· web viewmath study guide 2014. you have learned . a lot. this year! this study guide will...

Math Study Guide 2014

You have learned A LOT this year! This study guide will help you remember what we did so you can be ready for the test on ________________________ !

1. Graphing3.17 The student will

a) collect and organize data, using observations, measurements, surveys, or experiments;b) construct a line plot, a picture graph, or a bar graph to represent the data; andc) read and interpret the data represented in line plots, bar graphs, and picture graphs and

write a sentence analyzing the data.

Linguistic Complexity Language Forms and Conventions

Vocabulary

What kind of graph is this? How can you tell? This is a ____ graph because ____. Which ____ was liked the most/least? How many more…? What does the key tell us? What data does this graph show?

How many more=subtractsurvey-surveys

Data, Categories, Survey, Poll, Bar graph, Data point, Increments, Picture graph, Scale, Horizontal axis, Vertical axis, y-axis, Key Title, Labels, Line plot, x-axis

Orange Grape Apple0

2

4

6

8

10

12

14

16 How many students liked grape juice? ________

How many more studnets liked apple juice than orange juice? _______

What would be a good title for this graph? __________

What is the title of this pictograph? _____

How many students liked horses? ________

How many students liked cats and dogs? _______

Number of books read over the summer How many books were read altogether? _______

How many books did Andrew and John read in total? _________

Who read the least amount of books?______________

Favorite City How many people voted for Sydney? _________

How many fewer people chose Sydney than Paris? _________

Hours spent swimming Complete the frequency chart.

How many people spent 4 hours swimming? _______

How many people swam either two hours or five hours? __________

Using the data from the question above, create a line plot, bar graph, and pictograph.

2. Place Value 3.1 The student will

a) read and write six-digit numerals and identify the place value and value of each digit


Vocabulary

What digit is in the ____ place? ___ is in the ___ place.What is the value of the digit in the ___ place? The value is ____.

expand-expandedone-onesten-tens

Digit, Place value, Number, Numeral, Standard form, Expanded form

Here are ALL the place value places you know! That’s a lot!

Write what the 9 represents in the numeral:394,819?

Write a number with a 9 in the hundreds place.

Find the digit in the thousands place in the numeral:284,098

4,000 673 or 600 or 699…lots of right answers! 4

Write a number that has a 2 in the thousands

place.

Write a number that has a 9 in the tens place.

In the number 852,929 what place is the 8 in?

In the number 40,751 what is the value of the

7?

Circle the 3 numbers that have a 4 in the ten thousands place

1,841 43,181 408,127 64,087340,167 197,194 10,401 948,054

Standard Form Expanded Word form7,293 7,000+200+90+3 Seven thousand, two hundred

ninety threeUse the number 6,529 to complete the boxes below:

Standard form Expanded Word form

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=9IkEf577QpktlM&tbnid=1xqIui4tX4svBM:&ved=0CAUQjRw&url=http://jobspapa.com/classroom-freebies-too-place-value-charts.html&ei=qEBdUrXCEpK64APet4HYCg&psig=AFQjCNE6v90LT56f1SQGYAqpFX7aWK1eJA&ust=1381929480583947

3. Rounding 3.1 The student willb) round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand; and


Vocabulary

What would ___ round to? ___ rounds to ___ because ____.

round-rounds-rounded-rounding Rounding, Estimation

Round 768 to the nearest ten

Round 768 to the nearest hundred

Round 768 to the nearest thousand

770 800 1,000Round to the nearest ten Round to the nearest

hundredRound to the nearest thousand

532 = _______________ 532 = _______________ 532 = _______________

Circle all the numbers that can be rounded to 1,0001,293 2,202 1,9391,429 1,743 553

Write a number that would round to 250

Use this table to answer the questions to the right:

Pounds of Candy SoldOctober 6,812February 3,157

April 4,878

To the nearest hundreds, how many pounds of candy were sold in February?

