares. Ask: Three-fourths of the
square you shaded is equal to how many
hundredths? (75 hundredths)
1 20
5 100
3 75 When students understand the concept of

4 100 using models to find equivalent fractions,
decimals, and percents, review how to find
them by multiplying both the numerator
and denominator by the same factor, or by
dividing the numerator by the denominator.

Name

Fractions, Decimals, Percents Skill 31
Percent means per hundred. Percent is a ratio of a number to 100. 25 out of 100 squares shaded

25% shaded
Write fractions as equivalent decimals and percents.
Model A Model B
Write 2ᎏ5ᎏ as a decimal and a percent. Write 1ᎏ2ᎏ55 as a decimal and a percent.
Step 1 Step 2 Divide the numerator by the denominator.
Find an equivalent decimal by Write the decimal for 40 • Write a decimal point followed by 2 zeros in
first writing an equivalent hundredths. Then write the dividend.
fraction with a denominator of 100. the decimal as a percent. • Then write a decimal point in the quotient.
Think: 40 • Write the decimal as a percent.
ᎏ = 0.40 1 5
What number times 5 equals 100? ᎏ100 ᎏᎏ = 15 ⫼ 25
25
Since 5 ⫻ 20 ⫽ 100, multiply the
0.60 0.60 = 60%
135
numerator and denominator by 20. 0.40 = 40% 25冄苶1
苶5
苶.0
苶0苶
2 ᎏ
ᎏᎏ ⫽ 2 ⫻ᎏ
20 ᎏ 0 Think: 60 hundredths means
⫽ 4ᎏ
5 5 ⫻ 20 100 0 ⫺150
Think: ᎏ
4ᎏ
means 40 per 100. ᎏᎏ 60 per 100.
100 0
Skill
Try These
Write the fraction as a decimal and a percent.
1 3 2 1
ᎏᎏ 3 4
ᎏᎏ ᎏ9ᎏ ᎏ3ᎏ 0.䊐䊐
4 5 10 25
3⫻䊐䊐 1⫻䊐䊐 0.䊐䊐 3 25冄苶3
苶苶苶
.䊐䊐
ᎏ3ᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ ᎏ1ᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ
4 4⫻䊐 100 5 5⫻䊐 100 9 ᎏᎏ ⫽
25
ᎏᎏ ⫽ 10冄9.
苶䊐苶苶
䊐
䊐䊐
10 ⫺ 䊐䊐
ᎏᎏ
3 䊐 1 䊐 ⫺䊐䊐䊐䊐
ᎏᎏ ⫽ ᎏᎏ ⫽
4
. ᎏᎏ ⫽ ᎏᎏ ⫽
5
. ᎏᎏᎏ
100 100 䊐 ⫺ 䊐䊐
⫽ % ⫽ % ᎏᎏᎏ
䊐
ᎏ9ᎏ ⫽
10
. ⫽ %
ᎏ3ᎏ ⫽
25
. ⫽ %

Name Skill

0.375
7 3 .0
8300

Write zeros after
↓
20 8
24 the decimal point.
7 75 35
60
20 20 5 100
56
7 35
0.35 35%

20 100 40
40

0
Think: What number times 20
equals 100? 0.375 37.5% ← Move decimal point
2 places to the right.
1 1 2 3 3
6
2 5 20
1

1 3
3

6 6

2 2 100 5 5 100 20 20 100
__.__ __
1 __.__ __
3 6 __.__ __
2 100 5 100 20 100
___% ___% ___%
4 2 2 5 2 6 5

40 3 8
22 2 5

40
0. 0.
8 0.
3
2
402.

2..
39 .
85

–

–

2 2

40
. % 2
. %
3
5

8
. %
7 4 8 2 1 9 1

5

25

8
. % . % . %
Check
Write the fraction as a decimal and as a percent.
10 11 33 12 11
5
10 50 25
. % . % . %

Skill 32 Compare Fractions,
Decimals, and Percents
Using Skill 32
s
M in u t e
5
OBJECTIVE Compare fractions, decimals
and percents
Have the students change all fractions and PRACTICE ON YOUR OWN Review the
percents to decimals before trying to examples at the top of the page.
compare.
Be sure students are converting to decimals
When comparing a fraction to a decimal before comparing.
direct students to the first box.
Ask: Which place do you look at first
3 when comparing decimals? (tenths)
Ask: What is the decimal equivalent of ?
(0.60) 5 CHECK Be sure that students can change
fractions and percents to decimals.
Remind students that they always start Determine that the students can differenti-
from the left and compare digits to the right ate between the and symbols. Success
until they are different. is indicated by 5 out of 6 correct responses.
Ask: What digits do you need to compare? Students who successfully complete the
(0 and 5) Which is larger? (5). Practice on Your Own and Check are ready
3 to move on to the next skill.
Ask: Which is larger or 0.65? (0.65)
5
COMMON ERRORS
Continue in a similar manner with the
other examples, reminding students to con- • Students may make an error when con-
vert all fractions and percents to decimals verting to decimals.
before comparing. • Students may choose the wrong number
TRY THESE In Exercises 1–3, students as the larger number if they do not have
determine which number is larger by the same number of decimal places.
converting the fractions and percents to (Ex: 0.375 and 0.42, thinking 375 is larger
decimals. They compare the numbers and than 42)
insert the appropriate symbol , or . Students who made more than 3 errors in
3 30 the Practice on Your Own, or who were not
• Exercise 1 , 0.30 successful in the Check section, may benefit
10 100
• Exercise 2 , 87% 0.87 the next page.
3 75
• Exercise 3 , 0.75
4 100
71% 0.71

Optional
s
M in u t e
5
Compare Fractions, Decimals, and Percents

OBJECTIVE Compare fractions, decimals, MATERIALS index cards with fractions,
and percents in a card game percents, and decimals writ-
ten on them
Have students select a partner. Give each set Note: Players may need a piece of paper and
of students 24 cards. Eight cards should pencil to do conversions.
have a fraction, eight should have a decimal
The game continues until one player is able
and the remaining eight should have a per-
to win all of the other players’ cards.
cent written on them.
The students will be comparing a variety of
The game will be played like the traditional
combinations of fractions, decimals and per-
“WAR” card game.
cents.
Students shuffle the cards and distribute
Have students switch sets of cards with
them evenly between players. Each player
another group to get new values and have
should have 12 cards stacked face down in
them play again.
front of them.
Each player, at the same time, turns the top
card of his or her pile over. The player with
the card with the largest value gets both
cards. If the values are equivalent, then each
player will place one card face down and
another card face up. The player with the
card with the largest value wins the “WAR.”

Name

Compare Fractions, Decimals, and Percents Skill 32

To compare numbers you must determine which number is greater. Change fractions and percents to decimals,
to make it easier to compare.
Compare a fraction and a decimal. Compare a decimal and a percent. Compare a fraction and a percent.
3 Compare 0.45 and 32%. 5
Compare ᎏᎏ and 0.65. Compare ᎏᎏ and 64%.
5 8
3 Change 32% to a decimal.
Change ᎏᎏ to a decimal. Change both the fraction and the
5 Compare the decimals.
percent to a decimal.
Compare 0.60 0.65. 0.45 0.32.
5
ᎏᎏ ⫽ 0.625 64% ⫽ 0.64
Compare the digits starting at Compare the digits in the farthest 8
the farthest place to the left, the place to the left, the tenths place. Compare the digits in the farthest
tenths place. Since 6 ⫽ 6, look to Since 4 is greater than 3,
139
place to the left, the tenths place.
the next place to the right, the 0.45 ⬎ 0.32. Since 6 ⫽ 6, look to the next
hundredths place. Since 0 is less 0.45 ⬎ 32% place to the right. Since 2 is less
than 5, 0.60 ⬍ 0.65. than 4, 0.625 ⬍ 0.64.
Skill
3 5
ᎏᎏ ⬍ 0.65 ᎏᎏ ⬍ 0.64
5 8
Try These
Compare. Use ⬍, ⬎, or ⫽.
1 3 2 3 3
ᎏᎏ 0.36 0.83 87% ᎏᎏ 71%
10 4
3 䊐 3 䊐
ᎏᎏ ⫽ ᎏᎏ ⫽ 0. 87% ⫽ 0. ᎏᎏ ⫽ ᎏᎏ ⫽ 0. 71%⫽ 0.
10 100 4 100

Name Skill

Think: Compare numbers written in the same form. Convert fractions and percents
to decimals, then compare.
12 9
Compare and 0.51. Compare 0.74 and 78%. Compare and 86%.
25 10
12 48 78% 0.78 9 90
0.48 0.90 86% 0.86
25 100 0.74 0.78, so 0.74 78% 10 100
12 9
0.48 0.51, so 0.51 0.90 0.86, so 86%
25 10
Compare. Use , , or .
1 4 2
77% 0.23 32%
5
4 32% 0.
0. 77% 0.
5 100
3 7 4 3
28% 0.625
25 5
0.
7
28% 0.
3
0.
25 100 5 100
Check
Compare. Use , , or .
5 9 6 7
45% 62% 0.266 13% 0.31
20
8 3 9 1 10 3
60% 0.57 72.5%
50 2 4

Skill 33 Understand Integers
Using Skill 33
s
M in u t e
5
OBJECTIVE Use integers to represent a
situation
Begin the lesson by reviewing the meaning TRY THESE In Exercises 1–3 students
of opposites. Generate a list of examples name integers.
such as hot/cold, up/down, on/off and so on.
• Exercise 1 Identify a positive integer;
Direct students’ attention to the first exam- name the integer
ple. Ask: What temperature separates the
• Exercises 2–3 Identify a negative inte-
positive temperatures from the negative
ger; name the integer
temperatures? (0°) The negative tempera-
tures are located in what direction from PRACTICE ON YOUR OWN Review the
0°? (down) How far from zero is negative example at the top of the page. Ask stu-
4°? (4 units) How far from zero is positive dents to identify other situations that can be
4°? (4 units) What can you say about oppo- represented by an integer and its opposite.
site temperatures on the thermometer? CHECK Make sure students can distin-
(They are each an equal distance from 0°, guish between situations represented by a
but in opposite directions.) positive integer and situations represented
Direct students’ attention to the number by a negative integer.
line that models football yardage. Guide Success is indicated by 3 out of 4 correct
students to recognize that 0 separates the responses.
positive yardage from the negative yardage.
Ask: Where is the positive yardage located Students who successfully complete the
on the number line? (right of 0) What inte- Practice on Your Own and Check are ready

ger represents a gain of 5 yards? ( 5) What to move to the next skill.

integer represents a loss of 3 yards? ( 3) COMMON ERRORS

Are 5 and 3 the same distance from zero?

(no) Are 5 and 3 opposite integers? (no) • Students may be unable to distinguish
between a positive and negative situation
Point out to students that opposite integers and thus may use the wrong sign to rep-
on a number line must represent the same resent a situation.
distance from zero in opposite directions.
• Students may move in the wrong direc-
Continue to ask similar questions as you tion from 0.
discuss the model of a checkbook register.
Help students realize that deposits and Students who made more than 3 errors in
withdrawals represent opposite situations the Practice on Your Own, or who were not
and can be represented with integers. successful in the Check section, may benefit
the next page.

Optional
s
M in u t e
5
Model Understanding Integers

OBJECTIVE Use opposite situations to MATERIALS index cards; flip chart
illustrate concept of integers
Prepare index cards with situations that can Read the situation described on the first
be represented by an integer. For example: index card. Ask a student to name the inte-
ger that describes the situation. (3) Ask
another student to locate the integer on the
number line. Then have the first student
A gain of describe the opposite situation. (a loss of 3
points) Have the second student find its
3 points
opposite on the number line. ( 3)
Some students may benefit from pointing to
On the flip chart draw the number line zero on the number line, and moving with
shown below. the direction arrows to locate the numbers.
Guide students to see that for every non-
positive
zero integer there is an opposite integer. Use
the number line on the flip chart to show
-10 -8 -6 -4 -2 0 2 4 6 8 10 that the integer and its opposite are an equal
distance from zero.
Remind students that zero does not have an
opposite.

Name

Understand Integers Skill 33

Integers include all positive and negative whole numbers and zero. Zero is neither positive nor negative.
You can use integers to represent a situation and its opposite.
Temperature Football Yardage Money

4 The integer 4 The integer Check # To - + Balance
The
represents 4 degrees +5 5 represents checkbook
2 -3 35
above zero. 27 a 5-yard gain. shows
0 The integer 4 The integer deposits and withdrawals.
–2 represents 4 degrees 3 represents 5 represents a $5 deposit.
–4
below zero. 4 and 4 a 3-yard loss. 5 represents a $5 withdrawal.
are opposite integers 5 and 5 are opposite integers.
because they are the The increase and decrease are the
143
same distance from zero, same amounts. The integer 0 has
but in opposite directions. neither the symbol nor the
symbol.
Skill
Try These
Name each integer.
1 20˚F above 0˚ 2 15 feet below sea level 3 loss of $12
This integer is: This integer is: This integer is:
Positive Negative Positive Negative Positive Negative
The integer is: The integer is: The integer is:


Name Skill

Integers can be used to show Write an integer for each situation.
opposite situations. A baby gains 3 pounds.
Sometimes positive integers gain of 3 pounds 3
↓
do not use the symbol.
Zero has neither a symbol The price drops 10 cents.
nor a symbol. drop of 10 cents 10
↓
Tell whether the integer is positive or negative.
1 2 3 4
temperature opposite of a loss of money submarine
above zero negative dive
positive
number
positive positive
negative
positive
negative negative
negative
Write the opposite of each integer.

5 12 6 125 7
4
8 25
9
17
10
0
11 45 12 33
Write a positive or negative integer to represent each situation.

13 14 15 16
110 ft below $35 prize- 12 floors 40 lb weight
sea level money above the loss
lobby
17 18 19 20
$10 allowance 6 point score $5 debt 13 votes
Check
Write a positive or negative integer to represent each situation.
21 22 23 24
9 point $36 loss 2-foot drop 6 floors
gain below

Skill 34 Whole Number Operations
Using Skill 34
s
M in u t e
5
OBJECTIVE Add, subtract, multiply, and
divide whole numbers
Begin by reviewing with students the • Exercise 3 Multiplication with 2-digit

term that describes the answer for each factors
operation:
• Exercise 4 Division with a 2-digit
addition sum divisor
subtraction difference PRACTICE ON YOUR OWN For each
example at the top of the page, have stu-
multiplication product
dents explain the step-by-step process used
division quotient to find the answer. Each row of exercises in
Direct students’ attention to the addition the Practice on Your Own section focuses
example. Ask: Why do you regroup when on one of the whole-number operations.
adding the ones? (There are more than 9 CHECK Determine if students can use
ones.) Say: There are 12 ones, so regroup regrouping and basic facts to add, subtract,
10 of those ones as 1 ten. multiply, and divide. Success is indicated
Continue to focus on regrouping in the sub- by 4 out of 4 correct responses.
traction example. Ask: Can you subtract Students who successfully complete the
the ones without regrouping? (No; 6 2.) Practice on Your Own and Check are ready
What do you do? (Regroup 1 ten as 10 to move to the next skill.
ones.)
COMMON ERRORS
For the multiplication example, ask: After
• When subtracting, students may subtract
multiplying 42 by 4, why do you multiply
the top digit from the bottom digit
42 by 50? (The digit 5 is in the tens place
instead of regrouping.
and represents 5 tens or 50.)
• When multiplying by tens, students may
As you work through the division example,
not use 0 as a placeholder, causing them
ask: Why do you place the 7 in the ones
to align the partial products incorrectly.
place of the quotient? (The estimate for the
quotient is less than 10.) Students who made more than 1 error in
each operation in the Practice on Your
TRY THESE
Own, or who were not successful in the
Exercises provide practice with whole-
Check section, may benefit from the
number operations.
Alternative Teaching Strategy on the next
• Exercise 1 Addition with regrouping page.
• Exercise 2 Subtraction with regrouping

Optional
s
M in u t e
5
Model Addition, Subtraction,

Multiplication, and Division
OBJECTIVE Use models to show addition, MATERIALS base-ten block models,

subtraction, multiplication, place-value grids
and division
As students model each operation, ask ques- 10 2. The first step is to multiply 14 by 2.
tions that guide students through the think- Then, they multiply 14 by 10.
ing process.
14
Have them record each exercise in a place- 12 Think: 10 2
value grid to reinforce the value of each
2 14
28
digit. 140 10 14

For addition, emphasize the regrouping 168
step. Model 158 126.
Monitor students as they work to make sure
that they record the digits of each partial
product in the correct place.
Use models to divide 118 5.
118
Do you need to regroup ones? (Yes) Why?

(There are more than 9 ones; 8 6 14.)
How do you regroup the ones? (Regroup 10 10 tens 18 ones
ones as 1 ten. 14 1 ten and 4 ones.)
Add the tens and hundreds. What is the
sum? (284)
Subtract: 433 128. Be aware that some stu-
dents may subtract the top digit from the
bottom digit instead of regrouping. Ask
questions similar to those for addition as Suggest that one way to model 118 5 is to
students model the regrouping step. (305) regroup the 1 hundred as 10 tens and
regroup the 1 ten as 10 ones. Thus students
divide both 10 tens (100) and 18 ones (1 ten
and 8 ones) into 5 equal groups. The results
will be 5 equal groups of 2 tens and 3 ones,
with 3 ones remaining. (23 r 3)
Multiply: 12 14. Explain to students that
they are modeling 12 groups of 14. As stu- As students show understanding have them
dents record the multiplication by a 2-digit work without models and use greater
number, remind them to think of 12 as numbers.

Name

Whole Number Operations Skill 34

Find the sum. Find the difference. Find the product. Find the quotient.
235 ⫹ 47 382 ⫺ 56 42 ⫻ 54 363 ⫼ 48
1 712 42 7 r 27
Think: Think: Think:
235 382
7 ones ⫹ 5 ones = 6⬎2
⫻54
ᎏ 4 ⫻ 42 48冄苶3
苶6
苶3
苶 Estimate the quotient.
⫹ 47 ⫺56
ᎏᎏ ᎏᎏ 168 50 ⫻ 42 ⫺336 7
282 12 ones 326 Regroup 1 ten as 10 ones. ᎏᎏ
1 ten ⫹ 2 ones ⫽ 12 ones 2,100 Add the partial products. 27 basic fact: 5冄3
苶5苶
ᎏᎏ
Regroup 10 ones as 1 Subtract: 12 ⫺ 6 2,268
compatible numbers:
ten. 50 and 350
147
Skill
Try These
1 Find the sum. 2 Find the difference. 3 Find the product. 4 Find the quotient.
418 ⫹ 37 375 ⫺ 126 93 ⫻ 72
䊐䊐䊐
4 1 8 3冫7冫5 9 3 䊐r䊐䊐
⫹ 3 7 ⫺1 2 6 ⫻ 7 2 5 8 冄苶4
苶苶9
苶苶8
苶
ᎏᎏᎏᎏ ᎏᎏᎏᎏ ᎏᎏᎏ
䊐䊐䊐 ⫺䊐䊐䊐
䊐䊐䊐䊐䊐䊐 ᎏᎏᎏ
䊐,䊐䊐䊐䊐䊐
ᎏᎏᎏᎏ
䊐,䊐䊐䊐

Name Skill

Find the difference. Find the product. Estimate the quotient
Think: and then divide.
Do you need to 310 Look for a basic fact.
regroup? 62
2 310 48 6 8 8r6
400 620
and 6
5742

52 18,600 60 310
456
348 19,220 480 60 8
6

1
2 3 4 164
4 8 2 6 5 427
2 7 4 8 139 24
87

5 6 7 8

7 3
43 8 613 800
4 5 6 9 125 247

9 10 11 12
7 2 1 2 8 409 684
4 5 3 6 87 20

14
r
13 15 16

231 3
34
81 9 4 ,5
481 8
4
7
72,22

Check
17 18 19 20
357 835 207 7
535

64 96 35


Skill 35 Use Repeated Multiplication
Using Skill 35
s
M in u t e
5
OBJECTIVE Understand repeated
multiplication
Begin by recalling that numbers that are TRY THESE Exercises 1–4 provide practice
multiplied are called factors; the result is with repeated multiplication.
the product.
• Exercise 1 Factor is used twice.
Direct students’ attention to the multiplica-
• Exercise 2 Factor is used three times.
tion at the top of the page. Have students
identify the factor, 3. • Exercise 3 Factor is used four times.
Ask: How many times is 3 used as a • Exercise 4 Factor is used five times.
factor? (4 times) PRACTICE ON YOUR OWN Review the
Tell students that repeated multiplication example at the top of the page. Have a stu-
means the same factor is multiplied. dent explain the procedure they would use
to multiply the four factors.
Focus on the steps that show how to multi-
ply. Ask: What do you multiply first? (the CHECK Determine if students account for
first two factors, 3 3) Then what do you all the factors when multiplying. Success is
do? (Multiply the result, 9, and the next fac- indicated by 3 out of 3 correct responses.
tor, 3.) Then what? (Multiply that result, 27, Students who successfully complete the
and the next factor, 3.) Practice on Your Own and Check are ready
What is the final product? (81) to move to the next skill.
How do you know when you can stop COMMON ERRORS
multiplying? (You stop when there are no • Students may multiply too many or too
more factors left to multiply.) few factors.
Suggest to students that they use arrows or • Students may understand the multiplica-
cross out factors as a way of keeping track tion process but may not know basic
of the factors as they multiply. multiplication facts.
the next page.

Optional
s
M in u t e
2
0
Model Repeated Multiplication

OBJECTIVE Use counters to model MATERIALS counters or cubes
repeated multiplication
Review with students the meaning of the

words factor and product by writing this on
the board.
2x2
factors product
224 4x2
Ask: What are factors? (numbers that are

multiplied)
In this expression, what is the factor that is
repeated? (2)
8x2
How many times is it used as a factor? (2
times)
Then display the following expression:
2 2 2 2 2. Use counters to model
the repeated multiplication.
Show 2 rows of 2 counters. Have students
count 4 counters.
Write 2 2 4.
Then show 4 rows of 2 counters. Have stu-
dents count 8 counters. Then have students 16 x 2 = 32
use counters to model the
Write 4 2 8.
repeated multiplication for the
Next show 8 rows of 2 counters. Have stu- following expression: 4 4 4 4.
dents count 16 counters.
Have them write the multiplication for each
Write 8 2 16. of the steps:
Finally, show 16 rows of 2 counters. Have 4444
students count 32 counters.
Write 16 2 32. 16 4
Ask: How many times is 2 used as a factor?
(5 times) 64 4
256
When students are able to multiply without
counters, have them complete exercises with
pencil and paper.

Name

Use Repeated Multiplication Skill 35

Find 3 3 3 3.
Multiply the first two factors. Multiply the result by the third Multiply the next result by the
3333 factor. fourth factor.
↓ 3333 3333
9 ↓ ↓ ↓ ↓
93 27 3
↓ ↓
27 81
151
So, 3 3 3 3 81.
Skill
Try These
Find the product.
1 22 2 222 3 2222 4 22222
↓ ↓ ↓
4 2 2
2 2
2

Name Skill

Think: Multiply the first two factors.
4444
Then multiply the result by the next
↓ ↓
factor. 16 4
Now multiply that result by the next ↓
factor. Keep multiplying until there 64 4
are no more factors to multiply. ↓
256
Find the product.
1 2 3
444 5555 33333
↓ ↓ ↓ ↓
4 ↓ ↓
5 3
↓ ↓
↓
5 3
↓ ↓
3
↓
4 5 6
10 10 10 10 999 666
↓ ↓ ↓ ↓ ↓ ↓
10 9 6
↓ ↓ ↓
10
↓
7 8 9
555 777 44444
10 11 12
888 9999 11 11 11
Check
Find the product.
13 14 15
8888 10 10 10 222222

Skill 36 Multiplication Facts
Using Skill 36 MATERIALS multiplication table
s
M in u t e
5
OBJECTIVE Use strategies to recall
multiplication facts
Begin the lesson by reminding students PRACTICE ON YOUR OWN Focus on the
that, just as they can use strategies to help examples at the top of the page. Be sure
them recall addition facts, they can use students understand when the various
strategies to help recall multiplication facts. strategies can be helpful. Ask:
Direct students’ attention to the skill. Be If you know 5 5, why add 5 when multi-
sure they are familiar with the words used plying 6 5? (There is 1 more group of 5.)
in multiplication. Ask: What do you call Finally, review the patterns for products of
the numbers you multiply? (factors) What 9, 10, 11, and 12.
do you call the result? (product) CHECK Make sure students understand
Focus on each strategy. For Use Facts You that multiple strategies are possible and
Know, ask: Why do you add 7 in 7 6 that there is no one correct strategy.
35 7? (There is 1 more group of 7 in 7 6 Success is indicated by 6 out of 8 correct
than in 7 5, so we add 7.) responses. Students who successfully com-
For Use Patterns, assist students in using plete the Practice on Your Own and Check
the table, showing them how to very care- are ready to move to the next skill.
fully read across and down the rows. Help COMMON ERRORS
them identify patterns for 10 1 to 10 9
and 11 1 to 11 9. • When using facts they know, students
may forget what to add. For example,
TRY THESE Exercises 1–3 model using when using 8 5 to find 9 5, they
strategies. need to think 40 5 45.
• Exercise 1 Use facts you know and add Students who made more than 3 errors in
to get “next” fact the Practice on Your Own or were not suc-
• Exercise 2 Use patterns of 10 to cessful in the Check section, may benefit
multiply from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
5
Arrays for Multiplication Facts

OBJECTIVE Use arrays to model strategies MATERIALS tiles, chart of multiplication
for recalling multiplication facts
facts
Have students use tiles to model a strategy Have students use a multiplication table to
for recalling multiplication facts. find patterns.
Have students use tiles to model a fact they What patterns can be found in the table?
know. Then have them lay out addition For facts of 2, the ones digits repeat: 0, 2, 4,
tiles to show the "next fact." For example: 6, 8, …
4 3 12. Then, add 4 tiles to make 16, so,
What other patterns can be found?
4 4 16.
Repeat with several different facts.

Name

Multiplication Facts Skill 36
Use strategies to recall multiplication facts.

Use Facts You Know Use Patterns
Use a fact you already know to If you use a multiplication table,
find a fact you do not know. you can look for patterns in
products.
If you know: 3 8 24 Multiply by 9, 10, 11, 12
Then you also know: 8 3 24 Facts for 9 1 to 9 10: Ones
digits decrease by 1. Tens digits
If you know: 7 5 35 increase by 1. The sum of the
Then you can find: 76䊐 digits in the product is 9.
Think: 7 6 is (7 5) 7, or 35 7, Facts for 12 0 to 12 9: Ones
155
or 42. digits repeat: 0, 2, 4, 6, 8, ...
So, 7 6 42. What other patterns can you find?
Skill
Try These
Use strategies to multiply.
1 2
Use facts you know. Use patterns.
28 So, 8 2 10 1 10 2
38 So, 3 9 10 3 10 4
10 5 10 6

Name Skill

Use Facts You Know Use Patterns
65 Look for patterns to help you
If you know: remember multiplication facts.
5 5 25 For products of 9 and 1 through 9,
Then think: the digits of all multiples of 9 add up
6 5 (5 5) 5, or 30
to 9.
So, 6 5 30. Products of 10 end in 0.
For products of 11 and 1 through 9,
you see the same digit in the tens
and ones place.
Products of 12 end in 0, 2, 4, 6, or 8.
Use facts you know.
1 2 3
48 58 68
So, 4 9 So, 5 9 So, 6 9
4 5 6
35 25 43
So, 3 6 So, 2 6 So, 4 4
Use patterns.
7 8 9
10 5 10 6 11 3 11 4 12 4 12 5
10 7 10 8 11 5 11 6 12 6 12 7
Multiply.
10 11 12 13
87 10 9 9 11 12 8
Check
Multiply.
14 15 16 17
47 66 10 3 11 7
18 19 20 21
10 5 79 5 11 12 11

Skill 37 Multiply and Divide by
Powers of 10
Using Skill 37
s
M in u t e
2
0
OBJECTIVE Multiply and divide by
powers of 10
Direct student attention to Example A. PRACTICE ON YOUR OWN Review the

summary at the top of the page.
Ask: Where is the decimal point? (At the
end of the 3; it is understood to be at the Ask students to explain how they know
end of the number and does not have to be how many places to move the decimal
written.) point. (The same number of places as the
number of zeros.)
What is the pattern? (Move the decimal
point the same number of places as the CHECK Determine if students know how
number of zeros.) to multiply or divide by a power of 10.
Direct students to look at Example B.
responses when multiplying and 3 out of 3
Ask: What is the pattern? (Move the deci- correct when dividing.
mal point the same number of places as the
number of zeros.)
How do you know what direction to move to move to the next skill.
the decimal point? (When you multiply the
COMMON ERRORS
number gets larger; move the decimal to
the right. When you divide the number gets • The students will have the incorrect
smaller; move the decimal to the left.) number of zeros in the product.
TRY THESE In Exercises 1–2 students find • The students will forget to add zeros as
the product and quotient. placeholders when dividing.
• Exercise 1 70, 700, 7,000, 70,000 Students who made more than 3 errors in
• Exercise 2 9.2, 0.92, 0.092, 0.0092
the next page.

Optional
s
M in u t e
2
0
Multiply and Divide by Powers of 10

OBJECTIVE Multiply or divide by a power MATERIAL number cards 0–9, with six
of 10 cards for 0
You may wish to have students work in When students show an understanding of
pairs. Partners take turns placing the num- multiplying by powers of 10, switch to
ber cards on the table. dividing by powers of ten.
Distribute a set of number cards to each pair Have students select any card and place it
of students. on the table. Have them divide by a power
of 10, i.e. 100.
Have students select any card and place it
on the table. Have them multiply by a Ask: How many places should you move
power of 10, i.e. 100. the decimal point? (2)
Ask: How many places should you move
In which direction will you move the deci-
the decimal point? (2)
mal point? (left)
How many zeros are there? (2)
Have students place their finger at the end
In which direction will you move the deci- of the number and move 2 places left. If they
mal point? (right) need to add zeros for placeholders remind
them to do so.
Have students add two zeros to the end of
the number. Repeat the activity several times as the part-
ners choose other cards and divide by differ-
Repeat the activity several times as partners
ent powers of 10.
choose other cards and multiply by different
powers of 10. Ask questions similar to those asked before.
Ask questions similar to those asked before.

Name

Multiply and Divide by Powers of 10 Skill 37

Use a pattern to multiply or divide by a power of 10.
Example A: Example B:
Multiply by powers of 10. Divide by powers of 10.
3 ⫻ 10 ⫽ 30 Multiply by 10. Decimal point 54 ⫼ 10 ⫽ 5.4 Divide by 10. Decimal point
moves 1 place to the right. moves 1 place to the left.
3 ⫻ 100 ⫽ 300 Multiply by 100. Decimal point 54 ⫼ 100 ⫽ 0.54 Divide by 100. Decimal point
moves 2 places to the right. moves 2 places to the left.
3 ⫻ 1,000 ⫽ 3,000 Multiply by 1,000. Decimal point 54 ⫼ 1,000 ⫽ 0.054 Divide by 1,000. Decimal point
moves 3 places to the right. moves 3 places to the left.
159
3 ⫻ 10,000 ⫽ 30,000 Multiply by 10,000. Decimal 54 ⫼ 10,000 ⫽ 0.0054 Divide by 10,000. Decimal
point moves 4 places to the point moves 4 places to the
Skill
right. left.
Try These
Find the product. Find the quotient.
1 2
7 ⫻ 10 ⫽ 92 ⫼ 10 ⫽
7 ⫻ 100 ⫽ 92 ⫼ 100 ⫽
7 ⫻ 1,000 ⫽ 92 ⫼ 1,000 ⫽
7 ⫻ 10,000 ⫽ 92 ⫼ 10,000 ⫽

Name Skill

Use a pattern to multiply or divide by a power of 10.
Ask yourself: Am I multiplying or dividing?
If you are multiplying move the decimal to the right.
If you are dividing move the decimal to the left.
Find the product.
1 2 3
5 10 12 10 152 10
5 100 12 100 152 100
5 1,000 12 1,000 152 1,000
Find the quotient.
4 5 6
3 10 24 10 574 10
3 100 24 100 574 1,000
3 1,000 24 1,000 574 10,000
Find the product or quotient. Tell how many places you move
the decimal point and in which direction.
7 8 9
17 10,000 17 10,000 7 100
move place(s) move place(s) move place(s)
left or right left or right left or right
10 11 12
68 1,000 9 10 118 100
move place(s) move place(s) move place(s)
left or right left or right left or right
Find the product or quotient.
13 14 15
98 1,000 34 10,000 124 100
Check
Find the product or quotient.
16 17 18
28 1,000 25 100 136 10
19 20 21
18 1,000 197 100 14 100

Skill 38 Division Facts
Using Skill 38
s
M in u t e
2
0
OBJECTIVE Use multiplication facts to MATERIALS multiplication table
find quotients for division
facts
Begin by having students examine the mul- PRACTICE ON YOUR OWN Review the
tiplication table. Review with them how to examples at the top of the page. Ask stu-
use the table to find products. dents to explain how division and multipli-
cation are related. Reconfirm that division
Direct students’ attention to the first exam-
is the inverse, or opposite, of multiplication.
ple. Ask: What does 63 7 mean? (63
objects are separated into 7 equal groups.) CHECK Determine if students can recall
If you made 3 groups of 7, how could you multiplication facts to help them divide.
find the total number of objects? (Multiply Success is indicated by 4 out of 4 correct
3 by 7.) responses.
Explain to students that multiplication is Students who successfully complete the
the inverse of division. Practice on Your Own and Check are ready
What number times 7 equals 63? (9) to move to the next skill.
Use the multiplication table to show how to COMMON ERRORS

find 63 7 9. • Students may use the wrong multiplica-
TRY THESE Exercises provide students tion fact.
with practice recalling quotients for divi- • Students may give the wrong factor.
sion facts.
• Exercises 1–4 Provide prompts for the Practice on Your Own, or who were not
students to find missing successful in the Check section, may benefit
factors and quotients. from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
2
0
Model Division
OBJECTIVE Use counters to model the MATERIAL counters
relationship between division
and multiplication
Have students work with a partner. One Ask: How many counters are there in each
student models division sentences with group now? (4)
counters while the other student records
Have students look at their groups of coun-
the results.
ters. Ask: What multiplication sentence
Distribute the counters. describes how these 12 counters are
grouped? (3 4 and 4 3)
Ask: How could you use the counters to
model the division sentence 12 3? Repeat this activity with similar division
(Separate 12 counters into 3 equal groups.) sentences that use basic facts, such as 9 3
or 18 6. When students start to see the
Direct students to separate the 12 counters
connection between division and multiplica-
into 3 equal groups. You might even have
tion, remove the counters and have them try
1 student “deal” 12 counters to 3 other
some exercises using only paper and pencil.
students.

Name

Division Facts Skill 38
Division is the opposite or inverse of multiplication. Use this idea to help recall division facts.

63 ⫼ 7 ⫽ 䊐 Since multiplication is the x 0 1 2 3 4 5 6 7 8 9 10 11 12
Think of a related inverse of division, you can use 0 0 0 0 0 0 0 0 0 0 0 0 0 0
multiplication fact a multiplication table to find 1 0 1 2 3 4 5 6 7 8 9 10 11 12
2 0 2 4 6 8 10 12 14 16 18 20 22 24
to find the quotient. quotients for division facts.
3 0 3 6 9 12 15 18 21 24 27 30 33 36
To find 108 ⫼ 12:
Think: 7 times 4 0 4 8 12 16 20 24 28 32 36 40 44 48
1. Look down the factor column.
what number is 5 0 5 10 15 20 25 30 35 40 45 50 55 60
63? Find 12.
6 0 6 12 18 24 30 36 42 48 54 60 66 72
2. Then look across the 12-row.
7 0 7 14 21 28 35 42 49 56 63 70 77 84
Find 108.
63 ⫼ 7 ⫽ 䊐 8 0 8 16 24 32 40 48 56 64 72 80 88 96
3. Trace up from 108. Find the
163
9 0 9 18 27 36 45 54 63 72 81 90 99 108
7 ⫻ 9 ⫽ 63 factor in the factor-row at the 10 0 10 20 30 40 50 60 70 80 90 100 110 120
So, 63 ⫼ 7 ⫽ 9. top. It is 9. 11 0 11 22 33 44 55 66 77 88 99 110 121 132
So, 12 ⫻ 9 ⫽ 108 and 108 ⫼ 12 ⫽ 9. 12 0 12 24 36 48 60 72 84 96 108 120 132 144
Skill
Try These
Use multiplication to divide.
1 2 3 4
48 ⫼ 6 ⫽ 81 ⫼ 9 ⫽ 55 ⫼ 5 ⫽ 84 ⫼ 12 ⫽
Think: 6 ⫻ is 48. Think: 9 ⫻ is 81. Think: 5 ⫻ is 55. Think: 12 ⫻ is 84.
So, 48 ⫼ 6 ⫽ . So, 81 ⫼ 9 ⫽ . So, 55 ⫼ 5 ⫽ . So, 84 ⫼ 12 ⫽ .

Name Skill

Find: 27 3 Find: 48 6
Use the multiplication table.
Think: 3 times what • Look across the top
number is 27? x 0 1 2 3 4 5 6
row to 6. 0 0 0 0 0 0 0 0
• Then look down to 48. 1 0 1 2 3 4 5 6
3 9 27
• Trace back from 48 2 0 2 4 6 8 10 12
So, 27 3 9. 3 0 3 6 9 12 15 18
to find the factor at
the far left. It is 8. 4 0 4 8 12 16 20 24
5 0 5 10 15 20 25 30
So, 6 8 48 6 0 6 12 18 24 30 36
and 48 6 8. 7 0 7 14 21 28 35 42
8 0 8 16 24 32 40 48
Use multiplication to divide.

1 2 3 4
Think: Think: Think: Think:
74 97 4 10 12 4
So, 28 7 So, 63 9 So, 40 4 So, 48 12
5 6 7 8
56 77 3 12 9 10
So, 30 5 . So, 49 7 . So, 36 3 . So, 90 9 .

Divide.
9 10 11 12
56 8 33 3 42 7 54 9
13 14 15 16
32 8 28 7 44 4 84 7
17 18 19 20
36 9 24 3 81 9 56 7
21 22 23 24
49 7 108 12 72 12 48 12
Check
Divide.
25 26 27 28
35 5 22 11 99 9 60 12

Skill 39 Remainders
Using Skill 39
s
M in u t e
5
OBJECTIVE Express a remainder as a
whole number, fraction, or
decimal
You may wish to start by reviewing simple TRY THESE Exercises 1–3 model the three
division with no remainders. Then tell stu- different ways to write the remainder.
dents that the examples show division with
• Exercise 1 Write remainder as a whole
a remainder written in 3 ways—as a whole
number.
number, a fraction, or a decimal.
• Exercise 2 Write remainder as a fraction.
Direct students’ attention to the first divi-
sion. Point out that the remainder is shown • Exercise 3 Write remainder as a decimal.
as a whole number. Ask: How is the PRACTICE ON YOUR OWN Review the
remainder written in the quotient? (r 7) example at the top of the page. Explain how
Draw attention to the second division. to write zeros in order to express a remain-
Point out that the remainder is shown as a der as a decimal.
fraction. Say: To write the remainder as a CHECK Make sure students can correctly
fraction, use the remainder as the numera- write the remainder in 3 different forms.
tor and the divisor as the denominator.
Ask: What number will be the numerator? Success is indicated by 3 out of 3 correct
(7) What number will be the denominator? responses.
(14) Can 174 be written in simpler form? Students who successfully complete the
(yes) What is the simplest form of 174? (12) Practice on Your Own and Check are ready
Say: The remainder is written as 12. to move to the next skill.
Draw attention to the third division. Point COMMON ERRORS
out that the remainder is written as a deci-
mal. Locate the decimal point in the quo- • Students may not write enough zeros to
tient and in the dividend. find a decimal remainder.
Ask: How many zeros are written after the • Students may confuse the numerator and
decimal point in the dividend? (1) denominator when writing the remain-
Work through the division to show that you der as a fraction.
stop writing zeros in the dividend when the
remainder is 0. • Students may multiply and subtract
incorrectly.
Say: What is the quotient? (12.5)
How is the remainder written? (as 0.5)
each row of Exercises 1–9 of Practice on
Your Own, or who were not successful in
the Check section, may benefit from the
Alternative Teaching Strategy on the next
page.

Optional
s
M in u t e
5
Model Remainders
OBJECTIVE Express a remainder as a MATERIALS counters, paper, pencil
whole number, a fraction, or a
decimal
Provide students with an odd number of Point out to students that there are 3 differ-
counters, for example, 7. Direct students to ent ways to express the remainder. Have the
divide the counters into two equal groups. students record the division on their paper,
Have students write the division sentence showing the remainder in three different
on their paper. ways.
Have students verbalize the result. That is, As a whole number
there are 2 equal groups with 1 counter left
r1 The letter r stands for remainder.
over, or 1 remainder.
As a fraction
1 remainder

2 divisor
Help students recognize that the remainder
is the numerator, and the divisor is the
denominator.
As a decimal
3.5
2 7.0

6

1.0
1.0

00
Continue with other examples.
10 4 11 5 17 2
(2r2 (2r1, (8r1,
2.5; 212) 2.2; 215) 8.5; 812)

Name

Remainders Skill 39

You can express a remainder as a whole number, fraction, or decimal.
Find 175 ÷ 14 = . Show three ways to write the remainder.
Write the remainder as a whole Write the remainder as a fraction. Write the remainder as a decimal.
number.
121ᎏᎏ Write the 12.5
Write a decimal
2 point in the divi-
12 r 7 14冄苶1
苶7
苶5苶 remainder over 14冄苶1
苶7
苶5
苶.0
苶
↓
Divisor 14冄苶1
苶7
苶5苶 –14 the divisor: ᎏ17ᎏ4 –14
dend and the
– 14 ᎏ ᎏ quotient. Write
ᎏ 35 Simplify the 35
35 – 28 – 28
enough zeros to
– 28 ᎏ fraction: ᎏ divide until the
ᎏᎏ 7 70
↓
Remainder 7 ᎏ7ᎏ = 1
ᎏᎏ remainder equals
14 2 – 70
ᎏ zero.
0
167
So, 175 ⫼ 14 ⫽ 12 r 7. ᎏᎏ
So, 175 ⫼ 14 ⫽ 121
2 So, 175 ⫼ 14 ⫽ 12.5
Skill
Try These
1 Divide. Write the remainder as a 2 Divide. Write the remainder as 3 Divide. Write the remainder as a
whole number. a fraction. decimal.

r ᎏᎏ .
4冄2
苶苶6 12冄1
苶苶 0
5苶 12冄2
苶苶 7 .
6苶
– ⫺ ⫺
ᎏᎏ ᎏᎏ ᎏᎏ

⫺ ⫺
ᎏᎏ ᎏᎏ

⫺
ᎏᎏ

⫺
ᎏᎏ Go to the next side.

Name Skill

You can write a remainder as a: Find 54 8 . Write the remainder as a decimal.
• whole number
6.75
• fraction 4
85.0
0
• decimal 48 Remember:
• Write a decimal
60 point in the quotient.
5 6 • Write enough zeros to divide until

40 the remainder equals zero.
40

0
Divide. Write the remainder as a whole number.

r r
1 r 2 3

111 9
0 ,9
161 4
1

54 7

Divide. Write the remainder as a fraction.

4 5 6

43 4
164 0
4 ,2
3719
9

Divide. Write the remainder as a decimal.

. . .
7 8 9

42 7
.
157 8
3. ,4
365 9
0.

Check
Show your work on a separate piece of paper.

10 Divide. Write the 11 Divide. Write the 12 Divide. Write the
remainder as a remainder as a remainder as a
whole number. fraction. decimal.
7
67 8
1214
6
1839

Skill 40 Decimal Operations
Using Skill 40
s
M in u t e
2
0
OBJECTIVE Perform operations with
decimals
Have students look at the four different PRACTICE ON YOUR OWN Review the
examples. examples at the top of the page.
Ask: What is important to remember when CHECK Determine if students know how
adding or subtracting decimals? (Align the to perform operations with decimals.
decimal points.) Success is indicated by 5 out of 6 correct
responses.
Ask: When multiplying decimals, how do
you determine where the decimal point Students who successfully complete the
goes in the product? (Count the total num- Practice on Your Own and Check are ready
ber of decimal places in the factors and then to move to the next skill.
move the decimal point that many positions
COMMON ERRORS
to the left in the product.)
• Misalignment of decimal points.
What do you have to remember to do
Encourage students to use lined paper or
when dividing a decimal by a decimal?
graph paper to keep decimal aligned.
(Change the divisor to a whole number by
moving the decimal point in the dividend • Mistaking place values. When adding or
and divisor.) subtracting numbers with a different
number of place values (0.6 4.56),
TRY THESE In Exercises 1–4 students add,
encourage students to add zeros or use a
subtract, multiply and divide using
place value chart to align the places cor-
decimals.
rectly.
• Exercise 1 71.62
• Misplaced decimal point in the product.
• Exercise 2 20.7 Have students count the number of deci-
mal points in each factor and then place
• Exercise 3 5.076
the decimal point in the product.
• Exercise 4 9.4
• Missing the decimal point in the quo-
tient. Have students immediately place
the decimal point in the quotient.
the next page.

Optional
s
M in u t e
2
0
Perform Operations with Decimals

OBJECTIVE Perform operations with MATERIALS index cards with problems
decimals written on them
If students are having difficulty with For A, students should realize the need to
adding, subtracting, multiplying, or divid- rewrite the problem and align the decimal
ing decimals, you may need to provide four points. They should recognize the value of
separate instructional periods to review each adding a zero to 17.26 so that both numbers
skill. have the same number of decimal places.
Students might recognize that the processes For B, students should realize the need to
for adding and subtracting decimals are sim- rewrite the problem and align the decimal
ilar but that different procedures are needed points. Students should recognize the value
to multiply and divide decimals. of adding a zero to 23.54 so that each num-
ber has the same number of decimal places.
To help develop number sense, prepare a set
You might ask students if regrouping will be
of cards with exercises similar to these:
necessary when they subtract.
A.
For C, students should recognize the need to
17.26 18.543
rewrite the problem vertically. Students
B. should recognize that multiplying decimals
23.54 9.547 is very similar to multiplying whole num-
C. bers. Ask students how many decimal places
9.82 2.14 the answer will have (4).
D. For D, students should recognize the need to

8.85 3.54 rewrite the problem. They should know it is
necessary to move the decimal point two
Without computing, have students identify places in both the dividend and divisor.
either orally or in writing, what is necessary
to carry out each operation.

Name

Decimal Operations Skill 40

Adding Decimals Subtracting Decimals Multiplying Decimals Dividing Decimals
Find 8.93 ⫹ 2.46. Find 34.5 ⫺ 17.32. Find 3.24 ⫻ 0.3. Find 1.75 ⫼ 3.5.
Rewrite the problem so Rewrite the problem so Rewrite the problem. Rewrite the problem.
the decimal points are the decimal points are Determine the number of 3.5冄1
苶.7
苶5苶 Change the divisor to
aligned. aligned. decimal places in the product. a whole number and move the
3.24 → 2 decimal places decimal point in the dividend.
8.93 34.5
⫺17.32 ⫻ 0.3 → ⫹1 decimal place 3.5冄1苶.7
苶5苶
⫹2.46 add
哬哬
11.39 0.972 → 3 decimal places

34.50 If necessary, add 0.5 Divided as you
⫺17.32 zeros as 35冄1
苶7苶.5
苶 would for whole
171
17.18 placeholders and 175 numbers.
regroup when 0
subtracting.
Skill
Try These
Solve.
1 2 3 4
17.23 ⫹ 54.39 45.6 ⫺ 24.9 4.23 ⫻ 1.2 6.11 ⫼ 0.65
17.23 45.6 4.23 → decimal places 0.65冄6
苶.1
苶1
苶 Move the
⫹54.39 Align decimals. ⫺24.9 Align decimals. decimal point.
ᎏᎏᎏ ᎏᎏ ⫻ 1.2 → ⫹ decimal place
→ decimal places

Name Skill

Think: To add and subtract decimals, align the
decimal points.
Think: When multiplying decimals, determine the

number of place values the product will have.
Think: When dividing decimals, remember to move

the decimal point so you are dividing by a whole
number.
Solve.
1 2
74.25 21.38 2.17 0.4 3
7.77 2.1
74.25 2.17 → decimal place
align .7
2.17 7
move decimal
21.38 0.4 → decimal place
→ decimal places
Solve.
4 5 6
9.73 3.688 80.2 4.57 6.45 1.2
7 8 9
3.69 0.4 6.1 3.7 0.5 0.85
Check
Solve.
10 11 12
23.81 5.4 11.52 3.2 37.4 8.01
13 14 15
9.71 3.226 0.75 4.1 9.51 0.7

Skill 41 Multiply Decimals by
Powers of 10
Using Skill 41
s
M in u t e
5
OBJECTIVE Use a pattern to multiply a
decimal by 10, 100, or 1,000
Begin by explaining to students that they • Exercise 1 Multiply tenths by 10, 100,
can use a pattern that will help them multi- 1,000
ply decimals by 10, 100, and 1,000.
• Exercise 2 Multiply hundredths by 10,
Direct students’ attention to the first exam- 100, 1,000
ple. Explain that the multiplication sen-
• Exercise 3 Multiply ones and tenths by
tences show the results of multiplying 10
10, 100, 1,000
0.3, 100 0.3, and 1,000 0.3. Emphasize
that the placement of the decimal point PRACTICE ON YOUR OWN Review the
shows a pattern that is helpful when multi- examples at the top of the page. Explain
plying any decimal by 10 and powers of 10. that although the factors are reversed, the
Ask: When you multiply 0.3 by 10, what is pattern can still be used. In Exercises 1–3,
the product? (3) What happens to the deci- students multiply decimals by powers of
mal point? (The decimal point moves 1 10. In Exercises 4–9, students multiply deci-
place to the right, since 3 is the same as 3.0) mals by powers by 10 and write how many
When you multiply 0.3 by 100, what is the places to move the decimal point. In
product? (30) What happens to the decimal Exercises 10–12, students multiply decimals
point? (It moves 2 places to the right.) by powers of 10.
Prompt students with similar questions for CHECK Determine if students can use a
multiplying by 1,000. pattern to multiply decimals by 10, 100, and
1,000. Success is indicated by 5 out of 6 cor-
Guide students to understand the pattern: rect responses.
the decimal point moves the same number
of places as there are zeros in the factors 10, Students who successfully complete the
100, 1,000. Practice on Your Own and Check are ready
Continue in a similar way for the remaining
two examples. Lead students to understand COMMON ERRORS
that the pattern also applies when multiply- • Students may move the decimal point an
ing hundredths and when multiplying ones incorrect number of places.
and tenths.
• Students may move the decimal point to
TRY THESE In Exercises 1–3 students use the left.
a pattern to multiply decimals by powers
of 10. Students who made more than 3 errors in
the next page.

Optional
s
M in u t e
5
Use Money to Model a Multiplication Pattern

OBJECTIVE Use money amounts and a MATERIALS flip chart, paper and pencil
pattern to multiply by 10, 100,
and 1,000
Explain to students that they can use a pat- Have students look at the multiplication
tern to multiply money amounts by 10, 100 sentences and examine what happens to the
and 1000. Recall that a dime is one tenth of placement of the decimal point.
a dollar. Ask: How do you write one tenth
Demonstrate the pattern. Show how the dec-
as a decimal? (0.1)
imal point moves one place to the right
Display this pattern on the flip chart. when you multiply by 10, two places to the
right when you multiply by 100, and three
10 $0.1 1 dollar
places to the right when you multiply by
100 $0.1 10 dollars
1,000. Explain that this pattern can be used
1,000 $0.1 100 dollars
when any money amount or decimal is mul-
Ask: How do you write 1 dollar using a tiplied by 10, 100, or 1,000.
decimal? ($1.00) How do you write 10 dol-
Repeat the activity for pennies, quarters, and
lars? ($10.00) How do you write 100 dol-
half dollars, using the decimals 0.01, 0.25,
lars? ($100.00)
0.50.
Rewrite the pattern using decimals in the
products.
the pattern with amounts less than one dol-
10 $0.1 $1.00 lar, have them use the pattern to multiply
100 $0.1 $10.00 amounts greater than one dollar.
1,000 $0.1 $100.00
10 $1.20 $12.00
100 $1.20 $120.00
1,000 $1.20 $1,200.00

Name

Multiply Decimals by Powers of 10 Skill 41

Use a pattern to multiply a decimal by 10, 100, or 1,000.

Multiply tenths. Multiply hundredths. Multiply ones and
↓
10 ⫻ 0.3 ⫽ 3 Multiply by 10. Decimal 10 ⫻ 0.05 ⫽ 0.5 1 place to tenths.
point moves 1 place to the right 10 ⫻ 1.2 ⫽ 12
↓
the right. 100 ⫻ 0.05 ⫽ 5 2 places to 100 ⫻ 1.20 ⫽ 120
the right 1,000 ⫻ 1.200 ⫽ 1,200
↓
100 ⫻ 0.30 ⫽ 30 Multiply by 100.
↓
1,000 ⫻ 0.050 ⫽ 50 3 places to
Decimal point moves 2
the right
places to the right.
175
↓
1,000 ⫻ 0.300 ⫽ 300 Multiply by 1,000.
Decimal point moves 3
Skill
Try These
Find the product.
1 10 ⫻ 0.4 ⫽ 2 10 ⫻ 0.06 ⫽ 3 10 ⫻ 1.5 ⫽
100 ⫻ 0.40 ⫽ 100 ⫻ 0.06 ⫽ 100 ⫻ 1.50 ⫽
1,000 ⫻ 0.400 ⫽ 1,000 ⫻ 0.060 ⫽ 1,000 ⫻ 1.500 ⫽

Name Skill

Use a pattern to multiply by 10, 100, and 1,000.
0.8 10 8 0.09 10 0.9 Multiply by 10. Decimal point moves 1 place to
the right.
0.80 100 80 0.09 100 9 Multiply by 100. Decimal point moves 2 places
to the right.
0.800 1,000 800 0.090 1,000 90 Multiply by 1,000. Decimal point moves 3
Find the product.
1 2 3
10 0.5 10 0.18 7.6 10
100 0.50 100 0.18 7.60 100
1,000 0.500 1,000 0.180 7.600 1,000
Find the product. Tell how many places you moved the decimal to the right.
4 5 6
10 0.9 0.2 100 1,000 1.9
Move place(s). Move place(s). Move place(s).
7 8 9
100 2.4 1,000 5.08 0.61 10
Move place(s). Move place(s). Move place(s).
Find the product.
10 11 12
5.7 1,000 1.23 10 0.07 100
Check
Find the product.
13 14 15
10 8.9 1,000 0.04 100 5.38
16 17 18
1.6 10 8.39 1,000 2.7 100

Skill 42 Operations with Fractions
Using Skill 42
s
M in u t e
5
OBJECTIVE Adding, subtracting, multi-
plying, and dividing fractions
Read about the least common denominator TRY THESE Exercises 1–4 require students
(LCD) of two fractions. Tell students that to determine the appropriate algorithm for
they will need to use the LCD when they computing with fractions, decide whether
are adding or subtracting fractions with and how to find common denominators,
unlike denominators. and decide whether and how to simplify
answers.
Look at Example A. Ask: What are the
denominators of the fractions? (4 and 5) • Exercise 1: add fractions
When you add fractions with different • Exercise 2: subtract fractions
denominators, what is the first step? (Find
the least common denominator.) What do • Exercise 3: multiply fractions
you do after you find the LCD, but before • Exercise 4: divide fractions
you add? (Use the same factor that changed
the denominator to multiply the numerator.)
example at the top of the page. As students
Each fraction is written as an equivalent work through the exercise, make sure that
fraction with 20 as the denominator because they find the LCD to subtract and find the
20 is the least common multiple of 4 and 5. reciprocal of the divisor to divide.
This means that 20 is the least common CHECK Determine if the students know
denominator. For 34, you multiplied 4 by 5 to how to add, subtract, multiply, and divide
get 20, so multiply the numerator, 3, by 5 to fractions. Success is indicated by 4 out of 4
get your new numerator. correct responses.
Look at Example B. Stress the need to find Students who successfully complete the
the least common denominator before you Practice on Your Own and Check are ready
subtract. Subtract the numerators and use to move to the next skill.
the common denominator in the difference.
COMMON ERRORS
Look at Example C. Ask: How is the
• Students may not find a common
process of multiplying fractions different
denominator before they add or subtract.
from the process of adding like fractions?
(To add like fractions, you add numerators • Students may find the reciprocal of the
and keep the denominator the same; to dividend instead of the divisor when
multiply fractions, you multiply numera- dividing fractions.
tors and multiply denominators.) • Students may not recognize a fraction
Look at Example D. Ask: How is dividing that can be simplified.
fractions different from multiplying frac- Students who made more than 2 errors in
tions? (When you multiply, you multiply the Practice on Your Own, or who were not
numerators and denominators; when you successful in the Check section, may benefit
divide, you find the reciprocal of the divi- from the Alternative Teaching Strategy on
sor, then multiply that by the dividend.) the next page.

