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8/9/2019 50 Fill-in Math Word Problems - Gr 4-6.pdf
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NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
GR ADES 4–6
BY BOB K RECH
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
8/9/2019 50 Fill-in Math Word Problems - Gr 4-6.pdf
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Scholastic Inc. grants teachers permission to photocopy the activity sheets from this book for classroom use. No other
part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the
publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Edited by Joan Novelli
Cover and interior design by Holly Grundon
Interior illustrations by Mike Gordon and Mike Moran
ISBN-13: 978-0-439-51753-9 / ISBN-10: 0-439-51753-2
Copyright © 2006 by Bob Krech and Joan Novelli
All rights reserved.
Printed in the U.S.A.
Published by Scholastic Inc.
1 2 3 4 5 6 7 8 9 10 40 13 12 11 10 09 08 07
DedicationFor two fun kids: Andrew and Faith!
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
8/9/2019 50 Fill-in Math Word Problems - Gr 4-6.pdf
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About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What Are Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . 4
Why Use Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . . 4
Meeting the Math Standards . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Choosing Numbers and Checking Answers . . . . . . . . . . . . . . . . . 5
How to Use Fill-in Math Word Problems . . . . . . . . . . . . . . . . . . 6
Teaching Problem-Solving Skills:
The Fantastic Five-Step Process . . . . . . . . . . . . . . . . . . . . . . . . 6
Fill-in Math Word ProblemsNumber and Operations . . . 10
The Old Legend . . . . . . . . . . 11
Election Report . . . . . . . . . . 12
The Pie-Eating Contest . . . . . 13
Book Lover . . . . . . . . . . . . . 14
The Unusual Spell . . . . . . . . 15
Getting in Shape . . . . . . . . . 16
Buying a New Skateboard . . . 17
The Ice-Cream Sundae . . . . . 18
The Perfect Host . . . . . . . . . 19
Historical Site. . . . . . . . . . . 20
New Job. . . . . . . . . . . . . . . 21
Craft Sale . . . . . . . . . . . . . . 22
Mr. Travel Smart . . . . . . . . . 23
Souvenir Shopping . . . . . . . 24
Fixing Up the House . . . . . . 25
The Unusual Village . . . . . . . 26
Cleanliness . . . . . . . . . . . . . 27
Baseball Hitters . . . . . . . . . 28
Cruise Ship . . . . . . . . . . . . . 29
_______ball Season . . . . . . . 30
The Relatives’ Visit . . . . . . . 31
Organizing My Room . . . . . . 32
Uncle Joe’s Visit . . . . . . . . . 33
Going to the Movies. . . . . . . 34
Pizza and Video Games . . . . . 35
Measurement . . . . . . . . . . . 36
Science Fiction Movie. . . . . . 37
Olympic Report . . . . . . . . . . 38
The Trip . . . . . . . . . . . . . . . 39
Pet House. . . . . . . . . . . . . . 40
Classroom of the Future . . . . 41
The Apprentice . . . . . . . . . . 42
A Long Day at School. . . . . . 43
Magic Potion. . . . . . . . . . . . 44
Circus Strong Man . . . . . . . . 45
Special Salad . . . . . . . . . . . 46
Patterns and Algebra . . . . . 47
Getting Big. . . . . . . . . . . . . 48
Winner! . . . . . . . . . . . . . . . 49
Invasion. . . . . . . . . . . . . . . 50
Cool Stuff for Your Car . . . . . 51
A Scientific Lecture . . . . . . . 52
Geometry . . . . . . . . . . . . . 53
Birthday Cake . . . . . . . . . . . 54
New Desk . . . . . . . . . . . . . . 55
The Tower. . . . . . . . . . . . . . 56
Two Sandwiches . . . . . . . . . 57
Halloween Mask. . . . . . . . . . 58
Data Analysis and
Probability. . . . . . . . . . . . . 59
Plant Growth. . . . . . . . . . . . 60
Shopping for Sneakers . . . . . 61
Goal! . . . . . . . . . . . . . . . . . 62
The Fun Game. . . . . . . . . . . 63
The Cube . . . . . . . . . . . . . . 64
Contents
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
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About This Book
When we learn to read, we learn to recognize the letters of the alphabet,
we practice letter-sound relationships, and we learn punctuation, but whatit’s all about is eventually being able to read text. A similar situation exists
in math. We learn how to recognize and write numerals, what the symbols mean,
numerical order, and operations like addition and subtraction, but what it’s all about is
what you can do with these skills––applying what you know to solve problems. Fill-in
math word problems provide some very interesting problems to solve.
What Are Fill-in MathWord Problems?
Afill-in math word problem is a funny math story
waiting to happen. Most of the word problem isalready supplied, except for a few key words and
numbers that have been removed and replaced with
blanks. It’s up to students to fill in those blanks with
missing nouns, verbs, and adjectives—just as they
would in other word games. The difference is that
this game is missing some numbers as well. When
your students supply the missing numbers along
with the words, you suddenly have a wacky math
word problem that’s fun to read and solve!
Why Use Fill-in Math WordProblems?
M ath word problems can provide a meaningful context for students to apply their
skills, but sometimes the problems can be a bit boring or dry. (Remember trying
to figure out when the two trains would pass each other?) That won’t happen with
fill-in math word problems. Students help create these problems, and once they get
the hang of the process, the resulting word problems become more and more wild,
interesting, and fun—all while providing good problem-solving practice with grade-
appropriate math skills and concepts. Have fun while doing math? Absolutely!
Meeting the Math Standards
T o make it easy to select stories that correspond to the math skills you are
teaching, this book is organized by content standards. The first 25 stories
correspond to the Number and Operations standard, the next 10 to the Measurement
standard, followed by five each for Patterns and Algebra, Geometry, and Data Analysis
and Probability. The stories within each section are arranged by level of concept
4
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difficulty—for example, stories for Number and
Operations begin with addition and subtraction of
three- and four-digit numbers, followed by work with
money, one- and two-digit multiplication and division,
and fractions. The sections on algebra (including
patterns and finding a missing variable), geometry
(including shapes and symmetry), measurement, and
data analysis and probability (including graphing, range,
median, and mode) are similarly arranged. You can
follow the order in the book or select problems based on
concepts you are teaching at a given time.
