Quiz,Quiz,fradeStudents quiz a partner, get quizzed

by a partner, then trade cards to

repeat the process with a new

partner.

1 Stand up, card up, pair up.

2 PartnerA quizzes.

3 Partner B answers

4 Partner A coaches and/or praises.

5 Switch roles.

6 Partners trade cards.

7 Repeat Steps 1-6 a number of times.

I

I

Laurie & Spencer Kagan: Structures for SuccessKagan Publishing . 1(800) 933-.2667 .www.KaganOnline.com

28 - -

IDE A !S

for my class!

I.

· Worksheetsthat label items· Sciencequestions· Idioms

· Fact/opinionor True/False· MathFacts

· Vocabulary· Practicespelling words· Parts of speech· HistoryFacts· Mathoperations· Typesof simple machines· Beginningsounds..

. . . . . . . . . . . . . . . . . . . . . .

oTeambuildingoClassbuilding

oMasteryoThinking SkillsoCommunication Skills

o Information Sharing

Review Rules

1. Walking only2. Raise hand if need a partner

3. Visit each person only once* AskseveralstudentshowmanyQQTtheythinkthey'll do during _ minutes.

$ Laurie & Spencer Kagan: Structures for Success~agan Publishing. 1(800) 933-2667 . www.KaganOnline.com

29

Math VocabularyWord ListsK-6

KindergartenAfternoonAllBetweenCalendarClock

DayEqualEveningInsideLeastLess

ManyMonthMore

MorningMostNumberOutsidePatternProblemSet

Shape (Cir,Sq,Rec,Tri)SizeSome

TodayTomorrowWeekYear

YesterdayZero

First GradeAdditionBalanceCentimeterCoinCubeDime

Dimensional (2-D, 3-D)Direction

Fact FamilyFraction

GraphHalf-hourHourInch

LengthMeasure

MoneyNickelNon-standard UnitNumber LineNumber SentenceOnes

PennyPlace ValuePlaneSolutionStandardSubtractionTensWhole Number

I

Second GradeAM/PM

Bar GraphCongruentDifferenceDollar

Elapsed TimeFaceFewestFootGreatestHalf-DollarHundredsMeterMinuteNearestNumeralOdd/Even

QuarterQuarter HourRectangular PrismRegroupSecond (Time)SumTable

Tally ChartTemperature (OC,OF)ThermometerVertex/Vertices

Weight (Cup,Pint)Yard

Third GradeAssociative PropertyCapacity(Qt,Gal,Liter)Commutative PropertyCone

CylinderDecimalDenominator

Equivalent fractionsExpanded formFactorsGramHalf. InchHundredths

Kilograms vs. PoundsLine

Line segmentMetric SystemNumeratorPerimeterPoint

PolygonProduct

PyramidQuadrilateralRight AngleSphereSymmetryTenthsThousandsVolume

Fourth Grade Fifth Grade Sixth GradeAccuracy Axis AcreAcute Angles Composite Adjacent AnglesAlgorithms Coordinate Plots/Maps CircumferenceArea Data Set Complementary AngleCommon Denomina'Diameter ConjectureComputation Equilateral Coordinate PlaneDistributive Propert~Function CumulativeDividend Greatest Common Factor Distribution

Equation Input/Output ExpressionsFonnula Isosceles Exterior AnglesImproper Fraction Least Common Multiple Frequency TableInverse Linear Equations HistogramsLine Graph Mean Interest (Money)Number System Median Interior AnglesOblique Mixed Numbers InteryalObtuse Angle Mode Negative IntegerOrder of Operation Multiple NotationsParallel Lines Ordered pairs PiParallelogram Percent Positive IntegerPerpendicular Line Prime ProportionalPrism Probability QuadrantQuotient Protractor RatioRay Radius RelativeRemainder Range RepresentationRepeated Addition Rational Number SignificantRhombus Reflectional Symmetry Stem/Leaf PlotStraight Angle Rotational Symmetry Supplementary AngleTrapezoids Scalene TranslationVariables SubstitUtion ValidityWidth Surface Area Vertical Angles

