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COMMON CORESTANDARDS

READY

“Ninety-six percent of our 4th graders passed the state end of grade exam! Thanks to Excel Math for helping our students succeed in math.” — Public School Principal

Excel Math is a copyrighted program. The curriculum material may not be duplicated.

© 2017 AnsMar Publishers, Inc. All Rights Reserved. Printed in the United States of America.

Excel Math was developed by

Janice Raymond, Ph.D.

and is published by

AnsMar Publishers, Incorporated

12150 Tech Center Drive, Poway, California 92064-7102

Toll Free: 866-866-7026 | In San Diego: 858-513-7900 | Fax: 858-513-2764

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AnsMar Publishers, Inc., 12150 Tech Center Drive, Poway, CA 92064-7102 Toll Free: 866-866-7026 Local: 858-513-7900 Fax 858-513-2764 www.excelmath.com

Dear Educator,

Thank you for your interest in Excel Math. This Sample Packet gives you an overview of the curriculum, explains how Excel Math will work for you, how it is used and its main elements — the Student Lesson Sheets and the Common Core Teacher Edition.

When you use this proven curriculum, you get

Outstanding Results with features found only in Excel Math

• SPIRALING - a comprehensive process of introduction, reinforcement and continual assessment that leads to mastery and long-term competency for every student.

• CHECKANSWER - unique self-assessment tool empowering students in Second through Sixth grades to confirm their answers. Consistent use of the CheckAnswer process will help students check their work and develop effective work strategies.

Outstanding Value with unbeatable attributes of Excel Math

• COMMON CORE RESOURCES - hands-on lessons and activities plus reproducible printables and discussion suggestions give teachers tools to implement the Common Core Standards and guide students to mastery.

• CONVENIENT FORMAT - Student Lesson Sheets and Common Core Teacher Edition maximize time on task for students and reduce preparation for teachers. Schools get updated Lesson Sheets annually, and you select convenient sets to fit your class sizes. Our Projectable Lessons CD or Download let you and your class focus on instruction as the lesson is projected on an electronic white board, wall or screen.

• AFFORDABLE PRICING - Excel Math gives your students quality materials at an unbeatable price of just $12.00 per student for the entire year.

• PERSONALIZED SUPPORT - We give personal attention to your questions, comments and orders. No long, impersonal touch-tone menus when you call us, just real people who care about elementary math education.

After you review this material, we would love to talk with you. Just send us an e-mail (to [email protected]) or call us. There is an order form on the back of this page, with current prices. Please call, fax or e-mail it to us when you are ready to place your order.

Brad Baker, President, AnsMar Publishers

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Introduction

Excel Math is a K-6 math curriculum used in classrooms for over 35 years. Common Core concepts are woven into a smooth and coherent spiraling arrangement. Students encounter these concepts repeatedly after their first introduction. This approach improves mastery, and develops a solid

foundation for advanced math. These are our primary objectives:

1. Develop Thinking Skills

Integrated Common Core Lessons Excel Math smoothly moves from one lesson to another, building on concepts which are taught gradually in a continuous process. Students realize that math concepts work together as a system.

Teaching to Think Students are encouraged to listen carefully to questions and determine what is being asked. They learn to answer questions precisely. In addition, students write and solve problems of their own.

Interaction between Teacher and StudentDaily Lesson Sheets help students and teachers to concentrate on teaching and learning math, not copying problems from a book. The structure of the lessons allows the teacher to easily work with students who grasp the Common Core concepts right away and with those who are struggling.

2. Build Proficiency

Balancing New and Review Student Lesson Sheets mix fresh ideas with an assortment of review problems. New concepts fit within a context of familiar material. Students stay challenged and have time to master previous ideas.

Confidence from Hands-On Exploration Stretches, Activities and Exercises permit students to explore math while moving and handling everyday objects. Students interact, create and solve their own problems.

Providing Regular Assessment The curriculum provides assessment opportunities through distributed practice. With our unique CheckAnswer system, students are assessing themselves daily. Formal tests are provided once a week in the higher grades. First Grade and Kindergarten have fewer tests.

3. Produce ConfidenceExpanding Curriculum CoverageStudents remember concepts, due to continual practice and using basic skills in more complex ways. We cover more curriculum in the same time.

Providing a Positive ExperienceNot every student will become a mathematician, but all can learn to view math as something which is used in “real life”. Many graduates of Excel Math feel math is their favorite subject.

Reducing the Need for Ability GroupingBecause the mix of math problems and gradual spiraling help everyone to succeed, students do not need to be divided into groups by ability levels.

Improved Test Scores Schools across the nation using Excel Math consistently report improved test scores.


Excel Math uses a proven direct instruction approach accompanied by many other features and advantages:

• Student Lesson Sheets present lessons, homework, guided practice, and basic fact practice.• Critical Thinking concepts are presented in the fifth lesson each week.• Create A Problem stories challenge students with longer texts that involve multiple concepts.• Weekly Tests, Quarterly Tests and End-of-Year Tests let you know how students are doing.• Stretches, Exercises and Activities offer different instructional modes for learning.

Curriculum Strategy

The School YearThe first 4 – 6 weeks of Excel Math lessons review the previous grade’s concepts. You can evaluate your class’s grasp of basic math concepts and be confident students are ready for new ideas.

The majority of the year is devoted to spiraling math concepts. Each week we introduce new concepts, practice previous concepts and prepare for assessment a week later. Students are not tested immediately after learning. They have ample time to explore what they have learned – in class and at home, in calculation and in word problems.

The final weeks each year summarize what has been learned and introduce a few new concepts that will be taught at the next grade level.

Each weekEach class “week” has 6 pages - 5 lessons, and a test with a Create A Problem story on the back. This element adds variety to the math instruction and encourages student creativity and critical thinking. Students can write story endings and develop their own problems from the stories.

Use your judgment to work through the lessons daily, or move more quickly if the class is ready. We do not encourage jumping around as it interferes with the spiraling presentation of concepts.

TestingWeekly, Quarterly and Year-End Tests are all cumulative. Quarterly Tests help your class practice with “bubble-in” answer sheets. The upper grades have: • 24 Weekly Tests • 4 Quarterly Tests with bubble-in answers • 2 Year-End Tests

Year-End Tests help you assess your students’ grasp of the entire year’s content.

Summer SchoolOur Common Core Summer School Editions help prepare students to enter the next grade. These 6-week products are ideal for InterSession work as well. You can select a lower grade for remediation, or a higher grade to provide challenges for advanced students. Contact us for details.

Better All AroundExcel Math Common Core Teacher Editions retain all the features of past Excel Math editions and add Common Core-specific teaching tools, better spiraling, new vocabulary, more rigor, hands-on activities and up-to-date content. Excel Math is even better at helping students develop critical-thinking skills, build proficiency and gain confidence in real-world mathematics!

Friday: Weekly

• Critical Thinking Lesson• Guided Practice• Test on front of page• Create A Problem on back

Friday: Quarterly

• Lesson• Guided Practice• Quarterly Test

on 1 or 2 pages

Monday Tuesday Wednesday Thursday

• Lesson • Basic Fact Practice • Guided Practice • Homework


Components of Excel Math

The BoxesExcel Math shipping cartons are color-coded to indicate the language of the Lesson Sheets inside: English (brown) and Spanish (white).

When you receive your materials, check the box label to confirm you have received the correct grade, translation, and number of lesson sheets.

Teacher Editions will come in a separate box. Common Core Teacher Editions have a white spiral binding. Standard Teacher Editions have a black spiral binding.

The grade level does NOT appear on covers of the student or teacher products. The first digit of the four-digit page number at the bottom of each Lesson Sheet indicates the grade. You can also determine grade by the color coding:

Kindergarten – Grey 1st Grade – Pink 2nd Grade – Blue 3rd Grade – Green 4th Grade – Tan 5th Grade – Yellow 6th Grade – Orange

7th Grade – White (summer only)

The Student Lesson SheetsExcel Math Student Lesson Sheets are printed on legal-sized, double-sided pages. We package sets for these class sizes:

10 Students 15 Students 22 Students 30 Students 35 Students

Depending on the set size you select, you may receive one, two or three boxes for the year.

When you open a box, you will find copies of Lesson Sheet 1 for your whole class, a colored divider sheet, copies of Lesson Sheet 2, etc.

We also have Individual Student Sets (single sets with tear-off pages) if you need materials for just a few students.

The Common Core Teacher EditionYou will need a Common Core Teacher Edition. This spiral-bound book contains the Scope & Sequence of lessons, the lesson plans, answer keys and other materials to assist you in the classroom.

A reduced-size copy of each day’s Lesson Sheet, along with the answers, is provided on the facing page, across from the Lesson Plan.

Excel Math Projectable This product contains the lesson material in electronic form as a download or on CD for collaborative use in the classroom.

Excel Math consists of Student Lesson Sheets and a Teacher Edition.

Ansmar Publishers Inc.13257 Kirkham Way

Poway, CA 92064-7116

Toll Free: 866-866-7026San Diego: (858) 513-7900

Fax: (858) 513-2764

Contents:

Grade 3Classroom Set of 22

Lessons 1-74English Translation

E322a Box 1 of 2


Student Lesson Sheets

The Classroom LessonStudents interact with the lesson material as the teacher introduces the concept(s) for the day. The objectives are clearly stated at the top of each Lesson Sheet in terms that students can understand. A more detailed set of objectives and Common Core suggestions are stated at the top of the Teacher Edition page.

The Lesson section includes a few examples and problems for students to solve. Below the lesson are several more problems that explore the concepts students have just learned.

On the fifth-day lessons we normally use the whole front of the Lesson Sheet to explore difficult concepts. There is no homework on these pages. If the lesson happens to fall short of a full page, we provide extra Guided Practice in that space.

