Grade 5
COMMON CORE
STANDARDS
E
L
P
M
A
S
TEACHER EDITION
Published by
AnsMar Publishers, Inc.
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Thanks for requesting a sample of our new Common Core Teacher Editions. We welcome the opportunity
to partner with you in building successful math students.
This booklet is a sample Common Core Standards Teacher Edition for Grade 5 (Table of Contents and
first 10 lessons). As other grade level samples become available, you will be able to download them from
our website: www.excelmath.com/downloads/state_stds.html
Here are some highlights of our new Common Core Teacher Editions:
1. The Table of Contents will indicate Lessons that go further than Common Core (CCS) concepts.
There is a star next to lessons that are “an advanced Excel Math concept that goes beyond Common
Core Standards for Grade 5 but may be required by some states.” With this information, teachers
can choose to teach the concept or skip it.
2. For each Lesson Plan (each day) we are changing the “Objective” to “Common Core Objective”
(see Lesson # 1). On days where lessons are not directly related to CCS, we will offer instruction for
the teacher to alter what they do for the Lesson of the Day so they can still teach a Common Core
concept. The Objective on those days will look like this (from Lesson #51):
Objective
Students will learn the equivalent of one year in days and in weeks.
Common Core Alternative
Activity #4 Representing Data on Line Plots (on page A10 in the back of this Teacher Edition) may be
used instead of the lesson part of the Student Sheet. Have students complete the Basic Fact Practice,
Guided Practice and Homework. -3. Within Guided Practice when a non CCS concept is one of the practice problems we will indicate it
with the star again.
4. On Test Days (as on Test #5) we indicate with a star any non CCS concepts being assessed.
We are now creating these new CCS Teacher Editions. When each one is released, we will have an
announcement on our website. Our goal is to have as many grades ready this year as possible (focusing on
grades 1-5 first, and then grades K and 6). We have made minimal changes to the student sheets, and they
are now ready to ship. They will be the same for our Standard Traditional Excel Math as well as for CCS.
In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental
Math, placement tests in English and Spanish, and lots more): www.excelmath.com/tools.html
Please give us a call at 1-866-866-7026 (between 8:30 - 4:00 Monday through Friday West Coast time)
if you have questions about these new Excel Math Common Core Editions.
Cordially,
The Excel Math Team
Scope & Sequence of Lesson Concepts
by lesson & page number
Lesson # Pg # Lesson Concept
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Numbers less than a million given in words or place value; recognizing addition and subtraction fact families;
subtracting 2 three-digit numbers with regrouping; adding 4 four-digit numbers with regrouping
Multiplication facts with products up through 30 and products with 5 (up to 45), 10 (up to 90), 11 (to 99)
or 12 (to 48) as a factor; multiplying a two- or three-digit number by a one- digit multiplier; solving multistep word problems using addition and subtraction
Subtracting four-digit numbers with regrouping; recognizing money number words; recognizing the dollar
symbol and decimal point; regrouping with money amounts when adding, subtracting or multiplying
money amounts
Learning change equivalents up to $1.00; recognizing coins; solving word problems involving money;
calculating change using the least number of coins
Interpreting circle graphs, picture graphs, bar graphs and line graphs
Assessment Test I
Recognizing the symbols < less than, > greater than; arranging 4 four-digit numbers in order from least to
greatest and from greatest to least; filling in numbers in sequences counting by 1, 2, 3, 4, 5, 6, 7, 8, 9 or 10
Computing the date; learning 7 days = 1 week; the abbreviations for days and months; the number of days
in each Month; learning 1 year = 12 months
Telling time to the minute; recognizing a quarter past or before the hour or half past the hour; calculating
minutes before the hour; learning 60 minutes = 1 hour; calculating elapsed time
Computing one half of a group; recognizing odd and even numbers less than 100
Solving word problems using deductive reasoning; determining if there is sufficient information to answer a
question; determining what information is needed to answer the question in a word problem; solving word problems using reasoning
Test 2
Create a Problem 2: The Walk
Learning division facts with dividends up through 30 and dividends that are multiples of 5 (to 45),
10 (to 90), 11 (to 99) or 12 (to 48); recognizing multiplication and division fact families; learning
the terminology for multiplication and division
Estimating standard measurements; reading measuring devices
Completing patterns in a chart; recognizing ordinal number words up to 100
Determining whether statements are true; filling in a missing number in an equation; determining the value
of a letter that has been substituted for a number; solving algebraic equations; selecting the correct
operation
Defining numerator and denominator; determining the fractional part of a group of items
when modeled or given in words, including extraneous information or the word “not”;
learning that the whole is the sum of its parts; adding and subtracting fractions
Assessment Test 3
Solving word problems involving multiplication and division; learning multiplication facts with
products up to 50
Measuring line segments to the nearest half inch, quarter inch and half centimeter; learning the
equivalents for feet, inches and yards
Filling in missing numbers in equations with parentheses; learning the order of operations when
solving an equation; replacing letters with numbers in an equation
Changing a number sentence from ≠ to =; finding the value of an unknown by performing the same
operation on both sides of an equation
Recognizing three-dimensional figures - sphere, cube, cone, cylinder; rectangular, square and
triangular pyramid; rectangular and triangular prism; learning the terminology of flat and curved faces,
vertices and edges
Test 4
Create a Problem 4: Horses I
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© 2007-2013 AnsMar Publishers, Inc.
Scope & Sequence of Lesson Concepts
by lesson & page number
Lesson # Pg # Lesson Concept
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50
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Dividing a 1-digit divisor into a 3-digit dividend with a 3-digit quotient, no regrouping or remainders
Multiplying 2 two-digit numbers, no regrouping
Adding and subtracting fractions and mixed numbers with like denominators
Multiplying 2 two-digit numbers, regrouping only with the ones or the tens place; learning multiplication facts with products to 81
Rounding to the nearest ten, hundred or thousand; estimating the answers for addition, subtraction and
multiplication word problems using rounding; estimating range for an answer; rounding numbers so there
is only one non-zero digit
Test 5
Create a Problem 5: Horses II
Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient, no regrouping or
remainders
Continued – Dividing a one-digit divisor into a three-digit dividend with a two-digit quotient, no
regrouping or remainders
Learning division facts with dividends up through 50; learning multiplication facts with products less
than 100 with 12 as a factor; recognizing multiples
Learning division facts with remainders with dividends up to 30 and dividends with 5 as a factor;
solving word problems involving division with remainders
Measuring angles; learning the sum of the angles for triangles and rectangles; recognizing right, obtuse and
acute angles; recognizing equilateral, isosceles and scalene triangles
Test 6
Create a Problem 6: Horses III
Determining equivalent fractions using models or money
Selecting the correct equation; learning about the Commutative Property of Addition and Commutative
Property of Multiplication
Dividing a one-digit divisor into a three-digit dividend resulting in a two-digit or three-digit quotient, with
regrouping and remainders
Dividing a one-digit divisor into a three-digit dividend resulting in a two-digit or three-digit quotient, with
regrouping and remainders
Learning the terminology of parallel, intersecting and perpendicular, plane figure, polygon, quadrilateral,
parallelogram, and diagonal
First Quarter Test
Multiplying 2 two-digit numbers, regrouping twice
Recognizing true and not true number sentences; selecting the correct symbol for a number
sentence; using trial and error to replace unknowns in an equation
Determining the lowest common multiple; learning multiplication facts with products with 11 (up to 121)
and 12 (up to 144) as a factor; learning division facts with remainders with dividends up to 50
Calculating equivalent fractions using multiplication
Comparing two or more sets of data using bar or line graphs; interpreting information given in a
histogram
Test 7
Create a Problem 7: Cell Phone I
Rounding to the nearest dollar; dividing money amounts by a one-digit divisor
Recognizing patterns; learning the terminology of pentagon, hexagon, and octagon; determining
figures that do or do not belong in a set
Comparing fractions; putting simple fractions in order from least to greatest and greatest to least
Computing 1/2 to 1/9 of a group of items
Recognizing when figures are similar or congruent; recognizing flips, slides and turns; recognizing
lines of symmetry; recognizing bilateral and rotational symmetry; recognizing the symbol for a triangle
Test 8
Create a Problem 8: Cell Phone II
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© 2007-2013 AnsMar Publishers, Inc.
Scope & Sequence of Lesson Concepts
by lesson & page number
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Dividing a 1-digit divisor into a 4-digit dividend with a 3-digit quotient and a zero in the tens place
Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient and a zero in the tens place
Learning measurement equivalents for centimeters, meters, kilometers, kilograms, liters,
milliliters, millimeters, gallons, pounds, tons, dozens; converting measurements using
multiplication; determining the measurement that is longer or shorter or heavier or lighter
Dividing with a two-digit divisor and a dividend less than 100 with remainders; learning division facts
with dividends up to 81 and less than 100 with 12 as a factor
Adding and subtracting fractions with unlike denominators
Test 9
Create a Problem 9: Cell Phone III
Learning the equivalent for one year in days and in weeks; learning about leap year; calculating
elapsed time crossing months
Determining coordinate points
Using Venn Diagrams to understand the union and intersection of sets
Calculating perimeters; learning length abbreviations
Recognizing multiplication without the “x” symbol; calculating the answer to a word problem using 2 to 1
and 5 to 1 ratios
Test 10
Create a Problem 10: Forklift I
Calculating the area of a rectangle
Calculating elapsed time (hours) involving AM and PM
Solving word problems by listing the possibilities; converting measurements using division
Calculating equivalent fractions using division
Determining the probability of an event
Test 11
Create a Problem 11: Forklift II
Determining factors
Determining composite numbers, prime numbers and prime factors
Solving word problems involving area and perimeter
Measuring vertical and horizontal lines by subtracting X- and Y-coordinates
Recognizing tenths and hundredths places; recognizing decimal number words; writing decimal numbers as
mixed numbers; writing mixed numbers as decimals
Test 12
Create a Problem 12: Forklift III
Adding and subtracting decimal numbers
Comparing U.S. customary and metric units
Changing an improper fraction to a mixed or whole number
Adding and subtracting fractions in word problems
Determining the question when given the information and the answer; estimating which answer is most
reasonable
Second Quarter Test
Learning the terminology of rhombus and trapezoid; division facts with remainders with dividends to 81
Calculating the volume of a rectangular prism with one or more layers of cubes
Calculating elapsed time in minutes across the 12 on the clock; learning division facts with dividends
up to 121 with 11 as a factor and up to 144 with 12 as a factor
Calculating distance, time and speed in word problems
Recognizing parts of a circle; calculating the diameter given the radius; associating the 360
degrees in a circle with one-quarter, one-half, three-quarter and full turns
Test 13
Create a Problem 13: Hot Air I
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© 2007-2013 AnsMar Publishers, Inc.
Scope & Sequence of Lesson Concepts
by lesson & page number
Lesson # Pg # Lesson Concept
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100 238
240
240
101 242 102 244
103 246
104 248
105 250
252
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Simplifying fractions
Converting improper fractions as part of mixed numbers; recognizing division without the ÷ symbol
Determining the improper fraction with the greatest or least value in a set of fractions; putting fractions in
order from least to greatest and greatest to least
Dividing dollars by dollars
Recognizing numbers up through trillions; recognizing numbers given in expanded notation
Test 14
Create a Problem 14: Hot Air II
Multiplying a decimal number by a whole number
Estimating answers to problems involving numbers with up to nine digits; solving equations
involving decimals
Converting fractions and decimals to percents by setting up equivalent fractions
Calculating the volume of a rectangular prism using the formula L x W x H
Comparing decimal numbers in true and not true statements; comparing decimal numbers in less than and greater than problems
Test 15
Create a Problem 15: Hot Air III
Recognizing the pattern in a sequence of figures or pattern of shading
Recognizing three-digit odd and even numbers; filling in missing numbers in sequences counting by
11 or 12
Determining the greatest common factor
Comparing positive and negative numbers
Determining if coordinate points are on a given line
Test 16
Create a Problem 16: Women in the Office I
Determining numbers that are multiples of one number and factors of another
Estimating to the nearest dollar or whole number
Determining if a number is a prime number
Dividing a decimal number by a whole number
Calculating area and perimeter given coordinates on a coordinate grid; calculating the perimeter of
an irregular figure
Test 17
Create a Problem 17: Women in the Office II
Learning the Distributive Property of Multiplication and the Associative Property of Multiplication
and Addition; learning the Property of One and Zero Property
Calculating cost per unit
Putting decimal numbers in order from least to greatest and greatest to least
Simplifying improper fractions as part of mixed number answers
Calculating a decimal answer in division problems when zeroes need to be added to the right of the
dividend; solving word problems involving decimals
Test 18
Create a Problem 18: Women in the Office III
Dividing using short division
Calculating averages
Continuing to calculate averages; learning the abbreviations for quarts, gallons, kilograms, grams, pounds,
ounces, liters, milliliters and millimeters
Filling in missing numbers in sequences counting by varying amounts
Comparing fractions in less than and greater than problems and in true and not true equations by
setting up equivalent fractions; comparing fractions in word problems
Third Quarter Test
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© 2007-2013 AnsMar Publishers, Inc.
