Grade 4 Math

Unit 1
Digits, Values, and Periods of Whole Numbers

Learning Objective: By the end of this lesson, you will be able to specify the word form of numbers
through the 1,000,000,000 place.

The period in which the digits are in determine where the commas go, as well as when the place
value is read aloud.

Remember this… Digits are the numbers 0-9.

Remember this… Place value is how great or small a number is on the place value chart.
Remember this… Periods are separated into groups of 3 by commas.

Example:
Read aloud: two billion, four hundred seventy-six million, five hundred ninety-one thousand, three
hundred fifty-two.

The value of this number is in the billions because the digit 2 is in the billions place.

Remember this… The word 'and' is only used when there is a decimal place in the number.
 Composing Numbers with Place Value
Learning Objective: By the end of this lesson, you will be able to match numbers to 1,000,000,000
using numbers within place value.

In this example, the billions place is the largest place value and the ones place is the smallest place
value.
Remember this… To compose means to put together or create.
Remember this… The more digits there are in a number, the higher the value of the number is.
Remember this… Every period represents 3 place values.

Example:
To know what this number is in standard form, we must put each number in the correct place value.
To do this, look at the first digit of each number, then count the zeros after it. This will tell us what
place value this number is in.

3,000,000,000 has a leading digit of 3 with 9 zeros behind it. This tells us that it is in the billions
place.

100,000,000 has a leading digit of 1 with 8 zeros behind it. This tells us that it is in the hundred
millions place.

8,000,000 has a leading digit of 8 with 6 zeros behind it. This tells us that it is in the millions place.
20,000 has a leading digit of 2 with 4 zeros behind it. This tells us that it is in the ten thousands
place.

9,000 has a leading digit of 9 with 3 zeros behind it. This tells us that it is in the thousands place.

600 has a leading digit of 6 with 2 zeros behind it. This tells us that it is in the hundreds place.

5 does not have any zeros behind it. Therefore, we know it is in the ones place.

To know the actual value of this number, fill in the missing place values with zeros. That will then be
the number in standard form.

Answer: 3,108,029,605
 Decomposing Numbers with Place Value

Learning Objective: By the end of this lesson, you will be able to match numbers to 1,000,000,000
using numbers within place value.

In this example, the billions place is the largest place value and the ones place is the smallest place
value.

Remember this… To decompose means to take apart.

Remember this… The more whole number digits there are in a number, the higher the value of the
number is.
Remember this… Each period represents 3 place values.

Example: In the number 3,123,456,789:

The first digit 3 is in the billions place making its value 3,000,000,000.
The digit 1 is in the hundred millions place making its value 100,000,000.
The digit 2 is in the ten millions place making its value 20,000,000.
The digit 3 is in the millions place making its value 3,000,000.
The digit 4 is in the hundred thousands place making its value 400,000.
The digit 5 is in the ten thousands place making its value 50,000.
The digit 6 is in the thousands place making its value 6,000.
The digit 7 is in the hundreds place making its value 700.
The digit 8 is in the tens place making its value 80.
The digit 9 is in the ones place making its value 9.

Answer: 3,000,000,000 + 100,000,000 +

20,000,000 + 3,000,000 + 400,000 +
50,000 + 6,000 + 700 + 80 + 9 =
3,123,456,789
 Expanded Notation - Whole Numbers
Learning Objective: By the end of this lesson, you will be able to complete the expanded notation
for numbers to 100,000,000.

Numbers have value. Multiplying each digit by it's place value is the expanded form of the number.

In this example the billions place is the greatest place value and it goes all the way down to the ones
place which is the smallest place value here.

Example: Write 123,456,789 in expanded notation starting with the greatest place value.

Remember this… Digits are the numbers 0-9.

Starting with the greatest place value:

1 is multiplied by 100,000,000 because it is in the hundred millions place.
2 is multiplied by 10,000,000 because it is in the ten millions place.
3 is multiplied by 1,000,000 because it is in the millions place.
4 is multiplied by 100,000 because it is in the hundred thousands place.
5 is multiplied by 10,000 because it is in the ten thousands place.
6 is multiplied by 1,000 because it is in the thousands place.
7 is multiplied by 100 because it is in the hundreds place.
8 is multiplied by 10 because it is in the tens place.
9 is multiplied by 1 because it is in the ones place.
Now, put all of this together to create the expanded notation of 123,456,789:

Answer: 1 × 100,000,000 + 2 × 10,000,000 +

3 × 1,000,000 + 4 × 100,000 +
5 × 10,000 + 6 × 1,000 +
7 × 100 + 8 × 10 + 9 × 1 =
123,456,789
 Base-10 Place Value
Learning Objective: By the end of this lesson, you will be able to identify how place value increases
through the billions place.

In this example, the billions place represents the greatest value and the ones place represents the
smallest value.

The place value increases by a multiple of 10 as you move LEFT on the place value chart.
 Rounding to Any Place Value/Rounding on the Number Line
Learning Objective: By the end of this lesson, you will be able to round numbers to the nearest
hundred-thousand.

When rounding numbers it is important to know which digit is in the place value you are rounding to.

The digit to the RIGHT of the place value you are rounding to will determine whether to round up or
round down.

If the digit to the right of the place value you are rounding to is 0-4, the number will be rounded
down.

If the digit to the right of the place value you are rounding to is 5-9, the number will be rounded up.

Example: Round 254,816 to the nearest hundred thousand.

The digit in the hundred thousands place is 2. The digit that determines whether to round up or
round down is 5 because it is to the right of the hundred thousands place.

The digit 5 tells us to round up.

This means that the hundred thousands place rounds up from 200,000 to 300,000.

Answer: 300,000

Remember this… If it's 5 or above, give it a shove.

 Applications of Rounding
Learning Objective: By the end of this lesson, you will be able to round numbers up to 100,000 in
real-world situations. You will apply what you know about rounding to best calculate the place value
to round to.

Rounding in real life:

Populations of states are typically rounded to the nearest thousand.
When buying a house, the price is usually rounded to the nearest hundred.
These amounts are rounded because it makes it easier to conceptualize the amount.
When rounding numbers it is important to know which digit is in the place value you are rounding to.

The digit to the RIGHT of the place value you are rounding to will determine whether to round up or
round down.

If the digit to the right of the place value you are rounding to is 0-4, the number will be rounded down.

If the digit to the right of the place value you are rounding to is 5-9, the number will be rounded up.

Example: Round 254,816 to the nearest hundred thousand.

The digit in the thousands place is 2. The digit that determines whether to round up or round down is
5 because it is to the right of the hundred thousands place.

The digit 5 tells us to round up.

This means that the hundred thousands place rounds up from 200,000 to 300,000.

Answer: 300,000

Remember this… If it's 5 or above, give it a shove.

 Unit 2
Digits, Values, and Periods of Decimal Numbers
Learning Objective: By the end of this lesson, you will be able to recognize numbers through the
ten thousands place including decimals.

The period in which the digits are in determine where the commas go, as well as when the place
value is read aloud.

When there is a decimal in a number the word "and" is said aloud.

Remember this… Digits are the numbers 0-9.

Remember this… Place value is how great or small a number is on the place value chart.
Remember this… Periods are separated into groups of 3 by commas.

Example:
Answer: two million, three hundred forty-five thousand, six hundred seventy-eight and ninety-one
hundredths.

The value of this number is in the millions because the digit 2 is in the millions place.

Remember this… The word 'and' is only used when there is a decimal place in the number.
 Composing Decimal Numbers - Place Value Objects
Learning Objective: By the end of this lesson, you will be able to use objects to express numbers
up to 10 including decimals.

Compose: to put together or create.

Decimal numbers can be represented using objects such as small cubes, rods, and large squares.

Hundredths Tenths ones

Decimals are the numbers to the RIGHT of the ones place.

Example: Compose the number 1.23 using these objects.

1 0.2 0.03
Use 1 large square to represent the 1 in 1.23.
Use 2 rods to represent the 2 tenths in 1.23.
Use 3 small cubes to represent the 3 hundredths in 1.23.
 Decomposing Decimal Numbers - Place Value Objects
Learning Objective: By the end of this lesson, you will be able to identify the correct objects for
numbers up to 1o including decimals.

Decompose: to take apart or break down.

Decimal numbers can be represented using objects such as small cubes, rods, and large squares.