Basic Fact PracticeThis section provides practice in basic math facts, such as the “multiplication tables”. The exercises appear frequently in the lower grades. If students can’t recall basic facts, it will be difficult for them to learn other concepts in later years. Use this section for timed exercises or just for practice. Basic Fact Practice is also included on the Projectable Lessons CD.

Guided PracticeThe Guided Practice section is on the back of the Student Lesson Sheet. Because students don’t copy problems from a textbook, they have time to complete Guided Practice in class.

We encourage students to ask for help, so they can get every answer correct. Guided Practice will be very easy at the beginning of the year. This is intentional. Your students will see math as something they can readily conquer.

Adapt your use of the Student Lesson Sheet to the needs of your class. If the students are having difficulty with a concept, practice the concept a bit before moving on to the next lesson. However, because we review previously-taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on.

© Copyright 2007 AnsMar Publishers, Inc.www.excelmath.com 6283

C 61

B 54

A 206

-.663 38

612 2.4

0 +1 +2 +3-3 -2 -1

A B C D E F G H I J K L M N O P Q R S T

T

1 2 3

6 7

4

5 8

9 10

13 14

11 12

15 16

654321

0 1 2 3 4 5 6 87 9

6. 34

7.

=

>310

111638

8. 59

9.

<

≠215

2315

6. 3 x 9 ≠ 8 + 9 8. 8 + 8 > 2 x 8

7. 7 + 6 < 4 x 4 9. 6 x 6 < 4 x 9

9.087 ______

14 3 2

16

-2 918

-1 520

1 78

-1 34

1.5

-3.3–.252.8-2.0

.9

NameLesson 119 Date HomeworkArranging fractions, decimal numbers and mixed numbers on a number line

Each of the numbers listed below is represented by a letter on the number line. For each problem, write the letter next to the number it represents and be able to explain why you matched the letter with each number. For example,

Keep in mind that, although the numerals increase, negative numbers decrease in value as you move farther left from the zero.

3 38

38

14

is positive, so it is to the right of +3. It is to the right of the

one-quarter mark because is greater than . Therefore, it is point T.

-2.2 is negative, so it is to the left -2. It is to the right of the one-quarter mark

because -.2 is closer to zero than -.25. Therefore -2.2 is point D.

yes6.

no7.

On the grid shown below, draw a line from ( 1, 2 ) to ( 7, 4 ). Is ( 4, 3 ) on the same line?

Which statements are true?

The coordinates for a rectangle are (3, 11), (9, 11), (9, 6) and (3, 6). What is the area?

How has the figure moved?

5. reflection (flip)6. translation (slide)7. rotation (turn)

Which statements are not true?

9 is what percent of 18?

What is the measure of a straight angle?

A packing machine addedfoam pellets to boxes. The foam pellets weighed 13, 15, 22, 35 and 55 ounces.Which choice shows the statistical mean?

5. 28 oz

3. 22 oz

4. 21 oz

Round to one-digit accuracy.

K H Q

J G S N

E R I A

L O C F

1216

69315

5x 630

30 sq units

3,6 9,6

3,11 9,116

5

27 17 16 16

13 16 36 36

N x 18 = 9

= 18 9.0918

.5

50%

180º

13152235

+ 55140

140 ÷ 5 = 28

9

89

180+ 9206

89

30+ 754

65

+ 5061

Lesson: top left corner


( 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 1 0 )

( 3, 4, 5, 7 )

3 91

4 1A

6 8D

8 6E

$ 4 . 5 7F

1 8+ 7

3 0- 1 4

$ 4 . 5 9B$3.6 0- .4 0

$1.2 6+ .1 3

3 2 + 3 =

9 + 2 4 =

_____ + 8 = 15

10 - _____ = 1

11 - _____ = 8

1 9C

4 3- 8

7+ 6

8+ 9

3+ 7

9+ 5

8+ 4

5+ 5

5+ 8

7+ 9

1 8- 9

1 4- 7

1 3- 8

1 6- 7

1 7- 9

1 5- 9

1 4- 8

1 3- 6

2. 16 - 7 =3. 8 + 7 =4. 15 - 8 =5. 7 + 8 =

( 35, 37, 39, ____, ____)

NameLesson 99 Date HomeworkRecognizing odd and even numbers, up to ten

Which number in thisset is an even number?

Adam has 5 marbles. He wants to share one half of his marbles with his brother. How many marbles will he give his brother?

Adam has a problem. Do you know what that problem is?How would you solve his problem?

Numbers that cannot be divided into two equal groups arecalled odd numbers. Numbers that can be divided into twoequal groups are called even numbers.

Draw a circle around the even numbers in this set.Draw a line under the odd numbers in this set.

Can you see a pattern developing?

Basic Fact Practice

Which one doesnot belong?

Reggie had $3.21. He earneda quarter. How much moneydoes he have now?

Courtney had $1.32. Shebought a coloring book that cost 21¢. How much money does she have now?

13 17 10 14 12 10 13 16

9 7 5 9 8 6 6 7

35

4+ 35

39

7

9

3

25 16 $3.20 $1.39

+ 335

25+ 16

41

79

+ 319

$3.20+ 1.39$4.59

35+ 33

68

241

+ 4386

$3.46+ 1.11$4.57

1

3 13

2 10

1

+2

+ 933

9157

15

41 43

$3.21+ .25$3.46

$1.32- .21$1.11$3.46 $1.11

Basic Fact Practice: bottom left corner


4 6 3- 2 6 0

1 5 6

+ 3 7 6( 3 + 4 ) ( 6 - 0 ) ( 5 + 3 ) ( 7 - 3 )

6 > _______ 8 = _______

4 3 7 - 4 3 =

6 ÷ 3 =1 2 ÷ 2 =1 6

$ 4.1 3- 1.7 6

$ 3.2 5- 1.1 9

5 8 ______

7 3 ______ 6. 8 + 9 =

7. 1 7 - 8 =

8. 1 7 - 9 =

9. 9 + 9 =3 5 ______

2.

3.

4.

5.

78

4 1x 4 6 2

x 2

6 0x 3

( 5 6 , 2 9 ,4 0 , 1 5 )

5 - ( 8 - 7 ) =

6. 52

7. 8.23

25

1 3 5

90¢ = _____ nickels22B90A 870C 8,875D

468F400E 104G 11H

24J170I $4.43K 12L

33M 43N

Select the numbers from thegiven pairs to fill in the blanks.

Holly has 14 buttons.One-half of them are red. How many red buttons does she have?

A bird can beweighed in _____.

Gus is 60 inches tall.Jed is 47 inches tall.How much taller isGus than Jed?

of the figuresare triangles.

four thousand, sixhundred fifteen

three thousands

2 hundreds, 1 thousandand 6 tens

Round to the nearest ten.

Which figures show a lineof symmetry?

The shelf was 34 inches long.Grace cut 3 inches off eachend. How long is the shelf now?

Which one does not belong?

It is _____ minutes before ____ o'clock.

Which numbers in the set are even numbers?

denominator

1 year = _____ months October _____

NameGuided Practice 66

1 hour = ______ minutes

A milk carton might contain________ of milk.

3 pints4 tons

5 yards6 meters

22. kilometers23. ounces24. gallons

4 0 0+ 6

2

3 3+ 2 8

6 6 7 2 0 3

2 4+ 4

6 6 7

8 7 0+ 2 0 3

1 2

2 2+ 1 0

+ 4

3 9 4

9

7 - 3 5 + 34

1 1 8

1 3 inches taller

1 0

7 6 8 4

5 64 0+ 8

1 0 4

11

6 2

63 9 4- 4 3

7 red buttons

6 0

1 3- 4 7

4 3+ 1 3

7

8

8,8 7 5+ 1,2 6 0

4,6 1 53,0 0 0

1 6 41 2 4

1 8 0

1 14

6 0

4 0

7 0

3 + 3 = 6

6 0

1 1- 4 9

3 13

142

105

1303 151

3 4

2 8 2 8 inches

- 6 7 is one-half of 14.

2

5

$2.3 7 $2.0 6

4,6 1 5

3,0 0 0

1,2 6 0

15 - 1 = 4

$2.3 7

$4.4 3+ 2.0 6

10 5

2 3

1 1+ 2

36

3

1 7 0+ 4 0

7 06 0

1 8

9 0+ 1 2

6 0

4 6 8+ 1 8 0

1 6 41 2 4

6 0

1 8

1 2

1 7

9

8

1 8

10

Guided Practice: back of Lesson Sheet


HomeworkHomework reinforces learning, teaches responsibility and involves parents. Students are expected to take the Lesson Sheet home, complete the problems (showing their work), and bring the Lesson Sheet back to class.

If students do their homework using the CheckAnswer, they can score 100% each time. Homework should take 20 minutes each day. There is no homework on test days.

TestsKindergarten has 6 tests while First Grade has 16 tests. All other grades have a test each week. Tests are a mix of story problem, calculation, true-false and multiple-choice questions. Most students can complete a weekly test in 15 minutes.

We assess the students’ progress at mastering concepts that were introduced in the 3-4 weeks prior to the test. We do not test on concepts they learned the week preceding the test. Test problems marked with a star are accelerated Excel Math concepts that go beyond Common Core Standards but may be required by some states.

Quarterly and Year-End tests help students prepare for standardized testing. Students solve for answers, circle the correct choice next to their work and transfer that answer to the bubble-in space on the right-hand side of the page. You may choose to omit the bubble-in process, if you prefer.

Create A Problem StoriesThese stories allow students to express their grasp of a complex story while merging math and literacy. We start with simple stories and ask students to observe what is happening in the story. They use those observations to solve problems.

Later in the year we ask students to create a problem or two. Finally, students are able to finish a story in their own words and write several problems about their story ending. When they can create their own problems using stories they have helped to write and using math concepts they have learned, they demonstrate mastery AND integration into their lives.


