SkillsTutor Math B · 2018-08-06 · SkillsTutor Math contains reproducible worksheets for each lesson. The worksheets may be used to extend the computer activity or as a homework

Contents

Getting Started ....................................................................................................................................... 1-1SkillsTutor Math Lessons ......................................................................................................................... 1-2SkillsTutor Math Problem Solving Lessons .............................................................................................. 1-2Quizzes .................................................................................................................................................... 1-3Tests ......................................................................................................................................................... 1-3Worksheets ............................................................................................................................................... 1-3

SkillsTutor Math Lesson Summaries ........................................................................................................ 2-1Math B ..................................................................................................................................................... 2-2

Worksheets .............................................................................................................................................. 3-1

Answer Keys ............................................................................................................................................. 4-1Math B ..................................................................................................................................................... 4-2

Assignment Sheets ................................................................................................................................... 5-1

Classroom Guide 1–1

Getting Started

SkillsTutor™ Math provides extensive coverage of the skills students need to improve basic mathematics skills. This coverage is provided through a variety of engaging activities. Each level of SkillsTutor Math provides students with basic skills lessons, problem solving lessons, quizzes, tests, and worksheets.

The SkillsTutor management system (OTS) provides several important features:• Test students’ skills with pretests and posttests to make initial assessments and to gauge student progress• Prescribe activities based on students’ pretest results• Monitor student scores and completion of activities• Produce reports for individual students and classes• Provide online and print documentation, including printable activity sheets which extend the computer

lessons to classroom or home activities

This guide outlines the content and activities of SkillsTutor Math. Information on the management system (OTS) is provided under separate cover in the User’s Guide.

Getting Started Math B

1–2 SkillsTutor™

SkillsTutor Math LessonsIn SkillsTutor Math, each lesson has two parts: Warm-Up and Review.

The Warm-UpThe Warm-Up begins with a real-life problem using the skills covered in the lesson. After students read the para-graph, they click Go On to continue.

The Warm-Up then uses the problem from the preceding screen as a basis for introducing students to the kinds of activities that will be presented in the Review. Students see the format of the questions and any special manipula-tives or tools that will be available to help them answer the questions. Students answer the question and use the tools directly.

The ReviewThe Review gives students practice problems. Clicking Hint provides students with a clue about how to complete the question. Students enter an answer and then click Check.

If any question is answered incorrectly, students are given some feedback about why their answer was incorrect. Then they are guided through answering the question.

SkillsTutor Math Problem-Solving LessonsThe Problem-Solving Lessons begin with an overview of the 4-Step Problem-Solving Plan. The steps of the plan are as follows: Understand the Problem, Make a Plan, Solve the Problem, and Look Back. The steps provide a basic structure to the problem-solving process and offer students a methodology for solving application problems.

Each lesson consists of application problems that necessitate the use of the mathematical skills taught in the les-sons immediately preceding the Problem-Solving Lesson. The lesson begins with an initial problem presented in a setting that engages the student. Students are guided through the solution of this problem using the 4-Step Problem-Solving Plan. Students are then given the opportunity to review any part of the plan before moving on to the practice problems, where they solve a variety of application problems on their own. In addition to solving the problems, students answer questions that ask them to consider various methods of solution and require them to use critical thinking to extend their understanding of what they’ve learned. Feedback is provided for all responses.


Math B Getting Started

QuizzesAfter finishing a set of lessons, students are given a Quiz. When they answer a question, SkillsTutor Math gives feedback. Students must select the correct answer before they can move on to the next question. Click Next to see the next question.

TestsFor each level, SkillsTutor Math offers content-area pretests and posttests modeled on standardized tests. Like the questions for quizzes, the test questions are presented in multiple choice format to give students practice in answering standardized-test questions. After each test, students have the opportunity to review the questions they missed. Feedback is provided for each missed question.

Worksheets

SkillsTutor Math contains reproducible worksheets for each lesson. The worksheets may be used to extend the computer activity or as a homework assignment.

Each worksheet provides word problems for added practice and challenges students with a creative writing or artis-tic exercise. The focus is on applications and connections with other areas of the curriculum.

Electronic versions are provided with the online documentation and may be printed from your computer.

Getting Started Math B



Math Lesson Summaries

In this section of the manual, you will find the lesson summaries for each of the lessons in Math B, which includes lessons that are targeted for grades 5 and 6.

For all levels, lessons are grouped into units that reflect the general concepts covered in the lesson activities. These units appear in the following order:

Math BUnderstanding NumbersUsing Whole NumbersUsing GeometryUsing DecimalsUsing Fractions and PercentsWorking with Data

The lesson summaries are meant to provide, at a quick glance, a description of the concepts covered in the lesson as well as an example activity from the lesson.

Math Lesson Summaries Math B


Level B Lesson Summaries

Lesson # Lesson Title Rules/Summary Example

Understanding Numbers

1 Place Value Students use a place value chart to learn about place value. Whole numbers contain five to nine digits. Decimal numbers go to the ten-thousandths place. The lessonpresents three types of questions:1 Students identify a digit in a given place value.2 Students enter a digit that tells how many of a given

place value are in a number.3 Students enter the value of a specified digit.

What digit is in the hundredths place?1.382

Answer: 8

2 Numbers and WordNames

Students write numerals to represent word names.Whole numbers contain three or four digits. Decimalnumbers go to the ten-thousandths place.

Type the number for this word name:Six hundred twenty-nine million,

seven hundred two thousand

Answer: 629,702,000

3 Comparing and OrderingNumbers

Students use a number line to compare and order decimal numbers to thousandths. The lesson presents three types of questions:1 Students enter the correct symbol (< , > , =) to

compare two numbers.2 Students enter a number between two given numbers.3 Students order numbers from least to greatest value.

Type a number that is between these two numbers:

0.42 and 0.510

Possible Answer:0.42 < 0.47 < 0.510

4 Changes in Temperature Students use Fahrenheit and Celsius thermometers to measure temperature. For each problem, students must read the thermometer and determine what the temperature would be if it changed a given number of degrees.Students can move the mercury before typing the new temperature. Thermometers have temperatures above and below zero, and changes reflect increases and decreases in temperature.

Look at the temperature on this thermometer. Suppose the temperature drops 6 degrees.Type the new temperature into the box.

5 Time Zones Students learn about time differences between distant locations. A map of North America is used to show Pacific, Mountain, Central, and Eastern time zones. Two types of questions cover either relative time or elapsed time between locations.

(Time zone map of U.S. and Canadashown.)If it is 8:15 p.m. in Miami, Florida, whattime will it be 4 hours and 15 minutes laterin Denver, Colorado?

Answer: 10:30

Math B Math Lesson Summaries




Using Whole Numbers

1 Front-End Estimation Students use front-end estimation in real-life problems requiring estimation of a sum, difference, or product. Addition and subtraction questions have two numbers with place values up to four digits. Multiplication questions have a two-digit or three-digit factor and a one-digit or two-digit multiplier. Students may set up the problem by entering the estimated numbers before they enter the estimated answer.

Max has 547 coins in his collection. Tavita has 128 coins in her collection. Estimate the differ-ence in the number of coins in each collection.

Estimate the difference to the nearest hundred.Use the front-end method.

500– 400 100

2 Estimation by Rounding Students estimate by rounding. Students are given real-life problems requiring estimation of a sum, difference, or prod-uct. Addition and subtraction questions have two numbers with place values up to four digits. Multiplication questions have a two-digit or three-digit factor and a one-digit or two-digit multiplier. Students may set up the problem by entering the estimated numbers before they enter the estimated answer.

Each scout troop in your area collected an average of 657 cans for recycling. If there are 7 scout troops, about how many cans were collected?

