Basic Math

Resources

Jackie Hamlett, ABE/GED Instructor

Basic and Intermediate Math

College of Lake County

Place Value Through Hundred Thousands

You will write the number in the place-value chart two ways.

Step 1 Look at the number and decide how many places it contains.Reading from the left, say the number aloud.

Step 2 Write the number in word form.Four hundred thirty-nine thousand, one hundred fifty-eight.

Step 3 Write the number in standard form.

439,158

Thousands Ones

hundred thousands

ten thousands

one thousands hundreds tens ones

4 3 9 , 1 5 8

Write each number one other way. You can use a place-value chart to help you.

1. 125,312

2. 259,237

3. three hundred seventeen thousand, two hundred nine

Writing Math Identify the value of the digit 5 in problem 1. Explain your answer.

Name Date

Use with text pages 8–10ReteachCopyright © Houghton Mifflin Company. All rights reserved.

CA StandardNS 1.0

Chapter 1, Lesson 2Reteach

73744_C1L2_RET_CLN2 173744_C1L2_RET_CLN2 1 6/8/07 3:04:20 PM6/8/07 3:04:20 PM

Extending Place-Value Concepts

Name _____________________________________________________________________________________________________

© Scott Foresman, Gr. 3 (19) Use with Chapter 1, Lesson 7.

What is the value of each digit?

1. the digit 4 2. the digit 2

3. the digit 1 4. The number in standard form

is .

5. The number in expanded form is

6. the digit 4 7. the digit 2

8. the digit 5 9. The number in standard form

is .

10. The number in expanded form is

Place value can help you understand larger numbers.

The standard form is 513,204. The expanded form is 500,000 � 10,000 � 3,000 � 200 � 4.The word form is five hundred thirteen thousand, two hundred four.

hundred thousands ten thousands thousands hundreds tens ones

5 1 3 2 0 4

hundred thousands ten thousands thousands hundreds tens ones

5 1 0 4 2 3

2003,00010,000

500,000

zero

4

1-7R

hundred thousands ten thousands thousands hundreds tens ones

2 1 4 5 3 0

Multiplication Tablex 0 1 2 3 4 5 6 7 8 9 10 11 12

0 0 0 0 0 0 0 0 0 0 0 0 0 0

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

2 0 2 4 6 8 10 12 14 16 18 20 22 24

3 0 3 6 9 12 15 18 21 24 27 30 33 36

4 0 4 8 12 16 20 24 28 32 36 40 44 48

5 0 5 10 15 20 25 30 35 40 45 50 55 60

6 0 6 12 18 24 30 36 42 48 54 60 66 72

7 0 7 14 21 28 35 42 49 56 63 70 77 84

8 0 8 16 24 32 40 48 56 64 72 80 88 96

9 0 9 18 27 36 45 54 63 72 81 90 99 108

10 0 10 20 30 40 50 60 70 80 90 100 110 120

11 0 11 22 33 44 55 66 77 88 99 110 121 132

12 0 12 24 36 48 60 72 84 96 108 120 132 144

Place Value ChartPlace Value Chart

Math-Aids.Com

This Chart shows the place value of the number 210,987,654,321.23456

This is how you say it.

Two hundred ten billion, nine hundred eighty seven million, six hundredfifty four thousand, three hundred twenty one, and twenty three thousandfour hundred fifty six hundred thousandths.

2 1 0 , 9 8 7 , 6 5 4 , 3 2 1 . 2 3 4 5 6

LEARNING-FOCUSED STRATEGIES: Connecting Exemplary Practices in Acquisition Lessons

Word Problems: Math (Problem Solving)

Read the Word Problem carefully. Do you understand all the words? What is the question? What is the important information? Number and label the information. What information is not needed? What operations will I use? (Remember to look for key words, andrefer to your key word handout)

Complete the problem.

Does my answer make sense? Is it reasonable?

Solving Word Problems with BUCK$ 

B  Box in the question 

U  Underline information that we need 

C  Circle the vocabulary words 

K  Knock out information we don't need  

EXAMPLE 

Jim took his three kids to Great America. His ticket was $54.00. The children’s tickets were $34.00 each. How much did all the CHILDREN’S cost?

B – The question we need to find out is: How much did all the 

children’s tickets cost? 

U – The information we need to know is how much each ticket 

cost, and how many children are going to Great America. 

C – The words that give us clues to tell us to add, subtract, multiply, or divide are three, each, and all. There are three children and tickets cost $34.00 each, so how much in all will the children’s tickets cost? 