To the nearest tens, how many pounds of candy were sold in October?

To the nearest thousands, how many pounds of candy were sold in April?

4. Comparing Numbers 3.1 The student willc) Compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater

than, less than, or equal to).


Vocabulary

____ is greater than/ less than/ equal to ____.

Greater than, Less than, Equal to, Compare

Use the symbols (>,<,=) to make the following true:

826 ? 928

Use a phrase (greater than, less than, equal to) to make the following true:

1,892 ? 2,128

826 < 928 1,892 is less than 2,128

Use the symbols (>,<,=) to make the following true:

763 ? 349

Use a phrase (greater than, less than, equal to) to make the following true:

2,081 ? 5,142

Circle all the statements that are true.

745 < 682724 < 923 682 > 689

7,593 < 7,823 563 = 563 752 > 5788,483 is greater than 5,293 7,382 is less than 8,833 182 is greater than 56

5. Fact Families 3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.


Vocabulary

Which of the following number sentences is related to the fact ____? ___ is related because ___. Which of the following number sentences does not belong in a fact family with __,__, and ___? ___ does not belong because ____.

relate-related-relative Inverse relationship, Factor, Number sentence, Related facts

Write the fact family for 8, 3, and 11 Which of these ‘facts’ is wrong?8 + 3 = 11 11 – 8 = 33 + 8 = 11 11 – 3 = 8

12 + 7 = 19 19 + 7 = 127 + 12 = 19 19 – 12 = 7

Write the fact family for 4, 12, and 16 Which of these ‘facts’ is wrong?2 + 13 = 15 13 + 2 = 1513 – 2 = 15 15 – 2 = 13

Write the other number sentences related to 8 + 2 =10

Fill in the blank with the correct number.

If 13 -3 = 10, then 10 + ____ = 13

If 10 + 6 = 16, then 16 = 10 - ____11 + 4 = 15, then 15 – 11= ___s

6. Addition 3.4 The student will estimate solutions to and solve single-step and multistep problems involving the sum of two whole numbers, each 9,999 or less, with or without regrouping.


Vocabulary

How do you know? add-addend-addition Addend, Sum

f

1 1 1 1 1 1 15, 1 6 8 8, 3 7 9 5 1 6 8 8 3 7 9+ 8 2 2 + 1 4 5 + 8 2 2 + 6 2 5

5, 9 9 0 8, 5 2 45, 9 9 0 9, 0 0 4

f

9, 4 6 2

3, 2 6 1

9, 4 6 2

3, 2 6 1

+ 7 5 1 + 4 1 3 + 7 5 1 + 4 1 3

f

7. Addition Properties 3.20 The student willa) investigate the identity and the commutative properties for addition; andb) identify examples of the identity and commutative properties for addition.


Vocabulary

Which of the following shows the identity/ commutative property?

add-addend-addition Property, Identity, Identity property, Commutative property, Equal

Communtative Property Identity PropertyThis is an order property. Changing the order of

theaddends does not change the sum.

3 + 2 = 5 and 2 + 3 = 5

When the number zero is added to another number or

another number is added to the number zero, that number

remains unchanged.5 + 0 = 5 and 0 +105 = 105

Write an example of the communtative property.

Write an example of the identity property

Circle all the examples of the communtative property.

Circle all the examples of the Identity property.

5 + 3 = 8 and 3 + 5 = 8 4 + 0 = 4 16 + 0 = 16

6 + 4 = 10 and 5 + 5 = 109 + 1 =10 nad 1 + 9 =10 0 +0 = 0 15 + 1 = 16

8. Subtraction3.4 The student will estimate solutions to and solve single-step and multistep problems involving

the difference of two whole numbers, each 9,999 or less, with or without regrouping.


Vocabulary

Is ___ a good estimate for this problem? ___ is/is not a good estimate because ____.