Choosing Numbers and
Checking Answers
Some fill-in math word problems specify a range for
numbers—for example, Shopping for Sneakers
(page 61) invites children to fill in a one-digit number
other than zero or one. The Pie-Eating Contest (page
13) specifies three-digit numbers, while Buying a New
Skateboard (page 17) asks for a three-digit number
greater than 500 as well as one less than 500. Election
Report (page 12) asks for numbers with five to seven
digits. You may choose to let students fill in numbers
according to the directions in the stories as is, or you
can tighten the parameters to provide fordifferentiation of instruction, individualizing the
problems for students by using the number ranges that
make sense for them. (For example, instead of leaving
the direction at “a three-digit number,” you might
substitute “a three-digit number between 100 and
500”). However, keep in mind that leaving the number
size open-ended to some extent is an interesting option
and will provide information about students’ ability to
work with different-size numbers. There is no answer
key for fill-in math word problems, since answers will
vary depending on the numbers students supply to fill
in the blanks. You might set up a buddy system for
checking answers, or have students turn in their stories
for you to check.
Types of WordsDifferent kinds of words
are required to fill in the
blanks of the math problems.
Following are the main types
students will use. Review
them and consider posting the
descriptions and examples for
easy reference.
Adjectives: Words that
describe something, such as smelly, happy, fierce, silly , and
huge
Adverbs: Words that tell how
something is done, such as
quickly, sadly, sleepily, and
carefully
Exclamations: Words such as
ouch, yikes, wow, and oh
Nouns: Words that name a
person, place, or thing, such
as refrigerator, dog, book , and
sandwich. Sometimes plural
nouns are asked for. This
means more than one, such as
refrigerators, dogs, books, and
sandwiches.
Verbs: Action words like
run, catch, eat, and hop.Sometimes past-tense verbs
are asked for, such as ran,
caught, ate, and hopped .
5
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How to Use Fill-in Math Word Problems
There are many ways to use fill-in math word problems in your classroom. Here are a
few suggestions for lesson formats:
Problem-Solving Partners: Have students pair up. Make copies of a fill-in math word
problem and distribute to one student in each pair. These students are the Readers.
Without revealing the title of the story (or the story), Readers ask their partners for the
missing words in the order they appear in the story (for example, “a plural noun,” “an
adjective,” “a two-digit number”) and fill in the appropriate blanks with responses. When
all the blanks are filled in, the Reader reads back the finished story. The resulting story
now contains a math word problem. Partners work together to solve the problem and then
share answers and strategies.
Class Problem Solvers: Choose a story and request the words or numbers in order
from the class (students can also take over this role). Fill in the appropriate blanks with
responses. When the story is complete, read it to the class. Have students take notes on
the numbers used and the question being asked (or write this information on the
chalkboard). Work together as a class to solve the problem.
Class Copies: After completing a story with class responses, make copies of the
finished story for each student. Have students read the problem and solve it on their
own. Write answers and solution strategies on the chalkboard and discuss.
Teaching Problem-Solving Skills: The FantasticFive-Step Process
P roblem solving is the first process standard listed in the NCTM Principles and
Standards for Mathematics Teaching 2000. The accompanying statement reads
“Problem solving should be the central focus of all mathematics instruction and an
integral part of all mathematical activity.” In other words, in mathematics, problem
solving is what it’s all about!
What do you do when you first encounter a math word problem? This is what we
need to help students deal with. We need to help them develop a process that they can
use effectively to solve any type of math word problem. Word problems often intimidate
students because there may be a lot of information, what is there is embedded in text,
and, unlike a regular equation, it is not always clear exactly what you are supposed to
do. When using fill-in math word problems, you may want to take some time to teach
students how to use the Fantastic Five-Step Process to problem solve.
6
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The Fantastic Five-Step Process helps students approach problem solving in a logical,
systematic way. No matter what type of problem students encounter, these five steps will
help them through it. Learning and using the five steps will help students organize their
interpretation and thinking about the problem. This is the key to good problem
solving––organizing for action. The best way to help students understand the process is to
demonstrate it as you work through a problem on the chalkboard or overhead. Make a copy
of the graphic organizer on page 9. You can enlarge this to poster size, or provide each
student with a copy to follow along as you take them through an introductory lesson.
Step 1: What Do I Know?
Begin by writing this problem on the board or overhead:
Zig just turned 13 and wants to make Cashew Crunch Cake
for his birthday party. He bought 13 boxes of Cousin Cookie’s Crunchy
Cashews. Each box has 10 cashews in it. The cake recipe calls for 113
cashews. Does Zig have enough cashews to make the cake?
Ask students to read the problem carefully. Ask: “What are the facts?” Have students
volunteer these orally. Write them on the chalkboard—for example:
Zig is 13 years old.
Zig bought 13 boxes of cashews.
Each box has 10 cashews in it.
Zig needs 113 cashews to make the cake.
Encourage students to write down the facts themselves. This will help them focus on
what’s important while looking for ways to put it in a more accessible form. Ask: “Can
we arrange the facts in a way that will help us understand the problem?” For example, it
might be good to draw a picture of what we know, put it in a list, or make a table.
Sometimes it’s helpful to arrange numbers from lowest to highest or highest to lowest,
especially when making comparisons.
Step 2: What Do I Want to Know?
What is the question in the problem? What are we trying to find out? It’s a good idea to
have students state the question and also determine how the answer will be labeled. For
example, if the answer is 72, 72 what? 72 cats? 72 coins? In this problem we want to
know if Zig has enough cashews to make the cake. We know he needs 113. We know hehas 13 boxes of 10, but is that at least 113?
7
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Step 3: What Can I Eliminate?
Once we know what we are trying to find out, we can decide what is
unimportant. You may need all the information, but often there is extrainformation that can be put aside to help focus on the facts. For example, we
can eliminate the fact that Zig is 13 years old. We’re left with the following:
Zig has 13 boxes of cashews.
Each box has 10 cashews in it.
Zig needs 113 cashews.
Step 4: Choose a Strategy or Action and Solve.
Is there an action in the story—for example, is something being “taken away”
or is something being “shared” that will help decide on an operation or a way
to solve the problem? We have to find out if Zig has enough cashews. Weknow he has some, but how many? In order to know this, we have to find out
if 10 boxes of 13 cashews is at least 113. We need to multiply the 13 boxes by
10 cashews in each, and compare the resulting product to 113. When we do
the multiplication, we find that 10 x 13 = 130, which is more than 113, and
so the answer is yes, Zig does have enough cashews.
