Answer Key Lesson 6: Workshop: Factors, Multiples, and Primes

Size: px
Start display at page:

Transcription

1 3 Answer Key Lesson 6: Student Activity Book Number and Multiplication Concepts Questions 1 27 (SAB pp. 61 7) and 99 are both multiples of 3; Possible response: I can make a rectangle that is 3 by something for both 21 and 99 or I can organize both 21 and 99 into groups of 3 evenly. Students might draw 7 3 rectangle for 21 and a 3 33 rectangle for 99. Students might also show how 19 units can be organized into a 3 x 6 rectangle with one left over. 2. I do not agree with Joe Smart. 2 and 3 are not factor s of 3. I cannot arrange 3 into groups of 2 or 3 evenly. When I skip-count by 2s I do not land on 3. When I skip-count by 3s I do not land on 3 either. 3. A. 6 = 3 B. Number and Multiplication Concepts Factors, Multiples, and Primes Self-Check: Questions Which numbers are multiples of 3? Show or tell how you know. A. 21 B. 19 C Joe Smart thinks 1, 2, 3,, and 7 are all factors of 3. Do you agree with Joe? Why or why not? How did you do? Use Questions 1 and 2 to help you choose which problems to work on. Can I find factors and multiples? Working On It! Getting It! Got It! I could use some extra help. I just need some more practice. Try Questions 1 and 2 to check your progress. I m ready for a challenge Q# 3 7, 11 Q#, 11 Q# 7 11 SAB Grade Unit 3 Lesson Student Activity Book - Page 61 C. 1, 3,, and 6 are four factors of 2. D E. = 2; 1 2 = 2 F.,, 2, and 1 are four factors of John said, This flash card is for 3 1 = 3. It tells me that: 3 and 1 are factors of 3; and 3 is a multiple of 3 and 1. A. Find another flash card that shows two more factors of 3. Write a multiplication fact for this card. B. Copy the numbers into the card to the right G ,, and 16 are multiples of. = 2, 1 = ; = C. Use the two cards to list four factors of 3. D. Find two flash cards that show factors of 2. Copy the numbers onto the cards at the right. E. Write a multiplication fact for each card. F. Use the cards to list factors of 2. SAB Grade Unit 3 Lesson 6 Student Activity Book - Page 62 2 TG Grade Unit 3 Lesson 6 Answer Key 1

2 2 1 Answer Key Lesson 6: H. Responses will vary. Possible responses. G. Find three cards that show as factor. Fill in the cards below to match. 2 Use the cards to list three multiples of. Write a multiplication number sentence for each card. H. Find four cards that show as a factor. Fill in the cards to match. 1 Write a multiplication number sentence for each card. Use the cards to list four multiples of. = ; 2 = 1; 1 = ; = 2; 1, 2,, and are multiples of.. A.,, 1, 1, 2, 2, 3, 3,,, SAB Grade Unit 3 Lesson Student Activity Book - Page Use the multiplication Facts I Know chart to look for factors and multiples. A. Linda started to shade the multiples of. Help her finish and list them ,, 1, B. Shade and list multiples of C. What numbers on the chart are multiples of and? D. Is 6 a multiple of? Show or tell how you know. E. Is 31 a multiple of? Show or tell how you know F. two multiples of that are also multiples of G. Linda decided that 6 and 3 were factors of 1. She found 1 on the chart. Then she circled 6 and 3. Find 1 in a different place on the chart. Circle two other factors of 1. List these factors. H. Find 12 on the chart in two different places. Circle and list four factors of B.,,, 12, 16, 2, 2, 2, 32, 36, C. 2 and are multiples of both and. D. Yes, 6 is a multiple of. I found 6 in the row when I shaded all the multiples of. See chart. E. No. 31 is not a multiple of. I looked at the multiples I shaded on the chart. 3 and 3 are multiples, but 31 is not listed. F. Answers will vary. Possible responses:, 1, 2, 3,,. G. See chart. 9 and 2 are also factors of SAB Grade Unit 3 Lesson 6 H. 2, 3,, and 6 are factors of 12. Student Activity Book - Page 6 2 TG Grade Unit 3 Lesson 6 Answer Key