8 1x 5

2 4x 2

5 4 0- 2 8 6

6 2 3- 2 0 3

( _____ , 4 7, 4 3, 3 9, 3 5 )

2 1 0

7 ÷ 7 =

9 ÷ 3 =

7 = 1 2 - _____

1 3 = 5 + _____

1 1 = N + 6

N =

( 2 7, 2 5, 2 3, 2 1, _____ , _____ )

5

3

M N

S T

P Q

MN = _____ cm

PQ = _____ cm

ST = _____ cm6. 35

7. 8.38

83

6. 53

7. 8.32

35

33

36

63

13

34

12

23

25

35

24

46

26

24

22

42

57

125

512

1 quarter = _____ nickels

1 2

3 4

5 6

18A

151

87B

453C 9D

674E 22F

32G

Defining numerator and denominator; selecting a fraction that matches a given model

The bottom number in a fraction refers to the total number of parts in the group. It iscalled the denominator. The top number of the fraction represents the parts of the totalgroup that you are referring to. It is called the numerator.

For each problem, fill in the numerator and denominator and circle the correct fraction.

Use the number in front of the fraction for your checkanswer.

of the figuresare circles.

are shaded.


Measure each line segment to the nearest centimeter (cm).

are shaded.

of the figuresare squares.

are shaded.of the figuresare triangles.

are shaded.

are shaded. of the figuresare squares.

HomeworkNameLesson 66 Date

6 7 4+ 4 2 0

2 2+ 5

8 7

3 2+ 1 4

+ 5 1

1 9

7

4 5 3+ 4 84 0 5

2 5 4

4 0 5 4 8

5

3

9+ 5

1

5

1 8+ 5

8

2 5 4 4 2 0

1 7

8

5

10313

4

-2

-4

5

5

1 2

5

5

1

3

5

1 71 9

5 1

1 1

1 4

7

7

1 5+ 8

3

8

1 2

1 13

5

3

6

3

4

2

5

2

6

2

4

5

1 2

Homework: front, right-hand side

Student Lesson Sheets

Story Problem: back of test page

4239 © Copyright 2013-2014 AnsMar Publishers, Inc.www.excelmath.com

2,3 2 61 6 79 2 8

+ 9 0 9$ 6 0.0 2

- 2 3.4 97 8 6x 9

1 3 6 7

37

37

=

=

+

177

1 2 3 4 5

9 7x 4 3 3 , 6 4 98 4 , 2 5 67

7

8

9

1 km = _________ m

6

15 16 17

1211

10

13 14

18 19 20

36 - 4 =

36 ÷ 4 =

36 + 4 =

36 x 4 =

NameTest 18 # Date

1 gallon = _____ quarts

Two boards are cut into fifths. How many pieces will there be?

Eight popsicles cost 40¢. How many popsicles can be bought for 20¢?

Buck has seventeen dollars and sixty cents. He wants to buy a shirt that costs nine dollars and seventy-six cents and a tie that costs seven dollars and thirty-four cents. How much more money does he need?

Every day Jackie writes 8poems. How many poems will she write in the monthof November?

Cory weighs 8 kg more than Alec. Sean weighs 76 kg. Sean weighs 5 kg less than Alec. How much does Cory weigh?

Forty-eight girls are playing a game. There are 6 players on each team. If the number ofplayers on each team is cut in half, how many teams will they have?

What 2 prime numbers are greater than 20 and less than 30?

What are thefactors of 12?

There are 15 pounds of potatoes in a bag. A case holds 7 of these bags. How many cases canbe carried by a truck that can carry a maximum of 1,000 pounds?

Extra Credit

Write as amixed number.

Reuben is the band director. He has 36 students in the band and wants 4 equal rows. Which equation shows how many students he can put in each row?

4

1,000

4,330 $36.53 7,074-65

2

5 r267

372

10 pieces4 popsicles

$9.76+ 7.34$17.10

0, he has enough

30x 8240

240 poems

23, 29

S 76+ 5

A 81

A 81+ 8

C 89

89 kg

1, 12, 2, 6, 3, 4

483-318

-180

16

16 teams

15x 7105

105 1000-945

55

9 r55

9 cases

2 9 13 8 8 04,1 7 1

-3 24 4

-4 0

4 5 6 r1

4 9-4 8

1

-4 20 5 6-5 6

0

6 0 8

9

© Copyright 2013-2014 AnsMar Publishers, Inc.www.excelmath.com 4240

0 10 20 30 40 50 60 70 80

Tour de Vacation Label the graph and indicate the route taken by the riders. Then write a wordproblem based on the information in the graph.

Ana and her brother Bret watched a bicycle race while on vacation.

After the race was over he asked if she could help him create a graph of

the race route. Ana said "Sure!" They went out to talk to some of the bike

riders who were resting in the park.

The race started in Gap and ended in Marse, eighty miles away. Ana

asked one of the riders what the elevation of Gap was. He replied, "1600

feet." Their hotel was next to an ocean beach, so they knew Marse is at

sea level. Ana put dots on the chart at those points.

Overall the route was gradually downhill. The rider said there was

just one climb that starts at 30 miles, where the elevation is 1000 feet

above sea level. The road goes up to 1250 feet and back down to 1000

feet by the 40-mile point. Ana put dots on the map as he instructed.

Fifteen miles before the finish the road drops to sea level, but it

quickly rises up 200 feet and then drops back to sea level over a 10-mile

distance. The last 5 miles are completely flat, as the riders circled the

beachside town.

After Ana and Bret completed the map, they shared it with the

riders. They agreed it looked like the ride was almost all downhill, but it

seemed like a lot of work when they were doing it! The team invited Ana

and Bret to have lunch with them in the plaza.

NameCreate A Problem 18

1750

1500

1250

1000

750

500

250

0

Distance (Miles)

Elev

ation

(fee

t)

GAP MARSE

The Vacation Bike Race

How much elevation is lost in the first thirty miles? 1600 - 1000 = 600 ft

Test: front of page every 5th day


Common Core ObjectivesEach lesson plan begins with a briefly stated Common Core objective. A similar objective also appears at the top left corner of the Lesson Sheets, and in the Scope and Sequence list at the front of the Teacher Edition.

PreparationThe preparation section spells out what you need to do to prepare for your class session. If the list begins with

For the class: then you need one or two sets of items for demonstration from the front of the classroom. If it says:

For each student: then you need one set of items for each of your students, or sometimes for each pair of students.

Most of the items required will be reused, so you may wish to save them in plastic bags or containers.

Lesson PlanThe lesson plan gives you suggestions for teaching the lesson. These are not intended to walk you through every second of the math instruction, but to help you introduce the subject to the class, engage the students in discussion, and emphasize Common Core standards. This is NOT a script.

StretchesThese activities are brain teasers or thought-provoking exercises for your students. We recommend you put this up so they can see and ponder it outside the math class time.

Stretches teach various kinds of thinking skills and math ideas. Like the Lessons, the Stretches spiral through Common Core concepts, becoming more difficult as the year goes on.

Student Lesson Sheets with AnswersWe provide reduced copies of the student pages with the answers shown so you can see what the class is being asked to do. This helps you in facilitating their activity.

Teacher Edition

Teacher Edition: right-hand page shows Student Lesson Sheets with answers

Teacher Edition: left-hand page has helpful teaching hints and Stretches

332

Lesson 139

Common Core ObjectiveStudents will subtract 2 three-digit numbers, regrouping twice.

PreparationFor each student: hundreds exchange board; ones and tens pieces (masters on pages M12 – M15)

Lesson PlanBefore distributing the Lesson Sheets, write

on the board. Have the students model 236 on their exchange boards. Walk through each of the regrouping steps.

When they get their answer, write the following problem on the board.

You are showing them how they can confirm a subtraction answer with addition.

Repeat this process with problem #1.

Distribute the Lesson Sheets. Do #2 – #5 with them one at a time using the same process you did with the examples.

Stretch 139Draw the figure shown on the board. How many triangles can you count?

Answer: 27 triangles: 12 - formed by diagonals through small squares12 - 6 each inside the two large triangles formed on the right and on the left of the center line3 - in the center formed by the diagonals and the horizontal lines

2 3 6- 1 8 9

4 7+ 1 8 9

2 3 6

333


18B

36C

13E

14F

4 6- 7

23 2 5

+ 3 3

165D

399A

3 5 - 3 =

4 0 + 9 3 =

3 x 1 =

4 x 2 =

5 x 5 =

2

5x 2

3x 3

9x 5

3x 6

5x 7

8x 2

2x 3

5x 4

= =

2 3 6- 1 8 9

4 7

121 16

25722951

4 2 3- 2 7 3

2 2 1- 1 1 4

3 4 2- 9 8

2 3 0- 1 7 9

2 3 6- 1 8 9

2 3 6- 1 8 9

7

2 16

1 2 3 4 5

- - - -3 2 0

- 1 4 61 7 4

1111

2 10

2 3 6 2 3 62 16

2 3 612

161

2

2

NameLesson 139 Date HomeworkRegrouping twice when subtracting 2 three-digit numbers

Basic Fact Practice

Oscar saw 7 lakes and 2 streamson his camping trip. Herman saw4 rivers and 1 lake. How manymore lakes did Oscar see thanHerman?

Felix caught 15 frogs. He let 7of them go. How many frogsdoes he have left?

areshaded.

What number isfifty-three lessthan sixty-five?

Compute the perimeter of each shape to the nearest inch.

_____ in _____ in _____ in

The 9 ones cannot be subtracted untilone of the tens is converted to 10 ones.

Now with only 2 tens left, the 8 tens cannot besubtracted until 1 of the hundreds is convertedto 10 tens.

2 hundreds,3 tens and 6ones

2 hundreds,2 tens and 16ones

1 hundred, 12 tensand 16 ones

10 9 45 18 35 16 6 20

39 360

3

8

25 +40133

- 332

665

-5312

12

6 3 4

7 - 1 = 66 more lakes

15 - 7 = 8

8 frogs

39+ 360

399

38

+ 2536

6+ 12

18

32+ 133

165

63

+ 413

6+ 814

2

1

2

1 1

1

1

1

1

1

1

3 161

24148

193

253144109

34698

248

46486

378

244 51 150 107

244+ 51295

150+ 107

257

1 3 1113

4 13 2 3 16 3 5 141513

2 3 12 1 2 1013 12

123 111



Today is Monday, May 12.