Optional
1
0
s
M in u t e
Modeling Operations with Fractions

OBJECTIVE Use rectangles to model MATERIALS graph paper, colored pencils
operations with fractions
Identify the operations that are difficult for Subtracting fractions

students and focus on helping students see
the connection between a visual model and
an algorithm. Encourage students to use the
visual model until they are comfortable (and
accurate) without it. This may take several
sessions. 3

8 14
Adding fractions with like denominators Draw a rectangle. Show fourths and eighths.
Shade 3 eighths. Shade again the 1 fourth
you are going to take away from 38. Ask:
What part is left from the original 38? (18 is
the difference.)
Multiplying fractions
3
4 34
Draw a rectangle. Show fourths. Shade 3 of
the fourths. There are not enough fourths to
shade 3 more, so draw another rectangle and
show fourths. Now shade 3 more fourths.
Count the fourths. There are 64. This is the 1

2 14
same as one whole and 2 more fourths. 124 =
112. Draw a rectangle. Show fourths in one direc-
tion. Shade 14. Show halves in the other direc-
Adding fractions with unlike tion. Shade 12. Ask: How many equal parts
denominators are in the rectangle? (8) How many parts
are shaded twice? (1) 12 of 14 is 18. When you
multiply fractions less than 1, the product is
less than the factors.
Dividing fractions
1
4 38
Draw a rectangle. Show fourths and eighths.
Shade 1 fourth. Shade 3 eighths. Count the
parts of the rectangle. There are 8 parts. This
is the denominator. Count the shaded 1

2 14
eighths. There are 5 shaded parts. The sum
Draw a rectangle. Show halves and fourths.
is 58.
Count the number of fourths in one of the
halves. There are 2 fourths in 12. 12 14 can be
interpreted as how many fourths are in one
half. The quotient is 2.

Name
Remember: The least common denominator (LCD) of two

fractions is the least common multiple (LCM) of the

denominators. The greatest common factor (GCF) is the
Operations with Fractions largest number that is a factor of two or more numbers. Skill 42

You can add, subtract, multiply, and divide with fractions.
13 2
Example A Add. 34 25 䊐 Example B Subtract. 䊐
15 3
The denominators are different. The denominators are different.
So, use the LCD to write equivalent fractions. So, use the LCD to write equivalent fractions.
3 35 15 13 13
↓
LCD is 20. LCD is 15.
4 45 20 15 15
2 24 8 2 25 10
5
54 20
Add the numerators. 3
35 15
Subtract the numerators.
Simplify the answer. 2230 2200 230 1230 Simplify the answer. 135 15
13 2 1
So, 3 2 13. So, .
4 5 20 15 3 5
179
Example C Multiply. 36 142 䊐 Example D Divide. 57 12 䊐
Multiply the numerators. To divide with fractions, first write
Skill
Then multiply the denominators. the reciprocal of the divisor. Then multiply.
1
reciprocal of Simplify
2
Divide by GCF, 12. 5 1 5 2 10 3
, or 1
7 2 7 1 7 7
3 4 34 12 12 12 1
5 1
6 12 6 12 72 72 12 6 So, 13.
7 2 7
So, 3 4 1.
6 12 6
Try These
1 Find 12 25 䊐. 2 Find 56 13 䊐. 3 Find 23 16 䊐. 4 Find 47 124 䊐.

Name Skill

Find 6 2. Find 3 1.
7 3 8 6
Use the LCD to write equivalent Write the reciprocal of the divisor.
fractions. Multiply.
6 63 18 3 1 3 6
LCD is 21.
7 73 21 8 6 8 1
3 6 18
2 27 14 18
3 8 818
37 21
4 9 1
Subtract the numerators. 4, or 24 Simplify.
21
So, 6 2 4. So, 3 1 21.

7 3 21 8 6 4
Add. Subtract.
1 2 3 4
Rewrite with Rewrite with
5 11
the LCD. 22 the LCD. 222
12 15
7 6
9 22 4 10 222
1 22
22 5
4
2
3 3 22
8 22

Multiply.
5 3 1 6 5 3

5 6 8 10
Simplest form: Simplest form:

Divide.
7 4 1 4

8 9 3

9 3 9 10 6
Simplest form: Simplest form:
Check
Add, subtract, multiply, or divide. Write the answer in simplest form.
9 7 10 13 11 4 3 12 6 8

18 16 7 12 15 9
5 1
6 2


Skill 43 Add and Subtract Like Fractions
Using Skills 43
s
M in u t e
2
0
OBJECTIVE Add and subtract like
fractions
Mention to students that Skill 43 reviews TRY THESE Exercises 1–3 model the type
addition and subtraction of fractions with of exercises students will find on the
like denominators. Determine if they recall Practice on Your Own page.
that with like fractions, students need only
• Exercise 1 Add like fractions
add or subtract numerators.
• Exercise 2 Subtract like fractions
Draw attention to Step 1.
• Exercise 3 Subtract like fractions and
Ask: To add fractions, what has to be true
simplify the result
about the fractions? (The denominators
must be the same.) PRACTICE ON YOUR OWN Review the
What is the denominator in the fraction 27?
3
7? (7, 7)
dents to explain why they can add or sub-
tract each fraction and explain how they
Are the denominators the same? (Yes) know if the answer is in simplest form.
When adding fractions, do you add the CHECK Determine if the students can add
numerators or the denominators? or subtract fractions and can recognize
(numerators) whether a fraction is in simplest form.
Explain to the students that a fraction is in
responses.
simplest form if the greatest common factor
of the numerator and denominator is 1. Students who successfully complete the
Do 5 and 7 have any factors in common Practice on Your Own and Check are ready
other than 1? (no) to move to the next skill.
Continue to ask similar questions as you COMMON ERRORS
work through the steps of the other exam- • Students add the denominators of the
ples for addition and subtraction. fractions.
• Students simplify fractions by dividing
the numerator and denominator by
different factors.
the next page.

Optional
1
0
s
M in u t e
Model Adding and Subtracting Like Fractions

OBJECTIVE Use fraction strips to add and MATERIALS fraction strips in halves,
subtract like fractions fourths, and eighths
You may wish to have the students work in Say: Try to find other fraction strips that
pairs. One student can model the steps for have the same area shaded as the one you
adding or subtracting using the fraction have.
strips and the other student can record the
Ask: What other fraction strips equal 48?
steps on paper.
(12, 24)
Distribute the fraction strips and have the
Which is the simplest form of 48? (12)
students model 18 + 38.
Ask: Do both of the fraction strips have the
adding or subtracting fractions with like
same size parts? (yes)
denominators, have them summarize by
When you combine the two fraction strips stating a rule for adding or subtracting like
how many parts in all are shaded? (4) fractions.
Have the students record the sum. When students use the strips to model sub-
traction, they will be modeling comparison
Determine if students recognize that the
subtraction. Parts on the two strips are
sum is not in simplest form.
matched, and the part(s) left over is the
difference.
eigths
1 1 1 1 1 1 1 1 1 4 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8 8
8 8 8 8 8 8 8 8 8
3 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8 8 1
2
1
2
1
2 –halves

Name

Add and Subtract Like Fractions Skill 43

Before you add or subtract fractions, compare the denominators to be sure they
are the same.
Add Like Fractions Subtract Like Fractions

2 3 7 4
Find 7 7 . Find 8 8 .
Step 1 The denominators Step 2 Write the sum Step 1 The denominators Step 2 Write the
are the same. Add the over the denominator. are the same. Subtract difference over the
numerators. 2 3 5 the numerators. denominator.

7 7 7
2 3 䊐 7 4 䊐 7 4 3
235 743
7 7 7 8 8 8 8 8 8
same denominator same denominator
183
Skill
Try These
Add or subtract. Write each answer in simplest form.
1 3 1 2 6 4 3 7 3

5 5 7 7 8 8
Denominators the same? Denominators the same? Denominators the same?
3 1 7 3
Add: 5 5 Subtract numerators: Subtract numerators: 8 8
6 4
Simplest form?
7 7
Simplest form?
䊐䊐䊐
Simplest form?
䊐䊐䊐

Name Skill

Add like fractions. 38 18 Subtract like fractions. 89 29
3 1 8 2
The denominators are The denominators are
8 8 9 9
the same. the same.
3 1

8 8
48 So, add the numerators. 8 2

9 9
69 So, subtract the
Answer is not in numerators.
simplest form. Answer is not in
4
44 12 So, divide by the simplest form.
8
6
greatest common factor.
9
33 23 So, divide by the
3 1
12 greatest common factor.
8 8
8 2

9 9
23
Add or subtract. Write each answer in simplest form.
1 2 3 2 4 3 3 7 1

6 6 5 5 10 10
Denominators the Denominators the Denominators the
same? same? same?
Add: Subtract: Add:

Simplest form? Simplest form? Simplest form?
4 2 1 5 7 3 6 10 8

5 5

8 8

10 10

Simplest form? Simplest form? Simplest form?
7 4 2 8 1 3 9 5 1 10 5 1

7 7 9 9 8 8 6 6
Check
Add or Subtract. Write each answer in simplest form.
11 3 2 12 6 1 13 8 5 14 4 4

3 3 8 8 9 9 10 10

Skill 44 Multiply Fractions
Using Skill 44
s
M in u t e
5
OBJECTIVE Find the product of two
fractions
Direct students’ attention to the first exam- • Exercises 1–2 Product is in simplest
ple. Explain that they can use models to form.
find the product of two fractions. Review
• Exercise 3 Product must be written in
how a model can be used to represent frac-
simplest form.
tions. Ask: Into how many equal parts
would you divide a model to show thirds? PRACTICE ON YOUR OWN Review the
(3) How many of these parts would you example at the top of the page. Ask: What
shade to show 23? (2) is the product of the numerators? (12)
What is the product of the denominators?
Then ask: Into how many equal parts
(20) So, what is the product of 34 and 45? (1220,
would you divide the model to show
or 35)
eighths? (8) How many of these parts
would you shade to show 38? (3) CHECK Determine if students can find the
product of two fractions by finding the
Have students relate these models to the
product of the numerators and writing it
model of the product of 23 and 38, focusing on
over the product of the denominators.
the intersection of the two shaded parts.
Ask: Into how many equal parts is the
responses.
whole model divided? (24) How many of
these equal parts are shaded twice? (6) So, Students who successfully complete the
6 out of 24, or 264 is the product of two- Practice on Your Own and Check are ready
thirds and three-eighths. to move to the next skill.
Direct students’ attention to the second COMMON ERRORS
example. Refer to the model to help stu- • Students may multiply the numerators
dents understand the definition of multipli- and write the product over one of the
cation of fractions: the product is equal to denominators, confusing fraction multi-
the product of the numerators over the plication with fraction addition.
product of the denominators. Remind stu-
dents that the product should be written in • Students may incorrectly multiply
simplest form. numerators or denominators.
TRY THESE Exercises 1–3 model the type Students who made more than 2 errors in
of exercises students will find on the the Practice on Your Own, or who were not
Practice on Your Own page. successful in the Check section, may benefit
the next page.

Optional
s
M in u t e
5
Use Counters to Model Multiplying Fractions

OBJECTIVE Use counters to model the MATERIALS counters, lengths of yarn
product of two fractions
To find the product of 13 and 45, have students Explain that 4 out of 15 parts looped means
make an array to show the product of the that 13 45 145.
denominators.
Display 23 58. Have students make an array
to show the product of the denominators.
Have them use a piece of yarn to loop 23 of

Have them use a piece of yarn to loop of 1
3 the counters.
the counters.
Have them use another piece of yarn to loop

5
of the counters.
8
Have them use another piece of yarn to loop

4
of the counters.

5
Ask: How many part are there in all? (24)

How many parts out of 24 have you looped
twice? (10) So, what is the product of 23 and
5 10
? (
24)

8
Review with students how to write 1204 in

simplest form. (152)
Ask: How many parts are there in all? (15) You may wish to repeat the activity using
How many parts have been looped twice? (4) additional exercises from the Practice on
Your Own.

Name

Multiply Fractions
Remember: “Of”
Skill 44
When you multiply two fractions less than one, the product is less than each of means multiply.

the factors. Find 2ᎏ3ᎏ of 3ᎏ8ᎏ.
Use models to find the product. Multiply to find the product.
Step 1 Divide Step 2 Now Step 3 The Step 1 Multiply the Step 2 Write the prod-
the model into divide the model section where numerators. Multiply uct in simplest form.
3 equal rows. into 8 equal the shading the denominators. Divide by the greatest
Shade two rows columns. Shade overlaps is the common factor.
to show 2ᎏ3ᎏ. 3 columns to product. 2 3 2⫻3 6 6
ᎏᎏ ⫻ ᎏᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ ᎏᎏ
3 8 3 ⫻ 8 24 24
show 3ᎏ8ᎏ.
Factors of 6: 1, 2, 3, 6
Factors of 24: 1, 2, 3, 4,
187
Think: 6, 8, 12, 24
Is the fraction in
simplest form? GCF ⫽ 6
Think:
Skill
The model is now divided into 24 equal parts. The 6⫼6⫽1

6 1
shading overlaps in 6 of 24 parts ᎏᎏ ⫽ ᎏᎏ 24 ⫼ 6 ⫽ 4
24 4
2 3 6
ᎏᎏ ⫻ ᎏᎏ ⫽ ᎏᎏ
3 8 24 So, 2ᎏ3ᎏ ⫻ 3ᎏ8ᎏ ⫽ 1ᎏ4ᎏ.
Try These
Multiply. Write the answer in simplest form.
1 1 1 3 3 2
1 ᎏᎏ ⫻ ᎏᎏ 2 ᎏᎏ ⫻ ᎏᎏ 3 ᎏᎏ ⫻ ᎏᎏ
3 4 2 4 4 5
1 1 ⫻1 ⵧ 1 3 1⫻3 ⵧ 3 2 3⫻2
ᎏᎏ ⫻ ᎏᎏ ⫽ 1ᎏ ᎏ ⫽ ᎏᎏ ᎏᎏ ⫻ ᎏᎏ ⫽ ᎏᎏ ⫽ ᎏᎏ ⫻ ᎏᎏ ⫽ ᎏᎏ ⫽
ⵧ⫽ⵧ
3 4 3⫻4 ⵧ 2 4 2⫻4 ᎏⵧᎏ 4 5 4⫻5 ᎏⵧᎏ ᎏⵧᎏ

Name Skill

3
Find
4 of 45.
Think:
To find the product 34 45: The shading
• multiply the overlaps in 12 of
the 20 squares.
numerators
• multiply the
denominators
3 4 3 4 12 3
• simplify the answer.
4 5 4 5 20 5
1 1 1 2 1 3 3 2 3

2 2 4 4 3 5
1 1 11
1 3 13 2 3 23

2 2 22
4 4 44 3 5 35

4 1 1 5 2 1 6 4 5

4 5 3 6 5 6
1 1 2 1 4 5

4 5 3 6 5 6

7 1 1 8 3 1 9 5 3

5 7 8 6 9 5
Check
10 1 1 11 3 1 12 2 3

3 9 4 6 3 8

Skill 45 Multiply with Fractions and
Decimals
Using Skill 45
s
M in u t e
5
OBJECTIVE Multiply whole numbers by
fractions and decimals
Direct students’ attention to the question at fraction to find the product. Discuss why it
the top of the page. Explain that they can might be easier to multiply with one or the
first write 25 hundredths as a decimal or a other.
fraction and then find the product. Ask:
TRY THESE Exercises 1–2 provide practice
How do you write 25 hundredths as a dec-
multiplying a whole number by a decimal
imal? (0.25) How do you write 25 hun-
25 and by a fraction.
100)
dredths as a fraction? (
• Exercise 1 Multiply a whole number by

Direct students’ attention to the first frame.
a decimal
Explain that you multiply by a decimal as
you would by a whole number. Point out • Exercise 2 Multiply a whole number by
the placement of the decimal point in the a fraction
product. Ask: How many decimal places PRACTICE ON YOUR OWN Review the
are in twenty-five hundredths? (2) How example at the top of the page.
many decimal places are in the product?
(2) CHECK Determine if students can multi-
ply whole numbers by a fraction, a decimal,
Point out to students that 15.00 can be writ- and a mixed number. Success is indicated
ten as 15. Ask: What is twenty-five hun- by 3 out of 3 correct responses. Students
dredths of 60? (15) who successfully complete Practice on Your
Next, direct students’ attention to the sec- Own and Check are ready to move to the
ond frame. Explain that you can also multi- next skill.
ply 60 by the fraction 25 hundredths. Ask: COMMON ERRORS
25 1
How do you write 100 in simplest form? (4)
• Students may not recall basic multiplica-
Explain that you can write the whole num- tion facts.
ber 60 as a fraction and then multiply frac-
tions to find the product. Ask: How do you • When multiplying by a fraction, students
write 60 as a fraction? (610) may multiply the whole number by the
denominator rather than the numerator
Work through multiplying numerators and of the fraction.
denominators to find the product. Ask:
What is the product of 14 and 610? (640) How Students who made more than 2 errors in
do you write 640 in simplest form? (15) the Practice on Your Own, or who were not
Point out to students that the product, 15, is from the Alternative Teaching Strategy on
the same in both frames. Guide students to the next page.
see that you can use either a decimal or a

Optional
s
M in u t e
5
Model Multiplying Whole Numbers by Fractions

and Decimals
OBJECTIVE Model multiplication of MATERIALS number lines labeled in

whole numbers by tenths to show decimals and
fractions and decimals in halves, fourths, fifths, and
tenths to show fractions
Explain to students that they can use a num- Next, tell students that they will multiply by
ber line to show the product of a whole the decimal, 0.4. Have them use the decimal
number and a fraction or decimal. number line. Ask: How do you write 4
tenths as a decimal? (0.4)
Display the following:
Explain that 0.4 3 equals 3 0.4. Have
Find 4 tenths of 3.
students make three jumps of 0.4 on the
Remind students that 4 tenths can be written number line. Ask:
as a fraction or a decimal. Tell students that What number did you end on? (1.2)
first, they will multiply by the fraction, 140.
Have students use the fraction number line. 1 2 3
Ask: How do you write 140 in simplest
form? (25) 4 8 12
0 10 10
1 10
2
Explain that 3 equals 3 .
2

5
2

5
Make sure students understand that
Have students make three jumps of 25 on the 115 is equal to 1.2.
number line. Ask: What number did you
end on? (115) Repeat the activity using the following exer-
cises: 1 half of 4, 3 tenths of 5, 3 fourths of 2,
1 2 3 2 fifths of 3. (2, 1.5, 1.5, 1.2)
2 4 6
0 5 5
1 5 2

Name

Multiply with Fractions and Decimals Skill 45
You can multiply a whole number by a decimal or a fraction.

What is 25 hundredths of 60?
Multiply by a decimal. Multiply by a fraction.

25
0.25 of 60 ᎏᎏ of 60
100
Step 1 Step 2 1 ←Write an equivalent
Multiply as you would Place the decimal point Step 1 ᎏ4ᎏ ⫻ 60
25
fraction in simplest form. ᎏᎏ
with whole numbers. in the answer. 100 ⫽ 1ᎏ4ᎏ
1 60 ←Write the whole number
60 60
Step 2 ᎏ4ᎏ ⫻ ᎏ1ᎏ
⫻0.25 ⫻0.25 ←2 decimal in fraction form.
ᎏᎏ ᎏᎏᎏ 1 ⫻ 60 60
300 ←5 ⫻ 60 300 places Step 3 ᎏ ᎏ ⫽ ᎏᎏ ←Multiply numerators.
00 ←20 ⫻ 60 1,200
4⫻1 4
1,2ᎏ
⫹ᎏ ⫹ᎏ ᎏ Multiply denominators.
191
1,500 15.00 ←2 decimal
places 60 ⫼ 4 15
Step 4 ᎏ
4⫼4
ᎏ ⫽ ᎏᎏ ⫽ 15 ←Simplify the fraction.
1
Skill
So, 25 hundredths of 60 is 15.

Try These
Multiply.
1 75 2 20
Number of decimal places ᎏᎏ ⫻ 75
100
⫻0.20
ᎏᎏ in the product: 20 1 ←Write an equivalent fraction in
ᎏᎏ ⫽ ᎏᎏ
100 䊐 simplest form.
1 ⫻ 75 䊐 ←Multiply the numerators.
ᎏᎏ ⫽ ᎏ ᎏ
䊐⫻䊐䊐 ←Multiply the denominators.
⫽ Express the product in simplest form.

Name Skill

Find 2.5 80. 80 Find 212 80.
Multiply as you 2.5 1 decimal
←Write both
40 0 212 80
would with whole place
160 0 5 numbers as
numbers. Then
2 810
200.0 fractions.
place the decimal 5 80 ←Multiply.

21
40

2
0
point in the
answer. 200 ←Write the
product in
simplest form.
Multiply.
1 70 number of 2 40 number of 3 80 number of
0.6 decimal places 0.75 decimal places 1.25 decimal places

Multiply. Write the product in simplest form.
4 6 5 75 6 25
7 40 80
10 100 100
7 2.4 8 1 9 1.16
52 43 297 26

Check
Multiply.
10 3 11 4.15 12 1
95 78 18 64
5


Skill 46 Find the Percent
of a Number
Using Skill 46
s
M in u t e
2
0
OBJECTIVE Find the percent of a number
Direct students’ attention to Step 1. PRACTICE ON YOUR OWN Review the

Ask: How do you move the decimal point steps at the top of the page. Remind stu-
to change a percent to a decimal? (Move dents to change the percent to a decimal.
the decimal point two places to the left and
remove the percent symbol.)
to find the percent of a number.
What do you have to remember about the
product when multiplying by a decimal?
responses.
(The number of decimal places in the
product must equal the number of decimal Students who successfully complete the
places in the factors.) Practice on Your Own and Check are ready
TRY THESE In Exercises 1–3 students find
the percent of a number. COMMON ERRORS
• Exercise 1 0.15; 9 • Students may forget to change the per-
cent to a decimal.
• Exercise 2 0.65; 26
• Students may misplace the decimal
• Exercise 3 0.75; 3
point. Have students estimate the prod-
uct before multiplying.
the next page.

Optional
s
M in u t e
2
0
Using Proportions to Find the Percent of a Number

OBJECTIVE Find the percent of a number MATERIALS none
Explain that students will be finding the per- Repeat the activity several times by finding
cent of a number using a proportion. percents of different numbers.
For example: What is 35% of 20? When students understand the concept of
finding the percent of a number have them
Ask: What does percent mean? (out of 100)
try several problems on their own.
Have students write the percent as a
35
ratio.
100( )
Then have students choose a variable to rep-
resent the unknown number. (x)
Set up a proportion that can be solved for
100 20)
35 x
the variable. (
Ask: What are the cross products? (35 • 20

and x • 100)
How do you solve for the variable?

(Use inverse operations, divide both sides
by 100.)
What is the unknown? (7)

Say: So 7 is 35% of 20.

Name

Find the Percent of a Number Skill 46

Forty model cars are on display in a hobby store and 25% of the cars
are black. How many cars are black?
What is 25% of 40?
Step 1 Step 2
Write the percent as a decimal. Multiply. 40 ⫻ 0.25
40
25% ⫽ 0.25 ⫻0.25 → 2 decimal places in the factors
200
800
195
10.00 → 2 decimal places in the product.
So 10 is 25% of 40.
Skill
Try These
Solve.
1 2 3
What is 15% of 60? What is 65% of 40? What is 75% of 4?
Write the percent as a decimal. Write the percent as a decimal. Write the percent as a decimal.
Multiply 60 ⫻ 0.15. Multiply 40 ⫻ 0.65. Multiply 4 ⫻ 0.75.

Name Skill

To find the percent of a number use these steps.
Step 1 Change the percent to a decimal.
Step 2 Multiply. (Remember to place the decimal

point correctly in the product.)
Solve.
1 2 3
Write the percent as a Write the percent as a Write the percent as a
decimal. decimal. decimal.
Multiply 80 0.10. Multiply 60 0.45. Multiply 50 0.90.
Solve.
4 5 6
7 8 9
Check
Solve each problem.
10 11 12

Skill 47 Integer Operations
Using Skill 47
s
M in u t e
2
0
OBJECTIVE Add, subtract, multiply, and
divide integers
Begin with adding integers. Direct students PRACTICE ON YOUR OWN Review the
to Example 1. examples at the top of the page.
In Exercises 1–4, students add or subtract,
Ask: Do the addends have the same sign?
noting if the signs are the same or different.
(yes)
In Exercises 5–8, students multiply or
When addends have the same sign, add the
divide, deciding if the signs are the same or
absolute values and use the sign of the
different.
addends for the answer. Recall the meaning
of absolute value. CHECK Determine whether students can
identify the sign of each integer. Make sure
Direct students to the second problem in
students remember how to find the
Example 1.
absolute value of a number. Success is indi-
Ask: Do the addends have the same sign?
cated by 4 out of 4 correct responses.
(no)
When addends have different signs, sub- Students who successfully complete the
tract the lesser absolute value, the 3, and Practice on Your Own and Check are ready
use the sign of the addend with the greater to move to the next skill.
absolute value, the 9.
COMMON ERRORS
Direct students to Example 2. When sub-
• Students may forget how to find the
tracting integers, add the opposite of the
absolute value of a number.
integer and then follow the rules for
adding. • Students may forget to add the opposite
when subtracting.
Example 3 shows the rules for multiplying
and dividing integers. When signs of inte- • Students may confuse a subtraction sign
gers are alike, then the product is positive. with a negative sign.
When the signs are different, then the prod- Students who made more than 3 errors in
uct is negative. Have students look at each the Practice on Your Own, or who were not
problem shown in the example. successful in the Check section, may benefit
TRY THESE from the Alternative Teaching Strategy on
the next page.
• Exercise 1 Add with different signs.
• Exercise 2 Subtract with different signs.
• Exercise 3 Multiply with the same signs.
• Exercise 4 Divide with different signs.

Optional
s
M in u t e
2
0
Using Number Lines in Integer Operations

OBJECTIVE Use operation sense to under- MATERIALS index cards and a blank num-
stand adding, subtracting, multiplying and ber line
dividing integers
Note: You may need to provide two separate For multiplying and dividing integers, pre-
instruction periods to review adding and pare a set of cards with multiplication and
subtracting, and then multiplying and division facts on them making sure they
dividing integers. include a variety of sign combinations.
For adding and subtracting integers it may Have students draw a card one at a time and
be helpful for the students to have a number state the rule such as “positive times nega-
line. Have students label the number line tive is negative”. By concentrating only on
according to the numbers they are given. the signs, students will learn the rules. Then,
have students give their product or quotient
Have students place the first integer on the
with the correct sign.
number line.
Repeat the activities several times with dif-
Ask: Which direction do you move if
ferent combinations of numbers.
adding a positive number? (right)
When students show an understanding give
larger numbers to compute.
adding a negative number? (left)
After the students have a good understand-
ing of adding integers on a number line,
show students how to use a number line to
subtract integers. Have students once again
place the first number on the number line.
subtracting a positive number? (left)
subtracting a negative number? (right)
Why? (You add the opposite.)

Name

Integer Operations Skill 47
When you add, subtract, multiply, and divide integers, remember to follow the rules.

It is important to look at the sign of each integer.
Example 1 Example 2 Example 3

Adding Integers: Same Sign Subtracting Integers. Multiplying and Dividing Integers.
Add the absolute values. Use the When subtracting integers, add Like Signs Positive
sign of the addends for the sum. the opposite and then use the () () () () () ()
4 6 rules for adding integers. () () () () () ()
4 6 10, so 4 6 10 58 Unlike Signs Negative
Adding Integers: Different Signs 5 (8) () () () () () ()
Subtract the lesser absolute value. 8 5 3 () () () () () ()
199
Use the sign of the addend with Since 8 5, use the sign on 8.
the greater absolute value. 6 (8)
5 8 3 The signs are the same so the
9 3
answer is 48.
Skill
9 3 9 3 6
Since 9 3, use the sign on 9.
64 (8)
9 3 6
The signs are different so the
answer is 8.
Try These
Complete. State whether the signs of the integers are the same or different.
1 2 3 4
142 249 79 147 14 (7) 104 (4)
Same or different? Same or different? Same or different? Same or different?

Name Skill

Find 8 3. Find 7 (8).
Think: Different signs, subtract the less- Think: To subtract, add the opposite,
er absolute value from the greater then follow the rules of addition. Use
absolute value. Use the sign of the the sign of the number with the greater
addend with the greater absolute value. absolute value.
8 3 7 (8)
8 3 5 7 8
So, 8 3 5. 8 7 1
So, 7 (8) 1.
Find 5 9. Find 128 (8).

Think: Signs are different, so the Think: Signs are alike, so the answer is
answer is negative. positive.
5 9 45 128 (8) 16
Add or subtract. State if the signs are the same or different.
1 2 3 4
14 9 23 (4) 7 (18) 11 7
signs are signs are signs are signs are
Multiply or divide. State if the signs are the same or different.
5 6 7 8
16 (5) 72 (6) 7 (12) 45 3
signs are signs are signs are signs are
Check
Perform the given operation.
9 10
31 (7) 17 (4)
11 12
19 4 136 (8)

Skill 48 Multiplication Properties
(Associative, Zero, and Commutative)
Using Skill 48
s
M in u t e
2
0
OBJECTIVE Use the properties of multipli-
cation to simplify expressions
and solve equations
Before students turn their attention to Skill TRY THESE Students complete Exercises
48, have them look up the definitions of 1–4 to show each of the properties.
commute and associate in a dictionary. • Exercise 1 Commutative Property
After reading about the commutative and • Exercise 2 Associative Property
associative properties of multiplication,
guide students to distinguish between the • Exercise 3 Property of One
two properties. • Exercise 4 Property of Zero
Commute means to change or exchange. PRACTICE ON YOUR OWN Have stu-
Ask: How can this meaning help you dents answer each of the Ask yourself ques-
remember the Commutative Property? tions for every example and exercise. Note
(The commutative property is about chang- that if students answer yes to the first ques-
ing the order of two factors.) tion, then they are using the Commutative
Emphasize that they can change the order Property; if yes to the second question, then
of factors but the product is the same—it they are using the Associate Property.
does not change. CHECK Determine if students can identify
Continue: Associate means to join or con- and apply the four properties of multiplica-
nect together. How does this meaning tion. Success is indicated by 4 out of 4 cor-
relate to the Associative Property? (The rect responses.
Associative Property is about the way fac- Students who successfully complete the
tors are connected or joined together in Practice on Your Own and Check are ready
order to compute.) to move to the next skill.
Emphasize that factors can be joined or COMMON ERRORS
grouped in any way without changing the • Students may forget or confuse the
product. You might want to extend the names of the properties.
analogy, by pointing out that when the only
• Students may make computational errors
operation in an expression is multiplication,
because they have not mastered basic
the parentheses really do not matter.
facts.
When reviewing the Property of One and the
Property of Zero for Multiplication, ask:
Do you think these properties are commu-
tative? (yes) Why? (All multiplication is
commutative.)
the next page.
Conclude that the multiplication properties
can help students remember basic facts and,
therefore, multiply more easily.

Optional
s
M in u t e
2
0
Model the Multiplication Properties

OBJECTIVE Use models to show the MATERIALS centimeter grid paper,
properties of multiplication scissors
Explain to the students that they can use 2x3 3x4

models to demonstrate the Commutative
and Associative properties, and the Property
of One. Have students cut out and use
pieces of grid paper to model the equations.
For the Commutative Property of
Multiplication, present this example: 2x3
2332 3x4
2x3 3x2
2x3
Ask: Is the grid for 2 3 the same as the

grid for 3 2? (yes)
2x3
How do you know? (There are six centime-
ter squares in each model.)
Continue: This model shows that the fac-
tors can be multiplied in any order without
changing the product.
For the Property of One, present these
Next, for the Associative Property of
examples: 144 155
Multiplication, present this example. Recall
the rules for order of operations with paren- 122 177
theses. Guide students to conclude that the product
(2 3) 4 2 (3 4) of any factor and 1 is the factor. You may wish
to repeat some examples more than once.
Ask: Do 4 groups of 2 3 have the same
number of squares as 2 groups of 3 4?
(yes) How do you know? (I counted to find
the total number of squares in each; I used
multiplication and found the products were
the same.)
Continue: This model for the Associative
Property shows that factors can be grouped
in any way without changing the product.

Name

Multiplication Properties (Associative, Zero,
and Commutative) Skill 48

You can use properties of multiplication to help simplify expressions and solve equations.
Commutative Property Associative Property of Property of One for Property of Zero for
of Multiplication Multiplication Multiplication Multiplication
Factors can be multi- Factors can be grouped The product of any The product of any
plied in any order within any way without factor and 1 is the factor and zero is zero.
out changing the changing the product. factor. 0a0
product. (a b) c a (b c ) 1aa 070
a b b a (3 4) 5 3 (4 5) 133 10 0 0
3773 12 5 3 20 919
203
21 21 60 60
Try These
Skill
Complete to show the property.
1 2
Commutative Property of Multiplication Associative Property of Multiplication
76 (2 8) 5 ( )
3 4
Property of One for Multiplication Property of Zero for Multiplication
12 12 90

Name Skill
Practice on Your Own

Write the name of the multiplication property used in the equation.
Skill 48
Ask yourself: Is the
5 (8 3) (5 8) 3 37 6 6 37
order of the factors
changed? Think: the factors are Think: the order is
Are the factors grouped grouped differently. changed.
differently?
Associative Property Commutative Property
Is one of the factors
of Multiplication of Multiplication
zero or one?
Write the name of the multiplication property shown.
1 2
68 5 5 68 35 0 0
3 4
1 456 456 (2 7) 10 2 (7 10)
Complete the equation. Write the name of the property you used.
5 6
27 0 58 58
7 8
9 32 9 (5 8) 4 (8 4)
9 10
17 ( 10) (17 2) 10 15 15 4
Check
Complete the equation. Write the name of the property you used.
11 12
48 0 10 (5 2) (10 )2
13 14
7 15 7 1 52

Skill 49 Multiplication Properties
(Distributive)
Using Skill 49
s
M in u t e
5
OBJECTIVE Use the distributive property
to multiply tens and ones
Begin by giving the students the following TRY THESE Exercises 1–3 model the type
exercises. Remind them to do the opera- of exercise students will find on the Practice
tions within parentheses first. on Your Own page.
6 5 ___ • Exercise 1 Break apart 12: 10 and 2
6 (3 2) ___ • Exercise 2 Break apart 15: 10 and 5
(6 3) (6 2) ___ • Exercise 3 Break apart 19: 10 and 9
Compare and discuss the results. Then PRACTICE ON YOUR OWN Review the
review the definition of the Distributive example at the top of the page. Discuss
Property of Multiplication. why 23 was broken apart as 20 and 3,
As students review Step 1, ask: How many rather than 17 and 6, or 18 and 5.
squares high is the array? (6) Encourage students to note that it is easier
to multiply by multiples of 10.
How many squares long is it? (17)
CHECK Determine if students can use
How can you use the array to find the
the Distributive Property to break apart a
product of 6 and 17? (Count the number of
factor into tens and ones, and then find the
squares; multiply 6 17.)
product.
For Step 2, ask: How does breaking apart
the array change the total number of
responses.
squares? (It doesn’t.)
Continue: So what can you say about the
relationship between (6 10) (6 7)
and 6 17? (They are equal; they have the
same product.) COMMON ERRORS
Have students explain how breaking apart • Students may rewrite an expression
the factor 17 makes it easier to find the using all multiplication, a (b c), or
product 6 17. using only addition, (a b) (a c).
• Students may rewrite the expression cor-
rectly but compute incorrectly.
the next page.

Optional
s
M in u t e
5
Make and Use Models of the Distributive Property

OBJECTIVE Use models of the Distributive MATERIALS centimeter grid paper,
Property to find products scissors
Begin by explaining to the students that they Have students outline the array and cut it out.
can use models to demonstrate the
Distributive Property of Multiplication.
Present these expressions.
4 12 3 18
5 24 7 46
Guide students as they make an array to
show each expression. For 4 12 ask:
How many squares high should the array
be? (4 squares) Have students mark the
graph paper to show this.
Demonstrate how to fold the array to break
apart the rows of 12 columns into rows of 10
columns and 2 columns.
Say:
Multiply
to tell how
many tens
you have.
(4 1 ten 4 tens or 40)
Multiply to tell how many fold
How many squares long should the array ones you have. (4 2 ones 8 ones or 8)
be? (12) Have them make another pencil
How many do you have in all?
mark to show this.
(4 tens, 8 ones; 40 8 48)
Display: 4 12 (4 10) (4 2) 48
Work through the math with students.
Emphasize when to multiply and when to
add.
Guide students to recognize that multiply-
ing a sum (in this case, 12) by a certain
factor (in this case, 4) is the same as multi-
plying each addend (in this case, 10 and 2)
by that factor and then adding their
products (40 8).
Proceed in a similar manner with the
remaining expressions. When students are
able to work without models, give them
additional opportunities to use the
Distributive Property to find a product.

Name

Multiplication Properties (Distributive) Skill 49
Use the distributive property to find 6 17.

The Distributive Property of Step 1 Step 2
Multiplication Use grid paper. Break apart the grid to show the
Multiplying a sum by a number Draw an array that shows factor 17 as the addends 10 7.
is the same as multiplying each 6 17. 6 (10 7) (6 10) (6 7)
addend by the number and then 17 10 7
adding the products.

6 6
a (b c) (a b) (a c)
(6 10) (6 7) Multiply.
↓ ↓
60 42 Add.
207
102
So, 6 17 (6 10) (6 7) 102.
Skill
Try These
Use the Distributive Property to find the products.
1 2 3
5 19
7 15
8 12 5 19 (5 10) (5 9)
7 15 (7 10) (7 5)
8 12 (8 10) (8 2) ↓ ↓
↓ ↓
↓ ↓

Name Skill

Use the Distributive Property. Find 5 23.
1. Draw a 5 by 23 grid.
2. Break apart 23 as 20 and 3.
3. Find 5 20 and 5 3.
4. Add the products. 5 23 (5 20) (5 3)
↓ ↓
100 15
115
Use the Distributive Property to find the product.

1 4 16 2 6 22
4 16 (4 ) (4 ) 6 22 (6 ) (6 )

3 5 15 4 5 21
5 15 ( ) 5 21 ( )
( ) ( )

Check
Use the Distributive Property to find the product.
5 6
8 16 7 24
8 16 ( ) 7 24 ( )
( ) ( )


Skill 50 Use of Parentheses
Using Skill 50
s
M in u t e
5
OBJECTIVE Use parentheses in
expressions or equations
Direct students to the example for • Exercise 3 Use the Distributive

Expressions. Explain that parentheses are Property to solve for a
used to show which operation should be
performed first. Point out that the order in
examples at the top of the page. Ask stu-
which the operations are done affects the
dents to tell what operation they should do
value of the expression.
first. Then ask what the equal signs in the
Ask: What three numbers are used in each equations mean.
expression? (3, 8, 6)
CHECK Determine if students can use
In the expression on the left, what num- parentheses correctly when evaluating
bers do you work with first? (3 and 8) expressions and solving equations.
Why? (They are inside parentheses.)
In the expression on the right, what num- Success is indicated by 3 out of 3 correct
bers do you work with first? (8 and 6) responses.
Why? (They are inside parentheses.) Students who successfully complete the
Guide the students as they evaluate each Practice on Your Own and Check are ready
expression. Then ask: Do you get the same to move to the next skill.
result for each expression? (no) COMMON ERRORS
What causes the different results? • Students may not do what is inside the
(working inside the parentheses first) parentheses first, but rather perform the
In the examples for Equations, discuss the operations from left to right or randomly.
properties shown. Emphasize that paren- • Students may work inside the parenthe-
theses are important grouping symbols ses first, but may not be able to find the
when demonstrating the properties of addi- correct value of a variable.
tion and multiplication.
TRY THESE In Exercises 1–3 students use the Practice on Your Own, or who were not
parentheses in both expressions and equa- successful in the Check section, may benefit
tions. from the Alternative Teaching Strategy on
• Exercises 1–2 Evaluate expressions with the next page.
parentheses

Optional
s
M in u t e
5
Using Parentheses
OBJECTIVE Use parentheses to evaluate MATERIALS paper and pencil

expressions
Explain to students the order of operations. When students understand the significance
of parentheses, provide them with some of
Explain the rule for any number sentence or
the following exercises to confirm their
expression containing only numbers and
understanding.
signs of operation: Multiply and divide
before you add and subtract. Simplify each expression.
1. 5 8 4 (9) 2. 10 4 3 (9)
Demonstrate with two examples.
3. 3 4 5 (23) 4. 3 1 6 (9)
DO NOT USE RULE USE RULE 5. 9 6 3 (7) 6. 12 4 1 (2)
A. 3 2 5 B. 3 2 5 7. 5 (7 6) (6) 8. 9 – (8 – 7) (8)
55 3 10 9. (6 8) 7 (2) 10. 20 – (15 12) (17)
25 13 11. 4 (6 5) 2 (6) 12. 8 8 (4 4) (7)
Explain that if students want the answer in After the correct answers are verified, have
A to be correct, then they must use parenthe- students find what the results would be if all
ses to indicate that 3 and 2 are added first. parentheses were removed.
A. (3 2) 5
55
25

Name

Use of Parentheses Skill 50
Parentheses in an expression or in an equation means do the operation inside the parentheses first.

Expressions Equations
Find the value of, or evaluate, the You can solve some equations that contain parentheses by using
expressions. Compare the results. properties.
Are they the same? Distributive Property
(3 8) 6 3 (8 6)
Find the value of a.
Step 1 (3 8) 6 3 (8 6)
Do the operation ↓ ↓ (5 2) (5 6) 5 (a 6)
↓
inside parentheses 24 6 32 (5 2) (5 6) 5 (2 6)
Step 2 ↓ ↓ So, a 2.
Do all other 18 6
operations. Associative Property Commutative Property
211
You can see that the results are different. Find the value of c. Find the value of p.
So, where parentheses are placed c (5 9) (3 5) 9 6 (5 9) (5 9) p
affects the value of some expressions. ↓ ↓
Skill
3 (5 9) (3 5) 9 6 (5 9) (5 9) 6
So, c 3. So, p 6.
Try These
Evaluate the expression Find the value of a.
1 (5 3) 9 2 4 (8 2) 3 (3 2) (3 4) 3 (a 4) Use the
↓ Distributive Property
↓ ↓ (3 2) (3 4) 3 (2 4) of Multiplication
9 4 to help you solve.
↓ ↓
So, a

Name Skill

Do the operation inside the parentheses first.
Evaluate. Associative Property of Distributive Property of

Multiplication Multiplication
4 (2 6 1) 6 (4 5) (6 4) 5 (5 3) (5 2) b (3 2)
↓ ↓ ↓
49 6 (4 5) (a 4) 5 (5 3) (5 2) 5 (3 2)
36 So, a 6 So, b 5
Evaluate the expression.
1 (4 6) 3 2 (10 4) 6 3 7 (3 2) 4 3 (9 6)
↓ ↓ ↓ ↓
3 6 7 3
↓ ↓ ↓ ↓
5 (15 6) 8 6 15 (6 8) 7 (5 3) 10 8 4 (5 2)
Solve the equation

9 10 11
(4 6) (4 1) c (6 1) a (3 5) (2 3) 5 864p84
(4 6) (4 1) 4 (6 1) 2 (3 5) (2 3) 5 864684
c a p
12 13 14
7 (6 2) (b 6) (b 2) y69961 (9 5) 11 9 (5 c)
b y c
Check
Evaluate. Find the value of y.
15 27 (30 7) 16 35 (24 11) 17 7 (6 2) (y 6) (y
2) y

Skill 51 Order of Operations
Using Skill 51
1
0
s
M in u t e
OBJECTIVE Evaluate expressions using
the order of operations
Read the order of operations at the top of TRY THESE In Exercises 1–4 students use
the page. Discuss why it is important to the order of operations to evaluate expres-
have a set of rules for deciding the order of sions.
computation. Demonstrate by doing the
• Exercise 1 Divide then add
first example left to right instead of with
order of operations. • Exercise 2 Simplify within parentheses,
then multiply
Refer to the first problem.
• Exercise 3 Subtract, divide, then
Ask: What operations are in the problem?
multiply
(addition and multiplication) Which opera-
tion do you perform first? (multiplication) • Exercise 4 Simplify within parentheses,
Which operation do you perform second? simplify exponent, then
(addition) subtract
Focus on the second problem. Have stu- PRACTICE ON YOUR OWN Review
dents state the order in which they will do the example at the top of the page. As
the operations. Make sure that they see the they work through the exercise, have the
exponent. (Help students to understand students focus on the fraction bar as a
that the parentheses do not affect the division symbol.
answer because even without parentheses CHECK Determine if the students know
they would divide before adding.) the order of operations.
Ask: What is the first thing you do in this Success is indicated by 3 out of 3 correct
problem? (divide) What is the second responses.
thing you do? (simplify the exponent)
What is 32? (9) What is the last thing you Students who successfully complete the
do? (add) What is the value of the expres- Practice on Your Own and Check are ready
sion? (11) to move to the next skill.
Lead students through the third problem. COMMON ERRORS
Stress that the fraction bar is actually a • Students may not recall how to compute
grouping symbol that requires them to sim- with exponents.
plify the numerator, then simplify the
denominator before dividing the numerator • Students may always work from left to
by the denominator. right and forget to consider parentheses.
the next page.

Optional
M in u t e
s
Model Order of Operations
OBJECTIVE Model evaluating an
expression using the order
of operations
Say: We’re going to solve this problem. If I Act out and solve the following problems. In
have 5 cubes and then John, Maria, and each case, discuss whether parentheses are
Remy each give me 2 cubes, how many needed.
cubes will I have? (11)
• I have 2 cubes. Pedro has 25 cubes that he
Ask: What is an expression that describes will share equally with Anne, Tara, Kim, and
this problem? (5 3 2) If we work this me. When I get my share, how many cubes
problem left to right, what value do we will I have? (2 25 5 7; note that if
get? (16) Pedro is sharing, he gets a share too; paren-
theses are not needed.)
Now, demonstrate with cubes. Ask students
to take on the roles from the problem and • I had 25 cubes, but I gave 9 of them to
follow it exactly. Discuss why you only have Junior before I shared the ones I had left
11 cubes. Lead students to conclude that with Jan, Rita, and Omar. How many do I
multiplication must come before addition, have now? ((25 9) 4 4; Parentheses are
unless parentheses tell you otherwise. necessary.)
• I had 25 cubes and I gave 3 of them to
each of 4 students. How many do I have
now? (25 3 4 13; Parentheses are not
needed.)

Name

Order of Operations Skill 51
Evaluate an expression by using the order of operations.

Order of Operations
1. Do the operation in 2. Simplify exponents. 3. Multiply and divide 4. Add and subtract from
parentheses. from left to right. left to right.
2
Evaluate 7 ⫹ 2 ⫻ 3. Evaluate 3 ⫹ (4 ⫼ 2). (4 ⫹ 2) 2
Evaluate ᎏ 3
⫹4.
2
2⫻3⫽6 2
2冄苶4
苶 (4 ⫹ 2)
ᎏ ⫹4 4⫹2⫽6
2 3
3 ⫹ (4 ⫼ 2) Operate within 6 2 Operate within
Multiply first. ᎏᎏ ⫹ 4
7+2⫻3 parentheses. 3 parentheses.
2
7+6 Then add. 3 ⫹2 Simplify the exponent. 6
ᎏᎏ ⫹ 16
3
Simplify the exponent.
13
215
3⫻3⫽9 Divide.
2 ⫹ 16
The value of the expression is 13. 9⫹2 Add. Add.
11 18
Skill
The value of the expression is 11. The value of the expression is 18.
Try These
Evaluate each expression. Write what you do.
2
1 3⫹8⫼2 2 (5 ⫹ 3) ⫻ 7 3 (12 – 3) 4 5 – (10 – 6)
ᎏ ⫻8
First do: First do: 3
First do:
First do:
Then do: Next do:
Then do: Next do:
The value is . Then do:
Then do:
The value is . The value is .
The value is .

Name Skill

Think:
Evaluate (29 – 5) 3
2.
Order of operations: 4
1. Operate within
(29 5) 3
parentheses. 2 Operate within

4
2. Simplify exponents. parentheses. 29 5 24
24 3
3. Multiply and divide 2

4
Simplify the exponent. 2 2 2 8
from left to right. 24
8
4
Divide. 24 4 6
4. Add and subtract
68 Add.
from left to right.
14
The value of the expression is 14.
Evaluate each expression.
1 2 (18 6) 3 (15 6) 2
7 10 5 2
4
4
3
First do:
Then do: First do: First do:
The value is . Next do: Next do:

Then do: Then do:
The value is . Then do:
The value is .
Evaluate each expression. Write the steps you use to evaluate.
4 2 5 2 6 (12 3)
5 (8 3) (18 18) 3 8
3
Check
Evaluate each expression. Write the steps you use to evaluate.
7 8 2 9 (16 7) 2
(5 2) (8 3) 4 (13 5) 6
9

Skill 52 Simplify Numeric
Expressions
Using Skill 52
1
0
s
M in u t e
OBJECTIVE Simplify numeric expressions
A numeric expression has numbers and PRACTICE ON YOUR OWN Review the
operation signs. It does not have an equal examples at the top of the page.
sign. Remind students of the order of operations.
1. Perform operations inside parentheses.
Ask: What do the parentheses indicate?
2. Simplify exponents.
(They tell what to do first.)
3. Multiply or divide from left to right.
Direct students to Example 1. 4. Add or subtract from left to right.
Ask: What operation do you do first? (Add
Explain that it may be easier to multiply if
the 3 and the 2.)
1 you can cancel the fraction. Always check
Ask: Then what do you do? (Multiply by for ways to simplify.
8 then multiply the result by 5.) 2
CHECK Determine whether students are
Continue in a similar manner with simplifying according to the order of opera-
Example 2, simplifying the exponent first. tions. Success is indicated by 3 out of 3 cor-
TRY THESE In Exercises 1–3 students rect responses.
determine what to do first, and then sec- Students who successfully complete the
ond, to simplify the expression. Practice on Your Own and Check are ready
1 to move on to the next skill.
• Exercise 1 Multiply by 6 then
2
multiply the result by 3. COMMON ERRORS
• Exercise 2 Multiply 2 by 3.14, then • Students may perform the operations
multiply the result by 14. from left to right, regardless of the
parentheses.
• Exercise 3 Add the 4 and the 7, then
multiply from left to right. • Students may forget to simplify an
exponent or simplify incorrectly.

Optional
M in u t e
s
Simplify Numeric Expressions
OBJECTIVE Simplify numeric expressions MATERIALS index cards
On each index card write either a whole Students may arrange cards to make the
number, a number with an exponent, a frac- simplifying easier
tion, and (as a decimal 3.14 or a fraction
22
). Create a pile of each type of number.
7 1
(Whole numbers in one pile, numbers with – 52 9
3
exponents in a second pile, fractions in a
third pile, etc.)
Have students draw 3 cards from different Repeat the activity several times with
piles. Students should then multiply the different expressions.
numbers together following the order of
operations. When students show an understanding of
the simplifying process with three cards,
give four cards to each student.
1
– 52 9
3
Ask: What will you do first? (Simplify the

exponent.)
Ask: What will you do next? (Multiply from
left to right.)

Name

Simplifying Numeric Expressions Skill 52
Simplify each numeric expression. Remember order of operations.

1 1
Example 1 Simplify (8)(3 2). Example 2 Simplify (4)2(8).
2 2
1 1 2
(8)(3 2) First, add 3 2. (4) (8) Simplify the exponent.
2 2
1 1 1 1
(8)(5) Then, multiply by 8. (16)(8) Multiply by 16.
2 2 2 2
4(5) Then multiply by 5. (8)(8) Multiply 8 by 8.
1 1 2
219
So, (8)(3 2) 20. So, (4) (8) 64.
2 2
Skill
Try These
Simplify each expression by following the steps.
1 1 2 3 1
(6)(3) 2(3.14)(14) (8)(4 7)
2 2
First do: First do: First do:
Then do: Then do: Then do:
The value is . The value is . The value is .

Name Skill

Simplify 2(3.14)(6). 1
Simplify (6.5)2 (4).
Think: Multiply from left to 2
Think: Simplify the exponent first.
right.
1 2
(6.5) (4)
2(3.14)(6) 2
1
(42.25)(4) Multiply from left to right.
6.28(6) 2
84.5
37.68
Tell what you would do first, and then simplify the expression.
1 1 2 2 1 3 1 2
(6) (3) (10)(2 6) (3.14)(4) (9)
2 2 3
4 2 5 1 6 1
3.14(5) (3) (6)(5.75) (16)(3 7)
2 2
Check
Simplify each expression.