What is the difference between ___ and ___? The difference is ___.

subtract-subtractionestimate-estimationgroup-regroup

Subtract, Sum, Difference, Estimate, Regroup, Rounding

411 2 9

10 4

11 5

11 7 9 9

10

5, 1 6 8 3 0 0 5 1 6 1 8 0 0 0

- 8 2 2 - 1 4 5 - 8 2 8 - 6 2 2

4, 3 4 4 1 5 54, 3 3 7, 3 7 8

9, 0 0 0

3, 2 6 1 7 0 0 6 0 5

- 5 5 5 - 4 1 3 - 4 5 1 + 4 9 3

9. Length and Perimeter 3.9 The student will estimate and use U.S. Customary and metric units to measure

a) length to the nearest - inch, inch, foot, yard, centimeter, and meter;3.10 The student will

a) measure the distance around a polygon in order to determine perimeter; and


Vocabulary

What unit would you use to measure ___? Why? I would use ___ to measure because ___. Which of the following is a good estimate of the perimeter?

meter-centimeterlong-lengthmeasure-measurement

Foot, Inch, Length, Measure, Yard, Centimeter, Meter, Distance, Perimeter, Ruler, Estimate, Polygon, Square units, Surface

Perimeter – distance around the outside of an object

Perimeter: 4+6+5=15cm

Find the perimeter.

Find the perimeter Find the perimeter.

You need to use a rule to find the length in inches and centimetters. Rulers are found at the last page of the study guide.Find the length using your centimeter ruler

10.Multiplication Strategies 3.5 The student will recall multiplication facts through the twelves table, and the corresponding division facts.3.6 The student will represent multiplication, using area, set, and number line models, and create

and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.


Vocabulary

What is the product of ___ and ___? The product is ___. Which of the following arrays shows the fact ___? This array shows ___ because ___.What is the area of this figure? The area is ___.

factor-factorsmultiply-multiplication

FactorProductAreaMultiplyArray

ModelsWhat does this picture show?

3 x 9 = 27 9 x 3 = 27

Number Lines

3 x 5 = 15

Arrays

6 x 4 = 24

Repeated addition3 x 4 =

3 6 9+ 3 + 3 + 3 6 9 12

Make an array for 4 x 3 =

Show a model for 5 x 4 =

Show 4 x 3 on your own number line

Use repeated addition to solve 6 x 4 =

11.Division Strategies 3.6 The student will represent division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.


Vocabulary

What is the quotient of ___ divided by ___? The quotient is ___. Which multiplication number sentence helps you solve this division problem?

divide-division EqualQuotientdivide

Models

27 ÷ 3 = 9

Arrays

8 ÷ 2 = 4

Number Lines

27 ÷ 3 = 9

Make an array for 24 ÷ 3 =Show a model of 18 ÷ 6 =

Show 21 ÷ 7 = on your own number line

12.Fact Families: Multiplication and Division 3.2 The student will recognize and use the inverse relationships between multiplication/division to complete basic fact sentences. The student will use these relationships to solve problems.


Vocabulary

Which of the following number sentences is related to the fact ____? ___ is related because ___. Which of the following number sentences does not belong in a fact family with __,__, and ___? ___ does not belong because ____.because ____.

relate-related-relativefact family - familiesmultiply-multiplicationdivide-division

Inverse relationship, Factor, Number sentence, Related Facts, Numeral, Fact family, Multiply, Product, Divide, Dividend, Divisor, Quotient, Addend, Sum, Identity property, Commutative property

Write the fact family for 8, 3, and 24 Which of these ‘facts’ is wrong?8 X 3 = 11 11 ÷ 8 = 33 X 8 = 11 11 ÷ 3 = 8

5 x 7 = 35 7 ÷ 5 = 357 x 5 = 35 35 ÷ 5 = 7

Write the fact family for 4, 12, and 3 Which of these ‘facts’ is wrong?2 x 8 = 16 8 x 2 = 1616 ÷ 2 = 8 2 ÷ 8 = 16

Write the other number sentences related to 8 X 2 =16

Fill in the blank with the correct number.