K – We are knocking out how much Jim’s ticket cost because the 

question only tell us to find out how much the children’s tickets cost. 

Helping Teachers Make A Difference® © 2007 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com #155803

Key Word Reference Reproducible

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3–1

When you want to compare numbers, you subtract.

Example Find 16 - 3.

Step 1 Model 16. 16 Subtract the ones. - 3 6 ones - 3 ones = 3 ones

Step 2 16 Subtract the tens. - 3 1 tens - 0 tens = 1 ten. 13 So, 16 - 3 = 13.

When there are not enough ones to subtract from, you need to regroup.

Example Find 14 - 8.

Step 1 Model 14. 14 Subtract the ones. - 8 8 ones > 4 ones, so regroup.

Step 2 Regroup 1 tens into 10 ones. 14 10 ones + 4 ones = 14 ones - 8 Subtract 14 ones - 8 ones = 6 ones 6

Step 3 Subtract the tens. 14 0 tens - no tens = 0 tens - 8 06 So, 14 - 8 = 6.

Subtract. Check your answer.

ReteachTwo-Digit Subtraction

3NS2.1

1. 37 ____ - 3

2. 49 ____ - 7

3. 82 ____ - 9

4. 31 ____ - 6

5. 77 ____ - 8

6. 63 ____ - 9

7. 54 ____ - 3

8. 22 ____ - 1

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You can use place-value charts to help you regroupacross zeros.

Find 305 - 176.

Step 1 Step 2 Step 3Subtract the ones.No tens to regroup.Regroup the hundreds.

Regroup the tens. Subtract the ones, tens, and hundreds.

Hundreds Tens Ones

2

3- 1

10

07

56

Hundreds Tens Ones

2

3- 1

9

10

07

15

56

Hundreds Tens Ones

2

3- 1

9

10

07

15

56

1 2 9

Subtract. Check your answer.

1. 106 - 28

6. 205 - 92

2. $503 - $167

7. 308 - 175

3. 405 - 218

8. 300 - 56

4. $601 - $378

9. $505 - $90

5. 200 - 145

10. 802 - 132

11. 500 - 418 = 12. $206 - $138 =

13. 801 - 482 = 14. 100 - 33 =

15. 607 - 527 = 16. $700 - $19 =

17. $902 - $863 = 18. 400 - 189 =

ReteachSubtract Across Zeros

3NS2.13–8

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14–6ReteachMultiply Two-Digit Numbers

Find 4 × 16.

Step 1

Multiply the ones.Regroup if necessary.

2 2 tens 16

____ × 4 4 4 ones

Think: 4 × 16 = 24 ones24 ones = 2 tens 4 ones

Step 2

Multiply the tens.Add all the tens.

2 16

____ × 4 64

Think: 4 × 1 ten = 4 tens4 tens + 2 tens = 6 tens

Multiply. Remember to regroup if necessary.

1. 15

____ × 3

6. 28

____ × 5

11. 45

____ × 6

2. 38 ____ × 3

7. 82 ____ × 6

12. 58 ____ × 5

3. 59 ____ × 7

8. 45 ____ × 4

13. 38 ____ × 7

4. 68 ____ × 2

9. 49 ____ × 2

14. 95 ____ × 4

5. 74 ____ × 8

10. 53 ____ × 8

15. 34 ____ × 8

16. 2 × 39 = 17. 45 × 7 = 18. 6 × 77 =

3NS2.4, 3MR2.1

So, 4 × 16 = 64.

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7–6

Unit cost is the cost for one item. To find unit cost, use division.

Jason wants to buy 1 marker. The price for 5 markers is $0.50. How much will it cost to buy only one marker?

Step 1What do you know?

5 markers cost 50¢.

The total cost is 50¢.

The number of items is 5.

Step 2Divide the total cost by number of items.

50 ÷ 5 = 10

It will cost 10¢ for one marker.

Find each unit cost.

1. 3 T-shirts for $27

2. 2 hats for $12

3. 4 gym shorts for $24

4. 3 pairs of socks for $3

5. 3 lunches for $6

Solve.

6. Liz has $60 to buy 6 teddy bears. The teddy bears are $8 each. What is her change?

7. Cornbread muffins are $12 for a dozen. If Simon wants to buy 5 muffins, how much will they cost?

ReteachDetermine Unit Cost

3NS2.7

Zeros in the Quotient

1. 6��6�5� 2. 92 � 3 3. 320 � 4 4. 3,080 � 3

5. 5�3�,5�3�2� 6. 7�2�,1�5�9� 7. 36,020 � 8 8. 18,342 � 9

Name _____________________________________________________________________________________________________

6-7R

© Scott Foresman, Gr. 4 (163) Use with Chapter 6, Lesson 7.