7 1 2 8 1 9 1 22 2
(3.14)(3) (5) (18)(12 16) (3) (7)
3 2 3 7

Skill 53 Words for Operations
Using Skill 53
s
M in u t e
5
OBJECTIVE Write an algebraic expression
for a word expression
Direct students’ attention to the first exam- TRY THESE Exercises 1–2 provide practice
ple. Ask: What is an algebraic expression? identifying operations in word expressions,
(an expression containing numbers, opera- writing algebraic expressions, and connect-
tions and variables) What are the four ing algebraic expressions to word expres-
operations? (addition, subtraction, multipli- sions.
cation, division) In the word expression
• Exercises 1–2 Write the operation and
“the sum of 6 and n,” which word refers to
algebraic expression.
the operation? (sum) To which operation
does the word sum refer? (addition) In the PRACTICE ON YOUR OWN Review the
word expression, “the sum of 6 and n,” example at the top of the page. Have a stu-
what are the addends? (6 and n) What is dent tell which words indicate the opera-
the algebraic expression? (6 + n) What tion used.
other way could you write the expression? CHECK Determine if students know the
(n + 6) operation used in word expressions and can
As you work through each word expres- write the algebraic expression. Success is
sion, have the students identify the word(s) indicated by 4 out of 4 correct responses.
that signify the operation used. Remind stu- Students who successfully complete the
dents of the importance of keeping the Practice on Your Own and Check are ready
numbers and variables in the correct order to move to the next skill.
when using subtraction or division.
COMMON ERRORS
In the section Writing a Word Expression for
an Algebraic Expression, point out to stu- • Students may incorrectly write a b for a
dents that each algebraic expression can be less than b, or a 45 for the quotient of 45
written as different word expressions. and a.
Guide students to understand that each of • For expressions that contain more than
the word expressions represents the same one operation, students may show only
algebraic expression. one of the operations.
the next page.

Optional
s
M in u t e
2
0
Words for Operations

OBJECTIVE Use index cards to write alge- MATERIALS index cards
braic expressions for a word
expression
Write on each index card a numeric expres- Again, have each student in the group read
sion such as: the expression aloud using as many different
phrases as they can. Record each phrase on
64 73 42 18 9
an index card.
Divide students into groups of four. Have
Next, remove the symbolic expressions.
one student hold up an index card. Have
Distribute the index cards with the algebraic
each student in the group read aloud the
expressions in word form and have students
expression. Try to get students to use as
write the symbolic form.
many different phrases as possible. Ask stu-
dents to record each phrase on an index Repeat the activity in another session for
card. expressions with more than one operation.
Again, start with numeric expressions, then
Then, for each expression, have students
replace some of the numbers with variables.
replace one of the numbers with a variable.
Repeat the steps described for expressions
For example:
with one operation.
a4 7b 4t m9

Name

Words for Operations Skill 53
Write an algebraic expression for a word expression. Think: An algebraic expression can contain one or more

numbers, operations, and variables.
Write an Algebraic Expression for a Word
Expression Write a Word Expression for an Algebraic
Read the word expression. Expression
Decide what operation to use. There are different phrases that you can use to
Then write the algebraic expression. represent algebraic expressions.
• the sum of 6 and n • the difference of 15 Algebraic Expression Word Expression
addition and b 2n the sum of 2 and n
6n subtraction 2 increased by n
15 – b 2 plus n
• the product of 8 and n • the quotient of 36 and 2 more than n
multiplication n a number n plus 2
223
8n division n–6 the difference of n and 6
36
n decreased by 6
n
Remember there are Remember there are n minus 6
Skill
different forms for different forms for 6 less than a number n

multiplication: division: xyz the product of x, y, and z
4
8 n, 8n 2冄苶4
苶,42,
2 x times y times z
45 the quotient of 45 and a

a 45 divided by a
Try These
Write the operation and algebraic expression for each word expression.
1 2
5 increased by t The difference of 12 and p.
Operation: Operation:
Algebraic expression: Algebraic expression:

Name Skill

Sometimes there Word Expression Algebraic
is more than one Expression
operation in an the difference of the product of a and b and 7 ab – 7
expression. subtraction multiplication
y less than the quotient of 64 and 8 64
– y
8
division subtraction
Write the operation and algebraic expression for each word expression.
1 2 3
the product of m 8 less than x the quotient of 24
and 2 Operation: and c
Operation: Algebraic expression: Operation:
Algebraic expression: Algebraic expression:
4 5 6
the sum of 4 and s 5 times b r decreased by 11
Operation: Operation: Operation:
Algebraic expression: Algebraic expression: Algebraic expression:
Write the letter of the word expression for the algebraic expression.
7 t 8 9 10

5
5t t5 t–5
a. the product b. a number t c. t decreased d. the quo-
of 5 and t plus 5 by 5 tient of t
and 5
Write the operation(s) and algebraic expression.
11 12 13
the sum of 3 and the difference of 6 less than the
the quantity 8 the product of 7 quotient of a and 4
times p and n and 4
Check
Write the operation(s) and algebraic Write the letter of the word expression
expression. for the algebraic expression.
14 15 16 17
the sum of 8 less than 10m 10 m
17 and x the product a. 10
of 29 and y increased b. 10
by m times m

Skill 54 Evaluate Expressions
Using Skill 54
s
M in u t e
2
0
OBJECTIVE Find the value of an
expression using the order
of operations
Begin the lesson by reviewing the order of • Exercise 1 Multiply, subtract

operations. Evaluate the following expres-
• Exercise 2 Multiply, divide, add
sion as students read from the order of
operations at the top of the page. • Exercise 3 Operate inside parentheses,
evaluate terms with expo-
22 (3 4) 6
nents, multiply
1. Operate inside parentheses. 22 12 6
2. Evaluate terms with exponents. 4 12 6 PRACTICE ON YOUR OWN Review
3. Multiply and divide from left to right. 4 2 the example at the top of the page. Have
4. Add and subtract from left to right. 6 students note that they are replacing
more than one variable with given values.
You may wish to review rules for opera-
Have students work through the example
tions with integers. Then, have students
step-by-step.
look at the first example. Ask:
What operations will you use to evaluate CHECK Determine if the students can
the expression? (multiplication, addition) evaluate expressions using the order of
Using the order of operations which oper- operations, and perform the operations
ation will you do first? (Multiply 2 times b) with integers correctly.
What do you do before you multiply? Success is indicated by 2 out of 3 correct
(Replace the variable b with 4.) After you responses.
multiply what numbers do you add?
(8 3) What is the sum? (5) Students who successfully complete the
Why is the sum a negative integer? (With to move to the next skill.
addends of different signs, subtract the less-
er absolute value from the greater absolute COMMON ERRORS
value and use the sign of the addend with • Students may not use the order of
the greater absolute value, in this case, a operations correctly.
negative sign.)
• Students may not know the rules for
Use similar questions to evaluate the signs when using operations with
expressions in the last two examples. integers.
Caution students that, to have an accurate
• Students may calculate the results
answer, they must use the order of
incorrectly.
operations.
TRY THESE In Exercises 1–3 students use
the order of operations to evaluate expres-
sions.
the next page.

Optional
s
M in u t e
5
Evaluate Expressions
OBJECTIVE Evaluate expressions using the MATERIALS index cards, paper
order of operations
Prepare sets of cards ahead of time. On each Have students replace “19 9” with 10. Say:
index card show one of the following: 2 sets According to the order of operations, what
of digits 0–9; symbols , , , , (, ), •; the do you do next? (Find the square of 2; it is 4.)
variable a, the exponents 2 and 3.
Have students replace 22 with a 4. Guide stu-
As you begin the lesson, recall that when dents as they find 4 10 and determine that
evaluating expressions students must use the value of 22 (19 9) is 40.
the order of operations. The order of opera-
tions ensures that everyone will get the Now present this expression: 5a (7 5)
same answer. Display the following. Explain that a 5. Then point out that
before students use the order of operations,
Order of Operations they replace a with 5. Have students replace
1. Operate inside the parentheses. the variable card with a card for 5. Then
2. Evaluate terms with exponents. work through the evaluation procedure as
3. Multiply and divide from left to right. before.
4. Add and subtract from left to right. 5 • 5 25 and 25 2 27. The value of the
Present 2 (19 9) and have students
2 expression is 27.
represent it with cards. Ask: Repeat the activity with expressions such as
What operations do you see in the expres- these:
sion? (find the square of 2, multiply, subtract)
(2 4) 42 (96)
According to the order of operations what
33 (14 5) (3)
do you do first? (I operate inside the paren-
(a 2) (15 2) a = 18 (39)
theses first.) What is the difference? (10)
(–9 3) a2 a=5 (19)
2 2
( 1 9 9 ) When students understand how to evaluate
expressions using the order of operations,
have them evaluate expressions with paper
and pencil.
2 2
1 0
4 1 0
4 0

Name
Evaluate Expressions Skill 54

Order of Operations
You can evaluate, or find the
1. Operate inside 2. Evaluate terms 3. Multiply and 4. Add and
value of, an expression by using

the order of operations. parentheses. with exponents. divide from left subtract from
to right. left to right.
2a 2
Evaluate 2b 3 for b 4. Evaluate 3 4 for a 9. Evaluate 5(s + 3) for s 2.
2a 2
2b 3 Replace b with 4. 4
3
Replace a with 9. 5(s 3) Replace s with 2.
↓ ↓
↓ 2
2 • 4 3 Multiply first. 2•9 5(2 3) Operate inside parentheses.
4
3
Multiply first.
Think: 2 • 4 8 Think: 2 3 5
Think: 2 • 9 18 2 2
8 3 Then add. 18 5•5 Evaluate 5 .
4 Then divide. 2
Think: 8 3 5 3 Think: 5 5 5, or 25
Think: 18 3 6
5 5 • 25 Multiply.
64 Finally, subtract.
Think: 6 4 2 125 Think: 5 • 25 125
2
227
So, when b 4, the value of So, when a 9, the value of So, when s 2, the value of
2
2b 3 is 5. 2a 5(s 3) is 125.
– 4 is 2.
3
Skill
Try These
Evaluate the expression for the given value of the variable. Write each step.
1 2 3
a5 b4 c3
2
1•b
4a 6 Replace a with 5. 1 Replace b with 4. 2(10 – c) Replace c with 3.
2
↓ ↓ 2
Multiply. 2(10 – 䊐) Operate inside parentheses.

4•䊐 6 1
ᎏ •ᎏ
2
䊐 1 Multiply first.
Subtract. Evaluate term with exponent.
䊐
ᎏᎏ 1 Divide.
2 Multiply.
Add.
1•b 2
The value of 4a – 6 is . The value of 1 is . The value of 2(10 c) is .
2

Name Skill

Remember:
Evaluate (x 3) 4xy, for x 7 and y 2.
2
When you multiply a negative 2

(x 3) 4xy Replace x with 7 and
number by a positive number, the
↓ ↓ y with 2.
product is a negative number.
(7 3) 4 • 7 • 2
2
Operate inside
parentheses.
10 4 • 7 • 2
2 2
Evaluate 10 .
100 4 • 7 • 2 Multiply.
100 28 • 2 Multiply.
100 56 Add.
44
2
The value of (x 3) 4xy is 44.
Evaluate the expression for the given value of the variable. Write each step.
1
m5 2 p 8
2
n2 5(p 10)
7mn 3 Replace m with 5 5( 10)
Replace p with 8.
2
7• •3 and n with 2. _______ Parentheses

_______ Multiply. _______ Exponents
_______ Subtract.
_______ Multiply.
2
The value of 7mn – 3 is ________. The value 5(p 10) is ________.
3 t 24 4 z 4 5 p 7, g 3
3t 22

4 8 Think: 3 (z + 8) Think: pg 12
_________ Multiply. _________ Parentheses _________
_________ Divide. _________ then _________
_________ Add. _________ exponents _________
Value: _____ Value: _____ Value: _____

6 2 7 2ab 3 for 8 2
5c for c 3 3(n 5) for n 4
a 1 and b 6
Check
20 5d for d 2
9 10 1 11
xy 7 for
2
2 4 (t 1) for t 7
x 2 and y 8
Skill 55 Simplify Algebraic
Expressions
Using Skill 55
s
M in u t e
2
0
OBJECTIVE Simplify algebraic
expressions.
Discuss with students that to simplify PRACTICE ON YOUR OWN Review the
algebraic expressions, you combine like example at the top of the page.
terms. In Exercises 1–6, students group the terms
to simplify the algebraic expression.
Remind students that a term is a number, a
variable, or the product of numbers and CHECK Determine if the students can
variables. Recall that if a term has a group like terms correctly, then combine
variable, the number with the variable is them. Success is indicated by 3 out of 3 cor-
called the coefficient. A constant term does rect responses.
not contain a variable.
Guide students to see that terms are like Practice on Your Own and Check are ready
terms if they have exactly the same variable to move on to the next skill.
factors. You can combine like terms by
COMMON ERRORS
adding coefficients.
• Students may forget that a variable by
Focus on Example 1. itself has a coefficient of 1.
Ask: What is the coefficient of 3x? (3) • Students may drop the sign of the coeffi-
Grouping terms can help students to see cient when combining like terms.
what can be combined.
Ask: In the example, what terms have the Students who made 3 or more errors in the
variable? (3x) Practice on Your Own may benefit from the
Ask: What are the constant terms? (5, 1) Alternative Teaching Strategy.
Group the terms in the expression and
simplify.
Ask: Why can you not combine the 3x and
the 4? (They do not have the same variable.
They are not like terms.)
Work through Examples 2 and 3 in a similar
manner.
TRY THESE
• Exercise 1 terms with x and constant
• Exercise 2 terms with a and constant
• Exercise 3 terms with x, y, and constant

Optional
s
M in u t e
5
Use Algebra Tiles to Simplify

Algebraic Expressions
OBJECTIVE Simplify algebraic expressions MATERIALS algebra tiles
with algebra tiles
Write the algebraic expression on the board. Have students model and combine tiles by
removing zero pairs.
5a 6 2a 8
Have students model the equation with
algebra tiles.
Key: 1
a
1
a
Ask: Which type of tiles do you need to

represent 5a? How many tiles do you need? Ask: What remains? ( )
( 5)
Ask: What does this represent? (3a 2)

Draw the following on the board. Repeat the activity several times with
different combinations of numbers and vari-
ables. When students show understanding,
give larger numbers or terms with 2 vari-
ables to simplify.

Name

Simplifying Algebraic Expressions Skill 55
To simplify algebraic expressions, combine like terms.

Example 1 Example 2 Example 3
5 3x 1 b 7 6b 5 3a 7b 4 9a 2b
Put a square around the terms Put a square around the terms Put a square around the terms
with the variable x and a circle with a variable b and a circle with a variable a, a circle around
around the constant terms. around the constant terms. terms with a variable b, and a tri-
5 3x 1 b 7 6b 5
angle around the constant terms.
3a 7b 4 9a 2b
Combine the terms in each shape. Combine the terms in each shape.
3x 51
Think: The coefficient of the first Combine the terms in each shape.
b is 1.
231
3a 9a 7b 2b 4
3x 4
b 6b 75
12a 5b 4
7b 12
Skill
Try These
Simplify each algebraic expression.
1 2 3
7 3x x 4 5 2a 7 8y 7x 4 2x 9
Terms with x Terms with a Terms with x

Constant terms Constant terms Terms with y
Constant terms

Name Skill

Simplify. 9x 4y 5x 8 y
Think: Group like terms by drawing circles, squares and triangles
around the like terms.
9x 4y 5x 8 y Combine the terms in the same shape.
9x 5x 4y y 8 Think: The coefficient of y is 1.
14x 3y 8 Simplify.
Simplify each algebraic expression by combining like terms.
1 2 3
6n 3n 2 4 5y y 6 2a 5b b a
terms with n terms with y terms with a

constant terms constant terms terms with b
4 5 6
26 y 4y 4 x 7y 4x 6 3a 6 4b 7 b
terms with y terms with x terms with a

constant terms terms with y terms with b
constant terms constant terms
Check
Simplify each algebraic expression.
7 8 9
9y 5 2y 4y 6b 4a 9 2a 7 2n 6m 9n 8 6m 3

Skill 56 Connect Words and
Equations
Using Skill 56
s
M in u t e
5
OBJECTIVE Write an algebraic equation
for a word sentence
Begin the lesson by recalling for students Continue using similar questioning for the
that equations are sentences that show that other word sentences. Have the students
two quantities are equal. Remind students state the steps as they perform them.
that equations always contain an equal TRY THESE Exercises 1–4 provide practice
sign. Ask: What is the difference between identifying operations and writing algebraic
an algebraic expression and an algebraic equations for word sentences.
equation? (An algebraic equation has an
equal sign and an algebraic expression does • Exercise 1 Addition
not have an equal sign.) • Exercise 2 Subtraction
Tell students that they can follow steps to • Exercise 3 Multiplication
write an algebraic equation for a word sen-
• Exercise 4 Division
tence. Direct students’ attention to Example
1. Have a student read the first word sen- PRACTICE ON YOUR OWN Review the
tence. Now direct students’ attention to example at the top of the page. Have a stu-
Example 2. Tell them that they can identify dent identify the word(s) indicating the
the operation, the unknown quantity, and operation used and the placement of the
the placement of the equal sign. Ask: equal sign.
Which words in the sentence refer to the CHECK Determine if students can write an
operation? (increased by) What is the oper- algebraic equation for a word sentence and
ation? (addition) Which words in the sen- correctly place the equal sign.
tence refer to the unknown quantity? (a
number) Success is indicated by 5 out of 6 correct
responses.
Which word in the sentence refers to the
equal sign? (is) Which two amounts are Students who successfully complete the
added together? (a number and 4) Where Practice on Your Own and Check are ready
should you place the equal sign in the to move to the next skill.
equation? (between the 4 and the 12) COMMON ERRORS
Refer students to Example 1. Tell them that • Students may not know the terms associ-
they can choose a variable to represent the ated with operations, and thus may use
unknown quantity. Ask: What letter was the wrong operation.
chosen for the variable in Example 1? (n)
• Students may incorrectly place the equal
Tell students that they can now write the sign in the equation.
equation. Ask:
What is the equation in Example 1? Students who made more than 4 errors in
(n 4 12) the Practice on Your Own, or who were not
the next page.

Optional
s
M in u t e
5
Model Connecting Words and Equations

OBJECTIVE Use counters and cups to MATERIALS counters, cups, slips of paper
model word sentences and labeled , , , , and
write algebraic equations
Distribute cups and counters to students.

Explain to the students that the cups will
represent the unknown quantity in a word x
sentence. Have the students copy this word + =
sentence: A number increased by 5 is 12.
Ask:
What can you use to represent the phrase x 5 12
“a number” in the word sentence? (a cup)
Which operation does “increased by” indi- Check students’ models to see that they are
cate? (addition) correct.
What symbol can you use for the word
“is”? (equal sign) Continue:
What algebraic sentence can you write that
Say: matches the model of the cups and coun-
Use the cup and counters to model the ters? (x 5 12)
word sentence.
Point out to students that they can also write
a 5 12 or m 5 12. Guide students to
understand that any letter may be used to
represent the unknown quantity.
Have the students use the cups and counters
to model other word sentences.
When students show understanding, remove
the cups and counters and have them try an
exercise using only paper and pencil.

Name
Connect Words and Equations Skill 56

You can write an algebraic equation for a word sentence. An algebraic equation Remember: An equation is an algebraic
is an equation that contains a variable. or numerical sentence that shows two

Follow these steps to write an algebraic equation for a word sentence. quantities are equal.
Step 1 Read the sentence.
Step 2 Identify operations, the unknown quantity, and the placement of the
equal sign.
Step 3 Choose a variable.
Step 4 Write the equation.
Example 1 Example 2
A number increased by 4 is 12. The difference of a number and 15 is 7.
unknown addition equals subtraction unknown equals
n ⫹ 4 ⫽ 12 a – 15 ⫽ 7
235
Example 3 Example 4
The product of 2 and a number is 10. A number divided by 6 is 3.
multiplication unknown equals unknown division equals
Skill
c
2b = 12 ᎏᎏ
6
⫽3
Try These
Write the operation. Then write an algebraic equation for the word sentence.
1 Twelve plus a number is 17. 2 The difference of a number and 1 is 2.
Equation: Equation:
3 A number times 3 is 15. 4 The quotient of 24 and a number is 6.
Equation: Equation:

Name Skill

Think: Word Sentence Algebraic Equation
Use the word sentence 10 is 3 more than a number.
to determine the operation, equals addition unknown 10 x 3
the unknown value, or 4.5 less than a number is 3.2.

subtraction unknown equals x 4.5 3.2
variable, and the place- Twice a number is –56.
ment of the equal sign. multiplication unknown equals 2x –56
Then write the equation. A number divided by 6 is 12.
x 1
unknown division equals
6 2
Write the operation. Then write an algebraic equation for the word sentence.
1 2 3
A number plus The difference of a The quotient of a
8 is 19. number and 6.8 is 1.1. number and 3 is 9.
Equation: Equation: Equation:
4 5 6
Twice a number 31 is 8 more A number divided
is 30. than a number. by 16 is 38.
Equation: Equation: Equation:
Write an algebraic equation for the word sentence.

7 8 9
A number increased 16 less than a 7 times a number
by 12 is 45. number is 5. is –35.
10 11 12
28.9 is 7.2 more The product of a The quotient of 8
than a number. number and 3 is 33. and a number is –2.
Check
Write an algebraic equation for the word sentence.
13 14 15
7 times a number 19.2 decreased by A number
is 84. a number is 6.7. divided by 6 is 23.
16 17 18
A number increased 15 less than a number 3 times a number
by 12 is 67. is 82. is –36.

Skill 57 Inverse Operations
Using Skill 57
s
M in u t e
5
OBJECTIVE Understand that addition and
subtraction are inverse opera-
tions and that multiplication
and division are inverse
operations
Begin by defining inverse operations as PRACTICE ON YOUR OWN Review the

operations that undo each other. examples at the top of the page. Focus on
the inverse operation of each equation by
Direct students’ attention to the Addition
having students explain how one operation
and Subtraction example. Have a student
undoes another and how to find and check
read the subtraction equation n 15 8.
the value of n.
Ask: What mathematical operation is used
in this equation? (subtraction) CHECK Determine if the students know
What does the n represent? (the number that addition and subtraction are inverse
that 15 is subtracted from to get a difference operations and that multiplication and divi-
of 8.) sion are inverse operations.
How does using addition help you find Success is indicated by 6 out of 8 correct
out what n is? (If I know that 8 15 23, responses.
then I know that 23 15 8.)
What is the value of n in n 15 8? (23)
Emphasize that subtraction and addition to move to the next skill.
are inverse operations.
COMMON ERRORS
Ask similar questions as you work through
• Students may not know their facts
the examples for subtraction, multiplica-
well enough to use inverse operations
tion, and division. Guide students to identi-
correctly.
fy the inverse operation for each equation
and state the value of n. Have them check • Students may not understand the role of
by substituting the value of n in the equa- the variable in the equation.
tion. • Students may add instead of subtract; for
TRY THESE In Exercises 1–4 students use example, n 3 7, n 7 3, n 10.
inverse operations to solve equations. • Students may multiply instead of divide;
• Exercise 1 Inverse of subtraction for example, n 3 12, n 12 3,
n 36.
• Exercise 2 Inverse of addition
• Exercise 3 Inverse of division
• Exercise 4 Inverse of multiplication successful in the Check section, may benefit
the next page.

Optional
1
0
s
M in u t e
Modeling Inverse Operations

OBJECTIVE Use cups and cubes to model MATERIALS paper cups, cubes, index
inverse operations cards labeled , , , ,
and
Begin by reviewing the names of mathemati- Tell students that the cup represents n in the
cal operations: addition, subtraction, multipli- equation n 3 7.
cation, division. Then define inverse operation
Recall that the equal sign means that the
as a mathematical operation that undoes
amounts on both sides are equal quantities.
another. It may also help students to think of
opposite operations. Say: Suggest subtracting 3 from both sides of the
For example, subtraction and addition are equation.
called inverse operations because subtract- Have students remove 3 cubes from the
ing undoes adding, and adding undoes group of 7 and the 3 cubes representing the
subtracting. Addition and subtraction are addend 3.
opposite operations.
Guide students to see that n 4. Ask:
If necessary, make sure that students under- Without lifting the cup, tell me how many
stand the meaning of equation: a number cubes are underneath it? (4 cubes) How do
sentence with an equal sign showing that you know? (There has to be the same num-
two quantities are equal. ber on both sides of the equal sign.)
Display this equation: n + 3 = 7. Point out To model multiplication and division as
that it is an addition sentence. Distribute 1 inverse operations, use a simple equation
cup and 14 cubes to each student. such as 2 n 6.
Demonstrate how to model the equation
with the cubes, symbols, and cup. First turn Label 2 cups n and place 3 cubes under each
the cup upside down and place four cubes cup without letting students see the cubes.
underneath it without showing the 4 cubes Place the equal sign and then 6 cubes to its
to the students. Put down the addition sym- right. Note that there are 2 groups of n (or
bol, followed by 3 cubes to the right of the 2n). Then to determine how many are in
symbol. Then place the equal sign and to the each group of n, the cubes to the right can be
right of that, a set 7 cubes. divided into 2 groups. The result is the value
of n. Have students separate the cubes into 2
groups to find that n = 3. Have them check
n under the cups to verify the result.
+ =
Emphasize that multiplication and division
are inverse operations. If students know that
2 3 6, then they know that 6 3 2,
and that 6 2 3.

Name

Inverse Operations Skill 57
Inverse operations are operations that undo each other.

Addition and Subtraction Multiplication and Division
• You can use addition to Think: 8 plus 15 is what • You can use multiplica- Think: What number times
solve a subtraction number? tion to solve a division 9 is 36?
equation. 8 ⫹ 15 ⫽ 23 Then: n ⫺ 15 ⫽ 8 equation. 4 ⫻ 9 ⫽ 36 Then: 36 ⫼ n ⫽ 9
n ⫺ 15 ⫽ 8 23 ⫺ 15 ⫽ 8 36 ⫼ n ⫽ 9 36 ⫼ 4 ⫽ 9
• You can use subtrac- • You can use division to Think: 35 divided by 5 is
tion to solve an addi- solve a multiplication what number?
tion equation. equation. 35 ⫼ 5 ⫽ 7 Then: n ⫻ 5 ⫽ 35
n ⫹ 6 ⫽ 11 Think: 11 minus 6 is what n ⫻ 5 ⫽ 35 7 ⫻ 5 ⫽ 35
• You can use addition to number? • You can use multiplica-
239
check subtraction and 11 ⫺ 6 ⫽ 5 Then: n ⫹ 6 ⫽ 11 tion to check division
subtraction to check 5 ⫹ 6 ⫽ 11 and division to check
addition. mulitplication.
Skill
↓
↓
↓
↓
68 ⫺ 35 ⫽ 33 33 ⫹ 35 ⫽ 68 49 ⫹ 27 ⫽ 76 76 ⫺ 27 ⫽ 49 72 ⫼ 6 ⫽ 12 12 ⫻ 6 ⫽ 72 12 ⫻ 9 ⫽ 108 108 ⫼ 9 ⫽ 12
Try These
Choose addition, subtraction, multiplication or division for the inverse operation.
Write and solve the equation.
1 n⫺7⫽2 2 n⫹3⫽7 3 24 ⫼ n ⫽ 4 4 6 ⫻ n ⫽ 12
Inverse Inverse Inverse Inverse
operation: operation: operation: operation:
Equation: Equation: Equation: Equation:
Solution: n ⫽ Solution: n ⫽ Solution: n ⫽ Solution: n ⫽

Name Skill

Think: Equation Inverse
Addition is the inverse of subtraction.
n 12 5 5 12 n
Multiplication is the inverse of
division. n 4 10 10 4 n
Remember: You can check the 48 n 12 12 n 48

solution to an equation using the n 3 18 18 3 n
inverse operation.
Use the inverse operation to write an equation. Solve.
1 2 3 4
n72 n 12 25 32 n 8 5 n 30
Equation: Equation: Equation: Equation:
______________ ______________ ______________ ______________
n _______ n _______ n _______ n _______
5 6 7 8
18 n 11 n 12 27 63 n 9 9 n 81
______________ ______________ ______________ ______________
n _______ n _______ n _______ n _______
Use the inverse operation to write an equation. Solve.
9 10 11 12
39 24 15 43 52 95 45 9 5 6 22 132
15 24 95 52 59 132 22
______________ ______________ ______________ ______________
13 14 15 16
220 11 20 135 253 388 15 32 480 348 172 176
______________ ______________ ______________ ______________
Check
Use the inverse operation to solve or check the equation.
17 18 19 20
7 n 105 38 n 25 99 n 11 n 43 69
n _______ n _______ n _______ n _______
21 22 23 24
229 78 151 14 9 126 178 109 287 216 12 = 18
______________ ______________ ______________ ______________

Skill 58 Solve One-Step Equations
Using Skill 58
1
0
s
M in u t e
OBJECTIVE Solving equations using
mental math
Read about equations at the top of the page. TRY THESE In Exercises 1–4 students use
Explain to students how an equation is like mental math to solve equations.
a balance scale. To be in balance, both trays
• Exercise 1 Addition
of the scale must hold the same weight.
• Exercise 2 Subtraction
Refer to Example A.
• Exercise 3 Multiplication
Ask: What is the equation? (3 x 7)
What operation is on the left? (addition) • Exercise 4 Division
What do you think the solution is? PRACTICE ON YOUR OWN Review the
Explain. (4, because the addition fact is 3 example at the top of the page. As they
4 7) How can you check to see if you work through the exercise, have students
have the correct solution? (Substitute 4 for state which operation is being used in each
x and see whether it makes a true state- equation.
ment.)
CHECK Determine if the students can use
Have students look at Example B. Make mental math to solve an equation. Success
sure that they note that the equation uses is indicated by 3 out of 3 correct responses.
subtraction.
Ask: What is the equation that you must Practice on Your Own and Check are ready
solve? (10 t 2) What operation is on to move to the next skill.
the left? (subtraction) What do you think
the solution is? Explain. (8, because the COMMON ERRORS
subtraction fact is 10 8 2) How can you • Students may use the wrong operation to
check to see if you have the correct solu- solve the equation.
tion? (Substitute 8 for t and see whether it
makes a true statement.) • Students may not know basic facts.
Have students work through Example C Students who made more than 2 errors in
and Example D. Point out that Example C the Practice on Your Own, or who were not
uses multiplication and Example D uses successful in the Check section, may benefit
division. Help students check their work by from the Alternative Teaching Strategy on
substituting. the next page.

Optional
1
0
s
M in u t e
Model Equations
OBJECTIVE Model solving equations using MATERIALS cups, cubes, an index card
mental math with a large equals symbol
written on it
Write the example x 3 6. Ask: If this is a true equation, how many

cubes must be to the left of the equals sym-
Ask: What is the variable? (x)
bol? (6) How many can you see there? (3)
Model the equation using a cup and cubes. How many cubes must be in the cup? (3)
Tell the students that the cubes hidden in the
To model subtraction, put 8 cubes in the
cup are represented by the variable x. Place
cup. Let students watch you removing 6
an addition symbol and 3 cubes beside the
cubes from the cup. Write the equation,
cup, put the equals symbol to the right, and
x 6 2 and discuss how to determine a
6 cubes to the right of the equals symbol.
value for x.
Without the students seeing, put 3 cubes in
the cup. To model multiplication, put 2 cubes in each
of 6 cups. Write and discuss the equation,
6x 12.
x
To model division, show 16 cubes and 4
= empty cups. Write and discuss the equation
16 x 4.

Name

Equations Skill 58
An equation is a statement showing that two quantities are equal. When there is a variable, a letter that stands

for a number, find the value of the variable that makes the equation true. The value is called the solution.
Example A Example B Example C Example D
x
3⫹x⫽7 10 ⫺ t ⫽ 2 5d ⫽ 20 ᎏᎏ ⫽ 6
3
Think: What number Think: What number sub- Think: 5 times what num-
Think: What number
added to 3 equals 7? tracted from 10 equals 2? ber equals 20?
divided by 3 equals 6?
3⫹4⫽7 10 ⫺ 8 ⫽ 2 5 ⭈ 4 ⫽ 20 18
ᎏᎏ ⫽6
3
x⫽4 t⫽8 d⫽4
x ⫽ 18
Check. Check. Check.
Check.
Replace x with 4. Replace t with 8. Replace d with 4.
Replace x with 18.
3⫹4⫽7 10 ⫺ 8 ⫽ 2 5 ⭈ 4 ⫽ 20 18
ᎏᎏ ⫽ 6
243
3
7⫽7 3 ⫹ 4 is equal to 7. 2⫽2 10 ⫺ 8 is equal 20 ⫽ 20 5 ⭈ 4 is equal to 20.
6⫽6 18 ⫼ 3 is equal to 6.
to 2.
Skill
Try These
Use mental math to solve each equation. Use the inverse operation to check.
1 2 3 4 x
9 ⫹ x ⫽ 16 25 ⫺ s ⫽ 15 7r ⫽ 28 ᎏᎏ ⫽ 10
8
Think: What number Think: What number sub- Think: 7 times what Think: What number
added to 9 equals 16? tracted from 25 equals 15? number equals 28? divided by 8 equals 10?
9⫹ ⫽ 16 25 ⫺ ⫽ 15 7⭈ ⫽ 28 ⫼ 8 ⫽ 10
x⫽ s⫽ r⫽ x⫽
Check: Check: Check: Check:
9⫹ ⫽ 16 25 ⫺ ⫽ 15 7⭈ ⫽ 28 䊐
ᎏᎏ ⫽ 10
8
⫽ ⫽ ⫽ ⫽

Name Skill

a
1.2 x 2.4 2.5 y 1.0 3c 1.5 12
4
What number 2.5 less what What number What number
added to 1.2 number times 3 divided
equals 2.4? equals 1.0? equals 1.5? by 4 equals 12?
1.2 1.2 2.4 2.5 1.5 1.0 3 0.5 1.5 48 4 12
x 1.2 y 1.5 c 0.5 a 48
Check: Check: Check: Check:
2.5 1.5 1.0 48
1.2 1.2 2.4 3 0.5 1.5 12
4
2.4 2.4 1.0 1.0 1.5 1.5 12 12
Use mental math to solve each equation.
1 4 times 2 z
What 3 What
4y 16 what 3 12

number x 8 10 number
4 16 number 3 12 divided 8 10 less 8 is
y is 16? z by 3 is x 10?
Check: Check: 12? Check:
4 16

12 8 10
3

4 5 6
a 12 14 3b 1.2 9 x 1.5
12 14 3 1.2 9 1.5
a b x
Check: Check: Check:
12 14 3 1.2 9 1.5

7 b 8 9
9 x 5.4 6.0 y 6.3 6.3
0.2
b x y
Check
Use mental math to solve each equation.
10 11 12 a
x 1.5 16 8y 64 7
9
x y a

Skill 59 Solve Multiplication Equations
Using Skill 59
s
M in u t e
5
OBJECTIVE Solve multiplication equa-
tions by using the inverse
operation of division
Begin by reviewing the Division Property TRY THESE Exercises 1–2 model the type
of Equality and the Identity Property of of exercises students will find on the
One. Recall for students that they can solve Practice on Your Own page.
multiplication equations by using the
• Exercise 1 Solve whole number
inverse operation, division.
multiplication equation
Direct students’ attention to Example A.
• Exercise 2 Solve decimal multiplication
Ask: Why can you divide both sides of an
equation
equation by the same non-zero number?
(The Division Property of Equality states PRACTICE ON YOUR OWN Review the
that both sides will remain equal.) What is example at the top of the page. Remind stu-
the equation in Example A that you are dents that when they divide by a fraction,
asked to solve? (48 3n) To which opera- they use the reciprocal of the fraction and
tion does 3n refer? (multiplication) What is multiply.
the inverse operation of multiplication?
(division) By what number should you
the inverse operation of division to solve
divide both sides of the equation? (3)
multiplication equations. Success is indicat-
Why? (to have n alone on one side of the
equation) What is 48 3? (16) What is
3n 3? (1n) Students who successfully complete the
Say: Now you have 16 = 1n.
Ask: What is another way you can write
COMMON ERRORS
1n? (n) How do you justify that step?
(Identity Property of One) • Students may multiply, instead of divide,
by the coefficient of the variable.
Say: So, n = 16.
• Students may divide both sides of the
Now tell students they can check this
equation by the constant instead of the
answer by substituting 16 for n in the origi-
coefficient of the variable.
nal equation. Review the check with the
students. Students who made more than 3 errors in
As you work through the next example, the Practice on Your Own, or who were not
have students identify which number they successful in the Check section, may benefit
will divide by and the properties they use. from the Alternative Teaching Strategy on
Remind students of the importance of the next page.
checking their solution.

Optional
1
0
s
M in u t e
Model Solving Multiplication Equations

OBJECTIVE Use counters to model solving MATERIALS counters
multiplication equations
Display 3x 12.
Distribute counters to each student. Explain
to students they will use the counters to
model the multiplication equation 3x 12.
What letter represents the unknown quan-
tity in this equation? (x) Ask: How many counters are in each
group? (4)
Ask: To which operation does 3x refer?
Do three groups of 4 counters equal 12?
(multiplication)
(yes)
Say: So, 3 times an unknown quantity
Point out to students that 4 represents the
equals 12.
unknown quantity.
Have the students display 12 counters. Tell
Lead students to understand that separating
the students to move the counters one at a
counters into groups represents division and
time into three groups.
that they used division to solve the multipli-
cation equation.
them try an exercise using only paper and
pencil.

Name

Solve Multiplication Equations Skill 59
To solve an algebraic equation, get the variable alone on one side of the equation.

You can solve a multiplication equation using the inverse operation, division. You justify that step,
using the Division Property of Equality.
Division Property of Equality Example A Solve: 48 ⫽ 3n Example B Solve: 0.4w ⫽ 1.2

If you divide both sides of an 48 ⫽ 3n Write the equation. 0.4w ⫽ 1.2 Write the equation.
0.4w 1.2
equation by the same non–zero 48 3n ᎏᎏ ⫽ ᎏᎏ
0.4 0.4
Use Division
ᎏᎏ ⫽ ᎏᎏ
3 3
Use Division Property
number, the sides remain equal. of Equality. Property of Equality.
Think: Divide both sides Think: Divide both
4⫽4
by 3 to get n alone. sides by 0.4
4 4 Divide both sides by 2.
ᎏᎏ ⫽ ᎏᎏ 1w ⫽ 3 Think: 3.
3.
2 2 16 ⫽ 1n Think: 48 ⫼ 3 ⫽ 16 and
The results are equal. 0.4冄苶1
苶.2
苶
2⫽2 3 ⫼ 3 ⫽ 1.
247
Identity Property of One 16 ⫽ n Use the Identity w⫽3 Use the Identity
Property of One. Property of One.
The product of any factor and 1
is the factor. 48 ⫽ 3n Check your solution. 0.4w ⫽ 1.2 Check your solution.
Skill
48 ⫽ 3 ⭈ 16 Replace n with 16. 0.4 ⭈ 3 ⫽ 1.2 Replace w with 3.

4⭈1⫽4
n⭈1⫽n Think: 3 ⭈ 16 ⫽ 48 Think: 0.4 ⭈ 3 ⫽ 1.2
48 ⫽ 48√ The solution checks. 1.2 ⫽ 1.2√ The solution checks
So, n ⫽ 16 So, w ⫽ 3
Try These
Complete the solution and the check for each equation.
1 2n ⫽ 14 Check 2 0.05t ⫽ 3.5 Check

2n 14 0.05t 3.5
ᎏᎏ ⫽ ᎏᎏ ᎏᎏ ⫽ ᎏ ᎏ
2 2 2n ⫽ 14 0.05 0.05 0.05t ⫽ 3.5
⫽ ⫽ 0.05 ⭈ ⫽ 3.5
2⭈ ⫽ 14
⫽ ⫽ ⫽ 3.5
⫽ 14

Name Skill

Think: Solve. 24 12a Write the equation. Check:
The reciprocal 1
1 Use the Division Property of 24 2a
Think: 24 a
of 12 is
2 Equality. 1
24 2 48
1 1
2 Think: 1 1
1
, or 2. 2 2 2 2
1 1 24 24√
24 2 1a Use the Identity Property of 1.
Multiply by the reciprocal. The solution
2
24 • 1 a checks.
Think: 2 24 48
48 a So, a 48.
Complete the solution and check.
1 2 2 3
6 3c 15 4 y
2 2
6 c
3
Check 6 3c 15
3
y Check 15 4y
3
2
2 2
4

3

3
6 3 3

3
15 4
3
4 4
6 15

3 4 5 6
4n 16 72 12h 0.2x 5 0.3b 21
Divide both sides Divide both sides Divide both sides Divide both sides
by . by . by . by .

7 8 1 9 10
45 9n t 15
2
0.7r 5.6 156 12p
n t r p
Check
Solve.
11 12 2 13 14
0.02h 0.4 n 36
3
84 7a 15k 195
h n a k

Skill 60 Solve Two-Step Equations
Using Skill 60
s
M in u t e
5
OBJECTIVE Solve two-step equations
Have students recall that an equation is a TRY THESE In Exercises 1–3 students
number sentence with an equals sign. A determine what to do first, and then second
variable is used to represent the value of to solve the equation.
a number. The value of the variable that
• Exercise 1 Subtract and divide.
makes the solution true is called the
solution. • Exercise 2 Subtract and multiply.
A two-step equation is an equation that has • Exercise 3 Solve for a variable, add and
two operations. divide.
Discuss with students that order of opera- PRACTICE ON YOUR OWN Review the
tions is not necessary in solving two-step examples at the top of the page.
equations, but the process is made easier Ask: What do you always do first? (Add or
when you add or subtract before you multi- subtract.)
ply or divide. Ask: How do you check your answer? (By
substituting your answer into the original
Recall that inverse operations are opera-
equation and simplifying.)
tions that undo one another.
Ask: What is the inverse operation of CHECK Determine that the students are
addition? (subtraction) isolating the variable to solve each equa-
Ask: What is the inverse operation of divi- tion. Success is indicated by 3 out of 3 cor-
sion? (multiplication) rect responses.
Direct students to Example 1. Students who successfully complete the
Ask: What operation do you do first? Practice on Your Own and Check are ready
(Subtract 3 from each side.) to move on to the next skill.
Ask: What do you next? (Divide each side COMMON ERRORS
by 2) • Students may multiply or divide before
Continue in a similar manner with adding and subtracting. Although the
Example 2. solution is still correct, the process is eas-
ier when you add or subtract first.
Explain that solving an equation that con-
tains all variables is similar to solving an • Students may perform an operation on
equation and getting a solution. only one side of the equation.

Optional
1
0
s
M in u t e
Use Algebra Tiles to Solve Two-Step Equations

OBJECTIVE Solve two-step equations with MATERIALS Algebra tiles
algebra tiles
Write the equation on the board. Ask: What is left?

3a 1 8
Have students model the equation with
algebraic tiles.
Key: 1
a Ask: What does this represent? (3a 9)
1
Ask: What do you do next? (Divide each
a side by 3.)
Have students divide each side into 3
groups of equal size.
Ask: Which type of tiles do you need to
represent 3a? How many tiles do you need?
( 3)
Remind students that the vertical line

represents the equals sign. Remove one group from each side.
Ask: For every tile, how many
tiles are there? (3)
Ask: What do you do first? (Add 1 to each

side.)
Have students add one tile to each side of
the equation and remove the zero pairs. The solution is a 3. Have students check
their answer by substituting 3 in the original
equation for a and solve.
different equations. When students show
understanding let the variables represent
larger or negative numbers.

Name

Solve Two-Step Equations Skill 60
Solve each equation by isolating the variable on one side of the equals sign.

Add or subtract before you multiply or divide.
Example 1 2y 3 11 Think: What number times 2 Think: What number divided
Example 2 x 5 2 by 3 minus 5 equals 2?
added to 3 equals 11? 3
x
2y 3 3 113 Subtract 3 from each side. 5 5 2 5 Add 5 to both sides.
3
2y 14 x
7
2y 14 3
Divide each side by 2.
2 2 x 3
⭈ 7 ⭈ 3 Multiply each side by 3.
y 7 3 1
x 21
Check: Replace y with 7.
? Check: Replace the x with 21.
2(7) 3 11
? 21 ?
14 3 11 5 2
251
11 11√ 3
2 2√
Skill
Try These
Solve each equation by following the steps.
1 2 y 3
4a 3 5 4 7 Solve 3x y 7 for x.
3
4a 3 3 5 3 y 3x y y 7 y
4 4 7 4
4a 3
3x
y
4a ? 3x ?
3
4 4 y ? (3) 3 3
a
y x
Check: 4(?) 3 5
?
4( )3 5


Name Skill

Solve each equation for the variable.
Solve 2a 3.5 7.5. Think: What Solve 4y w 9 for y.

number times 2
2a 3.5 3.5 7.5 3.5 plus 3.5 equals 4y w w 9 w
2a 4 7.5? 4y 9 w
a2
4y 9 w
?
Check: 2(2) 3.5 7.5 4 4
? 9w
4 3.5 7.5 y 4
7.5 7.5 √
Solve and check each equation.
1 2 3
6b 11 29 4a 8 20 3m 2 5x for m
6b 11 11 29 11 4a 8 8 20 8 3m 2 2 5x 2
6b 4a 3m
b a m
Check: 6(?) 11 29 Check: 4(?) 8 20

29 20
4 x 5 n 6
7 9 3.5 11.5 6y 4 12x for y
6 0.4
x n 6y 4 4 12x 4
7 7 9 7 3.5 3.5 11.5 3.5
6 0.4
x n 6y

6 0.4 y
x n
? ?
Check: 7 9 Check: 3.5 11.5
6 0.4
9 11.5
Check
Solve each equation.
7 8 a 9
4x 7 1 4 0 5c a 8 for c
7
x a c

Skill 61 Locate Points on a Number Line
Using Skill 61
s
M in u t e
5
OBJECTIVE Graph numbers on a number
line
On Skill 61, draw students’ attention to the PRACTICE ON YOUR OWN Review the
different number lines. Be sure students example at the top of the page. Ask stu-
know how to read a number line. Direct dents to state the direction from zero for the
students’ attention to both number lines. graph of a given number.
Ask: What number is in the middle of
CHECK Determine if students can graph a
both number lines? (0)
number correctly on a number line.
Guide students to move their fingers to the
right of zero. Ask: What type of numbers
responses.
are located to the right of zero? (positive)
Repeat the experience for numbers to the
left of zero. Ask: What type of numbers do
you see to the left of zero? (negative)
COMMON ERRORS
Help students realize that the graph of a
number is the point associated with that • Students might graph numbers on the
number on a number line. incorrect side of zero.
Ask: How are the two number lines differ- • Students might count units from zero
ent from each other? (One number line has incorrectly.
an interval of one and the other number Students who made more than 4 errors in
line has an interval of two.) How are the the Practice on Your Own, or who were not
number lines alike? (Both have intervals, successful in the Check section, may benefit
and zero is in the middle.) from the Alternative Teaching Strategy on
Guide students to recognize that the sign of the next page.
any number determines the direction from
zero.

Optional
s
M in u t e
5
Plotting on a Number Line

OBJECTIVE Locate points on a number line MATERIALS index cards, number line
Prepare on index cards instructions for stu- It may help some students to put their fin-
dents to locate points on a number line. For gers on the number line, and actually move
example, their fingers to the left or right of zero to
locate points. Encourage students to say
• locate –3 on the number line
“positive” as they move to the right of zero,
• locate the opposite of 4 on the number line, and “negative” as they move to the left of
• name the point that is 5 units to the left of zero.
zero Next, ask volunteers to draw from the stack
• locate positive 2 of prepared index cards. After reading
aloud, encourage students to verbalize or
Present students with a number line such as explain the movement on the number line.
the one below.
As students become more comfortable with
locating numbers on a number line, the
–6 –4 –2 number line can be extended to include a
0 2 4 6 wider range of numbers and the difficulty
Remind students that all numbers to the left level of the instructions on the index cards
of zero name negative numbers and include can be increased.
negative signs ( – ). All numbers to the right
of zero name positive numbers and may or
may not include positive signs ( ).
Remind students that the number zero has
no sign, because it is neither positive nor
negative.

Name

Locate Points on a Number Line Skill 61
Graph numbers on a number line.

Graph ⫺2 and ⫹3 on the number line. Graph ⫺4, 2, ⫺12 and 10 on the number line.
–2 is a negative number. ⫺4 is a negative number. 2 is a positive number.
So start at 0. Count 2 units to the left. So start at 0. Each mark on the So start at 0. Count 1 space to
Mark the point on the number line. number line represents 2 so the right.
move 2 spaces to the left. Mark the point on the number
Negative Numbers Positive Numbers
0 Mark the point on the number line.
line.
-4 -3 -2 -1 0 +1 +2 +3 +4 Negative Numbers Positive Numbers
0
Step 2
255
3 is a positive number. -12 -8 -4 0 +4 +8 +12
So start at 0. Count 3 units to the right.
Mark the point on the number line. The intervals on the number line are in
Skill
decimal form. So, you can write an

equivalent decimal to graph a fraction.
Step 3 Step 4
⫺10 is a negative number 10 is a positive number.
So start at 0. Count 5 spaces to So start at 0. Count 5 spaces to
the left. the right.
Mark the point on the number Mark the point on the number
line. line.

Name Skill

Think:
The sign in front of a number tells you the Graph –2 and 6 on
direction from zero on the number line. the number line.
–2 is a negative number.
Negative Numbers
0
Positive Numbers
Start at 0, count 2 spaces to
the left.
-8 -6 -4 -2 0 +2 +4 +6 +8 +10 +12
6 is a positive number.
Start at 0, count 6 spaces
to the right.
Graph each number on the number line. Complete each statement.

0
-12 -10 -8 -6 -4 -2 0 +2 +4 +6 +8
1 7 2
1
3 10
7 is a negative 1 is a 10 is a
Start at 0. Move Start at . Move Start at . Move
to the . to the . to the .
Mark the point. Mark the point. Mark the point.

0
-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5
4
4
5 1 6
2
7 5
positive
number. number. number. number.
Move to Move to Move to Move to
the . the . the . the .
Check
Graph each number
on the number line. -4 -3 -2 -1 0 +1 +2 +3
8
2
9 3 10
0.5 11 2

Skill 62 Solve and Graph Inequalities
Using Skill 62
s
M in u t e
5
OBJECTIVE Solve and graph inequalities
Have students look at Step 1 on Skill 62. PRACTICE ON YOUR OWN Review the
Ask: How do you solve the inequality? example at the top of the page.
(Add 1 to both sides.) In Exercises 1–4, students solve and graph
an inequality.
Is 4 a solution to the inequality? (No, 4 is
not greater than 5 or equal to 5) CHECK Determine that the students can
solve and graph an inequality. Success is
Is 6 a solution? (Yes, 6 is greater than or
equal to 5.)
Is 5 a solution? (Yes, since it is greater than
or equal to 5.)
Direct students’ attention to Step 2, review
COMMON ERRORS
the symbols and their meanings.
• Students may confuse the symbols and
Go to Step 3:
with their respective meanings: less
Ask: Will an open or closed circle be used
than and less than or equal to. Explain
when graphing the solution set? (Closed
that the line under the symbol is consid-
circle since 5 is included in the solution set.)
ered half an equal sign.
• Students may confuse the open dot and
solve and graph inequalities.
closed dot when graphing. Have stu-
• Exercise 1 open; right dents remember that when the dot is
• Exercise 2 closed; left open, the number is not contained in the
solution set. When the dot is closed, the
• Exercise 3 open; left number is contained in the solution set.
the next page.

Optional
s
M in u t e
5
Matching Inequalities to the Solution

OBJECTIVE Solve and graph inequalities MATERIALS index cards with inequalities
written on them
Prepare a set of index cards with exercises For B, students should recognize the need to
and graphs similar to these. subtract 4 from each side. They should be
able to describe that the graph will be a
A B
closed circle and extend to the right.
a 9 12 a 4 12
For C, students should recognize the need to
C D add 7 to each side. They should be able to
a71 3a 9 12 describe that the graph will be an open circle
and extend to the left.
For D, students should recognize the need to
-4 -3 -2 -1 0 1 2 3 add 9 to each side and then divide by 3.
They should be able to describe that the
graph will be an open circle and extend to
-2 0 2 4 6 8 10 12 the right.
-2 0 2 4 6 8 10 12
-2 0 2 4 6 8 10 12
Without computing, have students match up

the inequality with its solution.
For A, students should recognize the need to
subtract 9 from each side. They should be
able to describe that the graph will be a
closed circle and extend to the left.

Name

Solve and Graph Inequalities Skill 62
You can use a number line to show the solutions to an inequality.

Step 1: Solve the inequality. Step 2: Review symbols. Step 3: Graph
a14 Think: Symbols and their meanings: Think: What type of circle will be used to
a1141 means less than, open circle graph a 5?
a5 means less than or equal to, closed
circle Which direction will the line go?
means greater than, open circle
means greater than or equal to, closed -6 -4 -2 0 2 4 6
circle
259
Try These
Solve and graph the inequalities.
Skill
1 2 3
a59 w32 2y 5 9
What type of circle will be used? What type of circle will be used? What type of circle will be used?
Which direction will the line go? Which direction will the line go? Which direction will the line go?
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6

Name Skill

Step 1 Solve the inequality. w 8 4
w 4 8
w4
Step 2 Decide on the appropriate circle.
means less than, open circle
means less than or equal to, closed circle
means greater than or equal to, closed circle
Step 3 Graph the solution.
-6 -4 -2 0 2 4 6
Solve and graph each inequality.

1 2
a 4 10 w 4 2
What type of circle will be used? What type of circle will be used?
Which direction will the line go? Which direction will the line go?
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6

3 4
y 8 12 z 8 3
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
Check
5 6
w45 y32
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
7 8
b 4 3 a32
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6

Skill 63 Write an Inequality for a Graph
Using Skill 63
s
M in u t e
5
OBJECTIVE Write an inequality for a
graph
Review the symbols and their meanings in PRACTICE ON YOUR OWN Review the
the first box. example at the top of the page.
In Exercises 1–4, students write the inequality
Direct students’ attention to the example.
from the given graph.
Ask: Which number is the circle on? (5)
CHECK Determine that the students can
Should the circle be open or closed? write an inequality from a graph. Success is
(Closed since 5 is included in the solution indicated by 4 out of 4 correct responses.
set.)
How do you know which direction to Practice on Your Own and Check are ready
draw the arrow? (The arrow points in the to move on to the next skill.
direction of the numbers included in the
COMMON ERRORS
solution set.)
• Students may confuse the symbols and
with their respective meanings: less
write the inequality for a graph.
than and less than or equal to. Explain
• Exercise 1 4, open, left, a 4 that the line under the symbol is consid-
• Exercise 2 2, closed, right, a 2 ered half an equal sign.
• Exercise 3 3, closed, left, a 3 • Students may write the inequality in the

incorrect order. Have students read what
they have written to see if it matches the
graph.
the next page.

Optional
s
M in u t e
5
Matching Inequalities and Their Graphs

OBJECTIVE Write an inequality from a MATERIALS Set of index cards with
graph inequalities and their
matching graphs
Place students in groups of 2, 3 or 4. Students shuffle the cards and place them
face down. One student turns over two
Have a set of cards for each group of
cards. If the cards show an inequality and its
students. The prepared cards should have an
matching graph, they keep the cards and
inequality on one card and its matching
take another turn. If the cards do not match,
graph on another card. It is preferable to
the student turns the cards over and play
have a different sets of cards for each group
passes to the next player.
so that additional practice can take place for
those students having difficulty. If students are still having difficulty identi-
fying inequalities and their graphs, have
them repeat the activity with another set of
cards.
-4 -2 0 2
x0
-1 0 2 4
x3
-4 -3 -2 -1 0 1
x 3

Name

Write an Inequality for a Graph Skill 63
You can use a number line to show the solutions to an inequality.