3 Answer Key Lesson 6:. A B. Yes, all these numbers have as a factor. If I skip count by from zero, I land on these numbers, or if I skip count from each number to zero I land on zero. C. No, 22 is not a multiple of. When I skip count by from zero, I do not land on A B. No, 2 is not a factor of 1. When I skip count by 2 from zero, I do not land on A. Skip count to name the multiples of. Mark the multiples of on this number line. B. Is a factor of all the numbers you marked? How do you know? C. Is 22 a multiple of? How do you know? A. Maya wanted to find the factors of 1. She started to skip count by 2 on the number line. Finish marking and labeling the multiples of 2. B. Is 2 a factor of 1? How do you know? C. Use Maya s strategy to decide if 3 is a factor of C. Yes, 3 is a factor of 1. When I skip count by 3 from zero, I land on D. No, is not a factor of 1. When I skip count by from zero, I do not land on 1. C. Use Maya s strategy to decide if is a factor of 1. E. Use Maya s strategy to find if is a factor of 1. SAB Grade Unit 3 Lesson 6 6 E. Yes, is a factor of Student Activity Book - Page 6 Maya created the number lines below to show multiples. Use her number lines to answer Questions 7 on the next page. 7. A. Use Maya s number lines to list the multiples of 3 from to 2. Multiples of B. Sixteen is a multiple of two. What other numbers have 16 as a multiple? Multiples of C. Twenty is a multiple of what numbers? Multiples of D. Twelve is a multiple of what numbers? Multiples of Multiples of Multiples of Multiples of 16 Multiples of Multiples of SAB Grade Unit 3 Lesson 6 Student Activity Book - Page 66. Maya decided that 1, 3, and 9 are factors of 9. Use Maya s strategy to find and list the factors of the following numbers. A. 1 B. C. 7 SAB Grade Unit 3 Lesson 6 67 Student Activity Book - Page 67 I land on 9 when I count by 1s, 3s, and 9s. TG Grade Unit 3 Lesson 6 Answer Key 3

5 Answer Key Lesson 6: = 2; Possible response: I skip counted by 3 because I noticed there 3 rows of 7 on top of 3 rows of 7. I skip counted by 3 seven times. Then = 2. Multiplication and Division with Rectangles Self-Check: Questions Try Questions to check your progress. 12. Linda is playing the Floor Tiler game. She spins 7 and 6. Draw a rectangle to find the product of 7 and 6. Show or tell your strategy. 13. Michael is playing the Floor Tiler game. He spins 9 and. He decides to draw a rectangle with 3 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence squares in each row; 3 12 = 36 How did you do? Use Questions 12 and 13 to help you choose which problems to work on. Working On It! Getting It! Got It! I could use some extra help. I just need some more practice. I m ready for a challenge Can I use rectangles to multiply and divide? Q# 1 16 Q# 1 1 Q# squares in each row; 6 6 = 36 7 SAB Grade Unit 3 Lesson 6 Student Activity Book - Page 7 1. Shannon also spins 9 and. She decides to draw a rectangle with 6 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence Draw rectangles on the grid to solve each of the problems. Write a related number sentence. A. 3 B. 9 C. 36 D. 1 6 SAB Grade Unit 3 Lesson 6 71 Student Activity Book - Page 71 TG Grade Unit 3 Lesson 6 Answer Key

6 Answer Key Lesson 6: squares in each row, 2 16 = 32 squares 16. Ming spins and. He decides to draw a rectangle with 2 rows. How many squares will be in each row? Draw the rectangle. Write a related number sentence. 17. Number of Rows Tiles in each row Sketch 17. Mr. Dewey is laying a rectangular patio using 2 square tiles. What are all the rectangles he can make with 2 square tiles? He organizes his work in a table. Help Mr. Dewey complete the table SAB Grade Unit 3 Lesson 6 Student Activity Book - Page Design a box for the TIMS Candy Company that will hold 36 pieces of candy and has more than two layers. Each layer must have the same number of pieces. Tell how many layers are in your box. Also, tell how many pieces of candy are in each layer. Show or tell how you solved this problem. 19. Help the Sunny Fruit Company design a rectangular-shaped box for shipping four dozen oranges. (How many oranges are in four dozen?) How many layers will your box have, how many rows of oranges will be in each layer, and how many oranges will be in each row? Show or tell how you solved this problem. (There is more than one correct solution.) Boxes will vary. Some possible boxes include: 3 layers with 12 candies each, layers with 9 candies each, 6 layers with 6 candies each, etc. 19. oranges need to be boxed; designs of boxes vary. Possible solutions are: layers of oranges, each layer has 12 oranges arranged in 3 rows of oranges (or 6 rows of 2 oranges); 3 layers of oranges, each layer has 16 oranges arranged in rows of oranges (or rows of 2 oranges); 2 layers of oranges, each layer has 2 oranges arranged in rows of 6 oranges (or rows of 3 oranges) SAB Grade Unit 3 Lesson 6 73 Student Activity Book - Page 73 6 TG Grade Unit 3 Lesson 6 Answer Key