,'echnical VocabularyWord ListsK-6

KindergartenBeginningBrainsto11Tl

CircleColorConnect

CopyCountDescribeDraw a PictureEndFindFollowListListenMakeMatchMiddleNameOrderPredictPrintShareShowSolveSort

SpellTell/RetellTraCtUnderlmeWrite

First GradeAdd

AlphabetizeBlend

CapitalizeCategorizeChangeClassifyCollect

CompareContrastCreateDecodeDemonstrateDiscussEstimate

ExplainFlag ItGraphHighlightIllustrateInferLabelMeasureObservePlaceReadReread

SegmentStudySubtract

Second GradeAssemble

ClarifyComprehendComputeConsequenceConstructDecideDefine

DesignDetermineEvidenceFalse.

IdentifyIncludeLocateMonitor

OrganizePlan

QuestionReasonRecall

RecognizeRecordRelate

RespondRestate

SequenceShadeStateTrue.

Third GradeAbbreviate

ArrangeAssessCalculateConcludeConsiderConstructConvertDivideExtend

InterpretOpaquePlot

PromptRankReflect

RephraseReportRepresentReviewRoundScanSelect

SimplifySketchSkim

SpecifySuggestTranslucent

Transparent

Fourth GradeAccuracyAssumeAttributeCharacterizeCite

CompleteConfirm

ConveyDebate

DevelopDisplayEvaluate

ExploreFormulate

ImplyIndicateInterfereIntroduce

JudgeModelPersuadeProve

QuoteReciteReduceRelateResearch

SupportSurveyTranslate

Fifth GradeAbstractAdmirable

AdvantageApplyCompileConcreteContradictContribute

CooperativeDefend

DepictDisadvantageDiscard

DistinguishExamineExhibit

FalsifyGeneralize

HypothesizeIncorporateJustifyManipulativeOutline

PlagiarizePreventProduceRecommend

SpeculateSymbolizeVoice

Sixth GradeAddress

AdjustAnalyzeAnticipateConsult

CritiqueDetectDifferentiateDisassemble

EmphasizeEvaluate

ExpressExtract

GroupInfluence

InquireInspectInterpersonalIntrapersonalInvestigateModifyNote

ParaphrasePortrayPresumeRationalizeReassembleSubstituteTheorizeUnderstand

Hit The Target!The target number is

Make today's target in each of the following ways.

Activity adapted from Number Sense by McIntosh, Reys, Reys, Hope and published byDale SeymourPublications.

1. Add two numbers

2. Find the difference of two numbers

3. Multiply two numbers

4. Divide one number by another

5. Add three numbers

6. Multiply three numbers

7. Multiply and subtract

9. Do it a different way

MULTI PL. ~A VI 0 N TAB LE'S

I ,

1 2 3 4 S 6IX 1= 1 2 X 1=2 3 X 1=3 4 X 1=4 5 X 1=5 6 X 1-=61 X 2=2 2 X 2=4 3 X ,2= 6 4 X 2=8 5 X 2= 10 6X 2= 121 X 3=3 2X 3=6 3 X 3=9 '4 X 3"" 12 5 X 3 = 15 6X 3= 11 X 4=4 2 X 4-8 ' 3 X 4=12 4 X 4=16 5 X 4=20 6 X 4 = 2.41 X 5=5 2X 5=10 3X 5",,15 .4 X 5 =20 5'X 5=25 6X 5=30 '