Estimate the product to the nearest hundred.Use rounding.

700X 74900

3 Addition Students add two-digit, three-digit, four-digit, and five-digit whole numbers. Regrouping is required for some problems. For some problems that require regrouping, students must line up the addends before typing the sum. The problems consist of two to four addends. The sums are two-digit, three-digit, four-digit, five-digit, and six-digit whole numbers.

Type the sum.

688639294877

+ 68816380

4 Subtraction Students subtract three-digit and four-digit numbers. For some problems, students must line up the numbers before finding the difference. Some problems require no regrouping. Other problems require the students to regroup, sometimes across a zero. The differences are three-digit and four-digit numbers.

Type the difference.

6964–5996

968

PS1 We’re On Our Way The guided solution to the initial problem uses a map to help students devise a plan for solving a problem involving both addition and subtraction of distances. The practice problems include questions pertaining to age and logical reasoning, and critical thinking questions in which students extend their understanding of these concepts.

You’re helping your family plan a trip from Boston to Miami. Looking in an atlas, you see that the distance from Boston to Miami is 1,539 miles. Your mom suggests that you drive to Memphis first to see your aunt and uncle. The distance from Boston to Memphis is 1,296 miles. The distance from Memphis to Miami is 1,025 miles. If you stop in Memphis, how many miles will this add to your trip?





5 Multiplication Students multiply whole numbers. Each problem shows a two-digit, three-digit, or four-digit whole number as the first factor. The multipliers are onedigit or two-digit whole numbers. Regrouping is required for some problems. The products are threedigit, four-digit, or five-digit numbers.

Type the product.

534× 773738

3738041118

6 Compatible Numbers Students use compatible numbers to estimate quotientsin real-life problems. Questions have a two-digit to four-digit dividend and a one-digit or two-digit divisor. Students may set up the problem by entering estimates for the divisor and dividend before they enter the approximate quotient.

You and your friends evenly divide 546 marbles. If there are 7 of you, about how many marbles will each of you get?

Estimate the quotient. Use compatible numbers.

560 ÷ 7 = 80

7 Division Students divide whole numbers. Each problem shows a two-digit, three-digit, or four-digit number divided by a one-digit or two-digit divisor. The quotients are one-digit, two-digit, or three-digit numbers, sometimes with a remainder.

Type the quotient. Type the remainder asa whole number after the “R.”

PS2 Sweet Treats The guided solution to the initial problem prompts students to consider solving a simpler problem to help them see how both multiplication and division are needed to solve a prob-lem involving cases of candy bars. The practice problems include questions pertaining to averages and interpretation of a remainder, and critical thinking questions in whichstudents extend their understanding of these concepts.

Amanda’s friend, Katherine, was one of the stu-dents who scored 65 on the contest. She was not feeling well the day of the contest and did not do as well as she usually does. What would Katherine’s score have needed to be in order to increase the class average by 1 point?

8 Equations Students solve simple one-step equations. Students are given an addition, subtraction, multiplication, or division sentence with an algebraic variable replacing a number. They must type the value of the variable.

Type the value of m. The symbol · meansmultiply.

3 · m = 21 m = 7

9 Patterns and Sequences Students see patterns of geometric figures or number sequences that have missing elements. Students must recognize the geometric pattern and identify the missing figure, or they must identify the rule for the number sequence and type the missing number. Number sequences are based on either one-step or two-step rules of addition, subtraction, multiplication, and division of whole numbers.

Look at the path. The numbers on the path form a sequence. One number is missing. Type the missing number into the path.





Using Geometry

1 Angles Students use a protractor to draw and measure angles. Benchmark angles of 45°, 90° and 120° are used to estimate the measures of angles.

Measure ∠VWX

Answer: 42°

2 Triangles Students are given the measurements of two angles of a triangle and are required to compute the measurement of the third angle. Students also classify triangles using multiple criteria (i.e., right scalene triangle).

What is the measure of ∠x in the given triangle?

Answer: 135°

3 Plane Geometric Figures Students are given the measurements of three angles of a quadrilateral and are required to compute the measurement of the fourth angle. Students also draw plane geometric figures from a text description.

What is the measure of ∠x in the given quadrilateral?

Answer: 61°

4 Solid Geometric Figures Students identify and classify prisms and pyramids by their attributes (faces/vertices/edges).

How many edges does a rectangular pyramid have?

Answer: 8

5 Congruence and Similarity Students identify corresponding sides and angles of congru-ent shapes. Students draw a figure that is congruent to another figure. Students identify similar figures that have undergone a transformation (slide/flip/turn) and identify corresponding parts of similar figures.

Draw a figure congruent to the one in the box.

6 The Coordinate Plane Students use a four-quadrant coordinate plane to solve three types of problems:1 Given coordinates, click on the correct point.2 Given a point, type the coordinates.3 Given coordinates, drag a point to the correct location on

the plane.

Where is the point located at (2, -1)?

Answer: E

7 Transformations Students identify the congruent figure resulting from a given transformation (slide/flip/turn). Students also identify the transformation performed on a figure.

Which figure shows a slide of the dotted figure?Click on the best answer.

Using Decimals

1 Addition of Decimals Students add decimal numbers to the thousandths place. Each problem has two to four addends. Special emphasis is given to aligning addends having different numbers of decimal places. The sums are decimal numbers to the tenths, hundredths, and thousandths place.

Type the sum. Then drag the decimalpoint into the sum.

44.598+ 1.65046.248





2 Subtraction of Decimals Students subtract numbers that have one to three decimal places. Some problems require students to align the decimal numbers before finding the difference. All problems require students to place the decimal point in the differ-ence. Some problems require students to regroup across a zero.

Type the difference. Then drag the decimalpoint into the difference.

62.20–46.98

15.22

PS1 Swim Like a Fish The guided solution to the initial problem uses a timeline to help students see how both addition and subtraction are needed to solve a problem involving a race in which the times are recorded to the nearest hundredth of a minute. The practice problems include questions pertaining to the calculation of monetary change, comparison of decimals, and place value.

A third teammate, Bernie, also played well this season. The increase in his batting average was equal to Mariano’s and Derek’s increases combined! If his batting average at the end of the season was .414, what was his batting average at the beginning of the season?

3 Multiplication of Decimals Students multiply decimal numbers. Problems show a two-digit or three-digit decimal number as the first factor. Multipliers are one-digit or two-digit whole numbers or decimal numbers. The products are decimal numbers to the hundredths, thousandths, or tenthousandths place.

Type the product. Then drag the decimal point into the product.

6.73× 5.32019

3365035.669

4 Division of Decimals Students divide decimal numbers by decimal and whole number divisors. Problems show a two-digit, three-digit, or four-digit decimal (from the tenths to the thousandths place) divided by a one-digit or twodigit divisor. The divisors are whole numbers or decimal numbers. The quotients are one-digit, two-digit, or three-digit decimal numbers.

Type the quotient. Then drag the decimal point in the quotient into place.

PS2 What a Deal! The guided solution to the initial problem involves working backward to determine the cost of cans of punch given information about how the per-can price compares to the price when purchased by the case. The practice problems include questions pertaining to fair shares, averages, serv-ing size, and analysis of information.

The newest flavor of Paradise Punch has just hit the grocery stores! You’ve decided to serve it at the Teacher Appreciation Luncheon. The local store is advertising cases of two-dozen cans on sale for $14.88 each. If you buy by the case, you pay $0.13 less per can than if you purchase the cans separately. You decide to buy five cases for the luncheon and 15 cans for you and your friends. How much will you pay for the 15 cans of Paradise Punch purchased separately?





Using Fractions and Percents

1 Equivalent Forms Students find equivalent forms. The lesson presents four types of questions:1 Students enter the numerator or denominator of an

equivalent fraction. Denominators in the first fraction range from 2 to 12.