Scope & Sequence of Lesson Concepts
by lesson & page number
Lesson # Pg # Lesson Concept
106
107
108
109
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111
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115
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330
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336
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Selecting the fraction that best represents a shaded region
Multiplying a three-digit whole or decimal number or money amount by a two-digit number
Recognizing Roman Numerals: I, V, X, L, C, D and M
Determining percent in word problems
Multiplying fractions and whole numbers by fractions
Test 19
Create a Problem 19: Moving I
Filling in missing numbers in a sequence of decimal numbers
Converting percents to decimals; computing the percent of a whole number
Converting mixed numbers to decimal numbers by setting up equivalent fractions
Reading maps drawn to scale
Calculating the mean, median and mode; stem and leaf plots
Test 20
Create a Problem 20: Moving II
Solving problems using data displayed as percent pie graphs
Writing probabilities as lowest-terms fractions
Determining the reciprocal of a whole number or fraction
Dividing a three-digit divisor into a three- or four-digit dividend with a one-digit quotient
Determining where to place the decimal when multiplying and dividing decimal numbers by powers of ten
Test 21
Create a Problem 21: Moving III
Recognizing the thousandths place; rounding decimal numbers to the nearest tenth or hundredth
Subtracting fractions with regrouping
Determining negative numbers using coordinate points
Determining the equation that represents a problem and the equation that solves it
Selecting the decimal or percent that best represents a shaded region
Test 22
Create a Problem 22: New Pool I
Using multiplication and division to cross simplify fraction problems
Converting mixed numbers to improper fractions
Dividing a two-digit divisor into a three-digit dividend with a two-digit quotient
Dividing fractions
Solving word problems involving percent
Test 23
Create a Problem 23: New Pool II
Computing products involving two decimal numbers
Continued – Computing products involving two decimal numbers
Solving word problems involving the multiplication of fractions
Calculating the area of a parallelogram
Calculating averages involving decimals or fractions
Test 24
Create a Problem 24: New Pool III
Converting fractions to decimals using division
Calculating the surface area of a rectangular prism
Calculating using exponents
Multiplying a three-digit number by a three-digit number
Identifying the equation that represents a line on a coordinate graph
Fourth Quarter Test
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© 2007-2013 AnsMar Publishers, Inc.
Scope & Sequence of Lesson Concepts
by lesson & page number
Lesson # Pg # Lesson Concept
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
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338
340
342
344
346
348
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354
356
358
360
362
364
366
368
370
Dividing a two-digit divisor into a three-digit dividend with a one-digit quotient
Computing expected numbers based on probabilities
Determining the rule that creates a pattern
Calculating the area of a triangle
Calculating the circumference and area of a circle; recognizing π (pi) and squared
Year-End Test 1
Simplifying division problems using powers of ten
Dividing a decimal number by a decimal number
Arranging fractions, decimals and mixed numbers on a number line
Computing sales tax
Adding positive and negative integers
Year-End Test 2
Continued – Adding positive and negative integers
Calculating the area of an irregular figure
Multiplying and dividing mixed numbers
Subtracting positive and negative integers
Continued – Subtracting positive and negative integers
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© 2007-2013 AnsMar Publishers, Inc.
Lesson 1
Common Core Objective
and the number they subtract from it. They
should regroup the pieces on their board,
starting with the ones place, and subtract.
Have them check their answers by adding
the subtrahend back to their answer.
Students will recognize numbers less than a
million given in words or place value.
Students will recognize addition and
subtraction fact families.
i #6 - #7 do not appear on the students’
Lesson Sheets. Please read them aloud to help
them practice lining up the problems correctly.
Students will subtract 2 three-digit numbers
with regrouping.
In #8 - #13, show addition with regrouping
with sums in excess of 20. If the students
have trouble, suggest using partial totals.
Students will add 4 four-digit numbers with
regrouping.
Preparation
Explain the CheckAnswer process.
For each student: Hundreds Exchange
Board and Ones, Tens and Hundreds Pieces
(masters on pages M11 – M12 and M14).
Stretch
Most lessons have a problem of the day
that stretches thinking skills. Write the
problem on the board in the morning.
Reward students who find an answer before
you reveal the solution at the end of the
day. There may be multiple solutions.
Lesson Plan
Write the number 253,874 on the board.
Point out that the value of the thousands
place is 3 times one thousand (3 x 1,000).
The words ten and hundred are repeated in
the two places to the left of the thousands
place. This pattern will repeat itself in larger
numbers. Do #1 and #2 with the students.
In each problem, point out the importance
of the zero as a place holder.
Stretch 1
Hand out the Student Lesson Sheets. Read
through the definition of a fact family with
the class. By recognizing the relationships
in addition and subtraction fact families, a
student will know four different basic facts
by memorizing just one. For example, if
students know
2 + 1 = 3, they will also know 1 + 2 = 3,
3 – 2 = 1 and 3 – 1 = 2.
A
represents 13 buttons,
a
represents 22 buttons, and
a
represents 10 buttons.
How many buttons are in each group?
Do #3 – #4 together.
1.
+
-
+
2.
+
-
-
3.
-
+
+
Answer: 11, 12, 47
Students can use their exchange boards
for # 5 – #7. Give them both the minuend
2
Lesson 1
Name
Date
Recognizing numbers less than a million given in words or place value; recognizing
addition and subtraction fact families; subtracting 2 three-digit numbers with
regrouping; adding 4 four-digit numbers with regrouping
8
7
4
hundreds
Check your answers to each of these problems.
11
2 1 10
5
tens
ones
,
thousands
3
ten
thousands
5
hundred
thousands
2
When regrouping with subtraction, be sure to show your work. A subtraction
problem can be checked by adding your answer (the difference) to the
number that was subtracted (the subtrahend). If your subtraction answer
is correct, the result will equal the number you started with (the minuend).
This number is read:
two hundred fifty-three thousand, eight hundred seventy-four
8
It can be represented as:
142
59
+ 9
210
2 hundred thousands, 5 ten thousands, 3 thousands, 8 hundreds,
7 tens and 4 ones
Write each number.
1
2 hundred thousands, 7 tens, 8
ones, 9 thousands and 3 hundreds
2
3 tens, 8 hundreds, 1 thousand,
6 hundred thousands and 5 ten
thousands
209,378
651,830
6 + 9 = 15
15 - 6 = 9
7 + 6 = 13
13-7= 6
13-6= 7
6 + 6 = 12
4
16-8= 8
17-8= 9
17-9= 8
63
99
183
+ 467
812
2 3
Guided Practice 1
1
128
+ 504
632
13
3 1
92
60
2,092
+ 1,468
3 ,712
2
86
92
+ 340
518
CheckAnswer
12
3
+42
57
368
- 48
320
57
+ 320
377
B 748
460
- 60
245
+103
400
5001
www.excelmath.com
12
7
88
67
+ 148
310
A 377
15 - 9 = 6
9 + 8 = 17
11
3 2
2 12
632
- 128
504
CheckAnswer
Compute the answers and draw a line around the one that does not belong.
3
10
7
1 1
267
+ 136
403
To check your work, add the answers to your problems and compare the
result to the CheckAnswer that is provided. If the two numbers are
equal, your answers are correct and you may go on to the next problem.
If the sum of your answers does not equal the CheckAnswer, then go
back and check your work. If you are unable to find your mistake,
raise your hand to ask for help.
A fact family is made up of three numbers that are related using addition
and subtraction or using multiplication and division. In the four problems
shown below, 9, 6 and 15 make up an addition and subtraction fact family.
9 + 6 = 15
3 1
284
4,3 6 7
92
+ 63
4,8 0 6
3 9 13
403
- 267
136
146
+174
320
9
1 2
6
1 1
320
-146
174
400
+ 348
748
348
© Copyright 2007-2014 AnsMar Publishers, Inc.
Name
B
A 1,988
4 8 3 - 2 7 = 456
- 27
456
7 3 5 - 1 6 = 719
- 16
7 19
37
3 7 + 6 8 4 + 9 2 = 813
92
813
456
719
+ 813
1,988
984
-535
449
673
-147
526
585
-369
216
C 1,088
1,191
449
526
+ 216
1, 191
846
-329
517
487
-239
248
451
-128
323
517
248
+ 323
1,088
E 5,354
D 16,574
Which fact does not belong in each set?
1,1 3 5
1,9 4 2
382
+ 489
3,948
2,8 1 3
3,4 1 5
386
+ 219
6,833
1 hundred thousand, 4 tens, 3 ones, 3
thousands and 7 hundreds
3,4 6 9
1,8 1 9
362
+ 143
5,793
3, 948
6, 833
+ 5, 793
16, 574
F 1,159,089
651,429
4 hundred thousands, 1 ten, 3 thousands,
7 ones and 9 hundreds
403,917
1. 8 + 4 = 12
1. 7 - 4 = 3
2. 4 + 8 = 12
2. 4 + 3 = 7
3. 12 - 4 = 8
3. 7 - 3 = 4
4. 8 - 4 = 4
4. 4 - 3 = 1
two hundred seventeen thousand,
eight
103,743
5 ten thousands, 2 tens, 1 thousand,
6 hundred thousands, 9 ones and 4
hundreds
www.excelmath.com
2,2 8 4
1,1 9 6
387
+ 1, 4 7 9
5, 346
103, 743
651, 429
+ 403,917
1, 159,089
one hundred thousand, fifty-nine
three hundred eight thousand, one
hundred six
5002
3
5,346
4
+
4
5,354
G 625,173
217, 008
100, 059
217,008
100,059
+ 3 0 8 ,1 0 6
625,173
308, 106
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 2
Common Core Objective
the students what problem they encounter.
(After the ones are multiplied the one ten has
to be added to the 9 tens.) For this reason,
the ones are multiplied before the tens, as
in addition.
Students will multiply a three-digit number
by a one-digit multiplier.
When regrouping, any tens resulting
from multiplying the ones place should be
added to the value in the tens place after
multiplying the tens place.
Students will learn multiplication facts with
products up through 30 and products with
5 (up to 45), 10 (up to 90), 11 (up to 99) or
12 (up to 48) as factors.
Students will solve multi-step word
problems using addition and subtraction.
Try it both ways, and ask them to explain
why they do not get the correct answer
if they add the regrouping to the value
before they multiply.
Preparation
For each student: Hundreds Exchange
Board, Ones and Tens Pieces, Hundreds
Pieces (masters on pages M11 – M12 and
M14)
Do #1 – #6 together.
Read through the word problems in #7
– #8. Students should write down the
equation they use to find the answer.
Answers should be labeled.
Lesson Plan
Have the students place three groups of
134 on their regrouping boards. Ask them if
they can use a process other than addition
to solve the following problem:
The letter on the right side of the lesson
should be signed by each student’s parent
or guardian.
134
134
+ 134
Stretch 2
Use the digits 1 – 8 only once each, and
create 4 addition problems that all have
equal sums (the same answer).
(Multiplication) Write the problem as a
multiplication problem.
134
x 3
Emphasize that the students should always
start with the place to the far right (in
whole numbers, the ones place) because
when regrouping, working with smaller
values first is easier.
Answer:
1 + 8 = 9, 2 + 7 = 9, 3 + 6 = 9, 4 + 5 = 9
Write the same problem on the board. This
time, multiply the tens before the ones. Ask
4
Lesson 2
Name
Date
Homework
Learning the multiplication facts with products up through 30 and products with 5
(up to 45), 10 (up to 90), 11 (up to 99) or 12 (up to 48) as factors; multiplying a
one-digit number by a three-digit number; solving multi-step word problems using
addition and subtraction
134
Multiplication is a faster way of adding.