Think: Symbols and their meanings: Example:
⬍ means less than, open circle Write the inequality for the graph.
ⱕ means less than or equal to, closed circle

-6 -4 -2 0 2 4 6
⬎ means greater than, open circle
ⱖ means greater than or equal to, closed circle Think: Which number is the circle on? 5
Think: Is the answer included in the solution set?
yes; which means a closed circle
Which direction does the arrow point? right
Write the inequality. a ⱖ 5
263
Try These
Skill
Write the inequality for each graph.

1 2 3
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
Which number is the circle on? Which number is the circle on? Which number is the circle on?
Is the circle open or closed? Is the circle open or closed? Is the circle open or closed?
Which direction does the arrow point? Which direction does the arrow point? Which direction does the arrow point?
Write the inequality. Write the inequality. Write the inequality.

Name Skill

Write an inequality for the graph.
-6 -4 -2 0 2 4 6
Step 1 Decide on the appropriate circle.

means less than, open circle
means less than or equal to, closed circle
means greater than or equal to, closed circle
Step 2 Write the inequality: a 4

1 2
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
Which number is the circle on? Which number is the circle on?
Is the circle open or closed? Is the circle open or closed?
Which direction does the arrow point? Which direction does the arrow point?
Write the inequality. Write the inequality.

3 4
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
Check
5 6
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6
7 8
-6 -4 -2 0 2 4 6 -6 -4 -2 0 2 4 6

Skill 64 Graph Linear Equations
Using Skill 64
s
M in u t e
5
OBJECTIVE Graph linear equations
Direct students to Step 1. Ask: Does it mat- PRACTICE ON YOUR OWN Review the
ter what values you choose for x? (No, any steps at the top of the page.
number will work, smaller numbers are In Exercises 1–3, students graph a linear
easier to work with and graph.) equation.
For Step 2: Which value comes first in an CHECK Determine that students know
ordered pair? (x) how to graph a linear equation. Success is
How do you plot an ordered pair? (The
x-coordinate indicates how many units to Students who successfully complete the
move left or right and the y-coordinate indi- Practice on Your Own and Check are ready
cates how many units to move up or to move on to the next skill.
down.)
COMMON ERRORS
For Step 3: Why is the line extended past
• Students may switch the x- and y-
the plotted points? (The line represents all
coordinates. Stress that the x-coordinate
coordinates that are solutions to the equa-
moves left or right and the y-coordinate
tion and not just those points that can be
moves up or down.
plotted on the graph.)
• Students may not plot enough ordered
TRY THESE In Exercise 1 students create a
pairs to ensure that their line is straight.
table of values, plot the ordered pairs, and
draw the line for an equation. Students who made more than 3 errors in
• Exercise 1 x x2 y (x, y) successful in the Check section, may benefit
2 2 2 0 (2, 0)
the next page.
1 1 2 1 (1, 1)
0 02 2 (0, 2)
1 12 3 (1, 3)
y
+5
+4
+3
+2
x
-5 - 4 - 3 -1 0 +1 +2 +3 +4 +5
-1
-2
-3
-4
-5

Optional
s
M in u t e
5
Graphing Linear Equations Using Intercepts

OBJECTIVE Graph a linear equation MATERIALS graph paper, ruler
Distribute graph paper and rulers to stu- Ask: When the graph crosses the x-axis,
dents. Write the equation x + y = 1 on the what is the value of y? (0)
board. To find the x-intercept, have students
substitute 0 in for y and solve.
Ask: How many points determine a line?
x 0 1; x 1. The ordered pair is written
(2)
as (1, 0).
Have students determine the x- and
Have students create a coordinate grid on
y- intercepts of the equation.
their graph paper. Then have students plot
Ask: When the graph crosses the y-axis, the two ordered pairs on their grid: (0, 1)
what is the value of x? (0) and (1, 0).
To find the y-intercept, have students Ask: How do you plot the coordinates?
substitute 0 in for x and solve. (The x-coordinate tells you how many units
y 0 1; y 1. The ordered pair is written to move left or right, the y-coordinate tells
as (0, 1). you how many units to move up or down.)
Point out that the order of the coordinates is
important. Have students draw a line
through the two points.
different equations.
the graphing process using whole numbers,
change the equations to include fractions.

Name

Graph Linear Equations Skill 64
The graph of an equation is the graph of all the points whose coordinates are solutions of the equation.

Graph the equation y = x ⫹ 3.
Step 1: Choose values for x and Step 2: Graph the ordered pairs. Step 3: Draw a line through the points.
create a table of values. y y
+5 +5
x x⫹3 y (x, y) +4 +4
0 0⫹3 3 (0, 3) +2
1 1⫹3 4 (1, 4) +1 +1
x x
⫺3 ⫺3 ⫹ 3 0 (⫺3, 0) -5 - 4 -2 -1 0 +1 +2 +3 +4 +5 -5 - 4 -2 -1 0 +1 +2 +3 +4 +5
-1 -1
⫺2 ⫺2 ⫹ 3 1 (⫺2, 1) -2 -2
-3 -3
-4 -4
267
-5 -5
Try These
Skill
Graph the equation on a coordinate plane.

1
y⫽x⫹2 Plot the points and draw the line.
Create a table of values: y
+5
x x⫹2 y (x, y) +4
+3
⫺2 (__, __) +2
⫺1 (__, __) +1
x
0 (__, __) -5 - 4 - 3 - 2 - 1 0 + 1 + 2 + 3 + 4 + 5
-1
1 (__, __) -2
-3
-4
-5

Name Skill

To graph a linear equation follow these steps.
Step 1: Make a table of values.
Step 2: Plot the ordered pairs.
Step 3: Draw a line through the points.
Graph each equation on a coordinate plane.

1
yx1 Plot the points and draw the line.
y
Create a table of values: + 10
x x1 y (x, y) +8
+6
2 (__, __) +4
1 (__, __) +2
x
0 (__, __) -10 - 8 - 6 - 4 - 2 0 + 2 + 4 + 6 + 8 + 10
-2
1 (__, __) -4
-6
-8
- 10
2 3
yx5 y 2x 1
y y
+ 10 + 10
+8 +8
+6 +6
+4 +4
+2 +2
x x
-10 - 8 - 6 - 4 - 2 0 + 2 + 4 + 6 + 8 + 10 -10 - 8 - 6 - 4 - 2 0 + 2 + 4 + 6 + 8 + 10
-2 -2
-4 -4
-6 -6
-8 -8
- 10 - 10
Check
Graph the equation on a coordinate plane. y
+ 10
4 +8
y 2x 1 +6
+4
+2
x
-10 - 8 - 6 - 4 - 2 0 + 2 + 4 + 6 + 8 + 10
-2
-4
-6
-8
- 10

Skill 65 Solve Proportions
Using Skill 65
s
M in u t e
5
OBJECTIVE Solve proportions using cross
products
Read about proportions at the top of the Lead students to conclude that, since the
page. Tell students that they can think of cross products are equal, the ratios are
proportions as two equivalent fractions. equivalent.
Discuss cross products of familiar equiva-
TRY THESE Exercises 1–3 provide a
lent fractions so students will understand
framework for solving proportions.
that cross products of equivalent fractions
are equal. Try 12 24; 38 166; and 34 75
100.
• Exercises 1–2 Missing denominator
Refer to Step 1. • Exercise 3 Missing numerator
3 n
Ask: What are the two ratios? ( and )
8 24 PRACTICE ON YOUR OWN Review the
What are the two cross products? (3 24 example at the top of the page. Focus on
and 8 n) What is another way to write finding the cross products. Encourage stu-
8 n? (8n) dents to check their work by substituting
their solutions into the original proportion
In Step 2, have the students make note of
and finding the cross products again.
each step in the process for solving the
equation that arises from the cross products CHECK Determine if the students know
of the proportion. how to solve a proportion.
Ask: What does 8n stand for? (8 multiplied Success is indicated by 3 out of 3 correct
by n) What is the inverse operation of responses.
multiplication? (division) Why do we Students who successfully complete the
divide both sides of the equation by 8? Practice on Your Own and Check are ready
(We want to know the value of 1n; 88 1; if to move to the next skill.
we divide both sides of an equation by the
same number, the equation is still true.) COMMON ERRORS
Stress the importance of checking the • Students may multiply the numerators
answer. together and the denominators together,
instead of finding the cross products.
Ask: What are the ratios when n = 9?
(38 and 294) What are the cross products? Students who made more than 2 errors in
(3 24 and 8 9) What is the value of the Practice on Your Own, or who were not
each cross product? (72, 72) successful in the Check section, may benefit
the next page.

Optional
1
0
s
M in u t e
Model Solving Proportions

OBJECTIVE Model solving proportions MATERIALS cubes, dry tempera (red and
yellow), clear cups, teaspoon
measure
Say: I am going to show you the lemonade Now use dry tempera to mix up various
recipe I use. shades of orange. Mix 3 teaspoons of red
tempera and 2 teaspoons of yellow tempera
Place 2 white cubes (sugar), 2 yellow cubes 3 red
in a cup. Write the ratio low.
2 yel
(lemon juice), and 8 blue cubes (water) in a
cup and explain that this cup of lemonade Ask: How much yellow would be required
tastes perfect. to turn 6 teaspoons of red into the same
orange color?
Ask and demonstrate:
What would happen if I made a new batch Set up the proportion:
with 4 white cubes, 2 yellow cubes, and 8 3

2 6y
blue cubes? (It would be too sweet.) What if
I used 2 white cubes, 2 yellow cubes, and Help students realize that, since there is
10 blue cubes? (too weak) What if I used 2 twice as much red, there must be twice as
white cubes, 4 yellow cubes, and 8 blue much yellow, just as if they were looking for
cubes? (too sour) equivalent fractions.
32 6
Discuss the way that those changes in the
22 4
recipe put it out of proportion. Ask: How Now use this newly solved proportion to
would you make 2 cups of perfect lemon- show that cross products are equal. You may
ade? (Use exactly twice the amount of each not need to use cross products to solve a
ingredient required for 1 cup of perfect proportion when you are doubling the
lemonade.) What if you wanted to make 4 numerator and the denominator, but it will
cups of perfect lemonade? (Use exactly 4 help immensely when solving this propor-
times the amount of each ingredient tion.
required for 1 cup of perfect lemonade.) 3 red 8 red

2 yellow y
y 5 13 teaspoons.
Continue with other quantities of tempera to
make other shades of orange.

Name

Solve Proportions Skill 65
A proportion is an equation that shows two equivalent ratios.

Solve for n. 3ᎏ8ᎏ ⫽ ᎏ2n4ᎏ.

Equal ratios have equal cross Solve the equation for n. Check the solution. Replace n
products. Find the cross products. 3 n with 9 to tell if the cross products
ᎏᎏ ⫽ ᎏᎏ
8 24
3 n are equal.
ᎏᎏ ⫽ ᎏᎏ 8⫻n 8n ⫽ 3 ⫻ 24
8 24
3 ⫻ 24 3 9
8n ⫽ 72 Mulitply 3 ⫻ 24 to ᎏᎏ ⫽ ᎏᎏ
8 24
simplify. 8 ⫻ 9 ⫽ 3 ⫻ 24
Remember 8 ⫻ n 8 ⫻ n ⫽ 3 ⫻ 24 8n 72
ᎏᎏ ⫽ ᎏᎏ
8 8
Divide both sides 72 ⫽ 72
can be written as 8n. 8n ⫽ 3 ⫻ 24
by 8. 3 9
So, ᎏᎏ ⫽ ᎏᎏ.
n⫽9 8 24
271
Try These
Skill
Solve for n.
2 9 2 9 8 6 8 6 5 n 5 n
1 ᎏᎏ ⫽ ᎏᎏ ᎏᎏ ⫽ ᎏᎏ 2 ᎏᎏ ⫽ ᎏᎏ ᎏᎏ ⫽ ᎏᎏ 3 ᎏᎏ ⫽ ᎏᎏ ᎏᎏ ⫽ ᎏᎏ
12 n 12 n 12 n 12 n 9 27 9 27
Write the cross 2 ⫻ n ⫽ 12 ⫻ 䊐 Write the cross 8 ⫻ n ⫽ 12 ⫻ 䊐 Write the cross 9⫻n⫽5⫻ 䊐
products. 2n ⫽ 䊐 products. 8n ⫽ 䊐 products. 9n ⫽ 䊐
2n 䊐 8n 䊐 9n 䊐
Simplify. ᎏ ᎏ ⫽ ᎏᎏ
2 2
8 8
9 9
Solve for n. n⫽ a Solve for n. n⫽ a Solve for n. n ⫽ a

Name Skill

Think: 2 16 3 21

To solve for n in a proportion: n 48 5 n
1. Write the cross products. n 16 2 48 3n 5 21
2. Simplify, if necessary. 16n 96 3n 105
3. Solve for n. 16n 96 3n 105

16 16 3 3
4. Check the answer. n6 n 35
6 16 2 48 3 35 5 21
96 96 105 105
Solve for n. Check that the cross products are equal.
5 n 20 6n9
1 4 n 2 6 9

5 20 8 n
Write the cross Write the cross

products. 5n products. 6n
Simplify. 5n
Simplify. 6n

Solve. n 2 Solve. n 2
Check. 2 2 Check. 2 2
3 n 9 3
3 4
7 21 15 n
7n 21 15 9 n
7n 9n

7n
9n

n 2 n 2
5 7 n 6 14 42

10 90 n 12
n 2 n 2
Check
7 3 9 8 8 4 9 n 18

n 24 12 n 4 24
n= 2 n= 2 n= 2

Skill 66 Change Units
Using Skill 66
s
M in u t e
5
OBJECTIVE Change between units of the
same measurement system by
multiplying or dividing
Before beginning the skill, review custom- TRY THESE In Exercises 1–4 students
ary units of measure with students and change from one unit to another in the
recall the abbreviations used for each unit same measurement system.
of measure.
• Exercises 1–2 Change customary units
Draw students’ attention to the example for
• Exercises 3–4 Change metric units
customary units. Ask: How many feet
equal 1 yard? (3 feet) When you change PRACTICE ON YOUR OWN Review the
yards to feet, are you changing from a example at the top of the page. In Exercises
larger unit to a smaller unit or from a 1–6, students identify whether they multi-
smaller unit to a larger unit? (larger unit to ply or divide and change customary or
a smaller unit) metric units of measure. In Exercises 7–16,
To change from a larger unit to a smaller students change customary or metric units
unit, do you multiply or divide? (multiply) of measure.
Ask similar questions as you work through CHECK Determine if students can change
the example for finding how many yards between units of the same measurement
are in 108 inches. system by multiplying or dividing. Success
is indicated by 3 out of 4 correct responses.
Continue with the example for metric units.
Explain to students that the meter is the Students who successfully complete the
basic unit of length in the metric system. Practice on Your Own and Check are ready
All other units have the word “meter” as to move to the next skill.
the root. The prefixes tell how many or COMMON ERRORS
what part of a meter each unit is.
milli - thousandth • Students may multiply when they should
centi - hundredth divide, or divide when they should
deci - tenth multiply.
kilo - thousand • Students may multiply or divide by the
Note the patterns of powers of 10 that make wrong multiple of ten when changing
the metric system easier to use than the metric units.
customary system. You may also wish to Students who made more than 3 errors in
review the metric prefixes that help to iden- the Practice on Your Own, or who were not
tify each unit. successful in the Check section, may benefit
the next page.

Optional
1
0
s
M in u t e
Modeling Changing Units

OBJECTIVE Understand the basic unit of MATERIALS inch cubes, customary rulers,
measure in the customary and yardsticks, centimeter cubes,
metric systems metric rulers, meter sticks
You may wish to have two sessions for this Note that when changing from a smaller to
activity, treating the customary and metric a larger unit the result is fewer units, so the
systems separately. operation used is division.
Have the students gather around a table to Model the same process for changing from
examine the inch-cubes, inch-ruler, and feet to yards, once again emphasizing the
yardstick. relative size of each unit. You may wish to
point out that the foot is 12 times as long as
Display 12 inch cubes. Have students verify
an inch and a yard is 36 times as long as an
that 1 cube is 1 inch long. Display the inch
inch.
ruler. Note that it takes 12 cubes or 12 inches
to equal 1 ruler or 1 foot. Help students Then reverse the process, changing yards to
understand the relative size of each unit. feet, noting that when changing from a
Ask: How many groups of 12 inches make larger to a smaller unit, the result will be
1 foot? (1) more units. So, the operation used is
multiplication.
As you model the same process for the met-
ric system, emphasize powers of ten. Help
students understand that the same opera-
tions—multiplication and division—that
were used to change units in the customary
system are also used with the metric system.

Name
Change Units Skill 66

Use multiplication or division to change from one unit of Multiply to change a larger unit to a smaller unit.
measure to another. Divide to change a smaller unit to a larger unit.

Customary Units 1 ft ⫽ 12 in. Metric Units 1 cm ⫽ 10 mm
• 5 yd ⫽ ft 1 yd ⫽ 3 ft • 3 km ⫽ m 1 m ⫽ 100 cm
↓ ↓ ↓ ↓
1 yd ⫽ 36 in. 1 m ⫽ 1,000 mm
larger unit smaller unit 1 mi ⫽ 5,280 ft larger unit smaller unit 1 km ⫽ 1,000 m
To change yards to feet, 1 mi ⫽ 1,760 yd To change kilometers to meters,
multiply by 3. multiply by 1,000.
5 ⫻ 3 ⫽ 15 So, 3 km ⫽ 3,000 m.
So, 5 yd ⫽ 15ft. • 50 mm ⫽ cm
↓ ↓
• 108 in. ⫽ yd Remember:
↓ ↓
smaller unit larger unit millimeter mm
275
Remember:
↓ ↓
smaller unit larger unit inch in. To change millimeters to cen- centimeter cm
↓
To change inches to yards, feet ft timeters, divide by 10. meter m

↓
divide by 36. yard yd 50 ⫼ 10 ⫽ 5 kilometer km

Skill
↓ ↓ ↓ ↓
108 ⫼ 36 ⫽ 3 mile mi So, 50 mm ⫽ 5 cm
Try These
Complete. Change to the given unit.
1 2 3 4
6 yd ⫽ ft 72 in. ⫽ ft 4 m ⫽ cm 700 cm ⫽ m
To change to To change to To change to To change to
feet, multiply by feet, divide by centimeters, multiply meters, divide by
. . by . .
6 yd ⫽ ft 72 in. ⫽ ft 4m⫽ cm 700 cm ⫽ m

Name Skill

Multiply to change larger units to 2 mi yd
smaller units. 2 1,760 3,520 Miles to yards:
So, 2 mi 3,520 yd Multiply by
1,760
Divide to change smaller units to 5 m km

larger units. 5 1,000 0.005
So, 5 m 0.005 km
Complete. Write multiply or divide. Then change to the given unit.
1 2 3
4 mi yd 8 cm mm 7 yd ft
by 1,760. by 10. by 3.
4 mi yd 8 cm mm 7 yd ft
4 5 6
144 in. yd 7 m km 36 in. ft
by 36. by 1,000. by 12.
144 in. yd 7m km 36 in. ft
Change to the given unit.
7 8 9
2 ft in. 6m mm 4 km m
10 11 12
60 in. ft 30 mm cm 900 cm m
13 14 15
15 yd ft 3m cm 180 in. yd
16
90 mm cm
Check
17 18 19
5 mi yd 83 cm mm 48 in. ft
20
4m km

Skill 67 Function Tables
Using Skill 67
s
M in u t e
5
OBJECTIVE Determine the output for a
function table given the input
and a rule written as an
algebraic expression
Direct students’ attention to the first func- TRY THESE In Exercises 1–2 students
tion table. Review the meaning of each col- write the outputs in function tables.
umn to be sure students understand how to • Exercise 1 Function table with addition
read a function table. Ask: What is the title rule
of the first column? (Input)
• Exercise 2 Function table with subtrac-
Say: In the column for input, the variable tion rule
x represents the input number. What are
the values for x? (1, 2, 3, 4, 5) PRACTICE ON YOUR OWN Review the
example at the top of the page. In Exercises
Focus on the second column. Say: The title 1–2, students complete function tables with
of this column is Algebraic Expression. algebraic expressions provided as cues. In
What is the algebraic expression, or rule, Exercises 3–6, students complete function
this column shows? (x 3) tables with operation signs provided as
Guide students to understand that this clues.
algebraic expression means add 3 to the CHECK Determine if students can com-
input number to get the output number. plete function tables given the input and a
Then tell students that the third column, rule written as an algebraic expression.
Output, shows the result of adding 3 to the Success is indicated by 2 out of 2 correct
input number. Ask: What is the value of responses.
x 3 when you substitute 1 for x? (4)
Where does the value of 4 go in the table? Students who successfully complete the
(in the output column, in the same row as Practice on Your Own and Check are ready
the input of 1) to move to the next skill.
As you work through the other input val- COMMON ERRORS
ues in the function table, have students • Students may perform the wrong opera-
explain how each output value was deter- tion for a given rule.
mined. • Students may write input in the Output
In the next example, have students state the column without performing the
rule in words. Then guide them through operation.
each input value to determine each corre- Students who made more than 2 errors in
sponding output value. the Practice on Your Own, or who were not
the next page.

Optional
s
M in u t e
5
Modeling Function Tables

OBJECTIVE Determine the output for a MATERIALS flip chart, counters, box,
function table given the input paper, pencil, small plastic
and the rule written as an bags
algebraic expression
Prepare a function table prior to beginning Ask: The rule reads “x 2.” How many
the activity. counters will you take out based on the
Distribute counters to students. Put bags of rule? (6) Why? (because you substitute 4 for
2 counters in the box. On the box write the x in the algebraic expression, then simplify)
rule “x 2.” Have one student put 4 coun- Have the student remove the 4 counters and
ters into the box. a bag of 2 counters. Record the steps in the
function table on the flip chart.
Continue to have students put a given num-
x2
ber of counters into the box and take out the
number based on the rule. Have students
record the results of each input in the func-
tion table.
Repeat the activity with rules for other
operations.
them try the exercise using only paper and
pencil.

Name
Function Tables Skill 67

A function table uses input numbers and a rule to find output numbers. Sometimes the rule is written as an algebraic
expression. The rule tells you what to do with the input numbers.

Understand Function Tables Values Rule Result Use a Function Table Input Algebraic Output
of x
• In this function table, the The rule for this table is Expression
input number is Input Algebraic Output n ⫺ 4.1. n n ⫺ 4.1
represented by x. The Expression Find the missing values 10.7 䊐䊐
column for input numbers x x⫹3 in the table. 15.4 䊐䊐
shows different values 1 1⫹3 4 Step 1 Substitute each
for x. 2 2⫹3 5 value for n in the input
Input Algebraic Output
• The column for the rule 3 3⫹3 6 column for n in the
Expression
or algebraic expression 4 4⫹3 7
algebraic expression.
shows that you add 3 to Step 2 Use the rule. n n ⫺ 4.1
5 5⫹3 8
279
the input number to get Step 3 Write the output. 10.7 10.7 ⫺ 4.1 6.6
the output number. 15.4 15.4 ⫺ 4.1 11.3
• The column for output
Skill
shows the result of

adding 3 to the input So, when n ⫽ 10.7, the value of n – 4.1 is 10.7 – 4.1,
number. or 6.6.
So, when x ⫽ 1, the value of x ⫹ 3 is 1 ⫹ 3, or 4.
Try These
Write the output.
1 Input Algebraic Expression Output 2 Input Algebraic Expression Output
x x⫹6 n n – 2.1
4 4⫹6 3.2 3.2 – 2.1
5 5⫹6 5.4 5.4 – 2.1

Name Skill

Think:
The rule is to divide the input Input Algebraic Output
number by 3. The result is the output Expression
number. b b3
15 15 3 5
When b 15, the value of b 3 is 27 27 3 9
15 3, or 5. 36 36 3 12
1 2
Input Algebraic Output Input Algebraic Output
Expression Expression
c c7 x x4
3 37 16 16 4
6 67 24 24 4
3 4
w w 11.8 r r 3.5
10.1 5.9
12.3 13.1
14.1 15.6
5 6
p p5 j j 12
15 84
24 108
37 132
Check
7 8
x x – 6.7 n n 14
29.8 3
42.9 7
58.3 11

Skill 68 Ordered Pairs
Using Skill 68 5
M in u t e
s
OBJECTIVE Find a point for an ordered
pair and find an ordered pair
for a point on a coordinate
plane
Begin by directing students’ attention to the TRY THESE Exercises 1–3 model the type
coordinate grid. Make sure students can of exercises students will find on the
identify and distinguish each axis. Ask: Practice on Your Own page.
In what direction does the x-axis extend?
• Exercises 1 and 2 Find the point given
(left and right) In what direction does the
the ordered pair.
y-axis extend? (up and down) What is the
name of the point where the two axes • Exercise 3 Find the ordered pair given
cross? (origin) On the x-axis, which direc- the point.
tion is positive? (right) Which direction is PRACTICE ON YOUR OWN As students
negative? (left) On the y-axis, which direc- work through the example at the top of the
tion is positive? (up) Which direction is page, have them recall and explain the
negative? (down) direction they move for each number in the
Ask: Which letter comes first in the alpha- ordered pair.
bet, x or y? (x) CHECK Determine if the students can
Say: The first number in the ordered pair write the ordered pair for a point given on
tells you how to move along the x-axis. a coordinate plane.
Continue: To get to point A, you start at Success is indicated by 4 out of 4 correct
the origin. Then, do you move left or responses.
right? (right) How do you know? (The first Students who successfully complete the
number in the ordered pair is positive.) Practice on Your Own and Check are ready
How many units do you move to the to move to the next skill.
right? (2) From there, do you move up or
down, to get to point A? (up) Is up the COMMON ERRORS
positive or negative direction for the • Students may reverse the order of the
y-axis? (positive) How many units up do numbers in the ordered pair.
you move? (3) How do you know to move • Students may confuse directions when
up 3 units? (The second number in the given negative integers in an ordered
ordered pair is 3.) pair.
As you work through locating the other Students who made more than 3 errors in
points on the coordinate plane, have stu- the Practice on Your Own, or who were not
dents identify and explain the direction they successful in the Check section, may benefit
move for each number in the ordered pair. from the Alternative Teaching Strategy on
the next page.

Optional
1
0
s
M in u t e
Plot Ordered Pairs on a Coordinate Grid

OBJECTIVE Graph ordered pairs on a coor- MATERIALS overhead projector, two
dinate plane different colored erasable
markers, prepared trans-
parency of coordinate plane
Begin by displaying the table below. Show Assign one color of erasable marker to indi-
students how to write ordered pairs for the cate a positive integer, and another to indi-
numbers in the table, for example (6,4). cate a negative integer. You might also color-
coordinate the integers in the column you
x y display.
6 4
5 –4 For example, you could use blue to indicate
2 3 positive integers, and red to indicate
0 –1 negative.
–
4 5
To model finding point (6, 4) draw a blue
Use the overhead projector and the trans- arrow along the x-axis from 0 to 6. Then,
parency of the coordinate plane to show stu- from 6 on the x-axis, draw a blue arrow up 4
dents how to find the point for each ordered places. Point out to students how you stop
pair in the table. drawing as soon as you reach the line that
Model plotting the point for the ordered pair crosses the y-axis at 4.
(6, 4). Remind students the table makes it Now invite a student to come to the over-
clear how many places to move on each axis. head projector to find the point for the next
Ask: Where do you start? (at the origin, ordered pair, (5, –4).
where the x-axis and y-axis cross.) Work through the process with the student.
y Ask: Where do you start? (origin) Do you
+8 move along the x-axis or the y-axis first?
+7 (the x-axis) Do you move to the left or to
+6 the right? (to the right) Where do you stop?
+5 (at the 5 on the x-axis) Then do you move
+4 (6, 4) up or down? (down)
+3 At this point, hand the student the color
+2 marker indicating negative direction.
+1 x Remind students to use this color whenever
-8 -7 -6 -5 -4 -3 -2 -1-1 +1 +2 +3 +4 +5 +6 +7 +8 drawing down or to the left.
-2 Continue: How many units down do you
-3 draw the arrow? (4)
-4
-5 Relate the –4 to moving down the y-axis.
-6 Continue guiding students to find a point on
-7 the coordinate plane for each ordered pair.
-8

Name

Ordered Pairs Skill 68
An ordered pair is a pair of numbers used to locate a point on a coordinate plane. It is called an

ordered pair because the order in which you move on the coordinate plane is important.
Example x-coordinate y-coordinate

• The first number in the pair represents ↓ ↓
y
the x-coordinate. It tells you how many (2, 3) +6
G
+5
units to move right or left on the x-axis. ordered pair +4
C +3 A (2, 3)
• The second number represents the y-coordinate. It tells you how E +2
many units to move up or down on the y-axis.Find the points named +1 F
x
by each ordered pair. For each x-coordinate, start at the origin, the -6 -5 - 4 - 3 - 2 - 1 0 + 1 + 2 + 3 + 4 + 5 + 6
point where the x-axis and y-axis intersect (0, 0). -
Origin (0, 0) - 1
2
B
283
D -
Ordered Pair x-axis y-axis point 3
-4
(2, 3) move 2 units right move 3 units up A
-5
(2, ⫺3) move 2 units right move 3 units down B -6
Skill
(⫺2, 3) move 2 units left move 3 units up C

(⫺2, ⫺3) move 2 units left move 3 units down D
Try These
Use the coordinate plane above. Complete each statement.
1 Find the point for (4, 1). 2 Find the point for (⫺5, 2). 3 Write the ordered pair for point G.
x-axis: move units to the x-axis: move units to the x-axis: move units to the right
right left y-axis: move units up
y-axis: move units up y-axis: move units up
The ordered pair for point G is .
(4, 1) names point . (⫺5, 2) names point .

Name Skill

Think:
y
To find the ordered pair for point B, +3
start at the origin. Move 5 units +2
to the left, then move 2 units down. + 1 Origin (0,0)
x
-5 - 4 - 3 - 2 - 1 0 + 1 + 2 + 3 + 4 + 5
-1
B -2
-3
The ordered pair for point B is (–5, –2)

Use the coordinate plane at the right.
Complete. Write the ordered pair for each point. y
+6
1 +5
point A x-axis: move units to the +4
y-axis: move units +3 A
ordered pair: +2
+1
2 B x
point B x-axis: move units to the -6 -5 - 4 - 3 - 2 - 1 0 + 1 + 2 + 3 + 4 + 5 + 6
-1
y-axis: move units -2
ordered pair: -3
C -4
3 -5
point C x-axis: move units to the
-6
y-axis: move units
ordered pair:
Use the coordinate plane below. Write the ordered pair for each point.
4 5 6
point M point N point P
ordered pair: ordered pair: ordered pair:
7 8 9
point Q point R point S
ordered pair: ordered pair: ordered pair:
Check
y
10 +6
point T V +5
ordered pair: M +4 Q
+3
11 +2
point U
+1 P
ordered pair: R W x
-6 -5 - 4 - 3 - 2 - 1 0 + 1 + 2 + 3 + 4 + 5 + 6
12 -1
point V -2 T
N -3
ordered pair: S
-4
13 -5
point W -6 U
ordered pair:
Skill 69 Graph Ordered Pairs
(First Quadrant)
Using Skill 69 5
M in u t e
s
OBJECTIVE Graph ordered pairs (first
quadrant)
Direct students’ attention to the definition PRACTICE ON YOUR OWN Review the
at the top of the page. Work through the example at the top of the page.
example with the students. Ask: Is the
In Exercises 1–3, students are guided to find
order of the coordinates important? (Yes,
the ordered pair for a point. In Exercises
for example, (1, 2) is not the same as (2, 1))
4–10, students have to determine the coor-
Emphasize the need to be careful writing dinates of a particular point.
the ordered pairs. The x-coordinate is first,
CHECK Determine that the students can
then the y-coordinate. For students having
graph an ordered pair. Success is indicated
difficulty remembering the order, point out
by 4 out of 4 correct responses.
that the variables in the ordered pair (x, y)
are in alphabetical order. Students who successfully complete the
TRY THESE In Exercises 1–3, students
determine where certain stores are located
by moving right and up in a coordinate COMMON ERRORS
plane. • Students may transpose the coordinates.
• Exercise 1 1, 4, (1, 4) Stress that the x-coordinate is first and
the y-coordinate is second.
• Exercise 2 6, 5, (6, 5)
• Students may count incorrectly. Have
• Exercise 3 Video Store students count the lines and not the
spaces between numbers.
the next page.

Optional
1
0
s
M in u t e
Graphing Ordered Pairs

OBJECTIVE Graph ordered pairs MATERIALS index cards with ordered
pairs, graph paper
Prepare a set of cards with ordered pairs. Tell the students that the classroom is a coor-
The ordered pairs should match the number dinate plane.
of rows and columns in the classroom. For Ask: Where is the starting point? (zero,
example, if there are 5 rows and 5 columns origin)
the ordered pairs should not be larger than
Where is the starting point on our coordi-
(5, 5).
nate plane? (Have a student stand at the
Arrange the classroom desks into rows and (origin) zero point.)
columns. As shown below.
Have the student standing at the (origin)
zero point read the ordered pair on the card
and move to the location on their card.
Stress the need to move right and up.
Repeat this activity several times. When
students show an understanding of moving
to their location switch the activity around.
Shuffle the cards and distribute one per Place a student somewhere on the “grid”
student. and have another student describe how to
get to them.
When students show an understanding,
have them try the exercise using graph
paper and a pencil.

Name

Graph Ordered Pairs (First Quadrant) Skill 69
An ordered pair is a pair of numbers used to locate a point on a coordinate plane.

Example x-coordinate y-coordinate
The first number in the pair represents the ↓ ↓
x-coordinate. It tells you how many units to (4, 1) y
10
Video
move right on the x-axis. 9
Zoo Store
8
The second number represents the 7
Bank
y-coordinate. It tells you how many units 6
to move up on the y-axis. 5 Park
4 Library
Always start at 0. 3 Post Office
Find the Post Office on the coordinate plane shown. 2
Florist
1
287
Always start at 0. Stadium x
0 1 2 3 4 5 6 7 8 9 10
First, move 4 spaces to the right.
Then, move 3 spaces up.
Skill
Ordered pair (4, 3)
Try These
Use the coordinate plane shown above to complete each statement.
1
2 3
What are the coordinates for What are the coordinates for What store is located at (9, 8).
the Library. the Park? First move 9 spaces right.
First move spaces right. First move spaces right. Next, move 8 spaces up.
Next, move spaces up. Next, move spaces up.
Ordered pair ( , ) Ordered pair ( , )

Name Skill

y
Skill 69
Think: 10
To find the ordered pair for point A, 9
start at 0. Move 5 units to the right, 8
7
then move 3 units up. 6
The ordered pair for point A is (5, 3). 5
4
A
3
2
1 x
0 1 2 3 4 5 6 7 8 9 10
Use the coordinate plane at the right. Complete. Write the ordered pair for each point.
1
point A Move units to the right. y
10
Move units up. E
9
ordered pair: ( , ) 8
C
7
2 G
point B Move units to the right. 6
A
Move units up. 5
D
4
F
H
3 2
point C Move units to the right. B
1 x
Move units up. 0 1 2 3 4 5 6 7 8 9 10
ordered pair: ( , )
Use the coordinate plane above. Write the ordered pair for each point.
4 5 6
point D point E point F
ordered pair: ( , ) ordered pair: ( , ) ordered pair: ( , )
Check
7
point A y
10
ordered pair: ( , )
9
8 8
point B D
7
A
C
5
9 4
point C B
3
1 x
10
point D 0 1 2 3 4 5 6 7 8 9 10
ordered pair: ( , )
Skill 70 Temperature
Using Skill 70
s
M in u t e
5
OBJECTIVE Read a thermometer
Relate a horizontal number line to the verti- • Exercises 1, 2, 4 Name a positive

cal number line in a thermometer. Ask: temperature.
How is the number line positioned in the
• Exercise 3 Name a negative
thermometer? (vertically) What number
temperature.
separates the positive and negative tem-
peratures? (0°) In which direction are the PRACTICE ON YOUR OWN Review the
positive temperatures? (up, or above 0°) In example at the top of the page. Have stu-
which direction are negative temperatures? dents name the two numbers between
(down, or below 0°) which Point M lies. Ask if the temperature
is positive or negative. Then ask students to
Guide students to see that every interval
verbalize how to name the temperature.
of 10° is labeled on both thermometers.
Between these major intervals are smaller CHECK Determine if students can read the
ones. Make sure students know the value of points above zero as positive temperatures
each interval. Ask: How many degrees does and the points below zero as negative tem-
each of the smaller intervals represent? (2°) peratures.
Focus on Point A. Ask: Between which two Success is indicated by 6 out of 8 correct
temperatures is Point A? (40°F and 50°F) responses.
Help students recognize that they can either Students who successfully complete
count up from 40°F or count down from Practice on Your Own and Check are
50°F to read Point A. Ask: Since each inter- ready to move to the next skill.
val is 2°, what is the temperature at Point COMMON ERRORS
A? (46°F)
• Students may not know the value of each
Draw attention to Point B. Help students interval, especially the smaller intervals
recognize the position of the temperature between labeled temperatures.
reading. Ask: Is Point B above or below • Students may confuse the direction of the
zero? (below) Are points below zero posi- positive and negative temperatures.
tive or negative? (negative) • Students may read negative temperatures
Help students recognize that they can either incorrectly. For example, students may
count up from 20°F or count down from think that 14°F increased by 2° is
10°F to read Point B. Ask: What is the 16°F, instead of 12°F.
temperature at Point B? (14°F) Students who made more than 2 errors in
TRY THESE In Exercises 1–4 students the Practice on Your Own, or who were not
name temperature for a thermometer with successful in the Check section, may benefit
2°F intervals. from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
5
Counting Intervals
OBJECTIVE Count intervals on a MATERIALS flip chart, number lines
number line
Draw these number lines on a flip chart. Repeat the count and match process with
skip counting by 5s and by 10s. After stu-
dents are comfortable with counting positive
0 10 20 30 40
numbers, extend the number lines to include
negative numbers.
0 10 20 30 40 For some students, it might help to point to
each interval as they skip count. Especially
0 50 100 150 200 emphasize the tick marks when the counting
and the label match.
Once students have mastered counting on
0 10 20
the horizontal number line, present the same
number lines in vertical position.
Review skip counting by 2s, 5s, and 10s. Repeat the count and match process. Help
students recognize that the method for iden-
Ask a volunteer to skip count by 2s. Direct tifying the value of the intervals is the same
students to match each number counted as it was for the horizontal number line.
with a tick mark on one of the number lines.
Help students recognize that the labels on
the correct number line will match the skip
counting.

Name
Temperature Skill 70

Think of a thermometer as a vertical number line.

What temperature does A show? What temperature does B show?
50° Notice each interval changes by 2°F. 50° REMEMBER: Each interval changes
A
40° A is between 40°F and 50°F. 40° by 2°F.
30° So count up from 40°F: 40°F, 42°F, 30° B is between ⫺10°F and ⫺20°F.
20° 44°F, 46°F. 20° So count down from ⫺10°F: ⫺10°F,
10° A shows 46°F. 10° ⫺12°F, ⫺14°F.
0° 0° B shows ⫺14°F.
–10° –10°
To read a temperature B The temperatures above
–20° –20°
–30° you can count up or –30° zero are positive. The ones
down the thermometer. below zero are negative.
291
100°
Try These D
Skill
90°
Name the temperature shown by the letters. Remember to show temperatures below zero as negative 80° C
numbers. 70°
60°
1 3 50°
C is between °F and °F. E is between °F and °F.
40°
Count from °F. Count from °F. 30° G
20°
C shows °F. E shows °F. 10°
2 4 0°
D is between °F and °F. G is between °F and °F. E
–10°
Count from °F. Count from °F. –20°
D shows °F. G shows °F.


Name Skill

Skill 70
Think: Name the temperature
20°
You can count up M shown.
10°
or down a ther- Remember: M is between 10˚F and
each interval changes 0°
mometer. Think of by 2˚F. –10° 20˚F. So count up from
it as a vertical 10˚F: 10˚F, 12˚F, 14˚F, 16˚F.
number line. M shows 16˚F.
Name the temperature. Remember to show temperatures below zero as a

negative number.
30° S 1 3
Q shows °F. T is between °F and °F.
20°
10° 2 Count from °F.
R is between °F and °F.
0° R
–10° Count from °F. T shows °F.
Q
T 4
–20° R shows °F. S is between °F and °F.
5 Count from °F.
What temperature does Z show?
30° J
20° Count from °F. S shows °F.
H
10° 7
Z Z shows °F. What temperature does H show?
0°
–10° 6 Count from °F.
G What temperature
–20°
does G show? H shows °F.
Count from °F. 8
70° L What temperature does J show?
70°
60° G shows °F.
60° Count from °F.
50° 9 50°
N K shows °F. J shows °F.
40° 40°
30° 10 13
L shows °F. 30° O O shows °F.
20° 11 20°
10° M shows °F. 14
10° P P shows °F.
0° K 12 0° Q
N shows °F. 15
–10° –10° Q shows °F.
–20° M –20° 16
R R shows °F.
Check
60° 60° X
D 17 21
50° C A shows °F. 50° W shows °F.
40° 18 40° 22
B shows °F. X shows °F.
30° 30°
20° B 19 20° 23
C shows °F. Y shows °F.
10° 10° Y
20 24
0° D shows °F. 0° Z shows °F.
A W
–10° –10° Z
–20° –20°

Skill 71 Customary Units
Using Skill 71
s
M in u t e
2
0
OBJECTIVE Use multiplication or division MATERIALS yardstick, three
to change customary units 12-inch rulers
of measure
You may wish to review basic multiplica- TRY THESE Exercises 1–3 model using
tion facts as well as division by a 2-digit multiplication to change from a larger unit
number. to a smaller unit of measure.
Begin by making sure students have a good • Exercise 1 Change yards to feet.
understanding of the relative size of the dif- • Exercise 2 Change gallons to quarts.
ferent customary units of measure. Focus
on the units of length. Ask: When changing • Exercise 3 Change pounds to ounces.
from yards to feet, is the result a larger or PRACTICE ON YOUR OWN Review
a smaller unit of measure? (smaller) the examples at the top of the page. Have
It is important for students to realize that a students explain how to use multiplication
smaller unit of measure will result in a or division to change from one unit of
greater number of units. Ask: When chang- measure to another.
ing from yards to feet is the result a larger CHECK Determine if students can use
or smaller unit of measure? (smaller) multiplication or division to change units of
Use the yardstick and rulers to illustrate the length, capacity, and weight.
conversion. Explain to students that this is Success is indicated by 4 out of 6 correct
the reason multiplication is used to change responses.
from a larger unit to a smaller unit of meas-
ure and division is used to change from a
Practice on Your Own and Check are
smaller unit to a larger unit of measure.
ready to move to the next skill.
For units of capacity, explain to students
that capacity refers to liquid or dry meas- COMMON ERRORS
ures. Help students name some things, such • Students may not be familiar with the
as milk, water, or rice, that they might names or relative sizes of different units
measure in units of capacity. Again, make of measure, and thus may be unable to
sure students understand the relative size change between units.
of the different units of measure. • Students may not know multiplication or
Ask: Compared to quarts, is a gallon a division facts.
larger unit or a smaller unit of capacity? • Students may confuse the equivalencies
(larger) To change from quarts to gallons, used to change from one unit of measure
do you multiply or divide? (divide) to another.
Direct students’ attention to the units of Students who made more than 4 errors in
weight. Continue with the focus on multi- the Practice on Your Own, or who were not
plying to change from a larger unit to a successful in the Check section, may benefit
smaller unit, and dividing to change from a from the Alternative Teaching Strategy on
smaller unit to a larger unit. the next page.

Optional
s
M in u t e
5
Adding and Subtracting to Change

Units of Measure
OBJECTIVE Use repeated addition and MATERIALS yarn, 12-inch rulers, flip chart
repeated subtraction to change
customary units of measure
Prepare ahead of time two strips of yarn: Students should record their findings on the
36 inches and 48 inches long. flip chart.
Show students the 36-inch yarn. Stretch it 12 12 12 36
from end to end. Tell students that the yarn
Help students see that 3 12 is a shorter
is 1-yard long. Using the 12-inch rulers,
and more efficient way to express the repeat-
guide students to recognize that the length
ed addition.
of the yarn is equal to 3 rulers lined end-to-
end, or 3 feet. Explain to students that they have just
changed from larger units of measure to
36 in. smaller units of measure (yards to feet and
feet to inches).
Now show students the 48-inch length of
12 in. 12 in. 12 in. yarn. Guide students to change 48 inches to
On a flip chart, help students write an equa- feet. Help students recognize that they are
tion to show the equivalency. changing from a smaller unit to a larger unit
of measure.
1 yard 3 feet
Some students might subtract groups of
Guide students to understand that a yard 12 inches from 48 inches as shown.
represents a larger unit of measure than a 48
foot. It takes 3 feet to equal 1 yard. 12

Next, help students verbalize a method for 36
finding the number of inches in one yard. 12

Direct students to use their rulers to meas- 24
ure the length of the yarn. 12

12
12

0
Help students recognize that a more efficient
method is to divide 48 by 12.
After a few more examples with units of
length, guide students to convert other units
of measure.

Name
Customary Units Skill 71

Use multiplication or division to change from one customary Multiply to change a larger unit to smaller unit.
unit of measure to another. Divide to change a smaller unit to larger unit.

Units of Length Units of Capacity Units of Weight
1 yd ⫽ 3 ft 1 gal ⫽ 4 qt 1 lb = 16 oz
4 yd ⫽ ⵧ ft 5 gal ⫽ ⵧ qt 8 lb ⫽ ⵧ oz
↓ ↓ 12 in. ⫽ 1 ft ↓ ↓ 2 c ⫽ 1 pt ↓ ↓
larger unit smaller unit larger unit smaller unit larger unit smaller unit
To change yards to feet, multiply To change gallons to quarts, To change pounds to ounces,
by 3. multiply by 4. multiply by 16.
4 ⫻ 3 ⫽ 12 5 ⫻ 4 ⫽ 20 8 ⫻ 16 ⫽ 128
So, 4 yd = 12 ft. So, 5 gal = 20 qt. So, 8 lb = 128 oz.
295
84 in. ⫽ ⵧ ft
↓ ↓ 6 c ⫽ ⵧ pt
↓ ↓ 64 oz ⫽ ⵧ lb
↓ ↓
smaller unit larger unit smaller unit larger unit smaller unit larger unit
To change inches to feet, divide To change cups to pints, divide To change ounces to pounds, divide
Skill
by 12. by 2. by 16.
84 ⫼ 12 ⫽ 7 6⫼2⫽3 64 ⫼ 16 ⫽ 4
So, 84 in. ⫽ 7 ft. So, 6 c ⫽ 3 pt. So, 64 oz ⫽ 4 lb.
Try These
1 12 yd ⫽ ⵧ ft 2 32 gal ⫽ ⵧ qt 3 25 lb ⫽ ⵧ oz
To change yards to feet, To change to quarts, To change pounds to ,
by . 12 yd = ft by . 32 gal = qt by . 25 lb = oz

Name Skill

Multiply to change Change to the
larger units to smaller given unit.
units. 48 yd ft 64 oz lb
48 3 144 64 16 4
So, 48 yd 144 ft. So, 64 oz 4 lb.
Divide to change
smaller units to larger To change yards to feet, To change ounces to pounds,
units. multiply by 3. divide by 16.
1 2 3
9 yd ft 25 gal qt 40 lb oz
To change to To change to To change to
feet, by 3. quarts, by 4. ounces, by 16.
4 5 6
108 in. ft 30 c pt 192 oz lb
To change To change to To change to
to feet, by 12. pints, by 2. pounds, by 16.
108 in. ft 30 c pt 192 oz lb
Change to the given unit. Write multiply or divide.

7 8 9
27 yd ft 75 gal qt 480 gal qt
10 11 12
240 in. ft 90 c pt 576 oz lb

13 14 15
16 17 18
144 in. ft 56 c pt 112 oz lb
Check
19 20 21
22 23 24
120 in. ft 26 c pt 128 oz lb

TABLE OF MEASURES
METRIC C U S T O M A RY
Length
1 millimeter (mm) 0.001 meter (m) 1 foot (ft) 12 inches (in.)
1 centimeter (cm) 0.01 meter 1 yard (yd) 36 inches
1 decimeter (dm) 0.1 meter 1 yard 3 feet
1 kilometer (km) 1,000 meters 1 mile (mi) 5,280 feet
1 mile 1,760 yards
1 nautical mile 6,076.115 feet
Capacity
1
1 milliliter (mL) 0.001 liter (L) 1 teaspoon (tsp) fluid ounce (fl oz)
5
1 centiliter (cL) 0.01 liter
1
1 deciliter (dL) 0.1 liter 1 tablespoon (tbsp) fluid ounce
2
1 kiloliter (kL) 1,000 liters 1 cup (c) 8 fluid ounces
1 pint (pt) 2 cups
1 quart (qt) 2 pints
1 quart (qt) 4 cups
1 gallon (gal) 4 quarts
Mass/Weight
1 milligram (mg) 0.001 gram (g) 1 pound (lb) 16 ounces (oz)
1 centigram (cg) 0.01 gram 1 ton (T) 2,000 pounds
1 decigram (dg) 0.1 gram
1 kilogram (kg) 1,000 grams
1 metric ton (t) 1,000 kilograms
Volume/Capacity/Mass for Water
1 cubic centimeter (cm3) ➞ 1 milliliter ➞ 1 gram
1,000 cubic centimeters ➞ 1 liter ➞ 1 kilogram
TIME
1 minute (min) 60 seconds (sec) 1 year (yr) 12 months (mo),
1 hour (hr) 60 minutes or about 52 weeks
1 day 24 hours 1 year 365 days
1 week (wk) 7 days 1 leap year 366 days

Skill 72 Metric Units
Using Skill 72
s
M in u t e
5
OBJECTIVE Use multiplication or division MATERIALS meterstick
to change metric units
Begin the lesson with a review of metric TRY THESE Exercises 1–3 model changing
measure names and abbreviations: kilometer from a larger unit to a smaller unit of
(km), meter (m), centimeter (cm), decimeter (dm), measure.
millimeter (mm); liter (L), milliliter (mL); kilo- • Exercise 1 Meters to centimeters
gram (kg), gram (g), milligram (mg). You may
also wish to review the strategies for multi- • Exercise 2 Liters to milliliters
plying and dividing by 10, 100, and 1,000. • Exercise 3 Grams to milligrams
Draw attention to the Units of Length sec- PRACTICE ON YOUR OWN Review
tion. Be sure students understand the rela- the examples at the top of the page. Have
tive size of each unit. For example, a kilo- students notice that the first example
meter may be used to measure the distance requires multiplication and the second
between cities. A millimeter may be used to example requires division. Point out that
measure the diameter of lead in a pencil. the metric system is based on powers of
Ask: What is the order of the metric units ten, so they can use their mental math
of length from least to greatest? (millime- skills to change units.
ter, centimeter, decimeter, meter, kilometer) CHECK Determine if students can recog-
Why do you multiply to change from a nize when to multiply and when to divide
larger unit to a smaller unit? (It takes when changing units of measure.
more of a smaller unit to measure the Success is indicated by 4 out of 6 correct
same length.) responses.
Show students a meterstick. Point out the Students who successfully complete
different unit intervals on the ruler. Explain Practice on Your Own and Check are ready
that the meterstick is divided into 100 equal to move to the next skill.
intervals. Each interval is called a centimeter.
The meterstick can also be divided into COMMON ERRORS
1,000 equal intervals. Each of those intervals • Students might confuse the word smaller
is called a millimeter. When a meterstick is as used in this context. They may think
divided into 10 equal intervals, each is of dividing to get a “smaller” number.
called a decimeter. They may not understand that they
Continue with similar examples to illustrate should multiply when changing from a
the Units of Capacity and Units of Mass sec- larger unit to a smaller unit and divide
tions. Students should understand the rea- when changing from a smaller unit to a
son for multiplying when changing from a larger unit.
larger unit to a smaller unit, and for divid- Students who made more than 6 errors in
ing when changing from a smaller unit to the Practice on Your Own, or who were not
a larger unit. successful in the Check section, may benefit
the next page.

Optional
s
M in u t e
5
Model Changing Metric Units of Measure

OBJECTIVE Use repeated addition and MATERIALS yarn, scissors, centimeter
multiplication to change rulers
metric units of measure
On a large sheet of paper, draw a line seg- Help students notice that the addend is
ment 1 m long. Cut about 20 pieces of yarn, repeated 10 times. Note that a shorter, more
each 10 cm long. efficient way to express this repeated addi-
tion is by multiplying 10 by 10.
Provide students with a piece of the pre-cut
yarn and a centimeter ruler. Direct them to 10 10 100
find the length of the yarn in centimeters.
Help students reason through the equiva-
Next, direct students’ attention to the meter- lence: 10 pieces of yarn equals 1 meter-long
long line segment. Place a piece of yarn at line segment. Since each piece measures 10
one end of the line segment. Ask students to cm, that means 1 m is equal to 100 cm.
predict how many pieces of yarn will be
Explain to students that they have just
needed to equal the entire length of the line
changed from a longer unit of measure
segment.
(meter) to a shorter unit of measure
Ask students to place the pieces of pre-cut (centimeter).
yarn alongside the line segment.
Ask:
When students have covered the segment If 1 centimeter is 1 hundredth of a meter,
with lengths of yarn, ask them to express the what do you think a decimeter is? (1 tenth
number of centimeters as repeated addition. of a meter). How many decimeters are there
in a meter? (10)
10 10 10 10 10 10 10 10
10 10 100 Help students to conclude that, when one
unit is smaller than another, it takes more of
the smaller units to measure the same
distance.
You can do a similar modeling exercise for
units of capacity by filling a liter container
with deciliters. For units of mass, balance a
kilogram with 1000 grams.

Name
Metric Units Skill 72

Use multiplication or division to change one metric unit of measure to another.

Units of Length Units of Capacity Units of Mass
• 2 m ⫽ ⵧ cm
↓ ↓ 1 m ⫽ 100 cm • 5 L ⫽ ⵧ mL
↓ ↓ 1 L ⫽ 1,000 mL • 8 g ⫽ ⵧ mg
↓ ↓ 1 g ⫽ 1,000 mg
10 mm ⫽ 1 cm 1,000 mL ⫽ 1 L 1,000 g ⫽ 1 kg
larger smaller larger smaller larger smaller
unit unit unit unit unit unit
To change meters to centimeters, To change liters to milliliters, To change grams to milligrams,
multiply by 100. multiply by 1,000. multiply by 1,000.
2 ⫻ 100 ⫽ 200 Remember: 5 ⫻ 1,000 ⫽ 5,000 Remember: 8 ⫻ 1,000 ⫽ 8,000 Remember:
So, 2 m ⫽ 200 cm. kilometer ⫽ km So, 5 L ⫽ 5,000 mL. kiloliter ⫽ kL So, 8 g ⫽ 8,000 mg. kilogram ⫽ kg
• 30 mm ⫽ ⵧ cm meter ⫽ m • 6,000 mL ⫽ ⵧ L
↓ liter ⫽ L • 2,000 g ⫽ ⵧ kg
↓ gram ⫽ g
↓ ↓ ↓
↓ centimeter ⫽ cm milliliter ⫽ mL milligram ⫽ mg
301
smaller larger millimeter ⫽ mm smaller larger smaller larger
unit unit unit unit unit unit
To change millimeters to To change milliliters to liters, To change grams to kilograms,
Skill
centimeters, divide by 10. divide by 1,000. divide by 1,000.