2 Students enter the simplest form of a fraction. Denomi-nators in the simplified form range from 2 to 12.

3 Students enter the fraction form of a mixed number. Whole numbers are up to 9, and denominators range from 2 to 12.

4 Students enter the fraction form of a decimal or percent. Percents are whole numbers ranging from 1% to 99%. Decimals are represented to the tenths and hundredths places.

Rewrite the whole number as a fraction. Then add the fractional part of the mixed number. Finally, type the improper fraction.

2 Addition of Fractions Students add fractions and mixed numbers. All problems have two addends, and the fractions have denominators up to 12. Some problems are specifically designed to require the student to find a common denominator. In this case, one denominator is always a multiple of the other. All other problems consist of fractions with the same denominator.

Find the least common denominator. Thenrewrite and work the problem.

3 Subtraction of Fractions Students subtract fractions and mixed numbers. The fractions have denominators up to 12. Some problems are specifically designed to require students to find a common denominator. In this case, one denominator is a multiple of the other. All other problems consist of fractions with the same denominator. The top fraction is always larger than the second fraction, so no renaming is required.

Type the difference.

You may need to click on one or more ofthe helpers at the bottom of the screen.

PS1 Shop “Til You Drop The guided solution to the initial problem uses a circle graph to help students see that both addition and subtrac-tion of the given fractions are needed to solve a problem involving time spent at a mall. The practice problems include questions pertaining to equivalent fractions, com-mon denominators, and the understanding of fractional measurements.

You and your best friend are spending the afternoon at the mall. You have 3 1

2 hours before your Dad picks you up. You plan to spend 1

2 hour at the music store, 34 hour

at the food court, and the rest of the time at the movie theater. What is the total amount of time you will spend at the music store and the food court, and how much time will you have to spend at the movie theater?





4 Multiplication of Fractions Students multiply simple fractions, whole numbers, and mixed numbers. Denominators in the factors go up to 8. Denominators in the product stop at 24. Problems appear in horizontal format and have two factors, which can appear as follows:• two simple fractions• a fraction and a whole number• a fraction and a mixed number• a whole number and a mixed number

Type the factors. Then find the product.

5 Division of Fractions Students divide simple fractions, whole numbers, and mixed numbers. Denominators in the dividends and divisors go up to 8. Denominators in the quotients stop at 24. Problems appear in horizontal format. The quotients are fractions, mixed numbers, or whole numbers. The dividend and divisor can appear as follows:• two simple fractions• a whole number divided by a fraction• a mixed number divided by a fraction• a fraction divided by a whole number

Type the factors. Then find the quotient.

PS2 Blue-Ribbon Building The guided solution to the initial problem involves using division, multiplication, and subtraction of fractions in a scenario involving the construction of a model smart house for a science fair. The practice problems include questions pertaining to averages, the calculation of a fractional part of a fractional amount, the inverse relationship between multiplication and division, and interpretation of a fractionalquotient.

You and your partner are building a model smart house for the science fair. For the frame of the house, you need strips of wood that are

34 foot long. You have a wooden board that

measures 10 58 feet long. How many 3

4foot-long pieces can be cut from the board? How long is the part of the board that will be left over?

6 Percent of a Number Students find the percent of a number. Many of the questions are presented in the context of a real-life word problem. Such problems may involve calculating the inter-est on a loan, commission on a sale, sales tax, or interest on savings. Percents range from 1% to 99%.

Read the question at the top of the screen.Then, type the answer.





Working with Data

1 Bar Graphs Students cycle through a set of four questions for each bar graph. Some graphs may require simple interpolation. The four types of questions require students to interpret the bar graphs:1 Students click on a bar that shows a particular value.2 Students click on a label or bar to indicate “least” or

“most.”3 Students enter a number to answer “how many more or

fewer?”4 Students click on a bar that is x units higher or lower

than a given bar.

Click on a bar that shows 4 students moreOR fewer than lawyers.

2 Graphing Ordered Pairs Students use ordered pairs to find locations on a grid. Some problems require students to drag a point to a given location on the grid. Other problems require students to type the ordered pair for a given point. The x-axis and y-axis increment by 1, from 0 to 10.

Use the mouse or the arrow keys to dragthe point to location (8,9).

3 Line Graphs Students cycle through a set of four questions for each line graph. Some points on the graphs fall between the labels on the y-axis, so students must estimate point values. The four types of questions require students to interpret the line graphs:1 Students click on a point that shows a particular value.2 Students click on a point to indicate “least” or

“greatest” value.3 Students enter a number to answer “how many more or

fewer?”4 Students click on a point that differs from another point

by a certain amount.

Click on a point that has 10 ounces moreOR less than Week 3.

4 Circle Graphs Students cycle through a set of three questions for each circle graph. The sections of the graphs are labeled with fractions. Each circle has four or five sections and represents up to 48 observations. The three types of questions require students to interpret the circle graphs:1 Students click on a section of the graph to indicate

“least” or “most.”2 Students enter a number to answer “how many chose”

a certain category.3 Students enter a number to answer “how many chose”

either of two specified categories.

Find how many students chose karate or soccer.





5 Circle Graphs Students work through questions that require them to interpret circle graphs. Each circle graph is divided into three or four sections and represents up to 12 observations. The sections are labeled with whole numbers. Some questions ask students to click on the section of the graph showing “the least” or “the most.” Other questions ask students to type a fraction to indicate “what part” of the circle a given section represents.

Type the fraction that tells what part of thestudents chose toast.


Worksheets

This section contains reproducible worksheets for each lesson in Math B. These worksheets may be used by stu-dents to extend the classroom activity or as a homework assignment. The worksheet provides word problems for added practice and challenges students with a creative writing or artistic exercises. The focus is on applications and connections with other areas of the curriculum.

Name Date

Understanding Numbers SkillsTutor™

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© 2002 Achievement Technologies, Inc.

Place Value Lesson 1

Use place value to identify the value of a digit within a number.

1. Which number has a digit in the hundredths place 2 times larger than the digit in the tenths place?

2. Which number has a 4 in both the thousands place and the tenths place?

3. Which number has odd digits in the ten thousands place, the tens place, and the hundredths place?

4. Which number has even digits in the millions, tenths, and hundredths places, but odd digits in the ten thousands, hundreds, and thousandths places?

5. Which number has digits in the hundred millions, millions, hundred thousands, and thousandths places that have a sum of 21?

6. I am a decimal number. I have a 9, 8, 5, 3, 7, and 1 in me. My lowest digit has the greatest value, and my highest digit has the least value. I have two digits to the right of the decimal point. My digits to the left of the decimal point are all odd. As you read them, you will see a pattern. What number am I?

4,623.4758 624,662,076.935 448,076,472.21

36.24 8,272,418.9635 24.385 4,132,572.8015

Write Idea: Create two number riddles for your classmates. (You can use question 6 above as an example.) You may use numbers to the hundred millions and to the ten thousandths for your riddles.


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SkillsTutor™ Understanding Numbers© 2002 Achievement Technologies, Inc.

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Numbers and Word Names Lesson 2

Use place value to identify the name of a number.

For each word name below, find the matching number in the puzzle and circle it. Then write the correct number on the line. The first word name is done for you.