Saturday will be May _____ .Circle the even

numbers in the set.

Rod visited his cousins threetimes a year, for three years.How many times did he visithis cousins in the last threeyears?

Which one doesnot belong?

How has thefigure moved?


Jenny had $3.75. She then paid $1.50 for a hair clip and her mothergave her a half dollar. How much money does she have now?

$3.4 2 + $1.4 3 =

$2.4 0 - $1.3 0 =

3 1 =

1 2 2 =

( 4 , 13 , 16 , 9 )

$3 .9 1F

87C 575D

$5 .95H

29I 25J

12K $3 .85L

268E4 3

+ 9 71 2 4

+ 4

527G2 4 3

+ 8 03 2 4

- 1 2 0$3.4 0- 1.3 9

$2.7 1- .8 1

$6.0 3- 5.4 3

718A 696B

4 0 2- 1 4 0

5 2 4- 6 8

2 3 5+ 1 2 9

2 4 7+ 8 5

2 41 03 0

+ 69 7

- 8 0

2 4 62 3

+ 1 2 8

2 91 3 5

+ 1 4

2. 12 3 =3. 3 x 4 =4. 4 x 3 =5. 4 + 3 =

6 6

262 456 364 33270

397 17817

17

140 128 323 204$2.01 $1.90

+ 3.42$4.85

- 1.30$1.10

262+ 456

718

140+ 128

268

364+ 332

696

$2.01+ 1.90$3.91

70+ 17

87

323+ 204

527

397+ 178

575

$1.10+ 4.85$5.95

94

+ 1629

517

+ 325

56

+ 112

$2.75.60

+ .50$3.85

1

3 10 141411

171103

$ .60

50¢

105

1 111 1 1

1

M12

T13

W14

Th15

F16

S17

6

412127 3

3 x 3 = 9

9 times

1

$3.75- 1.50$2.25

$2.25+ .50$2.75

$2.75


Activities & ExercisesActivities integrate other modes of learning into the class, and cover subjects not easily conveyed on a Lesson Sheet. They give your students a chance to expand their math knowledge and to explore Common Core concepts in greater depth. Students might be asked to look at economic items in the newspaper or online, measure items in the classroom, play a base ten game, or make a solid figure from cardboard.

The activities are structured much like a normal classroom lesson, with Objectives, Preparation and Lesson Plan. The activities can be used at the end of the year, if the class finishes a lesson early, or to have a change from normal lessons.

Activities are included in the Scope and Sequence, and they should be taught to ensure to cover all your state requirements.

Kindergarten has Exercises (similar to Activities) every 5th day when there is no test.

ManipulativesThese pages are provided to help support the lessons. If you do not have a specific set of objects, such as play money, or regrouping boards, use the masters in the Manipulative section.

Most manipulative graphics are related directly to one lesson. The lesson preparation section will tell you which one to use.

Some exercises ask the students to make up stories about animals. You can use pictures to help them think of stories - such as horses in a field, cats in the back yard, etc.

GlossaryThe Teacher Edition for each Excel Math grade includes a glossary of the terms learned that year. A glossary of math terms for all grades is available on our website, in both English and Spanish. We also provide links to Common Core vocabulary word cards on our website:www.excelmath.com/downloads/Glossary.html

Teacher Edition

Teacher Edition: Manipulative master

Teacher Edition: Activity lesson plan

Permission granted to copy this page A12 www .excelmath .com

Activity 5Graphing Ordered Pairs as Coordinates

Common Core Objective Students will generate two numerical patterns using two given rules, form ordered pairs from the patterns, and graph the ordered pairs on a coordinate grid .

PreparationFor each student: a piece of graph paper, 2-Column Chart (master on page A11)

Lesson PlanStudents will be given two rules and will generate two numerical patterns . The graphs that they create will be line graphs to represent the patterns .

Draw the chart below on the board . Describe the situation to the class:Today, both Ana and Katie will swim laps . They both go swimming each day . Katie swims 4 laps each day, and Ana swims 2 laps . How many laps will they have swum after five days? Have each student copy the chart below and add one more column to show the number of laps the girls will have completed after 7 days .

Ask the students to describe the pattern:Since Katie swims 4 laps each day, and Ana swims 2 laps, the amount of laps Katie will swim is always greater . Katie’s number of laps is also always twice as much as Ana’s .

Have your students explain the relationship between the number of days that have passed and the number of laps a girl has swum . (2n or 4n, n being the number of days)

Once students understand that the second sequence of numbers is twice the corresponding terms of the first sequence, have the class write them in ordered pairs and then plot the points on a coordinate grid, make a line graph, and then interpret the graph (example below) .

Student: My graph shows that Katie will always have swum more laps than Ana . Katie’s laps increase at a higher rate since she swims 4 laps every day . Ana only swims 2 laps every day, so her number of laps increases at a smaller rate than Katie’s .

Swimming Laps

This is a linear function, which is why we get the straight lines . The days are the independent variables and the laps swum are the dependent variables .

Point out that the lines on the graph grow increasingly farther apart . Also the two lines will never intersect and there will not be a day in which the girls have the same number of total laps . Help the class recognize that each point on the graph represents two quantities, and the second quantity is twice the first quantity .

2 4

6 12

12

16

4 8

Days Ana’s Katie’s Total Laps Total Laps

1

3

4

2

5

6

8

10 20

24

0

2

4

6

8

10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

Days Swimming

Tota

l Lap

s

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

= Anna’s Laps

= Katie’s Laps

Number Line with Fractional Increments

Reprinted from Excel Math Grade 3 Teacher EditionVisit excelmath.com for math lessons that really work!

3 4 50 1 2

A B C D E F G H I J

6

Teacher Edition: Glossary

G2Copyright 2007 AnsMar Publishers Permission granted to copy this document for use with Excel Math

AAddend a number that is added in an addition problem. [Lesson 14]

Addition the process of adding one or more numbers to an existing set and fi nding the total. [Lesson 14]

Angle a measurement of the space between two lines that meet at a point. [Lesson 135]

BBar graph a graph that uses thick lines of varying length to represent numbers or quantities. [Exercise 12]

CCentimeter (cm) a metric length measurement. [Lesson 83]

Cent a unit of money; a penny coin. One hundred cents equal a dollar. [Lesson 23]

Certain Event an event that will defi nitely happen. [Lesson 55]

Circle a fi gure with no corners whose outside points are all the same distance from its center. [Lesson 8]

Clockwise movement in the same direction as the hands of a clock. [Lesson 26]

Combination a possible set of events or items. [Activity 54]

Cone a solid fi gure with one circular base and one vertex joined by a curved surface. [Lesson 150]

Corner the point where two sides of a shape meet. See Vertex. [Lesson 135]

Cube a solid fi gure formed by 6 square sides. [Lesson 150]

Cylinder a solid fi gure with 2 circular bases joined by a curved surface. [Lesson 150]

DDecimal Point symbol used to separate whole numbers (dollar amounts) from parts of the whole (cents). [Lesson 68]

Degree a standard unit of temperature measurement. [Lesson 87]

Denominator the portion of a fraction written below the line. It refers to the total number of parts into which a whole number is divided. [Lesson 107]

Diagonal oriented at a slant, not vertical or horizontal. [Activity 38]

Line A

Line B

Angle between A and B

20

468

10Tom's Work Schedule

January

FebruaryMarch

April May

Days

3

4denominator

Excel Math Glossary


CheckAnswer® & Homework

The Excel CheckAnswer is used in Grades 2 - 6. The system allows students to verify their own work. The process involves adding together answers

from two or more problems and comparing that sum to the CheckAnswer.

The CheckAnswer box appears to the right of each set of problems. Space below the CheckAnswer box gives students room to show their work. The example is solved as follows:

1. Take the sum of addition problem A and write it under D.

2. Take the remainder of subtraction problem B and write it under D.

3. Take the product of multiplication problem C and write it under D.

4. Add the three numbers together.5. Compare the result to the CheckAnswer.

If the results do not match, recheck solutions to problems A, B and C and recheck the CheckAnswer.

Addition is always used to keep the CheckAnswer process consistent. We provide examples and instructions at the beginning of the year.

Each Teacher Edition contains a letter to parents explaining the CheckAnswer and asking for their help with checking/confirming homework.

Encourage your students to do the CheckAnswers properly. Checking one’s work is a critical math skill.

140 2,379 3,408140

2,379+ 3,408

5,927

5,927A7424

+ 423,621

- 1,242426

x 8

(A) (B) (C) (D)

Homework appears throughout Excel Math. Students practice concepts from past lessons, and verify their work using the CheckAnswer.

Family involvement in homework is very important and will help students grasp concepts that may appear challenging in the classroom.


Additional Features

EXCEL MATH PROJECTABLE LESSONSOur electronic product contains student lessons, answers and more. Each grade is available as a download or on a separate CD disc. You can share files between all teachers at a single school site.

Excel Math Projectable lets you view the lessons on a computer screen or beam them onto a white board, screen, wall or interactive teaching board. Alternatively you can print them out and use an overhead projector or document camera.

You can see samples and an instructional video on our website or on the disc in this sample kit.

Professional Development Opportunities

MEDIAOur free DVD offers suggestions on using Excel Math in your classroom. You can achieve the best results by viewing it at the beginning of the year (for an overview of the program), and watching it again in 4-6 weeks.

If you want a quick overview, watch the first 8-minute segment. If this is your first year teaching Excel Math, and/or you want detailed information, take a look at the 18-minute segment.

ON-SITE IN-SERVICE TRAININGWe also offer Excel Math In-Service Training that includes instructional strategies (best practices) for effective direct instruction and teaching to Common Core, tips to help you take full advantage of Excel Math, and guidance on using the assessment tools in Excel Math for maximum instructional value.