7 Answer Key Lesson 6: = = = 36 Break-Apart Products Try Questions 2-21 to check your progress. Self-Check: Questions Solve 3 12 by breaking apart 12 into tens and ones. Write the related number sentences = = Solve 1 by breaking apart 1 into tens and ones. Write the related number sentences. 2 = A. 2 = = = 2 B. 2 6 = = = 2 How did you do? Use Questions 2-21 to help you choose which problems to work on. Can I use the break-apart strategy to multiply? Working On It! Getting It! Got It! I could use some extra help. I just need some more practice. I m ready for a challenge Q# 22 2 Q# Q# 2 27 C. Responses will vary. Possible response: 7 SAB Grade Unit 3 Lesson 6 Student Activity Book - Page 7 3 = 12 3 = = Mrs. Dewey s class was trying to solve 6 using the break-apart method. Below are several strategies students started. Write number sentences for each part. Write a number sentence to show how to find the total number of squares in the large rectangle. A. Frank drew the rectangle below. Write the related number sentences to solve 6 : B. Tanya broke apart the rectangle differently. Write the related number sentences. C. Find another way to break apart the rectangle. Write the related number sentences. SAB Grade Unit 3 Lesson 6 7 Student Activity Book - Page 7 TG Grade Unit 3 Lesson 6 Answer Key 7

8 Answer Key Lesson 6: 23. Solutions will vary. Possible responses: 23. Show two ways to solve 6 9 using the break-apart strategy. Write the related number sentences. 6 6 = = = = = = 2. Linda drew the following rectangle to solve 7. Finish her solution and write the related number sentence. 2. Luis drew the following rectangle to solve Finish his solution and write the related number sentence. 76 SAB Grade Unit 3 Lesson 6 Student Activity Book - Page A. Ming drew the rectangle below to solve 1 using the break-apart method. Finish Ming s number sentences = 32 3 = = = = = A. 13 = 6 1 = 1 = 6 = 7 Possible response: Ming s solution works, but I did not know 13. The problem would have been easier if he broke the rectangle into multiplication problems that I know like 1 and 3. Those problems are easy. B. 7 = 3 7 = = 7 C. 13 = 1 = What do you think about Ming s solution? B. Ming broke apart the rectangle a different way. Write the related number sentences. C. Solve 1 by breaking apart 1 into tens and ones. Write the related number sentences. 1 = = 2 1 = 2 = 7 SAB Grade Unit 3 Lesson 6 77 Student Activity Book - Page 77 TG Grade Unit 3 Lesson 6 Answer Key

9 Answer Key Lesson 6: 27. Possible response: A. B. 27. Solve the following problems using the break-apart method. Use the rectangles below to show your solution. Write the related number sentences. A B. 16 C = = = 3 9 = 39 = 32 = = 6 C. 7 SAB Grade Unit 3 Lesson 6 Student Activity Book - Page = = = = 13 TG Grade Unit 3 Lesson 6 Answer Key 9

Number and Multiplication Concepts

Number and Multiplication Concepts Factors, Multiples, and Primes Self-Check: Questions 1 2 1. Which numbers are multiples of 3? Show or tell how you know. Try Questions 1 and 2 to check your progress.

Answer Key Lesson 5: Break-Apart Products

Student Guide Questions 1 5 (SG pp. 86 87) 1. A. The number of rows in the full rectangle. B. The number of columns in the full rectangle. C. 6 is the number of rows in the shaded rectangle, 5 is the number

six-eighths one-fourth EVERYDAY MATHEMATICS 3 rd Grade Unit 5 Review: Fractions and Multiplication Strategies Picture Words Number

Name: Date: EVERYDAY MATHEMATICS 3 rd Grade Unit 5 Review: Fractions and Multiplication Strategies 1) Use your fraction circle pieces to complete the table. Picture Words Number Example: The whole is the

1. Use Pattern Blocks. Make the next 2 figures in each increasing pattern. a) 2. Write the pattern rule for each pattern in question 1.

s Master 1.22 Name Date Extra Practice 1 Lesson 1: Exploring Increasing Patterns 1. Use Pattern Blocks. Make the next 2 figures in each increasing pattern. a) 2. Write the pattern rule for each pattern

1 TG Grade 4 Unit 4 Lesson 1 Answer Key. Answer Key Lesson 1: The TIMS Candy Company

Student Guide Rhonda and Joe work for the TIMS Candy Company. 1. Rhonda has 3 flats, 1 skinny, and 5 bits. How many pieces of candy is that? Write a number sentence to match the pieces. 2. Joe has 4 packs,

Answer Key Lesson 4: Big Base-Ten Pieces

Student Guide Questions 7 (SG pp. 227 23). A. Answers will vary. B. Answers will vary. C. Answers will vary. 2. 4,73 3. Answers will vary. 4. Answers will vary.. A. 46,902. Strategies will vary. Possible