134
+ 1 3 4 can be written
402
Write the addition problem for each multiplication problem.
1
2
1 2
346
346
346
+346
1,3 8 4
1 2
346
x 4
1,3 8 4
Dear Parents,
You can help your child by getting involved with homework. You may
not always have time to help, but just showing an interest may really
motivate your child.
134
x 3
402
The problems on the back of this lesson sheet were done in class.
The children check their work by adding the answers of two or more
problems then comparing the result to the CheckAnswer that we
provide above and to the right of the problem.
A 392
3
2 1
294
294
+ 294
882
2 1
294
3
x
882
1
407
2
x
814
1
407
+ 407
814
Sometimes we find children will add the answers incorrectly rather than
ask for help. If parents and teachers work together, we can help the
child learn the value of asking for help now, rather than being satisfied
with a wrong answer.
Write the multiplication problem for each addition problem.
4
7
2 1
243
243
243
243
243
+243
1,4 5 8
5
1 2
2
607
607
+ 607
1,821
2 1
243
x 6
1,4 5 8
Jim threw 26 sticks to his dog on
Monday and 13 on Tuesday. Twelve
of the sticks got lost in the bushes so
the dog couldn't bring them back. How
many sticks did his dog bring back?
26
+ 13
39
Homework is available four nights a week. It will be located on the
lesson sheet where this letter appears starting with Lesson 3. Whenever
you have the time, please check to see that the answers on your child's
homework are added correctly and the calculations are shown.
6
39
- 12
27
2
607
3
x
1,821
8
237
237
237
+ 237
948
1 2
237
4
x
948
With your assistance, I look forward to a successful year in mathematics.
Please contact me if you need any clarification of our math program.
Marcia did 7 pull-ups on Friday, 8 on
Saturday and 3 on Sunday. Vicky did
7 fewer pull-ups than Marcia. How
many pull-ups did Vicky do?
27 sticks
7
8
+ 3
18
Sincerely,
I have read this letter and I will do my best to help at home.
18 - 7 = 11
_________________________________________________
Parent's signature
11 pull-ups
5003
www.excelmath.com
Guided Practice 2
© Copyright 2007-2014 AnsMar Publishers, Inc.
Name
B 823
A 4,332
358
213
2,2 2 6
+ 1,4 8 6
4,283
8
x 3
24
5
x 5
25
4,283
24
+
25
4,332
527
-364
163
482
-192
290
637
-267
370
C 1,919
5 2 7 - 7 3 = 454
163
290
+370
823
454
695
+ 770
1,919
71
71 + 586 + 38 = 695
38
695
8 4 6 - 7 6 = 770
D 33,950
twenty-seven hundred
twenty-six thousand, fifty
fifty-two hundred
2,700
5 + 5 = 10
123
x 3
369
102
x 4
408
2 tens, 9 hundreds, 1 thousand, 8 hundred
thousands and 4 ten thousands
5,200
10 roses
www.excelmath.com
2,700
26,050
+ 5,200
33,950
26,050
Julio cut one dozen roses from his garden.
He gave five to his mother and two to his
sister. He then cut nine more roses and
gave four of them to his grandmother. How
many cut roses did he have left?
9 - 4 = 5
5 + 2 = 7
12 - 7 = 5
E 843,600
301
x 3
903
10 x 3 = 30
Which fact does
not belong?
1. 12 - 8 = 4
2. 5 + 7 = 12
F 41
Gil did 267 sit-ups. Jessie did 175
sit-ups. How many sit-ups did they
do in all?
10
30
+ 1
41
267
+ 175
442
3. 12 - 7 = 5
442 sit-ups
4. 12 - 5 = 7
5004
5
903
369
408
+841,920
843,600
841,920
Rachel caught 5 fish on Friday,
6 on Saturday and 3 on
Sunday. Emily caught 8 fewer
fish than Rachel. How many
fish did Emily catch?
5
6
+ 3
14
G 448
442
+ 6
448
14 - 8 = 6
6 fish
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 3
Common Core Objective
representations are equal to one dime.
Point out that the cent symbol is not used
with the dollar symbol. You can write $.10
or 10¢ but not $.10¢.
Students will subtract four-digit numbers
with regrouping.
Students will recognize money number
words.
Since the decimal separates whole dollars
from parts of dollars, it is important to line
up the decimal points when dollar amounts
are added or subtracted. In #7 – #8,
demonstrate lining up the decimal.
Students will recognize the dollar symbol
and decimal point.
Students will regroup with money amounts
when adding, subtracting or multiplying
money amounts.
Do #7 – #12 together.
i #10 – #12 do not appear on the students’
Lesson Sheets. Please read them aloud.
Preparation
For each student: Hundreds Exchange
Board, Ones and Tens Pieces, Hundreds
Pieces (masters on pages M11 – M12 and
M14)
Guided Practice
Use the Guided Practice portion of your
math lesson to ask students to “explain
their thinking.” Common Core State
Standards (CCSS) stress the importance
of “students making sense of mathematics
by describing their thinking.” Asking
students to explain their work will help
you to determine the students’ depth of
understanding and will give you a chance
to clear up any misconceptions. Adapt
your lesson to the needs of your class. If
your students are having difficulty with a
concept, take time to practice that concept
or reteach it the next day before moving on
to the next lesson.
Lesson Plan
From now on the students will encounter
four-digit subtraction problems. Have the
students continue to show their regrouping
steps if they are having trouble.
Do #1 – #6 together.
i #3 – #6 do not appear on the students’
Lesson Sheets. Please read them aloud.
Read some money amounts aloud and
have volunteers show the numerical
representations on the board.
Stretch 3
The 3 consecutive numbers 1, 2 and 3 add
up to 6 (1 + 2 + 3 = 6).
Explain that when a money amount is less
than one dollar, it is often written with the
cent (¢) symbol.
What three consecutive numbers add up to
141?
Amounts over 99¢ are written with a
decimal point and a dollar symbol ($).
Write 10¢ and $.10 on the board. Both
Answer: 46, 47 and 48 (46 + 47 + 48 = 141)
6
Lesson 3
Name
Date
Homework
Subtracting four-digit numbers with regrouping; recognizing money number words;
recognizing the dollar symbol and decimal point; regrouping with money amounts
when adding, subtracting or multiplying money amounts
A 5,895
651
-312
339
Check each subtraction problem with addition.
1
9 9
3 10 10 16
4
2
1 1 1
4,0 0 6
- 1,2 3 7
2,7 6 9
3,000
- 1,492
1,508
4 9 9
1 1 1
5
1,492
+ 1,508
3,000
3
1 1 1
5,0 0 0
- 1,5 3 5
3,4 6 5
1,2 3 7
+ 2,7 6 9
4,0 0 6
1,5 3 5
+ 3,4 6 5
5,0 0 0
4,030
- 1,224
2,806
6
1,224
+ 2,806
4,030
-
6,004
-5,694
310
+
3,001
95
2,906
95
+2,906
3,001
5,694
310
6,004
Which fact does
not belong?
174
x 2
348
1 1
8
1 10
9
$4.2 0
- .1 7
$4.0 3
10
2 1
$2.7 3
x
4
$1 0.9 2
1
$ .24
+ 1.39
$1.63
11
4
11
1 17
$5.27
.29
$4.98
12
1
2
$7.49
x
3
$22.47
3. 19 - 10 = 9
Guided Practice 3
18,147
nineteen thousand, eighty-seven
19,087
Javier had a garage sale. He sold 8
kitchen appliances, 12 pieces of
furniture and 6 different car parts.
How many items did he sell?
8
12
+ 6
26
26 items
Kevin has 8 apples, 3 pears,
2 books and 4 bananas.
How many pieces of fruit
8
does he have?
3
+ 4
15
B 1,429
348
1,080
+
1
1,429
30,492
18,147
+ 19,087
67,726
D 41
26
+ 15
41
1 5 pieces of fruit
© Copyright 2007-2014 AnsMar Publishers, Inc.
Name
B 171
A 983
234
x 2
468
339
154
+ 5,402
5,895
C 67,726
14 tens, 7 ones and 18 thousands
5005
www.excelmath.com
487
x 1
487
2. 19 - 9 = 10
30,492
$4.00
four dollars ________
When adding or subtracting money amounts, always line up the decimals.
Also be sure to show the dollar symbol and the decimal in your answer. When
writing a problem, notice that the dollar symbol is only written with the top
number and with the answer.
$2 3.4 1
2.7 5
+ 1 6.2 1
$4 2.3 7
1. 10 - 9 = 1
9 tens, 3 ten thousands, 4 hundreds
and 2 ones
The cent symbol ( ¢ ) is used for amounts under a dollar. We never use
the cents symbol with the dollar symbol ( $ ) and the decimal ( . )
You can write 93¢ or $ .93 but not $ .93¢.
7
270
x 4
1,080
4. 10 + 9 = 19
When writing money amounts, the decimal separates the whole dollar from parts
of a dollar. $3.42 is more than three dollars but less than four dollars. The word
"and" shows where the decimal should be. If the amount does not include cents,
the word "and" is not needed.
$3.06
three dollars and six cents ________
2,6 7 3
1,5 1 9
684
+ 526
5,402
393
-239
154
487
468
+ 28
983
7
x 4
28
375
-238
137
6
x 3
18
137
18
+ 16
171
8
x 2
16
C 1,698
7 5 6 - 8 6 = 670
9
9 + 584 + 37 = 630
37
630
670
630
+398
1,698
4 2 6 - 2 8 = 398
6 ten thousands, 2 ones, 6
thousands and 4 hundreds
one hundred eleven
thousand, ninety
sixty-one hundred
John read 15 pages of his
book on Monday and 13
pages on Tuesday. How
many pages did he read on
Tuesday?
66,402
66,402
111,090
+ 6,100
183,592
111,090
www.excelmath.com
417
649
1,3 0 9
+ 1,5 1 8
3,893
6,100
Andre has 6 dogs, 2 cats, 13 rabbits
and 5 cars. He put the cats, rabbits
and cars in the barn. How many of
his animals are in the barn?
2
+ 13
15
13 pages
E 9,923
D 183,592
F 28
6,7 1 8
- 3,2 0 2
3,516
Brian picked 21 apples Monday and
15 on Tuesday. Twelve of the apples
were bad so he threw them away.
How many apples does he have now?
13
+15
28
21
+ 15
36
36
- 12
24
24 apples
15 animals
5006
7
6,0 0 0
- 3,4 8 6
2,514
1 x 12 = 1 2
Which fact does
not belong?
1. 8 + 1 = 9
3,893
3,516
+2,514
9,923
G 37
24
12
+ 1
37
2. 7 + 1 = 8
3. 8 - 7 = 1
4. 8 - 1 = 7
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 4
Common Core Objective
Stretch 4
Students will learn change equivalents up
to $1.00.
Write on the board:
KA + B = KC and C - A = B.
Students will recognize coins and will relate
them to fractions of the whole.
Tell the students that these number
statements have been written in code.
Students will solve word problems involving
money.
Each letter represents a single digit, 0 – 9.
Students will calculate change using the
least number of coins.
What are the two number statements in
numerical form? Is there more than one
answer?
Preparation
Answer: 13 + 2 = 15 and 5 - 3 = 2
For each student: Coins page (master on
page M2), scissors
Lesson Plan
In #1 – #4, have the students count by fives
or tens to find how many nickels or dimes
are in each amount. For #5 and #6, relate
the quarters and half dollars to parts of a
whole (1/4, 1/2).
Next, do #7 – #9 together.
For problems #10 – #12, the students
should combine coins that add up to the
given amount using the fewest number of
coins.
They should start with the largest possible
coin. If adding another of one coin takes
them over the given amount, they should
drop down to the next smaller value coin.
As they add coins, they should write an
addition problem to verify their choices.
Do #10 – #12 together. Encourage the
students to show their work
8
Lesson 4
Name
Date
Homework
Learning change equivalents up to $1.00; recognizing coins; solving word problems
involving money; calculating change using the least number of coins
1
2
4 dimes
40¢ = ____
4
5
7 dimes
70¢ = ___
7
3
1 5 nickels
75¢ = ____
4 quarters
$1.00 = ____
8
20 nickels
$1.00 = ____
3¢
B 8,980
Eddie has 8 nickels, 6
dimes and 3 quarters.