30 ⫼ 10 ⫽ 3 6,000 ⫼ 1,000 ⫽ 6 2,000 ⫼ 1,000 ⫽ 2
So, 30 mm ⫽ 3 cm. So, 6,000 mL ⫽ 6 L. So, 2,000 g ⫽ 2 kg.
Try These
Complete.
1 400 m ⫽ ⵧ cm 2 7 L ⫽ ⵧ mL 3 25 g ⫽ ⵧ mg
To change meters to To change to milliliters, To change grams to ,
centimeters, by . by . by .
400 m ⫽ cm 7L⫽ mL 25 g ⫽ milligrams

Name Skill

Think: Complete.
Multiply to change 5 km ®m To change kilometers to
larger units to smaller 5 1,000 5,000 meters, multiply by
units. So, 5 km 5,000 m. 1,000.
Divide to change 700 cm ®m To change centimeters
smaller units to larger 700 100 7 to meters, divide by
units. So, 700 cm 7 m. 100.
Complete.
1
3 km ®m 2
200 L ® mL 3
6 kg ®g
To change kilo- To change liters to To change kilo-
meters to meters, milliliters, by grams to grams,
multiply by 1,000. 1,000. by 1,000.
3 km m 200 L mL 6 kg = g
4
70 mm ® cm 5
4,000 mL ®L 6
25,000 mg ®g
To change, milli- To change milliliters To change milli-
meters to centi to liters, by grams to grams,
meters, divide 1,000. by 1,000.
by 10. 4,000 mL L 25,000 mg g
7 8 9
27 m cm 75 L mL 12 g mg
10 11 12
2,400 cm m 1,000 mL L 1,000 g kg
Check
13 14 15
18 m cm 71 L mL 72 g mg
16 17 18
270 mm cm 54,000 mL L 18,000 g kg

Skill 73 Measure with Customary
and Metric Units
Using Skill 73
s
M in u t e
5
OBJECTIVE Measure with customary and
metric units
Standard units are most often used to meas- Direct students to Example 1. Have stu-
ure length. dents look at the fly.
1
Have students recall that customary units Ask: How long is the fly? (1 inches)
4
of length are inch, foot, yard, and mile.
They are also called American Standard Direct students to Example 2. Help students
units. Metric units are used in most coun- to measure the beetle to the nearest half-
tries of the world. The common metric units centimeter. Remind students that 1 inch is
of length are centimeter, decimeter, meter, equal to 2.54 centimeters.
and kilometer. Remind students that the TRY THESE In Exercises 1–3 students
inch unit is abbreviated in. and the centime- measure the object according to the ruler
ter is abbreviated cm. given.
Discuss with students that an inch is about • Exercise 1 inches
the length of a paper clip or from the
knuckle to the tip of the thumb. A centime- • Exercise 2 centimeters
ter is about the width of a paper clip or the • Exercise 3 inches
width of a fingernail. PRACTICE ON YOUR OWN Review the
Start with an inch. Have each student look examples at the top of the page.
at their ruler. Make sure that all students CHECK Verify that the students are meas-
have a ruler with one-eighth inch markings. uring correctly in inches and centimeters.
Explain that each mark on the ruler repre- Success is indicated by 3 out of 3 correct
sents 18 of an inch. Make sure that each stu- responses.
dent can locate 18, 14, 38, 12, 58, 34, 78 inch marks on
the ruler. Students who successfully complete the
1 Practice on Your Own and Check are ready
Ask : What mark is after the inch to move on to the next skill.
5 2
mark? ( inch) COMMON ERRORS
8 7
Ask: What mark is before the inch • Students may confuse the fractional units
3 8 on the inch ruler.
mark? ( inch)
4

Optional
s
M in u t e
5
Measuring with Nonstandard Units

OBJECTIVE Measure with students’ own MATERIALS index cards
units
Have students work in pairs. Have each Have each student measure the same
student create his or her own nonstandard 3 objects with their unit of measure and
unit of measure and label it on an index write down their answer to the nearest unit
card. Let each student teach their unit of of their measure (or 14, 12, 34 for more advanced
measure to their partner. students) Then, have students trade units of
measure and measure the objects again.
After the partner has measured the objects
have the other partner check their work.
Discuss how the number of the unit increases
or decreases the length of the object.
Repeat the activities several times with dif-
Ask: Is your unit of measure longer or ferent partners. When students show an
shorter than an inch? A centimeter? understanding have them compare their
(Answers will vary.) measurements to inches and centimeters.

Name
Measure with Customary and Metric Units Skill 73

The inch is the customary unit of measure and the centimeter is a common metric unit.

Example 1 Example 2
1
Measure the fly in inches. The fly measures 1ᎏᎏ inch. Measure the beetle in centimeters. The beetle is 4 cm.
4 Think: Each dark line represents ᎏ12ᎏ cm.
Think: Each mark is equal to ᎏ18ᎏ inch.
0 1 2 3 4 5 6
1 2 3 c ent i m et e r s
1
– 1
– 3
– 1
–
4 2 4 2
305
Skill
Try These
Measure each object with the given ruler.
1 Think: Ruler
2 3 Think: Ruler
is in eighths. is in eighths.
1 2 0 1 2 3 4 5
c ent i m et er s 2 3
How many inches? How many centimeters? How many inches?

Name Skill

Measure each object with the given ruler.
Measure the length Think: The ruler Measure the wingspan

is in eighths.
of the strawberry. of the butterfly. The arrow points to the
mark half way between
the 12 and the 13 so the
The strawberry 1
wingspan is 12 2 cm or
5
measures 2 8 in. 12.5 cm.
11 12 13 14 15 16
2 3
5
2–
8
Measure each object and decide which is the better measurement.

1 2 3
an unsharpened the diameter of a the length of a piece
pencil quarter of notebook paper
1 3 1
7 in. or 9 in. 1 cm or 2 cm 10 in. or 12 in.
2 4 2
Measure the following items with the given standard unit.

4 5 6
the height of a desk the length of an the length of your
in inches (nearest eraser in centimeters shoe in inches
1
in.)
8
(nearest 12 cm) (nearest 18 in.)
Check
Measure each to the nearest 1

8
inch and nearest 1

2
centimeter.
7 8 9
the length of a new the length of a the height of a
piece of chalk stapler chair

Skill 74 Classify Angles (Acute,
Obtuse, Right, Straight)
Using Skill 74
s
M in u t e
5
OBJECTIVE Identify acute, right, obtuse, MATERIALS large clock model,
and straight angles index card
You can use the hands on a clock to model TRY THESE In Exercises 1–4 students clas-
angles. sify angles.
Discuss the definitions for angle, point, and • Exercise 1 Right angle
ray at the top of the page. Point out that it is
• Exercise 2 Acute angle
the space between the rays, and not the
length of the rays that determines the size • Exercise 3 Obtuse angle
of the angle. • Exercise 4 Straight angle
Explain that the hands of a clock can help PRACTICE ON YOUR OWN Review the
demonstrate the four types of angles. Begin example at the top of the page. Remind stu-
by setting the hands of the clock at 12 and dents that the way an angle is positioned
3. Say: The hands of the clock point to 12 does not affect the measure of the angle.
and 3. The angle formed by the hands
looks like a square corner. It is called a CHECK Determine if students can com-
right angle. pare an angle with a right angle to identify
whether the angle is right, acute, obtuse, or
Verify that the angle is a right angle by straight.
placing the corners of an index card at
the intersection of the hour hand and Success is indicated by 3 out of 3 correct
minute hand. responses.
Discuss items that have square corners. Students who successfully complete the
Then explain that students can use a right Practice on Your Own and Check are ready
angle as a guide to find angles whose to move to the next skill.
measures are greater than or less than a COMMON ERRORS
right angle.
• Students may confuse the names of the
Continue using the clock to demonstrate an angles when identifying them as obtuse
acute angle, an obtuse angle, and a straight or acute.
angle. Ask: What objects in the classroom • Students may not recognize that two
model the angles we have discussed? angles in different positions can have the
same measure.
the next page.

Optional
s
M in u t e
5
Make and Use a Model to Classify Angles

OBJECTIVE Use a square corner to classify MATERIALS index card, right angles,
angles acute angles, obtuse angles,
and straight angles drawn
on paper
Distribute the papers with the angles and For a right angle, demonstrate how the
the index cards to the students. Explain that edges of the tester will align with the
once they can identify a right angle, students two rays.
can use the right angle as a guide to name or
Because an acute angle is smaller than a
classify other angles.
right angle, one of the rays will be hidden
Suggest that students use the index card as a by the tester.
right-angle tester.
For an obtuse angle, the space between the
Have students use their right-angle testers to rays will be greater than the square corner
identify angles larger than or smaller than a on the tester.
right angle.
A straight angle will align only along the
bottom of the tester.
Change the position of the angles and test
them again.
As students become more comfortable clas-
sifying angles, ask them to draw an example
of each kind of angle.
square corner
right angle acute angle
obtuse angle straight angle

Name

Classify Angles (Acute, Obtuse, Right, Straight) Skill 74

An angle is formed by Remember:
two rays that have the ray A point marks an exact •
same endpoint. location in space. point M
You classify angles by A ray is part of a line
endpoint that has one endpoint. ៮៮៬
NP
their measure. angle
Angles are measured A ray extends without ray NP
in degrees. (°) A end in one direction.
Right Angle Acute Angle Obtuse Angle

Straight Angle
B C
A right angle forms a D
309
square corner. P
X Y Z
The corner of an
envelope or a piece of E F Q R A straight angle
Skill
notebook paper forms An acute angle is An obtuse angle is forms a line.

a right angle. smaller than a right larger than a right
angle. angle.
Try These
Classify each angle. Choose right, acute, obtuse, or straight angle.
1 2 3 4
A X Y Z
D
Z
C B F E X Y Go to the next side.

Name Skill

Think:
Y P
Classify an angle F Z
by comparing A C X Q
it to a right D
R
angle. B E
right angle acute angle obtuse angle straight angle
1 E 2 3
Q
D
P
C
F R
B
A
____________________ ____________________ ____________________
4 5 6 Q
Z R
C
Y A P
X B
____________________ ____________________ ____________________
7 Z 8 A 9 E D
Y
B
X C F
____________________ ____________________ ____________________
Check
10 11 12 Z
P
C
Y
R
Q B
A
X
____________________ ____________________ ____________________
Skill 75 Name Angles
Using Skill 75
1
0
s
M in u t e
OBJECTIVE Name angles using letters
and numbers
Begin by equating the vertex with the end- TRY THESE In Exercises 1–3 students
point shared by two rays forming an angle. name angles.
Have students read through the introduc-
• Exercise 1 Use 3 points to name an
tion to Skill 75. Then direct their attention
angle.
to the angle shown in Example A. Ask:
How is this angle different from PNM? • Exercise 2 Use one letter to name an
(The angle opens down; the angle is labeled angle.
with different letters.) How many points do • Exercise 3 Use 3 points to isolate and
you see labeled on the angle? (3) How are name an angle.
these points labeled? (Possible response:
with the letters A, B, C) PRACTICE ON YOUR OWN Review the
example at the top of the page. Have stu-
Point out that the angle is formed by 2 rays, dents identify the vertex of the first and
. Ask: Where do the rays meet?
and BC
BA third angles. Have them explain why they
(at point B) cannot name the vertex of the angle in the
Emphasize that this endpoint is called the last example.
vertex. CHECK Determine if students can distin-
Review two possible names for this angle, guish and name an angle according to the
using all labeled points: ABC or CBA. points labeled.
Ask: Why is Point B in the middle? (B is Success is indicated by 3 out of 3 correct
the common endpoint; you have to list the responses.
points in order.) If you name this angle
using only one point, which point do you Students who successfully complete the
use, and why? (Point B because that is the Practice on Your Own and Check are ready
vertex.) to move to the next skill.
In Example B, point out that the angle is COMMON ERRORS
labeled on the inside. • Students may list the points of the angle
In Example C, have students explain why F with the vertex first.
is not included in the name of EDG. Ask: • Students may try to name an angle by its
Is ray DF a part of EDG? (no) vertex when there are multiple angles
sharing that vertex.
• Students may become confused by cer-
tain orientations of an angle.
the next page.

Optional
1
0
s
M in u t e
Modeling Naming Angles

OBJECTIVE Use a model to make and MATERIALS 2 pieces of rope or string
name angles
Select three students to become “points” on Ask:

an angle. Give two students each a long What part of the angle does the person in
piece of string. Then have another student the middle represent? (the vertex)
take hold of the two strings to form a vertex. What does the string between the middle
Have the student in the middle stand still, person and one person on the end repre-
while the other two hold onto their ends sent? (a ray)
and walk away to stretch out the string and
How many rays does an angle have? (2)
create an angle.
How many ways can we name the
angle? (3)
Use the students’ names to name the angle.
For example, if Pat, Al, and Joel are the three
students holding the string, the names for
the angle would be Pat-Al-Joel, Joel-Al-Pat,
and Al.
Select four students to form two adjacent
angles. Have the students identify who is
the vertex and distinguish the three different
angles they have formed.
them try an exercise using paper and pencil.

Name

Name Angles Skill 75
Angles are named by three letters: ray 1

• In the angle at the right, the vertex is N. M
• On one side is a point labeled M.
vertex ray 2
On the other side, a point is labeled P. N P
So, the angle can be named ⬔MNP or ⬔PNM. The vertex is always the middle letter.
The symbol for angle is ⬔. The angle can also be named using only the vertex. So, the angle can be named ⬔N.

Name the angle three ways. Name the angle formed by the Name the angle formed by the
B dashed rays. dashed rays two ways.
[Art 2] E
A C [Art ] The dashed rays form F
313
a ⬔a. The dashed rays form
b D G
⬔ ABC, ⬔CBA, or ⬔B ⬔EDG or ⬔GDE.
H
Skill
Try These
Name the angle formed by dashed rays.
1 2 3
G
⬔ ⬔ ⬔
B
⬔ ⬔
c
⬔ d C
G
H K
D
E

Name Skill

Think: Name the angle formed There are no points on
Use the vertex to name by dashed rays. the rays.
the angle. means angle The angles are named
by number.
D E 1 2
X Y Z C
Y is the vertex.
A B
DBE 2
EBD
Name the angle formed by the dashed rays.
1 G 2 3
b
E A
a
R
C N
F Q
4 W 5 6
S O K
E
h
P M
D g

7 8 9 M
T
K P

3 A
O S
H L
P
Check
Name the angle formed by the dashed rays.
10 11 R 12
S
J Q
A
A
C
D
P D F
Skill 76 Identify Polygons
Using Skill 76
s
M in u t e
5
OBJECTIVE Name a polygon by the
number of its sides and angles
Review the definition of a polygon and then PRACTICE ON YOUR OWN As students
direct students’ attention to the example for review the example at the top of the page,
Triangles. Ask: How many sides do all of have them identify the properties that give
the triangles have? (3) How many angles each polygon its name.
do all of the triangles have? (3)
CHECK Determine if the students can
Have students contrast the isosceles, sca- identify a square or rhombus, an isosceles
lene, and equilateral triangles and tell the triangle, a rectangle, and a parallelogram.
lengths of the sides of each triangle. Ask:
What do you call a triangle that has all responses.
three sides the same length? (an equilateral
triangle) What do you call a triangle that Students who successfully complete the
has just two sides the same length? (an Practice on Your Own and Check are
isosceles triangle) How is a scalene triangle ready to move to the next skill.
different from an equilateral or isosceles COMMON ERRORS
triangle? (A scalene triangle has no sides of
equal length.) • Students may label a parallelogram
without right angles as a rectangle.
As you work through the descriptions of
the other triangles, have students identify • Students may label a right triangle as an
each type of angle in the triangles. acute triangle.
In Quadrilaterals, point out the right angles • Students may label a rhombus as a
and the congruent sides. square or trapezoid, or a trapezoid as a
parallelogram.
When reviewing the last three polygons,
students should make note of the number • Students may not recognize non-regular
of sides. Emphasize the meaning of root polygons.
words to help students remember the Students who made more than 3 errors in
names: gon, means angle; penta- means 5, the Practice on Your Own, or who were not
hexa-6, and octa-8. Have students count the successful in the Check section, may benefit
number of angles in each polygon and com- from the Alternative Teaching Strategy on
pare it to the number of sides. Ask: Does the next page.
each polygon have the same number of
angles as it does sides? (yes)

Optional
s
M in u t e
5
Use Models to Identify Polygons

OBJECTIVE Use models to distinguish and MATERIALS index card, models of poly-
name each polygon by its gons: triangles, quadrilaterals,
properties pentagons, hexagons, and
octagons
Distribute models to students and have Emphasize that a triangle can be classified
them sort the polygons by the number of by its sides. A triangle with three congruent
sides. Ask: sides is equilateral. A triangle with two con-
How many groups do you have? (5) gruent sides is isosceles. A triangle with no
How many sides do the figures in each congruent sides is scalene.
group have? (3, 4, 5, 6, 8) Next, have the students use the corner of an
Have students point to the group of trian- index card to classify the angles in some of
gles. Ask them to sort the triangles by the the triangles.
lengths of the sides. If necessary have stu- Have them show you an example of a right
dents use a ruler to measure the sides. Ask: angle, an obtuse angle, and an acute angle.
How many triangles have three congruent Recall that the measure of an acute angle is
sides? (Answers will vary.) less than the measure of a right angle, and
Say: the measure of an obtuse angle is greater
This is an equilateral triangle. How many than the measure of a right angle.
triangles have two congruent sides? Repeat this activity using the other polygon
(Answers will vary.) models.
Say: Have students state the name of each type of
This is an isosceles triangle. How many tri- polygon.
angles have a different length on each
side? (Answers will vary.)
Say:
This is a scalene triangle.

Name
Identify Polygons Skill 76

A polygon is a closed plane figure formed by three or more line seg- Remember:
ments. Polygons are named by the number of their sides and angles. A line segment is part of a line between

two endpoints.
Triangles Quadrilaterals Pentagon, Hexagon, Octagon
Triangles are polygons with Quadrilaterals are polygons with 2 in.
3 sides and 3 angles. 4 sides and 4 angles. 2 in. 2 in.
2 in. 2 in.
Classify triangles by the lengths There are different types of
of their sides or by the measures quadrilaterals.
of their angles. 3 in. 3 in. 2 in. 2 in.
12 cm 3 in. 5 ft
6 cm 2 in. 3 in. 2 in.
3 cm 2 in. 3 ft 3 ft
2 cm 10 cm
2 cm 3 in. 5 in. 5 ft Pentagon Hexagon
2 in. 3 in. 3 in. General Trapezoid Parallelogram
5 sides 6 sides
Quadrilateral 1 pair of 2 pairs of
317
1 cm 5 in. 3 in. 5 angles 6 angles
4 sides of any parallel congruent
penta hexa means
Isosceles Scalene Equilateral length sides sides
means five six
2 sides are All sides are All sides are 4 angles of 2 pairs of 1 in.
Skill
congruent. different congruent. any size parallel sides 3 in. 3 in.

lengths.
6 yds 4cm
3m 3m
1 in. 1 in.
3 yds 3 yds 4cm 4cm
3m 3m 3 in. 3 in.
6 yds 4cm
Rectangle Rhombus Square 1 in.
2 pairs of con- 4 congruent 4 congruent Octagon
gruent sides sides sides 8 sides
Right Acute Obtuse 4 right angles 2 pairs of 4 right 8 angles
one right three acute one obtuse congruent angles octa means
angle angles angle angles eight

Name Skill

TRIANGLES QUADRILATERALS
isosceles scalene equilateral general trapezoid parallelogram pentagon hexagon
right acute obtuse rectangle rhombus square octagon
Name each triangle. Choose isosceles, equilateral, right, or obtuse triangle.
1 2 3 4 6 in.
4 in. 4 in. 3 cm 3 cm 5 ft 5 in.
4 ft
2 in.
3 in. 3 cm 3 ft
Name each quadrilateral. Choose parallelogram, rectangle, rhombus, or trapezoid.
1 mi 1 mi 1 in.
5 4 in. 6 3 yd 7 8
2 in. 2 in. 1 yd 1 yd 3 in. 5 in.
4 in. 3 yd 1 mi 1 mi
1 in.
Name each figure.

5 in. 1 in.
9 10 2 in. 11 12
3 in. 3 in. 1 in. 1 in.
3 in. 3 in. 13 in. 21 in.
1 in. 1 in.
3 in. 3 in. 1 in.
4 in. 4 in. 1 in. 25 in.
2 in. 1 in.
Check
Name each figure.
3 in. 5 in. 5 in.
13 14 5 in. 5 in. 15 16
3 in. 2 in. 2 in.
3 in. 2 in. 2 in.
8 in. 5 in.
3 in. 5 in.

Skill 77 Angles in Polygons
Using Skill 77
s
M in u t e
5
OBJECTIVE Name and classify angles in
polygons as right, acute, or
obtuse
Discuss the meanings of line, line segment, TRY THESE Exercises 1–3 provide
and ray. Remind students that a line goes practice in naming and classifying angles
on forever in both directions; it has no end- in polygons.
points. A line segment is part of a line; it
• Exercises 1 and 2 Name angles
has two endpoints. A ray is also part of a
line; but, it has one endpoint. • Exercise 3 Classify angles
Read the material about angles and poly- PRACTICE ON YOUR OWN Focus on the
gons at the top of the page. Ask: trapezoid at the top of the page. Be sure
How is an angle formed? (by two rays that students are aware that the middle letter in
have the same endpoint) What is a poly- the name of an angle names the vertex.
gon? (a closed plane figure formed by three CHECK Determine that students under-
or more line segments) Define a plane as a stand the differences among right, acute,
flat surface that has no end. Look at one of and obtuse angles. Success is indicated by 3
the angles of the polygon. What do you call out of 3 correct responses.
the point at which two sides of a polygon
meet? (vertex) Students who successfully complete the
Have students name the rays that make up to move to the next skill.
angle E. Then review the three names for
the angle. COMMON ERRORS
Direct students’ attention to the rectangle. • Students may confuse obtuse and acute
Have them name the line segments that angles.
form it. Then have them name the right • When naming an angle, students may
angles. Ask: How many sides does a rec- not write the letter of the vertex in the
tangle have? (4) How many vertices does it middle.
have? (4) Does it have the same number of
sides and angles? (yes) Students who made more than 2 errors in
Read about triangles, pentagons, and trape- successful in the Check section, may benefit
zoids. In each example, relate the number from the Alternative Teaching Strategy on
of sides to the number of angles in the poly- the next page.
gon. Ask: What do you call an angle whose
measure is less than a right angle? (acute
angle) What do you call an angle whose
measure is greater than a right angle?
(obtuse angle)

Optional
s
M in u t e
2
0
Angles in Polygons
OBJECTIVE Name and classify angles in MATERIALS index cards
polygons as right, acute, or
obtuse
Ask: Does a line end? (No. It goes on forever Ask: How many angles does this figure
in both directions.) Draw a representation of have? (3) What do you think tri- means? (3)
a line, with arrowheads on the ends. Label
Have students use three letters to name each
points A and B. Use dashes to mark ray AB.
angle. (angles FDE, DEF, EFD) Ask: What
Ask: How many endpoints does ray AB
. Point to does the middle letter of each angle name?
have? (one) Draw another ray, AC
(vertex) Relate the number of sides to the
the angle formed. Help students name the
number of angles in the triangle.
angle three ways, as angle A, angle CAB, and
angle BAC. Show students how use an index card to
determine whether an angle is right, acute,
C or obtuse.
F
index
card
A B
Draw line segment DE. Ask: How many

endpoints does line segment DE have? index index
(two) Draw two more line segments so that card card
they form triangle DEF. Ask: How many D E
sides does this figure have? (3) Have stu-
Finally, have students describe the angles in
dents name the line segments that form the
this triangle. (one right angle, two acute
triangle. (line segments DE, EF, and FD)
angles)
Repeat this activity with an obtuse triangle,
a square, and a parallelogram.

Name

Angles in Polygons Skill 77
Remember: An angle is formed by two rays that have the same endpoint. A polygon is a

closed plane figure formed by three or more line segments. Angles are formed at the point
where the line segments meet. This point is called the vertex. F Write: FED DEF E
vertex E D Read: angle FED angle DEF angle E
Example A Example B J
A B
The rectangle has four angles: The triangle has three angles:
ABC, BCD, CDA, and DAB. JKL, KLJ, LJK.
All the angles are right angles. JKL is a right angle. K L
D C KLJ and LJK are both smaller than a right angle.
So, they are both acute angles.
321
Example C M Example D S T
The pentagon has five angles: R N The trapezoid has four angles.
RMN, MNP, NPQ, VST, STU, TUV, UVS.
Skill
PQR, QRM. VST and STU are both larger V U

Q P
All the angles are greater than a right angle. than a right angle. Both are obtuse angles.
So, all the angles are obtuse angles. TUV and UVS are both smaller than a right
angle. Both are acute angles.
Try These
Name all the angles in each figure. Classify each angle as right, acute, or obtuse.
G H M W X
1 2 3 WXY
XYZ
YZW
ZWX Z Y
J K P N

Name Skill
Practice on Your Own Skill 77 M

Think: There are four angles in the trapezoid.
Use three letters to NPL and PLM are obtuse angles. L
name an angle. LMN and MNP are acute angles.
The middle letter P
names the vertex. N
Name all the angles in each figure.
1 2 D E 3 V W
B C
Z
G F X
A
Y

Classify each angle as right, acute, or obtuse.

4 M 5 6
MNP PQR ABC
NPM P N
QRS P Q BCD A B
PMN RSP CDA
SPQ S R DAB D C
F W X P Q
7 8 9
N
H G Z Y M R

Check
X M N
10 A B 11 12
Y
D C Z Q P

Skill 78 Identify Solid Figures
Using Skill 78
1
0
s
M in u t e
OBJECTIVE Identify solid figures: prisms,
pyramids, and solid figures
with curved surfaces
Begin by reading the definition of polyhe- PRACTICE ON YOUR OWN Review the
dron at the top of Skill 78. Have students example at the top of the page. Have stu-
recall the definition of a polygon. Then have dents distinguish polyhedrons from figures
students look at the prisms, and point to with curved surfaces, and then point to and
and name the polygon–shaped faces. name the polygon-shaped base(s) of each
polyhedron.
Help students recognized key attributes of
prisms. Ask: What do all of the prisms have CHECK Determine if the students can
in common? (All of the faces are polygons identify solid figures. Success is indicated
and the two bases are parallel to each by 4 out of 4 correct responses.
other.)
Stress that the name for a prism is taken Practice on Your Own and Check are ready
from the shape of its bases and that all of to move to the next skill.
the other faces are rectangles.
COMMON ERRORS
Now have students look at the pyramids.
• Students may not be able to distinguish
Ask: What do all of the pyramids have in
between prisms and pyramids.
common? (All of the faces are polygons
and there is one base. The other faces are Students who made more than 3 errors in
triangles.) the Practice on Your Own, or who were not
Stress that the name for a pyramid is taken
from the shape of its base and that the tri-
the next page.
angular faces of a pyramid always meet at a
common vertex.
In the example of Curved Surfaces, have stu-
dents point out the curved surface for each
figure and ask: Why are the solid figures
with curved surfaces not polyhedrons? (A
polyhedron has faces that are polygons and
the curved shape is not a polygon.) Is a
cylinder a prism? Why or why not? (No; a
cylinder has 2 parallel, congruent bases, but
those bases are not polygons.)

Optional
1
0
s
M in u t e
Model Identifying Solid Figures

OBJECTIVE Use models to identify MATERIALS solid figures
prisms and pyramids
Students who have difficulty distinguishing Then display this list:

between prisms and pyramids will benefit
Pyramid
by closely examining the solid figures and
1. There is one base.
comparing their attributes. As you begin the
lesson, list the following: 2. The base is a polygon.
Prism 3. Other faces are triangles.
1. There are two congruent bases. 4. The other faces meet at a common vertex.
2. The bases are polygons. Hold up a square pyramid, and examine it
3. Other faces are rectangles. as students check the statements on the list.
Ask:
Review the list with the students, and then
How many bases does the solid figure
hold up a triangular prism. Point to the con-
have? (one)
gruent bases, and ask:
How many bases does this solid figure Is the base a polygon? (yes) What is the
have? (two) base? (square)
Are the bases polygons? (yes) What are the Continue to rotate the square pyramid and
bases? (triangles) pause to have students identify each face.
What are the other faces in the figure? What are all the other faces? (triangles) Do
(rectangles) Is it a prism? (yes) they meet at a common vertex? (yes)
Guide students as they recognize that it is Is it a prism or a pyramid? (pyramid)
a triangular prism because its bases are
triangles. If the base is square, what is its name?
(square pyramid)
Have students examine and name other
prisms, using the list as a guide. Repeat the questions as students examine
other pyramids. When students are able to
identify prisms and pyramids easily, put the
figures into a bag. Have them choose a solid
figure and name it, telling why they named
it as they did.

Name

Identify Solid Figures Skill 78

A polyhedron is a solid figure with faces that are polygons. Below are three types of solid figures: prisms, pyramids, and
solids with curved surfaces.
Prism Pyramid Curved Surfaces
A prism is a solid figure that has A pyramid is a solid figure that Solids with curved surfaces are
two congruent, polygon-shaped has only one polygon-shaped not polyhedrons.
faces called bases. base. All other faces are triangles
All other faces of a prism are that meet at the same vertex. Base
rectangles. Base Base Curved
[Art 2] [Art 3] [Art 4] [Art 5] Surface
Curved
Surface
Base
325
Base Base Base
Triangular Prism Rectangular Prism Triangular Square Pyramid
2 rectangular bases Pyramid 1 square base [Art 11]
2 triangular bases Base
4 rectangular faces 1 triangular base 4 triangular faces Cylinder Sphere
3 rectangular faces
Skill
Base Base 3 triangular faces 2 flat circular bases no flat bases

Vertex [Art 9]
[Art 6] 1 curved surface 1 curved surface
[Art 8] Curved
Surface
Base
Base [Art
Base7] Hexagonal
Pentagonal Prism Pentagonal Base Pyramid
Hexagonal Prism
Pyramid 1 hexagonal base Base
2 pentagonal bases 2 hexagonal bases Cone
5 rectangular faces 1 pentagonal base 6 triangular faces 1 flat circular base
6 rectangular faces
5 triangular faces 1 curved surface

Name Skill

Prisms Pyramids Curved Surfaces
Pentagonal Triangular Square Cone

Triangular Prism Cylinder
Pyramid Pyramid
Prism
Rectagular Pentagonal Hexagonal

Prism Hexagonal Pyramid Pyramid Sphere
Prism
Complete. Name each solid figure.

1 2 3
[Art 20]
Number of bases Number of bases Number of bases
Shape of bases Shape of base Shape of bases
Name of figure Name of figure Name of figure
4 5 6
Number of bases Number of bases Number of bases

Shape of bases Shape of base Shape of base
Name of figure Name of figure Name of figure
Name each solid figure.

7 8 9 10
Check
Name each solid figure.
11 12 13 14

Skill 79 Faces, Edges, Vertices
Using Skill 79
s
M in u t e
5
OBJECTIVE Identify the faces, edges, and MATERIALS triangular pyramid,
vertices on polyhedrons rectangular prism
Have students read about faces, edges, and PRACTICE ON YOUR OWN Review the
vertices at the top of Skill 79. Explain that examples at the top of the page. As stu-
they can find the number of faces, edges, dents work through the two examples, have
and vertices on the rectangular prism and them identify each figure’s base and the
the triangular pyramid by counting them, number of edges on that base. Relate that
or by using a formula. Ask: How is a pyra- number to the value of n in the formula.
mid different from a prism? (A prism has CHECK Determine if the students can find
two congruent, parallel bases, and all its the number of faces, edges, and vertices on
faces are rectangles; a pyramid has just one a polyhedron. Success is indicated by 3 out
base and all the other faces are triangles.) of 3 correct responses.
You may wish to demonstrate counting Students who successfully complete the
using the model or have students count Practice on Your Own and Check are ready
using the picture. Have them count the to move to the next skill.
faces, edges, and vertices for the rectangu-
lar prism and the triangular pyramid. COMMON ERRORS
Suggest they mark each part as they • Students may not identify the base cor-
count it. rectly and thus use the wrong value for n
Direct the students’ attention to the exam- in the formula.
ple for formulas. As students analyze the • Students may use the wrong formula for
formulas for a prism, use the model to a prism or pyramid.
demonstrate that n is the number of sides of • Students may not be able to visualize the
one base only. Then show how the formulas parts of a 3-dimensional figure from a
relate to the other parts of the prism. picture, and thus be unable to count the
Suggest that students compare the number faces, edges, and vertices.
of faces, edges, and vertices they found by Students who made more than 2 errors in
counting to the number they found by the Practice on Your Own, or who were not
using the formulas. successful in the Check section, may benefit
After students have examined the formulas from the Alternative Teaching Strategy on
for a pyramid and worked through the the next page.
example, have them note that the formulas
for prisms and pyramids are different.
Suggest that first they identify whether the
solid figure is a prism or pyramid, and then
they can use the appropriate formulas.

Optional
s
M in u t e
2
0
Use Models to Count Faces, Edges, Vertices

OBJECTIVE Model and count faces, edges, MATERIALS straws, string, tape, construc-
and vertices tion paper
Have students construct a rectangular prism, Distribute construction paper. Have the stu-
count the faces, edges, and vertices, and dents tape a different color to each side to
record the numbers. represent each face.
Using the straws as edges, have students Ask: How many different colors did you
thread the string through the straws and use to cover the rectangular prism? (6)
knot them to hold the straws together.
Point out that the number of different colors
used represents the number of faces on the
rectangular prism.
Help students recognize that they recorded
12 edges, 8 vertices, and 6 faces for the rec-
tangular prism.
how to count the faces, edges, and vertices
of a rectangular prism, introduce the formu-
las below. Explain that instead of counting,
they can use these formulas:
Let n number of sides on the base.
n 2 number of faces
n 2 number of vertices
Ask: How many straws did you use to
n 3 number of edges
build the rectangular prism? (12)
Using the models the students made,
Explain that the number of straws represents
demonstrate how the formulas represent the
the number of edges in the rectangular
parts of the prism. Then use the formulas
prism. Have students record the number.
and compare the results to the totals they
Ask: How many knots did you tie to hold
found by counting.
the straws together? (8)
Point out that the number of knots
represents the number of vertices in the
rectangular prism.

Name

Faces, Edges, Vertices Skill 79

A polyhedron has faces that are polygons. Remember: A prism is a solid figure with two congruent
The line where two faces meet is called an faces called bases.
edge. A pyramid is a solid figure with one base
The point where three or more edges meet is and three or more triangular faces that share
called a vertex. a common vertex.
You can find the number of faces, edges, and Use a Formula
vertices on solid figures. Use a formula to find the number of faces, edges, and
Observe and Count vertices.
Count the number of faces, edges, and vertices Prism Pyramid
on each figure. Let n number of sides on Let n number of sides on
the base. the base.
329
Rectangular Prism Triangular Pyramid n 2 number of faces n 1 number of faces
n 2 number of vertices n 1 number of
vertex
n 3 number of edges vertices
Skill
n 2 number of edges
base: 4 sides
edge
face n=4 n3
6 faces, 8 vertices, 4 faces, 4 vertices, Faces: n 2 4 2 6 Faces: n 1 3 1 4
12 edges 6 edges Vertices: n 2 = 4 2 8 Vertices: n 1 3 1 4
Edges: n 3 4 3 12 Edges: n 2 3 2 6
So, a rectangular prism has So, a triangular pyramid
6 faces, 8 vertices, and 12 has 4 faces, 4 vertices, and
edges. 6 edges.

Name Skill

Prism Pyramid
Let n 3. Let n 4.
Faces: n+2=3+25 Faces: n1415
Vertices: n 2 3 2 6 Vertices: n 1 4 1 5
Edges: n 3 3 3 9 Edges: n 2 4 2 8
Write whether to use the formula for prism or pyramid.

Then use the formula to find the number of faces, vertices,and edges.
1 2
Use formula for Use formula for
faces: faces:
vertices: vertices:
edges: edges:
Write the number of faces, vertices, and edges.

3 4 5 6
faces: faces: faces: faces:

vertices: vertices: vertices: vertices:
edges: edges: edges: edges:
7 8 9
Check
Write the number of faces, vertices, and edges.
10 11 12

Skill 80 Classify Lines
Using Skill 80
1
0
s
M in u t e
OBJECTIVE Classify parallel lines,
intersecting lines, and
perpendicular lines
Look at the top of the page. Read about a PRACTICE ON YOUR OWN Review the
line and how to read and write the names examples at the top of the page. As they
of lines. Point out to the students that a line work through the exercises, suggest that
containing the points X and Y can be read students recite the definition for each type
as line XY or line YX. of line.
Refer to Example A. CHECK Determine if students know that
parallel lines never meet and perpendicular
Ask: What are the names of the lines in
lines are special intersecting lines. Success
the first example? (line CD or line DC, and
line MN or line NM) If the lines were
extended forever in both directions, would Students who successfully complete the
they ever intersect? (no) Would the dis- Practice on Your Own and Check are ready
tance between the lines ever change? (no) to move to the next skill.
Tell students that lines that never intersect COMMON ERRORS
and are always the same distance apart are
• Students may fail to distinguish perpen-
called parallel lines.
dicular lines from ordinary intersecting
Ask: What are some ways to name the first lines.
set of lines in the second example? (line
• Students may rely on assumptions rather
XZ, line XY, or line ZY; and line UZ, line
than given information to classify lines as
UV, or line ZV) What is the point where
perpendicular.
the two lines cross? (point Z) If two lines
cross, how many points do they have in Students who made more than 4 errors in
common? (one point) the Practice on Your Own, or who were not
Compare and contrast the intersecting lines
with the perpendicular lines in the next
the next page.
box. Students should understand that per-
pendicular lines are special intersecting
lines. It is not wrong to call them intersect-
ing lines, but describing them as perpendi-
cular gives much more information about
how the lines are related.

Optional
M in u t e
s
Model Classifying Lines
OBJECTIVE Model classifying parallel,
intersecting, and
perpendicular lines
Have students point out pairs of things in Ask: Can you hold your arms so that they
the classroom that remind them of parallel intersect each other? (yes) Have students
lines. For example, they might mention the demonstrate how they can cross their arms.
top edge of a wall and the bottom edge of Have them identify the point where their
the wall. arms cross.
Ask: Can you hold your arms so that they Have students point out pairs of things in
are parallel to each other? (yes) Have stu- the classroom that remind them of perpendi-
dents demonstrate how they can hold their cular lines. For example, they might mention
arms parallel to each other. the corner of a math book.
Have students point out pairs of things in Have students try to identify two lines in the
the classroom that remind them of intersect- room that intersect and form right angles.
ing lines. For example, they might mention You may have to explain that right angles
an edge on the side of a wall and an edge at are angles that measure 90˚. Encourage them
the top of the wall. to verify their assumptions by comparing to
the corner of an index card.
Ask: Where are there right angles in the
room? (the top edge of the wall with the
side edge of the wall)
Have students identify other classroom
examples of parallel lines, intersecting lines,
and perpendicular lines.

Name

Classify Lines Skill 80

A line is a straight path that extends without end in opposite directions.
Here are some ways to describe certain lines. X Y
Read: line XY or line YX
៭៮៬
Write: XY ៭៮៬
YX
Example A Perpendicular lines intersect to • These lines are perpendicular

Parallel lines are lines in a plane form right angles. to and intersect FE៭៮៬:
that are always the same distance A P
E AF
៭៮៬, HF
៭៮៬, GE ៭៮៬.
៭៮៬, DE
apart. They never intersect and L A
D B K
have no common points.
C F G Q
A G
C M D
C D Example B H
333
D
C N You can find examples of
parallel, perpendicular, and F E
M N
D N M intersecting lines in different
Skill
geometric figures.
Intersecting lines cross at exactly The figure at the right is a B C
one point. rectangular prism. A G
• These lines are parallel to AB៭៮៬:
H H D
X GC
៭៮៬, FH ៭៮៬.
៭៮៬, ED
K
V F E
L B B
Z Y Z A
M A
U S J T Y B C
K
A G H D
F E

Name Skill

Parallel Lines Intersecting Lines Perpendicular Lines
W X R L
Q C D X
B U
A Y
Y Z N
A D J Z B
E F Z
C
Classify the lines. Choose parallel, intersecting, or perpendicular.
1 K 2 3 4
A W L
L C X
Z Q M
Y
Z N
D Y
B
Complete. Write parallel, perpendicular, or intersecting.

G H
5 , GH
AB
A B
6 , CD
AB
7 , FE
AB E F
8 , AC
AB C D
L M
9 .
Name one line parallel to LM
10 .
Name two lines that intersect RQ N
P
S T
11
Name one line that is perpendicular
.
to and intersects LS
Check R Q
Complete.
12 .
Name two lines that are parallel to LM
13 .
Name two lines that intersect SR
14 .
Name two lines that are perpendicular to and intersect PR
Skill 81 Identify Congruent Figures
Using Skill 81
1
0
s
M in u t e
OBJECTIVE Identify congruent figures
Read about congruent figures at the top of TRY THESE Exercises 1–2 require students
the page. Explain to students that congru- to judge shape and size when deciding on
ent figures have exactly the same size and congruence. Exercise 3 requires students to
shape. identify corresponding parts of congruent
figures.
Look at the first set of figures.
• Exercise 1 Congruent
Ask: What are the geometric figures? (rec-
tangles) How long are the rectangles? (12 • Exercise 2 Not congruent
cm, 12 cm) How wide are the rectangles?
• Exercise 3
AB ; B
QR C
;
RS
(6 cm, 6 cm) If the figures are both rectan-
Q A
gles and they are the same length and the
same width, what can you conclude about PRACTICE ON YOUR OWN Review the
the rectangles? (They are congruent.) examples at the top of the page. As they
work through the exercises, remind stu-
Focus on the second set of geometric fig-
dents that the figures must be the same
ures. Be sure students understand the defi-
shape and size to be congruent.
nition of congruent. The figures must be the
same shape and the same size. CHECK Determine if students know how
to identify corresponding parts.
Ask: What are the geometric figures?
(squares) Since the figures are both Success is indicated by 3 out of 3 correct
squares, can you conclude that they are responses.
congruent? (No, they are not the same Students who successfully complete the
size.) Practice on Your Own and Check are ready
Look at the third set of geometric figures. to move to the next skill.
Make sure students know that when two COMMON ERRORS
polygons are congruent, their correspon-
ding parts have the same measure. A con- • Students may classify all squares as con-
gruence statement lists the corresponding gruent because they are the same shape.
angles in the same order. • Students may only look at one dimension
Ask: How do you know that the triangles when deciding whether shapes are the
are congruent? (By the congruence state- same size.
ment above the triangles.) What angle does • Students might think that figures must
angle C correspond to? (angle M) How do have the same orientation to be congru-
you know? (Because of the order of the ent.
congruence statement, C corresponds to M.)
What side length does CD correspond to? Students who made more than 2 errors in
(MN) How do you know? (Because of the the Practice on Your Own, or who were not
order of the congruence statement, side CD successful in the Check section, may benefit
corresponds to side MN.) from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
2
0
Model Congruent Figures

OBJECTIVE Model identifying congruent MATERIALS scissors, worksheets
figures with geometric figures,
transparency of geometric
figures
Distribute worksheets of geometric figures Ask: Which figures do you think are the
shown below to students. same shape and the same size? (Answers
may vary.)
TRIANGLES
Cut one pair of congruent figures from the
transparencies and demonstrate how to
check for congruence by laying one on top
equilateral isosceles scalene obtuse acute right of the other on an overhead projector.
QUADRILATERALS: Repeat for a non-congruent pair.
Have the students cut out their figures and
check to see which pairs are congruent and
which are not.
trapezoid rhombus square rectangle parallelogram
Lead students to understand that the con-
PENTAGONS gruent figures are the same shape and size,
and that the geometric figures that are not
congruent are either not the same shape or
regular not regular not regular not the same size.
HEXAGONS
regular not regular not regular
OCTAGONS
regular not regular not regular

Name
Identify Congruent Figures Skill 81

Congruent figures have the same shape and the same size.
Compare the shapes and the lengths of the sides to

decide if the two figures are congruent.
These figures have the same These figures have the same ⌬CDE ⌬MNP
shape and the same size. shape, but do not have the same C M
size. 8 m
12 cm 12 cm 6m
6 cm 6 cm 6 cm 6 cm 8m 8m 6m 6m E D P N
12 cm 12 cm ⬔C ⬔M ⬔D ⬔N ⬔E ⬔P
6m
8m
The figures are congruent. The figures are not congruent.
CDM
N D
E

NP
C
E
PM
337
Try These
Skill
Complete. Decide if the two figures are congruent.
4 cm 2 cm
1 2 3
5 cm 5 cm 5 cm 5 cm 4 cm 4 cm
2 cm 2 cm Complete the congruence
2 cm 2 cm statements.
5 cm 5 cm 2 cm ⌬ABC ⌬QRS
4 cm 4 cm A Q
Same shape? 4 cm
Same size?
Same shape?
Congruent figures? C B S R
Same size?
Congruent figures? B
A B
C ⬔Q

Name Skill

Think: Congruent Not Congruent
Congruent figures
have the same 8m 8m
shape and the 6m 3m
same size. 5m 5m 5m 5m
8m 8m
Complete. Decide if the two figures are congruent.

1 2 3
4 cm 4 cm 10 cm 10 cm
3m 7m 8 cm 8 cm
4 cm 4 cm 4 cm 4 cm 5m 4m
10 cm 10 cm
8 cm 8 cm
4 cm 4 cm 3m 10 cm
8 cm
3m
Same shape? Same shape? Same shape?
Same size? Same size? Same size?
Congruent figures? Congruent figures? Congruent figures?
4 5 9 cm 9 cm 6 25 cm
10 m
8m 9 cm 9 cm 9 cm 9 cm 20 cm 20 cm 25 cm
5m 4m 20 cm 20 cm
25 cm
9 cm 9 cm
6m 3m 25 cm
Congruent figures? Congruent figures? Congruent figures?
D
Complete the congruence statements. N P
DEF PRN
F E R
7 8 9
F D E
10 11 12
F
E P
N N
R
Check
13 14 15
7m
4m 3 cm 3 cm Given that STU
3m 3m 1m 1m 3 cm 3 cm 3 cm 3 cm JKL:
4m 3 cm 3 cm 3 cm 3 cm
7m
3 cm 3 cm 3 cm 3 cm What corresponds to
3 cm 3 cm
K?
Congruent figures? Congruent figures? What corresponds to

LJ?
Skill 82 Similar Figures
Using Skill 82
1
0
s
M in u t e
OBJECTIVE Identify similar figures
Read about similar figures at the top of Skill TRY THESE Exercises 1–4 provide ques-
82. Stress that similar figures are always the tions that help students identify similar
same shape but can be different sizes. figures.
Direct students’ attention to the squares in • Exercise 1 Similar rectangles of
the first frame. Ask: Are all squares the different sizes
same shape? (yes) Are all squares the same • Exercise 2 Similar triangles of
size? (no) different sizes
Help students to conclude that any two • Exercise 3 Similar trapezoids of the
squares are always similar. same size
Direct attention to the second frame. Ask: • Exercise 4 Non-similar triangle and
What type of triangles are shown? (right) rhombus, sides of the same
Say: Look at the sides of each triangle. length
How does the length of each side of the PRACTICE ON YOUR OWN Review the
larger triangle compare to the correspon- example at the top of the page. Have stu-
ding side of the smaller triangle? (The dents focus first on comparing the shapes of
sides of the larger triangle are twice as long the figures to determine if they are similar.
as the sides on the smaller triangle.) CHECK Determine if students can identify
Explain that not all triangles are similar. similar figures. Success is indicated by 3 out
Stress that in this case they are similar of 3 correct responses.
because if the dimensions of the smaller tri- Students who successfully complete the
angle are multiplied by 2, the results are the Practice on Your Own and Check are ready
dimensions of the larger one. The dimen- to move to the next skill.
sions are proportional. To emphasize this
point, display a right triangle that is not COMMON ERRORS
similar to the other two. • Students may classify all triangles or all
Direct attention to the third frame. Ask: rectangles as similar without regard to
What are the figures in the third example? shape.
(rectangles) How do the rectangles com- • Students may confuse congruent and
pare to each other? (They are congruent.) similar, and mark only congruent figures
Point out that congruence is a special case as similar.
of similarity: same shape and same size. Students who made more than 2 errors in
For the final set of figures, help students the Practice on Your Own, or who were not
recognize that although some sides are con- successful in the Check section, may benefit
gruent, the figures are not similar because from the Alternative Teaching Strategy on
they are not the same shape. the next page.

Optional
1
0
s
M in u t e
Model Similar Figures

OBJECTIVE Model identifying similar MATERIALS centimeter grid paper
figures
Have the students draw as many squares of Have students draw two rectangles on grid
different sizes as they can fit on their papers. paper. One should be 8 by 10 and the other
Ask: Do all squares have the same shape? should be 4 by 5.
(yes) How do you know they all have the
Ask: Do these figures appear to have the
same shape? (They all have 4 sides that are
same shape? (yes) Look at the sides of the
the same length and 4 right angles.)
rectangles. How do they compare? (The
Help students understand that these squares sides of the large rectangle are twice as long
of different sizes are similar because they are as the sides of the small rectangle.)
the same shape.
Explain that because the lengths of the sides
You may want to have the students cut out of the large rectangle are twice the lengths of
their squares and arrange them in a design the sides of the small rectangle, the sides are
such as the one shown below to help them proportional. Draw a rectangle that is 1 by
see that the squares are similar to each other. 10 and compare it to the other two rectan-
gles. Explain that the sides of this rectangle
are not proportional to the sides of the other
rectangles. This rectangle is not the same
shape, and thus it is not similar to the other
two.
similar figures, have students draw a figure
on grid paper, exchange papers with a part-
ner, and have the partner draw a similar fig-
ure. Then compare the drawings.

Name
Similar Figures Skill 82

Similar figures have the same shape and angles of the same measure.

The squares are similar. The triangles are simi- The rectangles are sim- The trapezoid and the
They have the same lar. They have the same ilar. They have the parallelogram are not
shape, but not the same shape but not the same same shape and the similar. They do not
size. size. same size. have the same shape.
5 units 3 units 3 units

5 units 2 units 5 units 5 units 5 units 5 units
3 units 3 units
4 units 2 units
5 units 3 units 3 units 3 units
Since the lengths of all The triangle on the

the sides on a square right appears to be half
341
are equal, then the the size of the triangle
shape of any two on the left.
squares is the same.
Skill
Try These
Tell if the figures have the same shape and if they appear to be similar.
1 2 3 4
6 units 4
2 units 2 units 3 units 2
1 unit 1 unit
6 units 3 units 4 8
Same shape? Same shape? Same shape? Same shape?
Similar figures? Similar figures? Similar figures? Similar figures?


Name Skill

similar not similar
Think:
Similar figures
have the same shape,
but may be different sizes.
Complete. Tell whether the figures in each pair appear to be similar.

3 units
1 3 units 3 units
2 4 units 4 units
3
2 units
2 units 3 units
Same shape? Same shape? Same shape?
Similar figures? Similar figures? Similar figures?
4 5 6
7 8 9
Check
Tell whether the figures in each pair appear to be similar.
10 11 12

Skill 83 Find Perimeter
Using Skill 83
s
M in u t e
5
OBJECTIVE Find the perimeter of a
polygon by adding the
lengths of the sides
You may wish to review addition strategies PRACTICE ON YOUR OWN Review the
for multiple addends. example at the top of the page. Have stu-
dents identify the lengths of all sides. Ask
Draw attention to the triangle in Step 1.
them how they can tell the name of the
Ask: How many sides are there and what units in the perimeter.
is the name of the figure? (3; triangle)
CHECK Determine if students can find the
What is the length of each side? (3 cm)
perimeter.
What operation can we use to find the dis-
tance around? (addition) Success is indicated by 3 out of 4 correct
responses.
Draw attention to Step 2. Be sure students
understand that an addition sentence is an Students who successfully complete the
equation. Practice on Your Own and Check are ready
Ask: What equation is used to represent
the perimeter? (P 3 3 3) COMMON ERRORS
Draw attention to Step 3. Help students to • Students might fail to include all sides
see that, when they add numbers with the when finding the perimeter.
same units, they add the numbers and their
• Students might not recall addition facts.
sum has the same units.
• Students might forget to include units in
Work through several other examples,
the final answer.
using a rectangle, a pentagon, and a scalene
triangle. Help students to see that the Students who made more than 4 errors in
perimeter of any figure is the sum of the the Practice on Your Own, or who were not
lengths of its sides. successful in the Check section, may also
benefit from the Alternative Teaching
TRY THESE Exercises 1–3 model the
equation for perimeter.
• Exercise 1 Scalene triangle
• Exercise 2 Square
• Exercise 3 Pentagon

Optional
s
M in u t e
5
Finding the Perimeter

OBJECTIVE Find the perimeter of objects MATERIALS yardstick, ruler, or measuring
tape, string or yarn, paper
Direct students to suggest five or six class- Next, ask a second volunteer to make a
room objects they can use to find perimeter. sketch of the measured object. Then, using a
They might suggest a desk top, a door yardstick or measuring tape, direct the first
frame, a flip chart, a chalkboard, the front of volunteer to find the length of each side of
a fish tank, or an area rug. the object. They should record the measures
on the sketch.
Choose one of the suggested objects. Ask a
volunteer to wrap yarn around the edge of 1 2 3 4 5 6 7 8
inches
that object.
8x5
Ask students to find the sum of the meas-

Direct the volunteer to tie a knot to indicate ures. The sum should equal the length of the
the end of the measure. Extend the yarn yarn.
against the yardstick. Record the measure.
Point out to students that the perimeter of
any object is the distance around its outer-
most edge. On a circle, this distance is called
the circumference.

Name

Find Perimeter Skill 83
Perimeter is the distance around a figure. You can find the Perimeter (P) of a

figure by adding the lengths of the sides. Find the perimeter of the triangle.
Step 1 Find the lengths of the Step 2 Write an equation. Step 3 Add to find the value of P.
sides.
3 cm 3 cm 3 cm 3 cm 3 cm 3 cm
3 cm 3 cm 3 cm
345
Perimeter (P) ⫽ length of side ⫹ length P ⫽ 3 cm ⫹ 3 cm ⫹ 3 cm P = 3 cm + 3 cm + 3 cm
of side ⫹ length of side P = 9 cm
Skill
So, the perimeter of the triangle is 9 cm.
Try These
Find the perimeter of each polygon.
3 cm 5 cm
1 2 3 6 cm
3 cm 2 cm
3 cm 3 cm 4 cm
4 cm
5 cm
3 cm 5 cm
P ⫽ 3 cm ⫹ 2 cm ⫹ 4 cm P⫽ cm ⫹ cm ⫹ cm ⫹ cm P⫽ ⫹ ⫹ ⫹ ⫹
P⫽ cm P⫽ cm P⫽

Name Skill

Find the perimeter of the rectangle.
Think 6 cm
Add the lengths of all sides
3 cm 3 cm
to find the perimeter of a
polygon. 6 cm
Perimeter (P) 3 cm 6 cm 3 cm 6 cm
P 18 cm
The perimeter of the rectangle is 18 cm.
Find the perimeter of each polygon.