1 X 6=6 2X 6=12 3X 6=18 4 X 6=24 5 X 6=30 6X 6=361 X 7=7 2X 7=1.4 3 X 7=21 4 X 7 = 28 5 X 7= 35 6 X 7=42IX 8=8 2X 8= 16 3 X 8 = 24 4 X 8 =32 5X 8-40 6 X 8=481 X 9=9 2X 9-18 3 X 9 = 27 4 X 9=36 5X 9=45 6 X 9=54I X 10= 10 2 X 10 = 20 3X10=30 4 X 1E)"" 40 5 X 10... 50 6 X 10 = 601 X 11"" 11 2 X 11 = 22 3X1t=33 4 X 11 = 44 5 X 11 = 55 6 X 11= 661 X 12= 12 2 X 12 :::::24 3X12=36 4X12=48 5 X 12 = 60 6XI2=72

7 8 9 10 11 127X 1=7 8 X 1=8 9X 1=9 10 X 1= 10 11 X 1=11 12 X 1= 127X 2= 14 8 X 2 = 16 9 X 2 = 18 10 X 2 =20 11 X 2 = 22 12 X 2=2.47X 3=21 8 X 3 = 24 9X 3= 27 10 X 3 =30 11 X 3 =3,3 12 X 3 ==367X 4 =28 8 X 4 = 32 9X 4=36 10 X 4 =40 11 X 4 =44 12 X 4 =487 X 5 = 35 8 X 5 = 40 9 X 5 = 45 10 X 5 =50 11 X 5=55 12 X 5=607 X 6=42 8 X 6 = 48 9 X 6 = 54 10 X 6=60 11 X 6=66 12 X '6=727 X 7 = 49 8 X 7=:=56 9 X 7 = 63 10 X 7=70 11 X 7=77 12 X 7-847 X 8 =56 8 X 8 =64 '9 X 8 =72 10 X 8 =80 11 X 8 =88 12 X 8 =967 X 9= 63 8 X 9=72 9 X 9=81 10 X 9=90 11 X 9=99 12 X 9= 1087 X 10 = 70 8 X 10=80 9 X 10 = 90 lOX ! 0 = 100 11 X 10= 110 12 X 10"" 120

- 7 XII = 77 8Xll=88' 9 XII = 99 10 X 11 = 110 11 X 11 = 121 12 X 11 ==1327X12=84 8 X 12=96 9 x 12= 108 lOX 12 = 120 11 X 12=132 12 X 12= 144

RULES OF DIVISIBiliTY

A natural number is divisibleby:...

.2If and only If the units digit of its decimal numeraIs O. 2. 4. 6 or 8. then it Is <Ineven number,

3 if and only If the sum of the digits of Its decimalnumeral is a multiple of 3,

4 If and only if the last two digits of its decimalnumeral are divisible by 4.

5 Ii and only If the units digit of Its decimalnumeral is 0 or 5.

6 If and only if the decimal numeral is divisibleby both 2 and 3.

9 if and only if the sum at the digits of its decimalnumeral is a multiple of 9.

10 if and only if the 'Iast digit of Its decimalnumeral Is :lero,

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Review of Place Value Name Date

Answer BoxUse with 1-3.

3,955 26,801 4,129

1. Use digits to writetwenty-six thousand, eight hundred one

2. Use digits (numbers) to writefour thousand, one hundred twenty-nine

3. Use digits to writethree thousand, nine hundred fifty-five

ExampleUse the number 4,321

a.Which digit is in the tens place?2

b. What is the value of the digit 3?300

c. How many thousands are there?4

4. Use the number 25,678.

a. Which digit is in theten thousands place?

b. What is the value of the digit 6?

c. How many thousands are there?

5. Use the number 35,267.

a. Which digit is in the tens place?

b. What is the value of the digit 2?

c. How many thousandsare there?

..

5'

Assessment Tips

EDM assessment is different than traditional assessment. It relies on teachersusing three types of assessment to get an accurate picture of how the students areprogressing. Ongoing, Product, and Periodic assessments:

Teachers should be monitoring these types of work throughout the teaching ofthe unit. All of these observations and collections of work should be taken into

conSideration when reporting stUdent progress to parents.