Step 5: Does My Answer Make Sense?
Reread the problem. Look at the answer. Is it reasonable? Is it a sensible
answer given what we know? The answer does make sense. A quick estimate
using the basic fact of 10 x 10 helps us know that our answer of 130 is in theright range. To check a little further, we know that 10 x 10 =100, and recall
that there are actually 13 boxes, so 3 extra boxes of 10 cashews (3 x 10)
makes 30 more, and 100 + 30 = 130. This is the answer we got when we
multiplied, so using this other strategy of breaking the number apart and then
adding confirms that our answer is correct.
Try a couple of sample word problems using this “talk through” format with
students. You might invite students to try the problem themselves first and
then review step-by-step together, sharing solutions to see if all steps were
considered and the solutions are in fact correct. Practicing the process in this
way helps make it part of a student’s way of thinking mathematically.
8
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
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Name Date
The FantasticFive-Step Process
1 . W
h a t d o I K N
O W ?
2 .
W h a t d o I W A N T
T O K N O W ?
3 .
W h a t c a n I E L
I M I N A T E ?
4 .
C h
o o s e a S T R A T E G Y
o r
A C T I O N
a n d S O
L V E
.
5. D o e s m
y a n s w e
r
M A K E
S E N S E ?
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
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10
Tips for Teaching With This Section
Share the following reminders with students to assist them in comparing performing
operations (including with multiple addends) on large numbers in their stories.
h Use commas in numbers with four or more digits to keep all those digits organized.
h When comparing numbers—for example, to see which one is greater—write down
the numbers one on top of the other, with the digits aligned, in order to make an
accurate visual comparison.
h When performing operations (addition, subtraction, multiplication, and division), align
digits properly to avoid mistakes in computation.
h When solving equations, check the final answer and ask yourself if it makes sense. (For more problem-
solving strategies, see pages 7–8.) To do a good number-sense check, round the numbers in question
to get a good, reasonable estimate of what the answer should be. This provides a point of comparison to
determine whether the actual answer does indeed make sense.
23,180
10,175
99,868
+ 1 1, 74 9
Number and Operations The fill-in math word problems in this section include math content that supports the math
standards for number and operations across grades 4–6 (based on Principles and Standards for
School Mathematics from the National Council of Teachers of Mathematics) and are organized toaccommodate the range of levels you would find in your class. As students complete the blanks in
each story, they will build and solve word problems that provide practice in the following areas:
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems
h place-value structure of the base-ten number system
h represent and compare whole numbers and decimals
h recognize equivalent representations for the same number; decompose and compose numbers
h develop understanding of fractions as parts of a whole and parts of a collection
Understand meanings of operations and how they relate to one another
h multiply and divide whole numbersh use relationships between operations (such as division as the inverse of multiplication) to solve problems
h understand properties of operations (such as the distributivity of multiplication over addition)
h understand the meaning and effects of arithmetic operations with fractions, decimals, and integers
h use the associative and commutative properties of addition and multiplication and the distributive property of
multiplication over addition to simplify computations
Compute fluently and make reasonable estimatesh basic number combinations for multiplication and division
h adding, subtracting, multiplying, and dividing whole numbers
h estimate the results of whole-number computations; judge the reasonableness of such resultsh estimate computations involving fractions and decimals in situations relevant to students’ experience
h use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and
decimals
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org
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Name Date
11
Question:
Number andOperations
Comparing Numbers
Which room has the most treasure? ___________________________
The Old Legend
An old legend tells of the Cave of . The cave
was and . There were
three secret rooms in the cave. The legend says each room was
filled with beautiful, sparkling , a rare
treasure. The first room had , the second
room had , and the third room had
. No one has ever been in any of these rooms
because of the legend. The legend says if anyone enters the cave, his
or her will
. And no one wants that!(adverb)
(verb)(body part)
(four-digit number)
(four-digit number)
(four-digit number)
(plural noun)
(adjective)(adjective)
(name of student in the class)
Number andOperations
Comparing Numbers
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Name Date
Who finished in second place? ___________________________
Here’s your up-to-the-minute
election report! It has been a very
election, but
the results are in. In the race for
,
has votes, while
has . The third
candidate, , has
votes. The three candidates have all spent more than
on this race.(plural noun)(seven-digit number)
(different six-digit number)(name of student in the class)
(six-digit number)(name of student in the class)
(five-digit number)(name of student in the class)
(occupation)
(adjective)
Question:
12
Number andOperations
Comparing Numbers
Election Report
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Name Date
13
Question: How many pies did they eat altogether? _________________
Number andOperationsThree-Digit Addition
The Annual
County Fair just
had its pie-eating contest. The favorite pie
was, of course, pie.
ate
pies. She used her
to eat with, but that’s actually legal. Her
competitor, , ate
. He ate while sitting on a
. He says it helps his digestion.(noun)
(three-digit number)
(name of famous man)(adjective)
(body part)
(three-digit number)
(name of famous woman)
(noun)
(place)
(ordinal number)
The Pie-Eating Contest
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Name Date
Question:
14
Number andOperationsFour-Digit Addition
How many pages did you read this weekend? _______________
Book LoverI love books! When I’m not reading books, I can usually
be found them. I like a glass of
when I’m reading and a little
to munch on. This weekend I read a
new book,“The Mystery of the
.”It had pages. That
was really ! I also read “The Beginner’s Guide
to .” That had
pages.(four-digit number)
(plural noun)(verb ending in - ing )
(adjective)
(four-digit number)(noun)
(adjective)
(noun)
(liquid)
(verb ending in - ing )
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Name Date
15
Question: How many years did she sleep altogether? _______________
Number andOperations
Three Addends
There once was a sorcerer who always wore a pointed
on his head. His name was , and he lived in a
high above . He cast a
spell on because she would not marry his
. She slept for years.