Number Lines and Number Sentences

Self-Check Number Lines and Use the questions in the table to select practice with writing partitions of numbers and adding and subtracting using number lines. Look at each row in the table. For each row,

Answer Key Lesson 4: Folding Fractions

Answer Key Lesson : Student Guide (SG pp. 0) Questions. The denominator tells that the whole is divided into four equal pieces.. The numerator tells that we are interested in three of the pieces.. Richard

Meaningful Ways to Develop Math Facts

NCTM 206 San Francisco, California Meaningful Ways to Develop Math Facts -5 Sandra Niemiera Elizabeth Cape mathtrailblazer@uic.edu 2 4 5 6 7 Game Analysis Tool of Game Math Involved in the Game This game

High-Impact Games and Meaningful Mathematical Dialog Grades 3-5

NCTM 2017 San Antonio, Texas High-Impact Games and Meaningful Mathematical Dialog Grades 3-5 Elizabeth Cape Jennifer Leimberer Sandra Niemiera mathtrailblazers@uic.edu Teaching Integrated Math and Science

MULTIPLICATION FACT FAMILY EIGHTS 1 times 8 is 8 8 times 1 is 8 2 times 8 is 16 8 times 2 is 16 3 times 8 is 24 8 times 3 is 24 4 times 8 is 32 8

UNIT TWO MULTIPLICATION LESSON 42 MUTLIPLICATION FACT FAMILY EIGHTS 114 MULTIPLICATION FACT FAMILY EIGHTS 1 times 8 is 8 8 times 1 is 8 2 times 8 is 16 8 times 2 is 16 3 times 8 is 24 8 times 3 is 24 4

1 TG Grade 4 Unit 9 Lesson 11 Answer Key. Answer Key Lesson 11: Workshop: Shapes and Properties. Workshop: Shapes and Properties

Answer Key esson 11: Student Guide Self-Check: Questions 1 3 Cut out the pieces of the puzzle on the Mosaic Puzzle page in the Student Activity ook. Use the puzzle pieces to answer Self-Check: Questions

Foundations of Multiplication and Division

Grade 2 Module 6 Foundations of Multiplication and Division OVERVIEW Grade 2 Module 6 lays the conceptual foundation for multiplication and division in Grade 3 and for the idea that numbers other than

Count Equal Groups. in all. Count equal groups to find how many. groups of. groups of. in all. in all R20

Lesson 3.1 Count Equal Groups Equal groups have the same number in each group. There are 3 tulips in each of 4 vases. How many tulips are there in all? Step 1 Think: there are 4 vases, so draw 4 circles

Multiplication and Area

Grade 3 Module 4 Multiplication and Area OVERVIEW In this 20-day module students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication. In

GPLMS Revision Programme GRADE 4 Booklet

GPLMS Revision Programme GRADE 4 Booklet Learner s name: School name: Day 1. 1. Read carefully: a) The place or position of a digit in a number gives the value of that digit. b) In the number 4237, 4,

NAME DATE. b) Then do the same for Jett s pennies (6 sets of 9 pennies with 4 leftover pennies).

NAME DATE 1.2.2/1.2.3 NOTES 1-51. Cody and Jett each have a handful of pennies. Cody has arranged his pennies into 3 sets of 16, and has 9 leftover pennies. Jett has 6 sets of 9 pennies, and 4 leftover

Unit 1, Activity 2, Grain of Rice. Grade 4 Mathematics

Unit 1, Activity 2, Grain of Rice Grade 4 Mathematics Unit 1, Activity 2, Grain of Rice One Grain of Rice Predict how many grains of rice Rani will get after one month. Complete the table with a partner.

Place Value The value of a digit changes depending on its place in a number.

Place Value The value of a digit changes depending on its place in a number., hundred ten thousands hundreds tens ones thousands thousands In the two examples below, the digit 7 has different values. Math

Study Guide: 5.3 Prime/Composite and Even/Odd

Standard: 5.1- The student will a) identify and describe the characteristics of prime and composite numbers; and b) identify and describe the characteristics of even and odd numbers. What you need to know

Square Roots and the Pythagorean Theorem

UNIT 1 Square Roots and the Pythagorean Theorem Just for Fun What Do You Notice? Follow the steps. An example is given. Example 1. Pick a 4-digit number with different digits. 3078 2. Find the greatest

MANIPULATIVE MATHEMATICS FOR STUDENTS

MANIPULATIVE MATHEMATICS FOR STUDENTS Manipulative Mathematics Using Manipulatives to Promote Understanding of Elementary Algebra Concepts Lynn Marecek MaryAnne Anthony-Smith This file is copyright 07,