Teachers need to be sure they know to which level of mastery they are teachinga particUUtr skill. Refer to the "Learning Goals iu Perspective" page of the Unitovervie'l'\' for quick references.

The End if the Unit Assessment are not a "TEST", When a-teacher "tests" s/he

is usually checking for mastery. Because this program spirals and tcachesBeginning, Developing, and Secure skills in _ one Unit, questions will reflect allthree learning goals.

The Assessment is designed to be used with Individual Profile of Progress sheetsincluded in the Math Master[.book (and as seen in the Assessment Handbook),

If a "grade" is necessary on the End of Unit Assessment, cOJlsiderweighing thequestions as follows-3points for a Secure skill, 2 points for a developing sldU,

. The first page of the Uuit Assessment lessonwill teU which questions are B, D, S.

It is important for there to be consistency among the teachers when decidinghow to report student grades.

-l::::..

Alternative Assessment Tips

Major changes in the way mathematics is taught has led to the increased changes inhow teachers assess their students. When changing your assessment plan consideJ"these suggestions:

Keep your plan manageable Do not try everything at once. Try oneor two new ways to assess each grading period.

Trv to include some anecdotals frGm observations especially whenassessing problem solving, group work, and other areas that are hardto assess on a test.

Use some opep,-ended QUestionsto assess problem solving and toconvey the message that mathematics is more than solving short -oneanswer. one method problems.

- Trv to includeyour students in the IIssessmentprocess. Usestndentsamples of excellent work, allow students to explain concepts to peersand create rubrics, tlse student chosen portfolio work and writtenassessment of individual progress, etc.

Ask the followinfl auestions of your assessment plan:Row is tbe class doing as a whole?How are individunl students doing?How do I need to adjust instruction to meet students' needs?How can I communicate to students, parents, and others theprogress being made?

**Remembcr that End of Uuit Assessments, Checldng Progress and Math Boxes areto inform you about your teaching as much as they are to give you valuableinformation about an individual student. They may not be valid instruments fordetcnnining student grades in isolation fr()D1other sources of infonnatioD.

GETTING TO ONE GAME

Grade Level: Thirej'andhigher

Number of Players: 2

Object of the Game:

One player chooses a mystery number. The other player tries to guess the number inas few tries as possible. Players then trade roles. The player who guessedthemystery number in fewer tries wins the round.

How to Play:

1. Player A chooses a mystery number less than 100.

2. Player A then secretly enters the number in the calculator and divides itby itself. 'For Example,if the mystery'numberis 65,PlayerA enters65In 65 [=].

3. Player B guesses the' mystery number and, without clearing thecalculator, enters the guess and [=] in the calculator.

. If the calculator shows a number less than 1, then the guess was too low,

. If it shows a number greater than 1, then the guess was too large.

~ If it shows a 1, then Player B guessed the mystery number,

Player B enters 'guesses until the result is 1. Player A keeps track of th~,numberofguesses. Do not clear the calculator until the number has been guessed.

Example: Mystery number =65

Player B enters: Calculator shows:

55 [=]70 [=)67 [=)65 I;']

0.8461538 too small1 .076923 too big1.0307692 too big, but closer1 Just rlghtl '

It took Player B four tries to guess the mystery number.

., For a harder version of the game allow numbers up to 1000.

-W

- -

Game 1TriedTried

'TriedTriedTried

Game 2TriedTriedTriedTriedTried

Game 3TriedTriedTriedTriedTried

Gettingto ONEGoal- 1.0

gotgotgotgotgot

Game 4'

Tried

TriedTriedTriedTried

gotgotgotgotgot

Game 5TriedTriedTriedTriedTried

gotgotgotgotgot

Game 6TriedTriedTriedTriedTried

gotgotgotgotgot

gotgotgotgotgot

gotgot~ot~otgot

---......