Additionally, if you are using Excel Math as a supplement, the in-service includes how to most effectively blend Excel Math with an adopted core curriculum.

The presentation takes just under 2 hours. We charge a minimal fee to cover travel. This training is subject to availability. Please contact Bob Parrish at 866 866 7026 or email [email protected]

Excel Math is based on the Lesson Sheets and Teacher Edition. Enhance classroom interactivity with Excel Math Projectable Lessons,

or benefit from our professional development options.


Excel Math Terms

The following chart defines terms and components used throughout Excel Math.

Components Definition Location

Lesson An objective “students will divide a mixed number”; a plan to help use/experience/discover the objective, and a few sample problems

At the top left corner of the front side of the Lesson Sheet

Basic Fact Practice A set of 5-20 practice problems using +, -, x, and / Bottom left corner of the Lesson Sheet

Guided Practice A mixed set of problems used to refresh concepts learned earlier in the year.

Back side of the Lesson Sheet

Homework A mixed set of problems used to refresh concepts; intended to be used at home

Right front side of the Lesson Sheet

Checkanswer Excel Math tool used throughout 2-6th grade; allows students to confirm their work is correct using a checksum technique

All regular Lesson Sheets grades 2-6

Regular Tests Set of 10-20 questions to assess mastery of concepts introduced 1-2 weeks earlier

Front side of test page once a week

Quarterly Tests Set of questions to assess mastery of concepts learned throughout the quarter listed with correlations to CCSS

Both sides of test pages every 6 weeks

Year-End Tests Set of questions to assess mastery of concepts learned throughout the year

Both sides of 2 test pages near the end of the year

Create a Problem Complex story problems used to help integrate math and literature and to demonstrate higher-level thinking

On the back of regular test pages

Exercises Learning activities used in Kindergarten or First Grade to teach concepts that require movement and actions

On an extra Lesson Sheet after the 5th lesson each week

Activities Lessons for introducing complex concepts that cannot be explored using the regular Lesson Sheets or Checkanswers

At the back of the Teacher Edition following Lesson 155

Stretches Puzzles, teasers and challenges used daily in upper grades. These are spiraled just like the lesson objectives

Following each lesson plan in the Teacher Edition

Manipulatives Duplication masters provided in case physical items are not available for use with the lessons

At the back of the Teacher Edition following the Activities.

Glossary List of terms and definitions introduced during the year Back of Teacher Edition and on www.excelmath.com

Scope and Sequence Listing of lesson objectives in subject and chronological order Front of Teacher Edition

Score Distribution Charts Charts used to record student results / share them with parents Front of Teacher Edition

Mental Math Used to help students practice without writing down the work Available on excelmath.com

Summer School 6-week product used for review and short-term math courses Separate product available by request

Projectable Lessons PDF files of the classroom instruction from the Lesson Sheets. Use with digital projector, white board, overhead projector or document camera. Includes a Teacher Edition in PDF format.

Complements; does not replace the Lesson Sheets and printed Teacher Editions

Excel Math Terms and Teaching Techniques


• Lesson Sheets (in the actual product) are printed on legal-size paper for maximum content. This sample package is printed on regular paper for convenient handling and mailing.

• Each grade has material for 31 weeks of classes, at 5 days per week, or 155 lessons. There are at least a dozen additional activities or exercises per grade.

• In Kindergarten you can work through Guided Practice in class, or assign it as Homework.

• Grades 3-6 each have around 50 problems/lesson, or 9000 problems/year, including tests.

• The components that make up each grade vary somewhat, based on student capabilities. The two lessons below show how graphing is handled, first in Kindergarten and finally in 6th.

Some features of Excel Math are modified to suit different grade levels. This chart and the sample pages illustrate some of the changes.

Components of Excel Math, by Grade LevelGrade Lesson Basic Fact

PracticeGuidedPractice

Home-work

Stretch Exercise Activity Tests Create A Problem

K 155 none 50 50 none 24 In lessons 6 none

First 155 30 124 124 none 12 124 16 none

Second 155 80 124 124 124 none 12-15 30 24

Third 155 70 124 124 124 none 12-15 30 24

Fourth 155 70 124 124 124 none 12-15 30 24

Fifth 155 12 124 124 124 none 12-15 30 24

Sixth 155 none 124 124 124 none 12-15 30 24

Variations by Grade& Sample Pages


Lesson 154 DateChart of heads and tails

Name

Headsor

Tails

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

X XX

XX X X X

X X XX


4

2

011 - 15 16 - 20 21 - 25 26 - 30

6

8

10

12

31 - 35 36 - 40

NameCreate a Problem 13

Edgar is 14 and his father is 38. What is the answer to their original question?

If the 40 people surveyed represented everyone at the concert accurately, how many people between 16 and 25 attended the concert?

How many people between 26 and 35 were surveyed?

ROCK CONCERT

Edgar went to a rock concert with his dad. On the way to the concert, the two were wondering whether there would be more people Edgar's age or more people his father's age at the concert.

To answer their question, Edgar decided to ask people how old they were. He knew that he couldn't possibly ask all 7,000 people at the concert how old they were, so he took a random sample of 40 people, hoping that they would accurately represent the ages of everyone at the concert.

Edgar got the following ages in his survey: 18, 24, 38, 34, 34, 17, 17, 21, 19, 27, 13, 20, 40, 33, 28, 22, 11, 28, 32, 15, 24, 19, 20, 22, 36, 27, 21, 18, 15, 18, 24, 30, 14, 18, 20, 23, 24, 28, 17, 33.

When they got home, Edgar displayed the information he had gathered in the form of a histogram. His first step was to organize his data with a tally chart of six different age groups.

Ages at Concert

Ages

Num

ber o

f Peo

ple

Age intervals Number of People11 - 1516 - 2021 - 2526 - 3031 - 3536 - 40

Using Edgar's survey data, fill in the tally chart below, and then put the information on the histogram to the right.

6 + 5 = 11

11 people

12 + 9 = 212140 = ?

7000? = 3,675

3,675 people

More people Edgar's

age attended than

people his father's

age.

The following pages have representative Teacher Edition Lesson Plansand Student Lesson Sheets (with answers shown) from each grade.


KindergartenLesson 64

Common Core Lesson Objective Students will solve addition word problems and will add within 5 by using objects or drawings to represent the problem.

Students will create stories that add to 5.

PreparationNo special preparation is required.

Lesson PlanThis lesson is a prelude to addition. Have 3 to 5 students come to the front of the room. They can pretend to be horses, birds or any other animal.

Have the class make up a story about the animals. For example, “Two horses were playing in a field. Another horse came along and joined them.” Ask the class, “How many horses are playing in the field?”

Count the students, touching a shoulder as you count each one. After several examples, start writing the number sentence on the board as you go through the story.

Go through all the horse stories together.

Have 5 students come to the front of the room. Do not say how many students, only their names. Ask two to sit on the floor by saying their names.

Ask how many are sitting on the floor. (two) Invite the other three by name to sit. Ask the class how many students sat down that time. (three) Ask how many total students are sitting down. (five)

Write 2 + 3 = 5 on the board.

Have a student come forward and check the answer by counting how many classmates are sitting on the floor.

Repeat this process using the pictures on the Lesson Sheet as the basis for stories made up by the students.

Guided PracticeWe provide space on the back side of some Lesson Sheets for problems that refresh or remind students of concepts that have been taught earlier.

Use the Guided Practice portion of your math lesson to ask students to “explain their thinking.” Common Core Standards (CCSS) stress the importance of “students making sense of mathematics by describing their thinking.” Asking students to explain their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.

Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson.

As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so their work will have every answer correct.

NOTE: Kindergarten Lesson Sheets do not have a section devoted to Homework. As your students reach a level where they can reliably take their Lesson Sheets home and back, you can assign some or all of the Guided Practice to be done at home.



2 + 1 = 33 + 2 = 5

2 + 2 = 4

1 + 1 = 2

1 + 2 = 3

Lesson 64 DateNameStories that add to 5

3 horses+ 2 horses= 5 horses


(2, 3, 4, ___)

Trace the Numerals

Fill in the missing number in the sequence.

Write the number 10 above the set with 10 items.

Circle the card that comes next in the pattern.

Circle the secondpersonin line.

Guided Practice 64

Put an X on the set with thefewest items.

5

10

First

SecondThird1

23

X

Teacher Answer Page


1st Grade

110

Lesson 46

Common Core Lesson ObjectiveStudents will recognize the words zero, one, two, three, four and five.

Vocabulary: zero, one, two, three, four, five

PreparationFor each student: Number Cards 0 – 9 (master on page M2)

You may want to print vocabulary word cards from the link on our website:www.excelmath.com/downloads/Glossary.html

Lesson PlanWrite on the board the words zero, one, two, three, four and five. Say each word aloud and have the class point to each word. As they spell it, they should be writing each letter in the air.

Put the cards for 0, 1, 2, 3, 4 and 5 up on the board. If you have multi-lingual students, include pieces of paper in each grouping with the number words in their language.

Hand out the Student Lesson Sheets. Go over the words, numbers and pictures together. The students should fill in the correct digit after each word on their Lesson Sheets.

Basic Fact PracticeThese problems help students practice basic math facts. The exercises will be fairly easy at first but will increase in difficulty during the year. We allow students to practice basic facts for several weeks before we ask them to use those facts in complex problems.

You can read these problems aloud for aural practice of basic math facts. We recommend this as a way to start your math period.

Activity ObjectiveStudents will represent numbers in multiple ways.


Activity PlanWrite these words on the board: zero, one, two, three, four, five

underneath them, write in Spanish: cero, uno, dos, tres, quatro, cinco

then write in French: zero, un, deux, trois, quatre, cinq

(You can use other languages appropriate for your community.)