Place Value. Get in Place. WRITE how many tens and ones you see. Then WRITE the number they make. 5 3 = 53

Place Value Get in Place WRITE how many tens and ones you see. Then WRITE the number they make. 1. 2. 5 3 53 3. 4. 5. 6. 7. 8. 2 Place Value Get in Place 10 1 1 WRITE how many tens and ones you see. Then

Grade 3, Module 4: Multiplication and Area

Grade 3, Module 4: Multiplication and Area Mission: Find the Area Topic A: Foundations for Understanding Area In Topic A, students begin to conceptualize area as the amount of two- dimensional surface

Activity: Even + Even + Odd =?

Activity: Even + Even + Odd =? USE THEORETICAL PROBABILITIES AND EXPERIMENTAL RESULTS TO MAKE PREDICTION & DECISIONS FIND THE PROBABILITIES OF DEPENDENT AND INDEPENDENT EVENTS VALIDATE CONCLUSIONS USING

Grade 3 Area and Perimeter Unit Overview

Grade 3 Area and Perimeter Unit Overview Geometric measurement: Understand concepts of area and relate area to multiplication and to addition. 3.MD.C.5 Recognize area as an attribute of plane figures and

Factors, Multiples, and Patterns

Factors, Multiples, and Patterns Check your understanding of important skills. Name Skip-Count Skip-count to find the unknown numbers. 1. Skip count by 3s. 2. Skip count by 5s. _, _, _, _ 3 5 _, _, _,

Operations and Algebraic Thinking

Lesson 1 Operations and Algebraic Thinking Use Three Bear Family Counters and a Bucket Balance to model each equation. Find the value of the counter shown in the equation. 1. = Papa 2. = Mama Using Three

Operations and Algebraic Thinking

Lesson 1 Operations and Algebraic Thinking Name Use Color Tiles to build each array. Write the multiplication sentence for each array. 1. 2. 3. rows of tiles rows of tiles rows of tiles Build each array

Lesson 1 Homework 3 4

Lesson 1 Homework 3 4 1. Magnus covers the same shape with triangles, rhombuses, and trapezoids. a. How many triangles will it take to cover the shape? triangles b. How many rhombuses will it take to cover

AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES.

AREA & PERIMETER LESSON 1 OBJ ECTIVE: OBJECTIVE: INVESTIGATE AND USE THE FORMULAS FOR AREA AND PERIMETER OF RECTANGLES. Learning Goal By the end of the unit... students will apply the area and perimeter

Building Concepts: Fractions and Unit Squares

Lesson Overview This TI-Nspire lesson, essentially a dynamic geoboard, is intended to extend the concept of fraction to unit squares, where the unit fraction b is a portion of the area of a unit square.

rectangle with the given dimensions would have a perimeter of 60 inches. and a large square. She shaded the small square and the outer region. 12 in.

Page 1 1. For numbers 1a 1e, select Yes or No to indicate if a rectangle with the given dimensions would have a perimeter of 60 inches. 1a. length: 15 inches width: 15 inches Yes No 1b. length: 20 inches

Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3

Is muddled about the correspondence between multiplication and division facts, recording, for example: 3 5 = 15, so 5 15 = 3 Opportunity for: recognising relationships Resources Board with space for four

GPLMS Revision Programme GRADE 6 Booklet

GPLMS Revision Programme GRADE 6 Booklet Learner s name: School name: Day 1. 1. a) Study: 6 units 6 tens 6 hundreds 6 thousands 6 ten-thousands 6 hundredthousands HTh T Th Th H T U 6 6 0 6 0 0 6 0 0 0

Lesson 4. Unit 2. Home Gardening. Diagramming Numbers

Math 4 Lesson 4 Diagramming Numbers Home Gardening Growing flowers or vegetables can be an interesting and fun hobby. Your garden might be small and just have a few plants. It might be as big as your whole

Updated December Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division

Updated December 2017 Year 5 Small Steps Guidance and Examples Block 4: Multiplication & Division Year 5 Autumn Term Teaching Guidance Multiples Notes and Guidance Building on their times tables knowledge,

Objective: Use square tiles to compose a rectangle, and relate to the array model. (9 minutes) (60 minutes)

Lesson 11 2 6 Lesson 11 Objective: Use square tiles to compose a rectangle, and relate to the array model. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief

Game Rules. Triple Trouble Game. Object: Multiply your spinner number by the number on your card. Larger (or smaller) product wins.