4 cm 2 cm 3 cm
1 2 3
2 cm 2 cm
4 cm 4 cm 3 cm 3 cm
2 cm 2 cm
4 cm 2 cm 3 cm
P cm cm P cm cm cm P cm cm
cm cm cm cm cm cm cm
P cm P cm P cm
4 cm 4 cm
4 5 6 4 cm
6 cm 6 cm
5 cm 3 cm
2 cm 3 cm
9 cm
5 cm
4 cm
P P P
P P P
7 8 9
4 cm 5 cm 6 cm
8 cm 8 cm 2 cm
2 cm
4 cm 7 cm 7 cm
8 cm
3 cm P
P
P
Check
3 cm 8 cm
10 11 12 13 6 cm
6 cm 3 cm 5 cm
7 cm 7 cm 8 cm 8 cm
3 cm
8 cm
4 cm
3 cm 8 cm
P P P P
Skill 84 Faces of Prisms and
Pyramids
Using Skill 84 5
M in u t e
s
OBJECTIVE Name the polygon-shaped
faces of prisms and pyramids
Direct students’ attention to examples of TRY THESE Exercises 1–2 model the type
prisms. Help students understand the of exercises students will find on the
definition of prism by discussing the terms Practice on Your Own page.
congruent and parallel. If necessary, display
• Exercise 1 Faces of rectangular prism
two congruent, parallel rectangles and
show how the rectangles form the bases of • Exercise 2 Faces of hexagonal prism
a rectangular prism. PRACTICE ON YOUR OWN Review
Then, referring to Skill 84, ask: How many the example of the hexagonal prism and
faces does the prism have? (6) Note that square pyramid. As they work through the
the faces on the bottom and on the top are exercises, remind students to identify the
called the bases. What shape are the bases? polygon-shaped face that is the base of the
(rectangles) Continue: The name of the prism and pyramid.
prism is a rectangular prism. The prism is CHECK Determine if the students know
named for the shape of the base. Ask: that a prism has 2 congruent and parallel
What is the shape of all of the other faces bases and that its other faces are rectangu-
of the rectangular prism? (rectangles) lar; and, that a pyramid has one polygon-
As you work through the example for the shaped face and that its other faces are tri-
triangular prism, draw attention to the fact angles.
that there are 5 faces, the two bases are tri- Success is indicated by 2 out of 2 correct
angles, and the 3 other faces are rectangles. responses.
Review the examples of pyramids.
Compare and contrast the properties of Students who successfully complete the
prisms and pyramids so students will be Practice on Your Own and Check are ready
able to distinguish between the figures. to move on to the next skill.
Have students notice that, other than the COMMON ERRORS
base, the faces of the pyramids are all trian- • Students may have trouble identifying
gles that always meet at a common vertex. the base.
Also note that a pyramid is named by the
shape of its base. • Students may identify triangular prisms
as triangular pyramids.
the next page.

Optional
1
0
s
M in u t e
Modeling Faces of Prisms and Pyramids

OBJECTIVE Use three-dimensional models MATERIALS three-dimensional models of
to name the shape of the bases prisms and pyramids, tracing
and faces of prisms and paper, ruler
pyramids
Distribute 2 prisms and 2 pyramids to each Ask: Are the opposite sides congruent?
student and several sheets of tracing paper. (yes) Does the shape contain four right
Guide them to position the prisms and the angles? (yes) What is the shape of the base?
pyramids so that the bases are on the bottom. (rectangle)
top
Have the students examine the bases on the
base model. Ask: Are the opposite sides paral-
bases lel? (yes)
bottom
base Have students trace the other faces on their
rectangular paper and identify the shapes.
prism
Begin by having students examine a rectan-

gular prism. Say:
Trace the shape of the base of the prism on square
one sheet of paper. Then trace the other base base
base on another sheet. Place one tracing on
top of the other. square pyramid
Then have the students take a square

pyramid. Have them trace the base, measure
the sides to confirm that they are of equal
length, and identify the four right angles.
Students should recognize that the base is a
square. If necessary, have students trace the
triangular faces to identify the shape of the
faces on a pyramid.
Repeat this activity with the other three-
dimensional models. When students show
understanding, have them identify a
3-dimensional figure that you select at
random.

Name
Faces of Prisms and Pyramids Skill 84

Use the names of polygons to identify the faces of prisms and pyramids.

Prisms Pyramids
A prism is a solid figure with two congruent, A pyramid is a solid figure with one polygon-
parallel polygon-shaped faces called bases. The shaped face for its base. Its other faces are triangles
other faces are rectangles. A prism is named for the that meet at a common vertex. A pyramid is named
shape of its bases. base for the shape of its base.
base vertex
vertex
face face
face
base face base base base
rectangular prism triangular prism triangular pyramid pentagonal pyramid

There are 2 congruent There are 2 congruent There is 1 base. There is 1 base.
bases. The 2 bases are bases. The 2 bases are The base is a triangle. The base is a pentagon.
349
rectangles. The 4 other triangles. The 3 other The 3 other faces are tri- The 5 other faces are tri-
faces are rectangles. faces are rectangles. angles. angles.
There are 6 faces in all. There are 5 faces in all. There are 4 faces in all. There are 6 faces in all.
Skill
Try These
Complete.
1 Number of bases____ 2 Number of bases___
Shape of base(s)______________ Shape of base(s)_______________
Number of other faces ____ Number of other faces ____
Shape of other faces ___________ Shape of other faces __________
Total number of faces ____ Total number of faces ____

Name Skill

base
face face
base base
square pyramid hexagonal prism
1 base is a square. 2 bases are hexagons.
4 faces are triangles. 6 faces are rectangles.
5 faces in all. 8 faces in all.
Complete.
1 2
Number of bases Number of bases
Shape of base(s) Shape of base(s)
Number of other faces Number of other faces
Shape of other faces Shape of other faces
Total number of faces Total number of faces
Name of figure Name of figure
3 4
Check
Complete.
5 6

Skill 85 Area of Squares,
Rectangles, Triangles
Using Skill 85
s
M in u t e
5
OBJECTIVE Use formulas to determine
the area of squares,
rectangles, and triangles
Read about area at the top of the page. TRY THESE Exercises 1–3 ask students to
Explain how the area of a figure is meas- use formulas to find area.
ured in square units. Have the students
• Exercise 1 Area of a rectangle
count the number of squares in the 3-by-5
rectangle. When multiplying two numbers • Exercise 2 Area of a square
whose units are the same, the product is • Exercise 3 Area of a triangle
square units. If the units are not the same,
they must be adjusted so that they are PRACTICE ON YOUR OWN Review the
the same. examples at the top of the page. Focus on
identifying the value for each variable in
Refer to the Area of a Rectangle section. Ask: the formulas, and on writing the areas with
What is the length of the rectangle? (2.5 correct units.
cm) What is the width of the rectangle?
(5.8 cm) In the formula A w, what does CHECK Determine if the students can use
each letter stand for? (A is the area, is the a formula to find area. Success is indicated
length, and w is the width.) by 3 out of 3 correct responses.
Focus on how each variable is replaced by Students who successfully complete the
the value for that variable. Have the stu- Practice on Your Own and Check are ready
dents do the multiplication. Explain that to move to the next skill.
14.50 14.5, so both 14.50 cm2 or COMMON ERRORS
14.5 cm2 is the correct area.
• Students may forget to express the area
Refer to the Area of a Triangle section. Ask: as square units.
In the formula A 12bh, what does each
letter stand for? (A is the area, b is the base, • Students may forget to multiply the
and h is the height.) What operation is product of the base and height of a
indicated in bh? (multiplication) In the rec- triangle by 12.
tangle that is 2.5 cm by 5.8 cm, which Students who made more than 2 errors in
measure is the base and which is the the Practice on Your Own, or who were not
height? (base 2.5 and height 5.8, or successful in the Check section, may benefit
base 5.8 and height 2.5) It is essential from the Alternative Teaching Strategy on
that students realize that, although these the next page.
two measures are interchangeable in a rec-
tangle, the height must be perpendicular to
the side used as the base in a triangle.

Optional
1
0
s
M in u t e
Model Areas of Squares, Rectangles, Triangles

OBJECTIVE Model finding areas of MATERIALS grid paper
squares, rectangles, and
triangles
Have the students draw a rectangle that is 4 Have the students draw a square that is 5
units by 5 units. units by 5 units.
Ask: How many squares are inside the rec- Ask: How many squares are inside the
tangle? (20 squares) How can you find the square? (25 squares) How can you find the
answer without counting the squares? answer without counting the squares indi-
(multiply 4 by 5) vidually? (multiply 5 by 5)
Have the students draw other rectangles Have the students draw a rectangle that is 3
with different dimensions and count the units by 6 units. Have them draw a diagonal
number of squares inside. Have them verify line through the rectangle.
the number of squares by multiplying the
Ask: How many squares are inside the
dimensions. Be very consistent in requiring
rectangle? (18 squares) What part of the
students to give area in square units.
rectangle is each triangle formed by the
diagonal? (one half) What is the area of
each triangle? (9 square units)
Draw students’ attention to the fact that the
triangle is half of the rectangle. You can
divide the area of the rectangle in half or
multiply the area by 12 to find the area of one
of the triangles.

Name
Area of Squares, Rectangles, Triangles Skill 85

5 units
Area is the number of square units needed to cover a surface.

Use formulas to find the areas of rectangles, squares, and triangles. 3 units 1 square unit
3 units 5 units 15 square units
3 2 in. 1
Area of a Rectangle 2.5 cm Area of a Square Area of a Triangle
You can use this A square is a rec- 3 21 in. 3 21 in. Use this formula to find the area
formula to find the tangle with sides all of a triangle. X
5.8 cm 5.8 cm 1
area of a rectangle. the same length. 3 21 in. A 2 bh
Area of Rectangle So, you can use this formula to 12 (10 6) 6ft
length width 2.5 cm find the area of a square: 1
2 60 W Y
Aᐉw Area of square side side 10 ft
Then: Replace ᐉ with 2.5. A s s or A s2 Replace s 30 ft2
Aᐉw Replace w with 5.8. So, the area of triangle WXY is
353
312 312 with 312. 30 ft2.
2.5 5.8
14.5 sq cm 1214
So, the area of the rectangle is So, the area of the square is
Skill
15.5 cm2. 1214 in2.
Try These
Find the area.
1 2 1.5 cm 3 1
Aᐉw 15 21 in. Ass A 2 bh
1
6 21 in. 1.5 cm 2 ( )
1
2
2 4m
Area is in. Area is cm2.
11 m
Area is m2.

Name Skill

Think:
Remember to express the area in square units.
3 cm
Aw A s2 3 ft A 12 bh
3 12 Ass 12 (7 3) 3m
36 33 3 ft
12 cm 12 (21)
9 10 1
7m
2
So, the area is So, the area is 9 ft . 2
So, the area is 1012 m2.
36 cm2.
1 2 3
Aw Ass A 12 bh
A A A 12 ( )
A 3 43 ft A 10 mi A 12
A 3 yd
1 21 ft 10 mi
4 yd
Write the formula. Find the area of each figure.
4 5 6 ft 6
A 14 in. A A 3.5 cm
6 ft
A A A 20 cm
5 21 in.

4 21 ft
7 8 9
4 21 ft 50 cm
12 m 10.2 cm
19 m
Check
7 yd 25 cm
10 11 12
1 31 yd
5 yd 25 cm
3 23 yd

Skill 86 Area of Circles
Using Skill 86
s
M in u t e
5
OBJECTIVE Find the area of a circle by
using a formula
Begin by reviewing the parts of a circle. Ask Point out to the students that 272 is another
students to identify the radius (r) and cir- way of approximating . Have the students
cumference (C). Have them distinguish the note that the area is in square feet.
radius from the diameter.
TRY THESE Exercises 1–3 help the stu-
Display the formula to find the area of a dents step-by-step as they use the formula
circle, A r2. Explain that just as students for finding the area of a circle.
used formulas to find areas of rectangles,
• Exercise 1 Use the radius and 3.14 for pi.
they can use a formula to find the area of
a circle. • Exercise 2 Use the radius and 272 for pi.
Read Understanding the Formula. Review the • Exercise 3 Use the diameter and 3.14
formula and have students identify each for pi.
part. A is for area; (pi) is approximately
equal to 3.14 and also equals the ratio of the
example at the top of the page. Have stu-
circumference to the diameter ( C ); r is the
d
dents focus on how to find the radius when
radius.
given the diameter.
Look at Find the area of each circle. Ask:
What do you need to know to use the
a formula to find the area of a circle. Success
formula A r 2? (the radius of the circle)
What is the radius of the circle? (3 cm)
What do you do with the value for the Students who successfully complete the
radius? (Substitute 3 for r) Practice on Your Own and Check are ready
In evaluating the formula, emphasize that
the radius is squared and that the area will COMMON ERRORS
be approximate since 3.14. Ask: What
• Students may multiply the radius by two
units are used to measure the area of the
instead of squaring it.
circle? (square centimeters)
• Students may use the diameter instead of
Point out that even though the circle is
the radius.
round, the area is still measured in square
units. Students who made more than 2 errors in
For the second example, have students iden-
tify what the 12 feet represents. (diameter)
Ask: How is the diameter of a circle relat- the next page.
ed to the radius? (The diameter is twice the
radius.) If the diameter is 12 feet, what is
the radius? (6 feet)

Optional
s
M in u t e
2
0
Model Finding the Area of a Circle

OBJECTIVE Model finding the area of a MATERIALS centimeter grid paper,
circle using a formula compass, ruler
Have students draw a circle with a radius of Compare the area of the large square and
4 cm within an 8 cm by 8 cm square. the area of the circle.
Emphasize that every point on the circle is
Is the area of the large square greater than
4 cm from the center. Divide the square into
or less than the area of the circle? (greater
fourths.
than) How do you know? (The circle is
inside the area of the 4 squares; the corners
of the squares show outside the circle.)
4 cm Guide students to see that if the area of the
large square is 4r 2, they can estimate the area
of the circle as about 3 small squares, or 3r 2
(3 16 48 cm2).
Have students calculate the area of the circle
Explain to the students that they can use using the formula. Guide them through each
what they know about finding the area of a step. Remind them that (is about equal
square, to estimate the area of a circle. to) 3.14. Compare 3r 2 to the second step
A 3.14 (4)2
Guide students as they notice that the radius
of the circle is also the length of one side of a A r 2
square.
A 3.14 (4)2
A 3.14 16
4 cm
A 50.24 square centimeters
Point out that the calculated area is close to
the estimated area.
When students have completed the activity
using the model, have students use the for-
How can you use the radius to find the mula to find the area of other circles given
area of the small square? (If the radius is 4 the radius.
cm long, then the side of the square is 4 cm.
Think: A s2 or A r 2; the area is 16 cm2)
Suggest that since we can express the area of
the small square as r 2, then we can say the
area of the large square is 4 r 2 or 4r 2. Ask:
What is the area of the large square?
(4 16 64 cm2)

Name
Area of Circles Skill 86

Use the formula to find the area of each of the circles.
B

A C
Understanding the Formula Using the Formula
Area is the number of square units needed Find the area of First, find the
each circle. 3 cm radius. 12 ft
to cover a surface. Remember: The ratio of
the circumference to the diameter (C ᎏᎏ) is
d
called pi. The value of pi is approximately A ⫽ ␲r 2 A ⫽ ␲r 2
2 2
3.14 or 2ᎏ7ᎏ2 . To find the area, multiply the A ⬇ 3.14 ⫻ (3) Replace ␲ with A ⬇ 2ᎏ7ᎏ2 ⫻ (6) Replace ␲ with
3.14 and r with 3. 22
ᎏᎏ and r with 6.
value of pi by the length of the radius 7
squared. Express the area using the symbol A ⬇ 3.14 ⫻ 9 Multiply. 22 22 36
A ⬇ ᎏ7ᎏ ⫻ 36 A ⬇ ᎏ7ᎏ ⫻ ᎏ1ᎏ
⬇ which means approximately equal to. A ⬇ 28.26 792
357
A ⬇ ᎏ7ᎏ
Formula: A ⫽ ␲r 2 Rounded to the nearest centimeter,
2
the area is about 28 cm . A ⬇ 113.1428 . . .
Rounded to the nearest foot, the
2
Skill
area is about 113 ft .
Try These
Find the area. Round to the nearest whole number.
1 A ⫽ ␲r 2 2 A ⫽ ␲r 2 3 Find the radius.
2
22 2 7 in. 18 cm
A ⬇ 3.14 ⫻ ( ) 5m A ⬇ ᎏ7ᎏ ⫻ ( ) r ⫽ _______
A ⬇ 3.14 ⫻ 22 ᎏ
A ⫽ ␲r 2
2 1
A ⬇ ᎏ7ᎏ ⫻ ᎏ䊐 2
A⬇ m A ⬇ 3.14 ⫻ ( )
Simplify.
A ⬇ 3.14 ⫻
A⬇ ⫻ 2
2 A⬇ cm
A⬇ in.

Name Skill

Think: Find the area to the nearest whole
Use 3.14 for . number.
The radius (r) is 19 m 2, or 9.5 m.
A r 2
2
19 m
A 3.14 (9.5)
2
A 3.14 90.25 m
2
A 283.385 m
Rounded to the nearest whole
2
number, the area is about 283 m .
1 2 14 yd 3
A r 2 6 cm A r 2 r= 9m
2 22 2
A 3.14 ( ) A 7 ( ) A r 2
A 3.14 22 A 3.14 ( )
2
A 7 1
A Simplify. A 3.14
Rounded to the nearest whole A A
number, the area is . Rounded to the nearest whole
A
number, the area is .
Rounded to the nearest whole
number, the area is .
4 5 6
A r 2 8m A r 2 r=
2 22 2
20 m
A 3.14 ( ) A 7 ( ) 15 ft A r 2
2
A 3.14 ( )
Round: Round:
7 8 5.5 cm 9
2 in. 8 yd
Check
10 11 12
15
cm
12 m 21 in.

Skill 87 Transformations
Using Skill 87
s
M in u t e
5
OBJECTIVE Identify whether a
transformation is a transla-
tion, rotation, or reflection
Begin by explaining what transformations Lead students to conclude that when you
are. Explain to the students that today’s rotate a figure, the figure rotates around a
lesson will be about translations, rotations, fixed point. Both the location and the posi-
and reflections. tion of the figure change. The point of rota-
Have students look at the example for a tion is fixed. It does not move.
translation. Point out that the dashed trian- TRY THESE In Exercises 1–3 students
gle is the original figure, and the arrow identify transformations.
shows how it was moved to a new position. • Exercise 1 Identify a translation.
Ask: • Exercise 2 Identify a reflection.
How do the triangles compare? (They look
the same.) • Exercise 3 Identify a rotation.
Guide students to understand that when PRACTICE ON YOUR OWN Review the
you translate a figure, the figure looks examples at the top of the page. Have stu-
exactly the same, but it is in a new position. dents focus on the position of each shape.
Direct students to the example for a CHECK Determine if students can identify
reflection. the transformation of a figure as either a
translation, a rotation, or a reflection.
Ask: Success is indicated by 3 out of 3 correct
How does the triangle on one side of the responses.
line compare to the triangle on the other
side of the line? (They look exactly the Students who successfully complete the
same, but they point in opposite directions.) Practice on Your Own and Check are ready
Point out to the students that when you
reflect a figure over an imaginary line, both COMMON ERRORS
the position and the location of the figure • Students may confuse a reflection with a
change. The figure becomes the mirror rotation.
image of itself.
• Students may think a rotation is a
In the example for rotation, the triangle translation.
turns around a point of rotation. Ask: How
does the transformation compare to its
original figure? (The two figures look
exactly the same; they point in different
directions.)
the next page.

Optional
s
M in u t e
2
0
Model Transformations
OBJECTIVE Model translations, rotations, MATERIALS graph paper
and reflections
Have students make a coordinate plane Repeat the activity using the coordinate
and then draw a triangle with coordinates grid for reflections and rotations. Have stu-
A(0, 0), B(0, 3), and C(5, 0). dents record the coordinates for the figure in
the original position, and then again after
Have the students make a copy of the first
the transformation.
triangle on another piece of paper by tracing
and then cutting it out. As students examine reflections and rota-
tions, have them focus on the orientation of
Have them label the inside of the second
the vertices of the triangle.
triangle with the letters of the vertices. The
two triangles should be congruent. A reflection over an imaginary line reverses
the direction of the triangle. The reflected
Tell the students to place the triangle they
triangle becomes a mirror image.
cut out on top of the first triangle. Then
have them move it horizontally 8 units on A rotation changes the orientation of all
the coordinate plane. points except for the fixed point of rotation.
Ask: What are the coordinates of the new
triangle? (A(8, 0); B(8, 3); C(13, 0))
Have students translate the triangle and
record the new coordinates. Focus on the
fact that the orientation of the vertices of the
triangle remains the same.
y
15
14
13
12
11
10
9
8 B
7
A C
6
5
de
sli
4
3
2 B B
1 A A x
C C
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Name
Transformations Skill 87

Transformations are different ways to move a figure.
Three kinds of transformations are translations, reflections, and rotations.

Translation Reflection Rotation
A translation slides a figure A reflection is a movement that A rotation is a movement that
along a straight line. involves flipping a figure over a involves rotating a figure around
line. a point.
361
Skill
Try These
Identify the transformation as a translation, reflection, or rotation.
1 2 3

Name Skill

Think:
Transformations
move figures in translation reflection rotation
different ways.
1 2 3
4 5 6
7 8 9
Check
10 11 12

Skill 88 Line of Symmetry
Using Skill 88
s
M in u t e
5
OBJECTIVE Identify whether a figure has MATERIALS grid paper
lines of symmetry
You may wish to use grid paper to model TRY THESE Exercises 1–4 present two
the steps of the activity. congruent figures, each with different lines.
Students determine whether or not a line is
Begin by discussing how a figure with line
a line of symmetry.
symmetry can be folded to show that the
parts are congruent. Recall that congruent • Exercises 1, 3 The first line is a line of
means having the same shape and the symmetry.
same size.
• Exercise 2 The second line is a line
Have students look at Step 1. Explain that of symmetry.
grid paper makes it easy to copy some
• Exercise 4 Neither line is a line of
figures. Students can count the number of
symmetry.
squares in each figure and then position the
figures in the same way on the grid paper. PRACTICE ON YOUR OWN Review the
Stress the importance of copying the examples at the top of the page. As stu-
figures precisely. dents work through the exercises, encour-
age them to examine the two parts careful-
In Step 2, have students note that both
ly, and determine if the parts are congruent
dotted lines in the hexagon are lines of
before they write an answer.
symmetry. Folding the figure along either
line will show two matching halves. CHECK Determine if students can identify
one or more lines of symmetry. Success is
The square has four lines of symmetry.
Point out that the diagonal lines are lines of
symmetry because both halves of the figure Students who successfully complete the
match. Practice on Your Own and Check are ready
Have students look at the third figure. Ask:
Why isn’t each line a line of symmetry? COMMON ERRORS
(Both parts of the figure do not match.) Can • Students may identify diagonals in
you draw another line on the figure that is rectangles as lines of symmetry.
a line of symmetry? (No, this figure has no
line of symmetry.) Students who made more than 2 errors in
As students read the third step, conclude successful in the Check section, may benefit
that some figures have more than one line from the Alternative Teaching Strategy on
of symmetry, while others have no lines of the next page.
symmetry.

Optional
s
M in u t e
5
Model Lines of Symmetry

OBJECTIVE Use models to identify lines of MATERIALS mirrors, stencils of figures
symmetry with and without lines of
symmetry
Have the students use a stencil to draw a Have the students use the mirror to test the
rectangle on their paper. line they think is a line of symmetry. Ask:
Review the definition of line of symmetry. Look at the rectangle again. Does the
Explain that a figure has a line of symmetry rectangle have another line of symmetry?
if it can be “reflected” or folded so that the Suggest that students look for another line
two parts are congruent. of symmetry and test it with the mirror.
Suggest that students draw a line through Repeat the activity by having students draw
the rectangle so the two halves will match. other figures and look for lines of symmetry.
Distribute the mirrors. Demonstrate how to Discuss and compare the results.
test the line by putting the edge of the mir-
ror along a line to see if the reflection in the When students are able to draw and recog-
glass matches the other side. If the reflection nize lines of symmetry, have them draw and
matches the other side, the line is a line of test a circle. Guide them as they conclude
symmetry. that any line drawn through the center of
the circle is a line of symmetry.

Name
Line Symmetry Skill 88

A figure has line symmetry if it can be folded or reflected so that

the two parts are congruent.

Use grid paper. Copy the figures. Fold the figures in half in as Count the lines of symmetry.
many ways as possible. If the two
parts match, then the fold line is a
line of symmetry. 2 lines of symmetry
The halves for
each fold line
match.
4 lines of symmetry
365
The parts do
Skill
not match. 0 lines of symmetry
Try These
Tell whether the dashed line in each figure is a line of symmetry. Write yes or no.
1 2 3 4

Name Skill

Think:
Do the parts match?
Are they the same size and shape?
1 line of symmetry 2 lines of symmetry 0 lines of symmetry

The parts are the same The parts are the same The parts are not the
size and shape. size and shape. same size and shape.
Draw as many lines of symmetry as possible. Record the number you find.
1 2 3 4
lines of lines of lines of lines of

symmetry symmetry symmetry symmetry
5 6 7 8

Check
Draw as many lines of symmetry as possible. Record the number you find.
9 10 11 12


Skill 89 Measure Angles
Using Skill 89
s
M in u t e
2
0
OBJECTIVE Use a protractor to find the MATERIALS protractor
measure of an angle
Begin Skill 89 by having students examine How can estimating the measure help you
the protractor. Point out the center point know which scale to use? (The choices on
and the one-degree intervals on the protrac- the protractor are either 30° or 150°. Since
tor’s scale. Explain to students that they the angle measures less than 90°, the scale
will be using a protractor to measure angles to use is the one showing 30°.)
to the nearest degree
TRY THESE In Exercises 1 and 2 students
To guide students in Step 1, ask: Do you read the measure of an angle on a
think the angle will measure more than protractor.
90° or less than 90°? (less because it is an
• Exercise 1 Angle of 90°
acute angle) Which point is the vertex of
the angle? (Point B) What are the two rays • Exercise 2 Angle greater than 90°
that make up the angle? (ray BA and ray PRACTICE ON YOUR OWN Review the
BC) example at the top of the page. Encourage
Demonstrate how the center point of the students to turn the paper to measure the
protractor is placed at the vertex of the angle. Have them check their measure-
angle. ments by lining the protractor up on the ray
opposite the one they used the first time.
As students look at Step 2, caution them to
place the horizontal line or base of the pro- CHECK Determine if students can use a
tractor along ray BC carefully, in order to protractor to measure an angle. Success is
get an accurate measurement. Note that indicated by 3 out of 3 correct responses.
since protractors differ in design, you may Students who successfully complete the
wish to check the placement of the protrac- Practice on Your Own and Check are ready
tor as each student measures. to move to the next skill.
In Step 3, have the students examine both COMMON ERRORS
scales and read the number on the bottom
or inner scale to measure the angle. Ask: • Students may read the wrong scale when
With which number does ray BA align? using the protractor.
(30) Angles are measured in degrees. What • Students may not line up a ray of the
is the measure of ABC? (30°) angle on the protractor or may not place
the vertex accurately.
the next page.

Optional
s
M in u t e
5
Model Measuring Angles

OBJECTIVE Model measuring angles MATERIALS protractor; angles measuring
using a protractor 30°, 60°, 90°, 120°, and 150°
Draw and label each angle on a separate Have students take turns measuring the
piece of paper. Distribute angles and pro- angles and recording the results. Then have
tractors to students. Have the students sort them discuss and compare their results with
the angles from smallest to largest. each other, and with the estimates recorded
on the back of the drawings.
Discuss which angle is the smallest and
which is the largest. Then sort the angles to When students show an understanding of
show a 90° angle, angles greater than 90°, the measuring process, suggest they use the
and angles less than 90°. Record these protractor to draw an angle, exchange the
estimates on the back of the drawing. angle with another student and measure it.
Then have them compare their
Demonstrate the steps for measuring an
measurements.
angle with a protractor, and have each stu-
dent show that they understand the proce-
dure. Remind them that when they read the
scale, they can use the relative size of each
angle to help them decide which scale to use.

Name

Measure Angles Skill 89

Recall that an angle is formed by two rays with a common endpoint called a vertex.
Measure angles with a protractor that has a scale in 1 degree intervals.
Measure the angle. acute angle Remember:

80 90 100 1
10
70
100 80 7
0
12
0
60 110
20 60 13
Step 1 Place the 50 0 1 0
50 is smaller than a right angle
13 A
4
0
0
4
14 0
center point of the
14 0
or less than 90˚.
15
0
30
0
30
15
protractor on the right angle
20
160
20
160
vertex of the angle.
10
10
170
1 2 4 5
0
0
Step 2 Place the base measures 90˚.
180
180 170
of the protractor along B C
obtuse angle
369
ray BC.
Step 3 Read the same scale which has is larger than a right angle
a ray passing through zero. or more than 90˚.
Skill
So, the measure of angle ABC is 30˚. straight angle

Write: m⬔ABC ⫽ 30˚ measures 180˚.
Try These
D
S
80 100 1 80 90 100 1
10
70 90 10 70
100 80 7 12
100 80 7
0
12
0 60 110 0 0
1 60 110 2 60
0 60 13 20 13
0
50 0 12 0 50 0 1 50
50
13
1
13
4
0
4
4
40
0
14 0
14 0
40
14 0
15
15
30
0
0
30
0
30
30
15
15
20
160
20
20
160
160
20
160
10
10
170
10
10
170
1 2 4 5
0
0
1 2 4 5
0
0
180
180 170
180
180 170
E F T U

The measure of ⬔ is . The measure of ⬔ is .

Name Skill

K J
Think:
90 L 80 100 1
1
First place the center point of 60
70
110
100 80 7 0 12
0
60
0
J 50 0
12
0 13
50
0
the protractor on the vertex of 13
14 0
14 0
4
0
0
15
30
the angle.
30
0
15
160
20
160
20
Then align one ray with the base of the
170
180 170
10
10
L 1 2 4 5
180
protractor.
0
Remember: K
You can turn the page around to help So, the measure of angle JKL is 65˚.
you measure the angle. mJKL = 65˚
Use a protractor. Measure the angle. Align the center point of the protractor with
the vertex of the angle shown in blue.
1 L 2 3 W
P
M N X
Q Y
R
mLMN mPQR mWXY
4 H 5 6 Q
K R
Z
M L K
m m m
Use a protractor to measure each angle.
7 8 G L 9
J M D B
C
E
G
Check
Use a protractor to measure each angle.
L
10 11 12 E N
G D R R
S H

Skill 90 Read a Table
Using Skill 90
s
M in u t e
5
OBJECTIVE Read a table to find and
compare data
Discuss the kind of data, or information, TRY THESE Exercises 1–3 provide practice
students can find in the table. Have in reading a table.
students examine parts of the table.
• Exercises 1–2 Compare data.
Ask: What is the title of the table? (Favorite
• Exercise 3 Find data.
Sports Activities) What activities does the
table list? (in-line skating, bicycling, hiking, PRACTICE ON YOUR OWN Examine
climbing) Whose favorite sports activities the table at top of the page. As they work
are these? (boys’ and girls’) the exercises, some students may have
difficulty focusing on the proper column or
Follow Steps 1–4 to determine the most
row. Guide them to underline the important
popular sports activity among girls. Ask:
words in the questions, then place their
In which column will you look first?
fingers on the row or column as they copy
(in the column for girls)
the data.
Guide students as they compare the num-
CHECK Determine if students can read a
bers in the column for girls. Suggest that
table to find and compare data.
they find the greatest number of votes, then
look in the same row under Activity to find Success is indicated by 2 out of 2 correct
the name of the sport. responses.
What is the most popular sports activity Students who successfully complete the
among girls? (climbing) Practice on Your Own and Check are ready
Repeat the steps and have students find the
least favorite sports activity among girls. COMMON ERRORS
• Students may have difficulty tracking
down a column or across a row.
• Students may add or subtract incorrectly.
the next page.

Optional
s
M in u t e
2
0
Make and Read a Table

OBJECTIVE Make a table and record MATERIALS containers, pattern pieces
and compare data or paper figures
Prepare two containers. Label one container Guide students to see that since the informa-
A and the other B. Into container A, place tion is about the types of figures in the con-
18 circles, 4 squares, and 16 triangles. Into tainers, the title “Types of Figures” is
container B, place 17 circles, 5 squares, and appropriate.
11 triangles.
Then discuss and record the contents of con-
Begin by explaining to students that in tainers A and B. When the table is complete,
today’s activity they will make a table. Point ask:
out that a table is a way to display data or
Suppose you want to know which
information so that the data can be organ-
container has the greater number of circles,
ized and compared easily.
which column would you look at first?
Give out the containers and have two teams
Guide students to look at the column for cir-
of students work together to sort the figures
cles, then have them compare the numbers.
in each container. Then have them record the
Since 18 is the greater number, have them
information about the contents of the con-
look across the row to find that container A
tainers in the table.
has the greater number of circles.
Continue asking questions and having stu-
dents use the table to answer them. You may
wish to have students make up questions
and take turns answering them.
Types of Figures
Container
A 18 4 16
B 17 5 11

Name

Read a Table Skill 90
Use the data in the table to answer the question.

What is the most popular sports Step 1 Read the question. Underline the important words. It asks about
activity among girls? girls and about their most popular sports activity.
Favorite Sports Activities Step 2 Look in the column labeled Girls. Find the greatest number in
Activity Girls Boys the column. The greatest number is 12.
In-line skating 8 7 Step 3 Look across the row to find the activity. The activity is climbing.
Bicycling 10 9 Step 4 Use the information to answer the question asked.
Climbing 12 13
So, the most popular sports activity among girls is climbing.
Hiking 11 10
373
Try These
Use the data in the table above to answer the questions.
Skill
1 2 3
What is the most popular How many more girls than How many girls like hiking or
sports activity among boys? boys like bicycling the best? climbing the best?
Look in the column labeled Look in the row labeled Look in the column labeled
______. _________. ______.
The greatest number is ______ girls like bicycling. ________ girls like hiking.
________. ______ boys like bicycling. ________ girls like climbing.
The most popular sports ______ more girls than boys ________ girls like hiking or
activity among boys is like bicycling the best. climbing the best.
_______________.

Name Skill

Summerset Bowling League Question:
Game Game Game Who had the highest score in
Game 3?
Bowlers 1 2 3 Total Look for the column labeled Game
Lucia 192 212 208 612 3.
Theon 124 108 112 344 Look down this column to find the
Jorge 205 218 198 621 greatest number. It is 208.
Marina 137 122 140 399 Look across the row to find the
name. It is Lucia.
Rows: across Columns: up and down. So, Lucia had the highest score in
Game 3.
Use the data in the table to answer the questions.

1 2
What was Marina’s highest score? Who had the highest score in
Look in the row labeled Game 1?
. Look in the column labeled
The greatest number is . .
Marina’s highest score was The highest score is .
. had the highest score
in Game 1.
3 4
In which game did Lucia score How many more points did
the least points? Jorge score in Game 2 than
Look in the row labeled Lucia?
. Look in the column labeled
The lowest number is . .
Lucia scored the least points in Lucia scored .
. Jorge scored .
Jorge scored more
points than Lucia in Game 2.
5 6
What was Jorge’s total score? Who had the lowest total score?
Check
7 8
In which game did Theon score Who had the highest total
the highest? score?

Skill 91 Find Range
Using Skill 91
s
M in u t e
5
OBJECTIVE Find the range for a set MATERIALS number line
of data
Read the definition of range at the top of PRACTICE ON YOUR OWN Focus on the
the skill page. Then proceed through Steps example at the top of the page. Students
1 and 2. will notice that 183 appears twice in the set.
Stress the importance of accounting for
Ask: How do you arrange the data? (in
each piece of data. Point out how it is listed
order from least to greatest)
twice when the numbers are ordered.
Remind students to compare the tens first
CHECK Determine that students can iden-
when ordering 2-digit numbers. When the
tify the least and the greatest numbers.
tens are the same, as in 17 and 19, and 22
and 25, you need to then compare the ones
responses.
to put the numbers in order.
Have a student locate the numbers on a
number line to check that the numbers are
in order from least to greatest.
COMMON ERRORS
Ask: How do you find the difference
between two numbers? (You subtract.) • Students may arrange the data
incorrectly.
Have students perform the subtraction
• Students may subtract incorrectly when
vertically to check that 56 is the range of
finding the range.
the data.
TRY THESE Exercises 1–3 provide practice
in finding the range for a set of data.
• Exercises 1–3 Order data, find the from the Alternative Teaching Strategy on
greatest number, the least the next page.
number, and the range.

Optional
s
M in u t e
2
0
Find the Range

OBJECTIVE Order numbers from least to MATERIALS number line
greatest
Review the concept of order by having stu- Then show students these 2-digit numbers.
dents stand in a line in order by the first let-
63, 46, 48, 86
ters of their names, starting with A. Then
have them stand in a line in order by their Ask: How do you put these numbers in
birth months, starting with January. order? (compare tens) What about 46 and
48? (the tens are the same, so compare ones)
Apply the concept to ordering numbers.
Begin with 1-digit numbers. Have students Have students incorporate the numbers into
locate the numbers on a number line and their ordered list of 2-digit numbers.
then list them in order from least to greatest. Display the numbers listed below.
Next, help students arrange the 2-digit 579, 83, 423, 575, 91, 647
numbers listed below in order from least
to greatest. Ask: How do you put the numbers in
order? (Order the 2-digit numbers first.
38, 19, 75, 53, 21, 40, 96 Then order the 3-digit numbers by compar-
Ask: How do you put the numbers in ing hundreds.) What about 575 and 579?
order? (compare tens) What is the least (The hundreds are the same, so compare
number? (19) What is the greatest number? tens; the tens are the same, so compare
(96) ones.) What is the least number? (83) What
is the greatest number? (647)
You may wish to repeat the activity with
other sets of 2- and 3-digit data.

Name

Find Range Skill 91

The range of a set of data is the difference between the greatest number and the least number.
Find the range for this set of data:
73, 25, 17, 19, 68, 22, 54.
Step 1 Arrange the data in order from least to Step 2 Find the difference between the greatest
greatest. and least numbers.
least greatest
number number 73 ⫺ 17 ⫽ 56
↓ ↓
17, 19, 22, 25, 54, 68, 73 So, the range of the data is 56.
377
Try These
Skill
Find the range for each set of data.
1 6, 9, 8, 3, 2 2 37, 52, 28, 19 3 25, 54, 32, 71, 13, 60

Order the data. Order the data. Order the data.
Greatest number: Greatest number: Greatest number:

Least number: Least number: Least number:
Range: Range: Range:

Name Skill

Think: Find the range of this set of
The range is the difference data:
between the greatest and 183, 196, 172, 191, 183
the least numbers. Order the numbers
172, 183, 183, 191, 196
↓
from least to greatest.
the greatest number
↓ ↓ ↓
196
172 the least number

24 the difference
The range is 24.
1 2
7, 6, 8, 4, 10 77, 88, 81, 65, 79
Order the data. Order the data.
Greatest number: Greatest number:

Least number: Least number:
Range: Range:
3 4
100, 98, 54, 102 137, 137, 140, 195, 156
Order the data: Order the data:
Range: Range:
5 6
86, 75, 42, 74, 75, 76, 30 168, 185, 170, 157, 188, 188
Range: Range:
Check
7 8
68, 87, 83, 74, 88 96, 105, 69, 84, 68, 93, 80
Range: Range:

Skill 92 Find Median and Mode
Using Skill 92
s
M in u t e
5
OBJECTIVE Find the median and mode
for a set of data
Before you begin, present students with the TRY THESE Exercises 1–3 provide practice
list of data given at the top of the page. ordering data to find the median and the
Have them arrange the numbers from least mode.
to greatest. You may wish to check that they
• Exercise 1 Find the median and mode.
have ordered the numbers correctly.
• Exercise 2 Average two middle num-
Lead students through the steps for finding
bers to find the median; find
the median. Stress care in accounting for
the mode.
each piece of data when they order the
numbers and in locating the middle • Exercise 3 Find the median and mode
number. Ask: How many middle numbers for a set of decimal numbers.
are there? (one) What is the median? (88) PRACTICE ON YOUR OWN Focus on
You may wish to present students with a the example at the top of the page. Have a
list of data with two middle numbers and student demonstrate adding and dividing
demonstrate how to find the average of the to find the average of the two middle
two middle numbers. Present 37, 99, 13, 29, numbers.
45, 99. Have students order the numbers CHECK Determine if students can order
and display the ordered numbers: 13, 29, data and find the median and the mode.
37, 45, 99, 99. Ask: How many middle Success is indicated by 2 out of 2 correct
numbers are there? (two—37 and 45) Work responses.
through the process of adding 37 and 45
and then dividing the sum to find the aver- Students who successfully complete the
age. Ask: What is the median? (41) Practice on Your Own and Check are ready
Students may notice that, when there is an to move to the next skill.
odd number of items in the list of data, COMMON ERRORS
there is one middle number; when there is
an even number of items, there are two • Students may not order data correctly.
middle numbers. • When finding the median, students may
not correctly recognize the middle num-
Lead students through the steps for finding ber or know how to average the two
the mode. Display the ordered list, but middle numbers.
insert another 91. Ask: How many modes
are there now? (two—83 and 91) Show the Students who made more than 2 errors in
list again, but take out one 83 and one 91. the Practice on Your Own, or who were not
Ask: How many modes are there now? successful in the Check section, may benefit
(none) from the Alternative Teaching Strategy on
the next page.

Optional
s
M in u t e
2
0
Find the Median and the Mode

OBJECTIVE Find the median and the mode
for a set of data
Present students with a few lists of data and Again display the ordered list, but this time
have them practice arranging the numbers insert a 1. Have students try to locate the
in order from least to greatest. middle number. Ask: Is there one middle
number? (no) How many middle numbers
Lead students through finding the median
are there? (two—3 and 5) What is the sum?
of a set of data. Present the following list of
(8) What is the sum divided by 2? (4) So,
numbers and have students arrange the
what is the median? (4)
numbers in order from least to greatest: 5, 3,
3, 9, 6. Display the ordered list: 3, 3, 5, 6, 9. Lead students through finding the mode.
Have a student underline the middle num- Display the new ordered list: 1, 3, 3, 5, 6, 9.
ber. Ask: How many items are to the left of Ask: Does any number in the list appear
5? (2) How many items are to the right of 5? more than once? (yes) What number
(2) How do you know that 5 is the middle appears most often? (3) So, what is the
number? (There is the same number of mode? (3)
items to the left of 5 as there is to the right
Rewrite the ordered list, inserting another 6.
of 5.)
Ask: What number appears most often?
3,3,5,6,9 (both 3 and 6) How many modes are there
two items two items now? (two—3 and 6)
Remove one 3 and one 6 from the ordered
list. Ask: Does any number appear more
often than another? (no) How many modes
are there now? (none)

Name

Find Median and Mode Skill 92
Find the median and the mode for this set of data: 83, 96, 72, 91, 83, 99, 88.

Find the median Find the mode
The median is the middle number when the The mode is the number that appears most often.
numbers are arranged in order. If there are two A set of data may have no mode, or there may be
middle numbers, the median is the average of more than one mode.
the two numbers. Identify the number, if any, that occurs most
Arrange the numbers in order from least to often.
greatest. 72, 83, 83, 88, 91, 96, 99
72, 83, 83, 88, 91, 96, 99 So, the mode is 83.
Find the middle score.
72, 83, 83, 88, 91, 96, 99
The median is 88, and the mode is 83.
381
So, the median is 88.
Skill
Try These
Find the median and the mode for each set of data.
1 3, 8, 8, 7, 14 2 59, 75, 57, 60, 46, 57 3 1.4, 0.9, 1.4, 2.1, 6.5
Order the data. Order the data. Order the data.
Median: Median: Median:

Mode: Mode: Mode:

Name Skill

Think: Find the median and the mode of this
The median is the middle set of data: 96, 83, 91, 83, 94, 72.
↓ ↓
number or the average of 72, 83, 83, 91, 94, 96 Arrange the data in order.
the two middle numers. The 72, 83, 83, 91, 94, 96 There are two middle
numbers. Find the average.
mode is the number, if any,
83 91 174
that appears most often. 174 2 87
There may be no mode or The median is 87.
more than one mode. 72, 83, 83, 91, 94, 96 83 appears most often.
↓
The mode is 83.
Find the median and the mode of each set of data.
1 2
5, 7, 4, 5, 6 75, 80, 68, 82, 68
Median: Median:
Mode: Mode:
3 4
86, 95, 78, 90, 90, 82 4.4, 3.5, 3.0, 4.8, 4.6, 4.8
Median: Median:
Mode: Mode:
5 6
2.4, 1.8, 3.0, 2.2, 2.0, 2.6, 2.0 45, 35, 35, 55, 75, 25
Median: Mode: Median: Mode:
Check
Find the median and the mode of each set of data.

7 8
95, 83, 95, 98, 87 4.8, 3.6, 4.4, 3.6, 3.8, 4.0
Median: Mode: Median: Mode:

Skill 93 Find Mean
Using Skill 93
s
M in u t e
5
OBJECTIVE Find the mean or average of a MATERIALS examples from the newspa-
set of data per of averages; the weather
section for a week
Begin by discussing the term average since it TRY THESE In Exercises 1–3 students find
may be more familiar to the students than the mean of a set of data
the term mean.
• Exercises 1–2 Whole numbers
Ask: What are some ways that averages are
• Exercise 3 Decimals
used? (sports, weather, attendance, etc.)
Have students look at the newspaper to
example at the top of the page. Remind stu-
find additional examples. Then, use the
dents of the steps to be followed when find-
weather section from the newspaper to list
ing the mean.
the high temperatures for your location for
one week. Ask: What do you do first when finding
the mean of a set of data? (Find the sum
Go over the procedure for finding the
of the numbers in the set.) What is the
mean. Emphasize that if there is a 0 in the
next step? (Divide the sum by the number
set, it must be counted as one of the mem-
of items.)
bers of the set.
CHECK Determine if students can find the
Have a volunteer read the paragraph at
mean. Success is indicated by 3 out of 3 cor-
the top of the page. Explain that for this
rect responses.
activity average and mean have the same
meaning. Students who successfully complete the
Call students’ attention to Step 1. Remind
them of the importance of aligning num-
bers in a sum. Review Step 2. COMMON ERRORS
• Students may not count 0 as part of the
set when counting the number of data
items.
• Some students may have trouble with
decimal computation.
the Practice on Your Own section, or who
were not successful in the Check section,
may benefit from the Alternative Teaching

Optional
s
M in u t e
5
What’s Your Mean?

OBJECTIVE Find a mean score MATERIALS waste-paper baskets or boxes,
crumpled pieces of paper,
counters
Distribute 10 pieces of crumpled paper and After both partners have generated a data
a basket or box to each pair of students. Tell set, have them find the mean score for each
them that they are to stand 3 paces from the partner by trying to move the accumulated
basket, which is the target, and toss the counters into ten sets with the same number
crumpled paper into it. of counters in each set.
Students work in pairs. One partner stands Now, have students use the formula for
3 paces from the target and tries to throw finding the mean: sum of numbers
10 crumpled paper balls into it. The other number of numbers for the same set of data.
partner is the recorder. Each basket is worth Remind students that a zero is still a mem-
4 counters, each miss is worth 0 counters. ber of the set of data and must be counted
when finding the number of items. Help stu-
dents realize that the mean is the number of
points they would get for every attempt if
they got the same score each time.
Repeat the activity from different distances
and with different numbers of crumpled
paper balls.

Name

Find Mean Skill 93
Find the mean of the set of data: 80, 95, 85, 100, 90.

Find the mean or average of a Step 1 Step 2 90 mean
↓ ↓
set of data by first finding the Find the sum of the numbers Divide the 5冄苶4
苶5
苶0苶 sum of the
numbers
sum of the numbers in the set. in the set of data. Count the sum by that 450

Then count the number of data number of data items number. 00
80 0
items in the set and divide the 0
sum by that number. 95 5 data items
85
100
90

↓
450 sum of the numbers So, the mean of the set of data
is 90.
385
Try These
Skill
Find the mean of each set of data.
1 8, 5, 7, 9, 6 2 98, 75, 100, 96, 83, 88 3 8.2, 7.8, 6.2, 8.0, 7.1, 8.3
8 98 8.2
5冄苶1
苶2
苶3
苶4
苶 6冄苶1
苶2
苶3
苶4
苶 6冄苶1
苶2
苶3
苶4
苶
5 75 7.8
7 100 6.2
9 96 8.0
6 83 7.1
88 8.3

Mean: Mean: Mean:
Go to the next page.

Name Skill

Think: 5.7 mean
↓ ↓
numbers 8
52.5

↓
To find the mean of a set 9.1 sum of the
8.0 of data 250 numbers
of data, add all the num- 35
3.4 items
bers in the set of data. 35
Then divide the sum by
6.7 0
1.3
the number of data items.
28.5
1 2 3
8, 3, 5, 6, 8 85, 70, 80, 93, 82 9.5, 10.0 16.4, 8.8, 12.3
8 85 9.5
3 2
513
70 2
513
10.0 2
513
5 4 80 4 16.4 4
6 93 8.8
8 82 12.3

Mean: Mean: Mean:
4 5 6
46, 85, 79, 27, 13 79, 100, 25, 16, 43, 13 9.3, 8.2, 10, 7.7, 10, 10
Sum of the numbers: Sum of the numbers: Sum of the numbers:
Number of data items: Number of data items: Number of data items:
Mean: Mean: Mean:
7 8 9
78, 94, 31, 83, 59 81, 83, 85, 87, 89, 91 17.7, 12, 9.6, 18.7, 9.2,
8.4
Mean: Mean: Mean:
Check
10 11 12
8, 4, 9, 3, 5, 13 93, 78, 97, 84, 98 7.9, 9.5, 8, 6.6, 17.9, 12.5
Mean: Mean: Mean:

Skill 94 Read Bar Graphs
Using Skill 94
s
M in u t e
5
OBJECTIVE Use bar graphs to compare
data
Direct students’ attention to the horizontal PRACTICE ON YOUR OWN Review the
bar graph. Ask: How many animals are example of a vertical bar graph at the top of
listed in the graph? (5) What is the title of the page. As they work through the exer-
the graph? (Animal Lifespan) What do the cise, remind students that the vertical scale
numbers along the horizontal axis repre- is mass, as measured in grams.
sent? (number of years) What is the inter-
CHECK Determine if students can find
val along the horizontal axis? (10) How
and compare data on a bar graph.
can you read the age of an animal from
the graph? (Follow the vertical line from Success is indicated by 3 out of 3 correct
the end of the bar down to the horizontal responses.
axis and read the value where the vertical Students who successfully complete the
line crosses the horizontal axis.) Which ani- Practice on Your Own and Check are ready
mal has the longest bar? to move on to the next skill.
(elephant) What does having the longest
bar mean? (The average life span for an ele- COMMON ERRORS
phant is longer than for the other animals.) • Students may read the value from
As you work through the second example, the wrong bar or may have difficulty
have the students use a ruler to align the tracking the top or end of a bar to the
end of the bar with the horizontal axis to scale axis.
estimate the average life span of the • Students may add the values of the bars
rhinoceros. when they want to know how much
more one is than the other.
TRY THESE In Exercises 1–3 students read
a bar graph to answer questions. Students who made more than 2 errors in
• Exercise 1 Find the shortest average life successful in the Check section, may benefit
span. from the Alternative Teaching Strategy on
• Exercise 2 Find an average life span. the next page.
• Exercise 3 Compare two life spans.

Optional
s
M in u t e
2
5
Modeling Bar Graphs

OBJECTIVE Use connecting cubes to model MATERIALS connecting cubes, grid paper
bar graphs
Distribute connecting cubes to each student. Ask:

Survey the students to determine their Which color will have the longest bar?
favorite cube color. Record the results of the How many cubes long is the bar?
survey on the board in a tally table.
Have the students construct a bar for each
Color Tallies color using the connecting cubes.
Continue to ask questions regarding the
red
lengths of the bars in comparison to each
blue other. Then ask students to use the grid
paper to draw a bar graph of the data.
green Together, agree on a title, labels for the hori-
zontal and vertical axes, and an interval.
purple
Have students write and answer a question
about their graphs.
Mention to students that they will be mak-
ing a 3-dimensional bar graph using the
cubes.

Name

Read Bar Graphs Skill 94

Use a bar graph to compare data. ANIMAL LIFESPAN
Horizontal bar graphs have bars that go across.
Zebra
The horizontal bar graph shows the average lifespan
Giraffe
of animals. Elephant
The names of the animals are shown along the
Animal
Rhinoceros
vertical axis of the graph. Hippopotamus
Lifespan in number of years is shown along the
0 10 20 30 40 50 60
horizontal axis. Number of Years
The graph scale is in intervals of 10. Lifespan
Example 1 Example 2
389
• Which animal has the • How much longer is the lifespan of an elephant than a rhinoceros?
longest lifespan? Find the bars labeled Elephant and Rhinoceros.
The bar for the elephant is the The bar labeled Elephant stops at 50. So, an elephant lives an average of 50
Skill
longest bar. years. The bar labeled Rhinoceros stops halfway between 20 and 30. So, a
So, the elephant has the rhinoceros lives an average of 25 years. Find the difference: 50 – 25 = 25.
longest lifespan. So, an elephant has an average lifespan that is 25 years longer than that of a
rhinoceros.
Try These
Use the bar graph shown above to answer the questions.
1 Which animal has the shortest 2 What is the average lifespan of 3 How much longer is the aver-
average lifespan? a hippopotamus? age lifespan of a zebra than
that of a giraffe?

Name Skill

Vertical bar graphs have bars that go up.
MASS OF ITEMS
You can see from the vertical bar graph 6
Mass (in grams)

at the right that: 5
4
• a nickel has the greatest mass. 3
• the mass of an earring is 3 grams less 2
than the mass of a nickel. 1
The combined mass of a paper clip and 0
Paper Earring Nickel Finger Pencil
an earring is 3 grams. These two items clip ring
together are equal to the mass of a Items
finger ring.
1 2 3
What is the mass Which has greater Which two items have
of a nickel? mass, a paper clip a combined mass equal
or a pencil? to the mass of a pencil?
4 5 6
What is the mass Which has less Which two items have
of a paper clip? mass, a pencil or a combined mass equal
a nickel? to the mass of a nickel?
Check
7 8 9
Which item has What is the mass Which two items
the least mass? of an earring? have a combined
mass equal to the
mass of a finger ring?