She was awakened by the kiss of a prince,
. Unfortunately, the sorcerer found out and put
her to sleep again for more years. Luckily, the prince
found her once more and kissed her again. She woke up briefly, but
then she fell right back asleep for more years
because she watched too much of .(television show)
(two-digit number)
(three-digit number)
(name of boy in the class)
(adjective)
(three-digit number)(noun)
(name of girl in the class)
(place)(noun)
(name of boy in the class)
(noun)
The Unusual Spell
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Name Date
Question:
16
Number andOperations
Three Addends
How many pounds should you lift a day? __________________
If you want to get in
shape, you must exercise every
. Eat plenty of fresh
and drink lots of
.
glasses a day is good to start. Lifting
is very for you also.You should lift
pounds in the morning,
in the afternoon, and
pounds right before bed.You should sleep like a
after that.(noun)
(five-digit number)(five-digit number)
(five-digit number)
(adjective)
(plural noun)
(number)(liquid)
(plural noun)
(time measurement)
(adjective)
Getting in Shape
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Name Date
17
Question:
Number andOperations
Three-Digit
Subtraction
Buying a New Skateboard
How much will the skateboard cost you? ___________________
There are lots of
skateboards out there.You want to make
sure you get one with wheels made of
so you will go
. The deck should be
made of , and the coolest colors are
and . This means
you need a new model. It sells for
dollars, but since you are so
, you get a discount of
dollars.
(three-digit number less than 500)(adjective)
(three-digit number greater than 500)
(name of student in the class)
(color)(color)
(substance)
(adverb)
(plural noun)
(adjective)
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Question:
18
Number andOperations
Four-Digit
Subtraction
Our favorite place to go for an ice-
cream sundae is ’s
Ice-Cream Emporium and
Store. This store
has every flavor including . When I order
mine I get scoops of
ice cream. I like to put on top and
nuts, too. The clerk had
nuts, in the container, and he put
on mine. It was !
I had to eat it with a .(noun)
(adjective)(four-digit number less than 2,000)
(four-digit number greater than 3,000)
(noun)
(plural noun)
(noun)(one-digit number)
(noun)
(noun)
(name of teacher)
How many nuts did the clerk have left in the container?
______________________
The Ice-Cream Sundae
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19
Question:
Number andOperationsThree-Digit Addition
and Subtraction
When you have guests over, you want to make a
impression. For example, when you
your guests, be sure to shake their
.You may want to offer
your guests some snacks, too.
crackers and -flavored
pretzels are good choices. Plan on snacks
before dinner and after dinner. This will help
your guests be very . If you use this plan, you
usually have about left over for next time.(three-digit number less than 500)
(adjective)
(three-digit number)
(three-digit number greater than 500)
(noun)(noun)
(adjective)
(adverb)(body part, plural)
(verb)
(adjective)
How many snacks will your guests eat? _____________________
The Perfect Host
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20
Number andOperationsFour-Digit Addition
and Subtraction
You will surely enjoy visiting the historic
mansion. It was built in
out of . One very
interesting feature of the house is the windows, because they are
made of . This makes the mansion look very
. There were originally
windows on the first floor and on the
second floor. When the mansion was renovated, however,
windows were covered over with
.(plural noun)
(four-digit number less than 2,000)
(four-digit number greater than 2,000)
(four-digit number)(adjective)
(plural noun)
(plural noun)(year)
(first and last name of person in the class)
Historical Site
How many windows does the mansion have now? ___________
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21
Question:
Number andOperations
Addition
With Money
I just got a great new job! I am
going to for
a big New York company. I have
my own
and a desk made out of 100-percent
. I got paid dollars
and cents for my first week of work.
I also worked on Saturday, so I got an extra
dollars and cents. My boss, ,
said that I’m the most employee the company
has ever seen.
(adjective)
(name of famous person)(two-digit number)
(three-digit number)
(two-digit number)
(three-digit number)(substance)
(noun)
(adjective)
(verb)
New Job
How much money have you made so far? __________________
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22
Number andOperations
Addition
With Money
Craft Sale
How much did you spend? _______________________________
I got up at and went to the
City Craft Fair. It is so .
I bought a made out of clay for
dollars and cents.
The lady who sold it to me said it was probably made by
. I also got a
made from
real .
That cost me
dollars and
cents.
(two-digit number)
(three-digit number)
(plural noun)
(noun)
(adjective)(famous historical figure)
(two-digit number)(three-digit number)
(noun)
(adjective)(first name of student in the class)
(time)
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23
Question:
Number andOperations
Subtraction
With Money
Mr. Travel Smart here with some advice: When traveling to places
such as , make sure you bring
, and plenty of money.
dollars is a good amount.You might
want to travel by . That will cost
dollars and cents
round trip. When you get there, you will want to stay in a
hotel. Make sure it has a
in every room. That will cost
dollars a night.(three-digit number)
(noun)
(adjective)
(two-digit number)(three-digit number)
(noun)
(four-digit number greater than 5,000)
(plural noun)(adjective)
(place)
Mr. Travel Smart
How much money would you have left if you
stayed for one night? ___________________________________
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24
Number andOperations
Subtraction
With Money
went to and bought
a souvenir to help her remember the trip. She looked at the
, but they were too and
expensive. She had only dollars. She also
thought about the , but they would be hard
to carry home. She finally decided on a
miniature that cost only
dollars and cents. She was so happy, she
all the way home.(adverb)(past-tense verb)
(two-digit number)
(three-digit number)(noun)
(adjective)
(plural noun)
(four-digit number)
(adjective)(plural noun)
(place)(name of girl in the class)
Souvenir Shopping
How much money did she have left? ______________________
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25
Question:
Number andOperations
Addition and Subtraction
With Money
Mr. knew it was time to fix up the house
when came pouring in
through the roof during the last storm. He
knew it would be a
job. He bought a bag of
for
dollars. He also bought a new
to hammer them in with.That cost
dollars. When he was finished, he was able to
sell some of the building material he had left over to his neighbor,
, for dollars.(three-digit number)(name of girl in the class)
(four-digit number)
(noun)
(four-digit number)
(plural noun)
(adjective)
(plural noun)
(name of boy in the class)
Fixing Up the House
How much money did he end up spending on the roof?
________________________________________________________
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26
Number andOperations
One-Digit
Multiplication
There is an unusual village called ville. It is
north of and west of .
The people there live in houses made of
and . Each family has a house, and each
family has people. They are well known
for making out of marble. There are
houses in the village. King
recently wanted to find out how many
people live in the village.
(name of boy in the class)
(one-digit number greater than 1)
(plural noun)
(one-digit number greater than 1)
(plural noun)
(plural noun)
(place)(place)
(name of student in the class)
The Unusual Village
How many people live in the village? _____________________
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27
Question:
Number andOperations
One-Digit
Multiplication
It is very important to keep your teeth clean, especially
since you have only of them.