1. Eighty and six hundredths: ______________________________

2. Forty-seven million, eight hundred twenty-seven thousand, four hundred fifteen and three hundred forty-six thousandths: ______________________________

3. Five hundred million, thirty-eight thousand, one hundred ninety-three and five hundred sixteen thousandths: ______________________________

4. Nine hundred fifty-one thousand, two hundred sixty-five and nine tenths: ______________________________

5. Eleven million, one hundred seventy-two thousand, twenty-nine and seventeen hundredths: ______________________________

6. Nine thousand, four hundred seven and thirty-eight hundredths: ______________________________

7. One hundred sixty-two thousand, four hundred ninety-seven and five hundredths: ______________________________

Write Idea: Reading numbers correctly can help prevent dangerous situations. For example, the sign in a freight elevator might state the weight limit as 1000 pounds. If someone read the limit as 10,000 pounds and overloaded the elevator, there might be an accident. Look around your community for signs that must be read correctly for safety reasons. Describe at least three signs. Tell where you saw the signs and why they are important.


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Comparing and Ordering Numbers Lesson 3

Use a number line to compare and order numbers.

Ms. Woods, a softball coach, has to choose her best players for the District All-Star Team. A player must have a batting average greater than .250 to be on the team. The table below shows Ms. Woods’ players and their batting averages:

1. Compare the batting averages of Tiana and Erica by inserting the correct symbol (< or >).

2. Which of Coach Woods’ players have batting averages greater than .250?

3. Coach Woods wants to consider fielding ability, too. Tiana, Juan, Randy, and Greg all are good outfielders. Put their names in order, from highest batting average to lowest.

4. Craig, Denny, Erica, and Tyrone are great infielders. Put their names in order, from highest batting average to lowest.

5. The coach decides to select the two infielders and the two outfielders with the highest batting averages. Look at your answers to questions 3 and 4 to find these four players. Put their names in order, from highest batting average to lowest.

Player Tiana Tyrone Randy Erica Denny Keisha Juan Greg Micky Craig

Average .282 .357 .258 .300 .320 .318 .241 .269 .237 .265

smART Idea: Use a number line drawing to show someone that a batting average of .240 is less than an average of .248, but greater than .238. Show the appropriate part of the number line with a point clearly labeled for each of the three batting averages.

Tiana Erica


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Changes in Temperature Lesson 4

Use a thermometer to measure temperature.

Suppose you are going with your school band for a week-long tour of four American cities in April. You can hardly wait, so you begin thinking about what to pack. You check an almanac to find the average April weather of each city. Here’s what you find:

City A 66°F and windyCity B 9°F higher than City A and sunnyCity C 6°C and cloudyCity D 8°C higher than City C and rainy

Below is a list for each city. First, fill in the average April temperature for each city. Then, list clothes and other items you could take to help you enjoy your visit in each place. Try to list at least five items you might pack for each city.

City A City B City C City D

( ___°F) ( ___°F) ( ___°C) ( ___°C)

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

_______________ _______________ _______________ _______________

Write Idea: Write about your favorite kind of weather. What about it makes it your favorite? What’s the temperature like when you wake up in the morning? What’s it like in the afternoon? After supper? How is this different from your least favorite kind of weather? What’s the temperature like then?


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Time Zones Lesson 5

Use time zones to find the time in distant locations.

Anita and her cousins Benny, Camille, and Darryl all live in different time zones, as you can see from the above map. They like to keep in touch and often call each other on the weekends.

1. Last Saturday, Anita glanced at the clock as she dialed Camille’s number. It said 1:30 p.m. Anita and Camille talked until Camille looked at her own watch and saw that it was noon—lunch time!How long did Anita and Camille talk on the phone?

2. Camille had some lunch, but couldn’t wait to pass along the latest news. Just as her kitchen clock struck 12:40 p.m., she called Benny. They chatted for 25 minutes, until Benny checked his watch and realized he needed to get to the library.What time did Benny’s watch say?

3. As soon as Benny returned home, he called Darryl. It was only 4:45 p.m., plenty of time to talk before supper. Benny and Darryl talked for 40 minutes until Darryl heard the time on the radio. It was time to leave for his haircut.What time was announced on Darryl’s radio?

4. Later that evening, as his watch said 8:10 p.m., Darryl called Anita and talked with her until she started yawning. As she said good-bye, Anita saw that it was midnight.How long did Darryl and Anita talk on the phone?

Benny

Camille

Darryl Anita

Write Idea: Think about different activities that might be affected by time zones (e.g., telephoning, faxing, traveling, watching television shows, etc.) and write your own problem about time zones. You can write more about Anita and her cousins, or you can write about someone else altogether. Include at least two time zones. Once you have written your problem, describe how you would solve it.


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SkillsTutor™ Using Whole Numbers© 2002 Achievement Technologies, Inc.

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Front-End Estimation Lesson 1

Use front-end estimation to estimate answers.

You want to earn some money of your own this summer. You talk with some people you know and end up with five job offers! For questions 1-5, use front-end estimation to determine your approximate pay for each job. Write a number sentence for each to show how you arrived at your estimate. Then, answer question 6 on which job would pay you the most money.

1. Your aunt offered to pay you $3.00 an hour to help her in the garden, for a total of 92 hours. Approximately how much would you be earning?

2. Your neighbor offered to pay you $2.15 an hour to work at his snowball stand. He will need you to work 110 hours. About how much would you be earning?

3. Several families in your neighborhood have asked you to keep their lawns mowed. You think this will add up to 86 hours of work. You agree on a fee of $5.25 an hour. About how much would you be earning?

4. You also have some neighbors who will pay you $4.65 an hour to care for their pets while they’re on a long vacation. They say this will be 45 hours of work. Approximately how much would you be earning?

5. Your cousin offered to pay you $2.50 an hour to help watch her child. She said this would be about 102 hours over the summer. About how much would you be earning?

6. Look at your estimates. Which job seems to offer the chance for you to earn the most money?

Write Idea: Since all of the jobs are part-time, you decide to accept two of them. Which jobs would you take? Explain your decision.

Using Whole Numbers

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Estimation by Rounding Lesson 2

Use rounding to estimate answers.

You are grocery shopping with your grandmother. She wants to make sure she doesn’t spend more than $20.00 today. To help her keep track of what she’s buying, you round the cost of each item to the nearest dollar as she puts it in her shopping cart. For each question below, write a number sentence to show how you arrived at your answer.

1. In one aisle, she buys baking soda for $1.19, flour for $1.83, and brown sugar for $2.39. Find the approximate total for this aisle.

2. In the next aisle, she buys a box of cereal for $2.69 and a bag of cookies for $2.98. About how much does she spend in this aisle?

3. In the produce section, she buys 3 lbs. of peaches for $0.89 a pound. About how much does she spend on peaches?

4. In the meat section, she spends $0.59 a pound on 4 pounds of chicken legs. About how much does she spend on chicken legs?

5. Give the approximate total of what your grandmother spent in the grocery store.

6. At the cash register, your grandmother pulls out two coupons. They are for $0.75 off and $0.89 off. Use rounding to subtract these from her approximate total. Did she spend more than her $20.00 limit?

Write Idea: Think about the process you use to round when you are adding, subtracting, and multiplying. Write down these steps. After reviewing the steps, write a paragraph about why rounding is a good method of estimation to use in a situation like the one above.

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Addition Lesson 3

Use addition to find the total.

A distributor is in charge of filling orders of videotapes for major stores in different states. The table below shows the number of videos that were ordered by stores A through D.

Use the table to find the following sums. Be sure to show your addition.

Videos Ordered

Store State Number

Store A Washington 2,493

Store B California 36,448

Store C Virginia 4,677

Store D Florida 14,804

1. Videos ordered by stores A and C

2. Videos ordered by stores B and C

3. Videos ordered by stores A and D

4. Videos ordered by stores B and D

5. Videos ordered by West Coast stores

6. Videos ordered by East Coast stores

7. Total of videos ordered by all four stores

Write Idea: Some teachers think students watch too much television. For one week, keep track of how many minutes a day you spend watching TV. If you watch the same amount of TV every week for 4 weeks, what will be your total time for the month? Do you think you watch too much TV? Why or why not? Write a letter to your teacher describing your TV viewing habits.