Game Rules Triple Trouble Game Object: Multiply your spinner number by the number on your card. Larger (or smaller) product wins. How to Play: 1. Players take turns. On your turn: Spin the spinner to get

Lesson 12: Ratios of Fractions and Their Unit Rates

Student Outcomes Students use ratio tables and ratio reasoning to compute unit rates associated with ratios of fractions in the context of measured quantities, e.g., recipes, lengths, areas, and speed.

Activity Model and record the factors of 24. Materials square tiles

Name Model Factors Essential Question How can you use models to find factors? Unlock the Problem Lesson 5.1 Operations and Algebraic Thinking 4.OA.B.4 MATHEMATICAL PRACTICES MP1, MP4 A factor is a number

Use repeated addition to find the total number of fingers. Find the total of each group by using repeated addition. Multiplication and Division

Introducing multiplication groups of 5 Use repeated addition to find the total number of fingers. 5 + 5 + 5 = 5 groups of 5 is equal to 5. Find the total of each group by using repeated addition. a How

Sample test questions All questions

Ma KEY STAGE 3 LEVELS 3 8 Sample test questions All questions 2003 Contents Question Level Attainment target Page Completing calculations 3 Number and algebra 3 Odd one out 3 Number and algebra 4 Hexagon

EVERYDAY MATHEMATICS 3 rd Grade Unit 8 Review: Multiplication and Division

Name: _ Date: _ 1) EVERYDAY MATHEMATICS 3 rd Grade Unit 8 Review: Multiplication and Division a. Make a dot at 3 ½ inches. Label it with the letter A. b. Make a dot at 4 ¼ inches. Label it with the letter

LESSON 3.1. Use Doubles Facts. Kinesthetic / Visual Whole Class / Small Group

LESSON 3. Use Doubles Facts Materials red and blue connecting cubes Write 6 + 7 = on the board. Say: You can use 6 6 to help find the sum of 6 7. Have children put cubes together to make two 6-cube trains

TEKSING TOWARD STAAR MATHEMATICS GRADE 6. Student Book

TEKSING TOWARD STAAR MATHEMATICS GRADE 6 Student Book TEKSING TOWARD STAAR 2014 Six Weeks 1 Lesson 1 STAAR Category 1 Grade 6 Mathematics TEKS 6.2A/6.2B Problem-Solving Model Step Description of Step 1

Multiplication and Division

D Student Book Name Series D Contents Topic 1 Introducing multiplication (pp. 1 7) groups of 5 5 times table 10 times table multiplying any number by 10 multiplying numbers by 0 and 1 Date completed Topic

junior Division Competition Paper

A u s t r a l i a n Ma t h e m a t i c s Co m p e t i t i o n a n a c t i v i t y o f t h e a u s t r a l i a n m a t h e m a t i c s t r u s t thursday 5 August 2010 junior Division Competition Paper

Objective: Draw rows and columns to determine the area of a rectangle, given an incomplete array.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 3 Lesson 6 Objective: Draw rows and columns to determine the area of a rectangle, given an Suggested Lesson Structure Fluency Practice Application Problem

GPLMS Revision Programme GRADE 3 Booklet

GPLMS Revision Programme GRADE 3 Booklet Learner s name: School name: _ Day 1 1. Read carefully: a) The place or position of a digit in a number gives the value of that digit. b) In the number 273, 2,

AN5_Grade 10 AN5 Factoring concretely when a is not equal to 1.notebook

April 7, 2015 Can we use algebra tiles to show the factors of trinomials when a >1? ax 2 + bx + c Let's begin exploring trinomials with a>1 and b and c both positive integers. TAKE NOTICE: ALWAYS look

Instruction Cards Sample

Instruction Cards Sample mheducation.com/prek-12 Instruction Cards Table of Contents Level A: Tunnel to 100... 1 Level B: Race to the Rescue...15 Level C: Fruit Collector...35 Level D: Riddles in the Labyrinth...41

Grade 3 Measurement and Data 3.MD.7a-d

THE NEWARK PUBLIC SCHOOLS THE OFFICE OF MATHEMATICS Grade 3 Measurement and Data 3.MD.7a-d Student Pages 2012 COMMON CORE STATE STANDARDS ALIGNED MODULES Grade 3 - Lesson 1 Assessment Task Imagine that

E Student Book Reading and Understanding Whole Numbers Thousands 1 Hundreds Tens 1 Units Name Series E Reading and Understanding Whole Numbers Contents Topic 1 Looking at whole numbers (pp. 1 8) reading

A C E. Answers Investigation 4. Applications. Dimensions of 39 Square Unit Rectangles and Partitions. Small Medium Large

Answers Applications 1. An even number minus an even number will be even. Students may use examples, tiles, the idea of groups of two, or the inverse relationship between addition and subtraction. Using

Count By Tens and Hundreds

Count By Tens and Hundreds Student Probe Sarah had 70 stickers. Then she got 30 more stickers. How many stickers does Lesson Description This lesson helps students develop an understanding of counting

select the 4 times tables and then all the number tiles used would be 4 x something

Notes for the User: This resource contains the instructions for 6 multiplication games as well as the resources to make the games. These games are appropriate for students in Grade 3 and up who are working

nswer Key Lesson 0: dd Fractions Student uide dd Fractions (S pp. 99) Questions.. ossible response:.. Use fraction circle pieces to model the problem.. Is Kathy s estimate correct Explain your reasoning.