Hundredths Tenths ones

Decimals are the numbers to the RIGHT of the ones place.

Example: Decompose the number 1.23 using these objects.

1 0.2 0.03
Use 1 large square to represent the 1 in 1.23.
Use 2 rods to represent the 2 tenths in 1.23.
Use 3 small cubes to represent the 3 hundredths in 1.23.
 Composing Decimal Numbers - Place Value Visuals
Learning Objective: By the end of this lesson, you will be able to use visual models to express
numbers to 1,000,000,000 including decimals.

Compose: to put together or create.

Decimal numbers can be composed using small squares to represent hundredths, tall rectangles to
represent tenths and large squares to represent ones.

Decimals are the numbers to the RIGHT of the ones place.

Example: Compose the number 2.34 using these models.

Use 2 large squares to represent the 2 ones in 2.34.

Use 3 long rectangles to represent the 3 tenths in 2.34.
Use 4 small squares to represent the 4 hundredths in 2.34.
 Decomposing Decimal Numbers - Place Value Visuals
Learning Objective: By the end of this lesson, you will be able to match numbers to 1,000,000,000
including decimals using numbers within place value.

Decompose: to take apart or break down.

Decimal numbers can be composed using small squares to represent hundredths, tall rectangles to
represent tenths and large squares to represent ones.

Decimals are the numbers to the RIGHT of the ones place.

xample: Decompose the number 2.34 using these models.

2 + 0.3+ 0.04 = 2.34

Use 2 large squares to represent the 2 ones in 2.34.
Use 3 long rectangles to represent the 3 tenths in 2.34.
Use 4 small squares to represent the 4 hundredths in 2.34.
 Composing Decimal Numbers - Place Value Money
Learning Objective: By the end of this lesson, you will be able to use money to express numbers
to 1,000,000,000 including decimals.

Compose: to put together or create.

When counting money, dollar bills represent the ones and tens place values, dimes represent the
tenths place value, and pennies represent the hundredths place value.

It takes 100 pennies to create 1 dollar. That is why they represent hundredths.
It takes 10 dimes to create 1 dollar. That is why they represent tenths.

1 dollar = $1.00

5 dollars = $5.00

20 dollars = $20.00

Penny
1 cent = $0.01

Dime
10 cents = $0.10
Let's see how much money this is:

There is a twenty dollar bill and a five dollar bill for the tens and ones place. Add these amounts
together to find out how much money we have in bills.

$20 + $5 = $25

Next add up the dimes to find out how many tenths there are.

$0.10 + $0.10 + $0.10 = $0.30

Next add up the pennies to find out how many hundredths there are.

$0.01 + $0.01 = $0.02

Answer: $25.32
 Decomposing Decimal Numbers - Place Value Money
Learning Objective: By the end of this lesson, you will be able to use money to identify numbers
through the ones place including decimals.

Decompose: To take apart or break down.

When counting money, dollar bills represent the ones place value, dimes represent the tenths place
value, and pennies represent the hundredths place value.

It takes 100 pennies to make 1 dollar. That is why they represent the hundredths.
It takes 10 dimes to make 1 dollar. That is why they represent the tenths.

1 dollar = $1.00 Penny Dime

1 cent = $0.01 10 cents = $0.10
Example: Decompose $2.32.

First, look at how many pennies are in the hundredths place.

The value in the hundredths place is $0.02. This means that it is composed of 2 pennies.

The value in the tenths place is $0.30. This means that it is composed of 3 dimes.

The value in the ones place is $2.00. This means that it is composed of two $1 bills.

Answer: $2.32 is composed of 2 $1 bills, 3 dimes, and 2 pennies.

 Expanded Notation - Decimals
Learning Objective: By the end of this lesson, you will be able to match numbers to 1,000,000,000
including decimals using expanded notation.

Numbers have value. Multiplying each digit by its place value is the expanded form of the number.

In this example the billions place is the greatest place value and it goes all the way down to the
hundredths place which is the smallest place value here.

Example: Write 123,456,789.35 in expanded notation by multiplying each digit by its place
value.

Remember this… Digits are the numbers 0-9.

Starting with the greatest place value:

1 is multiplied by 100,000,000 because it is in the hundred millions place.
2 is multiplied by 10,000,000 because it is in the ten millions place.
3 is multiplied by 1,000,000 because it is in the millions place.
4 is multiplied by 100,000 because it is in the hundred thousands place.
5 is multiplied by 10,000 because it is in the ten thousands place.
6 is multiplied by 1,000 because it is in the thousands place.
7 is multiplied by 100 because it is in the hundreds place.
8 is multiplied by 10 because it is in the tens place.
9 is multiplied by 1 because it is in the ones place.
3 is multiplied by 0.1 because it is in the tenths place.
5 is multiplied by 0.01 because it is in the hundredths place.
Now, put all of this together to create the expanded notation of 123,456,789.35:

Answer: 1 × 100,000,000 + 2 × 10,000,000 +

3 × 1,000,000 + 4 × 100,000 +
5 × 10,000 + 6 × 1,000 +
7 × 100 + 8 × 10 + 9 × 1 +
3 × 0.1 + 5 × 0.01 =
123,456,789.35
 Base-10 Place Value with Decimals
Learning Objective: By the end of this lesson, you will be able to identify how place value increases
through the billions place including decimals.

In this example, the billions place represents the greatest value and the ones place represents the
smallest value.

The place value increases by a multiple of 10 as you move LEFT on the place value chart.

Tenths on the Number Line

Learning Objective: By the end of this lesson, you will be able to specify decimals as tenths on the
number line.

Tenths are numbers between 0 and 1.

Because we have a base 10 number system, it takes 10 tenths to make 1 whole. Therefore there are
10 tenths between 0 and 1 on the number line.

Each tick mark on this number line represents 0.1 (one tenth). You add 0.1 each tick mark until you
get to 1 whole.
 Hundredths on the Number Line
Learning Objective: By the end of this lesson, you will be able to specify decimals as hundredths
on the number line.

Hundredths are even smaller numbers between 0 and 1.

Because we have a base 10 number system, it takes 10 hundredths to make 1 tenth. Therefore
there are 100 hundredths between 0 and 1 on the number line.

Each small tick mark on this number line represents 0.01 (one hundredth). You add 0.01 for each
tick mark.

Each large tick mark represents 0.1 (one tenth).

Tenths and Hundredths on the Number Line

Learning Objective: By the end of this lesson, you will be able to specify decimals as tenths and
hundredths on the number line.

Tenths are numbers between 0 and 1.

Hundredths are even smaller numbers between 0 and 1 and they are in between each tenth.

Because we have a base 10 number system, it takes 10 hundredths to make 1 tenth. It takes 10
tenths to make 1 whole. Therefore there are 100 hundredths between 0 and 1 on the number line
and 10 tenths between 0 and 1 on the number line.

Each small tick mark on this number line represents 0.01 (one hundredth). You add 0.01 for each
small tick mark.

Each large tick mark represents 0.1 (one tenth).

 Unit 3
Decimal Tenths as Fractions
Learning Objective: By the end of this lesson, you will be able to compare tenths as decimals and
fractions.
Remember this… There are ten tenths in one whole.
Decimals and fractions can communicate the SAME information.
When the denominator of a fraction is 10, it can be referred back to the place value chart with tenths.

Example:
This fraction and decimal number are the SAME. They represent the same information. They are
both one tenth.

Example:
The fraction on top and the decimal on the bottom are the same here as well. They both represent
nine tenths.
 Decimal Hundredths as Fractions
Learning Objective: By the end of this lesson, you will be able to compare hundredths as decimals
and fractions.
Remember this… There are 100 hundredths in one whole.
Decimals and fractions can communicate the SAME information.
When the denominator of a fraction is 100, it can be referred back to the place value chart with
hundredths.

Example:
This fraction and decimal number are the SAME. They represent the same information. They are
both one hundredth.

Example:
The fraction on top and the decimal on the bottom are the same here as well. They both represent
nine hundredths.
 Decimal and Fraction Tenths on the Number Line
Learning Objective: By the end of this lesson, you will be able to specify decimal and fraction
tenths on the number line.
Tenths are numbers between 0 and 1.
Because we have a base 10 number system, it takes 10 tenths to make 1 whole. Therefore there are
10 tenths between 0 and 1 on the number line.