Name # Date

Rewrite to Make It RiQht!l

Problem #

1. Here's what I did wrong...

2. This is what I should've done...

3. This is how I reworked the problem to find the correct solution...

Everyday Math Game Rubric

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4 ...., 2 1.)

Student actively Student usually Student Student is unwilling to

Partcipationparticipates during the pal1icipates during the sometimes/occasionall pal1icipate during thegame. game. y pm1icipates during game.

the game.Student consistently Student usually solves Student Student seldom solves

Solutions solves the problems the problems sometimes/occasionall the problemspresented. presented. y solves the problems presented.

presented.Student us.es a variety Student uses Student uses strategies Student is unable to se

Strategyof appropriate appropriate strategies to reach a solution. strategies, but guessesstrategies to reach a to reach a solution. solutions.solution.

Student consistently Student usually "plays Student Student seldom "plays

Fair Play"plays fair" with fair" with his/her sometimes/occasionall fair" with his/herhis/her classmates. classmates. y "plays fair" with classmates.

his/her classmates.

A POWERFULREFERENCETOOL

Ihave taught EverydaylHathernaLicsto students with

teaming and other disa~ilitiesfor the last five years. Often, thestudents I teach have cognitivedeficits that make it difficult forthem to memorize facts andfactors. As a result, the studentshave used references, such asfact tables, to compensate fal'their deficits. I, as the teacher,have attempted to modity thecurriculum to help the studentsmeet with success and I havefound that the fact tables

provide limited support for thestudenl~. Yet, modifying thecurriculum can take away fromi"tstrue grade level intentions. Inan effort to meet my students'needs and maintain grade levelconcepts, I use a common factstable that has been a moreelaborate and illustrative

instmment. This chart goesbeyond the traditional factstables, and allows the students todo more in the regutarcurriculum and feel good abouttheir success. My fifth gtadersused the chart in an inclusion

setting, and had great successwith it.

The chart is a 100s chart withthe factors for each number

By Mark Ramsay

Fifth Grade Special Education

WillowRidge Elementary, Amherst, NY

written within the box far eachnumber. The factors are

arranged so that the top factorsdirectly below the bottom factorsmake factor pairs. Squarenumbers have square boxesaround them, and primenumbers have circles around

them. In my fjfth gradecurriculum, the chart has been averYvaluable tool in so many of

I ,the lessons. The chart has

assisted my students in workingwith a variety of concepts suchas number theory, counting,fractions, division, and algebra.In particular, I've found the charthelps target the following skills:

· Identifying factors· Making factor strings

· Using divisibility rules

· Prime and compositenumbers

· Squal;ng numbers/unsquaring numbers

· Finding prime tactorizatiun

· Changing improperfractions to mixed numbers

· Finding equivalent fractions

· Reducing fractions·Finding commondenominators

· Finding a fractional partof the whole/finding thewhole given a fractional part

· Division and algebraicexpressions

· NumberIine skip countingwith missing values

The chart enables studbusto see the "big pictllre" of manyaspects of numeratio~. Just bylooking at the ch~trt, studentscan quickly see that somenumbers have many factors andare very divisible, while othernumbers have few fadars andare not very divisible.

I am not aware of any teacherusing a chart like this, thoughthere very well may be othersjust like it oUt there. TeachersI have talked with in my districthave shown interest in it, and Irecently attended a conferencewith an Everyday Alathematicsconsultant at ""hich this chart

appeared to be of great interestto fellow teachers from other

districts. I encourage you to trythis chart in your classroom sothat other students and teachers

can achieve greater success inthe RlIcrydayiHathematicsprogram.

.\d:tprerl hy i\hrk Ramsay fro III nf,m(/r.r Number (;amt'.

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Student Reference Folder

The Student Reference Folder is a quick resource tor math vocabulary and'concepts that encourage multiple exposures over time (with understanding), to go to longterm memory.