You know you look better when they are
and
.You should brush
them every day with
, using a
sturdy . In fact, you should do this
times a day. If you do this, people will
see you and say,“ !”(exclamation)
(one-digit number greater than 1)
(noun)
(substance)
(adjective)
(adjective)
(one-digit number greater than 1)
Cleanliness
How many times should you brush your teeth every week?
_______________________________________________________
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28
Number andOperations
Two-Digit by One-Digit
Multiplication
The New York have some really
hitters. In the first week of this season,
got hits using his
famous bat. came
back from a broken to get the same number
of hits. Surprisingly, also got that number
of hits. This terrific trio did this weeks in
a row.
(one-digit number greater than 1)
(name of a teacher)
(body part)
(name of girl in the class)(noun)
(two-digit number less than 30)(name of boy in the class)
(adjective)
(plural noun)
Baseball Hitters
Question: How many hits did they get altogether? ___________________
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29
Question:
Number andOperations
Two-Digit by One-Digit
Multiplication
Welcome aboard the cruise ship
. We know you will have a
time. Our two pools are filled with crystal
clear and heated to a comfortable
degrees.You will no doubt enjoy our
beautiful dining rooms. Each dining room
has seats, so we have plenty of room.
We serve baked and broiled
every day. It’s all you can
at every meal.(verb)
(plural noun)
(plural noun)
(two-digit number)
(two-digit number)
(two-digit number)
(liquid)
(adjective)
(noun)
(adjective)
Cruise Ship
How many people can sit in the dining rooms altogether?
________________________________________________________
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30
Number andOperations
Two-Digit by Two-Digit
Multiplication
ball Season
How many hits does our hero have so far? _________________
The
are off
to a start.
slugger
is really
hitting the old .
For the last two weeks, the team
has played every day, and in
each game our hero has hit
times.(two-digit number)
(noun)
(name of student in the class)
(adjective)
(adjective)
(plural noun)
(name of city)
(noun)
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31
Question:
Number andOperationsOne-Digit Division
We are going to have a lot of fun because my relatives are coming
to visit from . They usually take a
to get here and stay for about
days. There is my uncle ,
my aunt , and my three cousins:
, , and
. I’m baking my famous
muffins for them, which I make with
fresh topped with chocolate-covered
. I’m making .(two-digit number ending in zero)(plural noun)
(plural noun)
(noun)
(adjective)(name of girl in the class)
(name of girl in the class)(name of girl in the class)
(name of girl in the class)
(name of boy in the class)(two-digit number)
(noun)
(place)
The Relatives’ Visit
How many muffins can you give each relative
and have none left over? _________________________________
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32
Number andOperationsOne-Digit Division
My mom made me clean up my room, just because I left my
on the floor and didn’t put away my
. It took
hours. First, I
the carpet, and then I my bed. Then, I
put away my . I found
of them. They had
to be put evenly into two drawers.
(two-digit even number)
(plural noun)
(past-tense verb)
(past-tense verb)(adjective)
(two-digit number)(noun)
(plural noun)
Organizing My Room
How many did you put in each drawer? ___________________
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33
Question:
Number andOperationsTwo-Digit Division
Uncle Joe came all the way from to visit.
He had to take a to get here. He is very rich
and very . He has lots of money because he
owns a company that makes . My brothers,
and , as well as my
sisters, and , were just
as happy as I was to see Uncle Joe. He always gives us a present.
Last time it was . That
was so cool! This time he gave us
! He said each of us
had to pick a friend and then share the gifts evenly among all of us.
(plural noun)(adjective)
(plural noun)(three-digit number)
(name of girl in the class)(name of girl in the class)
(name of boy in the class)(name of boy in the class)
(plural noun)
(adjective)
(noun)
(place)
Uncle Joe’s Visit
How many of the gifts should each of you get? _____________
(three-digit number with zero in the tens place andzero in the ones place)
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34
Number andOperationsFractions of a Set
I went with my friends to see that cool new movie,
“I Married a Teenage .” I went there
with , , and
. At the snack bar I bought a large cup
of to drink. It cost
dollars. I also bought a bag of 24
chocolate
candy and shared it evenly with
my friends.
(plural noun)
(one-digit number)(liquid)
(name of teacher in the school)
(name of boy in the class)(name of girl in the class)
(noun)
Going to the Movies
What fraction of the bag did you get? _____________________
How many pieces of candy did you get? ___________________
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35
Question:
Number andOperations
Fractions of a Whole
We are having pizza from
’s Pizzeria
tonight. I love their pizza. It is
so !
I like to get it with
and
on top.
They cut it into 24 slices. I have
friends coming over to share the pizza with me.We are going to
play a new video game, Super !(name of person in the class)
(one-digit odd number greater than 1 and less than 9)
(plural noun)
(plural noun)
(adjective)
(name of person in the class)
Pizza and Video Games
If we divide the pizza evenly, what fraction of the pizza
will you get? _________________________
P I Z ZA,
P L EA S E!
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36
Tips for Teaching With This Section
The problems in this section emphasize an understanding of how to combine various standard measurement
units such as pints, quarts, inches, ounces, and other common measurements. It’s probably not necessary to
have measuring tools such as scales and rulers for everyone, but you may want to have one or two appropriate
tools to use for demonstrations and to enable students to prove that their answers are correct. It’s also helpful
when students are working on these problems to supply them with individual measurement reference charts
showing names of units of measure, abbreviations, and equivalencies. Or, display a poster containing this
information for reference.
Don’t forget, time is very much at home in a study of measurement. Help students understand how withtime measurements, they can’t just add the numbers together and get a sensible answer. For example, if we say
John started violin practice at 7:25 on Thursday and practiced for one hour and 45 minutes, to figure out when
he finished we can’t simply add those numbers, or we would get 8:70! There is no such time. Remind students
that with measurements of time, once they have sixty minutes, they need to convert to an hour, very similar to
regrouping tens and ones when adding.