If 5 x 3 = 15, then 15 ÷ ____ = 3If 7 x 6 = 42, then 6 = 42 ÷ ____

9 x 4 = 36, then 36 ÷ 9 = ___13. Multiplication Properties3.20 The student will

a) investigate the identity and the commutative properties for multiplication; and b) identify examples of the identity and commutative properties of multiplication.


Vocabulary

Which of the following shows the identity/ commutative property?

multiply-multiplication Identity property, Commutative property

Communtative PropertyThis is an order property. Changing the order of

thefactors does not change the product

3 x 5 = 15 and 5 x 3 = 15

Identity PropertyWhen the number one is multiplied by another

number oranother number is multiplied by the number one,

thatnumber remains unchanged.

1 x 9 = 9 12 x 1 = 123

Write an example of the communtative property.

Write an example of the identity property

Circle all the examples of the communtative property.

Circle all the examples of the identity property.

7 x 2 = 2 x 7 3 x 6 = 2 x 9 8 x 3 = 8 x 2

4 x 5 = 5 x 4 6 x 2 = 2 x 6 8 x 1 = 1 + 8

7 x 3 = 3 x 7 5 x 4 = 10 x 2 3 x 9 = 9 x 3

1 x 3=3 4 x 4=16 7x1=1

0 x 8=0 8 x 1=8 12 x 2=24

1x6=6 2 x 2=4 0 x 3=0

13.Area 3.10 The student will

b) count the number of square units needed to cover a given surface in order to determine area.


Vocabulary

Area – square units inside of an object

1 23 45 6

Area: 6 square units

Find the area. Find the area.

14.Calendar 3.12 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.


Vocabulary

How many minutes/ hours/ days / weeks/ months are in a hour/ day / week/ month/ year?What time does this clock show? The time is ___. The hour/minute hand is showing ____.

a.m.=morningp.m.=afternoon/nighthour-hours

Days, Weeks, Months, Hours, Minutes

Key information: 7 days in a week (Sunday-Saturday)

12 months in a year (January-December) 365 days in a year (every 4 years there are 366 days due to leap year) Certain months have 31 days (Jan, March, May, July, Aug, Oct, and Dec.) Certain months have 30 days (April, June, Sept, Nov) February has 28 days unless it is a leap year (every 4 years) and then it has 29

Circle all answers that are equal to 1 year. How many months would be in 3 years?

365 days 11 months7 days 12 months 361 days

15.Money 3.8 The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.


Vocabulary

What is the total amount of money show? If __ buys ___ and pays with ___, what will his change be? His change will be ___.

coin-coinsbill-billsdollar-dollars

Dollars, Cents, Changecoinsbills

Know the amounts of each bill and coin.

Know how to add and subtract money (finding change)Pay – cost = change

Find the amount.

=

Find the amount.

=

Find the amount.4 quarters, 3 dimes =1 quarter, 5 nickels, 3 pennies2 dimes, 5 nickels, 1 penny =3 quartrers, 3 nickels =Kasie goes into a store and buys 3 pieces of candy. One costs 85¢, one costs $1.65 and the last one costs $1.30. She gives the cashier $5.00. What is her change?

Chase goes into a toy store and buys 2 toys. They each cost $2.15. He gives the cashier $5.00. How much change will he receive?

16.fractions 3.3 The student will

a) name and write fractions represented by a model;b) model fractions and write the fractions’ names; andLinguistic Complexity Language Forms and

ConventionsVocabulary

What fraction of the figure is shaded? What is the numerator / denominator? The numerator / denominator is ___.

numerator=top numberdenominator=bottom numbershade-shaded

Fraction, Numerator, Denominator, , Whole number

Pictures Words NumbersFive sixths 5

6

One eighth 1 8

Pictures Words Numbers

One third

17.mixed numbers 3.3 The student will

a) name and write fractions (including mixed numbers) represented by a model;b) model fractions (including mixed numbers) and write the fractions’ names; andLinguistic Complexity Language Forms and