Each tick mark on this number line represents 0.1 (one tenth). You add 0.1 each tick mark until you
get to 1 whole. These are the decimal tenths on the number line.

Each tick mark on this number line represents (one tenth). You add each tick mark until you
get to 1 whole. These represent the fraction tenths on the number line.
 Decimal and Fraction Hundredths on the Number Line
Learning Objective: By the end of this lesson, you will be able to specify decimal and fraction
hundredths on the number line.
Hundredths are even smaller numbers between 0 and 1.
Because we have a base 10 number system, it takes 10 hundredths to make 1 tenth. Therefore
there are 100 hundredths between 0 and 1 on the number line.

Each small tick mark on this number line represents 0.01 (one hundredth). You add 0.01 for each
tick mark.

Each large tick mark on this number line represents (one tenth). You add each tick mark
until you get to 1 whole.
 Modeling Decimal and Fraction Mixed Numbers
Learning Objective: By the end of this lesson, you will be able to relate mixed numbers where the
part is a decimal or a fraction.

Decimals and fractions can communicate the SAME information.

Going from a fraction to a decimal:

When the denominator of a fraction is 10, it can be referred back to the place value chart with tenths.

When the denominator of a fraction is 100, it can be referred back to the place value chart with
hundredths.

The whole number in a mixed number stays the same.

Example:
The mixed number at the top has a whole number of 4. This will go in our ones place.

The fraction will go in the tenths and hundredths place to represent the decimal number, sixty-eight
hundredths.

The fraction on top and the decimal on the bottom are the same.
Answer: four and sixty-eight hundredths.

Example:
The mixed number at the top has a whole number of 7. This will go in our ones place.

The fraction will go in the tenths place to represent the decimal number, 3 tenths. This is because
the denominator of the fraction is 10.

Answer: seven and three tenths.

Going from a decimal to a fraction:

If the digit after the decimal is only in the tenths place, then the denominator of the fraction will be 10.

If the digits after the decimal are in the tenths and hundredths place, then the denominator of the
fraction will be 100.

The whole number stays the same.

Example:
The decimal number at the top has a whole number of 5.

The digit after the decimal point is 4 and it is only in the tenths place. This means that 4 will be the
numerator of the fraction and 10 will be the denominator of the fraction.

Answer: five and four tenths.

Example:

The decimal number has a whole number of 2.

The digits after the decimal point are 81 and they are in the tenths place and the hundredths place.
This means that 81 will be the numerator of the fraction and 100 will be the denominator of the
fraction.

Answer: Two and eighty-one hundredths.

 Comparing Numbers up to 1,000,000,000
Learning Objective: By the end of this lesson, you will be able to compare numbers including
decimals up to 1,000,000,000 using <, >, and =.

When two numbers are being compared, greater than signs and less than signs are used to
represent the larger and smaller numbers.

If the two numbers being compared are the exact same, the equal sign is used.

The two numbers that are being compared are always read from LEFT to RIGHT.

Greater than sign:

When the number on the left is larger and the number on the right is smaller, the greater than sign is
used to compare the two numbers.

Less than sign:

When the number on the left is smaller and the number on the right is larger, the less than sign is
used to compare the two numbers.

Remember this… The opening of the symbol is always going towards the larger number.

Example: Compare these numbers: 32,754 and 4,639.

First look at the number of digits in each number. The number with more digits is the larger number.

The first number has 5 digits and the second number has 4 digits. The number with 5 digits (32,754)
is the larger number.
Answer: 32,754 > 4,639

Example: Compare these numbers: 32,754 and 84,639.

If the number of digits are the same, look at the highest place value of each number. The number
with the greatest digit in that place value is the larger number.

The digit 8 is larger than the digit 3. Therefore 84,639 us the larger number.
Answer: 32,754 < 84,639
Example:Compare these numbers: 32,754 and 32,429.

If the number of digits are the same, and the first digits (or more) are the same, continue moving
down in place value comparing the digits until you find one that is different.

Move down to the next highest place value since the highest place value digits are the same.

Continue moving down to the next highest place value since these digits are also the same.

The digit 7 is larger than the digit 4. Therefore, 32,754 is greater than 32,429.
Answer: 32,754 > 32,429
 Comparing Numbers in a Data Table

Learning Objective: By the end of this lesson, you will be able to compare numbers including
decimals in a data table.

When there are multiple numbers in a table, look at what the question is asking to know whether to
look for the larger/largest number or the smaller/smallest number.

If the question is asking for more of something (more height, more weight, more amount, etc.) you
will be looking for the larger/largest number.

Example: Compare these numbers: 32,754 and 4,639.

First look at the number of digits in each number. The number with more digits is the larger number.

The first number has 5 digits and the second number has 4 digits. The number with 5 digits (32,754)
is the larger number.
Answer: 32,754 > 4,639

Example: Compare these numbers: 32,754 and 84,639.

If the number of digits are the same, look at the highest place value of each number. The number
with the greatest digit in that place value is the larger number.

The digit 8 is larger than the digit 3. Therefore 84,639 is the larger number.
Answer: 32,754 < 84,639

Example: Compare these numbers: 32,754 and 32,429.

If the number of digits are the same, and the first digits (or more) are the same, continue moving
down in place value comparing the digits until you find one that is different.

Move down to the next highest place value since the highest place value digits are the same.

Continue moving down to the next highest place value since these digits are also the same.
The digit 7 is larger than the digit 4. Therefore, 32,754 is greater than 32,429.
Answer: 32,754 > 32,429
 Comparing Decimal Models
Learning Objective: By the end of this lesson, you will be able to compare decimals in models.

When there are multiple numbers that are being compared, it is important to know whether to look
for the larger/largest number or the smaller/smallest number.

Greatest: This means this number has the most value and is the largest number.

Least: This means this number is the smallest and has the lowest value.

Remember this… As you go further RIGHT on the place value chart, the numbers decrease in
value.

Decimal numbers can be represented using objects such as small cubes, rods, and large squares.

Hundredths Tenths Ones

When comparing decimals with these models, the greatest decimal model will have the largest
amount of objects representing the decimal number.

The least decimal model will have the smallest amount of objects representing the decimal number.
 Unit 4
Standard Algorithm for Addition with Regrouping
Learning Objective: By the end of this lesson, you will be able to add numbers to 10,000 using the
standard algorithm with regrouping.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The two numbers being added are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, the
hundreds place will be on top of the hundreds place, and the thousands place will be on top of the
thousands place for both numbers.

Example: Find the sum.

Remember this… Always start by adding the smallest place value first then move left to the next
highest place value.

Start by adding the digits on the very right. This is the lowest place value.

The two digits in the ones place are 8 and 3.

8 + 3 = 11
Notice that this answer is 2 digits. We do not have room for both digits in the ones place. We have to
regroup and move 10 of the ones into the tens place. Leaving 1 left over in our ones place.
Next, add the digits in the tens place.

The digits in the tens place are 1, 6, and 5.

1 + 6 + 5 = 12
Notice that 2 is written right below the 1, 6, and 5. This is because we just finished adding the tens
digits and had to regroup the ten from 12 to the next highest place value, leaving 2 in the tens place.

Next, add the digits in the hundreds place.

The digits in the hundreds place are 1, 2, and 4.

1+4+2=7
Notice that 7 is written right below the 1, 4, and 2. This is because we just finished adding the
hundreds digits and 7 is the sum for the hundreds place.

Next, add the digits in the thousands place.

The digits in the thousands place are 1 and 2.

1+2=3
Notice that 3 is written right below the 1, and 2. This is because we just finished adding the
thousands digits and 3 is the sum for the thousands place.

Answer: 3,721
 Standard Algorithm - Subtraction with Regrouping
Learning Objective: By the end of this lesson, you will be able to subtract numbers to 10,000 using
the standard algorithm with regrouping.

Remember this… The two numbers being subtracted are always lined up by place value on top of
each other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, and
the hundreds place will be on top of the hundreds place for both numbers.

Example: Find the difference.

Remember this… Always start by subtracting the smallest place value first then move left to the
next highest place value.

Start by subtracting the digits on the very right. This is the lowest place value.

The two digits in the ones place are 6 and 7. Notice that 6 is not a large enough number to subtract
7 from. We must borrow a ten from the tens place.

Borrowing: When a digit in the number that is being subtracted is larger than the digit in the same
place value in the number that it is being subtracted from, you must borrow from a higher place
value in order to subtract.