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Subtraction Lesson 4

Use subtraction to find the difference.

Sherry, Rodney, and Andrew are all farmers who raise worms for local bait stores. The following table shows their business dealings in March and April. Use the table for the questions below. Do your calculations in the space under each question, and then enter your answers in the table.

1. How many worms did each farmer sell in March? Put your answers in the column marked “Sold in March.”

2. For each farmer, what is the difference between the number of worms sold in March and the number sold in April? Put your answers in the column marked “Difference: March and April Sales.”

3. For each farmer, were sales higher in March or in April? Put your answers in the column marked “Higher Sales Month.”

NUMBER OF WORMS

Farmers In Stock March 1

Sold in March

In Stock April 1

Sold in April

Difference: March and April Sales

Higher Sales Month

Sherry 3468 2113 1209

Rodney 4246 3309 1908

Andrew 2767 1108 817

smART Idea: Create a bar graph to show the number of worms sold in March by each farmer. Put the names of each farmer along the bottom of the graph. Number the side of the graph in increments of 200.

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Multiplication Lesson 5

Use multiplication to combine groups of the same size.

The 40 families in your community participate in a recycling program.You recently conducted a survey on their recycling practices. You found that each family recycles an average of 12 aluminum cans per day. Use this finding to answer the questions below. Show your calculations under each question.

1. How many cans per week (7 days) are recycled by each family?

2. How many cans per week are recycled by all 40 families in your community?

3. How many cans per year (52 weeks) are recycled by your community?

4. Suppose 20 aluminum cans are needed for 1 pound of recycled aluminum. How many pounds of aluminum will your community collect in a year?

5. The recycling company has agreed to donate $0.25 to the community park for each pound of aluminum collected. How much will the donation be for one year?

Write Idea: A survey in 1990 showed that typical Americans use 1500 cans per year. (This includes all kinds of cans, not just aluminum.) How many cans do you think you use in a year? Is this more or less than the average person? Describe the kinds of cans you use. Do you recycle them? What are some of the uses of recycled materials such as cans, bottles, paper, and plastic?

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Compatible Numbers Lesson 6

Use compatible numbers to estimate the quotient.

Estimation is a necessary skill in many occupations. Use compatible numbers to estimate the quotients in these work-related problems. Write a number sentence for each question to show how you arrived at your estimate.

1. A farmer has 321 acres that he wants to divide into 6 pastures. What will be the approximate size of each pasture?

2. A math teacher has 180 days of school in which to cover 8 math units. Approximately how many days can she spend on each unit?

3. A mail carrier has 418 minutes to deliver mail to 59 houses. About how many minutes can she spend on each house?

4. An administrative assistant has to type a report that is 2024 words long. He can type 31 words a minute. About how many minutes will this report take him?

5. A ranch consists of 1129 acres and employs 27 workers. Approximately how many acres must each employee watch over?

6. A zookeeper has 195 minutes to clean 22 animal cages. About how many minutes can she spend on each cage?

Write Idea: Look at the number sentences you wrote for the questions above. Use these as examples to explain the process of using compatible numbers to estimate quotients. Write out the steps you could use to teach this process to a friend.

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Division Lesson 7

Use division to make groups of equal size.

Your entire school is having a spring picnic. Here are some plans that you can help with.

1. The 410 students in your school will all be taken by bus to the picnic. If each bus holds 40 students, how many buses are needed?

2. In addition to the 410 students, 14 teachers will attend the picnic. Hot dogs are being served. There are 12 hot dogs in a pack. To make sure that everyone has at least one hot dog, how many packs should be bought?

3. A total of $64.44 can be spent for hot dogs. How much can be spent for each pack?

4. The budget allows $40.00 for soda. If a two-liter bottle costs $0.99, about how many bottles can be purchased? (Think about the best way to estimate your answer.)

5. A group of 260 students will be divided into 32 teams for the first set of games at the picnic. How many students can be on each team if the teams are as equal as possible?

6. Quick Review:340 × 10 = _________ 3400 × 10 = _________ 34,000 ÷ 100 = _________5780 × 10 = _________ 57,800 × 10 = _________ 578,000 ÷ 100 = _________

Write Idea: Sometimes when you’re dividing, you may wonder if your answer is “suitable.” Should your answer be a whole number? If there is a remainder, how should it be expressed? Write a paragraph explaining how you can decide the best way to express your answer.

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Equations Lesson 8

Use basic number operations to find a missing value in an equation.

In baseball, the scoreboard keeps track of the runs made in each inning. Fill in the scoreboard below by using clues 1-5. Write the needed equations beneath each clue; then write the missing numbers in the scoreboard.

1. At the end of the second inning, the score was Red Wings 4, Blue Birds 5. How many runs did each team score in the second inning? (Reminder: Write the equations in the space below. Write the number of runs in the scoreboard above.)

2. After both teams batted in the fourth inning, the score was tied 8 to 8. How many runs did each team score in the fourth inning?

3. The score was the same at the end of the sixth inning as it was after the fourth inning. How many runs did each team score in both the fifth and sixth innings?

4. By the end of the seventh inning, the Blue Birds were winning by 3 runs. How many runs did the Red Wings score in the seventh inning?

5. There was no score in the eighth and ninth innings. What was the final score for the game?

RUNS SCORED IN EACH INNING

Inning 1 2 3 4 5 6 7 8 9 Score

Red Wings 2 1 0 0

Blue Birds 1 1 5 0 0

Write Idea: You are a sportswriter for a local newspaper. Your job is to write a summary of the baseball game played by the Blue Birds and the Red Wings. Use the scoreboard at the top of this worksheet to help you write your news story.

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Patterns and Sequences Lesson 9

Use patterns in numbers to find values.

The staff of a local newspaper called people in the telephone book. There were three long distances companies in the area, and the newspaper staff wanted to see how many customers each company had. They reported the results after every 1000 people they called.

1. Study the survey results below and complete the table. Use the pattern in each column to help find the missing numbers for each company.

2. Company A was disappointed when they saw the final results of the survey. They decided to run a six-month advertising campaign to boost their sales. At the end of each month, they called a group of 1000 people to test how well the campaign was going. Study their findings below and complete the table. Use the pattern in each column to help find the missing numbers for each company.

NUMBER OF CUSTOMERSNumber Surveyed Company A Company B Company C

1000 250 425 325

2000 500 850 650

3000 750 1275 975

4000

5000 2125

6000 1500 1950

NUMBER OF CUSTOMERS (IN THE GROUP OF 1000)Time Surveyed Company A Company B Company C

After 1 month 300 400 300

After 2 months 350 375 275

After 3 months 350 250

After 4 months

After 5 months

After 6 months

smART Idea: Pretend you work for Company A’s advertising firm. Your job is to prepare graphs and summaries to explain what resulted from this campaign. Then, you are to present your information to other potential clients (your classmates).

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Using Decimals SkillsTutor™

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Addition of Decimals Lesson 1


Volunteer firefighters must be ready to respond to fires 24 hours a day. They are often called at home and asked to rush to a fire. The table below shows the time it takes three different firefighters to get ready.

1. Find the total time it takes for each firefighter to get ready to leave the station. Enter your answers under the heading “Total to Get Ready.” (Remember that 60 seconds = 1 minute.)

2. On Tuesday, there was a fire on Smith Street. It took 3 minutes, 23.77 seconds to get there from the station. How long will it take each volunteer firefighter to get there from home? Fill in the table under the heading “To Smith Street.”