Explain that these are the numbers 0-5 in other languages. We can also communicate the numbers in other ways besides using written or spoken language. Ask students to communicate the number 5 to you without speaking or using words.

Ask students if the value of five changes when you display or describe it in other ways or languages. (No, it’s still one more than four and one less than six.)

tap, tap, tap, tap, tap!V



B

D

C

A

5- 2

6- 5

( ___ , ___, 8, 9, 10 )

( 10, ___ , 12 )

13

+ 2

22

+ 4

1+ 4

2+ 5

4+ 5

3+ 7

4+ 4

3+ 2

7+ 1

2+ 2

Lesson 46 Date HomeworkRecognizing the words zero, one, two, three, four and fiveEach number can be written with a numeral or a word.

Write the numeral for each word.

Name

0zero

3three

four ___

five ___

one ___

zero ___

three ___

two ___

1one

4four

2two

5five

Basic Fact Practice

4

5

1

0

3

2

3 1

76

11

6 8

5 7 9 10 8 5 8 4


H

M N

C

G

L

B

F

K

P Q R

A

I

D

O

S

J

E

21

+ 3

6 + 1 = ____

9 + 2 = ____( 9, ___ , 7 )

9+ 2

4+ 3

7+ 5

8+ 2

9- 2

8- 3

9- 6

6- 3

7- 5

Guided Practice 46

Write the number statements.2 birds + 4 birds = ___ birds

5 books + 1 book = ___ books

most

1 more

rectangle6

7

118

6

6 2 + 4 = 6

5 + 1 = 6

10¢

5¢+ 5¢

11

107

12 75

3 3

2

12

29

Teacher Answer Page

= This is an advanced Excel Math concept that goes beyond Common Core Standards for Grade 1 but may be required by some states.


2nd Grade

118

Lesson 50

Common Core ObjectiveStudents will interpret information from vertical and horizontal bar graphs.


Lesson PlanExplain that bar graphs are visual representations of information. There is usually a title for the graph and then along the left side and the bottom there are labels identifying the information to be represented.

Hand out the Student Lesson Sheets.

Look with the class at the first graph. The horizontal lines on the graph are for the number of days. The numbers 0, 2, 4, 6, 8 and 10 are listed. The numbers are counting by 2. The bottom line will always be zero unless otherwise indicated. Ask the students what the lines in between these numbers represent. (1, 3, 5, 7 and 9.) This method of not labeling all the lines is common so as to make the numbers that are listed easier to read. The vertical bars are for the months.

The graph represents the number of days Tom worked each month. Next go through each of the questions with the students. The students should write a number sentence where it is appropriate to answer a bar graph question.

The next graph represents the hours five different students spent reading. The minutes are listed in ten-minute intervals. Ask them what the horizontal lines in between the hour marks represent. (1, 3,

5 and 7.) The vertical bars represent the number of hours each student read. Go through each of the questions.The third graph represents the number of different animals in a pet store. The labels have been reversed so this is now a horizontal bar graph. The numbers are counting by two. Go through each of the questions with the students.

Problems #4 – #6 refer to the graph titled, “Bag of Marbles.” Go through each question with the class. Skip problem #5 if you have not taught probability.

For Guided Practice A if your students have not learned probability, ask them to fill in the first blank with the number of Bs on the spinner. Have them fill in the second blank with the total number of spinner spaces.

You may want to have your students skip the starred problems if they are not familiar with those concepts.

Stretch 503 children ran a race. How many different possibilities are there for how the race could have finished? Have the students choose three names to find the possibilities.

Answer: 6 ways



20

468

10

4

6

8

20 4 6 8

2

0 13. 15.

14. 16.

20 4 6 8

CodyTyso

nEmma

MarlaJordan

1

2

3

4

5

6

NameLesson 50 DateInterpreting information from vertical and horizontal bar graphs

Which tally chart represents the above bar graph?

How many yellow marbles would you need to buy to have the same number as purple marbles?

Problems 4 - 6 refer to the above graph.

If you chose a marble without looking, the probability

that it would be green would be ______ out of 22.

Tom's Work Schedule Which month did Tom workthe most?

How many days did he workin January and May?

Reading Chart

Hou

rs

How many hours did Tyson andEmma read?

Which two children read thesame number of hours?

How many hours did Marla read?

dogs

birdscats

turtlesfish

Pet Store

Ani

mal

s

How many cats and turtles does the pet store have?

What is the difference betweenthe number of dogs and thenumber of birds?

How many more turtles wouldthe store need to buy to haveseven turtles?

January

FebruaryMarch April May

Day

s

How many days did he workin February and March?

redgreenpurpleyellow




Bag of Marbles

Number of Marbles

Number of Animals

yellowpurplegreen

redApril

4 + 5 = 9

7 + 2 = 9

7 - 4 = 3 3 marbles

7 - 4 = 3

7 - 2 = 5

8 + 4 = 12

9 days

9 days

8

11 hours

Cody and Jordan

7 hours

12 catsand turtles

5 more dogs

3 more turtles

5 + 6 = 11


2 5A

1 9C

6 9B

2 8D

7 7 ¢E 8F

= _____ = _____= _____

DallasChicagoOrlandoSeattleDetroit

1 3+ 9

2.

3.

4.

5.( 68, 66, 64, 62 )

2. 13 - 8 =

3. 4 + 8 =

4. 12 - 4 =

5. 8 + 4 =

5

27

463

BB

BBA

C

AA

35

32

45

34

10.

11.

12.

13.

3. 4.


Airplane Flights

Each = an airplane flight

Dep

artin

g C

ities

Alyssa spent 43 minutes doingher history homework and 24minutes doing her math homework.How many minutes did she spenddoing her homework?

It is a quarterpast

_____ o'clock.

The spinner will mostlikely stop on a ____.

counting down by _____

How many flights leftOrlando and Detroit?

How many more flightsleft Chicago than Dallas?


Which number isoutside the rectangle,outside the circle andinside the triangle?

The probability thearrow will stop ona B is

Which scoreboard is second?

HomeVisitors

HomeVisitors

Visitors

Visitors

Home

Home

_____ out of _____.

enoughinformation

not enoughinformation

Farrah invited 14 friends to a party.Most of them said they could come. Two more friends called the day of theparty and asked if they could come. How many came to the party?

25¢+ 25¢

50¢

50¢

10¢5¢

+ 5¢20¢

20¢

5¢1¢

+ 1¢7¢

7¢

50¢20¢

+ 7¢77¢

67 minutes

5 flights3 + 2 = 5

3 flights4 - 1 = 3

43+ 24

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22

1

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5

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8

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422

+ 228

5+ 3

8

411

+ 419

67+ 269

48

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4

4 8

8 9

5 7

Teacher Answer Page

= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 2 but may be required by some states.


3rd Grade

158

Lesson 66

Common Core ObjectiveStudents will select the correct fraction depicting a region or a group of figures.

PreparationFor the entire class: rulers, Number Lines in Fractional Increments (masters on pages M7 and M28)

Lesson PlanGo through the definitions for numerator and denominator. Next, write on the board the statement:

2/6 are shaded

Have one student come to the front of the room and draw on the board a picture that represents this statement. Repeat this several times with figures as well as with shaded areas. Include the following fractions: 1/4, 1/2, 2/4, 3/4, 4/4 and 3/2.

Now point to 1/2 on the number line. Ask a student to point to 3/2. Then have students use the bottom number line to point to the remaining fractions (1/4, 2/4, 3/4, 4/4).

When given choices for a fractional representation, an easy way to solve the problem is to first cover up the choices, write the correct fractional representation and then look at the choices to select the correct one.

Do #1 - #6 as a class. Explain that the students are to use the number that appears in front of the correct choice in order to add their CheckAnswer.

Encourage students to show their work and explain their reasoning when solving the word problems

Give your students the answers to the starred problems if you have not taught these concepts (so they can complete the CheckAnswers).

Use the Guided Practice portion of your math lesson to ask students to “explain their thinking.” Asking students to explain their work will help you to clear up any misconceptions.

Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before going on to the next lesson.

Because we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts.

Stretch1. Susan, Mike and Bret like either mathematics, science or reading as a favorite subject.

2. Susan’s favorite subject begins with the same letter as her name.

3. Mike’s favorite subject is not science or reading.

4. We don’t know anything about Bret’s favorite subject. Pair each student with their favorite subject.

Answer: Susan - science, Mike - mathematics, Bret - reading



8 1x 5

2 4x 2

5 4 0- 2 8 6

6 2 3- 2 0 3

( _____ , 4 7, 4 3, 3 9, 3 5 )

2 1 0

7 ÷ 7 =

9 ÷ 3 =

7 = 1 2 - _____

1 3 = 5 + _____

1 1 = N + 6

N =

( 2 7, 2 5, 2 3, 2 1, _____ , _____ )

5

3

M N

S T

P Q

MN = _____ cm

PQ = _____ cm

ST = _____ cm6. 35

7. 8.38

83

6. 53

7. 8.32

35

33

36

63

13

34

12

23

25

35

24

46

26

24

22

42

57

125

512

1 quarter = _____ nickels

1 2

3 4

5 6

18A

151

87B

453C 9D

674E 22F

32G

Defining numerator and denominator; selecting a fraction that matches a given model

The bottom number in a fraction refers to the total number of parts in the group. It iscalled the denominator. The top number of the fraction represents the parts of the totalgroup that you are referring to. It is called the numerator.

For each problem, fill in the numerator and denominator and circle the correct fraction.

Use the number in front of the fraction for your checkanswer.


are shaded.


Measure each line segment to the nearest centimeter (cm).

are shaded.

of the figuresare squares.

are shaded.of the figuresare triangles.

are shaded.

are shaded. of the figuresare squares.