Measurement The fill-in math word problems in this section include math content that
supports the math standards for measurement across grades 4–6 (based
on the Principles and Standards for School Mathematics from the NationalCouncil of Teachers of Mathematics) and are organized to accommodate
the range of levels you would find in your class. As students complete the
blanks in each story, they will build and solve word problems that provide
practice in the following areas:
Understand measurable attributes of objects and the units, systems, and
processes of measurementh length, area, weight, volume, and size of angle
h measure with standard unitsh carry out simple unit conversions
Apply appropriate techniques, tools, and formulas to determine
measurementsh estimate the perimeter, areas, and volumes of regular and irregular shapes
h measure length, area, volume, weight, time, temperature, and the size of angles
h select and use benchmarks to estimate measurements
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000);
my.nctm.org
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37
Question:
MeasurementLinear Measurement
What is the grasshopper’s length in meters?_______________
Have you seen the new movie,
“Return of the ?”There is a
giant grasshopper in it that attacks . I was so
excited, I ate bags of .
The grasshopper was originally only
centimeters long, but then this mad scientist, Dr.
, gave the grasshopper
a growth ray. The grasshopper became ten times longer.
(name of person in the class)
(two-digit number)
(name of food)(number greater than 1)
(place)
(noun)
(adjective)
Science Fiction Movie
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38
MeasurementLinear Measurement
Welcome back, sports fans, to Olympic Report! I’m your host,
, broadcasting
from high atop the Mountains in
. We just had an
amazing record set in the throw.
threw and
inches on his first throw. On his second
throw he threw and
inches. Added together these throws set a new world record!
(fraction)(one-digit number)
(fraction)
(one-digit number)(name of male teacher)
(object)
(place)(adjective)
(adjective)
(noun)(first name of student in the class)
Olympic Report
What is the new world record? ___________________________
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39
Question:
MeasurementLinear Measurement
We are leaving today on a trip
to ville.
I hear they have lots of
there.
I can’t wait to see them! Our
travel agent said we have to
take a bus for inches. Then we take a boat
for feet. Finally, we get on a plane and go
yards. Then we’re there! It’s a great place for
like us to go!(type of insect, plural)
(one-digit number greater than 1)
(one-digit number greater than 1)
(two-digit number)
(plural noun)
(name of food)
The Trip
How far is the whole trip there and back? ________________
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40
MeasurementPerimeter
I am building a new house for my
pet ,
. He is
very and
, so I really
want to make him a new house.
I am making it out of . The house will have
three sides. One side will be centimeters
long. The other two sides will each be
centimeters long.
(two-digit number less than 30)
(two-digit number between 30 and 50)
(plural noun)
(adjective)
(adjective)
(name)
(name of animal)
What will be the perimeter of your pet’s new house?
____________________
Pet House
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41
Question:
MeasurementArea
The Classroom of the Future
will be very exciting and
. There will
not be books. Instead students will
get information from
. There will
be no pencils. Instead students will write with
. The ideal Classroom of the Future will have
a large chalkboard made of . It will be
yards long and yards
wide.
(two-digit number)(two-digit number)
(noun)
(plural noun)
(plural noun)
(adjective)
What will be the area of the board? _______________________
Classroom of the Future
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42
MeasurementTime
Good morning! Today you will begin your new job as apprentice
for .You will start the
day by meeting with the for
minutes. Then you will work on filing your
in your office for
hours. Have lunch for
minutes in the .
After lunch, write a report on . This will take
about hours. Then you can go home.(one-digit number greater than 1)
(plural noun)
(type of room)(two-digit number)
(one-digit number greater than 1)
(adjective)(plural noun)
(two-digit number)
(plural noun)
(name of famous person)(job)
How much time will you spend at your new job? ___________
The Apprentice
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43
Question:
MeasurementElapsed Time
spends a lot of time in classes. He has
Mathematics of from A.M.
until noon. Then he has History of from noon
until P.M. Finally, he has Scientific
Investigation of for an hour and a half.(plural noun)
(time)
(plural noun)
(time)(plural noun)
(name of boy in the class)
How much time does he spend in classes? ________________
A Long Day at School
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44
MeasurementLiquid Measurement
Dr. here, magician
extraordinaire! Today I’ll be teaching you how to make my most
potion—the one that changes people into
. First, you must take a
and pour in cups of
. Then, add
quarts of . Now stir with a
. Finally, add a gallon of
. Ready to serve!(liquid)(color)
(noun)
(liquid)
(one-digit number greater than 1)(liquid)
(one-digit number greater than 1)
(container)(plural noun)
(adjective)
(noun)(first name of girl in the class)
How much potion will these directions make? _____________
Magic Potion
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45
Question:
MeasurementWeight
How much will he lift? ___________________________________
Circus Strong ManLadies and gentlemen, welcome to the
Brothers Circus!
In the center ring today, we have the
strong man,
. He will lift a
weighing
tons. On top of that
he will place a
weighing pounds. And finally, he will place a
weighing
ounces on the very top!(two-digit number)
(noun)(adjective)
(one-digit number greater than 1)
(noun)(adjective)
(one-digit number greater than zero)
(noun)
(name of boy in the class)
(adjective)
(adjective)
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46
MeasurementWeight
How much will the special salad weigh? _________________
Special SaladWe are having a lot of guests over tonight to celebrate
. We will all wear , of
course, and say,“ !”to anyone who comes to
the door. We are also going to make a special salad for dinner. The
recipe says to put in grams of
and then add
kilograms of . Finally, you top it off with
grams of .(plural noun)(four-digit number)
(name of food)
(one-digit number greater than 1)(name of food)
(three-digit number)
(expression)
(type of clothing, plural)(special event or holiday)
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47
Tips for Teaching With This Section
Finding patterns helps students make predictions
about what comes next. When working on
problems that involve patterns and algebra,
students will find using lists and tables helpful for
organizing information. Review the followingstrategies and examples as students work on
stories in this section:
h Organize numbers in rows, columns, or streams
that are near each other so that you can easily
detect relationships between the numbers. For
example, let’s say you make three two-point
baskets in your first basketball game of the
season, and double that number in the next
game. In each of the next three games, you
double the number of baskets from the previous
game. How many points will you have scored after
five games? To figure out the answer, you couldorganize the data like this:
Game Baskets Points
1 3 6
2 6 12
3 12 24
4 24 48
5 48 96
If someone asked how many points you might
score in game 6, we could answer 192 because
we’ve seen the relationship between the number of
baskets and the number of points. Using algebra,
( n x 2) x 2 = points scored. This is a growing pattern,where the numbers increase.
h A table or chart with labels is also helpful for
arranging and keeping track of information about
patterns that repeat, too, as with the teacher who
wears blue sneakers on odd days and red
sneakers on even days. To find out what color
sneakers this teacher will be wearing on Thursday
if Monday is March 10, you might make a chart
like this:
Date Color
Mon. 3/10 red
Tues. 3/11 blueWed. 3/12 red
Thurs. 3/13 blue
(answer = blue, because Thursday would be
March 13, which is an odd numbered day).