Skill 95 Read Circle Graphs
Using Skill 95
s
M in u t e
5
OBJECTIVE Reading circle graphs
Direct students to the top of Skill 95. Stress PRACTICE ON YOUR OWN Review the
that many different mathematical applica- parts of a graph. In Exercises 1–9, students
tions are related to graphs. There are many answer questions about different circle
different types of graphs. graphs.
Ask: Can you name some different types
CHECK Verify that students can read
of graphs? (bar, line, column, pictographs,
information from a graph. Success is indi-
coordinate plane) Being able to read a
cated by 4 out of 4 correct responses.
graph and identify the different parts of a
graph can help to answer questions about a Students who successfully complete the
graph. Practice on Your Own and Check are ready
Ask: What percent does the entire graph
represent? (100%) What does each wedge COMMON ERRORS
represent? (a part of the whole graph) • Students may read the wrong infor-
What is the title of the graph? (Favorite mation.
Camp Activities) Which activities had • Students may read the legend incorrectly.
more votes than archery? (canoeing and Have students look carefully at the leg-
swimming) Which activities were least end.
popular? (music, archery and arts/crafts) Students who made more than 3 errors in
Which activity was the most popular? the Practice on Your Own, or who were not
(swimming) About what percent of the successful in the Check section, may benefit
students voted for swimming? (50%) from the Alternative Teaching Strategy on
TRY THESE In Exercises 1–6 students the next page.
answer questions about the circle graph.
• Exercise 1 Monthly Family Budget
• Exercise 2 6
• Exercise 3 $1,200
• Exercise 4 $700
• Exercise 5 $600
• Exercise 6 savings

Optional
s
M in u t e
2
5
Read Circle Graphs

OBJECTIVE Read circle graphs MATERIALS paper plate, colored cereal,
string, scissors, ruler,
pencil/pen
You may wish to have students work in The students should use a ruler and draw a
pairs. Have students conduct a brief survey line dividing the paper plate into the differ-
of their friends on different topics, such as ent sized wedges based on the cereal colors.
favorite pizza toppings, favorite pet, favorite
The students should label each wedge with
class, etc.
the appropriate name and tally.
Have students tally their data into a table.
Have students place the paper plates on a
Have students use different colors of cereal
large sheet of paper and give the entire
to represent each answer. Have students
“graph” a title.
string the number of pieces of cereal for each
answer. After all the cereal has been strung, The students should then write 3 or 4 ques-
tie the ends of the string together, forming a tions about their graph. When all students
circle, and find the center. Have students lay have completed this step have them pass
the circle on the paper plate so that the cen- their graph to another student to answer the
ters of the paper plate and “cereal” coincide. questions they have written.

Name

Read Circle Graphs Skill 95
A circle graph shows how parts of the data are related to the whole and each other.

Being able to analyze the information contained within a graph will help in making deductions and interpreting data.
The entire circle represents the whole. Favorite Camp Activities

Each wedge represents a part of the whole.
Music
Being able to identify parts of the graph can help in
Arts/Crafts
answering questions about the graph.
What is the title of the graph? Archery Swimming
Which activities had more votes than archery?
Canoeing
393
Try These
Skill
Use the circle graph.

1 4 Monthly Family Budget
What is the title of the graph? How much was spent on food?
$800 $1,200
Housing
2 5 Food
How many different cate- How much more is spent on $100
$200 Transportation
gories make up the budget? transportation than clothing? Clothing
Savings
$800 $700 Misc.
3 6
How much was spent on What is the least amount of
housing? money spent on? Go to the next side.

Name Skill

Circle graphs show how parts of the data are related to
the whole and to each other.
Use the graph to answer each question. Number and Type

1 of Movies Rented
What is the title of the graph?
200
230 Comedy
2
What was the most popular type Mystery
of movie? Musical
3 Action
What type of movie was rented
250 Other
the least? 400
4
Mysteries were twice as popular 120
as what type of movie?
5
Which two types of movies were
rented about the same number of times?
Use the graph to answer each question.

Favorite Restaurant Votes
6
What is the title of the
200
graph? 200
Chicken Cluck
7 Pizza Land
Which restaurant is most 100
popular? Burger Barn
Taco Hut
8
Which restaurant is least Italy’s
200
popular? 500
9
Which restaurants had the same number of votes?
Check
Use the graph to answer the questions.
Number and Type
10 of Vehicles Rented in July
What is the title of the
graph? 30
90
11 40 Compact
What was the most popular vehicles
rental in July? Mid Size
60 Full Size
12
What was the least popular vehicles Van
rental in July? 120 Truck
13 160 Other
There were twice as many mid-size
car rentals as which vehicle?
Skill 96 Read Stem-and-Leaf Plots
Using Skill 96
s
M in u t e
5
OBJECTIVE Read stem-and-leaf plots
Ask students to recall ways they have seen TRY THESE Exercises 1–3 provide practice
data organized. (They may suggest picto- in reading stem-and-leaf plots.
graphs, bar graphs, line graphs and tables.)
• Exercise 1 Find the range.
Then present stem-and-leaf plots as another
way to organize data. Read about stem- • Exercise 2 Find the median.
and-leaf plots at the top of the page. • Exercise 3 Find the mode.
Ask: What are the stems? (tens digits) PRACTICE ON YOUR OWN Review the
What are the leaves? (ones digits) example at the top of the page. Call out
Have students say aloud some of the scores another stem-and-leaf and have students
in the stem-and-leaf plot. tell the score shown. Have students practice
using ordinal numbers to call out a few
Direct students’ attention to finding the
more stems and leaves.
range in Step 1.
CHECK Determine if students can read
Ask: How do you find the least score?
data in a stem-and-leaf plot to find range,
(Look for the first stem and the first leaf.)
median, and mode. Success is indicated by
How do you find the greatest score? (Look
3 out of 3 correct responses.
for the last stem and the last leaf.)
Have a student show the vertical
subtraction and state the range.
Direct students’ attention to finding the
COMMON ERRORS
median in Step 2. Have a student use the
stem-and-leaf plot to arrange the scores in • Students may confuse tens and ones
order from least to greatest. Then have a digits.
student underline the middle score and • When finding the median, students may
state the median. order the numbers incorrectly.
Direct students’ attention to finding the Students who made more than 2 errors in
mode in Step 3. Ask: Do any scores other the Practice on Your Own, or who were not
than 73 occur more than once? (no) successful in the Check section, may benefit
the next page.

Optional
s
M in u t e
2
0
Read Stem-and-Leaf Plots

OBJECTIVE Read stem-and-leaf plots MATERIALS place-value charts
Present the stem-and-leaf plot shown below. Help students find the range of the scores.
Show how to write the first score in a place- Remind them that the range is the difference
value chart. The tens digit is the stem 6; the between the least and the greatest scores.
ones digit is the leaf 5. Have students write Ask: What is the least score? (65) What is
all of the scores in order from least to great- the greatest score? (98) How do you find
est in a place-value chart. Then have a stu- the difference? (subtract) Have students
dent read the scores aloud. show the subtraction vertically. Ask: What is
the range? (33)
Stem Leaves To find the median, refer students to their

place-value charts. Have students count the
6 5 7 scores in both the chart and in the stem-and-
7 2 8 leaf plot to be sure they have not left out any
scores. You may suggest that, when they list
8 5 5
scores to order them, students write a check
9 0 4 8 mark next to them. Ask: How many scores
are there? (9) In what order are the scores
arranged? (from least to greatest) What is
the middle score? Explain. (85; there are 4
items before 85 and 4 items after 85.)
To find the mode, refer students to the
stem-and-leaf plot. Ask: Does any score
occur more than once? (yes) What is it? (85)
Does any other score occur more than
once? (no) Then what is the mode? (85)

Name

Read Stem-and-Leaf Plots Skill 96
A stem-and-leaf plot is a way to organize data. HISTORY TEST SCORES

Stem Leaves
These history test scores are shown in the 5 5
6 3, 5 The ones digits
stem-and-leaf plot to the right: The tens digits are
7 1, 3, 3, 4, 5, 9 are the leaves.
73, 86, 65, 91, 87, 55, 90, 71, the stems. 8 1, 2, 6, 7
75, 82, 73, 74, 79, 63, and 81. 9 0, 1
Step 1: Find the range. Step 2: Find the median. Step 3: Find the mode.
Think: The range is the Think: The median is the middle Think: The mode is the number
difference between the least and number in a group of numbers that occurs most often. Find the
greatest numbers in a set of data. arranged in numerical order. score that occurs most often.
Count the total number of 73 occurs twice. No other score
↓
Find the least score. 55
397
scores. Find the middle score. occurs more than once.
↓
Find the greatest score. 91
Find the difference. When the scores are arranged in So, the mode is 73.
91 ⫺ 55 ⫽ 36 numerical order, the middle
Skill
So, the range is 36. score is 75.

So, the median is 75.
SPELLING TEST SCORES

Try These Stem Leaves
7 2, 9
Use the stem-and-leaf plot at the right to answer the questions. 8 0, 0, 5, 8
9 1, 4, 7
1 2 What is the median? 3 What is the mode?
What is the range?
Least score Number of scores Number that occurs most
Greatest score Median often Mode
Range

Name Skill

The stem-and-leaf plot shows math test scores.
MATH TEST SCORES
Stem Leaves
The second stem’s first leaf shows the score 60. 5 8
6 0, 8
The fourth stem’s sixth leaf shows the score 88. 7 4, 6, 6, 8
8 2, 4, 4, 4, 6, 8
9 0, 4, 6, 8
↓ ↓
The tens digits The ones digits
are the stems. are the leaves.
Use the stem-and-leaf plot above to answer the questions.
1 2 3
What is the score What is the score What is the score
shown by the fourth shown by the first shown by the last
stem and third leaf? stem and first leaf? stem and the last
leaf?
4 5 6
What is the range What is the median What is the mode
of the set of data? of the set of data? of the set of data?
Check
Use the stem-and-leaf plot at the right.
BOWLING SCORES
7 Stem Leaves
What is the range of the bowling scores? 5 0, 9, 9
6 4, 4, 4, 7
8
What is the median of the bowling scores? 7 6, 8, 8
8 2, 3, 5, 5
9 9 7
What is the mode of the bowling scores?

Skill 97 Certain, Impossible, Likely,
and Unlikely
Using Skill 97
s
M in u t e
5
OBJECTIVE Determine if an event is
certain, impossible, likely,
or unlikely
Discuss with students how they can judge TRY THESE Exercises 1–4 provide practice
the likelihood that an event will occur. in determining if an event is certain, impos-
Have students suggest events in life that sible, likely, or unlikely.
are certain, impossible, likely, or unlikely.
• Exercise 1 Impossible event
Define likely events as those that will
probably happen; unlikely events may • Exercise 2 Likely event
happen, but probably will not. • Exercise 3 Certain event
Guide students through Models 1–4 at the • Exercise 4 Unlikely event
top of the page. Ask these questions about
the spinners. PRACTICE ON YOUR OWN Review the
spinners at the top of the page. For each
What is the only letter on the spinner in spinner, ask how the spinner could be
Model 1? (A) Can the pointer stop on any changed to make the opposite event occur.
other letter? (no) Then is it certain or
impossible that the pointer will stop on CHECK Determine if students can relate
A? (certain) fewer to unlikely and more to likely and can
identify certain and impossible events.
What are the letters on the spinner in Success is indicated by 3 out of 3 correct
Model 2? (B, C, D, E) Is there an A on the responses.
spinner? (no) Then is spinning an A possi-
ble? (no) What is the likelihood of spin- Students who successfully complete the
ning an A? (impossible) Practice on Your Own and Check are ready
What are the letters on the spinner in
Model 3? (A and B) Are all the parts of the COMMON ERRORS
spinner equal in size? (yes) Are there the • Students may not understand the mean-
same number of parts labeled A as there ing of the terms likely and unlikely and
are B? Explain. (No. There are more parts randomly apply the terms to events.
labeled A than B.) Are you likely to spin an
A or a B? (A) Students who made more than 1 error in
What are the letters on the spinner in successful in the Check section, may benefit
Model 4? (A and B) Are all the parts equal from the Alternative Teaching Strategy on
in size? (yes) Are there the same number the next page.
of parts labeled A as there are B? Explain.
(No, there are fewer parts labeled A.) Is
spinning an A likely or unlikely? (unlikely)

Optional
s
M in u t e
2
0
Certain, Impossible, Likely, and Unlikely

OBJECTIVE Model an event that is certain, MATERIALS blue and yellow counters,
impossible, likely, or unlikely two 4-section spinners: one
with circles in each section,
the other with 2 squares,
1 diamond and 1 triangle, two
8-section spinners: one with
6 circles, 1 square, 1 triangle,
the other with 2 circles,
2 squares, 2 diamonds,
2 triangles
Display 10 blue counters. Ask: Why is selecting a blue counter

likely? (There are more blue counters than
Ask: How many counters are there? (10)
yellow counters.)
What color are they? (blue)
To model an event that is unlikely, display
To model an event that is certain, have each
8 yellow counters and 2 blue counters.
student select a counter. Be sure that each time
Have students select 6 counters and tally
a counter is selected, it is put back before it is the
the results. They will probably select more
next student’s turn. Students will see that
yellow counters than blue ones.
blue is always selected.
Ask: Why is selecting a blue counter
Ask: Why is selecting a blue counter
unlikely? (There are more yellow counters
certain? (All of the counters are blue.)
than blue counters.)
To model an event that is impossible, show
Follow the same procedure, using spinners
students 10 yellow counters. Have each stu-
this time. Have students determine if spin-
dent select a counter.
ning a circle is certain, impossible, likely, or
Ask: Did anyone select a blue counter? unlikely.
(no) Why is selecting a blue counter
impossible? (There are no blue counters.)
To model an event that is likely, display 8
blue counters and 2 yellow counters. Have
students select 6 counters and tally the
results. They will probably select more blue
counters than yellow ones.

Name

Certain, Impossible, Likely, and Unlikely Skill 97
Determine if the event is certain, impossible, likely, or unlikely.

Model 1 Model 2 Model 3 A A Model 4 B A
A A E B
Spinning Spinning Spinning A A
Spinning B B
an A an A an A an A
A B B B
on this A A on this D C on this on this
A A B B
spinner. spinner. spinner. spinner.
The pointer will always There is no A on the It is possible to spin an It is possible to spin an A
stop on an A. spinner. A in 7 out of 8 spins. in only 1 out of 8 spins.
So, the event is certain. So, the event is So, the event is likely. So, the event is unlikely.
impossible.
401
Try These
Skill
Write if the event is certain, impossible, likely, or unlikely.

1 spinning 1 2 spinning 3 spinning 4 spinning
7 7
a7 a7 a7 7 7 a7 6 2
2 4
4 2
7 7
7 7 7 7 4
3 7
How many 7s Are there more How many numbers Are there more or
do you see? or fewer 7s than there other than 7 do you fewer 7s than there
are other numbers? see? are other numbers?

Name Skill

Tell whether spinning a star is certain, impossible, likely,
or unlikely for each spinner.
Spinner 1 Spinner 2
Think: Are there all Think: Are there all

stars, no stars, more stars, no stars, more
stars than diamonds, stars than diamonds,
or fewer stars than or fewer stars than
diamonds? diamonds?
unlikely impossible
Spinner 3 Spinner 4
Think: Are there all Think: Are there all

stars, no stars, more stars, no stars, more
stars than diamonds, stars than diamonds,
or fewer stars than or fewer stars than
diamonds? diamonds?
likely certain

1 2 3
spinning spinning spinning
a star a star a star
4 5 6
spinning a spinning a spinning a
diamond diamond diamond
Check
7 8 9
spinning spinning spinning
a star a star a star

Skill 98 Analyze Data
Using Skill 98
s
M in u t e
5
OBJECTIVE Analyze data in line graphs
and circle graphs
Have students read the information at the TRY THESE Exercises 1–4 provide practice
top of the page about data and graphs. in analyzing data.
Point out that graphs show data that can be
• Exercises 1–2 Use a line graph.
read at a glance.
• Exercises 3–4 Use a circle graph.
Have students examine the line graph in
Example A. Discuss the fact that line graphs PRACTICE ON YOUR OWN Be sure that
show data that changes over time. Focus on students understand the difference between
the title and the labels on the horizontal line graphs and circle graphs: line graphs
and vertical axes. show how data changes over time; circle
graphs show how parts of data relate to the
Ask: What does this graph show? (changes
whole and to each other.
in theater attendance during one week)
What does each point show? (one item of CHECK Determine if students can use line
data) By just looking at the graph, how and circle graphs to compare data. Success
can you tell when attendance rises? (The is indicated by 4 out of 4 correct responses.
line connecting the points goes up.) How Students who successfully complete the
can you tell when attendance falls? (The Practice on Your Own and Check are ready
line goes down.) to move to the next skill.
Have students examine the circle graph in COMMON ERRORS
Example B. Discuss the fact that the circle
represents 1 whole. Add the fractions on • On line graphs, students may not read
the graph to verify this. Read the title and the data that falls between intervals cor-
all of the labels. Point out that the first rectly. Also, they may not be able to
bulleted item shows how parts of the data visually track up or across the graph.
relate to the whole; the second bulleted • On circle graphs, students may have
item shows how parts of the data relate to trouble comparing fractional parts.
each other. Students who made more than 2 errors in
the next page.

Optional
s
M in u t e
2
0
Analyze Data
OBJECTIVE Use models of graphs MATERIALS models of graphs prepared on
large sheets of tag board,
pushpins, yarn, double-stick
removable poster tape
Prepare the line graph shown below using Then display a large blank circle. Have
yarn and push pins to create the line. available different cut-out parts that are in
tenths, some labeled and some unlabeled.
CAMPERS WEARING BLUE T-SHIRTS
20 Towels in Camp Towels in Camp
Lost-and-Found Lost-and-Found
18
16
Blue
Number of Campers
14 Red Towels
Towels 5
12 10
3
10 10 1 1
10 10
8 Green White
Towels Towels
6
4 To begin, attach the labeled parts with
2 double-stick poster tape.
0 Ask: What does the graph show? (the colors
M T W TH F
Days of Week of the towels in the camp lost-and-found)
What is the whole? (all the towels) What
are the parts? (blue towels, red towels, green
Ask: What does the graph show? (change in
towels, white towels) What fractional parts
number of campers wearing blue T-shirts)
are represented? (150, 130, 110, and 110) What is
What period of time does the graph cover?
the sum of the parts? (150 130 110 110
(1 school week, Monday-Friday) Have stu- 10
0 1) Point out that the sum is equal to 1
1
dents identify the trend. (More
whole.
students wore blue T-shirts as the week
progressed.) Have students compare parts to answer
questions about the data.
Have students analyze the data to answer
questions similar to those in the lesson. Have students remove the parts on the
Students may need help reading data that graph and label new parts to change the
falls between the intervals. relationships in the graph. Have students
ask and answer questions about the new
Then pose a “what if” situation. For exam-
graph.
ple, What if the graph showed a downward trend
for the week. What would the line look like?
Have a student adjust the pushpins and
yarn to show a downward trend. Continue
with other situations, having students
change the graph to match each situation.

Name
Analyze Data Skill 98

Graphs are used to display data visually.

Example A ATTENDANCE AT WALKER THEATER Example B
300 HOW THE PARENTS GROUP SPENT $1,000
Line Graphs Circle Graphs
250
A line graph shows A circle graph shows how Library Books
$500 5
how data changes 200 parts of the data are 10
over time. related to the whole and to Sports

150 Equipment
$300 1
• Attendance fell each other. 10
Number of People
100 3 1 Computer
10 10
during the begin- • Half of the total was Software
$100
50
ning of the week. spent on library books. Field Trip
$100
• Attendance rose 0 • The Parents Group spent
ay ay ay ay y y y
nd nd da da da
Su esd esd hurs Fri tur
toward the end of Mo Tu dn T Sa three times as much on sports equipment as they
We
Day
the week. did on a field trip.
405
• Attendance was greatest on Saturday, when 300
people went to the theater.
Skill
Try These
Use the line graph. Use the circle graph.
1 How many people 2 How many more 3 Compare the amount 4 What part of
attended the theater people attended the spent on software to the whole does
on Monday? theater on Friday that spent on the field sports equipment
than on Thursday? trip. Use ⬎, ⬍, or ⫽. represent?
Thursday 䊊
Friday computer field trip
Answer software

Name Skill

• Line graphs show how data • Circle graphs show how parts of the
changes over time. data are related to the whole and to
each other.
The line graph at the right shows the sales $1400

BOTTLED WATER SALES
of bottled water for a small refreshment stand. $1200
$1000
1
What was the amount of sales
$800
for March?
Dollars
$600
2
Were sales greater in August or September? $400
$200
3
In which two months were sales the same? 0
rch ril y e
Jul
y st be
r
Ma Ap Ma Jun gu
Au p tem
Se
Month
4
How much more were sales in July than in April?
The circle graph shows the amount of water HOW WATER IS USED BY THE AVERAGE HOUSEHOLD
used by average households in the United States.
Baths
2 3
5 Washing
What part of the whole does the use of Machine 25 25 including drinking
water, cooking,
7 Faucets
washing machines represent? 25 toothbrushing, etc.
6 Shower Other Uses

What part of the whole does the use of 5 7
washing machines and other uses 25 25
represent? 1
Dishwasher 25
7
Is the amount of water used for
dishwashers greater or less than the amount used for faucets?
8
Which two parts together equal the amount of water used by faucets?
Check
Use the line and circle graphs above.
9 10
During which two months How much greater were sales
were sales of bottled water in May than in March?
the least?
11 12
In the average household, is Which activity uses the least
more water used by showers amount of water?
or by baths?
CHAPTER 1
Name
Arithmetic
with Integers
ENRICHMENT
Super-Bowl Record
Who scored the most touchdowns rushing in a single Super Bowl game?
For which team did he play?
How many touchdowns did he run for?
Add, subtract, multiply, and divide the integers below, as indicated. For each
computation, find the letter of your answer at the right. Write that letter in the blank
at the bottom of the page above the number of the exercise. Note that you may find
more than one blank for the number of the exercise, or you may not find any at all.
The first one has been done for you.
1. 3 + 4 __N
___ 2. 1 (1) _____ R. 2
I. 12
3. 4 (8) _____ 4. 2 5 _____ V. 4
M. 0
5. 8 (6) _____ 6. 6 + 5 _____ D. 5
G. 3
7. 6 8 _____ 8. 2 5 _____ N. 1
L. 3
9. 9 4 _____ 10. 4 + 8 _____ B. 14
W. 4
11. 1 + 8 _____ 12. 9 + (3) _____ T. 9
O. 5
13. 7 (7) _____ 14. 4 5 _____ A. 7
C. 2
15. 6 + (3) _____ 16. 8 + 4 _____ F. 12
H. 7
17. 3 2 _____ 18. 5 9 _____ E. 1
S. 14
Who scored the most touchdowns rushing in a single Super Bowl game?
_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____
14 6 7 7 6 15 15 17 8 10 3 5
For which team did he play?
_____ _____ __N

___ _____ _____ _____ _____ _____ _____ __N
___ _____ _____ _____
17 6 1 10 6 7 18 7 9 1 2 9 5
How many touchdowns did he score?
_____ _____ _____ _____ _____

14 11 7 6 6
CHAPTER 2
Name
Arithmetic with
Rational Numbers
Going Home ENRICHMENT
1. Start with the outside number in the one o’clock position, just to
the right of HOME. Add or subtract the inside number as
indicated and go to the location where your answer is found.
Keep repeating this until you end up at HOME. Show your path
from start to finish. You will often have to convert fractions to
decimals and decimals to fractions to perform the computations.
0.3 Start
HOME 2
0.5 5
add add
3.2 6 1.75
7
1.1
subtract subtract
2 12 0.5
3 1 5
2.5 subtract 4 subtract 3 6
add add
2.75 subtract subtract 117
5 2 2 5
4 3 5 114
subtract
1.5 4 7
5 10
4
2. Start with the outside number in the one o’clock position, just to
the right of HOME. Multiply or divide by the inside number as
indicated and go to the location where your answer is found.
Keep repeating this until you end up at HOME. Show your path
from start to finish. You will often have to convert fractions to
decimals and decimals to fractions to perform the computations.
0.3 Start
HOME 2
0.5 5
add add
3.2 6 1.75
7
1.1
subtract subtract
2 12 0.5
3 1 5
2.5 subtract 4 subtract 3 6
add add
2.75 subtract subtract 117
5 2 2 5
4 3 5 114
subtract
1.5 4 7
5 10
4
CHAPTER 3
Name
Multi-Step
Equations
ENRICHMENT
Black Cats and Bad Luck
1. Mark an X in the single box at the top that says START HERE. On your first turn,
solve the equation found there. Find the solution in the first complete row of
boxes. Draw a line from your X to the box with the right solution and mark another
X in it. This box has a capital letter in it. Write the capital letter in the first blank
just below FINISH. The first letter has been written for you.
On each of your following turns, solve the equation in your new box. Locate the
solution in one of the two, three, or four adjoining boxes—up, down, left, or right
from your latest X. Draw another line from your latest X to the box with the new
solution and mark yet another X in it. Write the capital letter you find there in the
first empty blank below FINISH. Continue playing this way. When you finally reach
the box that says FINISH, the game is over.
START
HERE
3x 4 2
Y 1 E 1 O 2
x 9
3w 2 23 2 7y 3 2y 2
5 5
H 7 R 35 E 5
1
p 2 7 4q 1 19 r 5 4r 13
7
A 4 W 6 U 6
a a 3 c
+ 1 3b 2 5b 10 1 c 3
5 2 5 4
4 3
O M 4 S 1
f 3 f 1 1 5
2 g 36 2h 11 h 20
3 4 2 2
E 30 N 2 U 3
n 1 3
FINISH 5m 17 2m 11
8 2 4
_O
___ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ___ ___
12 9 5 2 8 3 13 14 7 4 11 1 10 6 15
2. When would it be bad luck to meet up with a black cat?
To find out, write the letter above the 1 in the first blank below. Write the letter above the
2 in the second blank. Fill in all the blanks this way. If your calculations are correct, you
will learn the answer to the riddle.
____ ____ ____ ____ ____ ____ ____ ’ ____ ____ ____ O ____ ____ ____
____ ____
CHAPTER 4
Name
Multiplication
and Division
with Exponents
Breaking Free ENRICHMENT
even
FREE! START FREE!
odd
Place a coin or marker on START. Then do Exercises 1 through 16 in order.

For each exercise, write the answer with the exponent, like 72 in the
example, in the first blank. Write the evaluated answer, like 49, in the
second blank. Each time the exponent of your answer is odd, move the
coin one square to the left. Each time the exponent is even, move the
coin one square to the right. When you finally reach FREE!, the coin
stops moving.
Record the number of the exercise where the coin lands on FREE! This is
your first score. Starting with the next exercise, add all your evaluated
answers (the ones without exponents). The total is your bonus points.
1
Add this to your first score. If your final score is exactly 15 , or 15.5, you
2
win the game. Good luck!
Example: 72
71 71 ________ ________
49 .
1. 23 22 ________ ________ 2. 32 33 ________ ________

57 85
3. ________ ________ 4. ________ ________
54 83
5. 94 96 ________ ________ 6. 31 35 ________ ________
7. 34 39 ________ ________ 8. 22 22 ________ ________

43 64
9. ________ ________ 10. ________ ________
4 3 65
11. 102 103 ________ ________ 12. 104 103 ________ ________
105 102
13. ________ ________ 14. ________ ________
108 103
15. 114 114 ________ ________ 16. 27 26 ________ ________
On which exercise did the coin land on FREE! ___________ Bonus points? ________
Total score? ____________________ Did you win? ____________________

CHAPTER 5
Name
Comparing
Rational
Numbers
International Morse Code ENRICHMENT
Morse Code was invented about 170 years ago, in the middle of the 1830’s, by Samuel
Morse for use by his electric telegraphs. Here is how the alphabet and the digits are
represented by dots and dashes in the International Morse Code.
A B C D
E F G H
I J K L
M N O P
Q R S T
U V W X
Y Z 0 1
2 3 4 5
6 7 8 9
Fill in the circle for each pair of rational numbers with (is less than) or (is greater
than). Taking as a “” and as a “”, translate your answer to each exercise into a
letter in Morse Code and write the English letter in the indicated blank at the bottom
of the page. This will tell you the name of Samuel Morse’s assistant, who helped him
develop the code. The first one is done for you.

1. 3.3 3
1
3
6.7 2
6
3
__A_
___
_
11
2.
7 5

3
3.7 3.081
4
4
7 4.59 7

6 115 _____
3. 13.03 13.1 8 8
1
7
1
6
2.85 2 56 1

11 0.100 _____
4. 0.75 7

9
1
1
13
11
13
0.498 1.2 _____
1
5. 2
2 11
1
2
_____
6. 0.5
9
19
1.5 11223 7.77 7.8 _____
4
7.
9 5

11
7

17 176 1
4
3 134 4.8 19

4
_____
8. 10.1 1
10
9
23.23 22.45 _____
9. 0.11 1

9
4

6 0.67 _____
10. 1.77 1
2
12
2.5 73 5.6 17

3
2

11 1

5
_____
__A_
____
_ ______ ______ ______ ______ ______ ______ ______ ______ ______
1 2 3 4 5 6 7 8 9 10
CHAPTER 6
Name
Proportions
ENRICHMENT
Trading Places
Two of the proportions in the magic square below were
accidentally switched. Solve each proportion and circle the two
that need to trade places in order to make a perfect magic square.
s 12 m 7 p 30 3x 12

3 9 4 2 2 4 2 8
s m p x
1 1 2 14 9 3x 10 5

4k 36 5 5d 4 8 3a 18
k d x a
165 2q 10 30 6 3f
5
3h

9 9
3 b
0.4 1.6
h q b f
0.1x 0.4 x 4 3y 15 2u 4
12 2
0.4 0.1 1.6 3.2 2 15
x x y u

CHAPTER 7
Name
Fractions,
Decimals, and
Percents
Which Number Doesn’t Belong? ENRICHMENT
For each set of three numbers, cross out the number that is not
equal to the other two.
1. 2 2. 3. 45%
10%
5
1 0.8 4
0.4 4% 0.01 5
10
4. 0.5 5. 0.28 6. 17
25
1 1
20 5% 28% 0.1725 68%
4
7. 2.4 8. 7 9. 3
2 1000
240% 24% 3500% 3.5 0.3% 0.0003
10. 11 11. 0.08% 12. 5

20 4
1
0.65 65% 0.008 125 1.25 12.5%
13. 0.1 14. 0.95 15. 2.5%
1% 1 19 1 0.025
95% 400
100 25
16. 15 17. 0.0001 18. 72%
3
2 150% 0.01% 0.1% 0.0072 0.72

CHAPTER 8
Name
Slope and
Intercepts
Plot It Out ENRICHMENT
Identify the y-intercept and the slope (m) of each line below. Then
shade in the section of the digital display that contains each
answer. Read the number from the digital display to discover the
approximate year that Pythagoras was born.
1. y-intercept 2. y-intercept
m m
y y
4 4
2 2
x x
ⴚ4 ⴚ2 O 2 4 ⴚ2 O 2 4
ⴚ2
ⴚ4 ⴚ4
3. y-intercept 4. y-intercept
m m
y y
4
2 2
x x
ⴚ4 ⴚ2 O 4 ⴚ4 ⴚ2 O 2 4
ⴚ2 ⴚ2
ⴚ4 ⴚ4
5. y 6x 7 6. 2y 3x 16 7. 2y x 6
y-intercept y-intercept y-intercept
m m m
ⴚ3 ⴚ2 ⴚ1
5 1 ⴚ1
4 5 3
2 2 2
ⴚ6 ⴚ5 0
3 ⴚ3 1
6 8 2
2 2 4
7 ⴚ4 1
BCE

CHAPTER 9
Name
Squares and
Square Roots
ENRICHMENT
Latest Gossip about the Stars
What is the name of the closest star in the nighttime sky?
For each exercise, find the square or square root, as requested, in the list at the right.
Record the letter of the answer in the blank next to the exercise. Then record the letter
above the exercise number in the middle of the page. The first one is done for you.
E
________ 1. 162 ________ 2. 6
2
5
M. 13
T. 100
1
________ 3. 8 ________ 4. 1
4
4
I. 16
X. 121
________ 5. 102 ________ 6. 42 S. 8
N. 12
9
________ 7. 1 6
________ 8. 72 P. 49
U. 20
7
________ 9. 5 6
________ 10. 1
6
9
O. 14
C. 24
________ 11. 52 ________ 12. 4
0
0
Y. 81
A. 25
5
________ 13. 26
________ 14. 32 E. 256
B. 10
________ 15. 112 R. 9
____ ____ ____ ____ ____ ____ ____ E ____ ____ ____ ____ ____ ____
____ ____
8 3 7 15 6 10 2 9 1 4 5 11 12 14 13
What is the name of the brightest star in the nighttime sky?

For each exercise, find the value of the expression in the list at the right. Record the
letter of the answer in the blank next to the exercise. Then record the letter in the
blank above the exercise number in the row at the bottom of the page.
________ 16. 12 32 ________ 17. 1
6
8
1
R. 7
T. 25
________ 5
18. 2 1
6 ________ 19. 42 32 I. 13
E. 1
________ 20. 32 22 ________ 21. 1
6
4
S. 9
U. 10
_____ _____ _____ _____ _____ _____
18 20 19 17 16 21

CHAPTER 10
Name
Volume and
Lateral Area
of Pyramids
ENRICHMENT
Egyptian Pyramids
The pyramids of Egypt rank among the marvels of human
accomplishment. Calculate the volume, base area, and lateral area of
each of the famous pyramids shown below. Round the volume to
the nearest 1,000 cubic meters. Round the base area and the lateral
area to the nearest 100 square meters. You may use a calculator.
The first of the true pyramids is the The largest of the pyramids is the
Red Pyramid at Dashur. Earlier Great Pyramid at Giza. The pharaoh
pyramids had been built stepwise. Khufu was buried in it.
105 m 147 m
152 m 187 m
220 m 220 m 230 m 230 m
1. Volume ________________ m3 4. Volume ________________ m3
2. Base area ________________ m2 5. Base area ________________ m2
3. Lateral area ________________ m2 6. Lateral area _______________ m2
The second of the Great Pyramids is The last and smallest of the three
the Pyramid of Khafre. It, too, is Great Pyramids is the Pyramid of
located at Giza. Menkaure, also at Giza.
144 m
65 m
180 m 83 m
215 m 215 m 103 m 103 m
7. Volume ________________ m3 10. Volume ________________ m3
8. Base area ________________ m2 11. Base area ________________ m2
9. Lateral area ________________ m2 12. Lateral area ______________ m2

CHAPTER 11
Name
Reading
Bar Graphs
ENRICHMENT
Temperatures by City Average Annual Temperatures (°F)
of Selected U.S. Cities
Answer questions 1 through 10 using
80
the bar graph. Write the letter of the
correct answer in the blank in front of 70
the exercise number. Then answer 60
question 11 by filling in the blanks with 50

the letters corresponding to the
40
indicated exercise numbers.
The first one has been done for you. 30
20
10
Anch
San A
Hono
Chica
Los A
Seatt
Minn
New
Phoe
Miam
orage
eapo
York
le
lulu
nix
i
go
ngele
ntonio
lis
s
___P
___ 1. What is the average annual temperature A. New York
of Chicago?
E. Miami
______ 2. What is the average annual temperature
of Los Angeles? G. San Antonio
______ 3. Which city listed is the hottest? H. 41°
______ 4. Which city listed is the second hottest? I. Anchorage
______ 5. Which city listed is the coldest? L. Phoenix
______ 6. Which city is 10° colder than New York? M. Seattle
______ 7. Which city is 20° warmer than Chicago? N. 73°
______ 8. Which city is 10° colder than Los Angeles? P. 49°
______ 9. Which city is 10° warmer than Los Angeles? R. Honolulu
______ 10. How many degrees difference is there between S. Minneapolis

the hottest city listed and the coldest?
T. 63°
11. If April showers bring May flowers, what do May flowers bring?
_____ _____ _____ __P

____ _____ _____ _____ _____ _____ _____ _____
2 10 4 1 5 9 7 3 5 8 6
CHAPTER 12
Name
Multiplying
Polynomials
Matching Mania ENRICHMENT
Riddle: How would a number tree absorb nutrients from the earth?
To find the answer, simplify each product in Column 1 and match it

to the correct expression in Column 2. Then, write the letter above
the corresponding exercise number.
Column 1 Column 2
1. (x 4)(x 4) A. x 2 16x
2. 4x(x 4) E. x 2 16
3. x( x 16) O. 4x 2 16x
4. (4x 1)( x 4) R. 4x 2 4x
5. (2x 2)( 2x 2 ) Q. 4x 2 4x 1
6. 4x( x 1) S. 4x 2 17x 4
7. x( x 16) T. 4x 2 4
8. (2x 1)(2x 1) U. x 2 16x
Answer: Through its ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
4 8 7 3 6 1 6 2 2 5 4

CHAPTER 13
Name
Symmetry
ENRICHMENT
Hidden Words
Here are capital letters used with the English language.
A B C D E F G H I J K L M
N O P Q R S T U V W X Y Z
1. Some of these letters have vertical symmetry. If you flip them across a vertical line,
they still look the same. Which letters have vertical symmetry?
_______________________________________________________________________
2. Some of the letters have horizontal symmetry. If you flip them across a horizontal line,
they still look the same. Which letters have horizontal symmetry?
_______________________________________________________________________
3. Some of the letters have rotational symmetry. If you give them a half-turn, for
example, they still look the same. Which letters have rotational symmetry?
_______________________________________________________________________
4. Four capital letters have all three kinds of symmetry, vertical, horizontal, and
rotational. Name them.
_______________________________________________________________________
5. Can you write five words made exclusively with these four letters? The words must be
found in the dictionary. You can use a letter more than once.
_______________________________________________________________________
_______________________________________________________________________
Here are lowercase letters used with the English language.

a b c d e f g h i j k l m
n o p q r s t u v w x y z
6. Which of these lowercase letters have vertical symmetry? _____________________
7. Which of the letters have horizontal symmetry? ______________________________
8. Which of the letters have rotational symmetry? _______________________________
9. Which three lowercase letters have all three kinds of symmetry? ________________
10. Can you write four words made exclusively with these three letters. The words must
be found in the dictionary. You can use a letter more than once.
_______________________________________________________________________
Name Date Class
COURSE Are You Ready? Quizzes

Pre-Algebra
Answers
Chapter 1 Are You Ready? Quiz Chapter 3 Are You Ready? Quiz
1. quotient 1. like terms
2. factor 2. equivalent equations
3. product 3. equation
4. difference 4. inverse operations
5. sum 5. solution
6. 167 6. 4
7. 2244 7. 15
8. 7752 8. 14
9. 307 9. 1
10. Blackduck, MN 10. x 12
11. 62 people 11. z 14
12. Chicken, AK 12. w 64
13. 4.95 13. p 30
14. 39.8 14. 4m 2
15. 3.84 15. 35 4b
16. 19 16. 5c 7a 7
17. 17. 8
18. 18. 2
19.
Chapter 4 Are You Ready? Quiz
1. integer
1. order of operations 2. denominator
2. expression 3. exponent
3. Absolute value 4. numerator
4. variable 5. power
5. decimal 6. base
6. 8 7. 1, 3, 7, 21
7. 48 8. 1, 11
8. 260 9. 1, 2, 3, 4, 6, 8, 12, 24
9. 12 10. 49
10. 1.3 11. 100,000
11. 211.75 12. 64
12. 5.05 13. 125
13. 16.004 14. 6
14. 175 cm2 15. 21
1 16. 320
15. 30 ft2
4 17. 9
16. 255 m2 18. 3580
19. 35.8
20. 35,800,000
21. 0.358
Copyright © by Holt, Rinehart and Winston.

All rights reserved. 420 Holt Middle School Math
Name Date Class
CHAPTER Are You Ready? Quizzes

Pre-Algebra
Answers
Chapter 5 Are You Ready? Quiz 3
15.
4
1. least common
denominator 2
16.
9
2. equation
3. least common multiple 2
17.
5
4. inequality
18. 0.75
29
5. 19. 0.625
4
20. 0.4
73
6. 7 21. 0. 6
43
7.
8 Chapter 7 Are You Ready? Quiz
23
8. 1. proportion
6
1 2. simplify
9. 3. fraction
3
3 4. cross multiply
10. 5. decimal
10
1 1
11. 6.
4 2
1 3
12. 7.
5 10
13. 15 1
8.
14. 8 8
15. 14 2
9.
16. 30 9
17. 4 10. 1
18. 32 11. 3.5
19. 6 12. 13.5
20. 11.6 13. 32
21. 4.5 14. 35
22. 7 15. 50
23. 16 16. 0.25
24. 81 17. 0.375
18. 0.8
Chapter 6 Are You Ready? Quiz 19. 0. 3
20. 216
1. simplest form 21. 144
2. equivalent equations 22. 100,000
3. equation 23. 64
4. 3.5, 3.05, 3.005, 0.35
5. 5.11, 5.1, 5.011, 5.01
6. 54
7. 60 1. solution of the equation
8. 480 2. equation
9. 8 3. ordered pair
10. 23 4. inequality
11. 10 5. (2, 3)
12. 13 6. (1, 0)
13. 27 7. (3, 2)
2 8. (0, 3)
14.
3 9. (5, 4)
Name Date Class

Pre-Algebra
Answers
10. (0, 5) 7. 36 in.
11. 3 8. 400 cm2
12. 3 9. 24 m2
13. 5 10. 7 ft2
14. 4 11. 34.8
15. 20 12. 138
16. 32 13. 287.287
17. 9 14. 400
Chapter 9 Are You Ready? Quiz Chapter 11 Are You Ready? Quiz
1. slope 1. outcome
2. repeating decimal 2. event
3. rational number 3. probability
4. terminating decimal 4. tree diagram
5. Similar figures 5. odds in favor; odds against
6. 81 1
6.
7. 16.81 6
1 37
8. 7. 1
16 72
9. 144 21
8.
10. 225 44
11. 0.25 3
9. 1
4 10
12.
25 4
10.
13. 9 9
14. > 12
11. 11
15.
16. < 19
12.
17. < 24
18. > 3
13.
19. < 20
20. 1:10 14. basketball
21. 5 to 1 15. soccer
1 16. softball
22.
5
12 Chapter 12 Are You Ready? Quiz
23.
5
24. 1, 2, 3, 4, 6, 12 1. variable
25. 1, 17 2. function
26. 1, 2, 4, 5, 10, 20 3. monomial
4. 12y 4
5. 7w 2a 2
6. 5n 3
1. scale drawing 7. 2, 1, 4; add 3
2. legs
3. scale
4. hypotenuse
5. 33 cm
6. 24 ft

Name Date Class

Pre-Algebra
Answers
8. 17, 23, 30; increase by the next larger Chapter 13 Are You Ready? Quiz
integer
1. straight
1 1 1
9. , 2, 3 ; decreases by 1 2. acute
2 2 2
3. right
10.
4. obtuse
Input Expression Output 5. ∠ABC acute; ∠BCD obruse; ∠CDA right;
∠DAB right
x x 5.4
36
6. Possible answers: 36:12, 3 to 1,
8.5 8.5 5.4 3.1 12
9
15.3 15.3 5.4 9.9 7. Possible answers: 9:15, 3 to 5,
15
42.8 42.8 5.4 37.4
20
8. Possible answers: 20:14, 10 to 7,
14
11. 9. No
10. Yes
Input Expression Output
11. x 3
n n • 15 12. n 9
13. b 2
2 2 • 15 30
14. y 7
5 5 • 15 75
11 11 • 15 165

Name Date Class

Pre-Algebra
Answers
Number and Quantitative Operations Measuring
Reasoning
34. J 70. J
1. B 35. D 71. A
2. G 36. H 72. G
3. A 37. C 73. B
4. J 38. H
5. C 39. D Geometry
6. F 40. J
7. C 41. C 74. G
8. H 42. J 75. B
9. B 43. A 76. F
10. F 44. J 77. B
11. C 45. B 78. F
12. J 46. G 79. B
13. B 47. A 80. J
14. F 81. D
15. D 82. H
Algebra
16. H 83. A
17. C 48. G 84. F
18. G 49. A 85. B
19. D 50. H 86. F
20. H 51. D 87. B
21. C 52. G 88. H
22. H 53. A 89. C
23. D 54. F
24. H 55. A Statistics and Data Analysis
25. B 56. G
57. B 90. G
26. G
58. F 91. C
27. B
59. D 92. H
28. F
60. H 93. C
29. B
61. C 94. H
30. G
62. J 95. C
31. C
63. C 96. G
32. F
64. G 97. D
33. A
65. B 98. G
66. F
67. A
68. H
69. B

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TRY THESE 8. 1 billion or TRY THESE TRY THESE Answers
1. thousands, hun- 1,000,000,000 1. billions; 1. 4,700

dreds, 3 hun- 9. 0 ten thousands millions; 2. 2,000
dred thousands or 0 2,000,525,452 3. 20,000
or 300,000 CHECK 2. millions; ones; 4. 305,100
2. millions, tens, 10. 6 ten thousands 8,415,000 PRACTICE
2 ten millions or or 60,000 3. billions, 1. 350
20,000,000 11. 1 hundred thousands; 2. 2,390
3. billions, ones, million or 18,200,000,672 3. 9,320
1 billion, or 100,000,000 PRACTICE 4. 87,040
1,000,000,000 12. 5 million or 1. billions; millions 5. 800
PRACTICE 5,000,000 2. millions, none 6. 1,500
1. ones, hundreds, 3. billions; 7. 9,300
thousands and 8. 57,100
425
7 hundreds or
700 ones 9. 9,000
2. millions, ones, 4. 7,250,916 10. 5,000
0 millions or 0 5. 30,000,485,129 11. 11,000
3. billions, ones, 6. 216,026,000,000 12. 32,000
2 billions, or 7. 85,760,000 13. 20,000
2,000,000,000 CHECK 14. 40,000
4. 4 hundreds, or 8. 216,893,012 15. 220,000
400 9. 15,634,000 16. 420,000
5. 6 hundred thou- CHECK
sands or 600,000 17. 364,600
6. 8 hundred 18. 435,000
millions or 19. 680,000
800,000,000 20. 817,020
7. 7 tens or 70

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TRY THESE TRY THESE TRY THESE CHECK Answers
1. ⬍, hundreds 1. 379, 258, 251; 1. 5 6. numbers 0

place Order 251, 258, 2. 8 through 19
2. ⬎, none 379 3. 10 7. 2, 4, 6, 8, 10,
3. ⬍, tens place 2. 591, 586, 514; 4. 13 12, 14, 16, 18
PRACTICE Order 591, 586, PRACTICE 8. 1, 3, 5, 7, 9, 11,
1. ⬍ , hundreds 514 1. counting num- 13, 15, 17, 19
place 3. 1,204, 635, 501, bers, whole 9. 40, 41, 42, 43, 44,
2. ⬍ , thousands 499; Order 499, numbers, even 45, 46, 47, 48, 49,
place 501, 635, 1,204 numbers 50
3. ⬎, none PRACTICE 2. counting num- 10. 40, 41, 42, 43, 44,
4. ⬎ , ten 1. 182, 175, 115; bers, whole 45, 46, 47, 48, 49,
thousands place Order 115, 175, numbers, odd 50
numbers 11. 40, 42, 44, 46, 48,
426
5. 0, 1, 2, 3, 4, 182
5,and 6 2. 1,025, 876, 867; 3. counting num- 50
6. 7, 8, and 9 Order 867, 876, bers, whole 12. 41, 43, 45, 47, 49
CHECK 1,025 numbers, odd
7. ⫽ 3. 352, 62; Order numbers
8. ⬎ 352, 279, 251, 62 4. counting num-
9. ⬍ 4. 2,405, 507; bers, whole
10. ⬎ Order 2,405, numbers, even
2,345, 624, 507 numbers
CHECK For Exercises 5-12,
5. 3,896, 3,215, 584 4 choices each
6. 5,109, 4,876, exercise. Possible
4,116, 823 answers given.
7. 316, 327, 348 5. numbers 1
8. 835, 1,218, through 19
1,401, 1,409

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TRY THESE TRY THESE TRY THESE TRY THESE Answers
1. 3, 6, 9, 12, 15; 3, 1. 1 ⫻ 6, 2 ⫻ 3, 1, 1. yes, 3, yes, 1. yes, 3, no, 3, 5,

6, 9, 12, 15 2, 3, 6 prime yes
2. 2, 4, 6, 8, 10; 2, 2. 1 ⫻ 10, 2 ⫻ 5, 1, 2. no, not prime 2. 2, no, 2, 5, yes
4, 6, 8, 10 2, 5, 10 3. yes, yes, prime 3. 2, yes, 3, yes, 1,
3. 6, 12, 18, 24, 30; 3. 1 ⫻ 16, 2 ⫻ 8, 4 PRACTICE 7, no
6, 12, 18, 24, 30 ⫻ 4, 1, 2, 4, 8, 1. 2, no, not prime PRACTICE
PRACTICE 16 2. 2, yes, 3, yes, 4, 1. 2, no, 1, 52, 2,
1. 8, 16, 24, 32, 40; PRACTICE yes, 5, yes, composite
8, 16, 24, 32, 40 1. 1 ⫻ 9, 3 ⫻ 3, 1, prime 2. 2, yes, 3, no, 1,
2. 10, 20, 30, 40, 3, 9 3. 2, no, not prime 27, 3, composite
50; 10, 20, 30, 2. 1 ⫻ 14, 2 ⫻ 7, 1, 4. 2, no, not prime 3. 2, yes, 3, yes, 4,
40, 50 2, 7, 14 5. 2, no, not prime yes, 1, 17, not
6. 2, yes, prime composite
427
3. 22, 33, 44, 55, 3. 1 ⫻ 20, 2 ⫻ 10,
1, 2, 3, 4, 5 4 ⫻ 5, 1, 2, 4, 5, 7. not prime 4. 2, yes, 3, no, 1,
4. 24, 36, 48, 60, 10, 20 8. prime 21, 3, composite
1, 2, 3, 4, 5 4. 1 ⫻ 12, 2 ⫻ 6, 9. not prime 5. 1, 37,
5. 40, 60, 80, 100 3 ⫻ 4, 1, 2, 3, 4, CHECK not composite
6. 60, 90, 120, 150 6, 12 10. not prime 6. 1, 28, 2,
7. 28, 32, 36 5. 1 ⫻ 15, 3 ⫻ 5, 1, 11. prime composite
8. 42, 49, 56 3, 5, 15 12. not prime 7. 1, 5, 45,
CHECK 6. 1 ⫻ 11, 1, 11 composite
9. 60, 75, 90 7. 1, 17 CHECK
10. 100, 125, 150 8. 1, 2, 3, 4, 6, 8, 8. 1, 34, 2,
12, 24 composite
9. 1, 3, 13, 39 9. 1, 29, not
CHECK composite
10. 1, 2, 3, 6, 9, 18 10. 1, 63, 3,
11. 1, 2, 4, 7, 14, 28 composite
12. 1, 13

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4
1. 225; 3,375 1. second, 6 6, 1. add 4 or 4, 23, 1. ᎏᎏ, 0.4
10

2. 400; 8,000 36 27, 31 75
2. ᎏᎏ, 0.75
100
4 2. third, 4 4 4, 2. multiply by 3 or
3. ᎏᎏ 1
9 3. 1ᎏ1ᎏ0, 1.1
64 x 3, 81, 243, 729
PRACTICE 35
3. fourth, 3 3 3. subtract 2 or 2, 4. 1ᎏ ᎏ, 1.35
100
1. 324
3 3, 81 17, 15, 13 PRACTICE
2. 196 3
1 PRACTICE PRACTICE 1. ᎏᎏ, 0.3
3. ᎏᎏ 10
16 1. second, 8 8, 1. subtract 4 or 4, 7
2. ᎏᎏ, 0.7
10
4. 15, 625 64 34, 30, 26 1
5. 1,728 3. ᎏᎏ, 0.1
10
2. third, 3 3 3, 2. add 8 or 8, 40,
5
6. 4,096 27 48, 56 4. 1ᎏ1ᎏ0, 1.5
7. 2,304 3. fifth, 2 2 2 3. divide by 4 or 17
5. ᎏᎏ, 0.17
100
25
4; 16, 4, 1
428
8. ᎏᎏ 2 2, 32 70
64 6. ᎏᎏ, 0.70
4. 7 7, 49 4. 21, 14, 7 100
9. 1,600 4
5. 256, 1,024, 4,096 7. ᎏᎏ, 0.04
100
10. 4,913 5. 10 10 10,
65
1,000 6. 80, 75, 70 8. 1ᎏ ᎏ, 1.65
100
11. 27,000
6. 2 2 2 2, 7. 67, 77, 87 CHECK
12. 9,261
16 8. 48, 60, 72 9
CHECK 9. ᎏᎏ, 0.9
10
7. 25 9. 10,000, 100,000, 6
13. 144 10. 1ᎏ1ᎏ0, 1.6
8. 343 1,000,000
14. 484 82
1 9. 8 CHECK 11. ᎏᎏ, 0.82
100
15. ᎏᎏ 37
9 10. 100,000 10. 22, 11, 0 12. 1ᎏ ᎏ, 1.37
100
16. 1,331 CHECK 11. 100, 125, 150
17. 125,000 11. 81 12. 25, 5, 1
18. 64,000 12. 10,000
13. 125

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TRY THESE TRY THESE PRACTICE TRY THESE Answers
2
1. 826.3; 826 and 1. 7, 6, yes, 8 1. ⬎ 1. 2, 3, ᎏ3ᎏ

3 tenths 2. 1, 1, no, 13.1 2. ⬍ 1
2. 1, 4, ᎏ4ᎏ
2. 4,351.22; 4 thou- 3. 4, 7, yes, 28.535 3. ⬎ 2
3. 2, 5, ᎏ5ᎏ
sand, 351 and PRACTICE 4. ⬍
PRACTICE
22 hundredths 1. 7, 4, no, 37 5. ⬎ 1
1. 1, 4, ᎏ4ᎏ
PRACTICE 2. 1, 2, no, 83.1 6. ⫽
3
1. 23.57; 23 and 3. 2, 5, 63 7. 0.89, 0.91, 3.42 2. 3, 4, ᎏ4ᎏ
57 hundredths 4. 7, 6, 52.488 8. 0.03, 0.5, 2.4, 3. 1, 2, 1
ᎏᎏ
2
2. 177.68, 177 and 5. 8, 4.8 2.65 5
4. ᎏ8ᎏ
68 hundredths 6. 4, 27.595 9. 1.3, 1.27, 1.18,
5
3. 890.3; 890 and 7. 2 1.11 5. ᎏ7ᎏ
2
3 tenths 8. 57.1 CHECK 6. ᎏ3ᎏ
3
429
4. 106,434.19; 9. 0.812 10. ⬎ 7. ᎏ6ᎏ
106 thousand, CHECK 11. ⬍ 3
8. ᎏ8ᎏ
434 and 10. 62 12. 2.83, 2.48,
9
19 hundredths 11. 47.5 2.38, 1.7 9. ᎏ9ᎏ
5. 169.45 12. 35.613 13. 0.5, 1.18, 1.38, CHECK
5
6. 2,165.5 1.83 10. ᎏ6ᎏ
CHECK 7
11. ᎏ8ᎏ
7. 6 thousand, 6
12. ᎏ1ᎏ0
489 and 9 tenths
8. 123 thousand,
690 and
56 hundredths

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3 4 1. 0 1
1. 3, 3, 3, 5 1. 1, 12 1. 3, 3, 7