3. On Wednesday, the firefighters responded to a call on Lindsey Street. It took 52.47 seconds longer to get there than to the Smith Street fire. Fill in each firefighter’s total time to get to the Lindsey Street fire from home under the heading “To Lindsey Street.”

Volunteer Firefighter Response Times

Firefighter Arrive(House to Station)

Change into Gear

Board Engine

Total to Get Ready

To Smith Street

To Lindsey Street

Williams 4 min., 34.11 sec. 46.59 sec. 16.81 sec.

Hamilton 3 min., 24.34 sec. 47.57 sec. 16.49 sec.

Rossi 5 min., 1.07 sec. 46.33 sec. 16.48 sec.

Write Idea: What fire safety tips do you know that might prevent a fire at your home? Make a list of these tips. If a fire did occur at your house, what things might you do in response? Which responses would be very quick? Which would take longer? Compare the times for your responses. How long do you think it would take the local fire company to get to your house?

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Subtraction of Decimals Lesson 2


Use this table for the questions below. The “final” score is the total of the scores from the first and second rounds.

1. Complete the table to show each skater’s scores for the second round.

2. Which skater had the highest final score?

3. Who had the second highest final score?

4. By how many points did the winner beat the second place finisher?

Figure Skating Scores

Skater 1st Round 2nd Round Final

Brown 87.36 176.987

Morgan 85.48 180.765

Zeyher 85.32 182.434

Awasthi 88.67 182.890

Write Idea: The skaters were scored on the quality of their performance. The skater with the most points was the winner. Can you think of any sports competition where the person with the lowest score is the winner? Describe an event where a score of 5.85 wins first place, and a score of 6.25 comes in second.

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Multiplication of Decimals Lesson 3

Use multiplication to combine groups or parts of the same size.

You have invited 9 friends to your birthday party on Friday night. Your mother wants you to help figure the cost of the food. She would like to keep all expenses to $25.00 or less.You were able to find out the following information:

• A two-liter bottle of soda serves 6 people. The cost is $0.89 per bottle.• A half-gallon carton of ice cream is enough for 7 people. It costs $2.75 per carton.• The cake costs $12.00 and will serve 15 people.

1. Use the above information to complete this table.

2. Your mother is also buying 2.75 yards of paper “birthday tablecloth” for your party. It costs $0.80 per yard. How much will the tablecloth cost?

3. Is $25.00 enough money to cover the total cost of your party? Explain.

Item Cost Per Item Number Needed Total Cost

Bottle of soda

Carton of ice cream

Cake

Grand Total for Food:

Write Idea: You would like to have some game prizes for your party guests. You have $5.00 of your own money to use for buying the prizes. List the information you should consider to help you decide what prizes to buy.

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Division of Decimals Lesson 4

Use division to make groups or parts of equal size.

Your father is the manager of a little league baseball team. Sometimes you help him plan for the games.

1. There were 13 players who ordered team uniforms. The total bill was $448.50 for the uniforms. How much should each player pay?

2. Grape-Ade is purchased before each game. The cost is $0.79 per bottle. How many bottles did you buy if you received $7.36 back in change from a $20.00 bill?

3. Before each game the base lines are “limed.” It takes approximately 2.5 bags of lime to cover both baselines. It is 60 ft. from home plate to first base. Approximately how many feet can be done with one bag?

4. Bill has a ratio of 9 hits to 34 times at bat. Ron has 8 hits in 31 times at bat. Find each player’s batting average. (Batting averages are rounded to the nearest thousandth.) Who has the better (higher) batting average?

5. Complete the division sentence by using this diagram of 3 rectangles.

Now do the division below. Does your quotient agree with the diagram?

3 ÷ ___ = ___

smART Idea: Did you know that dividing a decimal by a decimal can give a whole number?

Remember that decimal numbers can also be expressed as fractions. For example, ÷ = 2 is the same as

0.5 ÷ 0.25 = 2. This is shown below. Create your own division problem and draw a sketch to show it.

12--- 1

4---

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Using Geometry SkillsTutor™

Angles Lesson 1

Identify and draw measures of angles.

B CA

G

1. Using ray BC, create a 40° angle. Label the angle DBC.

2. Using ray BA, create a 35° angle that opens to the left. Label the angle EBA.

3. Using ray BC, create a 127° angle that opens to the right. Label the angle FBC.

4. Without using your protractor, estimate the size of ∠GBC.

5. What is the vertex of ∠GBC?

6. What is the measure of ∠FBD?

Write Idea: Create a very basic drawing using straight lines. Be sure the drawing has at least one acute and one obtuse angle and has labels to identify line segments and angles. Write instructions telling your friend how to create it using only a protractor and a ruler. It may be easiest to write the instructions as a series of steps. In your description, be sure to include the measures of angles and segments and indicate whether or not an angle opens to the left or to the right.

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SkillsTutor™ Using Geometry

Compute missing angles in triangles. Classify triangles.

Triangles Lesson 2

SmART Idea: The triangle is often used in architecture because it can support a lot of weight. For example, the Eiffel Tower is triangular in shape and has support trusses that contain trian-gles. Look around and make a list of triangles at work in your town. Does any particular triangle seem to be used more often than another?

1. The measures of two angles are shown in the triangle that makes up the cat’s body. What is the measure of the third angle? Show your work.

Write the name of this triangle.

2. Shade the equilateral triangle purple. What are the measures of its angles?

3. Shade the right isosceles triangle red. What are the measures of its angles?

4. Shade the obtuse isosceles triangle green.

5. Shade the acute scalene triangle red.

6. Shade the acute isosceles triangle purple.

7. Shade the right scalene triangle blue.

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Plane Geometric Figures Lesson 3

Draw plane geometric figures from a description.

1. Name each shape. Be sure to identify if it is regular or irregular.

2. Calculate the missing angle in each of the quadrilaterals below.

3. Draw an irregular octagon. 4. Draw a shape with 7 vertices. 5. Draw an irregular pentagon.

Write Idea: Pretend you are a teacher. In your own words, describe how to find the missing angle in a rectangle. Then, describe for your students the different plane figures. Help them to understand the difference between regular polygons and irregular polygons.

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A B C D

A B C

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Solid Geometric Figures Lesson 4

SmART Idea: Did you ever notice the pyramid on the back of a U.S. dollar bill? It’s in the left circle. In this instance, it is believed the pyramid represents strength and durability. It is un-capped to indicate the country is still a work in progress. Pretend you are the designer of a new dollar bill. Create a dollar bill that includes space figures. Below your drawing, describe what each space figure represents.

Classify Prisms and Pyramids

Use the text and graphic clues below to fill in the puzzle.

?

9.

11.

12.

13. a point where two or more edges meet

14.

?

?

?

Across

3.

4. where two faces of a space figure meet

7.

8. a space figure with two parallel and congruent triangular bases and 3 sides

Down

1.

2. a pyramid with four faces

5.

6.

10.

?

?

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Congruence and Similarity Lesson 5

Note: You will need crayons or colored pencils to complete this activity.

The stained glass design below is based on similar and congruent figures. Color the design ac-cording to the instructions listed.

Figure A: Color red Figure B: Color yellowColor similar figures blue Color similar figures greenColor congruent figures red Color congruent figures yellow

Figure C: Color orange Figure D: Color blackColor similar figures purple Color similar figure brownColor congruent figures orange Color congruent figures black

SmART Idea: Create your own stained-glass design. Use only four original figures. All other figures in the design must be similar or congruent to one of the four original figures.

A

B

C

D

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The Coordinate Plane Lesson 6

Ms. Jones has a lot to do and not much time to do it. This afternoon, she has to get groceries, buy some medicine, mail a package and pick up her son at school. A simple map of her town is shown on the coordinate plane below. In the spaces provided, write the coordinates for each stop she must make in the most efficient order for completing her errands. Your list should begin and end with the Jones home.