Borrowing from the tens place took away a value of 10 leaving that place value with only 4 tens
instead of 5.

The borrowed 10 was moved to the ones place adding 10 to 6, making that value 16.
16 - 7 = 9
Notice that 9 is written right below the 6 and 7. This is because we just finished subtracting the ones
digits and 9 is the difference for the ones place.

Next, subtract the digits in the tens place.

The digits in the tens place are 4 and 3.
4-3=1
Notice that 1 is written right below the 4 and 3. This is because we just finished subtracting the tens
digits and 1 is the difference for the tens place.

Next, subtract the digits in the hundreds place.

The digits in the hundreds place are 4 and 2.

4-2=2
Notice that 2 is written right below the 4 and 2. This is because we just finished subtracting the
hundreds digits and 2 is the difference for the hundreds place.

Answer: 219
 Addition with Rounding
Learning Objective: By the end of this lesson, you will be able to add rounded numbers in a data
table.

When rounding numbers it is important to know which digit is in the place value you are rounding to.

The digit to the RIGHT of the place value you are rounding to will determine whether to round up or
round down.

If the digit to the right of the place value you are rounding to is 0-4, the number will be rounded
down.

If the digit to the right of the place value you are rounding to is 5-9, the number will be rounded up.

Once each number has been rounded, the numbers can be added together to find an approximate
answer.

Approximate: When numbers have been rounded and the answer is not exact. It is close to the
exact answer and can be an estimation.

Remember this… Remember to regroup when the digits add up to 10 or more.

 Subtraction with Rounding
Learning Objective: By the end of this lesson, you will be able to subtract rounded numbers in a
data table.

When rounding numbers it is important to know which digit is in the place value you are rounding to.

The digit to the RIGHT of the place value you are rounding to will determine whether to round up or
round down.

If the digit to the right of the place value you are rounding to is 0-4, the number will be rounded
down.

If the digit to the right of the place value you are rounding to is 5-9, the number will be rounded up.

Once each number has been rounded, the numbers can be subtracted to find an approximate
answer.

Approximate: When numbers have been rounded and the answer is not exact. It is close to the
exact answer and can be an estimation.

Remember this… The smaller number is always subtracted from the larger number.

Remember this… Remember to borrow from the next place value up when you are unable to
subtract digits.
 Decimal Addition with Coins
Learning Objective: By the end of this lesson, you will be able to add decimals using coins as a
model.

Penny Nickel Dime

1 cent = $0.01 5 cents = $0.05 10 cents = $0.10

Quarter Half Dollar

25 cents = $0.25 50 cents = $0.50

Coins can be added using the standard algorithm by adding up their values.

Example: Find the value of these coins.

Remember this… Remember to regroup when the digits add up to 10 or more.

Because there are 2 half dollars we had $0.50 two times in our addition problem.
Because there is 1 quarter we had $0.25 one time in our addition problem.
Because there are 3 dimes we had $0.10 three times in our addition problem.
Because there are 2 nickels we had $0.05 two times in our addition problem.
Because there are 2 pennies we have $0.01 two times in our addition problem.

Answer: $1.67
 Decimal Subtraction with Coins
Learning Objective: By the end of this lesson, you will be able to subtract decimals using coins as a
model.

Penny Nickel Dime

1 cent = $0.01 5 cents = $0.05 10 cents = $0.10

Quarter Half Dollar

25 cents = $0.25 50 cents = $0.50

Coins can be subtracted using the standard algorithm by subtracting their values.

Example: Find the difference between the amount of money that Jonah has versus the
amount of money that Rachel has.

First, find the total amount of money that each person has. Do this by adding up the values of the
coins.

When you have the totals, subtract the smaller amount from the larger amount to find the difference.

Answer: $0.14
 Introduction - Decimal Addition
Learning Objective: By the end of this lesson, you will be able to add tenths and hundredths using
the standard algorithm without regrouping.

Remember this… The two numbers being added are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for both numbers.

Example: Find the sum.

Remember this… Always start by adding the smallest place value first then move left to the next
highest place value.

Start by adding the digits on the very right. This is the lowest place value. (hundredths)

The two digits in the hundredths place are 1 and 8. 1+8=9

Notice that 9 is written right below the 1 and 8. This is because we just finished adding the
hundredths digits and 9 is the sum for the hundredths place.

Next, add the digits in the tenths place.

The digits in the tens place are 2 and 5. 2+5=7

Notice that 7 is written right below the 2 and 5. This is because we just finished adding the tenths
digits and 7 is the sum for the tenths place.

Notice the decimal place next. This decimal has to stay in the same spot for our answer so we move
it down as well.

Next, add the digits in the ones place.

The digits in the ones place are both 0. 0+0=0

Answer: 0.79
 Decimal Addition with Regrouping
Learning Objective: By the end of this lesson, you will be able to add tenths and hundredths using
the standard algorithm with regrouping.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The two numbers being added are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for both numbers.

Example: Find the sum.

Remember this… Always start by adding the smallest place value first then move left to the next
highest place value.

Start by adding the digits on the very right. This is the lowest place value. (hundredths)

The two digits in the ones place are 8 and 4. 8 + 4 = 12

Notice that this answer is 2 digits. We do not have room for both digits in the hundredths place. We
have to regroup and move 10 of the hundredths into the tenths place, leaving 2 left over in our
hundredths place.

Next, add the digits in the tenths place.

The digits in the tenths place are 1, 6, and 5. 1 + 6 + 5 = 12

Notice that 2 is written right below the 1, 6, and 5. This is because we just finished adding the tenths
digits and had to regroup the ten from 12 to the next highest place value, leaving 2 in the tenths
place.
Next, add the digits in the ones place.

The digits in the hundreds place are 1, 0, and 0. 1+0+0=1

Notice that 1 is written right below the 1, 0, and 0. This is because we just finished adding the ones
digits and 1 is the sum for the ones place.

Remember this… Don't forget the decimal place in your answer!

Answer: 1.22
 Decimal Addition with Numbers Greater Than 1
Learning Objective: By the end of this lesson, you will be able to add wholes, tenths, and
hundredths using the standard algorithm.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The two numbers being added are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for all numbers.

Example: Find the sum.

Remember this… Always start by adding the smallest place value first then move left to the next
highest place value.

Remember this… Follow the same rules of addition when adding decimal numbers and remember
to make the decimal point in the same spot in your answer.

Start by adding the digits on the very right. This is the lowest place value. (hundredths)

The three digits in the ones place are 2, 4, and 5.

2 + 4 + 5 = 11
Notice that this answer is 2 digits. We do not have room for both digits in the hundredths place. We
have to regroup and move 10 of the hundredths into the tenths place. Leaving 1 left over in our
hundredths place.

Next, add the digits in the tenths place.

The digits in the tenths place are 1, 7, 3, and 4.
1 + 7 + 3 + 4 = 15
Notice that 5 is written right below the 1, 7, 3, and 4. This is because we just finished adding the
tenths digits and had to regroup the ten from 15 to the next highest place value, leaving 5 in the
tenths place.

Next, move the decimal point down in your answer because there is a decimal here in each number
being added.

Next, add the digits in the ones place.

The digits in the ones place are 1, 5, 6, and 7.

1 + 5 + 6 + 7 = 19
Remember this… Don't forget the decimal place in your answer!

Answer: 19.51
 Introduction - Decimal Subtraction
Learning Objective: By the end of this lesson, you will be able to subtract tenths and hundredths
using the standard algorithm without regrouping.

Remember this… The two numbers being subtracted are always lined up by place value on top of
each other.

The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for both numbers.

Example: Find the difference.

Remember this… Always start by subtracting the smallest place value first then move left to the
next highest place value.

Subtract by starting with the digits on the very right. This is the lowest place value. (hundredths)

The two digits in the hundredths place are 9 and 4. 9-4=5

Notice that 5 is written right below the 9 and 4. This is because we just finished subtracting the
hundredths digits and 5 is the difference for the hundredths place.

Next, subtract the digits in the tens place.

The digits in the tens place are 5 and 2. 5-2=3

Notice that 3 is written right below the 5 and 2. This is because we just finished subtracting the
tenths digits and 3 is the difference for the tenths place.

Next, subtract the digits in the ones place.

The digits in the hundreds place are both 0. 0-0=0

Remember this… Remember to move the decimal point down in the same spot in your answer.