Patterns and Algebra The fill-in math word problems in this section include math content that supports the math
standards for algebra across grades 4–6 (based on the Principles and Standards for School
Mathematics from the National Council of Teachers of Mathematics) and are organized toaccommodate the range of levels you would find in your class. As students complete the
blanks in each story, they will build and solve word problems that provide practice in the
following areas:
Understand patterns, relations, and functions
h describe, extend, and make generalizations about geometric and numeric patterns
h represent and analyze patterns and functions
Represent and analyze mathematical situations and structures using algebraic symbolsh use commutativity, associativity, and distributivity to compute with whole numbers
h represent the idea of a variable as an unknown quantity and solve for that variable
h express mathematical relationships using equations
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org
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Question:
48
Patternsand Algebra
Patterns
My pet is getting
big. I named him
because he’s very .
I’ve had my pet three years now. The
first year I had him, I gave him
ounces of
every day. After
one year, he was inches. Now I give him
twice as much food, and he has grown three times larger!
(two-digit number)
(name of food)
(two-digit number)
(adjective)
(name of famous male person)
(noun)
How much do you feed him now? _______________________
How big is he now? ____________________________________
Getting Big
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was feeling
pretty ! He won
the big prize for
the most . The
prize was one hundred dollars! Well, the first week he spent half of
it on a new . Of course, he needed some
for it, so he spent half of what was left the
second week. Then the third week he spent half of that on a trading
card of .(name of famous person)
(plural noun)
(noun)
(plural noun)
(verb ending in - ing )
(adjective)
(last name of famous person)
(first name of boy in the class)
49
Patternsand Algebra
Patterns
Question: If he keeps going like this, how much money will he have
left at the end of the fourth week? _____________________
Winner!
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Patternsand Algebra
Finding a
Missing Variable
If there was an equal number of aliens in each ship, how
many did each ship carry? _____________________________
Flash! It appears there is a stuffed
invasion!
Don’t panic! Just get some
and spray
it on them. We think this makes
them and get
. They arrived in spaceships that were shaped
like . There were
spaceships. When the spaceships emptied out, there were
aliens.
(one-digit even number other than 6 or 8)(plural noun)
(adjective)
(verb)
(liquid)
(name of animal)
Invasion
(three-digit number with an even numberin the hundreds place and zeros in both the
tens and ones place)
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51
Question:
Patternsand Algebra
Finding a
Missing Variable
I really wanted to buy a new for my car.
They look so cool up on the hood, but they cost so much! I went to
’s Department Store. The thing cost
dollars if you want a good one made of
.You can get cheaper ones made of
for dollars, but who
wants that? All I had was dollars, but guess
what? My brother, , came along and loaned
me the rest to buy the good one. He is so !(adjective)
(name)
(three-digit number)
(three-digit number)(substance)
(substance)
(four-digit number)
(name of student in the class)
(noun)
How much did he give me? _____________________________
Cool Stuff for Your Car
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52
Patternsand Algebra
Finding a
Missing Variable
Dr. was giving a
lecture at College. Her topic was “Measuring
the Speed of .”She was very happy to be
asked to speak at such a place.“First,”she
said,“you must use a to measure with. It
must be and made of .”
She demonstrated measuring one in front of the students. She
found that it was inches long.“I now
know that the maximum speed would be 1,000 m.p.h. I simply
multiply the length by the speed factor X.”
(two-digit even number less than 12)
(plural noun)(adjective)
(noun)
(adjective)
(plural noun)
(noun)
(noun)(first name of girl in the class)
A Scientific Lecture
What is X? __________________________________________
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53
Tips for Teaching With This Section
As students work to solve the problems in this section, consider the following strategies:
h Students will benefit from having reference charts available, either personal sheets or large charts containing
shape names and information (including diagrams).
h Make students aware that people who work with geometric ideas, such as architects and designers (as well
as mathematicians), are always writing and drawing as they solve problems. Encourage students to recognize
that trying to solve a problem in their head can lead them to lose track of some of the requirements or data.
Drawing a picture and recording information are always a good idea. (For more problem-solving strategies,
see pages 7–8.)
h Use of manipulatives, such as pattern blocks and attribute blocks, is also helpful for students who have
difficulty visualizing combinations of shapes that might be required to solve some of these problems.
Another useful manipulative both in measurement (with perimeter and area) and working on geometric-
based problems is a geoboard and rubber bands. Students can follow the problem and create the shapes as
they process the facts in each problem.
Geometry The fill-in math word problems in this section include math content that supports the
math standards for geometry across grades 4–6 (based on the Principles and Standards
for School Mathematics from the National Council of Teachers of Mathematics) and areorganized to accommodate the range of levels you would find in your class. As students
complete the blanks in each story, they will build and solve word problems that provide
practice in the following areas:
Analyze characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationshipsh properties of two- and three-dimensional shapes
h subdividing, combining, and transforming shapes
h congruence and similarity
Apply transformations and use symmetry to analyze mathematical situationsh sliding, flipping, and turning two-dimensional shapes
h symmetry in two- and three-dimensional shapes and designs
Use visualization, spatial reasoning, and geometric modeling to solve problemsh build and draw geometric objects
h create and describe mental images of objects, patterns, and pathsh create two-dimensional representations of three-dimensional objects
h use geometric models to solve problems
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org
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54
GeometryTriangles
Baking a birthday cake is not .
You will need plenty of ,
, and
gallons
of .You
will also need a three-sided
pan to mix these ingredients
in. Each side of the pan should be inches
long. The pan should be inches deep.(one-digit number greater than 1)
(one-digit number greater than 1)
(liquid)
(one-digit number greater than 1)
(plural noun)
(plural noun)
(adjective)
What type of triangle is the bottom of the pan?
____________________
Draw it.
Birthday Cake
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55
Question:
GeometryQuadrilaterals
My woodshop teacher, Mr.
, said I could
make my own desk. It will be made
of and
. It will
have room inside for all my
. The top will have two sides that are
feet long. The other two sides will be
feet long.(one-digit number greater than 1)
(one-digit number greater than 1)
(plural noun)
(substance)
(substance)
(plural noun)
What shape will the top of my new desk be?