4 1 2. 1 2 15
2. 4, 4, 4, 3 2. 1, 13 2. 4, 4, 4, 4
1
2 4 3. 2 3 9
3. 2, 2, 2, 5 3. 1, 1, 24 3. 5, 5
PRACTICE
PRACTICE 1 PRACTICE PRACTICE
3 3 1. 2
1. 3, 3, 3, 4 1. 2, 2, 2, 2, 1, 1, 1, 9
1 1 1 1
1. 2, 2, 2, 2, 2
3 2 2. 2
2. 3, 3, 3, 5 1, 1, 2, 4, 2, 42 11
3. 1 2
2. 4, 4, 4
3 1
3. 3, 3, 3, 6 1 2. 3, 3, 2, 1, 1, 3, 2, 11
4. 2 3. 3, 3, 3, 3
4. 1, 2, 3, 4, 6, 12; 2 2 2
5. 0 , 2
6 3 3 4. 1 ⫹ 1 ⫹ 1 ⫹ 5,
1, 2, 7, 14; 2, 7
6. 1 3. 4, 4, 4, 3, 1, 1, 1, 5 5 5 2 17
5. 1, 2, 3, 5, 6, 10, 3 3 3 ⫹ ⫹ ⫹ ,
7. 1 , 3, , 3 5 5 5 5 5
4 4 4 1
15, 30; 1, 2, 4, 5 5 3 3 5.
8. 0 4. , , , 1, 1, , 2,
1 ⫹ 1 ⫹ 8,
430
5, 8, 10, 20, 40; 5 5 5 5
9. 1 8 8 1 7
3 3
⫹ ⫹ , 1

10, 43 1 , 2 8 8 8 8
10. 2 5 5 5
2 2 2 1 6. 1 ⫹ 1 ⫹ 1 ⫹ 6,
6. 1, 2, 3, 6, 9, 18; CHECK 5. , , , , 1, 1, 1,
2 2 2 2
6 6 6 5 3
1, 3, 5, 15; 3, 56 or 11. 1 1 1 1
⫹ ⫹ ⫹ , 2
, 3, , 3 6 6 6 6 6
12. 0 2 2 2 23
151
3 3 3 2 7.
4
1 6. , , , , 1, 1, 1,
13. 2 3 3 3 3 44
7. 32
2 2 2
8.
5
14. 1 , 3, , 3
3 3 3 3 20
8. 1 or 3 7
9.
3
7. 18
3 CHECK
9. 5 4
8. 45 23
10. 4
CHECK 1
9. 36 49
2 11. 8
10. 5 CHECK 23
1
12. 5
11. 1
2
10. 38
7
3 1 11. 210
12. 2 or 12
1
12. 44

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23 23 24 25

TRY THESE CHECK TRY THESE TRY THESE Answers
1. 10: 10, 20, 30, 40, 9. 72 1. 4 1. no, ⬍, ⬍

50, 60, 70, 80, 10. 30 2. 6 2. yes, no, 4, ⬎,
90, … 11. 32 3. 6 3, ⬎
8: 8, 16, 24, 32, 12. 56 4. 1 3. ⬍
40, 48, 56, 64, 72, PRACTICE 4. 2, ⫽, 2
80, … 1. 2 PRACTICE
The LCM is 40. 2. 2 1. no, 10, ⬎, ⬎
2. 4: 8, 12, 16, 20, … 3. 10 2. yes, no, 6, ⬍, ⬍
16: 16, 32, 48, … 4. 6 3. ⬍
The LCM is 16. 1 1 4. no, 6, ⬎, ⬎
5. ᎏᎏ,
2
ᎏᎏ, 3, 3
2
3. 4: 4, 8, 12, 16, 20, 3 3 5. ⬍
6. ᎏᎏ,
4
ᎏᎏ, 9, 9
4
24, 28, … 6. ⬎, 2
2
5: 5, 10, 15, 20, 7. ᎏᎏ, 2, 2 7. yes, no, 12, ⬍,
431
2
25, … 3 15, ⬍
8. ᎏᎏ,
3
6, 6
The LCM is 20. 8. ⬍
PRACTICE 9. 3, 3 9. ⬎, 3
1. 2, 4, 6, 8, 10, 12, …; 10. 4, 4 10. ⬍
2
5, 10, 15, 20; … 10 11. ᎏ2ᎏ, 1, 1 11. ⬎
2. 3, 6, 9, 12, … ; 6, 4 12. ⬍
12. ᎏ4ᎏ, 1, 1
12, 18, … 6 CHECK
13. 8
3. 7, 14, 21, … ; 14, 13. ⬎
14. 1
21, 28, … 14 14. ⬎
15. 3
4. 10 15. ⬍
16. 7
5. 24
CHECK
6. 15
17. 5
7. 48
18. 4
8. 30
19. 1
20. 14

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26 27 27 28

TRY THESE TRY THESE CHECK TRY THESE Answers
1. 20, 0, 4 4 4 2
1. 4, 3, 4 to 3, ᎏ3ᎏ, 10. 4 to 4; 4:4; ᎏ4ᎏ 1. 3, ᎏ5ᎏ

2. 20, 100, 100, 0, 5 4:3 3
11. 15 to 21; 15:21;
3. 300, 0, 6 6 15
2. 6, 6, 6, ᎏ2ᎏ
2. 6, 5, 6 to 5, ᎏ5ᎏ, ᎏᎏ
21 16
PRACTICE 6:5 3. 2, 2, 2, ᎏ4ᎏ5
9
1. 40, 0, 8, 0.8 3. 6, 11, 6 to 11, 12. 9 to 2; 9:2; ᎏ2ᎏ
PRACTICE
2. 8, 20, 20, 0, 25, 6 2
ᎏᎏ, 6 to 11
11 1. 5, 5, 5, ᎏ1ᎏ
0.25
PRACTICE 7
3. 120, 100, 100, 0, 2. 3, 3, 3, ᎏ9ᎏ
1. 2, 6, 2 to 6; 2:6;
65, 0.65 2 3
ᎏᎏ 3. 10, 10, 10, ᎏ2ᎏ
4. 0.7 6
2. 5, 2, 5 to 2; 5:2; 4. 8: 1, 2, 4, 8
5. 0.2
5 10: 1, 2, 5, 10
6. 0.625 ᎏᎏ
2
GCF ⫽ 2
432
7. 0.5 3. 6, 13, 6 to 13; 4
6 ᎏᎏ
8. 0.48 6:13; ᎏ ᎏ 5
13
9. 0.875 5. 12: 1, 2, 3, 4, 6,
4. 25 to 15; 25:15;
CHECK 25 12
ᎏᎏ
10. 0.45 15 8: 1, 2, 4, 8
11. 0.375 5. 13 to 12; 13:12; GCF ⫽ 4
13 3
12. 0.08 ᎏᎏ ᎏᎏ
12 2
6. 24 to 11; 24:11;
24
6. 24: 1, 2, 3, 4, 6,
ᎏᎏ
11 8, 12, 24
9
7. 9 to 13; 9:13; ᎏ1ᎏ3 30: 1, 2, 3, 5, 6,
15 10, 15, 30
8. 15 to 7; 15:7; ᎏ7ᎏ
12
GCF ⫽ 6
9. 12 to 7; 12:7; ᎏ7ᎏ 4
ᎏᎏ
5
8
7. ᎏ7ᎏ

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28 29 30 31

5 TRY THESE TRY THESE TRY THESE Answers
8. ᎏ3ᎏ
1. 24, 24 1. 30, 30, 0.3 1. 25, 25, 75, 75,
17

9. ᎏ3ᎏ 2. 35, 35 2. 9, 9, 0.09 0.75, 75%
CHECK 3. 68, 68 3. 40, 40, 40% 2. 20, 20, 20, 20,
4. 81, 81 4. 1, 25, 125, 125% 0.20, 20%
1
10. ᎏ4ᎏ PRACTICE PRACTICE 3. 00, 90, 0, 90, 0.90,
3 1. 19, 19 1. 37, 37, 0.37 90%
11. ᎏ1ᎏ
4 2. 65, 65 2. 60, 60, 0.6 4. 00, 25, 50, 50, 0,
12. ᎏ3ᎏ
3. 82, 82 3. 2, 2, 0.02 12, 0.12, 12%
4. 45, 45 4. 75, 75, 0.75 PRACTICE
5. 58, 58 5. 55, 55, 55% 1. 50, 50, 50, 50,
6. 94, 94 6. 8, 8, 8% 0.50, 50%
CHECK 7. 40, 40, 40% 2. 20, 20, 60, 60,
433
7. 23 8. 2, 45, 245, 245% 0.60, 60%
8. 64 9. 0.99 3. 5, 5, 30, 30, 0.30,
9. 87 10. 0.2 30%
11. 0.05 4. 00, 200, 200, 200,
12. 1 0, 55, 0.55, 55%
13. 86% 5. 00, 18, 20, 18, 2,
14. 1% 66, 0.6
苶, 66.6
苶%
15. 30% 6. 000, 48, 20, 16,
16. 210% 40, 40, 0, 625,
CHECK 0.625, 62.5%
17. 0.03 7. 0.80, 80%
18. 0.42 8. 0.84, 84%
19. 70% 9. 0.125, 12.5%
20. 150%

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31 32 33 34

CHECK TRY THESE TRY THESE TRY THESE Answers
10. 0.50, 50% 1. ⬍, 30, 0.30 1. positive, ⫹20 1. 1, 455

11. 0.66, 66% 2. ⬍, 0.87 2. negative, ᎐15 2. 6, 15, 249
12. 0.44, 44% 3. ⬎, 75, 0.75, 0.71 3. negative, ᎐12 3. 186; 6,510;
PRACTICE PRACTICE 6,696
1. ⬎ 80, 0.80, 0.77 1. positive 4. 464, 34, 8 r 34
2. ⬍ 0.32 2. positive PRACTICE
3. ⫽ 28, 0.28, 0.28 3. negative 1. 1, 75
4. ⬎ 60, 0.60 4. negative 2. 1, 1, 313
CHECK 5. ᎐12 3. 566
5. ⫽ 6. ⫹125 4. 275
6. ⬎ 7. ᎐4 5. 6, 13, 28
7. ⬍ 8. ᎐25 6. 3, 12, 18, 369
434
8. ⬍ 9. ᎐17 7. 488
9. ⬎ 10. 0 8. 553
10. ⬎ 11. ⫹45 9. 360; 2,880; 3,240
12. ᎐33 10. 768; 3,840; 4,608
13. ᎐110 11. 35,583
14. ⫹35 12. 13,680
15. ⫹12 13. 115, 184, 184,
16. ᎐40 0, 58
17. ⫹10 14. 16, 34, 32, 2,
18. ⫹6 24 r 2
19. ᎐5 15. 33
20. ⫹13 16. 324 r 4
CHECK CHECK
21. ⫹9 17. 421
22. ᎐36 18. 739
23. ᎐2 19. 7,245
24. ᎐6 20. 75

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35 36 37 37

1. 4 1. 16, 16, 24, 27 1. 70, 700, 7,000, 16. 28,000

2. 4, 2, 8 2. 10, 20, 30, 40, 70,000 17. 2,500
3. 4, 8, 16 50, 60 2. 9.2, 0.92, 0.092, 18. 1,360
4. 4, 8, 16, 32 PRACTICE 0.0092 19. 0.018
PRACTICE 1. 32, 36 PRACTICE 20. 1.97
1. 16, 64 2. 40, 45 1. 50; 500; 5,000 21. 0.14
2. 25, 125, 625 3. 48, 54 2. 120; 1,200;
3. 9, 27, 81, 243 4. 15; 18 12,000
4. 100, 1,000, 5. 10; 12 3. 1,520; 15,200;
10,000 6. 12; 16 152,000
5. 81, 729 7. 50, 60, 70, 80 4. 0.3; 0.03; 0.003
6. 36, 216 8. 33, 44, 55, 66 5. 2.4; 0.24; 0.024
435
7. 125 9. 48, 60, 72, 84 6. 57.4; 0.574;
8. 343 10. 56 0.0574
9. 1,024 11. 90 7. 170,000; 4; right
10. 512 12. 99 8. 0.0017; 4; left
11. 6,561 13. 96 9. 700; 2, right
12. 1,331 CHECK 10. 0.068; 3; left
CHECK 14. 28 11. 90; 1; right
13. 4,096 15. 36 12. 1.18; 2; left
14. 1,000 16. 30 13. 98,000
15. 64 17. 77 14. 0.0034
18. 50 15. 12,400
19. 63
20. 55
21. 132

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38 38 39 40

TRY THESE CHECK TRY THESE TRY THESE Answers
1. 8, 8, 8 25. 7 1. 24, 2, 6 r 2 1. 71.62
1

2. 9, 9, 9 26. 2 2. 12, 30, 24, 6, 12ᎏ2ᎏ 2. 20.7
3. 11, 11, 11 27. 11 3. 5.076, 2, 1, 3
3. 00, 24, 27, 24,
4. 7, 7, 7 28. 5 4. 9.4
30, 24, 60, 60, 0,
PRACTICE PRACTICE
22.25
1. 28, 4 1. 95.63
PRACTICE
2. 63, 7 2. 0.868, 2, 1, 3
1. 45, 2, 9 r 2
3. 40, 10 3. 3.7
2. 11, 80, 77, 3,
4. 48, 4 4. 13.418
17 r 3
5. 30, 6 5. 75.63
3. 16, 34, 32, 21,
6. 49, 7 6. 5.375
16, 5, 121 r 5
7. 36, 12 1 7. 9.225
4. 32, 2, 8ᎏ2ᎏ
436
8. 90, 10 8. 22.57
1
9. 7 5. 32, 84, 80, 4, 25ᎏ4ᎏ 9. 0.425
10. 11 6. 111, 189, 185, 4, CHECK
11. 6 35ᎏ34ᎏ7 10. 18.41
12. 6 11. 3.6
7. 00, 24, 30, 28,
13. 4 12. 45.41
20, 20, 0, 6.75
14. 4 13. 6.484
8. 75, 33, 30, 30, 0,
15. 11 14. 3.075
52.2
16. 12 15. 6.657
9. 0, 36, 189, 180,
17. 4
90, 72, 180, 180,
18. 8
0, 152.5
19. 9
CHECK
20. 8
10. 12 r 5
21. 7 1
11. 15ᎏ3ᎏ
22. 9
23. 6 12. 20.5
24. 4

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41 42 43 43

1. 4, 40, 400 4 1
1. ᎏ9ᎏ
10
1. yes, ᎏ5ᎏ, yes 11. ᎏᎏ
3

2. 0.6, 6, 60 2 7
2. 1
ᎏᎏ 2. yes, ᎏ7ᎏ, yes 12. ᎏᎏ
8
3. 15, 150, 1,500 2
1 4 1
PRACTICE 3. ᎏ9ᎏ 3. yes, ᎏ8ᎏ, no, 13. ᎏᎏ
3
1. 5, 50, 500 44 1 4
4. 4 ᎏᎏ ᎏ ᎏ
84 2
14. ᎏᎏ
5
2. 1.8, 18, 180
PRACTICE
3. 76, 760, 7,600 2 3 5 PRACTICE
1. ᎏᎏ, ᎏᎏ, ᎏᎏ
8 8 8
4. 9, 1 3 5
1. yes, ᎏ2
ᎏ ᎏᎏ ᎏᎏ,
6 6 6
15 28 43 7
5. 20, 2 2. ᎏᎏ, ᎏᎏ, ᎏᎏ or 1ᎏᎏ
yes
36 36 36 36
6. 1,900, 3 12 10 2
3. ᎏᎏ, ᎏᎏ, ᎏᎏ
15 15 15
2. yes, ᎏ4
ᎏ3
5 5
ᎏᎏ,
ᎏᎏ 1
5
7. 240, 2
22 18 2 yes
8. 5,080, 3 4. ᎏᎏ, ᎏᎏ, ᎏᎏ
30 30 15 3. yes, ᎏ17ᎏ0 ᎏ11ᎏ0
437
9. 6.1, 1 31 3 1
5. ᎏᎏ ᎏ ᎏ , ᎏ ᎏ
56 30 10 82
10. 5,700 ᎏ8ᎏ, no, ᎏᎏ
10 10 2
53 15 3
11. 12.3 6. ᎏᎏ ᎏᎏ, ᎏᎏ
8 10 80 16 4
ᎏᎏ
43 12 1 5
12. 7 7. ᎏᎏ ᎏᎏ, 1ᎏᎏ
91 9 3 3
CHECK 4. ᎏᎏ, yes
5
96 54 4
13. 89 8. ᎏᎏ ᎏᎏ, 1ᎏᎏ
10 3 30 5 4 44 1
5. ᎏᎏ, no, ᎏᎏ ᎏᎏ
8 84 2
14. 40 CHECK
2 22
15. 538 2 6. ᎏᎏ, no, ᎏᎏ
10 10 2
9. 1ᎏ9ᎏ
16. 16 1
5 ᎏᎏ
10. ᎏ ᎏ 5
17. 8,390 16
2
1 7. ᎏᎏ
7
18. 270 11. ᎏ7ᎏ
4
9 8. ᎏᎏ
9
12. ᎏ
20
ᎏ
1
9. ᎏᎏ
2
10. 1

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44 45 46 47

1 1. 15, 2
1. ᎏ ᎏ 1. 0.15, 9 1. 107, different
12 75

3 2. 5, 5, 1, ᎏ5ᎏ, 15 2. 0.65, 26 2. ⫺226, same
2. ᎏ8ᎏ
PRACTICE 3. 0.75, 3 3. 98, same
6 3
3. ᎏ ᎏ, ᎏᎏ
20 10
1. 42, 1 PRACTICE 4. ⫺26, different
PRACTICE 2. 30, 2 1. 0.10, 8 PRACTICE
1 3. 100, 2 2. 0.45, 27 1. ⫺5, different
1. ᎏ4ᎏ
1 3. 0.90, 45 2. 27, different
4. 2
ᎏᎏ
5
3
2. ᎏ
16
ᎏ 4. 4 3. ⫺25, same
5. 30
6 2 5. 6 4. ⫺18, different
3. ᎏ ᎏ , ᎏᎏ
15 5 6. 20
6. 24 5. ⫺80, different
1⫻1 1 7. 124.8
4. ᎏᎏ,
4⫻5
ᎏᎏ
20 7. 40 6. 12, same
8. 1,287
2⫻1 2 1 8. 140 7. 84, same
5. ᎏᎏ,
3⫻6
ᎏᎏ,
18
ᎏᎏ
9 9. 30.16
438
4⫻5 20 2 9. 13.5 8. ⫺15, different
6. ᎏᎏ, ᎏᎏ, ᎏᎏ CHECK
5⫻6 30 3 CHECK CHECK
1
10. 57
7. ᎏᎏ 10. 4 9. 24
35 11. 323.7
1 11. 4.2 10. ⫺68
8. ᎏᎏ 12. 72
16 12. 45 11. ⫺23
1
9. ᎏᎏ
3 12. 17
CHECK
1
10. ᎏ
27
ᎏ
1
11. ᎏ8ᎏ
1
12. ᎏ4ᎏ

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48 48 49 49

TRY THESE CHECK TRY THESE CHECK Answers
1. 6 ⫻ 7 11. 0; Property of 1. 80 ⫹ 16; 96 5. 8 ⫻ 16 =

2. 2 ⫻ (8 ⫻ 5) Zero 2. 70 ⫹ 35; 105 (8 ⫻ 10) ⫹ (8 ⫻ 6)
3. 1 12. 5; Associative 3. 50 ⫹ 45; 95 ⫽ 80 + 48
4. 0 Property PRACTICE ⫽ 128
PRACTICE 13. 15; Commutative 1. 4 ⫻ 16 ⫽ 6. 7 ⫻ 24 ⫽
1. Commutative Property (4 ⫻ 10) ⫹ (4 ⫻ 6) (7 ⫻ 20) ⫹ (7 ⫹ 4)
Property 14. 52; Property of ⫽ 40 ⫹ 24 ⫽ 140 ⫹ 28
2. Property of Zero One ⫽ 64 ⫽ 168
3. Property of One 2. 6 ⫻ 22 ⫽
4. Associative (6 ⫻ 20) ⫹ (6 ⫻ 2)
Property ⫽ 120 ⫹ 12
5. 0; Property of ⫽ 132
Zero In Ex. 3–6, factors
439
6. 1; Property of One may vary. Sample
7. 32; Commutative answer given.
Property 3. 5 ⫻ 15 ⫽
8. 5; Associative (5 ⫻ 10) ⫹ (5 ⫻ 5)
Property ⫽ 50 ⫹ 25
9. 2; Associative ⫽ 75
Property 4. 5 ⫻ 21 ⫽
10. 4; Commutative (5 ⫻ 20) ⫹ (5 ⫻ 1)
Property ⫽ 100 + 5
⫽ 105

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50 51 51 52

TRY THESE TRY THESE CHECK TRY THESE Answers
1. 8, 17 1. 8 ⫼ 2 ⫽ 4; 3 ⫹ 4 7. 10 ⫹ 5 1
1. multiply ᎏ2ᎏ by 6,

2. 6, 24 ⫽ 7; 7 15 multiply 3 by 3,
2
3. a ⫽ 2 2. 5 ⫹ 3 ⫽ 8; 8 ⫻ 7 8. 4 ⫺ 8 9
PRACTICE ⫽ 56; 56 16 ⫺ 8 2. multiply 2 by
1. 10, 13 9 8
3. 12 ⫺ 3 ⫽ 9; ᎏ3ᎏ ⫽
2
3.14, multiply
2. 6, 12 9
3; 3 ⫻ 8 ⫽ 24; 24 9. ᎏ9ᎏ ⫹ 6
6.28 by 14, 87.92
3. 6, 42 4. 10 ⫺ 6 ⫽ 4; 5 ⫻ 9
ᎏᎏ ⫹ 36
9
3. add 4 and 7,
4. 3, 9 5 ⫽ 25; 25 ⫺ 4 ⫽ 1
1 ⫹ 36 multiply ᎏ2ᎏ by 8
5. 17 21; 21
37 then multiply 4
6. 1 PRACTICE
by 11, 44
7. 150 1. 10 ⫼ 5 ⫽ 2; 7 ⫹
PRACTICE
8. 40 2 ⫽ 9; 9
12
1. square 6, 54
440
9. c ⫽ 4 2. 18 ⫺ 6 ⫽ 12; ᎏ4ᎏ
2. add 2 and 6, 40
10. a ⫽ 2 ⫽ 3; 3 ⫻ 2 ⫽ 6; 6
3. square 4, 150.72
11. p ⫽ 6 3. 15 ⫺ 6 ⫽ 9; 4 ⫻
9
4. square 5, 235.5
12. b ⫽ 7 4 ⫽ 16; ᎏ3ᎏ ⫽ 3; 3 1
5. multiply ᎏ2ᎏ by 6,
13. y ⫽ 1 ⫹ 16 ⫽ 19; 19
2 17.25
14. c ⫽ 11 4. 5 ⫼ 5
6. add 3 and 7, 80
CHECK 25 ⫼ 5
CHECK
15. 50 5
2 7. 47.1
16. 0 5. 36 ⫼ 3
8. 252
17. 7 36 ⫼ 9
9. 66
4
9
6. ᎏ3ᎏ ⫻ 8
3⫻8
24

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53 53 54 55

TRY THESE 13. division, TRY THESE TRY THESE Answers
1. addition; 5 t subtraction 1. 5; 20 6; 14, 14 1. 3x, x, 7, 4,
a

or t 5 ᎏᎏ 6 2. 4; 4; 2 1; 3, 3 2x 3
4 2
2. subtraction; CHECK 3. 3; 2 • 7 ; 2. 2a, 5, 7, 2a 2
12 p 14. addition, 17 x 2 • 49; 98; 98 3. 7x, 2x, 8y, 4,
PRACTICE or x 17 PRACTICE 9, 9x 8y 13
1. multiplication; 15. multiplication, 1. 5, 2; 70 3; PRACTICE
2m subtraction, 67; 67 1. 6n, 3n, 2,
2
2. subtraction; 29y 8 2. 8, 5 • 2 ; 3n 2
x8 16. b 5 • 4; 20; 20 2. 5y, y, 4, 6,
24 3 24 6y 2
3. division; ᎏcᎏ or 17. a 3. ᎏ4ᎏ 8;
24 c 7 2 3. 2a, a, 5b, b,
ᎏᎏ 8;
4. addition; 4 s 4 a 6b
18 8; 26
441
or s 4 4. y, 4y, 26, 4,
2
5. multiplication; 4. 3(4 8) ; 3y 30
2
5b 3 • 4 ; 3 • 16; 48 5. x, 4x, 7y, 6,

6. subtraction; 5. 7 • 3 12; 5x 7y 6
21 12; 9 6. 3a, 4b, b,
r 11
7. d 6. 45 6, 7, 3a 5b
8. a 7. 9 13
9. b 8. 243 CHECK
10. c CHECK 7. 7y 5
11. addition, multi- 9. 10 8. 2a 6b 2
plication, 3 8p 10. 15 9. 7n 5
or 8p 3 11. 144
12. subtraction,
multiplication,
7n 4

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56 56 57 57

Variables may vary. CHECK TRY THESE CHECK Answers
TRY THESE 13. 7x ⫽ 84 1. addition; 2 ⫹ 7 17. 15

1. addition; 14. 19.2 ⫺ x ⫽ 6.7 ⫽ n; 9 18. 13
12 ⫹ x ⫽ 17 x 2 2. subtraction; 19. 9
15. ᎏ6ᎏ ⫽ ᎏ3ᎏ
2. subtraction; 7 ⫺ 3 ⫽ n; 4 20. 26
16. x ⫹ 12 ⫽ 67
x⫺1⫽2 3. multiplication; 21. 151 ⫹ 78 ⫽ 229
17. x ⫺ 15 ⫽ 82
3. multiplication; 4 ⫻ n ⫽ 24; 6 22. 126 ⫼ 9 ⫽ 14 or
18. 3x ⫽ –36
3x ⫽ 15 4. division; 126 ⫼ 14 ⫽ 9
4. division; 12 ⫼ 6 ⫽ n; 2 23. 287 ⫺ 109 ⫽ 178
24 PRACTICE or
ᎏᎏ ⫽ 6
x
1. n ⫽ 2 ⫹ 7; 9 287 ⫺ 178 ⫽ 109
PRACTICE
2. 25 ⫺ 12 ⫽ n; 13 24. 18 ⫻ 12 ⫽ 216
1. addition;
3. 8 ⫻ n ⫽ 32; 4
x ⫹ 8 ⫽ 19
442
4. 30 ⫼ 5 ⫽ n; 6
2. subtraction;
5. 11 ⫹ n ⫽ 18; 7
x ⫺ 6.8 ⫽ 1.1
x 6. 27 ⫺ 12 ⫽ n; 15
3. division; ᎏ3ᎏ ⫽ 9
7. 9 ⫻ n ⫽ 63; 7
4. multiplication; 8. 81 ⫼ 9 ⫽ n; 9
2x ⫽ 30 9. 39
5. addition; 10. 43
31 ⫽ x ⫹ 8 11. 45
x 3 12. 6
6. division; ᎏ
16
ᎏ ⫽ ᎏᎏ
8
13. 11 ⫻ 20 ⫽ 220
7. x ⫹ 12 ⫽ 45
14. 388 ⫺ 253 ⫽ 135
8. x ⫺ 16 ⫽ 5
or
9. 7x ⫽ ⫺35
388 ⫺ 135 ⫽ 253
10. 28.9 ⫽ x ⫹ 7.2
15. 480 ⫼ 32 ⫽ 15
11. 3x ⫽ 33
8
or 480 ⫼ 15 ⫽ 32
12. ᎏxᎏ ⫽ ⫺2 or 8 ⫼ x
16. 176 ⫹ 172 ⫽ 348
⫽ ⫺2

I I I I
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S
L
S
L
L
58 59 60 61

TRY THESE TRY THESE TRY THESE PRACTICE Answers
1. 7, 7, 7, 16, 16 1. 1n ⫽ 7 1. ⫺8, ⫺2, ⫺2, ⫺5, For 1. to 7. Check

2. 10, 10, 10, 15, 15 n⫽7 ⫺5 number lines
3. 4, 4, 4, 28, 28 Check 7; 14 2. 3, 9 1. left
7⫹y 2. positive, 0, right
4. 80, 80, 80, 10, 10 2. 1t ⫽ 70 3. 7 ⫹ y; x ⫽ ᎏ3ᎏ
PRACTICE t ⫽ 70 3. negative, 0, left
PRACTICE
1. 4, 4, 4, 16, 16 Check 70; 3.5 4. right
1. 18, 3
2. 36, 36, 36, 12, 12 PRACTICE 5. negative, left
2. 12, 3
3. 18, 18, 18, 10, 10 2 6. positive, right
1. 6 ⫼ ᎏ3ᎏ ⫽ 1c 3. 5x ⫺ 2;
4. 2, 2, 2, 14, 14 5x ⫺ 2 7. negative, left
6 • ᎏ3
ᎏ⫽c
2
m ⫽ ᎏ3ᎏ
5. 0.4, 0.4, 0.4, 1.2, 8. check number
9⫽c 4. 2, 12
1.2 lines
Check 9; 6 5. 15, 6
6. 7.5, 7.5, 7.5, 1.5, 9. check number
6. 12x ⫺ 4; lines
443
1.5 2. 15 ⫼ 3
ᎏᎏ ⫽ 1y
4 12x ⫺ 4
7. 1.8 y ⫽ ᎏ6ᎏ 10. check number
15 • ᎏ4
ᎏ⫽y
3
8. 0.6 CHECK lines
20 ⫽ y
9. 12.6 7. ⫺2 11. check number
Check 20; 15
CHECK 8. 28 lines
10. 14.5 3. 4; n ⫽ 4 8⫺a
9. c ⫽ ᎏ5ᎏ
11. 8 4. 12; 6 ⫽ h
12. 63 5. 0.2; x ⫽ 25
6. 0.3; b ⫽ 70
7. 5
8. 30
9. 8
10. 13
CHECK
11. 20
12. 54
13. 12

14. 13
I I I
L L K L
K K
S
L
S
L
S
L
62 63 64

TRY THESE TRY THESE TRY THESE Answers
1. open; right, 1. ⫺4, open, left, 1. x x⫹2 y (x, y)

⫺6 ⫺4 ⫺2 0 2 4 6
a ⬍ ⫺4 ⫺2 ⫺2 ⫹ 2 0 (⫺2, 0)
2. ⫺2, closed, right, ⫺1 ⫺1 ⫹ 2 1 (⫺1, 1)
2. closed; left,
a ⱖ ⫺2 0 0⫹2 2 (0, 2)
⫺6 ⫺4 ⫺2 0 2 4 6
3. 3, closed, left, 1 1⫹2 3 (1, 3)
3. open; left, aⱕ3
y
⫺6 ⫺4 ⫺2 0 2 4 6 PRACTICE +8
PRACTICE 1. ⫺3, closed, left,
a ⱕ ⫺3 +4
1. closed; left;
2. 1, closed, right, x
⫺6 ⫺4 ⫺2 0 2 4 6
aⱖ1 -8 -4 0 +4 +8
2. open; right; -4
3. a ⬍ 0
⫺6 ⫺4 ⫺2 0 2 4 6
444
4. a ⬍ ⫺5
-8
⫺6 ⫺4 ⫺2 0 2 4 6
CHECK
3.
5. a ⬍ 6
⫺6 ⫺4 ⫺2 0 2 4 6
PRACTICE
4. 6. a ⱖ ⫺6
1. x x⫺1 y (x, y)
CHECK 7. a ⱕ 2
⫺2 ⫺2 ⫺ 1 ⴚ3 (⫺2, ⫺3)
5. ⫺6 ⫺4 ⫺2 0 2 4 6 8. a ⬍ 1
⫺1 ⫺1 ⫺ 1 ⴚ2 (⫺1, ⫺2)
6. ⫺6 ⫺4 ⫺2 0 2 4 6 0 0⫺1 ⴚ1 (0, ⫺1)
1 1⫺1 0 (1, 0)
7. ⫺6 ⫺4 ⫺2 0 2 4 6
y
8. ⫺6 ⫺4 ⫺2 0 2 4 6 +8
+4
x
-8 -4 0 +4 +8
-4
-8

I I I
K L K L K L
S
L
L
L
64 65 66

2. TRY THESE TRY THESE Answers
y 1. 9; 108; 108; 1. yards, 3, 18
+8

54 2. inches, 12, 6
2. 6; 72; 72; 9 3. meters, 100, 400
x
3. 27; 135; 135; 15 4. centimeters,
-8 -4 0 +4 +8 PRACTICE 100, 7
80 PRACTICE
-4 1. 4; 80; 5; ᎏ5ᎏ; 16;
Check: 80 ⫽ 80 1. Multiply; 7,040
-8 72 2. Multiply; 80
2. 8; 72; 6; ᎏ6ᎏ; 12;
Check: 72 ⫽ 72 3. Multiply; 21
3. 63 4. Divide; 4
y 3. 3; 63; 7; ᎏ7ᎏ; 9
+8 5. Divide; 0.007
45
4. 3; 45; ᎏ9ᎏ; 9; 5 6. Divide; 3
+4
7. 24
445
5. 63
x 6. 4 8. 6,000
-8 -4 0 +4 +8
CHECK 9. 4,000
-4 10. 5
7. 8
-8 8. 6 11. 3
9. 3 12. 9
13. 45
CHECK
14. 300
4.
y 15. 5
+8 16. 9
+4 CHECK
17. 8,800
x
-8 +4 +8 18. 830
-4 0
19. 4
-4
20. 0.004
-8

I I I I
K L K L K L K L
S
L
S
L
L
L
67 68 69 70

1. 10; 11 1. 4; 1; F 1. 1, 4, (1, 4) 1. 80, 90, up, 80,

2. 1.1; 3.3 2. 5; 2; E 2. 6, 5, (6, 5) 88
PRACTICE 3. 6; 5; (6, 5) 3. Video Store 2. 90, 100, up, 90,
1. 21; 42 PRACTICE PRACTICE 94
2. 4; 6 1. 1; right; 3; up; 1. 1, 5, (1, 5) 3. 0, ⫺10, down,
3. 10.1 ⫹ 11.8, 21.9; (1, 3) 2. 2, 1, (2, 1) 0, ⫺6
12.3 ⫹ 11.8, 24.1; 2. 5; right; 0; up; 3. 3, 7, (3, 7) 4. 20, 30, up, 20,
14.1 ⫹ 11.8, 25.9 (5, 0) 4. (5, 4) 22
4. 5.9 ⫺ 3.5, 2.4; 3. 3; left; 4; down; 5. (6, 9) PRACTICE
13.1 ⫺ 3.5, 9.6; (⫺3, ⫺4) 6. (7, 3) 1. ⫺10
15.6 ⫺ 3.5, 12.1 4. (⫺5, 4) CHECK 2. 0, 10, down, 10,
5. 15 • 5, 75; 5. (⫺2, ⫺3) 7. (1, 6) 8
8. (2, 3) 3. ⫺10, ⫺20, up,
446
24 • 5, 120; 6. (0, 1)
37 • 5, 185 7. (5, 4) 9. (4, 5) ⫺20, ⫺18
6. 84 ⫼ 12, 7; 8. (⫺6, 0) 10. (6, 7) 4. 20, 30, up, 20,
108 ⫼ 12, 9; 9. (5, ⫺4) 22
132 ⫼ 12, 11 CHECK 5. 0, 4
CHECK 10. (2, ⫺2) 6. ⫺20, ⫺18
7. 29.8 ⫺ 6.7, 23.1; 11. (0, ⫺6) 7. 10, 12
42.9 ⫺ 6.7, 36.2; 12. (⫺3, 5) 8. 20, 22
58.3 ⫺ 6.7, 51.6 13. (4, 0) 9. ⫺8
8. 3 • 14, 42; 7 • 14, 10. 62
98; 11. ⫺12
11 • 14, 154 12. 44
13. 30
14. 10
15. 0
16. ⫺20

I I I I
K L K L K L K L
S
L
S
L
L
L
70 71 71 72

CHECK TRY THESE 17. 28 TRY THESE Answers
17. ⫺4 1. multiply, 3; 36 18. 7 1. multiply, 100;

18. 28 2. gallons, multi- CHECK 40,000
19. 42 ply, 4; 128 19. 162 2. liters, multiply,
20. 56 3. ounces, 20. 144 1,000; 7,000
21. ⫺6 multiply, 16; 400 21. 432 3. milligrams, mul-
22. 60 PRACTICE 22. 10 tiply, 1,000;
23. 10 1. yards, multiply; 23. 13 25,000
24. ⫺10 27 24. 8 PRACTICE
2. gallons, multi- 1. 3,000
ply; 100 2. multiply; 200,000
3. pounds, multi- 3. multiply; 6,000
ply; 640 4. 7
5. divide; 4
447
4. inches, divide;
9 6. divide; 25
5. cups, divide; 15 7. 2,700
6. ounces, divide; 8. 75,000
12 9. 12,000
7. multiply, 81 10. 24
8. multiply, 300 11. 1
9. multiply, 1,920 12. 1
10. divide, 20 CHECK
11. divide, 45 13. 1,800
12. divide, 36 14. 71,000
13. 54 15. 72,000
14. 240 16. 27
15. 1,152 17. 54
16. 12 18. 18

I I I I
K L K L K L K L
S
L
S
L
L
L
73 74 75 76

TRY THESE TRY THESE TRY THESE PRACTICE Answers
3 1. right 1. GHK; KHG; H 1. isosceles
1. ᎏᎏ in.

8 2. acute 2. d triangle
1 3. BGD; DGB 2. equilateral
2. 4ᎏᎏ cm 3. obtuse
2
1 4. straight PRACTICE triangle
3. 2ᎏᎏ in.
8 PRACTICE 1. GCN; NCG; C 3. right triangle
PRACTICE 1. acute 2. a 4. obtuse triangle
1 2. right 3. RQE; EQR 5. rectangle
1. 7ᎏᎏ in.
2
1 3. obtuse 4. DEW; WED; E 6. parallelogram
2. 2ᎏᎏ cm. 5. g 7. rhombus
2 4. straight
3. 11 in 5. right 6. SOP; POS 8. trapezoid
4. will vary 6. acute 7. 3 9. pentagon
5. will vary 7. obtuse 8. OPL; LPO 10. hexagon
9. TAP; PAT 11. octagon
448
6. will vary 8. straight
CHECK 9. right CHECK 12. scalene triangle
7. will vary CHECK 10. CDA; ADC CHECK
8. will vary 10. acute 11. R 13. rhombus or
9. will vary 11. obtuse 12. PDQ; QDP square
12. right 14. isosceles
triangle
15. rectangle
16. parallelogram

I I I I
K L K L K L K L
S
L
S
L
L
L
77 77 78 79

TRY THESE CHECK PRACTICE PRACTICE Answers
1. HGJ; GJK; JKH; 10. ABC - right 1. 2; triangular; 1. pyramid; 6, 6, 10

KHG; all right BCD - right; triangular prism 2. prism; 6, 8, 12
2. MPN; PNM; NMP; CDA - right; 2. 1; pentagonal; 3. 5, 5, 8
all acute DAB - right pentagonal pyra- 4. 6, 8, 12
3. obtuse; acute; 11. XYZ - acute; mid 5. 7, 10, 15
right; right YZX - acute; 3. 2; circular; 6. 8, 12, 18
PRACTICE ZXY - obtuse cylinder 7. 5 faces, 6
1. ABC; BCA; CAB 12. MNP - obtuse; 4. 2; rectangular; vertices, 9 edges
2. DEF; EFG; FGD; NPQ - acute; rectangular 8. 6 faces,
GDE PQM - acute; prism 8 vertices,
3. VWX; WXY; XYZ, QMN - obtuse 5. 1; circular; cone 12 edges
YZV; ZVW 6. 1; triangular; 9. 7 faces,
4. acute; acute; triangular 7 vertices,
449
acute pyramid 12 edges
5. right; right; 7. sphere CHECK
right; right 8. square pyramid 10. 8 faces,
6. acute; obtuse; 9. hexagonal prism 12 vertices,
right; right 10. cylinder 18 edges
7. FGH - acute; CHECK 11. 9 faces,
GHF - right; 11. cone 9 vertices,
HFG - acute
12. pentagonal 16 edges
8. WXY - acute; XYZ
prism 12. 10 faces,
- obtuse; YZW -
13. sphere 16 vertices,
obtuse; ZWX -
14. hexagonal 24 edges
acute
pyramid
9. MNP - acute;
NPQ - obtuse;
PQR - right;
QRM - right;
RMN - obtuse

I I I I
K L K L K L K L
S
L
S
L
L
L
80 81 82 83

PRACTICE TRY THESE TRY THESE TRY THESE Answers
1. intersecting lines 1. yes; yes; yes 1. yes; yes 1. 9

2. parallel lines 2. yes; no; no 2. yes; yes 2. 3, 3, 3, 3; 12
3. perpendicular QR
3. 苶 RS
苶; 苶苶; ⬔A 3. yes; yes 3. 6 cm, 5 cm, 5
and intersecting PRACTICE 4. no; no cm, 4 cm, 5 cm;
lines 1. yes; yes; yes PRACTICE 25 cm
4. perpendicular 2. no; no; no 1. yes; yes PRACTICE
and intersecting 3. yes; no; no 2. no; no 1. 4, 4, 4, 4; 16
lines 4. no 3. no; no 2. 2, 2, 2, 2, 2, 2;
5. parallel 5. yes 4. yes 12
6. parallel 6. no 5. no 3. 3, 3, 3, 3; 12
7. parallel 7. ⬔N 6. no 4. 4 cm, 4 cm, 3
8. intersecting and 8. ⬔P 7. no cm, 5 cm, 2 cm;
8. yes 18 cm
450
perpendicular 9. ⬔R
៭៮៬, ST
9. PN ៭៮៬
៭៮៬, RQ 10. P
R
苶N苶 9. yes 5. 6 cm, 6 cm,
៭៮៬ ៭៮៬
10. PR , NQ , TQ ៭៮៬
៭៮៬, SR 11. F
苶D苶 CHECK 4 cm; 16 cm
11. ML
៭៮៬, TS
៭៮៬ PL ៭៮៬
៭៮៬, RS 12. F
E
苶F苶 10. no 6. 5 cm, 4 cm, 3
CHECK CHECK 11. yes cm, 9 cm; 21 cm
៭៮៬
12. ST , RQ ៭៮៬
៭៮៬, PN 13. no 12. no 7. 24 cm
13. LS
៭៮៬, PR
៭៮៬, RQ ៭៮៬
៭៮៬, TS 14. yes 8. 23 cm
៭៮៬ ៭៮៬ ៭៮៬ ៭៮៬
14. PN , RQ , LP , SR US
15. ⬔T; 苶苶 9. 17 cm
CHECK
10. 17 cm
11. 20 cm
12. 32 cm
13. 18 cm

I I I I
K L K L K L K L
S
L
S
L
L
L
84 85 86 86

2
TRY THESE TRY THESE TRY THESE 8. A ⬇ 95 cm Answers
1 1 3 2
1. 2, rectangle, 4, 1. 15ᎏ2ᎏ; 6ᎏ2ᎏ; 100ᎏ4ᎏ; 1. 5, 25, 78.5 9. A ⬇ 50 yd
22 49

rectangle, 6 3 2. 7, 49, ᎏ7ᎏ ⫻ ᎏ1ᎏ, CHECK
100ᎏ4ᎏ; 1,078 2
2. 2, hexagon, 6, ᎏᎏ or 154
7 10. A ⬇ 452 m
2. 1.5; 1.5; 2.25; 2
rectangle, 8 3. 9 cm, 9, 81, 11. A ⬇ 1,385 in
2.25 2
PRACTICE 254.34 12. A ⬇ 177 cm
3. 11; 4; 44; 22; 22
1. 1, triangle, 3, tri- PRACTICE
PRACTICE
angle, 4, 1. 6, 36, 113.04
3 1 5 2 2
triangular 1. 3ᎏ4ᎏ ft; 1ᎏ2ᎏ ft; 5ᎏ8ᎏ
2
cm , 113 cm
pyramid ft
22
2 2. 14, 196, ᎏ7ᎏ ⫻
2. 1, rectangle, 4 2. 10, 10; 100 mi
2
196 12
ᎏᎏ, 4,3
1
ᎏᎏ
7
,
triangle, 5, 3. 4, 3; 12; 6 yd
2 2
rectangular 4. A ⫽ ᐉ ⫻ w or 616 yd , 616 yd

1 2
3. 4.5 m, 4.5,
451
pyramid 5ᎏ2ᎏ ⫻ 14; 77 in
3. 2, 5, 7, 5. A ⫽ s ⫻ s or 20.25, 63.585
2 2 2
pentagonal 6 ⫻ 6; 36 ft m , 64 m
1 1 4. 8, A ⬇ 3.14 x 64;
prism 6. A ⫽ ᎏ2ᎏbh, ᎏ2ᎏ ⫻
2
4. 1, 3, 4, (20 ⫻ 3.5), A ⬇ 200.96 m ,

2 2
1 A ⬇ 201 m
triangular ᎏᎏ ⫻ 70, 35 cm
2 2
2
22
pyramid 7. A ⫽ 114 m
5. 15 , A ⬇ ᎏ7ᎏ ⫻
2 225 4,950
CHECK ᎏᎏ ft
8. A ⫽ 201 ᎏᎏ, A ⬇ ᎏᎏ,
1 7
4 2
2
5. 1, 5, 6, 9. A ⫽ 510 cm A ⬇ 707.14 ft ,
2
pentagonal CHECK A ⬇ 707 ft
pyramid 8 2 6. 10 m, 10, A ⬇
10. A ⫽ 4ᎏ9ᎏ yd
6. 2, 4, 6, 2 3.14 ⫻ 100,
11. A ⫽ 17.5 yd 2
rectangular 2 A ⬇ 314.00 m ,
12. A ⫽ 625 cm 2
prism A ⬇ 314 m
2
7. A ⬇ 13 in

I I I I
K L K L K L K L
S
S
S
L
L
S
L
L
87 88 89 90

1. translation 1. yes, no 1. DEF, 90⬚ 1. Boys, 13,

2. reflection 2. no, yes 2. UTS, 120⬚ climbing
3. rotation 3. yes, no PRACTICE 2. Bicycling, 10, 9, 1
PRACTICE 4. no, no 1. 30 3. Girls, 11, 12, 23
1. reflection PRACTICE 2. 120 PRACTICE
2. translation 1. 4 3. 40 1. Marina, 140, 140
3. rotation 2. 2 4. HKM, 75⬚ 2. Game 1, 205,
4. rotation 3. 2 5. RLO, 145⬚ Jorge
5. translation 4. 0 6. KQZ, 25⬚ 3. Lucia, 192,
6. reflection 5. 1 7. m ⬔JEM ⫽ 90⬚ Game 1
7. translation 6. 2 8. m ⬔CGL ⫽ 135⬚ 4. Game 2, 212,
8. reflection 7. 0 9. m ⬔DGB ⫽ 20⬚ 218, 6
CHECK 5. 621
452
9. translation 8. 2
CHECK CHECK 10. m ⬔GDR ⫽ 180⬚ 6. Theon
10. reflection 9. 1 11. m ⬔LRS ⫽ 15⬚ CHECK
11. rotation 10. 1 12. m ⬔EHN ⫽ 130⬚ 7. Game 1
12. translation 11. 0 8. Jorge
12. 1

I I I I
K L K L K L K L
S
L
S
L
L
L
91 92 93 94

7
1. 2, 3, 6, 8, 9; 9; 1. 3, 7, 8, 8, 14; 8; 8 1. giraffe
1. 35, 5冄苶3
苶5
苶,7

2; 7 2. 46, 57, 57, 59, 2. 40 years
90
2. 19, 28, 37, 52; 60, 75; 58; 57 2. 540, 6冄苶5 3. 10 years
苶4苶0
苶, 90
52; 19; 33 3. 0.9, 1.4, 1.4, 2.1, 7.6 PRACTICE
3. 13, 25, 32, 54, 6.5; 1.4; 1.4 3. 45.6, 6冄苶4
苶5
苶.6
苶, 7.6 1. 5 grams
60, 71; 71; 13; 58 PRACTICE PRACTICE 2. pencil
PRACTICE 1. 4, 5, 5, 6, 7; 5; 5 6 3. finger ring and
1. 4, 6, 7, 8, 10; 10; 2. 68, 68, 75, 80, 1. 30, 5冄苶3
苶0
苶, 6 paper clip
82 4. 1 gram
4; 6 82; 75; 68
2. 410, 5冄苶4
苶1苶0
苶, 82
2. 65, 77, 79, 81, 3. 78, 82, 86, 90, 5. pencil
11.4
88; 88; 65; 23 90, 95; 88; 90 3. 57.0, 5冄苶5 6. Possible
苶7
苶.0
苶,
3. 54, 98, 100, 4. 3.0, 3.5, 4.4, 4.6, 11.4 answers: pencil
and paper clip;
453
102; 48 4.8, 4.8; 4.5; 4.8 4. 250, 5, 50
4. 137, 137, 140, 5. 2.2, 2.0 5. 276, 6, 46 finger ring and
156, 195; 58 6. 40, 35 6. 55.2, 6, 9.2 earring
5. 56 CHECK 7. 69 CHECK
6. 31 7. 95, 95 8. 86 7. paper clip
CHECK 8. 3.9, 3.6 9. 12.6 8. 2 grams
7. 20 CHECK 9. earring and
8. 37 10. 7 paper clip
11. 90
12. 10.4

I I I I
K L K L K L K L
S
S
S
L
L
L
L
95 96 97 98

1. Monthly Family 1. 72, 97, 25 1. impossible 1. 100

Budget 2. 9, 85 2. likely 2. 225, 275, 50
2. 6 3. 80, 80 3. certain 3. $100 ⫽ $100
3
3. $1,200 PRACTICE 4. unlikely 4. ᎏ1ᎏ0 or 30%
4. $700 1. 84 PRACTICE PRACTICE
5. $600 2. 58 1. likely 1. $400
6. savings 3. 98 2. unlikely 2. August
PRACTICE 4. 40 3. certain 3. July, September
1. Number and 5. 84 4. unlikely 4. $700
7
Type of Movies 6. 84 5. likely 5. ᎏ2ᎏ5 or 28%
Rented CHECK 6. impossible 14
6. ᎏ2ᎏ5 or 56%
2. mystery 7. 47 CHECK 7. less
3. musical 7. likely
454
8. 76 8. baths and
4. comedy 9. 64 8. certain dishwashers
5. action and other 9. impossible CHECK
6. Favorite
9. March, April
Restaurant
10. $300
Votes
11. showers
7. Pizza Land
12. dishwasher
8. Taco Hut
9. Chicken Cluck,
Burger Barn and
Italy’s
CHECK
10. Number and
Type of Vehicles
Rented in July
11. full size
12. other

13. van
COURSE Enrichment
Pre-Algebra
Answers
CHAPTER 1: Arithmetic with Integers: CHAPTER 7: Fractions, Decimals, and Percents:
1. N 2. C 3. I 4. G 5. S 6. E 7. R 8. A 9. O 1
1. 4% 2. 0.01 3. 45% 4. 0.5 5. 4 6. 0.1725 7. 24%
10. V 11. H 12. F 13. M 14. T 15. L 16. W
17. D 18. B 11
8. 3500% 9. 0.0003 10. 20 11. 0.08% 12. 12.5%
Solution: TERRELL DAVIS, DENVER BRONCOS,
19 1
THREE 13. 0.1 14. 25 15. 16. 15 17. 0.1% 18. 0.0072
400
CHAPTER 2: Arithmetic with Rational Numbers: CHAPTER 8: Slope and Intercepts:

2 5 5 5 7 1. y-intercept 1, m 2
1. , 1.5, , 0.5, 1, 2.5, 1.75, , 4, 3.2, , 0.3 1
5 6 14 4 10 2. y-intercept 1, m 2
2 2 1 10 5
2. , 1, 1, 4.5, 5, , 2, 2.5, 7.5, 3.75, , 1 3. y-intercept 4, m 2
3 3 2 3 8
1
CHAPTER 3: Multi-Step Equations: 4. y-intercept 3, m 4
3 5. y-intercept 7, m 6
1. 2, 1, 1, 7, 35, 5, 6, 1, 3, 2, 4, 6, 3
4 5 6. y-intercept 8, m 2
4, , 30 2. WHEN YOU’RE A MOUSE.
3 1
7. y-intercept 3, m 2
CHAPTER 4: Multiplication and Division with
Exponents:
1. 25; 32 2. 31; 3 3. 53; 125 4. 82; 64 5. 92; 81

1
6. 34; 81 7. 35; 243 8. 2–4; or 0.0625 9. 40; 1
16
1
11. 105; 100,000 12. 10–1; 1
10. 6–1; or 0.16
6 10
1
or 0.1 13. 103; 1,000 14. 10–5; or
1 100,000
0.00001 15. 110; 1 16. 2–1; or 0.5 Break free?
2
1 1
14 Bonus points? 1 or 1.5 Total score? 15 or
2 2 Pythagoras was born in approximately 570 BCE
15.5 Win? Yes (hopefully)
CHAPTER 9: Squares and Square Roots:
CHAPTER 5: Comparing Rational Numbers:
1. 256 2. 25 3. 9 4. 12 5. 100 6. 16 7. 14
1. <, > 2. <, >, <, < 3. <, <, >, < 4. <, >, < 8. 49 9. 24 10. 13 11. 25 12. 20 13. 16 14. 9
5. < 6. >, <, < 7. <, <, <, > 8. <, > 9. <, < 15. 121
10. <, >, <, < Solution: PROXIMA CENTAURI
Solution: ALFRED VAIL
16. 10 17. 13 18. 9 19. 7 20. 13 21. 9
CHAPTER 6: Proportions: Solution: SIRIUS
4 14 15 1
CHAPTER 10: Volume and Lateral Area of
9 7 6 12 Pyramids:
11 5 10 8 1. 1,694,000 m3 2. 48,400 m2 3. 66,900 m2
16 2 3 13 4. 2,592,000 m3 5. 52,900 m2 6. 86,000 m2
7. 2,219,000 m3 8. 46,200 m2 9. 77,400 m2
The shaded cells need to trade places. 10. 230,000 m3 11. 10,600 m2 12. 17,100 m2

COURSE Enrichment
Pre-Algebra
Answers
CHAPTER 11: Reading Bar Graphs:
1. P 2. T 3. R 4. E 5. I 6. S 7. G 8. M
9. L 10. H 11. THE PILGRIMS
CHAPTER 12: Multiplying Polynomials:

1. E 2. O 3. A 4. S 5. T 6. R 7. U 8. Q
Through its SQUARE ROOTS.
CHAPTER 13: Symmetry:

1. A, H, I, M, O, T, U, V, W, X, Y 2. B, C, D, E, H,
I, K, O, X 3. H, I, N, O, S, X, Z 4. H, I, O, X
5. Possible answers: OHIO, OHO, HI, HO, OH,
OX, XI 6. i, l, o, v, w, x 7. c, l, o, x
8. l, o, s, x, z 9. l, o, x 10. Possible answers:
lo (and behold), loll (droop laxly), lox (smoked
salmon), ox


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Holt McDougal

Are You Ready?

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