How much money
does he have?
$ .40
.60
+ .75
$1.75
$ 1 .75
25¢
- 22¢
3¢
891
584
2,9 7 6
+ 1,3 9 4
5,845
To calculate the fewest coins, start with the largest coin and work down to pennies,
adding until your sum equals the given amount. Fill in the blank with the number of
coins requested. Do not include half dollar coins in your calculations.
11
2
Using the fewest coins,
how many nickels are
there in 43¢?
1 0¢
1 0¢
+ 3¢
2 3¢
1
12
2
3,7 5 8
- 1,2 3 4
2,524
114,083
3 tens, 1 hundred thousand,
7 thousands and 4 ones
107,034
4 tens, 7 hundreds, 2 thousands
and 1 hundred thousand
102,740
Using the fewest coins,
how many quarters are
there in 58¢?
25¢
10¢
5¢
+ 3¢
43¢
937
-326
611
one hundred fourteen thousand,
eighty-three
Change can be given in several different combinations of coins. For example,
15¢ can be 3 nickels or 1 dime and 1 nickel. If you want to use the fewest coins, your
choice would be 1 dime and 1 nickel.
Using the fewest coins,
how many dimes are
there in 23¢?
Rueben rode his bike 23 miles and
then walked 10 miles. How far did
he travel in all?
25¢
25¢
5¢
+ 3¢
58¢
5,845
611
+ 2,524
8,980
C 323,857
114,083
107,034
+ 102,740
323,857
Timothy colored 12 pictures. Hans
colored 10 pictures. How many
pictures did they color in all?
12
+ 10
22
23
+ 10
33
33 miles
33
+ 22
55
© Copyright 2007-2014 AnsMar Publishers, Inc.
Name
B 2,394
A $42.87
$8.37
- 3.58
$4.79
$6.40
x
5
$32.00
six dollars and eight
cents
$6.08
$ 4.79
32.00
+ 6.08
$42.87
4
x 6
24
7,644
- 5,319
2,325
9
x 5
45
C 6,771
942
x 5
4,710
24
45
+2,325
2,394
681
x 3
2,043
121
326
- 149
177
314
189
1,782
+ 3,481
5,766
Antwan drove 134 miles. Vera
drove 1,269 miles. How much
farther did Vera drive than
Antwan?
1,269
- 134
1,135
1,135 miles farther
4,710
2,043
+
18
6,771
9 x 2 = 18
D 9,173
www.excelmath.com
D 55
22 pictures
5007
www.excelmath.com
Guided Practice 4
48
3,705
+ 1,290
5,043
215
x 6
1,290
2 half-dollars
$1.00 = ____
Carlos bought a cookie
that cost 22¢. He gave
the clerk a quarter. How
much was his change?
$1. 00
- . 51
$ . 49
10
741
x 5
3,705
12 x 4 = 48
9
A picture frame costs
51¢. Amber gave the
clerk a dollar. How much
was her change?
$ . 49
6
A 5,043
$ 9.84
7.65
18.83
+ 36.83
$73.15
177
5,766
+3,230
9,173
7,7 2 8
- 4,4 9 8
3,230
Steffie had 40 tickets for rides at
the park. She went on two rides
that each needed six tickets. How
many tickets does she have left?
6 + 6 = 12
E $141.04
40
- 12
28
F 1,163
$
2.87
6.95
13.86
+ 30.97
$54.65
2 ten thousands, 8 ones, 1 ten, 4
hundreds and 7 thousands
1,135
+ 28
1,163
two hundred thousand, nine
hundred eighty-seven
sixty-three hundred
28 tickets
5008
9
$25.62
- 12.38
$13.24
$ 73.15
54.65
+ 13.24
$141.04
G 234,705
27,418
200,987
27,418
200,987
+ 6,300
234,705
6,300
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 5
Common Core Objective
For #5, ask the students what different
types of data they could collect and which
of the four types of graphs they would use
to display their data. For example,
Students will interpret picture graphs, bar
graphs and line graphs.
Preparation
What kinds of pets do the students in the
class have and how many students have
that kind of pet?
No special preparation is required.
Lesson Plan
Different types of graphs are used to
display data being evaluated. There is
usually a title for the graph. Do #1 – #3
together as you discuss each type of graph.
What are the favorite desserts of the
students in the class and how many chose
each kind?
How tall is each student and how many
students are that same height?
A circle, or pie graph (#1) visually shows
how the number of each part relates to the
other parts and to the whole.
How many students were absent from class
each day last week?
Picture graphs (#2) are used to represent
information with pictures representing a
certain number of items. The number of
items each picture represents is shown
below each chart. These graphs are usually
shown horizontally, but they can be shown
vertically.
Stretch 5
Draw the chart below across the top of the
board.
Jan. Feb. Mar. Apr. May Jun.
31 28 31 30 31 30
Bar graphs (#3) are used to represent
information through comparing the length
of bars. Along the left side and the bottom
are labels identifying the represented
information. Sometimes there is a legend.
Jul. Aug. Sep. Oct. Nov. Dec.
31 31 30 31 30 31
Explain that the numbers under each
month are the days in the months for that
(non-leap) year.
Ask the students what they think the
horizontal dotted lines between each solid
line represent. (5, 15, 25, 35) The method
of not labelling all lines makes the numbers
listed easier to read.
Bill’s birthday is the 95th day of the year.
What is the date of his birthday?
Answer: 95 - 31(Jan) - 28(Feb) - 31(Mar) =
5, April 5
Line graphs (#4) show data changes over
time.
10
Name
Date
4
Notice that the numbers along the left side
do not start at zero. Since the numbers from
zero to 29 are not needed, starting with 30
avoids wasting space.
Circle or pie graphs are used primarily to organize data. Picture graphs
use symbols and pictures to compare data. Bar graphs also compare
data. Line graphs are used to show change.
Balls in the Equipment Box
basketballs
1
baseballs
soccer
balls
footballs
If a student takes a ball from the
equipment box at random, which
ball has the lowest probability of
being selected?
soccer balls
footballs
basketballs
baseballs
What was the temperature change
from the 6th day to the 7th day?
35°
- 31°
4°
4°
How many days was the daily high
temperature above 33°?
5
Carly
Who took fewer than four photographs?
Barry
Ruthie and Glen
Lupe
36
35
34
33
32
31
30
1
2 d a y s, 1 st a n d 7 t h
Taking Photographs
2
Daily High Temperature
Temperature (F°)
Lesson 5
Interpreting circle graphs, picture graphs, bar graphs and line graphs
2
3
4
5
6
7
8
9
Select the data to be collected,
choose the type of graph and
then draw the graph below.
How many more photos does Glen need
to take to catch up with Barry?
Ruthie
Glen
Each
represents 2 photos
Jumping Rope
3
6 more photos
For how many minutes did
30
Gary and Delia jump rope? + 25
55
40
Minutes
30
20
According to the chart, which
two children jumped rope for
the same number of minutes?
10
0
8-2=6
l
ter ary elia abe artin
G D Is M
n
Hu
55 minutes
Hunter
and Martin
5009
www.excelmath.com
Guided Practice 5
© Copyright 2007-2014 AnsMar Publishers, Inc.
Name
B 486
A 5,694
28 1
x 4
1, 124
910
x 5
4,5 5 0
1 ,1 2 4
4 ,5 5 0
+
20
5 ,6 9 4
5 x 4 = 20
20 pennies
2 dimes = ______
8 ten thousands, 2 ones, 5
hundreds, 7 thousands and 4 tens
two hundred nine thousand, six
hundred forty
fifty-nine hundred
x
x x
D 303,082
8 7 ,5 4 2
87,542
209,640
+ 5,900
303,082
2 0 9 ,6 4 0
5¢
1¢
+ 1¢
7¢
7¢
Quentin had $1.20.
He found a quarter.
How much money
does he have now?
$ 1 .2 0
+ .2 5
$ 1 .4 5
F $20.00
$
.07
1.45
+18.48
$20.00
Using the fewest
coins, how many
pennies are
there in 36¢?
25¢
10¢
+ 1¢
36¢
Travis slept for 8 hours
and read for 2 hours.
Lenard slept for 6 hours.
How many hours did they
sleep in all?
8 + 6 = 14
12 birds
11
Which fact does
not belong?
1. 6 - 2 = 4
2. 6 - 4 = 2
3. 4 - 2 = 2
E 18
1
14
+ 3
18
4. 2 + 4 = 6
129
- 94
35
5010
4,535
4,131
+
21
8,687
14 hours
Eighteen birds were in a
tree. Twelve of them
flew away. How many
birds flew away?
$ 1 .4 5
C 8,687
3 x 7 = 21
1
$ 2 .3 1
x
8
$ 1 8 .4 8
6,829
- 2,294
4,535
439
20
+ 27
486
9 x 3 = 27
5 ,9 0 0
Cross off the coins that add to 7¢.
www.excelmath.com
513 - 74 = 439
- 74
439
1,379
1,485
279
+ 988
4,131
G 53
Pamela swims 2 miles and runs 5
miles a day. She drives 4 miles to
work every day. How much farther
12
does she run than swim after 2 days?
35
+ 6
53
5 - 2 = 3
3 + 3 = 6
6 miles farther
© Copyright 2007-2014 AnsMar Publishers, Inc.
Test 1 - Assessment
Test 1
Use tally marks on the right side of the
chart to record how many students missed
a particular question. There is no need
to review the entire test, but you could
go over problems missed by a number of
students.
This test is an assessment test covering the
concepts on Lessons 1 – 15. If the class as a
whole scores an average of 90% or better,
feel free to jump ahead to Lesson 16. If they
score below 90%, copy the Assessment Test
Score Distribution and Error Analysis charts
provided on pages i.20 - i.22 in the front of
this book and on our website:
www.excelmath.com/downloads.html
The tables below indicate which questions
evaluate which objectives and where that
content is taught in this curriculum. Use
this if you want to have the students do
one or two specific lessons before going to
the second assessment test. If the class is
weak in several areas, we recommend you
go on through Lessons 6 – 30.
Record each student’s identification
number on a line, indicating the number
of problems missed. This distribution of
test results will help you analyze their work
and show parents how their child did in
comparison to the rest of the class without
revealing names of students who scored
higher or lower than their child.
#
Lesson
#
Concept
Lesson
Concept
1
1 4-digit addition, regrouping
21
2
1 4-digit addition, regrouping
22
11 Division: dividends to 30
3
1 4-digit addition $, regrouping
23
11 Division: multiples of 5 to 45
4
1 3-digit subtraction
24
5
3 4-digit subtraction
25
7 Days in each month
6
3 4-digit subtraction $
26
4 Change equivalents to $1.00
7
2 3 x 1 multiplication
27
15 Numerators & denominators
8
2 3 x 1 multiplication
28
14 Pre-algebra: solving for N
9
2 3 x 1 multiplication $
29
14 Pre-algebra: solving for N
30
15 Subtraction: fractions
10
11 Division facts less than 30
2 Multiplication facts: 12 as factor
7 Month/Year equivalents
11
1 Number words less than a million
31
9 Odd and even numbers
12
1 Number words less than a million
32
12 Metric & Standard measurements
15 Fractions: whole is sum of parts
13
3 Number words $
33
14
6 Greater than, less than symbols
34
15
8 Elapsed time word problems
35
10 Deductive reasoning
16
2 Subtraction word problems
36
15 Fractional part of a group
17
6 Missing numbers in sequences
37
9 One half of a group
18
6 4-digit numbers in order
38
4 Word problems $
19
2 Addition word problems
39
10 Deductive reasoning
20
2 Multi-step word problems
40
10 Required information for problem
12
4 Change with least # of coins
13
107
x 6
642
1 ,93 8
84 9
75 8
+ 1 ,9 67
5,5 12
<
8, 66 8
15
12
8
3
2 0 5,0 09
#
9
4
4 24
6
5,1 7 8
- 2,4 6 9
2,709
4 more c a t s
Rosa has 5 cats. Anna
has 9 cats. How many
more cats does Anna
have than Rosa?