SmART Idea: Create a map of your town on a coordinate plane. Place your house, your school, the houses of friends and any other places that you visit on a regular basis. List the coor-dinates for each location on your map.

Beginning: ___________________

First stop: ____________________

Second stop: __________________

Third stop: ___________________

Fourth stop: __________________

End: ________________________

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Transformations Lesson 7

Each of the figures on the coordinate plane above represents a patch on a quilt. Follow each line of the directions below to complete the quilt.

1. Figure A: Flip over the y-axis 6. Figure A: Slide 6 down, 10 right 2. Figure B: Flip over the y-axis 7. Figure B: Slide 6 down, 10 right3. Figure C: Flip over the y-axis 8. Figure D: Rotate around center point (0,0).4. Figure A: Slide 6 down, 4 right A rotation of figure D should be included in quadrant I.5. Figure B: Slide 6 down, 5 left

SmART Idea: Use transformations to complete the bottom two quadrants of the quilt. Use the flips, turns, and slides that you think complete the quilt in the most attractive manner.

A B

C

D

x x

y

y

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SkillsTutor™ Using Fractions and Percents

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Equivalent Forms Lesson 1

Use different forms (percents, fractions, and decimals) to represent the same value.

Mr. McCurry is hiring new salespeople for his store. He says you can’t always rely on calculators and cash registers. He wants the salespeople to understand the meaning of fractions, decimals, and percents. He gives job applicants this list of problems to solve. Let’s see if you could get the job.

1. Give two equivalent fractions for each of the following:

a. 20% c.

b. 25% d. 0.55

2. Complete the table. The first row has been done for you.

3. Complete each proportion below.

a. b. c.

4. If items are discounted 25%, how much is the discount on an item with an original price of $100?

Fraction Percent Decimal

10% 0.10

20%

0.25

75%

0.80

12---

110------

12---

12--- 5

n---= 3

5--- n

100----------= 2

8--- 8

n---=

Write Idea: Do you think percents are easy to compare? Why or why not? You are often told to “simplify” fractions. Why do you think is “simpler” than ?1

2--- 50

100----------


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Addition of Fractions Lesson 2


Every summer, the community of Benchtree holds its weekend fair. Everyone enjoys the delicious food and the fun rides. There are also contests in which blue ribbons are awarded to the winners. In each contest there are two tries. The two scores are added together for a total score. The highest total score in the contest wins the blue ribbon. Below are scores for last summer’s swimming and frog-jumping contests. Find the total scores and circle the name of the blue ribbon winner in each contest.

Swimming(number of laps in three minutes)

Swimmer Try #1 Try #2 Total Score

Mary

John

Cara

Luke

Tami

Frog-Jumping(in inches)

Frog Try #1 Try #2 Total Score

Hoppity

Jumpy

Bully

Spot

Croaker

2 14--- 3 1

3---

3 14--- 2 1

2---

3 13--- 3 1

2---

3 12--- 3 1

6---

3 34--- 3 5

6---

16 34--- 11 1

8---

9 13--- 10 1

2---

15 12--- 12 1

2---

13 18--- 16 1

4---

14 14--- 12 5

8---

Write Idea: Think about the contests held at the Benchtree Fair. What new contest or game would you suggest for next year’s fair? Describe how the contest or game works. How is it scored? Tell why you think it should be added to the fair.


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Subtraction of Fractions Lesson 3


Kearsten and Kyle are building a model house with the help of their Uncle Nate. He said they can use the leftover wood in his shed. Kearsten and Kyle want their model to be inches long, but the boards are all different lengths. Help them figure out the amount they should cut off each board. In the table below, write and solve a number sentence (using fractions) for each board. The first one is started for you.

Board Length(inches) Amount of board to be cut off

A − =

B

C

D

E

F

G

H

I

J

K

L

M

N

O

8 18---

9 38--- 9 3

8--- 8 1

8---

14 34---

14 12---

12 78---

14 38---

10 68---

10 1416------

12 816------

12 34---

12 14---

11 24---

14 416------

8 78---

9 12---

15 38---

smART Idea: Pretend you are building a model house. Draw a floor plan for the model. Show the rooms, and label the length and width of each room.


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Multiplication of Fractions Lesson 4

Use multiplication to combine groups or parts of the same size.

Solve each problem and write your answer below the question. Then find that product among the numbers below and circle it.

1. Matt found of a box of light bulbs in the hall closet. He used of these bulbs to replace some bulbs that

had burned out in his house. What part of the box did he use?

2. Sue had packs of AA batteries. She took inventory of the remote controls in the house. She realized

she needed of these packs to replace the old batteries. How many packs did she need?

3. There was of a pack of hot dogs left in the refrigerator. You and your cousin ate of these hot dogs.

What part of the pack did the two of you eat?

4. You’re making a shelving unit for your bedroom. You need 4 pieces of wood that are inches long.

What’s the total length of the board you should buy?

34--- 1

3---

3 14---

12---

78--- 2

3---

4 34---

Write Idea: There should be four fractions displayed above that were not circled. Create a word problem that has one of these fractions as the product.


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Division of Fractions Lesson 5

Use division to make parts of equal size.

You have a job in a suit factory. You start by measuring pieces of fabric. Then you use a laser cutter to cut each piece of fabric into as many suit parts as possible. Use the information below to find the number of suit parts you can make from the fabric supplied.

Size offabric

Amount of fabric needed per part Number of suit parts that can be cut from fabric

yards yard for right sleeve

yards yard for left sleeve

yards yard for back

yards yard for right side

yards yard for left side

yard yard for lapel

yards yard for left pant leg

yards yard for right pant leg

yard yard for waistband

513---

713---

3 13--- 5

6---

4 12--- 3

4---

6 34--- 3

4---

78--- 3

8---

4 34--- 2

3---

6 18--- 2

3---

56--- 1

8---

smART Idea: You design handkerchiefs to go along with the suits. Your handkerchiefs are inches wide.

Along the bottom width of each you put a pattern that repeats every inch. How many times will the pattern

repeat? Draw your handkerchief, with your unique pattern, on a blank sheet of paper.

8 12---

12---


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Percent of a Number Lesson 6

Use multiplication as one way to find the percent of a number.

Percents are important, especially when you need to buy something!

1. Last week Terry received $12.00 allowance. The table below shows how Terry spent her money. Fill in the “Amount Spent” column.

2. Terry’s mom is looking for a new TV and has found one on sale. The original price was $480.00, and the discount is 20%. How much is the discount?

3. Terry wants to buy a new jacket. A jacket that sold for $38.00 now has a 25% discount. How much is the discount?

What is the sale price of the jacket?

If the sales tax rate is 5%, what is the final price Terry will pay for the jacket?

4. Sales tax is a percent of the price. Fill in the amount of tax charged on each of these items.

Item Percent Spent Amount Spent

Snacks 15%

Entertainment 25%

Gifts 10%

Savings 50%

Item Price Tax Rate Tax

Jeans $19.00 6%

CD $10.98 5%

Magazine $3.95 4%

smART Idea: Draw figures that illustrate each of the following:• 25% of the figure is shaded

• 33 % of the figure is shaded

• 40% of the figure is shaded

13---


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SkillsTutor™ Working with Data

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Bar Graphs Lesson 1

Use bar graphs to compare sets of data.

Serena owns Marsby Used Cars. She is making a bar graph to show the number of cars sold by the sales staff last month. She found that Suki sold 25 cars, Major sold 41, Ivan sold 13, Arlene sold 14, and Nina sold 29.