Math Mammoth Division 2. Contents. Introduction... 4

Math Mammoth Division 2 Contents Introduction... 4 Review of Division... 8 Division Terms and Division with Zero... 11 Dividing with Whole Tens and Hundreds... 13 Finding Fractional Parts with Division...

16.2. Use Area Models. Are You Ready? Lesson Opener Making Connections. Resources. Texas Essential Knowledge and Skills.

6.? Essential Question Why can you multiply to find the area of a rectangle? Why can you multiply to find the area of a rectangle? Lesson Opener Making Connections Invite students to tell you what they

Day 1. Mental Arithmetic Questions KS3 MATHEMATICS. 60 X 2 = 120 seconds. 1 pm is 1300 hours So gives 3 hours. Half of 5 is 2.

Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? 22 KS MATHEMATICS 0 4 0 Level 4 Answers Day 2. How many seconds

Summer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages

4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures

Table of Contents 1) The Factor Game a) Investigation b) Rules c) Game Boards d) Game Table- Possible First Moves 2) Toying with Tiles a) Introduction b) Tiles 1-10 c) Tiles 11-16 d) Tiles 17-20 e) Tiles

Released October Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division

Released October 2017 Year 5 Small Steps Guidance and Examples Block 4: Multiplication & Division Multiply and divide numbers mentally drawing upon known facts. Multiples Factors Common factors Prime numbers

What You ll Learn. Why It s Important. You see geometric figures all around you.

You see geometric figures all around you. Look at these pictures. Identify a figure. What would you need to know to find the area of that figure? What would you need to know to find the perimeter of the

Lesson 4.7. Activity 1

Name Patterns on the Multiplication Table Essential Question How can you use properties to explain patterns on the multiplication table? Unlock the Problem ALGEBRA Lesson 4.7 Operations and Algebraic Thinking

6. Circle fractions that are more than.

Standard: 18.NF.1 explain why a fraction a/b is equivalent to a fraction (n x a/n x b) by using visual fraction models with attention to how the number and size of the parts differ even though the two

Shapes. Practice. Family Note. Unit. show 3-sided, 4-sided, 5-sided, and 6-sided shapes. Ask an adult for permission first. Add.

Home Link 8-1 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as

Name Date # 1 Exit Tickets 5.5

Name Date # 1 1. What is the volume of the figures pictured below? 2. Draw a picture of a figure with a volume of 3 cubic units on the dot paper. Name Date # 2 1. If this net were to be folded into a box,

EVERYDAY MATHEMATICS 3 rd Grade Unit 4 Review: Geometry & Measurement

Name: Date: EVERYDAY MATHEMATICS 3 rd Grade Unit 4 Review: Geometry & Measurement 1) Measure the line segments to the nearest ½ inch. Write the unit. about: (unit) about: (unit) 2) Use the data in the

Number Models for Area

Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.

Reflect & Share. Here is the same parallelogram. This is a parallelogram. The height is perpendicular to the base. Work with a partner.

6.1 Area of a Parallelogram Focus Use a formula to find the area of a parallelogram. This is a parallelogram. How would you describe it? Here is the same parallelogram. Any side of the parallelogram is

Area & Perimeter Mega Pack

Area & Perimeter Mega Pack Area & Perimeter Mega-Pack! This area and perimeter jumbo-bundle has everything your students need to practice, sharpen and hone their skills. Included in this bunch are: - Area

Second Grade Fourth Nine- Week Study Guide

Second Grade Fourth Nine- Week Study Guide Use the study guide to help prepare your child for the fourth nine-week math assessment. The following standards will be assessed on this test. 2.G.1 1. Tom drew

Go to Grade 4 Everyday Mathematics Sample Lesson

McGraw-Hill makes no representations or warranties as to the accuracy of any information contained in this McGraw-Hill Material, including any warranties of merchantability or fitness for a particular

Summer Math Calendar

Going into Third Grade Directions: Follow the daily activities to practice different math concepts. Feel free to extend any of the activities listed. When the work is completed, have a parent initial the