HomeworkNameLesson 66 Date

6 7 4+ 4 2 0

2 2+ 5

8 7

3 2+ 1 4

+ 5 1

1 9

7

4 5 3+ 4 84 0 5

2 5 4

4 0 5 4 8

5

3

9+ 5

1

5

1 8+ 5

8

2 5 4 4 2 0

1 7

8

5

10313

4

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-4

5

5

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5

5

1

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5

1 71 9

5 1

1 1

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7

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3

8

1 2

1 13

5

3

6

3

4

2

5

2

6

2

4

5

1 2


4 6 3- 2 6 0

1 5 6

+ 3 7 6( 3 + 4 ) ( 6 - 0 ) ( 5 + 3 ) ( 7 - 3 )

6 > _______ 8 = _______

4 3 7 - 4 3 =

6 ÷ 3 =1 2 ÷ 2 =1 6

$ 4.1 3- 1.7 6

$ 3.2 5- 1.1 9

5 8 ______

7 3 ______ 6. 8 + 9 =

7. 1 7 - 8 =

8. 1 7 - 9 =

9. 9 + 9 =3 5 ______

2.

3.

4.

5.

78

4 1x 4 6 2

x 2

6 0x 3

( 5 6 , 2 9 ,4 0 , 1 5 )

5 - ( 8 - 7 ) =

6. 52

7. 8.23

25

1 3 5

90¢ = _____ nickels22B90A 870C 8,875D

468F400E 104G 11H

24J170I $4.43K 12L

33M 43N

Select the numbers from thegiven pairs to fill in the blanks.

Holly has 14 buttons.One-half of them are red. How many red buttons does she have?

A bird can beweighed in _____.

Gus is 60 inches tall.Jed is 47 inches tall.How much taller isGus than Jed?

of the figuresare triangles.

four thousand, sixhundred fifteen

three thousands

2 hundreds, 1 thousandand 6 tens

Round to the nearest ten.

Which figures show a lineof symmetry?

The shelf was 34 inches long.Grace cut 3 inches off eachend. How long is the shelf now?


It is _____ minutes before ____ o'clock.

Which numbers in the set are even numbers?

denominator

1 year = _____ months October _____


1 hour = ______ minutes

A milk carton might contain________ of milk.

3 pints4 tons

5 yards6 meters

22. kilometers23. ounces24. gallons

4 0 0+ 6

2

3 3+ 2 8

6 6 7 2 0 3

2 4+ 4

6 6 7

8 7 0+ 2 0 3

1 2

2 2+ 1 0

+ 4

3 9 4

9

7 - 3 5 + 34

1 1 8

1 3 inches taller

1 0

7 6 8 4

5 64 0+ 8

1 0 4

11

6 2

63 9 4- 4 3

7 red buttons

6 0

1 3- 4 7

4 3+ 1 3

7

8

8,8 7 5+ 1,2 6 0

4,6 1 53,0 0 0

1 6 41 2 4

1 8 0

1 14

6 0

4 0

7 0

3 + 3 = 6

6 0

1 1- 4 9

3 13

142

105

1303 151

3 4

2 8 2 8 inches

- 6 7 is one-half of 14.

2

5

$2.3 7 $2.0 6

4,6 1 5

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$2.3 7

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10 5

2 3

1 1+ 2

36

3

1 7 0+ 4 0

7 06 0

1 8

9 0+ 1 2

6 0

4 6 8+ 1 8 0

1 6 41 2 4

6 0

1 8

1 2

1 7

9

8

1 8

10

Teacher Answer Page



4th Grade

240

Test 18 & Create A Problem 18

Test 18This test covers concepts that have been introduced on Lessons 1 – 95. You can use Score Distribution and Error Analysis charts provided on our website to track student results.

This table shows which test question covers which concept, and where it was taught.

Q# Lesson Concept

1 13 Add 4-digit numbers

2 36 Subtract 4-digit numbers, money

3 49 Multiply a 3-digit by a 1-digit number


5 76 Add and subtract fractions

6 88 Convert improper fraction to a mixed number

7 87 Measurement equivalent for gal & qt

8 63 Measurement equivalents for m and km

9 93 Determine factors

10 94 Determine prime numbers


12 82 Divide with 4-digit dividend, 1-digit divisor, 3-digit quotient

13 82 Divide with 4-digit dividend, 1-digit divisor, 3-digit quot

14 66 1-step calendar story problem, multiply

15 11 1-step story problem, add or sub-tract, money

16 33 1-step story problem, divide

17 41 Story problem - reasoning

18 72 Select the equation to solve a word problem

19 56 Story problem

20 16 The whole is the sum of its parts

2-step story problem, add, subtract, multiply, divide

Create A Problem 18Our back-of-test problems help students integrate math and writing skills. The stories are designed so your students can observe, analyze and participate in the stories. Several consecutive stories may be related, so they might occasionally need to think back to what they did a week ago.

This page may be used as a continuation of the test if your students are comfortable with reading and solving word problems. If not, do this as a separate activity.

Help students verbalize the problem-solvingstrategies they use as they solve the wordproblems. Ask them to explain their thinking.Remind the students to show their work as they solve the problems.


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Tour de Vacation Label the graph and indicate the route taken by the riders. Then write a wordproblem based on the information in the graph.

Ana and her brother Bret watched a bicycle race while on vacation.

After the race was over he asked if she could help him create a graph of

the race route. Ana said "Sure!" They went out to talk to some of the bike

riders who were resting in the park.

The race started in Gap and ended in Marse, eighty miles away. Ana

asked one of the riders what the elevation of Gap was. He replied, "1600

feet." Their hotel was next to an ocean beach, so they knew Marse is at

sea level. Ana put dots on the chart at those points.

Overall the route was gradually downhill. The rider said there was

just one climb that starts at 30 miles, where the elevation is 1000 feet

above sea level. The road goes up to 1250 feet and back down to 1000

feet by the 40-mile point. Ana put dots on the map as he instructed.

Fifteen miles before the finish the road drops to sea level, but it

quickly rises up 200 feet and then drops back to sea level over a 10-mile

distance. The last 5 miles are completely flat, as the riders circled the

beachside town.

After Ana and Bret completed the map, they shared it with the

riders. They agreed it looked like the ride was almost all downhill, but it

seemed like a lot of work when they were doing it! The team invited Ana

and Bret to have lunch with them in the plaza.

NameCreate A Problem 18

1750

1500

1250

1000

750

500

250

0

Distance (Miles)

Elev

ation

(fee

t)

GAP MARSE

The Vacation Bike Race

How much elevation is lost in the first thirty miles? 1600 - 1000 = 600 ft

Teacher Answer Page for Test & Create A Problem


5th Grade

174

Lesson 73

Common Core Objective Students will calculate elapsed time in minutes across the 12 on the clock.

Students will learn division facts with dividends up to 121 with 11 as a factor and up to 144 with 12 as a factor.

PreparationFor the class: an Analog Clock with movable hands (master on page M7)

Lesson PlanGo through problems #1 – #4 together, using your clock to model the problems. In the four problems, the students will go through the steps for calculating elapsed time in minutes covering more than an hour.

In problems #5 – #7, provide one multiplication fact and have the students find the other multiplication fact and two related division facts.

Give your students the answers to the starred problems if they have not been taught these concepts (so they can complete the CheckAnswers).

TIP: If your students need more practice calculating elapsed time, let them each make a clock. Glue the clock face pattern to a paper plate or copy it onto card stock. Make sure names are on the clocks. Have the students use them to represent the times shown in the examples. Save the clocks and reuse them as needed.

Stretch 73Ask students to take 4 square pieces of paper, connect the squares to each other along their sides, and arrange them on a flat (plane) surface.

At least one side of each square must be vertical (no shapes can be diagonal). The four squares must be connected by their sides and not by their vertices (as shown).

Into how many positions can the squares be placed?

Answer: 19

correct incorrect

1

2 3 4

5

67

8

9 10

1112

13

14

1516

17

18

19



B

D

C

A 154

3,224

$10.36

64

1 2x 1 1 x x x

1 2

3

6 7

4

5

23

=12

68

=4

$ 5 . 1 82

(13, 19, 1, 35)

(3, 21, 4, 32)

12 x 9 =

8 2 6- 2 8 4

9 8 64 6 81 4 9

+ 1,0 7 6

$ 4 4 . 2 26

1212

1111

NameLesson 73 Date HomeworkCalculating elapsed time in minutes across the 12 on the clock; learning division factswith dividends up to 121 with 11 as a factor and up to 144 with 12 as a factor

It is 3:45. How many minutesis it before 4 o'clock?

Sebastian practiced the piano from 3:45 to 4:20. How many minutes did hepractice?

Sebastian practiced the piano from 2:45 to 4:20. How many minutes did he practice?

Sebastian practiced the piano from 2:45 to 6:20. How many minutes did he practice?

Besides the time before the hour of 3 and the time after the hour of 4, you will need to add 60 minutes for the hour from 3 to 4.

From the answers to #1 and #2, you know the number of minutes before 4 o'clockand the number of minutes after 4 o'clock. Therefore, the answer to the questionis 15 + 20 which equals 35 minutes. He practiced for 35 minutes.

It is 4:20. How many minutesis it after 4 o'clock?

For each multiplication fact given, write the other multiplication fact and division facts.

9 km

5 km

What isthe area?

What is theperimeter?

5 ft

3 ft

A card cost a dime. Halle gave the clerk a half dollar. How much was her change?

Circle the compositenumber in the set.

Circle the primenumber in the set.

Seven horses fit into 7 trailers. How many trailers are neededfor 21 horses?

60x 3180

1560

+ 2095

15180

+ 20215

20 minutes15 minutes

60- 45

15

6 - 3 = 3

He practiced for 95 minutes.

He practiced for 215 minutes.

1 3 2

1112

132

12132

1113211 12

144

1214412

121

1112111

x 4

x 4

83÷ 2

÷ 2

15 sq ft

3x 515

28 km

959

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$2.5 9

1 1-1 0

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0

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50¢- 10¢

40¢40¢

108

35108

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2,6793

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1528

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$ 7.3 7

2 2-1 8

4 2-4 2

0

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21 trailers

x3

7

21x 3

7

21


1,009.82B

11,109D

G 19

E 152

C 78 r3

F 210

2. 4.