What fraction of the figure is shaded? What is the numerator / denominator? The numerator / denominator is ___. Which fraction is greater/less than

numerator=top numberdenominator=bottom numbermix-mixedshade-shaded

Fraction, Numerator, Denominator, Mixed number, Whole number

3 ¼ What is the mixed numberShade in the model to create the mixed number 3 3/5

18. comparing fractions3.3 The student will

c) compare fractions having like and unlike denominators, using words and symbols (>, <, or =).Linguistic Complexity Language Forms and




Fraction, Numerator, Denominator, Mixed number, Whole number, Greater than Less than

Which phrase (greater than, less than, or equal to) would you use to compare the following fractions?

Less than

Which symbol (>, <, =) would you use to compare the following fractions?

=Which phrase (greater than, less than, or equal to) would you use to compare the following fractions?

Which symbol (>, <, =) would you use to compare the following fractions?

19. adding and subtracting fractions3.7 The student will add and subtract proper fractions having like denominators of 12 or less.


Vocabulary



Fraction, Numerator, Denominator, Whole number

1 + 3 = 45 5 5

2 - 1 = 13 3 3

I know that the easiest way for me to solve this is to write it with numbers.

20. probability3.18 The student will investigate and describe the concept of probability as chance and list possible results of a given situation.


Vocabulary

What is the probability of ___? The probability is ___. What are all the possible outcomes of___? The possible outcome are___. It is likely/ unlikely / certain / impossible for ___ because ___.

predict-predictionpossible-impossiblelikely-unlikelyequal-equally

Possible outcome, Impossible event, Impossible, Unlikely, Predict, Equally, Likely, Probability, Certain, Least likely, Most likely, As likely as

words we use when talking about probability.• Impossible• Unlikely• Equally Likely• Likely• Certain• As likely as

Label each spinner with one of the 5 probability words.What are your chances of ♦ ?

What are your chances of spinning a ♣?

21. patterns3.19 The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms.


Vocabulary

What will come next in this pattern? Why? ___ will come next in the pattern because ___.

What is the rule for this table? How can you tell? The rule is ___ because ___.

repeat-repeatingpattern-patterns

Patterns, Table, Rule, Growing, Repeating, Extending, Numeric patterns, Geometric patterns, Multiples, Function

You can add to a pattern, as well as figure out what the pattern is.

22. 2 digit by 1 digit multiplication3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.


Vocabulary

What is the product of ___ and ___? The product is ___.

multiply-multiplicationproduct-products

Multiply, Product, Factor

32 9x 4

1 1 6

3 x 57 = 25 7

Hmm…this is too hard written this way.I’ll copy it over to make it easier!

x 31 7 1

3 4x 9

5 x 68 =

23.Geometry3.15 The student will identify and draw representations of points, line segments, rays, angles, and lines.


Vocabulary

What are this properties of this shape? The properties are ___. How many vertices/edges/faces does ___ have? ___ has ___ vertices/edges/faces. Are these figures congruent? Why or why not?

angle-rectangle-triangleproperty-propertiesrectangle-rectangularvertex-verticescongruent-noncongruent

Square, Rectangle, Triangle, Circle, Right angle, Opposite, Plane, Properties, Sphere, Cube, Rectangular prism, Square pyramid, Cone, Cylinder, Angle,

These figures are/are not congruent because ____.

Vertices, Edges, Faces, Solid geometric figure, Point, Line, Line segment, Ray, Endpoint, Vertex, Plane figures, Polygon, Sides, Size, Shape, Congruent, Congruency, Noncongruent

LineRayPointLine SegmentAngle

24.Geometry3.16 The student will identify and describe congruent and noncongruent plane figures.


Vocabulary

What are this properties of this shape? The properties are ___. How many vertices/edges/faces does ___ have? ___ has ___ vertices/edges/faces. Are these figures congruent? Why or why not? These figures are/are not congruent because ____.