$641.50
six hundred
forty-one dollars and
fifty cents
10
5
(5 ,6 65 ; 6, 55 6; 6 ,6 6 5 ; 6 , 5 6 6 )
Put each set of numbers in order
from greatest to least.
16
13
$ 2.2 9
x
4
$9. 16
734
-369
36 5
Date
© Copyright 2007-2014 AnsMar Publishers, Inc.
6 states
Megan visited 3 states over her
summer vacation. Bobbie visited 2
states and Beth visited 1 more than
both Megan and Bobbie combined.
How many states did Beth visit?
6,556
Which number is third? _________
6,6 65 ________
6, 566 ________
6,556
5,665
________
________
5011
20
18
8:2 5
Cheri needs to be at
school at a quarter to 9.
It takes her 20 minutes
to get to school. By what
time does she need to
leave home?
Lola ran 11 miles on Monday and
15 miles on Friday. How many miles
did she run in all?
26 mile s
224
x 2
44 8
$ 8 .9 5
.67
5. 8 4
+ 16 .9 8
$32 .4 4
two hundred five
thousand, nine
2 03 , 21 0 )
( 1 82 , 1 89 , 1 96 , _____
6, 88 6
Insert the correct
symbol.
6 70, 014
www.excelmath.com
19
17
14
7
2
Name
7 ten thousands, 4 ones,
1 ten and 6 hundred
thousands
$3 3.0 0
- 1 1.4 7
$21.53
9 54
9 91
87
+ 1,1 99
3,2 31
11
6
1
Test 1 Assessment
-
2
=
7
7
3
37
34
31
28
25
22
2 0 b ook s
(15, 68)
(67, 43)
38
35
32
29
26
23
Fran
Abby
$ 3.40
A jump rope cost $1.60.
Chester gave the clerk a
five-dollar bill. How much
was his change?
Ricky
Ricky is older than Fran
but younger than Abby.
Who is the youngest?
9 kilograms
8 grams
7 liters
6 kilometers
In an hour a jogger might
run _____________.
12 - 5
7 = ____
______
20 nickels
4 quarters =
35 ÷ 7 = 5
© Copyright 2007-2014 AnsMar Publishers, Inc.
8. None of the above information will help.
7. Chang's age
6. Ron's weight
5. Jack's height
Ron and Ali are the same age. Jack is two
years older than Chang. Jack is five years
younger than Pat. What information do
you need so you will know Ali's age?
5012
40
9 le tte r s
Daisy mailed 18 letters.
One-half of them were
to her grandma. How
many letters did she
mail to her grandma?
2
Using the fewest coins,
how many quarters are
there in 57¢?
(36, 80)
(92, 65)
Circle the set with two
odd numbers.
N= 9
17 - N = 8
______
30 days
Days in September?
27 ÷ 9 = 3
Alyssa has 12 books. That is 3
fewer books than Hershel. Debra
has 5 more than Hershel. How
many books does Debra have?
3 are not dogs
Five-eighths of Sherry's
eight animals are dogs.
How many of her animals
are not dogs?
18
How many thirds are
there in 6 wholes?
5
7
Fill in the missing number.
29
denominator = _______
24
29
2 years = _____
2 4 months
4 x 12 = 48
www.excelmath.com
39
36
33
30
27
24
21
Test 1 Assessment
Lesson 6
Common Core Objective
hundreds and so on, down to the ones
place.) Have students put more numbers in
order, this time from greatest to least.
Students will arrange 4 four-digit numbers
in order from least to greatest and from
greatest to least.
Read aloud the numbers in #8 and ask the
class if they are decreasing or increasing
in value. Write the sequence on the board
and ask the class by what number they
are counting and how they know. (9;
The difference between each number in the
sequence is 9.)
Students will recognize the symbols < less
than and > greater than.
Students will fill in missing numbers in
sequences counting by 1, 2, 3, 4, 5, 6, 7, 8,
9 or 10.
For #8 and #9, have the students find the
differences between the numbers in each
sequence. Ask if the differences are the
same in each sequence.
Preparation
No special preparation is required.
Lesson Plan
Before distributing the Lesson Sheets, write
the numbers 2,801 and 2,534 on the board.
Ask a student to come forward and put
notations between the numbers - two dots
next to the larger number and one dot next
to the smaller number. Next, connect the
one dot to each of the two dots.
If the students have calculators, have them
enter “72”, “+”, “9” and “=”. Have them
continue to hit the “=” key. What are their
results? Explain that when they hit the “=”
key, their calculators repeatedly add the last
number entered.
Repeat this with problems #9 – #11.
You will see a sideways “V”. The bottom
point of the “V” points to the smaller
(in value) of the numbers. The number
sentence is “2,801 is greater than 2,534.”
For #10 and #11, they are to determine in
what direction the sequence is counting
(+ or –), by what number the sequence is
counting and what the missing number in
the sequence will be.
Repeat the above process with 7 or 8 pairs
of numbers, using dots if necessary.
Stretch 6
Have a student tell you 3 four-digit
numbers that are less than 10,000. Write
them on the board in random order. Ask a
student to come forward and rewrite the
numbers in order from least to greatest.
Tim, Shari, Karen and Juan all got to school
before 8:30 in the morning. Tim was not
second or last. Shari arrived earlier than
Juan. Karen was the first to get to school.
In what order did they arrive at school?
Have the students explain how they know
the order is correct. (The values in the
thousands place are compared, then the
Answer: Karen, Shari, Tim, Juan
14
Lesson 6
Name
Date
Homework
Recognizing the symbols < less than and > greater than; arranging 4 four-digit
numbers in order from least to greatest and from greatest to least; filling in missing
numbers in sequences counting by 1, 2, 3, 4, 5, 6, 7, 8, 9 or 10
The symbols "<" (less than) and ">" (greater than) are used to compare two numbers.
Each symbol points to the smaller of the two numbers.
Draw the correct symbol between each pair of numbers.
1
<
4,351
2
4,308
<
2,165
6,125
3
4,434
<
5
(6,469; 6,649; 6,369; 6,138)
876
-369
507
4,443
619
639
+ 507
1,765
B 12,345
Put each set of numbers in order from least to greatest.
4
A 1,765
6 5 8 - 3 9 = 619
- 39
619
18
18 + 576 + 45 = 639
45
639
1,9 8 4
381
2,6 4 5
+ 1,9 8 0
6 ,9 9 0
twenty-two hundred
(5,843; 5,814; 5,238; 5,641)
9,3 0 7
- 6,1 5 2
3 ,1 5 5
2 ,2 0 0
6, 1 3 8 ________
6 , 3 6 9 ________
6 ,469 _______
6,649 ________
5,238 ________
5,641 ________
5,8 1 4 _______
5 ,8 4 3
________
2,200
3,155
+ 6,990
12,345
Put each set of numbers in order from greatest to least.
6
7
(5,219; 5,285; 5,261; 5,291)
(3,424; 3,224; 3,442; 3,242)
5, 2 9 1 ________
5 , 2 8 5 ________
5 ,261 _______
5,219 ________
3,442 ________
3,424 ________
3,2 4 2 _______
3 ,2 2 4
________
9
(7 2 , 8 1 , 9 0 , 9 9 , 1 08)
+9
+9
+9
2. 7 + 4 = 11
3. 4 + 7 = 11
(46, 53, 60, 67, 74)
+7
For each number series, indicate by what number you are counting and fill in the
missing number.
11
- 6
9
72 , _____
65 , 58 , 51 , 4 4 , 3 7 )
(_____
-7
+8
8
counting up by _____
5013
Guided Practice 6
$ 1 .7 0
x
2
$ 3 .4 0
B 4,105
2,688
1,377
+
40
4,105
5 x 8 = 40
8 6 ,0 3 0
17
17 + 2,157 + 68 = 2,242
68
2,242
9 x 3 = 27
26
9
+ 17
26
9,875
- 3,452
6,423
1. 12 - 3 = 9
2. 3 + 9 = 12
$ 1 .7 5
- 1 .6 9
$ .0 6
6 x 7 = 42
3
6,423
+
42
6,468
4. 9 + 3 = 12
6 ,3 7 5
$ 1 .3 5
+ .3 4
$ 1 .6 9
2,242
27
+
28
2,297
E 6,468
3. 12 - 5 = 7
Norman bought a
highlighter for $1.35 and
a box of staples for 34¢.
How much was his
change from $1.75?
C 2,297
4 x 7 = 28
Which fact does
not belong?
86,030
104,307
+ 6.375
196,712
1 0 4 ,3 0 7
7 tens, 6 thousands, 5 ones
and 3 hundreds
www.excelmath.com
153
x 9
1,377
D 196,712
one hundred four thousand,
three hundred seven
$ . 03
672
x 4
2 ,6 88
$ 3 .2 3
3 .4 0
+ 1 0 .8 0
$ 1 7 .4 3
$ 1 0 .8 0
6 thousands, 3 tens and 8
ten thousands
$1. 45
- 1. 42
$ . 03
D
Name
$ 4. 51
- 1.28
$3. 23
$ 1. 25
+ . 20
$ 1. 45
1
540
+ 519
1,060
© Copyright 2007-2014 AnsMar Publishers, Inc.
A $17.43
Cora paid for a soda
that cost $1.42 with 5
quarters and 4 nickels.
How much was her
change?
1 7 hits
9 m or e bir ds
7
counting down by _____
www.excelmath.com
ten dollars and
eighty cents
Rusty got up to bat 32 times. He
struck out 6 times and walked 9
times. How many hits did he get?
32
6 + 9 = 15
- 15
17
Drew has 6 cats, 8 dogs, 9
rabbits and 15 birds. How
many more birds than cats
does he have?
15
7
counting up by _____
97
(6 5 , 7 3 , 8 1 , 8 9 , ______)
173
x 3
519
4 . 11 - 7 = 4
+9
9
counting up by _____
10
108
x 5
540
1 . 11 - 3 = 8
By what number is each series counting?
8
C 1,060
Which fact does
not belong?
F $64.04
$
.2 9
1 9 .5 8
7 .4 9
+ 3 6 .5 9
$ 6 3 .9 5
$ .03
.06
+63.95
$64.04
Mateo has 45 marbles.
Seventeen of them are
blue. How many blue
marbles does he have?
$ .0 6
17 blue marbles
5014
15
7
x 3
21
Jerome had 8 days of
vacation in June, 7 in July
and 12 days in the other 10
months. How many days did
he take off during the year?
8
7
+ 12
27
G 65
17
21
+27
65
27 days
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 7
Common Core Objective
the CheckAnswer—only the answer after
the question mark and the answers to the
multiplication problems are added.
Students will learn the abbreviations for
days and months.
Calendar Option
Students will compare minutes, hours, days
and weeks.
Students will learn the number of days in
each month and will compute the date.
Next, point to a day on the calendar and
ask one of the students to tell you what the
date is. Ask what the date will be in 3 days,
what day of the week it was 4 days ago, etc.
Students will learn 7 days = 1 week and 1
year = 12 months.
Ask how they could figure out the answers
if they did not have a calendar to look at.
Preparation
Do #1 – #2 with the class.
No special preparation is required.
Lesson Plan
Review with the class the abbreviations for
days and months.
Have students suggest 5 different activities
whose duration can be measured in
minutes, hours, days or weeks. For example:
1. It usually takes 1 _______ to do my daily
homework.
2. I will probably spend 180 _______ in
school this year.
3. It usually takes about 6 _______ to fly
across the United States.
4. It might take 1 _______ to paint the
inside and the outside of the house.
5. If I added up all the hours that I have
slept this month, it would probably add up to between 1 and 2 ______.
6. It normally takes 1 to 2 _______ to play a
game of soccer.
7. After school, I normally get to play
outside for 2 to 3 _______ .
8. It normally takes me 15 _______ to take
a bath.
Read through the next calendar section
with the class. One simple rhyme that
might help students remember the number
of days in each month is:
For Guided Practice D, explain that the
sequenced answers do not get added for
Answer: 26 horses
Thirty days hath September,
April, June, and November;
All the rest have thirty-one
Excepting February alone:
Which has but twenty-eight, it’s fine,
‘Til leap year gives it twenty-nine.
Stretch 7
In 1983 Kyle owned 8 horses.
In 1985 he owned 12 horses.
In 1986 he owned 14 horses.
If this trend continues, how many horses
will he have in 1992?
= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 5 but may
be required by some states.
16
Lesson 7
Name
Date
Homework
Computing the date; learning 7 days = 1 week; learning the abbreviations for days and
months; learning the number of days in each month; learning 1 year = 12 months
1
Today is Wed, Jul 8. Two weeks
2
24 .
from this Friday will be Jul _____
W Th F
10
8
9 10
+ 14
24
Today is Tues, May 19.
1. 6 + 8 = 14
Sunday .
May 10 was on ________
19
S
M
T
- 7
10 11 12
12
4. 12 - 8 = 4
100,005
C
Nov
Sept
Dec
Oct
Aug
May
Jul
Jun
Apr
Feb
Mar
43
1 ,8 4 5
397
+ 2 ,6 1 9
4,904
Fist of
left hand
D 53
18
17
+ 36
53
3 6 miles
© Copyright 2007-2014 AnsMar Publishers, Inc.
B 3,357
A 4,324
3 ,3 5 4
589
+ 381
4 ,3 2 4
382
-238
144
91
1 ,8 3 4
205
+ 1 ,0 7 8
3 ,2 0 8
Select the correct symbol.
3,208
144
+
5
3,357
Put each set of numbers in order
from greatest to least.
( 5, 55 6; 6 , 5 65 ; 6,6 5 5 ; 6 ,6 6 5 )
5
x 7
35
6, 665 ________
6, 655 ________
6 ,5 6 5
5 ,5 5 6
________
________
6 ,6 6 5
Which number is first? _________
Pedro bought 2 pencils
that each cost 35¢. He
gave the cashier 75¢.
How much was his
change?
35¢
75¢
+ 35¢
- 70¢
70¢
5¢
7
x2
14
D 6,714
6,665
35
+ 14
6,714
Juan has 24 shirts. Ten
of them are green. How
many green shirts does
he have?
$ 5 .5 9
9 .8 6
2 0 .7 8
+ 1 5 .4 7
$ 5 1 .7 0
10 green shirts
x
x
x
>
2. >
3. =
.10
.05
+ 51.70
$51.85
5¢
5016
17
2
639
+ 400
1,041
100
x 4
400
38
+ 6
44
E 127
218
-145
73
10
44
+ 73
127
44 pennies
G $39.69
Cross off the coins that add to 12¢.
$
C 1,041
1,161
Vanessa had 52 pennies.
She gave 14 of them to a
friend and then found 6
more. How many pennies
does she have now?
52
- 14
38
F $51.85
1,611
1. <
213
x 3
639
5
1 quarter = ______
nickels
381 )
( 4 13 , 40 5, 3 97 , 38 9 , _____
www.excelmath.com
4,904
889
+ 2,887
8,680
Name
64 1 - 5 2 = 5 8 9
- 52
589
Dante had a quarter.
He bought a stamp that
cost 15¢. How much
was his change?
8,680
Every day Jade drives 5 miles
to work, 8 miles while working
and then 5 miles home. How far
does she drive every 2 days?
18
5
+ 18
8
36
+ 5
5015
9
9 + 3 , 2 78 + 67 = 3 ,3 5 4
67
3, 354
10¢
6,5 6 2
- 3,6 7 5
2,887
2,8 4 2
- 1,9 5 3
889
Kate baby-sat 6 kids on
Monday, 4 kids on Tuesday
Make a fist with your left hand. With the back of your left hand facing you, list
and 7 kids on Wednesday.
the months of the year starting with January on the knuckle of your little finger.
How many kids did she
6
Continue through July using the space between each knuckle and the knuckle itself. baby-sit in all?
4
Start again with August at the same place you used for January. The months that
+ 7
land up high on a knuckle have 31 days, while the others down between the knuckles
17
have 30 days (except February). February has 28 or 29 days, depending on whether
1 7 kid s
it is a leap year or not. Determining leap year is discussed in another lesson.
Guided Practice 7
23,745
100,005
+
24
123,774
8 x 3 = 24
one hundred thousand, five
Here is one way to determine how many days are in each of the 12 months in a year.
www.excelmath.com
4
1,386
+ 1,527
2,917
B 123,774
23,745
The calendar we use is called the Gregorian calender (after Pope Gregory). It was
introduced in 1582. You might look up the Julian calendar which was used before 1582.
It was named after Julius Caesar. See how it differs from the Gregorian calendar.
25¢
- 15¢
10¢
509
x 3
1,527
2 ten thousands, 5 ones, 7 hundreds, 4
tens and 3 thousands
Friday (Fri) Saturday (Sat)
January (Jan) February (Feb) March (Mar) April (Apr) May (May) June (Jun) July (Jul)
August (Aug) September (Sept) October (Oct) November (Nov) December (Dec)
Jan
231
x 6
1,386
2. 14 - 6 = 8
3. 8 + 6 = 14
Here are the abbreviations for the days and months:
Sunday (Sun) Monday (Mon) Tuesday (Tues) Wednesday (Wed) Thursday (Thur)
Fist of
left hand
A 2,917
Which fact does not
belong in the set?
10¢
1¢
+ 1¢
12¢
$2.90
x
3
$8.70
$67.05
- 36.18
$30.87
$
.12
8.70
+ 30.87
$39.69
12¢
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 8
Common Core Objective
Distribute the Lesson Sheets. Read through
the lesson and the examples. Do problems
#3 – #7 together.
Students will tell time to the minute.
Students will recognize half past and
quarter past or before the hour.
For added rigor, let your students make
a conversion chart showing minutes and
equivalent hours. (You may also want
to have them represent the times with
decimals.) Draw the first two columns
of this chart on the board and let your
students fill it in (in Lesson 113 you can
have them add the decimal equivalents):
Students will calculate minutes before the
hour.
Students will learn 60 minutes = 1 hour.
Students will calculate elapsed time.
Minutes
Preparation
For each student: an Analog Clock with
movable hands (master on page M7)
For the entire class: optional Analog Clock
Lesson Plan
Hours
Hours in Decimals
30
1/2
.50
45
3/4
.75
60
1
1.00
90
1 1/2
1.50
120
Looking at their clock faces, tell the
students that the longer hand indicates
minutes after (or before) the hour.
180
For Guided Practice E, explain that the
sequenced answers do not get added for
the CheckAnswer.
If the minute hand is pointing straight up,
the time is on the hour with 0 minutes. As
the minute hand moves around the clock
face, the hour hand will move to the next
hour mark.
Give your students the answers to the
starred problems if they have not been
taught these concepts (so they can
complete the CheckAnswer).
If you have an analog clock in your room,
point out how the hour hand points directly
at a numeral only when it is exactly on that
hour. The rest of the time it will be pointing
in between two numerals.
Stretch 8
What number is as much greater than 54 as
it is less than 92?
or
What number is half-way between 54 and
92?
Explain that as the minute hand moves
around the clock face, if the minute marks
are not shown, each hour mark represents
five minutes. Knowing this, count the hour
marks and multiply by 5 to see how many
minutes there are in an hour.
Answer: 73
18
Lesson 8
Name
Date
Homework
A 956
Telling time to the minute; recognizing a quarter past or before the hour or half past
the hour; calculating minutes before the hour; learning 60 minutes = 1 hour;
calculating elapsed time
The longer hand is the minute hand and the shorter hand is the hour hand. If you draw
a straight line between the 12 and the 6, the face of the clock is divided in half. If you
draw another line between the 3 and the 9, the clock face is divided into quarters.
10
9
8
11 12 1
1
2
10
9
4
8
3
7
6
5
11 12 1
2
2
3
7
6
5
4
It is half
1
past ___
o'clock.
10
9
8
11 12 1
2
3
7
5
6
4
It is a quarter
6
to _____
o'clock.
As the minute hand moves around the clock, the hour hand moves from
one hour mark to the next. A colon ( : ) is used to separate the hour on
the left from the minutes on the right. Each hour mark on the face also
represents 5 minutes. The clock on the right can be read as 2:35, or 35
minutes after 2, or since there are 60 minutes in each hour, 25 minutes
before 3.
3
4
It is 5:43. What time
was it 2 hours and 30
minutes ago?
5:43
- 2 30
3:13
6
21 minutes
It is _____
It is 2:04. What time
will it be in 4 hours
and 25 minutes?
2:04
+ 4 25
6:29
5
7
4 6 minutes
It is _____
9 o'clock.
before ____
9 x 3 = 27
thirty-three hundred
3,300
55 60 5
50
10
5 x 9 = 45
2,842
- 1,505
1,337
20
40
35 30 25
5,236
- 2,758
2,478
2. 3 + 6 = 9
3. 9 - 3 = 6
A 45
6
x 4
24
25¢
+ 2¢
27¢
0
21
+ 24
45
21 days
3 weeks = _____
© Copyright 2007-2014 AnsMar Publishers, Inc.
B 7,589
5 hundreds, 7 thousands,
6 ones and 4 tens
1 2 months
1 year = _____
1 . 11 - 6 = 5
2 . 11 - 7 = 4
Aurora bought a book with a
new five-dollar bill. She got a
one-dollar bill, two quarters
and a dime back. How much
was the book?
$ 1 . 00
$5. 00
. 50
- 1. 60
+ . 10
$3. 40
$ 1 . 60
3. 6 + 5 = 11
4 . 11 - 5 = 6
D 283
30
2
+251
283
Garth had 63¢. He spent
10¢ on a pencil and 48¢
on an eraser. How much
money does he have left?
63¢
- 58¢
5¢
10¢
+ 48¢
58¢
F $6.72
$ 6 .0 1
- 2 .7 4
$ 3 .2 7
>
1. >
2. =
485
x 2
970
$3.40
.05
+ 3.27
$6.72
5¢
1
970
+ 3
974
3. <
3
75¢ = ______
quarters
E 7,854
373
x 4
1,492
(3,663; 6,336; 6,636; 6,663)
3,663 ________
6,336 ________
6,636
6,663
________
________
6,336
Which number is second? _________
Nancy used her ten-dollar allowance
to buy a dress. She got two dollar
bills and two quarters in change.
What was the price of the dress?
$2.00
+ .50
$2.50
$10.00
- 2.50
$7.50
$7.50
5018
1,717
Put each set of numbers in order
from least to greatest.
Today is Mon, Jan 19th. In 1 week it
26th .
will be Jan ______
2 5 1 2 4 5 , 2 3 9 , 2 3 3 , 227 )
( _____,
C 974
Select the correct symbol.
1,771
7,546
12
+ 31
7,589
7 ,5 46
Which fact does
not belong?
100
- 70
30
30 m o r e cu p s
www.excelmath.com
12
+ 15
27
15 tool s
31 days
Days in August? ______
Arni bought two bags with 35 straws
in each and two bags with 50 cups
in each. How many more cups did
Arni buy than straws?
$3. 40
D 27
Name
Using the fewest coins,
how many dimes are
there in 27¢?
50
+ 50
100
4
2, 478
+ 1, 816
4, 298
Phil has 7 screwdrivers, 3 hammers,
4 cats and 5 saws. How many tools
does he have in all?
7
3
+ 5
15
5017
www.excelmath.com
35
+ 35
70
4,000
- 2,184
1,816
4. 6 - 3 = 3
Lance baked 36 cookies. He ate
12 of them. How many cookies
did he eat?
60
- 14
46
3, 300
1, 337
+ 2, 143
6, 780
C 4,298
Which fact does
not belong?
1. 6 + 3 = 9
12 c ooki e s
0
6,275
- 4,132
2,143
15
45
2 o'clock.
before ____
Guided Practice 8
884
27
+ 45
956
B 6,780
Dean arrived at 3:20.
He left at 8:40. How
long was he here?
8:40
- 3:20
5 20
5
_____
hours and
2 0 minutes
_____
6 : _____
29
_____
60
-39
21
9 2 7 - 4 3 = 884
- 43
884
6,336
1,492
+
26
7,854
19
+ 7
26
thirty-seven dollars
and forty-nine cents
$37.49
$2.14
x
6
$12.84
G $57.83
$ 7.50
37.49
+12.84
$57.83
© Copyright 2007-2014 AnsMar Publishers, Inc.
= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 5 but may be required
by some states.
19
Lesson 9
Common Core Objective
Students will compute one half of a group.
into two equal groups with nothing left
over.
Students will recognize odd and even
numbers less than 100.