3. 5.

124 =3.07 = 4.38 = 6.5. 7.

3.0 3- .0 2 7 59

X. (3, 5, 9) Y. (5, 10, 15)

654321

0 1 2 3 4 5 6 87 9

A

BC

D

3 8 46

6 7 64

3,650 _________ 6,748 _________

4.4 2 = 2.0 6 =

13A 93100


Which coin equals onetenth of a dollar?

Identify the trapezoid.

This figure ______have rotational

symmetry.

6. does

7. does not

This is________

angle.

3. an acute4. an obtuse5. a right

volume = ______ cubic units

five hundred one and seven tenths

five hundred two and eleven hundredths

4,689 mm = _____ m ______ mm

98 oz = _____ lb _____ oz

What is the union of X and Y?

Point B, y =

Point D, x =

On a coordinate grid, what is the distance from Q (0, 3) to R (4, 3)?

What are the prime factors of 4?

Round to the nearest hundred.

Leah found 72 acorns in her yard. She gathered one half of them into a pile. How many acorns are in her pile?

Claire uses twenty-four gallons of gas every week. Estimate how many gallons Claire uses every month.

Write each decimal numberas a mixed number.

33 7100 4 38

100

an obtuse

30

3 x 5 = 1515

x 230

3.01501.7

502.11

8 r3

-563

36 acorns

72 ÷ 2 = 36

4 689

6 23, 5, 9, 10, 15

6

3

4

4 - 0 = 4

2, 2

4

2 x 2

64

-3 62 4

-2 40

20x 4

80

80 gallons

1 6 9

2 7-2 4

3 6-3 6

0

-4

3,700 6,700

421004 2 6

100

44

68962

3,7006,700

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536

+169210

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864

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634

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2

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4 38100

7100

13 93100

+

r3

r3

Teacher Answer Page



6th Grade

284

Lesson 119

Common Core Objective Students will arrange fractions, decimal numbers and mixed numbers on a number line.

Students will recognize opposite signs ofnumbers as indicating locations on opposite sides of 0 on the number line

PreparationFor the class: Draw the number line from the lesson on the board or use the Grade 6 Projectable Lesson CD (see page i.16 in the front of this Teacher Edition)

Lesson PlanRead through the top portion of the lesson with the students. For each problem, they are to locate on the number line the point that corresponds to the given fraction, decimal number or mixed number.

Each time, the students should give their answers in the format shown on the lesson. For some of the fractions and mixed numbers you may want to set up equivalent fractions. For example, #2 would be six twelfths, which equals one half.

Do problems #1 – #16 together. Let the students talk about their problem-solving strategies and explain their reasoning. Correct any misconceptions as they occur.

Explain that -1 is the opposite of +1 because when they are combined,the result is zero. -1 and +1 are the same distance from zero but in opposite directions. Opposite numbers are located on opposite sides of 0 on the number line.

Then ask the class to write the opposite of the positive number in problem #1. Ask:

What is the opposite of ? ( - )

When these two numbers are added, the result is zero. They are the same distance from zero but in opposite directions. They are located on opposite sides of 0 on the number line.

Next ask the class to write the opposite of each of the positive numbers in problems #2 - #14.

TIP: For additional practice findng positive and negative numbers on a number line, copy the Integer Number Lines for each student (master on page M37). Have the students identify the fractions on the top number line and the decimals on the bottom number line.

Stretch 119Draw the following figures on the board. The first 2 figures are related in some way. The second set of figures should be related in the same way.

Draw the following figures on the board. Students should fill in the missing figure.

: :: :is to is toas

: :: :is to is toas

Answer:

383 3

83



C 61

B 54

A 206

-.663 38

612 2.4

0 +1 +2 +3-3 -2 -1

A B C D E F G H I J K L M N O P Q R S T

T

1 2 3

6 7

4

5 8

9 10

13 14

11 12

15 16

654321

0 1 2 3 4 5 6 87 9

6. 34

7.

=

>310

111638

8. 59

9.

<

≠215

2315

6. 3 x 9 ≠ 8 + 9 8. 8 + 8 > 2 x 8

7. 7 + 6 < 4 x 4 9. 6 x 6 < 4 x 9

9.087 ______

14 3 2

16

-2 918

-1 520

1 78

-1 34

1.5

-3.3–.252.8-2.0

.9

NameLesson 119 Date HomeworkArranging fractions, decimal numbers and mixed numbers on a number line

Each of the numbers listed below is represented by a letter on the number line. For each problem, write the letter next to the number it represents and be able to explain why you matched the letter with each number. For example,

Keep in mind that, although the numerals increase, negative numbers decrease in value as you move farther left from the zero.

3 38

38

14

is positive, so it is to the right of +3. It is to the right of the

one-quarter mark because is greater than . Therefore, it is point T.

-2.2 is negative, so it is to the left -2. It is to the right of the one-quarter mark

because -.2 is closer to zero than -.25. Therefore -2.2 is point D.

yes6.

no7.

On the grid shown below, draw a line from ( 1, 2 ) to ( 7, 4 ). Is ( 4, 3 ) on the same line?

Which statements are true?

The coordinates for a rectangle are (3, 11), (9, 11), (9, 6) and (3, 6). What is the area?

How has the figure moved?


Which statements are not true?

9 is what percent of 18?

What is the measure of a straight angle?

A packing machine addedfoam pellets to boxes. The foam pellets weighed 13, 15, 22, 35 and 55 ounces.Which choice shows the statistical mean?

5. 28 oz

3. 22 oz

4. 21 oz

Round to one-digit accuracy.

K H Q

J G S N

E R I A

L O C F

1216

69315

5x 630

30 sq units

3,6 9,6

3,11 9,116

5

27 17 16 16

13 16 36 36

N x 18 = 9

= 18 9.0918

.5

50%

180º

13152235

+ 55140

140 ÷ 5 = 28

9

89

180+ 9206

89

30+ 754

65

+ 5061


231A

F 708

D 7.45

B $366.98

E 590

3 ÷

23

÷79

12

3

79

÷

=

=

=

4. y = 8 - 2x5. y = x - 46. y = 2x + 8

654

987

3210 1 2 3 4 5 6

11. 1 to 312. 2 to 113. 3 to 114. 4 to 1

2. x + 2 = y

3. 2x + 1 = y

4. 3x = y

x y1 32 63 94 125 156 18( ______, ______, 307, 325, 349, 379 )

. 61 5

( 6.22, 6, 6.12, 6.26 )

t uv w

p qr s

r

v

$1.9 7x 4 9

2 , 7 8 84

10C 79


Which equation represents the line shown on the graph?

A rectangular prism is 8 in tall, 3 in wide and 9 in long. What is its volume?

Willie and Pedro have 7 skateboards. Pedro has 3 more than Willie. How many skateboards does Willie have?

Keiko has 4 forks, 12 spoons and 11 knives. Which choice shows the ratio of spoons to forks?

Select the equation that shows the relationship between the variables.

If a number minus 30 is 30, what equation can be written to compute the number?

1. 30 + x = 30, then x = 30 - 302. x - 30 = 30, then 30 + 30 = x3. x - 30 = 30, then 30 - 30 = x

Trisha weighed 8.5 pounds when she was born. Her sister weighed 9.65 pounds. How many pounds lighter was Trisha?

Calculate a decimal answer.

Put the numbers in order from least to greatest.

Which number is fourth? ________

Paul has 8 bottles he wants to fill. Each bottle holds four ninths of agallon. How many gallons will heneed to fill all the bottles?

7. exterior8. corresponding9. adjacent

Lines r and v are parallel. p and v are _______ angles.

What is the discount on a coffee cup on sale for 15% off if the regular price is $3.00?

Carl's lawn-mowing business took in $600 last year. His expenses were 45% of his income. How much were his expenses?

$270.00.45

+ 96.53$366.98

2216

+ 13231

6.26.04

+ 1.157.45

4697+ 7708

2289295+ 4590

x31

x23

= 6

=

1

21

13

29

8 x 3 = 24

24 x 9 = 216

216 cubic in2 skateboards

5 + 2 = 7

289 295+6 +12 +18 +24 +30

9.65- 8.50

1.15

1.15 pounds

0-6 0

0

.0 4

6 6.12 6.22

6.26

6.26

329

59= 3=8

149

31=12

4

xx =8 49

3 gal59

$3.00x .15

$.4500

$.45

$600.00x .45

$270.0000$270.00

1 7 7 37 8 8 0

$9 6.5 3

6 9 73 2

36

59

+ 1

29

10 79

Teacher Answer Page


Excel Math Spiraling Strategy

Week 6 Week 7 Week 8 Week 9 Week 10 Rest ofthe year

Confident students &Proven Test Results!

TESTCreate a Problem





Concepts Introduced

Review Prior Learning

Reinforced Assessed Reviewed

Excel Math is based on an educational approach called "spiraling". We gradually introduce concepts, use several modes to help students explore a subject,

then allow them multiple chances to demonstrate mastery.

This chart shows the spiraling progression of a typical concept during the school year:"Selecting the correct symbol for an equation".

(Other topics taught during this sequence of lessons are not shown.)

Learning occurs during Lesson Plans and Activities. The concept is refreshed through

Guided Practice, Homework and Tests.

This concept appears a total of 15 times during the 75 lessons (half year) shown below.

36-40

41-45

46-50

51-55

56-60

61-65

66-70

71-75

76-80

81-85

86-90

91-95

96-100

101-105

106-110

LESSON MON TUES WED THUR FRI TESTConcept

introduced

Homework

Homework

Homework

Homework

Wkly Test 8

Wkly Test 9

Wkly Test 16

QuarterlyQuiz 2

Guided Practice

Guided Practice Guided Practice

Guided Practice

Guided Practice

Guided Practice

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