Answer: 0.35
 Decimal Subtraction - Tenths and Hundredths
Learning Objective: By the end of this lesson, you will be able to subtract tenths and hundredths
using the standard algorithm with regrouping.
Remember this… The two numbers being subtracted are always lined up by place value on top of
each other.
The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for both numbers.

Example: Find the difference.

Remember this… Always start by subtracting the smallest place value first then move left to the
next highest place value.
Start by subtracting the digits on the very right. This is the lowest place value. (hundredths)

The two digits in the ones place are 3 and 7. Notice that 3 is not a large enough number to subtract
7 from. We must borrow a ten from the tenths place.

Borrowing: When a digit in the number that is being subtracted is larger than the digit in the same
place value from the number that it is being subtracted from, you must borrow from the next highest
place value in order to subtract.

Borrowing from the tens place took away a value of 10 leaving that place value with only 4 tenths
instead of 5.
The borrowed 10 was moved to the hundredths place adding 10 to 3, making that value 13.
13 - 7 = 6
Notice that 6 is written right below the 3 and 7. This is because we just finished subtracting the
hundredths digits and 6 is the difference for the hundredths place.

Next, subtract the digits in the tenths place.

The digits in the tenths place are 4 and 2. 4-2=2

Notice that 2 is written right below the 4 and 2. This is because we just finished subtracting the
tenths digits and 2 is the difference for the tenths place.

Next, move down the decimal point so it is in the same spot in our answer. Then subtract the digits in
the ones place.

The digits in the ones place are both 0. 0-0=0

Answer: 0.26
 Decimal Subtraction for Numbers Greater Than 1
Learning Objective: By the end of this lesson, you will be able to subtract wholes, tenths, and
hundredths using the standard algorithm.
Remember this… The two numbers being subtracted are always lined up by place value on top of
each other.
The ones place will be on top of the ones place, the tenths place will be on top of the tenths place,
and the hundredths place will be on top of the hundredths place for both numbers.

Example: Find the difference.

Remember this… Always start by subtracting the smallest place value first then move left to the
next highest place value.
Start by subtracting with the digits on the very right. This is the lowest place value. (hundredths)

The two digits in the ones place are 3 and 7. Notice that 3 is not a large enough number to subtract
7 from. We must borrow a ten from the tenths place.
Borrowing: When a digit in the number that is being subtracted is larger than the digit in the same
place value in the number that it is being subtracted from, you must borrow from the next highest
place value in order to subtract.

Borrowing from the tens place took away a value of 10 leaving that place value with only 4 tenths
instead of 5.
The borrowed 10 was moved to the hundredths place adding 10 to 3, making that value 13.
13 - 7 = 6
Notice that 6 is written right below the 3 and 7. This is because we just finished subtracting the
hundredths digits and 6 is the difference for the hundredths place.
Next, subtract the digits in the tenths place.

The digits in the tenths place are 4 and 6. Notice that 4 is not a large enough number to subtract 6
from. We must borrow a ten from the ones place.
Borrowing from the ones place took away a value of 10 leaving that place value with only 7 ones
instead of 8.

The borrowed 10 was moved to the hundredths place adding 10 to 4, making that value 14.
14 - 6 = 8
Next, move down the decimal point so it is in the same spot in our answer. Then subtract the digits in
the ones place.

The digits in the ones place are 7 and 2. 7-2=5

Answer: 5.86
 Unit 5
Multiplying by 10
Learning Objective: By the end of this lesson, you will be able to calculate products of a number
and 10 using operations and place value understanding.

Each place value increases by multiplying by 10.

When multiplying a number by 10, move each digit to the next highest place value and add 0 at the end.

Example: 54,816 × 10

Answer: 548,160
 Multiplying by 100
Learning Objective: By the end of this lesson, you will be able to calculate products of a number
and 100 using operations and place value understanding.

Each place value increases by multiplying by 10.

When multiplying a number by 100, move each digit two place values greater and add two zeros at
the end.

Example: 4,816 × 100

Answer: 481,600
 Visualizing Perfect Squares to 15
Learning Objective: By the end of this lesson, you will be able to use perfect square arrays to
calculate squares of numbers to 15.

Characteristics of perfect squares:

● All sides are the same length
● The length and the width are composed of the same amount.
When you square a number, you are multiplying the number by itself.

1×1=1 2×2=4 3×3=9

4 × 4 = 16 5 × 5 = 25

6 × 6 = 36 7 × 7 = 49

8 × 8 = 64 9 × 9 = 81

10 × 10 = 100 11 × 11 = 121
 12 × 12 = 144

13 × 13 = 169

14 × 14 = 196

15 × 15 = 225
 Two-Digit by One-Digit Multiplication
Learning Objective: By the end of this lesson, you will be able to multiply a two-digit number by a
one-digit number using the standard algorithm.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, and
the hundreds place will be on top of the hundreds place for both numbers.

Example: Find the product.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 6 and 3. 6 × 3 = 18

Notice that this answer is 2 digits. We do not have room for both digits in the ones place. We have to
regroup and move the tens into the tens place. Leaving 8 left over in our ones place.

Next, multiply 6 and 5. Because we have 1 more ten in our tens place, we add 1 after we multiply 5
and 6.
6 × 5 = 30
30 + 1 = 31

Notice that 31 is written with the one in the tens place and the 3 in the hundreds place. This is
because we just finished multiplying 3 by the tens digit and got a product that is 2 digits.
Answer: 318
 Three-Digit by One-Digit Multiplication
Learning Objective: By the end of this lesson, you will be able to multiply a three-digit number by a
one-digit number using the standard algorithm.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, and
the hundreds place will be on top of the hundreds place for both numbers.

Example: Find the product.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 8 and 3. 8 × 3 = 24

Notice that this answer is 2 digits. We do not have room for both digits in the ones place. We have to
regroup and move the tens into the tens place. Leaving 4 left over in our ones place.

Next, multiply 3 and 6. Because we have 2 more tens in our tens place, we add 2 after we multiply 3
and 6.
3 × 6 = 18
18 + 2 = 20

Notice that 20 is 2 digits. We do not have room for both digits in the tens place. We have to regroup
and move the 2 tens into the hundreds place. Leaving 0 left over in our tens place.

Next, multiply 3 and 2. Because we have 2 more hundreds in our hundreds place, we add 2 after we
multiply 3 and 2.
3×2=6
6+2=8
Answer: 804
 4-Digit by 1-Digit Multiplication with Partial Products
Learning Objective: By the end of this lesson, you will be able to multiply a four-digit number by a
one-digit number using partial products.

Partial Products is a useful strategy to use when multiplying large numbers.

Example: 1 fish tank holds 2,458 fish. There are 5 fish tanks total. How many fish are there in
all?

Start by breaking the 4 digit number into each place value and multiply each place value by 5
because there are 5 tanks total.

2,000 × 5 = 10,000
400 × 5 = 2,000
50 × 5 = 250
8×5= 40
Next, add up the totals to find how many fish there are.

10,000
2,000
250
+ 40
12,290
Answer: 12,290 fish
 4-Digit by 1-Digit Multiplication - Distributive Property
Learning Objective: By the end of this lesson, you will be able to multiply a four-digit number by a
one-digit number using the distributive property.

Distributive Property is a useful strategy to use when multiplying large numbers.

Example: 2,458 × 5

Using the distributive property, we need to break 2,458 into each place value. We can then multiply
each place value by 5.

5 × (2,000 + 400 + 50 + 8)
Start by multiplying 5 by 2,000.

Next, multiply 5 by 400.

Next, multiply 5 by 50.

Next, multiply 5 by 8.

Lastly, add up all of the totals after distributing.

10,000
2,000
250
+ 40
12,290
Answer: 12,290
 Standard Algorithm for 4-Digit by 1-Digit Multiplication
Learning Objective: By the end of this lesson, you will be able to calculate products using the
standard algorithm where the multiplicand is 4-digits and the multiplier is 1-digit.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, and
the hundreds place will be on top of the hundreds place for both numbers.

Example: Find the product.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 8 and 3. 8 × 3 = 24

Notice that this answer is 2 digits. We do not have room for both digits in the ones place. We have to
regroup and move the tens into the tens place. Leaving 4 left over in our ones place.