These masters have been supplied as samples of the options that can be used tocreate Student Reference Folders. They are only samples and you the teacher are thebest judge ()fwhat would best benefit your students.No matter what math program youuse, many of these samples are helpful references. Specific examples can be pulled fromyour program to bridge the gap for your child. Within a class the folders may lookdifferent according to the needs of the child. (blow up items, group sides by operation orfunction, add or delete items) Try to make the outside look the same to protect a child'sself-esteem. Fill in the samples for folders on levels appropriate for each child. In mostcases the students can make their own folders from your sample. In tact, they take pridein their work.

Instructions: Take two file folders and glue long sides together so that short sides fold in.Cut apart samples you wish to use and glue to a blank sheet. Six sheets may be filled tocover all sides. Have the students complete the samples in color then glue and laminate.Makes a great 3 sided carol for students to work behind.

OPTIONS: Use a small photo album with samples cut and inserted. Use page protectorswith items inserted to keep in their notebooks. They can easily be updated as needed.Older students prefer this.

CAUTION: Allowing only the struggling students to have SRF's would create unwantedstigmas for struggling learners. In reality there are many students who would benetitfrom these folders that are not identified as struggling. By having all students make aSRF, the stigma is gone. Those who don't need it will extinguish it on their own. For theother students, the teacher will need to monitor the students progress and begin toextinguish it's use over time. Some of the more severe students may need it much longerthan others.

Createstudycarolsbygluingresourcefolderstogetherandlaminatingresourcesto them.

rMULTIPL;lCAT10N TAB'LES

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1. .2 3' 4 5 6I X I = I 2X 1=2. '3X 1=3 4X 1";'4 5X 1=5 6X 1=6I.X 2 = 2 . 2 X 2'= 4 3X 2 .,;.6 .4X 2=8 5X 2= 10 6 X 2=.12I X 3=3 ' 2 X 3';"'6 3X 3=9 ,. o4X 3=12 5X 3:::;15 6X 3= 18,I X 4::;4' 2 X 4=:-8 3 X 4 = 12 .o4X 4=16 5 X '4=20 6 X 4=2.41 X 5=5 2 X 5':;=J0 . 3 X 5= 15 .4 X 5;=20 5 X 5= 25 6X 5=30IX 66 2X 6= 11 3X.6=d8 o4X6=24 5 X 6=30 6X 6=36I X 7=7 2 X 7.;= 1-4 3 X 7='21 4 X 7=2.8 5 X 7 = 35 6 X 7=421 X 8::;8 2X8=16 3X 824 4 X 8 = 32 5X 8=40 6 X 8=48IX 9=9 2X 9=18 3X 9=27 4 X' 9=36 5X 9=45 6 X 9::; 54IXIO=IO 2 X 10=20 3XI0=30 -4 X 1EJ= 40 5 X 10=50 6 X 10 = 60i X II = I I 2X1122 3 X 11 = 33 4X 11=44 5 X I I =55 6 X 1I = 66I X 12=12 2 X 12=24 3. X 12 = 36 o4X12=48 'S X 12 = 60 6.X 12=72

7 B, 9. 10 11 127X 1=:=7 8 X 1=8 9X 1=9 10 X... 1=10 .11 X r= I I 12 X I = I 27X 2.=14 8X 2=16 ?X 2= 18 10 X 2=20 II X: 2=22 .12X 2=2-'7X 3=21 8X 3';"24. . 9 X 3=27 1b X 3 = 30 I I X j=33 12 X 3=367X 4=28 8 X 4=32 9X 4=36 10 X .. ==40 II X 4=44 . 12 X 4=467X 5=35 8.X 5=40 9 X 5=45' 10 X 5=50 11 5 = 55 12 X 5=607 X .6=42 8X- 6=48 9X 6=54 10 X 6=60 11 X 6=66 12 X 6=727X 7=49 8 X 7=56 9 X 7 ==63 lOX 7=70 11 X 7=77 12X 7=847 X '8=56 8X 8.=64 9)( 8=72 10 X 8=80 J1 X 8= 88 .12 X' 8=967X 9=.63 8X 9=72 9X 9=81 lOX. 9.= 90 I 1 X 9 = 99 . . 12 X 9::;1087 X 10=70 a X 10=80 9 X 10=90 lOX 10= 100 11 X 10::; 110 I 2 X '10::; 1207. x- ) I :;=77 ax 1)::;88 9 X I I = 99 IO,X.lJ=110 11 X 11::z'121 12 X 1.1=1327X 12=84 8 ?<12 ='96 9 X, I 2";' 108 10 X J2= 120 J 1 X 12=132 12 X'12= 144