Distribute the Lesson Sheets. Read through
the lesson with the class.
Preparation
Tell them to look at the digits in the ones
place. Can they come up with a rule that
they might be able to use to decide if a
number is odd or even just by looking at
the ones place in the number?
No special preparation is required.
Lesson Plan
Ask 14 students to come to the front, but
do not reveal the number to the class. Tell
them that you want to divide the group
into two equal groups. Ask the class to tell
what “two equal groups” means. (There will
be the same number in each group.)
Let them pick a number between 20 and 50
and see if their rule works. They can count
out the number of items and then try to
divide them into two equal groups.
Repeat this several times. Some of the
students will see this and remember it.
Others will need more experience before
they see all even numbers have a 0, 2, 4, 6
or 8 in the ones place and all odd numbers
have a 1, 3, 5, 7 or 9 in the ones place.
Ask them how they would go about doing
this. (Move them one at a time, alternating to
the left and to the right.)
If they have trouble seeing a one-to-one
correspondence, draw a circle or “X”
on each side of the board to represent
students as they are put on each side.
For Guided Practice E, explain that the
sequenced answers do not get added for
the CheckAnswer.
When you finish, ask if there are now two
equal groups. Ask them how they know.
(by counting the number in each group and
comparing the sums)
Stretch 9
Monday Terri opened a bank account with
two dollars.
Tuesday she put four dollars in the bank.
Wednesday she put in eight dollars.
Thursday she put in sixteen dollars.
Have 11 students come to the front, but do
not reveal the number to the class. Say that
you want to divide them into two equal
groups. Repeat the same process as above.
When you are done, ask them if there are
now two equal groups. How do they know?
(Counting the number in each group, they can
see the groups are not equal.)
If this pattern continues, on what day of
the week will she have five hundred dollars
in her account?
Answer: Monday
M T W Th F S
The number 11 cannot be divided into
two equal groups because it is an “odd”
number. “Even” numbers can be divided
S
M
2 + 4 + 8 + 16 + 32 + 64 + 128 + 256 = 510
20
Lesson 9
Name
Date
Homework
Computing one half of a group; recognizing odd and even numbers less than 100
Jess has 12 marbles.
One-half of the marbles are red.
How many red marbles does he have?
A 1,507
Which fact does
not belong?
If a group is divided in half, the two parts will have exactly the same number
of items.
3
15 nickels = ______
quarters
1. 5 + 9 =
4
3
+1,500
1,507
2. 14 - 5 =
One-half
of 12 is 6.
3. 14 - 9 =
5 x 300 = 1,500
4. 15 - 9 =
This problem can also be solved using division.
B 35,130
14 tens, 8 ones, 2 ten thousands,
7 thousands
27,148
12 ÷ 2 means 12 divided into 2 equal parts.
12 ÷ 2 = 6 red marbles
Instead of Jess having 12 marbles, he has 11. Can 11 marbles be divided into
two equal groups?
1,1 6 9
958
1,2 5 8
+ 197
3,582
forty-four hundred
No
27,148
4,400
+ 3,582
35,130
4,400
Draw pictures if you need to in order to answer the questions.
Numbers that cannot be divided into two equal groups are called odd numbers.
Numbers that can be divided into two equal groups are called even numbers.
What digits will be in the ones place if it is an even number?
What digits will be in the ones place if it is an odd number?
1
2
Circle the set with
one odd and one
even number.
Circle the set with 2
even numbers.
3
0, 2, 4, 6, 8
1, 3, 5, 7, 9
(76, 49) (13, 98)
(28, 95) (61, 37)
(88, 35)
(66, 37)
(10, 73)
(67, 9)
(4, 58)
$7 8.0 2
- 4 1.5 6
$36.46
Candace had $2.74. She
spent 30¢. How much money
does she have left?
-
A 4,803
© Copyright 2007-2014 AnsMar Publishers, Inc.
( 58 , 62 , 31 , 7 9 )
B 43
Select the correct symbol.
6,444
4 ,6 8 2
58
62
+
1
4 ,8 0 3
Circle the even numbers in the set.
1. =
<
6,464
2. >
3
28
+ 12
43
3. <
7 x 4 = 28
461
x 4
1,844
6
5
2
10
9
4
8
11 12 1
D 4,298
2
3
7
6
5
4
It is _____
30 minutes
It is ______
2 5 minutes
before ______
o'clock.
2
after ______
o'clock.
6
Cross off the coins that
add to 16¢.
x
x x
16¢
www.excelmath.com
C 108,109
1,844
4,250
+102,015
108,109
102,015
3
7
850
x 5
4,250
one hundred two thousand, fifteen
6 x 2 = 12
1
25¢ = ______
quarters
8
$2.44
+ .40
$2.84
2.35
$ .40
Name
9
9 + 4 , 5 86 + 87 = 4 ,6 8 2
87
4, 682
10
9
D $2.84
$ .40
$2.44
5019
11 12 1
$16.40
36.46
+ 13.55
66.41
Steven had $5.55. His lunch cost
$2.35. How much change did he
receive after handing $2.75 to the
cashier?
$2.75
$2.74
- .30
$2.44
(45, 2)
www.excelmath.com
Guided Practice 9
$6 7.0 3
- 5 3.4 8
$13.55
$16.40
Circle the set with 2
odd numbers.
(78, 24) (95, 19)
C $66.41
sixteen dollars and
forty cents
10¢
5¢
+ 1¢
16¢
Percy had $2.16. He
earned $3.90. How
much money does
he have now?
$ 2 .1 6
+ 3 .9 0
$ 6 .0 6
8,5 1 8
- 4,2 8 3
4 ,2 3 5
10
9
30
2
25
6
+4,235
4,298
8
11 12 1
2
3
7
6
5
4
(7,887; 8,778; 8,787; 8,777)
8,787 ________
8,778 ________
8,777
7,887
________
________
Which number is third?
It is half past
1
______
o'clock.
F $22.77
$ 3 .3 1
x
5
$ 1 6 .5 5
Put each set of numbers in order
from greatest to least.
Terry has 15 shirts and
4 ties. Hutch has 14
shirts. How many shirts
do they have in all?
$
.16
6.06
+ 16.55
$22.77
15
+ 14
29
29 shirts
$ 6 .0 6
5020
21
8,777
________
E 9,436
1
8,777
+ 658
9,436
658 , 652, 646 )
( 670, 664, _____
4
x 5
20
Twelve children were at the
dentist. Five of them had
cavities. How many children
had cavities?
G 54
29
20
+ 5
54
5 children
© Copyright 2007-2014 AnsMar Publishers, Inc.
Lesson 10
Common Core Objective
she was three minutes later than Will ( 8 +
3 = 11).
Students will solve word problems using
deductive reasoning.
Read problems #3 and #4 with the students
and ask them what information they need
to answer the questions. Have them select
“not enough information” or “enough
information” accordingly. If possible, they
should write an equation with the solution
if they have enough information.
Students will determine if there is sufficient
information to answer the question.
Students will determine what information
is needed to answer the question in a word
problem.
Read problems #5 and #6 with the students
and have them determine whether or not
each choice will provide the information
that is needed to solve the problem.
Students will solve word problems using
reasoning.
Preparation
No special preparation is required.
After they have chosen the correct answer,
show them the equation they would use to
solve the problem.
Lesson Plan
Read through #1 with the class. The second
sentence states that Eduardo is older than
Eric. Therefore, draw a vertical line over
Eduardo that is longer than the line over
Eric.
When these problems appear in their
Lesson Sheets, they should try to write the
equation that is used to solve the problem.
This demonstrates that they understand
the concept. You may want to write the
equation as a class if it is difficult to do for
some students.
In the third sentence, we learn that Hugo is
younger than Eric. Therefore, the line over
Hugo should be shorter than the line over
Eric. Hugo’s line is the shortest, so Hugo is
the youngest.
For Homework B, explain that the
sequenced answers do not get added for
the CheckAnswer.
Read through #2 with the class. This
problem requires two steps. In order to
calculate how late Tia was, we need to
calculate how late Will was (sentence #4).
From sentence #2 we know that Don was
13 minutes late and from sentence #3 we
know that Will arrived five minutes earlier
than Don. Therefore, Will arrived eight
minutes late (13 - 5 = 8). From this answer
we can calculate that Tia arrived 11 minutes
late because we read in sentence #4 that
Stretch 10
Kim, Brian and Lee have 42 cats.
Lee has twice as many as Kim.
Brian has half as many as Kim.
How many cats does each of them have?
Answer: Kim has 12 cats. Lee has 24 cats.
Brian has 6 cats.
22
Lesson 10
Name
Guided Practice
Date
Solving word problems using deductive reasoning; determining if there is sufficient
information to answer the question; determining what information is needed to answer
the question in a word problem; solving word problems using reasoning
1
Eric, Eduardo and Hugo are
brothers. Eduardo is older than
Eric. Hugo is younger than Eric.
Who is the youngest?
Eric
3
Hugo
2
Eduardo
4
Lawrence has 2 aunts and an uncle.
Raquel has aunts and uncles. How
many more uncles does Raquel have
than Lawrence?
A. enough information
B. not enough information
5
Tia, Will and Don were late to school.
Don arrived 13 minutes late.
Will was 5 minutes earlier than Don.
Tia was 3 minutes later than Will.
How many minutes late was Tia?
1 3 D on - 5 e a r l ie r = 8 Will
8 W il l + 3 l a te r = 11 Tia
11 minutes
6
a. total number of pictures painted
Oliver and Bob were playing basketball.
Oliver made five baskets. Bob made
four more baskets than Oliver. How
many baskets did Bob make?
5 O l ive r + 4 = 9 B ob
Tristan has two flower gardens in his
yard. In one garden he has 24 flowers.
What information is needed to find out
how many flowers are in the other
garden?
>
4 , 2 32
2. >
3. =
Earl had 63¢. He spent
10¢ on licorice and 48¢ on
chocolate. How much
money does he have left?
0
14
B 5,440
4,184
Which number is third? _________
14
614
628
+4,184
5440
614 , 621, _____
628 , 635 )
( 607, _____
Rafe has 4 cats and 7 birds.
Lynn has 6 dogs, 5 birds and
3 rabbits. The birds and
rabbits are in cages. How
many pets are not in cages?
895
67
584
+ 1,698
3,244
Alberto has 16 ties.
He wants to have 24
ties. How many more
ties does he need to
buy?
24
- 16
8
C 3,262
10
3,244
+
8
3,262
8 ties
© Copyright 2007-2014 AnsMar Publishers, Inc.
5¢
2
36
48
0
+ 45
131
10¢
10¢
+ 4¢
24¢
C $4.37
Shane had $7.38. He spent
$1.64 on a toy and $2.79 on
a book. How much money
does he have left?
$ 7 .3 8
- 4 .4 3
$ 2 .9 5
$ 3 .0 0
- 1 .6 3
$ 1 .3 7
$ .05
2.95
+ 1.37
$4.37
Melody paid for a scarf with a ten-dollar
bill. Her change was two one-dollar bills,
three quarters and two dimes. How
much was the scarf?
$7 .0 5
$ 2 .7 6
x
3
$ 8 .2 8
4. 8 + 9 = 17
- 14
13
Karen has 14 apples.
One-half of them are
green. How many
green apples does
she have?
Fish Caught
$ 7.05
11.32 Trent
+ 8.28
$26.65 Gloria
12
5
13
2
+ 16
48
D 5,175
28 days
4 weeks = ____
60
1 hour = ______
minutes
60
x 1
60
340
x 7
2,380
450
x 6
2,700
Who caught less than four fish?
2. Gloria
3. Sam
7
28
60
2,380
+2,700
5,175
F 10
4. Beto
How many more fish does Beto need
to catch to have the same number as
Trent? 8 - 5 = 3
3 more fish
2
3
+ 5
10
If Gloria catches 2 more fish, how
many fish will she have?
Beto
Each
B 48
4 x 4 = 16
14 ÷ 2 = 7
Sam
5022
1. 17 - 8 = 9
3. 9 + 8 = 17
Today is Tues, Jan 27th. Two weeks
13th .
ago it was Jan ______
27
E $26.65
$ 6 4 .8 6
- 5 3 .5 4
$ 1 1 .3 2
Which fact does
not belong?