Next, multiply 3 and 6. Because we have 2 more tens in our tens place, we add 2 after we multiply 3
and 6.
3 × 6 = 18
18 + 2 = 20

Notice that 20 is 2 digits. We do not have room for both digits in the tens place. We have to regroup
and move the 2 tens into the hundreds place. Leaving 0 left over in our tens place.

Next, multiply 3 and 2. Because we have 2 more hundreds in our hundreds place, we add 2 after we
multiply 3 and 2.
3×2=6
6+2=8
Next, multiply 3 by 5. 3 × 5 = 15

Remember this… The comma goes after every 3 digits from the right to separate the periods.

Answer: 15,804
 Multiplication - Zeros in Middle Place Values
Learning Objective: By the end of this lesson, you will be able to calculate products using the
standard algorithm where the multiplicand is a 4-digit number containing zeros in either the hundreds
or tens place (or both) and the multiplier is 1-digit.

Regroup: Replacing 10 of one place value for the next place value up.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, the tens place will be on top of the tens place, and
the hundreds place will be on top of the hundreds place for both numbers.

Example: Find the product.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 8 and 3. 8 × 3 = 24

Notice that this answer is 2 digits. We do not have room for both digits in the ones place. We have to
regroup and move the tens into the tens place. Leaving 4 left over in our ones place.

Next, multiply 3 and 0. Because we have 2 more tens in our tens place, we add 2 after we multiply 3
and 0.

Remember this… Any number multiplied by zero will equal zero.

3×0=0
0+2=2

Next, multiply 3 by 0.
3×0=0
Next, multiply 3 by 5. 3 × 5 = 15

Remember this… The comma goes after every 3 digits from the right to separate the periods.

Answer: 15,024
 Two-Digit by Two-Digit Multiplication with Arrays
Learning Objective: By the end of this lesson, you will be able to calculate products using arrays
where both the multiplicand and multiplier are 2-digits.
Array: A visual representation of objects lined up in rows and columns.
When there are 2 digits in both the rows and the columns, the array can be split into smaller
segments to more easily find the total.
Example: What is the total number of items in this array?

Here we have an array that has 15 rows and 14 columns. We can split this into smaller sections to
make it easier to find the total.

In this example, the array was split into two sections. The top array now has 8 rows and the bottom
array has 7 rows.

First multiply 8 by 14 to find the total for the top section.

The top section of the array has a total of 112.

Now multiply 14 by 7 to find the total for the bottom section.

The total for the bottom section is 98.

Now add the two totals together to find the total number of items in the whole array.

Answer: 210 items

 Two-Digit by Two-Digit Multiplication with Area
Learning Objective: By the end of this lesson, you will be able to calculate products using area
where both sides are 2-digits.

Area: Everything that fills the center of a shape.

When there are 2 digits in both the length and the width, the rectangle can be split into smaller
segments to more easily find the total area.

Example:

Here we have a rectangle that has a length of 18 inches and a width of 13 inches. We can split this
into smaller sections to make it easier to find the total area.

In this example, the array was split into three sections. The orange part of the rectangle represents a
10 by 10 square. To find the area of the orange section, multiply 10 by 10.
10 × 10 = 100
Now find the area of the purple section.

The width of the purple section is the same as the width of the orange section so we know it is 10
inches. Because the length of the orange section is 10 inches, we had to subtract 10 from 18 to find
the length of the purple section.

Multiply 10 by 8 to find the area of the purple section.

10 × 8 = 80
Now find the area of the blue section.

The length of the blue section is 18. Because the width of the orange section is 10, we subtracted 10
from 13 to find the width of the blue section.

Multiply 18 by 3 to find the area of the blue section.

Now add together the area of each section to find the total area of the rectangle.

Remember this… Area is always labeled in square units.

Answer: 234 sq. inches

 2-Digit by 2-Digit Multiplication with Partial Products
Learning Objective: By the end of this lesson, you will be able to calculate products using partial
products where both the multiplicand and multiplier are 2-digits.

Partial Products is a useful strategy when multiplying 2-digits by 2-digits.

Example: 45 × 62

The first step is to split the numbers up by their place values.

(40 + 5) × (60 + 2)
Now we can put these numbers into our table.

In the first box on the top left, we must multiply 60 by 40.

We know that 6 × 4 = 24. Then we have to add two zeros at the end because both numbers are
multiples of ten.

Now we multiply 60 by 5 in the top right section.

In the bottom left section we multiply 2 by 40.

In the bottom right section we multiply 2 by 5.

Lastly, we add up the total of each section.

Answer: 45 × 62 = 2,790
 2-Digit by 2-Digit Multiplication - Distributive Property
Learning Objective: By the end of this lesson, you will be able to calculate products using the
distributive property where both the multiplicand and multiplier are 2-digits.

Distributive Property is a useful strategy to use when multiplying large numbers.

Example: 24 × 58

Using the distributive property, we need to break both numbers into each place value.

(20 + 4) × (50 + 8)
Start by multiplying 20 by 50.

Next, multiply 20 by 8

.
Next, multiply 4 by 50.

Next, multiply 4 by 8.

Lastly, add up all of the totals after distributing.

1,000
160
200
+ 32
1,392
Answer: 1,392
 Standard Algorithm for 2-Digit by 2-Digit Multiplication
Learning Objective: By the end of this lesson, you will be able to calculate products using the
standard algorithm where both the multiplicand and multiplier are 2-digits.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

The ones place will be on top of the ones place, and the tens place will be on top of the tens place.

Example: Find the product.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 3 and 2. 3×2=6

Next, multiply 2 and 5. 2 × 5 = 10

From here, we now have to multiply 3 times the digits on top.

Because 3 is in the tens place, we must put a 0 in the ones place to show that 3 represents 30.

Now we can multiply 3 by 3. 3×3=9

Next, multiply 3 by 5. 3 × 5 = 15
Next, add together 106 and 1,590

Remember this… The comma goes after every 3 digits from the right to represent the periods.

Answer: 1,696
 Applications with Two-Digit Multiplication
Learning Objective: By the end of this lesson, you will be able to solve one-step word problems
involving two-digit by two-digit multiplication.

Remember this… The numbers being multiplied are always lined up by place value on top of each
other.

Multiplication is used in our everyday lives to solve problems.

Example: A shipment of 53 boxes was delivered with 32 bars of soap in each box. How many
bars of soap are there total?

We know that there are 53 boxes. We know that each box has 32 bars of soap in it. To find the total,
we have to multiply 53 by 32.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 3 and 2. 3×2=6

Next, multiply 2 and 5. 2 × 5 = 10

From here, we now have to multiply 3 times the digits on top.

Because 3 is in the tens place, we must put a 0 in the ones place to show that 3 represents 30.
Now we can multiply 3 by 3. 3×3=9

Next, multiply 3 by 5. 3 × 5 = 15

Next, add together 106 and 1,590

Remember this… The comma goes after every 3 digits from the right to represent the periods.

Answer: 1,696 bars of soap

 Multiplying by Multiples of Ten
Learning Objective: By the end of this lesson, you will be able to calculate multiplication problems
where the multiplicand is a two-digit number and the multiplier is a multiple of ten.

When multiplying a 2 digit number by a multiple of ten, start with multiplying by the first digit of the
ten. Once you have that answer, add a zero to the end of your answer.

Example: 36 × 50

In this problem, 50 is the multiple of ten. We can multiply 36 by 5 first then add our zero at the end.

When we multiply 36 by 5 our answer is 180.

Now we add our 0 at the end to represent the multiple of ten.

Answer: 1,800
 2-Digit by 2-Digit Multiplication with Equations
Learning Objective: By the end of this lesson, you will be able to calculate products using
equations where both the multiplicand and multiplier are 2-digits.

Equations: When two or more values are related by an equals sign. Equations sometimes include
letters.

The letter represents the answer that is unknown. We know what the letter stands for but we do not
know the correct amount until we solve the problem.

Remember this… The letter needs to correspond with what you are looking for.

Example: Find the product, p. Where p = people.

53 × 32 = p
We know that p stands for people so we need to solve 53 times 32 to figure out how many people
there are total.

Remember this… Always start by multiplying the smallest place value first then move left to the
next highest place value.

Start by multiplying the digits on the very right. This is the lowest place value.

The two digits in the ones place are 3 and 2. 3×2=6

Next, multiply 2 and 5. 2 × 5 = 10

From here, we now have to multiply 3 times the digits on top.