Find: 102 � 5.

First, estimate using compatible numbers. Think: 100 � 5 � 20.

Now find the exact answer.

Check by comparing the exact answer to the estimate. 20 R2 is close to 20, so the answer is reasonable.

You can also check the answer precisely by multiplying and adding 20 � 5 � 100, and 100 � 2 � 102. You know you divided correctly since this result matches the dividend.

Step 1

There are not enoughhundreds to divide into 5 groups.

5�1�0�2�

Step 2

Divide the tens. Multiplyand subtract. There are no tens left over.

25�1�0�2�� 10���

0

Step 3

Bring down the ones. There are not enough ones to divide into 5 groups. Write a 0 in thequotient. Multiply and subtract.Write the remainder.

20 R25�1�0�2�� 10���

02� 0��

20 ones � 5

Remainder

��

��

2 tens � 5

0 < 5

���

���

Elapsed Time

Look at each pair of times. Find how much time has passed.

1. Start 9:10 P.M. 2. Start 3:15 A.M. 3. Start 7:21 P.M.End 10:10 P.M. End 3:30 A.M. End 7:41 P.M.

Find what each time will be in 40 minutes.

4. 3:00 A.M. 5. 5:15 P.M. 6. 8:55 P.M.

Name _____________________________________________________________________________________________________

3-1R

© Scott Foresman, Gr. 3 (81) Use with Chapter 3, Lesson 1.

The team tryouts began at 1:15 P.M. They lasted for 2 hours and 12minutes. When were the tryouts over?

So, the tryouts were over at 3:27 P.M.

Think:

Count ahead 2 hoursfrom 1:15 P.M.It is 3:15 P.M.

Think:

Count ahead 10minutes from 3:15 P.M.It is 3:25 P.M.

Think:

Count ahead 2 minutesfrom 3:25 P.M.It is 3:27 P.M.

Find the time.

7. The baseball game begins at12:30 P.M. It lasts 3 hours and 10minutes. What time does it end?

8. Keesha begins to exercise at6:30 A.M. If she exercises for 45 minutes, when will she be done?

12 12

6

9 34

5

1110

87

5

10

12 12

6

9 34

5

1110

87

1

212 1

2

6

9 34

5

1110

87

12

Name :

Teacher : Date :

Score :

Math-Aids.ComPlease practice measuring in inches and parts of inches.

Measuring in InchesMeasuring in InchesHow many Inches ?

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

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10–5

Triangles can be classified by the length of their sides or the size of their angles.

ReteachTriangles and Angles

Identify each triangle. Write equilateral, isosceles, or scalene.

3MG2.2, 3MG2.4

In an equilateral triangle, In an isosceles triangle,3 sides are the same length 2 sides are the same length.and the angles are the same.

In a scalene triangle, no sides are the same length.

1.

None of the sides of the triangle are the same length. It is a (n)

triangle.

2.

All of the sides of the triangle are equal. It is a (n) triangle.

3.

All of the angles of this triangle are equal. It is a (n) triangle.

4.

Two of the sides of the triangle are the same length. It is a (n)

triangle.

Name Date

Grade 3 196 Chapter 10

Copyright ©

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10–5 3MG2.2, 3MG2.4

Identify each triangle. Write equilateral, isosceles, or scalene.

1. 2. 3.

4. 5. 6.

Identify each triangle. Tell whether each angle shown is a right angle, less than a right angle, or greater than a right angle.

7. 8. 9.

10. 11. 12.

Skills PracticeTriangles

Solve.

13. Classify the triangle in two different ways.

14. Classify the triangle in this flag.

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10–63MG2.3, 3MG2.4

A quadrilateral can be classified by its sides and angles.

A square has 4 right angles and 4 equal sides.

A rectangle has 4 right angles. Its opposite sides are equal in length.

In a parallelogram, both pairs of oppositesides are parallel.

ReteachQuadrilaterals

5. It has 4 right angles, and its opposite sides are equal in length. It is a .

Identify each quadrilateral.

1.

It has 2 pairs of parallel sides. It is a .

3.

It has 4 right angles and 4 sides of equal length. It is a

2.

It is a rectangle with sides of equal length. It is a .

4.

Both pairs of its opposite sides are parallel. It is a . . .