-- - - - - - -

Thefactorsof a numberare the numbers thatcan be multiplied by whole numbers'to get thatnumber or the numbers that a number can bedivided by.without having remainders.

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Example Factors of 16: 1, G, II, 8, illFactors'of 16: 1,2, 4, 8,16

t. Factors of 7: T, 7

I. Factors of 18: 1'121 3I ~t qI 18

. Factors of 36: 1, 2., ?J, 41 &!, 9, J?.,18',36

Factors of 50: \) 2, 5, JOi,25,50

PD /Vq (/ /15

Triangles

L6 ""/ ~Quadrangles (Quadrilaterals)

/hombU'; BG>

\ rectangle J

Other polygons,

8exagon 8. octagon

e 8

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c:gJ~~. lE5JlQ Q

l([j)trian~Jular prisms rectangular prisms hexagonal prism

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triangularpyramids

pentagonalpyramid

t 1< CD.CD 0..~ coCD CD><

hexagonalpyramid

rectangularpyramids

8@iJ(jjj Yspheres cylinders cone

Five Regular PolyhedronsThe faces that make each shape are identical.

.~u@tetrahedron cube

(pyramid) (prism)4 faces" 6 faces

octahedron dodecahedron icosahedron

8 faces 12faces 20 faces

... .. ...-..."rI.,

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Example' Number model: 3 x 4 = 12

Area = 12 square units

Example Add the lengths of the sides together:

2 ern 2 em + 3 em + 2 em + 3 em = 10 emI

Perimeter = 10 em

3 em I 13em

2em ------- ~The diameter is given. Find the circumference byusing the "about 3 times" Circle Rule.

1 in.

parallel lines

intersecting lines

3cm 2em

><Xintersecting line segments

parallel rays..

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kilogram: 1,000 9pound: 16 ozton: 2,000 lb

1 ounce is about 30 g

< is less than> is more than

;s equal" to- is the same as

Prefixes

{ L~'n9th

kilometer: 1,000 mmeter: 100 cm or

10 dm

foot:

yard:mile:

12 in.3 ft or 36 in.

5,280 ft or1,760 yd

10 cm is about A in.

uni- one

bi- Iwolri- Ihree

quad- . . . . . fourpenta- fivehexa- six

he pla- sevenocla- eighlnon a- ninedeca- tendodeca- ... twelve

icosa- . . . , . twenty

lera- . . . . trillion (10'2)

giga- . . . . billion (109)

mega- . . . million (106)kilo- Ihousand (103)heclo- . . . hundred (102)

deca- ... len (10')uni- . . . . . one (10°)deci- . . . . lenlh (10-1)cenli- _.. hundredlh (10-2)milli. . . . _Ihousandth (10-3)

micro- _ . . millionlh (10-6)nano- " _pillionth (10-9)

flI

III

Time

year: 365 or 366 daysyear:. about 52 weeksyear: 12 months

.month: 28,29, .30, or

_ 31 daysweek: 7 daysday: 24 hourshour: 60 minutesminute: 60 seconds

--5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

-1 o 21 3 4 5 6 7 8 9 10 11 12

Abbreviations

kilometers kmmeters mcentimeters em

miles mifeet ft

yards _ ydinches in.

tons. T

pounds Ib

ounces 02

kilograms kg

grams 9

Units of Volume1 cubic meter (m3) 1000 cubic decimeters (dm3)

1,000,000 cubiccentimeters (cm3)

= 1000 cubic centimeters1 cubic decimeter

.Units of Capacity1 kiloliter (kL)1 liter

= 1000 liters (L)= 1000 milliliters (mL)

Units of Mass

1 metric ton (t)

1 kilogram.1 gram

1000 kilograms (kg)1000 grams (g)1000 milligrams (mg)

Units of Time

1 century1 decade1 year (yr)

= 1no \fo~rc::J ...,...........