Because 3 is in the tens place, we must put a 0 in the ones place to show that 3 represents 30.
Now we can multiply 3 by 3. 3×3=9

Next, multiply 3 by 5. 3 × 5 = 15

Next, add together 106 and 1,590.

Remember this… The comma goes after every 3 digits from the right to represent the periods.

Answer: 1,696
 Two-Step Multiplication Scenarios
Learning Objective: By the end of this lesson, you will be able to calculate products in scenarios
requiring 2 steps.

Some multiplication problems require 2 steps in order to solve the problem.

Remember this… You can multiply in any order.

When there are 3 numbers that need to be multiplied, you can choose any 2 numbers to multiply
first. You then multiply that answer by your third number.

Example: There are 12 cups in each box. Each room gets 3 boxes. There are 5 rooms total.
How many cups are in each room?

To solve this problem, the three amounts need to be multiplied together.

12 × 3 × 5
These numbers can be multiplied in any order.

In this example, 12 is multiplied by 3 first.

Now multiply 36 by 5.

Answer: 180 cups

 Unit 6
Represent Quotients with Arrays
Learning Objective: By the end of this lesson, you will be able to calculate quotients using arrays.

Array: A visual representation of objects lined up in rows and columns.

When you know the total but are not sure of the numbers that create the total, an array can help you
easily visualize the rows and columns.

Example:

Here we have an array that has 210 total dots and 15 rows. Our equation is

210 ÷ 15 = q
To solve for the quotient, we need to know how many columns are in the array.

This array has 14 columns.

Answer: 210 ÷ 15 = q = 14
 Represent Quotients with Area Models
Learning Objective: By the end of this lesson, you will be able to calculate quotients using area
models.

Area: Everything that fills the center of a shape.

When you know the area but do not know the quotient, split the rectangle into smaller portions and
go by friendly increments to find the quotient.

Example:

Here we have a rectangle that has an area of 210 square feet. One side length is 5 feet so we need
to figure out what the other side length is.

We can do this by splitting the area into friendly increments.

In this case, let's go in increments of 10 feet.

When we split the rectangle into increments of 10 we get 4 sections that all have an area of 50.

This area added together equals 200. This means that the last section has an area of 10.

We know that 5 × 2 = 10 so we add 2 to the length.

Now we add up the totals for the length to find the quotient.

10 + 10 + 10 + 10 + 2 = 42

Remember this… Area is always labeled in square units.

Answer: 42 feet.
 Divisibility Rules for 2, 3, 5, 9, and 10
Learning Objective: By the end of this lesson, you will be able to indicate if a number is divisible by
2, 3, 5, 9, or 10.

Divisibility rule for 2: If the number is EVEN (ends in 0, 2, 4, 6, or 8) it is divisible by 2.

Divisibility rule for 3: Add the digits. If the sum of the digits is divisible by 3, then the number is
divisible by 3.

Divisibility rule for 5: If the number ends in 5 or 0 it is divisible by 5.

Divisibility rule for 9: Add the digits. If the sum of the digits is divisible by 9, the number is divisible
by 9.

Divisibility rule for 10: If the number ends in 0 it is divisible by 10.

 Factoring
Learning Objective: By the end of this lesson, you will be able to identify the factors of whole
numbers to 100.

Factor: When you put 2 things together and it makes something different.

When finding the factors of a number, think about all of the numbers it is divisible by and what they
are multiplied by to equal that number.

Example: List all of the factors of 24.

2 × 12 = 24
3 × 8 = 24
4 × 6 = 24
Answer: 2, 3, 4, 6, 8, 12
 Prime and Composite Numbers
Learning Objective: By the end of this lesson, you will be able to identify prime and composite
numbers using factoring.

Prime: When a number does not have any factors other than 1 and itself.

Composite: When numbers have multiple factors.

Remember this… Any even number (ends in 0, 2, 4, 6, or 8) is composite.

Remember this… Any multiple of 3 is composite. A number is divisible by 3 if its digits add up to a
number that is divisible by 3.
Remember this… Any multiple of 5 (ends in 5 or 0) is composite.

On this hundreds chart, prime numbers are indicated with a red circle.
 Intro - Standard Algorithm for Division (2 by 1)
Learning Objective: By the end of this lesson, you will be able to calculate quotients using the
standard algorithm where the dividend is 2-digits and the divisor is 1-digit.

The standard algorithm is a quick format for solving division problems.

The first number in the division problem goes in the "house" (the cowboy).

The second number goes on the outside of the "house" (the horse).

From here, skip count to see how many times 5 can fit inside 43, without going over.
5 can go into 43, 8 times without going over.

Put 8 right above the 3.

Right below 43, write the number that equals 5 × 8.

This would be 40. Then find the difference between 43 and 40 (subtract).

Notice that 5 cannot fit into 3. This means that 3 is our remainder.

Remainder: Number left over after solving a division problem.

This remainder is still a part of our answer!!

Answer: 8 R 3
 Intro - Standard Algorithm for Division (2 by 1)
Learning Objective: By the end of this lesson, you will be able to calculate the quotient of a 2-digit
number divided by a 1-digit number using the standard algorithm.

The standard algorithm for division is a quick way to solve division problems.

The first number in the division expression goes inside the "house" (cowboy).

The second number in the division expression goes on the outside of the "house" (horse).

Example: Find the quotient.

From here, skip count by 5's to see how many times 5 can fit inside 43 without going over.
5 can go inside 43 8 times. Write 8 above 43 in the standard algorithm.

Because 8 × 5 = 40, we have to find the difference

between 43 and 40. Write 40 below 43 and subtract.

We have 3 leftover. This is our remainder.

Remainder: The number left over after solving a division problem.

The remainder is still a part of our answer!

The R in the answer stands for "remainder"

Answer: 8 R 3
 Standard Algorithm for Division (2 by 1 Digit)
Learning Objective: By the end of this lesson, you will be able to calculate the quotient of a 2-digit
number divided by a 1-digit number using the standard algorithm.

The standard algorithm for division is a quick way to solve division problems.

The first number in the division expression goes inside the "house" (cowboy).

The second number in the division expression goes on the outside of the "house" (horse).

Here is the order of steps when solving division problems with the standard algorithm:
Divide
Multiply
Subtract
Bring Down
Example: Find the quotient.

Divide: Look at 5 and look at the first digit in 92. Five can fit into 9 1 time. Write 1 above the 9.

Multiply: We will write 5 below the 9 because 1 × 5 = 5.

Subtract: Then subtract 5 from 9.

Bring Down: From here, we bring down the 2 from 92.

Divide: Now, we need to figure out how many times 5 can fit into 42 without going over.
This can be done by skip counting.
5 can go inside 42 8 times. Write 8 next to the one in our answer.

Multiply: Because 8 × 5 = 40 we put 40 below the 42.

Subtract: Now find the difference between 42 and 40.

There are no more digits to bring down. There is a remainder of 2

Remember this… The remainder is still a part of our answer!

The R in the answer stands for "remainder"

Answer: 18 R 2
 Intro - Standard Algorithm for Division (3 by 1 Digit)
& Standard Algorithm for Division (3 by 1 Digit)
Learning Objective: By the end of this lesson, you will be able to calculate quotients using the
standard algorithm where the dividend is 3-digits and the divisor is 1-digit.

The standard algorithm for division is a quick way to solve division problems.

The first number in the division expression goes inside the "house" (cowboy).

The second number in the division expression goes on the outside of the "house" (horse).

Here is the order of steps when solving division problems with the standard algorithm:

Divide
Multiply
Subtract
Bring Down
Example: Find the quotient.

Divide: From here, look at 3 and look at the first digit in 794. Three can fit into 7 two times. Write 2
above the 7.

Remember this… If the divisor cannot fit into the first digit of the dividend, look at the first 2 digits.

Multiply: We will write 6 below the 7 because 3 × 2 = 6.

Subtract: Then subtract 6 from 7.

Bring Down: From here, we bring down the 9 from 794.

Divide: Now, we need to figure out how many times 3 can fit into 19 without going over.

This can be done by skip counting.

3 can go inside 19 6 times. Write 6 next to the 2 in our answer.

Multiply: Because 3 × 6 = 18 we put 18 below the 19.

Subtract: Now find the difference between 19 and 18.

Bring Down: Now bring down the 4 from 794.

Divide: See how many times 3 can fit into 14 without going over.