1. Use the information Serena found to complete the bar graph.

2. How many more cars did Major sell than Arlene?

3. Who sold the greatest number of cars? Who sold the least number of cars?

4. How many cars did the sales staff sell last month?

5. Suppose Major sold 52 cars instead of 41. How would you change this graph?

smART Idea: Create a bar graph using information from the newspaper. For example, you might use the batting averages of your favorite baseball players or the scores of the last five games of your favorite sports team.

Working with Data

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Graphing Ordered Pairs Lesson 2

Use ordered pairs of numbers to find locations.

Imagine that you’ve traveled to a place where dictionaries are read by finding coordinates on a grid. To find the spelling of a word, you have to locate the numbered pair for each letter. For example, to find the word “potato,” you would look under (0,6) for words beginning with the letter “p.”

1. Find the letters for the following ordered pairs. Write the words they spell on the lines provided:

(0,6) (8,5) (9,0) (9,0) (9,2) (3,10) ______________________________________

(5,7) (10,9) (9,7) (2,5) (3,8) (1,4) (9,2) (3,10) ______________________________________

(6,9) (2,5) (3,8) (1,4) (3,10) (10,9) (9,10) (8,5) (0,1) ______________________________________

2. Now, write the numbered pairs that would spell each of the words below:

architect ______________________________________________________________

hurricane ______________________________________________________________

unlimited ______________________________________________________________

Write Idea: Write a secret message using numbered-pair spelling. Exchange your message with a friend. Decode each other’s messages.

Working with Data

Name Date

SkillsTutor™ Working with Data

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Line Graphs Lesson 3

Use line graphs to show change over time.

Your class has been asked to help the local librarian make sense of some data on how and when people use the library. This table summarizes some of the data:

Use the grid below to create a line graph of the data. Before you start, think about these questions:

1. What scale will you use for the y-axis?2. How will you label the x-axis? 3. What title will you use for the graph?

AVERAGE NUMBER OF PEOPLE BORROWING BOOKS

Time of Day 8-10 a.m. 10 a.m.-Noon Noon-2 p.m. 2-4 p.m. 4-6 p.m.Number of People 20 12 37 33 45

Write Idea: List the steps you took to create this graph. Was it worth it? Which would you rather look at to see the data: the table or the graph? Why? Can you think of other situations where it might be helpful to use a line graph?

Working with Data

Name Date

Working with Data SkillsTutor™© 2002 Achievement Technologies, Inc.

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Circle Graphs Lesson 4

Use a circle graph to compare parts of a whole.

Talisa and her friends like to go to the movies. They especially enjoy animal stories and wish there were more movies about animals. They decide to write to a movie company in Hollywood. To back their claim that young audiences like movies about animals, Talisa and her friends decide to first gather some data. They ask 60 other students for their favorite type of movie. The results are in the table below:

Create a circle graph below to display the data. Label each section of the circle with the appropriate fraction. Be sure to give the graph a title.

If you worked for the movie company, would this information convince you that young audiences like movies about animals? Why, or why not?

FAVORITE TYPES OF MOVIES

Type of Movie Number of Students

Action 10Horror 12Animal stories 20Science fiction 12Western 6

smART Idea: With the right data, circle graphs can make a clear and colorful argument. Is there something in your community that you would like to change? Maybe you would like to have more items recycled. Maybe you would like the recreation center to offer more kinds of sports. Think of an issue and then create a circle graph to convince the community to make a change.

Working with Data


Answer Keys

This section contains the answer keys for the Math B worksheets. The content areas follow the same order as the lesson summaries.

Answer Keys Math B


6 43 6

Math B Answer Keys


6 44 6

Answer Keys Math B


6 45 6

Math B Answer Keys


6 46 6

Answer Keys Math B


6 47 6

Math B Answer Keys


6 48 6

Answer Keys Math B


6 49 6

Math B Answer Keys


Using Geometry

Lesson 1: Angles1., 2., 3.

4. 75°

5. The vertex of ∠GBC is B.

6. 87°

Lesson 2: Triangles1. ∠1 + ∠2 + ∠3 = 180° 35° + 45° + ∠3 = 180° ∠3 = 180° – (35° + 45°) ∠3 = 100° obtuse scalene

2. 60°, 60°, 60°3. 90°, 45°, 45°

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Green

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Answer Keys Math B


Lesson 3: Plane Geometric Figures1.

A. Quadrilateral (Trapezoid), irregular

B. Decagon, regular

C. Hexagon, irregular

D. Nonagon, regular

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3. Irregular polygons have at least one side or angle that is not equal to the others.

4. A heptagon has 7 sides. Therefore it has 7 vertices. Below are two heptagons. The left shape is a regular

heptagon. The right shape is an irregular heptagon.

5. Irregular polygons have at least one side or angle that is not equal to the others. This is an irregular pentagon:

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Math B Answer Keys


Lesson 4: Solid Geometric Figures

Lesson 5: Congruence and Similarity

Color Keye (red) = figures congruent to shape A f (blue) = figures similar to shape Ag (yellow) = figures congruent to shape B h (green) = figures similar to shape B

i (orange) = figures congruent to shape C j (purple) = figures similar to shape C k (black) = figures congruent to shape D l (brown) = figures similar to shape D

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Answer Keys Math B


Lesson 6: The Coordinate Plane

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Lesson 7: Transformations

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Math B Answer Keys


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Answer Keys Math B


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Math B Answer Keys


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Answer Keys Math B


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Math B Answer Keys


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Answer Keys Math B



Assignment Sheets

This section contains an assignment sheet for Math B. The assignment sheet lists the available lessons, quizzes and tests. The Online Tracking System will monitor your lesson assignments and the lessons, quizzes and tests your students complete. However, it may be helpful to photocopy an assignment sheet to help you plan lesson assign-ments or to help your students keep track of the lessons, quizzes and tests they complete.

Assignment Sheets Math B


Assignment Sheets: Math B

Activity Date Assigned Date Completed Score/Progress


• Pretest on Understanding Numbers

1 Place Value

2 Numbers and Word Names

Q1 Quiz on Lessons 1 and 2

3 Comparing and Ordering Numbers

4 Changes in Temperature

5 Time Zones

Q2 Quiz on Lessons 3 through 5

• Posttest on Understanding Numbers

Using Whole Numbers

• Pretest on Using Whole Numbers

1 Front-End Estimation

2 Estimation by Rounding

3 Addition

4 Subtraction


PS We’re On Our Way

5 Multiplication

6 Compatible Numbers

7 Division


PS Sweet Treats

8 Equations

9 Patterns and Sequences


• Posttest on Using Whole Numbers

Math B Assignment Sheets




Using Geometry

• Pretest on Using Geometry

1 Angles

2 Triangles

3 Plane Geometric Figures

4 Solid Geometric Figures

5 Congruence and Similarity

6 The Coordinate Plane

7 Transformations

• Posttest on Using Geometry

Using Decimals

• Pretest on Using Decimals

1 Addition of Decimals

2 Subtraction of Decimals


PS Swim Like A Fish

3 Multiplication of Decimals

4 Division of Decimals


PS What a Deal!

• Posttest on Using Decimals

Assignment Sheets Math B





• Pretest on Using Fractions and Percents

1 Equivalent Forms

2 Addition of Fractions

3 Subtraction of Fractions


PS Shop ‘Til You Drop

4 Multiplication of Fractions

5 Division of Fractions

PS Blue-Ribbon Building

6 Percent of a Number


• Posttest on Using Fractions and Percents

Working with Data

• Pretest on Working with Data

1 Bar Graphs

2 Graphing Ordered Pairs


3 Line Graphs

4 Circle Graphs


• Posttest on Working with Data

Documents

SkillsTutor Math B · 2018-08-06 · SkillsTutor Math contains reproducible worksheets for each lesson. The worksheets may be used to extend the computer activity or as a homework