1a years12 months

52 weeks (plus one or two days)365 days (366 days in a leap year)

= 28, 29, 30, or 31 days7 days24 hours60 minutes

= 60 seconds (see)

1 month (mo)1 week (wk)1 day (d)1 hour (hr)1 minute (min)

System Equivalents

1 inch is about 2.5 em (2.54)

1 kilometer is about 0.6 mile (0.621)

1 mile is about 1.6 kilometers (1.609)

1 meter-is about 39 inches (39.37)

1 liter is about 1.1 quarts (1.057)

1 ounce is about 28 grams (28.350)

1 kilogram is about 2.2 pounds (2.205)

1 hectare is about 2.5 acres (2.47)

1760 yards (yd)= 52801eet (ft)= 3 feet

= 36 inches (in.)= J2inches

11I

I,

I

I

I

I

Units of Length1 mile (m!) .

1 yard

1 foot

Units of Area

1 square yard (yd2)

1 square foot1 acre

1 square mile (mi2)

Units of Volume1 cubicyard (yd3)1 cubicfoot

Units of Capacity1 g.allon (gal)1 quart1 pint1 cup1 fluid ounce1 tablespoon

Units of Weight

. 1 ton (T)1 pound

= 9 square feet (ft2)= 1296'square inches (in. 2)= 144 square inches= 43,560 square feet= 640 acres

= 27 cubic feet (ft3)= 1728 cubic inches (in.3)

= 4 quarts (qt)= 2 pints (pt)= 2 cups (c)= 8 fluid ounces (ft oz)= 2 tablaspoons (tbs)= 3 teaspoons (tsp)

= 2000 pounds (Ib)= 16 ounces (oz)

Meridians(longitude)

Parallets(latitude)

. .South Pole

900S

Point A is located at 300N latitude arid

300E longitude.

Reference

.,___,- - _" ____n

Units of Length1 kilometer (km) = 1000 meters (m)1 meter = 10 d.ec/meters(dm)

= 100 centimeters (em)= 1000 millimeters (mm)

1 decimeter = 10 centimeters1 centimeter = 10 millimeters

Units of Area

1 square meter (m2) = 100 square decimeters (dm2)= 10,000 square

centimeters (cm2)1 square decimeter = 100 square centimeters1 are (a) = 100 square meters1 hectare (ha) = 100 ares

1 square kilometer (km2) = 100 hectares

.'

Pictures of Math

EXPONEN T ,

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Metric Conversions Fifth Grade

King Henry Died Before Drinking Chocolate Milk~-_...--.-._---

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To convert, just .countthe number of places you m~veonthe chart, and the direction in whichyou move.

Example: 17 kilometers = decimeters

Movethe decimal4 places to the rIght, So the answerIs 170,000.

Example: 342.5 milliliter = dekaliters

Movethe decimal 4 places to the left. So the answerIs 0.03425

EA .

EN L

G

- - - - I

Aoo

Movethe decimal 2 places to the right., So the answerts 8600. In this one think: you're going frcHnmeters to!=cnrl!T'et.~r.$.' so you moveright"

Example " centimeters = 86 meters

- - ,

leilo He.cto Deka BASE Deei Centi Milli

1000 100 10, 1 0.1 0.01 0,001

Note: Baseunitsare liter(masur capacity),meter(meQSureslength), and grom (measures mass),