_________________________
New Desk
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GeometryCombining
Geometric Shapes
What does the tower look like? Draw it.
Well-known architect
is finishing up plans for her
newest design, the Tower of .
She is well known for her earlier design of the
famous Shopping Mall.
Her tower drawing shows a base made up of
quadrilaterals.
On top of that will be
isosceles
triangles. At the very top is a scalene triangle.
(one-digit number greater than 1)
(one-digit number greater than 1)
(name of teacher)
(plural noun)
(animal)
(first name of girl in the class)
The Tower
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57
Question:
GeometryCongruence
and Similarity
Are the sandwiches congruent and/or similar? Why?
Bert and Bart are making
and
sandwiches
on bread.
Bert made his sandwich so that it
had two sides that were each
inches long and two sides that were
each inches long. Bart made his
sandwich so that two sides were each
inches long and two sides were each
inches long. They put on top.(name of food)
(one-digit number greater than 1)
(one-digit number greater than 1)
(one-digit number greater than 1)
(one-digit number greater than 1)
(color)
(name of food)
(name of food)
Two Sandwiches
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58
GeometryShapes and Symmetry
My Halloween mask this year is going to be really
. I’m going to make it out of
and . People will see it
and say,“ !”It will have two eyes shaped like
. The nose will be a .
The mouth will be a trapezoid, the longest side of which will be
inches. When I put it on, I will look a
lot like .(name of famous person)
(one-digit number greater than 1)
(type of quadrilateral)(type of polygon, plural)
(exclamation)
(substance)(substance)
(adjective)
Halloween Mask
What does the mask look like? Draw the mask and a line
of symmetry through it.
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59
Tips for Teaching With This Section
As students work on problems with data in this section, remind them to keep the following
strategies in mind:
h Make a list or table to organize information or data from the word problem. (For more problem-solving
strategies, see pages 7–8.) This makes it easier to compare, arrange, and think about the facts.
h Labeling data with units or word labels helps keep things organized and the numbers meaningful. If the
problem talks about cats and dogs, label the numbers that appear as either being cats or dogs. When
students write “naked numbers” on a page, they can easily forget what those numbers stand for.
h Use tables and lists for probability problems, too. Try organizing the data as it appears by writing it down in list or
table form. Also, think about how you can use numbers such as fractions to represent probabilities. For example,
if there are four red marbles in a bag and one blue one, your chances of getting a blue marble can be described
as being 1/5 or one out of five. Once again, labeling helps keep the data straight in these problems.
Data Analysisand Probability
The fill-in math word problems in this section include math content that
supports the math standards for data analysis and probability across grades
4–6 (based on the Principles and Standards for School Mathematics from the
National Council of Teachers of Mathematics) and are organized to accommodate
the range of levels you would find in your class. As students complete the blanks
in each story, they will build and solve word problems that provide practice
in the following areas:
Formulate questions that can be addressed with data and collect, organize,and display relevant data to answer them
h represent data using tables and graphsh recognize the differences in representing categorical and numerical data
Select and use appropriate statistical methods to analyze data
h use measures of center (such as median)h compare different representations of the same data
Develop and evaluate inferences and predictions that are based on data
h propose and justify conclusions and predictions based on data
Understand and apply basic concepts of probabilityh describe events as likely or unlikely
h predict probability and test predictionsh understand that the measure of the likelihood of an event can be represented by a number
from 0 to 1
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org
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Data Analysisand Probability
Representing and
Analyzing Data
I have a very rare plant that I got from
. I named it
. I feed it
and give it
plenty of , so it’s
growing really fast. On Monday it was
centimeters in height. On Tuesday its height
doubled. On Wednesday it doubled again.The same thing happened
Thursday, but then Friday I forgot to feed it so it actually shrank
centimeters.(one-digit number greater than 1)
(one-digit number greater than 5)
(liquid)
(name of food)
(name)
(place)
What was the plant’s height on Friday? ___________________
Draw a line graph to show the growth.
Plant Growth
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61
Question:
Data Analysisand Probability
Representing and
Analyzing Data
A new sporting goods store,
’s Sports, opened this weekend with a big
sale. All kinds of sneakers were on sale, including the kind
wears! They had
pairs of ones at $100 a pair. They also had
pairs of ones at
$70 a pair. My favorites, though, were the
ones at $120 a pair. They had pairs of
those. They’re so cool! They’re made of so
you can really .(verb)
(substance)
(one-digit number greater than 1)
(different color)
(name of famous person)(one-digit number greater than 1)
(color)
(one-digit number greater than 1)(name of famous person)
(name of person in the class)
(adjective)
Now which to choose? Represent the data (sneaker cost)
and identify the range, mode, and median.
Shopping for Sneakers
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62
Data Analysisand Probability
Finding Averages
The new sport, ball, is a hit! And the best
scorer in the league is . She had a great
month in July. In the first week she used her trusty stick,
nicknamed “Old ,” to score
goals. She followed that the next week by
doubling her previous week’s total. In the third week, even though
she sprained her , she still scored
goals. In the final week she scored
goals and was awarded the
Cup for most valuable player.(name of person in the class)
(two-digit number)
(two-digit number)
(body part)
(two-digit number)
(noun)
(name of girl in the class)
(noun)
What is the average number of goals she scored in a week?
___________________________________________________
Goal!
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63
Question:
Data Analysisand Probability
Probability
What is the chance of landing on blue? Use a fraction to
describe your answer. ________________________________
The Fun GameAt the boardwalk there is a game called -O.
It is really fun and . It only costs
cents to play. There is a spinner that has
sections. Two sections are blue.The rest are
. If you spin and
land on blue, you win a huge, fuzzy
. If you land on
the other color, all you get is a little
rubber .(noun)
(noun)
(color other than blue)
(one-digit number greater than 2)
(two-digit number)
(adjective)
(noun)
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Question:
Data Analysisand Probability
Probability
What are the chances of winning with a single roll? ________
I have invented a new game I am
calling ’s
Roll.You have a cube made of
. Each side of the
cube has a number on it. The six numbers
are ______, ______, ______, ______, ______, and ______.
You roll the cube once on a smooth, velvet .
If you roll an odd number, you win! In fact, you win a
! Can’t beat that! If you roll an even number,
you lose. , right?(adjective)
(noun)
(noun)
(substance)
(name of person in the class)
The Cube
(six different one-digit numbers)