Algebra/Geometry Institute Summer 2009

Algebra/Geometry Institute Summer 2009 Faculty Name: School: Grade Level: Karen Harmon Presbyterian Day School Cleveland, MS Fourth Grade 1 Teaching objective(s) The student will recognize, explore, model,

The Grade 6 Common Core State Standards for Geometry specify that students should

The focus for students in geometry at this level is reasoning about area, surface area, and volume. Students also learn to work with visual tools for representing shapes, such as graphs in the coordinate

Appointment Sheet. 1 st Appointment. 2 nd Appointment. 3 rd Appointment. 4 th Appointment. 5 th Appointment. 6 th Appointment

Transparency / Handout 6A-1 Appointment Sheet 1 st Appointment 2 nd Appointment 3 rd Appointment 4 th Appointment 5 th Appointment 6 th Appointment Day 6: Section A Clock Arithmetic Page 9 Transparency

2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2

Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

Name Date Class Period. What happens to ordered pairs when a rule is applied to the coordinates?

Name Date Class Period Activity B Extension 4.1 Modeling Transformations MATERIALS small white boards or paper markers masking tape yarn QUESTION What happens to ordered pairs when a rule is applied to

Same Area, Different Perimeter; Same Perimeter, Different Area

S E S S I O N 2. 5 A Same Area, Different Perimeter; Same Perimeter, Different Area Math Focus Points Using tiles to find the area and perimeter of a rectangle Understanding that rectangles can have the

Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting together, taking apart,

Investigating Intercepts

Unit: 0 Lesson: 01 1. Can more than one line have the same slope? If more than one line has the same slope, what makes the lines different? a. Graph the following set of equations on the same set of aes.

7. Geometry. Model Problem. The dimensions of a rectangular photograph are 4.5 inches by 6 inches. rubric.

Table of Contents Letter to the Student............................................. 5 Chapter One: What Is an Open-Ended Math Question?.................... 6 Chapter Two: What Is a Rubric?...................................

Use each digit card once to make the decimal number nearest to 20

NUMBER Level 4 questions 1. Here is a number chart. Circle the smallest number on the chart that is a multiple of both 2 and 7 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95

Lesson 19: Computing Actual Areas from a Scale Drawing

Classwork Examples: Exploring Area Relationships Use the diagrams below to find the scale factor and then find the area of each figure. Example 1 Scale factor: Actual Area = Scale Drawing Area = Value

Done By Mr. Qusai Al-Rifai IBN KHALDOON SCHOOL Math Review for Grade 5 Student s : 1 Grade 5 Review Choose the correct answer: 1) Write the value of 9 in the 6,195,473 a)9,000 b) 90,000 c) 900,000 d) 900

Lesson Date Computing Actual Areas from a Scale Drawing

7.1.19 Lesson Date Computing Actual Areas from a Scale Drawing Student Objectives I can identify the scale factor. Given a scale drawing, I can compute the area in the actual picture. I know my perfect

G r a d e. 4 M a t h e M a t i c s. Blackline Masters

G r a d e 4 M a t h e M a t i c s Blackline Masters BLM 4.N.1.1 Number of the Day Write the number in words: Write the number in expanded form: Write the number that is 1 more is 10 more is 100 more is

Objective: Recognize the value of coins and count up to find their total value.

Lesson 6 2 7 Lesson 6 Objective: Recognize the value of coins and count up to find their total value. Suggested Lesson Structure Fluency Practice Concept Development Application Problem Student Debrief

GRADE 3 TEXAS Subtraction WORKSHEETS Subtraction mental strategies related facts Knowing one addition fact means you also know two related subtraction facts. Because 7 + 3 = 10 you also know that 10 7

First Name: Last Name: Select the one best answer for each question. DO NOT use a calculator in completing this packet.

5 Entering 5 th Grade Summer Math Packet First Name: Last Name: 5 th Grade Teacher: I have checked the work completed: Parent Signature Select the one best answer for each question. DO NOT use a calculator

At homework time, ask your child to take a few coins from the jar, name the coins, and count the total value.

LETTER HOME Group and Count to Measure Length Dear Family Member: In this unit, students apply their grouping and counting skills to measure length. They will measure classroom items, measure the distance

1-20 Diagnostic Interview Assessment

Chapter 1 Diagnostic Interview ment Materials ten frames (see eteacher Resources) two-color counters hundred chart (see eteacher Resources) base-ten blocks (tens) Model Numbers to 20 Place 2 ten frames

Using Structure I: Multiplication Puzzles

PS6-5 Using Structure I: Multiplication Puzzles Teach this lesson after: 6.2 Measurement Goals: Students will mentally compute the ones digit of a product of multi-digit numbers. Students will solve multi-digit