2. 15 - 9 = 6
7 green apples
$ 2 .9 5
$10. 00
- 2. 95
$7. 05
It is 3:48 AM. In 60 minutes it will be 60
- 48
12 minutes before ________.
5 AM
12
_____
5 x 9 = 45
$ 1 .6 4
+ 2 .7 9
$ 4 .4 3
63¢
- 58¢
5¢
www.excelmath.com
8
43
+ 11
62
8,814 ________
8,148 ________
4,184
4,148
________
________
10 pets
A 131
Using the fewest coins,
how many nickels are
there in 24¢?
( 2 3, 3 6, 4 8, 9 5 )
10¢
+ 4 8¢
58¢
5
6
(4,184; 8,814; 4,148; 8,148)
7 x 2 = 14
(Total number of flowers) - 24 =
number of flowers in the
other garden
Circle the even
numbers in the set.
$ 2. 00
. 75
+ . 20
$ 2. 95
7
4
Name
Select the correct symbol.
1. <
3
5021
Guided Practice 10
2
Put the numbers in order
from greatest to least.
4 + 6 = 10
www.excelmath.com
A 62
11 o'clock.
______
How many halves are
there in seven wholes?
c. how many flowers are roses
(Sherry's pictures) - 5 =
pictures her friend painted
11 12 1
It is half past
301
- 258
43
b. the total number of flowers
c. number of pictures Sherry painted
8
8 relatives
a. how much he paid for the flowers
b. time it took to paint each picture
10
9
16 ÷ 2 = 8
A. enough information
B. not enough information
Sherry painted 5 more pictures than
her friend did. What information is
needed to find out the number of
pictures her friend painted?
4 , 23 3
Dion has 16 relatives. One-half of
them live in Nebraska. How many
of Dion's relatives live in Nebraska?
represents 2 fish
3+2=5
5 fish
© Copyright 2007-2014 AnsMar Publishers, Inc.
= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 5 but may be required
by some states.
23
Test 2 & Create A Problem 2
“Create A Problem”
Introduction
Test 2
This test covers the concepts that have
been introduced on Lessons 1 – 5.
The story problems on the back of the
weekly tests combine literacy and math
comprehension. In each story problem,
students must extract information from
the stories to solve word problems. The
story problems are designed to encourage
higher-level thinking and engage each
student’s creativity.
Copy the Score Distribution/Error Analysis
chart on pages i.20 - i.22 and on our
website:
www.excelmath.com/downloads.html
On the left side, record student ID numbers
on the line indicating the number of
problems he/she missed. This will help
you show parents how their child did in
comparison to the rest of the class without
revealing the other students’ names. Use
tally marks on the right side of the chart
to record how many students missed a
particular question. You need not review
the entire test, but you could go over
problems missed by a number of students.
We call these “Create A Problem” because
we want to engage the students in the
stories by making up their own questions.
Some story problems ask students to
complete a story in their own words.
For others they are asked to use given
information to create and solve one or two
of their own problems. For the rest of the
stories, they are asked to finish the story
AND create one or two problems using
their own new material.
# Lesson Concept
1
3
Regrouping with $ amounts
2
1
Subtracting 2 3-digit numbers
3
3
Subtracting 4-digit numbers
4
3
Regrouping with $ amounts
5
1
Subtracting 3-digit numbers
6
3
Subtracting $ amounts
7
2
Multiplication facts
8
2
Multiplying 3-digit numbers
9
3
Multiplying $ amounts
10 N/A
Adding 3 numbers in horizontal form
11
1
Recognizing number words
12
1
Recognizing number words
13
3
Recognizing $ number words
14
1
Addition/subtraction fact families
15
4
Money change equivalents
16
4
Money word problems
17
4
Money word problems
18
2
Solving word problems
19
2
Solving multi-step word problems
20
5
Interpreting various graphs
Most of the story problems are arranged so
that three consecutive stories are related.
They share the same theme, but each
story addresses a different set of concepts.
The material in the stories is cumulative,
so students must think back to concepts
introduced a week or two before.
Story problems can be used as a
continuation of each weekly test if the
students are comfortable reading and
solving word problems. If not, use them
as separate, non-graded activities to
strengthen their reading, writing and
problem-solving skills.
24
19
www.excelmath.com
12 teeth
Noah lost 2 teeth this year
and 4 last year. His friend
Isaac lost the same number of
teeth. How many teeth did
they lose in all?
20
5023
2 mpg mor e
© Copyright 2007-2014 AnsMar Publishers, Inc.
Months
30
29
28
27
26
25
How many more miles per gallon
did he average in July than in
March?
Fuel Economy
J F M A M J J A
16 laps
3¢
18
Evan bought a yo-yo that cost
22¢. He gave the clerk a quarter.
How much was his change?
17
15 - 7 = 8
8 + 7 = 15
8 - 7 = 1
14
15 - 8 = 7
Which fact does not
belong?
4,600
Jacob ran seven laps of the track on
Tuesday and nine laps on Thursday.
How many laps did he run in all?
10¢
Derrick had 40¢. He
spent a dime. How much
money did he spend?
4 quarters =
15
12
forty-six hundred
11
6
10 dimes
______
16
$ 59.34
208,001
13
two hundred eight
thousand, one
$2.51
x
8
$ 20.08
9
$5 2.7 4
- 4 1.4 2
$11.32
7
537
- 436
101
5
x 6
30
8
3,7 6 8
- 1,4 3 1
2,337
143
x 2
286
4
3
2
$ 9.85
8.76
15.93
+ 37.62
$72.16
1
fifty-nine dollars and
thirty-four cents
9
9 + 496 + 78 = 583
78
583
10
4 0 3 - 6 8 = 335
$7.64
- 4.37
$ 3.27
5
Date
#
Name
Test 2
Miles per gallon (mpg)
Create A Problem 2
Name
WALKING TO TOWN
Bank
Kara and Carlo walked to town almost every day in the summer. Their
Bank
house was on a corner just south of the downtown area. Sometimes they
would walk up the curved avenue west of town, and
Gas Station
other times they would go east to the school and
+ 700
1 ,2 0 0
then turn north.
F
A
S
F
T
knew it was 500 of her steps to the school, 700
more to the sandwich shop, then 650 more to the
Fast Food
from the bank it was over 1500 steps to their
Sandwich Shop
One day Kara said they should stop
place to the next. With their mother's help,
E
W
long time to count to one thousand five hundred.
they kept arguing about the count from one
100
N
house. She always lost count because it took a
Kara has already taken 781
steps from the bank to her
house. How many more steps
does she have to take?1500
- 781
719
at l eas t 7 1 9 m o re
How many more steps did Carlo take
than Kara to cover a 50-foot distance?
OO D
bank. If she walked the shortest distance home
Carlo, so her steps did not match his and
1 ,2 0 0 s t ep s
Post Office
Kara had walked so many times that she
counting out loud. She was much taller than
How many total steps does
Kara take when she walks
from home to the school and
then the sandwich shop? 5 0 0
Kara
Steps
5 m ore s t ep s
25
- 20
5
Write a problem about the distance between the Post Office and the Gas
Station and solve it. Make up distances that are reasonable.
S
Home
School
School
Start Here
they measured their steps on a 50-foot
On their next walk, she took a notepad so
distance. Kara covered the distance in
they could record the locations of one
20 steps, while Carlo took 25 steps.
place relative to another. When they got
home they drew this map of town.
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5024
25
© Copyright 2007-2014 AnsMar Publishers, Inc.
Pages through 26-107 are not included in this document.
Test 8 & Create A Problem 8
Test 8
This test covers the concepts that have
been introduced on Lessons 1 - 40.
If you wish to analyze the test results, start
with a copy of the Score Distribution and
Error Analysis chart on pages i.20 - i.22 in
this Teacher Edition and on our website:
www.excelmath.com/downloads.html
On the left side, record student ID numbers
on the line indicating the number of
problems he/she missed. You can share
with parents how their child did without
revealing names. Use tally marks on the
right side of the chart to record how many
students missed a question.
# Lesson Concept
1
1
Adding 4-digit numbers
2
3
Regrouping with $ amounts
3
2
Multiplying a 3-digit by a 1-digit
4
3
Multiplying $ amounts
5
2
Multiplication facts
6
24
Multiplying 2 2-digit numbers
7
33
Dividing with remainders
8
33
Dividing with regrouping
9
39
Equivalent fractions using multiplication
10
30
Recognizing angles
11
31
Equivalent fractions
12
30
Sum of angles
13
37
Trial and error to replace unknowns
14
32
Selecting the correct equation
15
30
Measuring angles
16
38
Lowest common multiple
17
37
True and not true sentences
18
35
Perpendicular lines
19
35
Plane figures
20
32
Selecting the correct equation
This table shows which test question covers
which concept, and where it was taught.
You need not review the entire test, but
you could go over problems that were
missed by a number of students.
Create A Problem 8
This page may be used as a continuation of
the test or as a separate assignment.
Help students verbalize the problemsolving strategies they use. Remind them
to show their work as they solve the
problems.
The format will change every quarter. The
right side of the page will usually provide
options and activities for students.
= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 5 but may
be required by some states.
108
5 x 4 = 20
5 - 4=
© Copyright 2007-2014 AnsMar Publishers, Inc.
5 ÷ 4=
4 + 5=
C
Denise would like to plant 4
different herbs in each of her
5 gardens. Which equation
shows how many herbs she
will need?
D or BD and CD
or CD and AC
AB and ____
BD
____
or AC and AB
B
20
5107
H
20°
18
50°
Select the best
estimate for ∠HGF.
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A n y f ou r - si d e d p ol yg o n
19
Draw a quadrilateral and
label the vertices.
6x6<4x9
5x3 >6+9
17
9+5=4x4
Which statements are not true?
<
=
>
9 x (2 + 1)
=
3 + (6 x 4)
14
6+8>3+9
80°
G
F
15
20
Select the
correct symbol.
12
1 nickel
equals
11
78
x38
624
2340
2,9 6 4
1
7
of a
dollar.
5 r7
9 52
$ .99
12.57
4.98
+ 23.08
$4 1 . 6 2
2
586
498
378
+ 1,049
2,511
1
6
Name
How much did
Rashad's phone bill
increase this month?
$ 55
- 20
$35
CELL PHONE MANIA II
Rashad used his cell phone for 3 months and was very happy. One day his
parents called him into the house. They were looking at the telephone bill
and Rashad's phone bill had gone up from $20 a month to $55!
He didn't know what to say to his parents. Then Rashad's father noticed
they were
charged for lots of text messages. Rashad had
sent over 500 messages that month. They called
customer service and learned the first 300
messages were free, but each one after was $.17.
Phone Bi
ll
A
Identify two lines that
are perpendicular.
24
What is the lowest
common multiple of
8 and 12?
The sum of the
angles in a triangle
180°
is ______.
9
8
88
5 4 4 0
11 9
x 8
952
16
13
8
4
1
2
=
$ 6 .9 1
x
6
$ 4 1 .4 6
4
3
N = 6
N x 3 = 12 + N
a ny a ng le
les s tha n 9 0 ° .
Draw an acute angle.
10
12 x 6 = 72
5
Date
#
Name
Test 8
Create A Problem 8
$35
Rashad's father made him promise not to send
so many messages. He made a chart showing the
cost of the family's phone bill alongside
Rashad's cell phone.
Rashad then: (Finish the
story)
50
300 messages
Using the information in the graph,
estimate to the nearest $100 how much
the family spent on both their phone bill
and Rashad's bill in March and April.
Rashad sent the phone company a text message complaining about charges
for his extra messages. The next day he received a reply. The phone
company said they appreciated his business. They gave him a free cell
phone cover but said he would have to pay for everything next time.
60
How many free text
messages can
Rashad send each
month?
$100
$20
20
35
+35
$110
If Rashad has sent 232
text messages, how many
more can he send for free?
30 0
- 23 2
68
68 messa g e s
If Rashad sent 583 text
messages in a month, how
much would his phone bill be?
583
$ . 17
$20.00
-300
x 283 + 48. 11
283 $48.11
$68.11
$68.11
Write a word problem using the information in the story and solve it.
40
30
20
10
0
RF
Jan
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R F
Feb
R F
Mar
R F
Apr
5108
© Copyright 2007-2014 AnsMar Publishers, Inc.
= This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade 5 but may be required
by some states.
109