Square, Rectangle, Triangle, Circle, Right angle, Opposite, Plane, Properties, Sphere, Cube, Rectangular prism, Square pyramid, Cone, Cylinder, Angle, Vertices, Edges, Faces, Solid geometric figure, Point, Line, Line segment, Ray, Endpoint, Vertex, Plane figures, Polygon, Sides, Size, Shape, Congruent, Congruency, Noncongruent

Conguent/congruency means same shape and same sizeAre they congurent?

No

Are they congurent?

Draw a congruent shape: Draw conguent shapes

25. geometry 3.14 The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models.


Vocabulary

What are this properties of this shape? The properties are ___. How many vertices/edges/faces does ___ have? ___ has ___ vertices/edges/faces. Are these figures congruent? Why or why not? These figures are/are not congruent because ____.


Square, Rectangle, Triangle, Circle, Right angle, Opposite, Plane, Properties, Sphere, Cube, Rectangular prism, Square pyramid, Cone, Cylinder, Angle, Vertices, Edges, Faces, Solid geometric figure, Point, Line, Line segment, Ray, Endpoint, Vertex, Plane figures, Polygon, Sides, Size, Shape, Congruent, Congruency, Noncongruent

Shere

Retangular prosm

cone

cube

cylinder

26. weight/mass3.9 The student will estimate and use U.S. Customary and metric units to measure

c) weight/mass in ounces, pounds, grams, and kilograms; and


Vocabulary

Which unit would you use to measure ___? You would measure ___ using ___.Which is the best estimate for ___? Why

measure-measurementpound-pounds

weight, mass, ounce, pound, gram, kilogram

weight ( grams, kilograms, ounces, pounds)How would you measure the weight of a bike?

In pounds

How would you measure the weight of a 3rd grader?

27. volume/capacity3.9 The student will estimate and use U.S. Customary and metric units to measure

b) liquid volume in cups, pints, quarts, gallons, and liters;


Vocabulary

Which unit would you use to measure ___? You would measure ___ using ___.Which is the best estimate for ___? Why?

cup-cupsgallon-gallonsmeasure-measurement

Cup, Pint, Quart, Gallon, liter, Volume

capacity (liters, cups, pints, quarts, and gallons)How would you measure the capacity of a bathtub?In cups or pints

How would you measure the capacity of a swimming pool

28. Temperature3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit

thermometer. Real thermometers and physical models of thermometers will be used.


Vocabulary

What tool would you use to measure temperature? To measure temperature you use a ___.What temperature does this thermometer show?Which piece of clothing would be good to wear on a day that is ___ degrees?

measure-measurement Temperature, Celsius, Fahrenheit, Thermometer

20°C (I wrote ‘C’ because this thermometer is measuring celcious.)

29. Telling time3.11 The student will

a) tell time to the nearest minute, using analog and digital clocks; andLinguistic Complexity Language Forms and




Hours, Minutes, Half-hour, Quarter hour, Hour hand, Minute hand, Analog clock, Digital clock, a.m., p.m., Elapsed time

30. Elapsed Time3.11 The student will

b) determine elapsed time in one-hour increments over a 12-hour period.Linguistic Complexity Language Forms and




Hours, Minutes, Half-hour, Quarter hour, Hour hand, Minute hand, Analog clock, Digital clock, a.m., p.m., Elapsed time

If Jeidi went to a movie at 2:45 and it lasted for two hours, what time did the movie end?

4:45

Jimmy’s art class started at this time.

His class lasts for 3 hours. What time did his class end?

9:30

Delia started reading at 3:30 after school. She read for two hours. What time did she finish reading?

Summer Camp starts at this time.

http://etc.usf.edu/clipart/33900/33984/nclock-06-30_33984.htm

Camp lasts for 6 hours. What time does it end?

http://etc.usf.edu/clipart/33600/33674/nclock-01-20_33674.htm

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