This can be done by skip counting.

3 can go inside 14 4 times. Write 4 next to the 6 in our answer.
Multiply: Because 3 × 4 = 12, put 12 below the 14.

Subtract: Find the difference between 14 and 12.

Because there are no more digits to bring down, 2 is our remainder.

Remember this… The remainder is still a part of our answer!

The R in the answer stands for "remainder"

Answer: 264 R 2
 Intro - Standard Algorithm for Division (4 by 1 Digit)
& Standard Algorithm for Division (4 by 1 Digit)
Learning Objective: By the end of this lesson, you will be able to calculate quotients using the
standard algorithm where the dividend is 4-digits and the divisor is 1-digit.
The standard algorithm for division is a quick way to solve division problems.
The first number in the division expression goes inside the "house" (cowboy).
The second number in the division expression goes on the outside of the "house" (horse).
Here is the order of steps when solving division problems with the standard algorithm:
Divide
Multiply
Subtract
Bring Down

Example: Find the quotient.

Divide: From here, look at 3 and look at the first digit in 794. Three can fit into 7 two times. Write 2
above the 7.
Remember this… If the divisor cannot fit into the first digit of the dividend, look at the first 2 digits.

Multiply: We will write 6 below the 7 because 3 × 2 = 6.

Subtract: Then subtract 6 from 7.

Bring Down: From here, we bring down the 9 from 7,946.

Divide: Now, we need to figure out how many times 3 can fit into 19 without going over.
This can be done by skip counting.
3 can go inside 19 6 times. Write 6 next to the 2 in our answer.

Multiply: Because 3 × 6 = 18 we put 18 below the 19.

Subtract: Now find the difference between 19 and 18.

Bring Down: Now bring down the 4 from 7,946.

Divide: See how many times 3 can fit into 14 without going over.

This can be done by skip counting.

3 can go inside 14 4 times. Write 4 next to the 6 in our answer.
Multiply: Because 3 × 4 = 12, put 12 below the 14.

Subtract: Find the difference between 14 and 12.

Bring Down: Bring down the last digit from 7,946.

Divide: How many times will 3 fit into 26 without going over?
This can be done by skip counting.
3 can go inside 26 8 times. Write 8 next to the 4 in our answer.

Multiply: Because 8 × 3 = 24 we put 24 below 26.

Subtract: Find the difference between 26 and 24.

Because there are no more digits to bring down, and because 3 does not fit into 2, 2 is our
remainder.

Remember this… The remainder is still a part of our answer!

 The R in the answer stands for "remainder"

Remember this… A comma goes after every 3 digits from the right to represent the periods.

Answer: 2,648 R 2
 Interpreting Division with Remainders
Learning Objective: By the end of this lesson, you will be able to evaluate the meaning of a
remainder after dividing two numbers that are not perfectly divisible.

Remainder: The leftover amount after solving a division problem.

In a story problem, the remainder can stand for the left over objects that were not evenly divided.

Example: Grant is making gift bags for his school. Each gift bag requires 3 pencils. If he has
794 pencils to make as many gift bags as possible, how many leftover pencils will he have
remaining?

We know the total number of pencils that he has and we know that each gift bag requires 3 pencils.
We need to take the total and divide it by 3 to figure out how many gift baskets he can make with 3
pencils in each.

Here is the order of steps when solving division problems with the standard algorithm:

Divide
Multiply
Subtract
Bring Down

Remember this… The dividend (cowboy) goes inside the "house" and the divisor (horse) goes
outside the "house".

Divide: From here, look at 3 and look at the first digit in 794. Three can fit into 7 two times. Write 2
above the 7.

Remember this… If the divisor cannot fit into the first digit of the dividend, look at the first 2 digits.

Multiply: We will write 6 below the 7 because 3 × 2 = 6.

Subtract: Then subtract 6 from 7.

Bring Down: From here, we bring down the 9 from 794.

Divide: Now, we need to figure out how many times 3 can fit into 19 without going over.

This can be done by skip counting.

3 can go inside 19 6 times. Write 6 next to the 2 in our answer.

Multiply: Because 3 × 6 = 18 we put 18 below the 19.

Subtract: Now find the difference between 19 and 18.

Bring Down: Now bring down the 4 from 794.

Divide: See how many times 3 can fit into 14 without going over.

This can be done by skip counting.

3 can go inside 14 4 times. Write 4 next to the 6 in our answer.
Multiply: Because 3 × 4 = 12, put 12 below the 14.

Subtract: Find the difference between 14 and 12.

Because there are no more digits to bring down, 2 is our remainder.

The R in the answer stands for "remainder"

Because there is a remainder of 2 this means that Grant has 2 leftover pencils. He cannot create
another gift bag because there are not enough pencils for it.

Answer: 2 remaining pencils.

 Introduction: Two-Step Division Scenarios
Learning Objective: By the end of this lesson, you will be able to calculate quotients in real-life
scenarios that require two-steps.
Remainder: The leftover amount after solving a division problem.
In a story problem, the remainder can stand for the left over objects that were not evenly divided.
Example: Grant is making gift bags for his school. Each gift bag requires 3 pencils. If he has
794 pencils to make as many gift bags as possible, how many gift bags can he make with 3
pencils in each?
We know the total number of pencils that he has and we know that each gift bag requires 3 pencils.
We need to take the total and divide it by 3 to figure out how many gift baskets he can make with 3
pencils in each.
Here is the order of steps when solving division problems with the standard algorithm:
Divide
Multiply
Subtract
Bring Down
Remember this… The dividend (cowboy) goes inside the "house" and the divisor (horse) goes
outside the "house".

Divide: From here, look at 3 and look at the first digit in 794. Three can fit into 7 two times. Write 2
above the 7.

Remember this… If the divisor cannot fit into the first digit of the dividend, look at the first 2 digits.

Multiply: We will write 6 below the 7 because 3 × 2 = 6.

Subtract: Then subtract 6 from 7.

Bring Down: From here, we bring down the 9 from 794.

Divide: Now, we need to figure out how many times 3 can fit into 19 without going over.

This can be done by skip counting.

3 can go inside 19 6 times. Write 6 next to the 2 in our answer.

Multiply: Because 3 × 6 = 18 we put 18 below the 19.

Subtract: Now find the difference between 19 and 18.

Bring Down: Now bring down the 4 from 794.

Divide: See how many times 3 can fit into 14 without going over.

This can be done by skip counting.

3 can go inside 14 4 times. Write 4 next to the 6 in our answer.

Multiply: Because 3 × 4 = 12, put 12 below the 14.

Subtract: Find the difference between 14 and 12.

Because there are no more digits to bring down, 2 is our remainder.

The R in the answer stands for "remainder"

Because there is a remainder of 2 this means that Grant has 2 leftover pencils. He cannot create
another gift bag because there are not enough pencils for it. We will not include the remainder in our
answer.

Answer: 264 gift bags.

 Two-Step Division Scenarios
Learning Objective: By the end of this lesson, you will be able to calculate quotients in real-life
scenarios that require two-steps.

Remainder: The leftover amount after solving a division problem.

In a story problem, the remainder can stand for the left over objects that were not evenly divided.

Example: A balloon company got a shipment of 826 balloons but 32 of them have holes in
them. How many balloon bouquets can they make if each bouquet gets 3 balloons?

We know the total number of balloons but we need to know how many balloons they have that do
NOT have holes in them.

To do this, take the total number of balloons and subtract the number of balloons that have holes in
them.
826 - 32 = 794
Now that we know that they have 794 working balloons, we can divide this number by 3 to see how
many bouquets they are able to make.

Here is the order of steps when solving division problems with the standard algorithm:

Divide
Multiply
Subtract
Bring Down

Remember this… The dividend (cowboy) goes inside the "house" and the divisor (horse) goes
outside the "house".

Divide: From here, look at 3 and look at the first digit in 794. Three can fit into 7 two times. Write 2
above the 7.

Remember this… If the divisor cannot fit into the first digit of the dividend, look at the first 2 digits.

Multiply: We will write 6 below the 7 because 3 × 2 = 6.

Subtract: Then subtract 6 from 7.

Bring Down: From here, we bring down the 9 from 794.

Divide: Now, we need to figure out how many times 3 can fit into 19 without going over.

This can be done by skip counting.

3 can go inside 19 6 times. Write 6 next to the 2 in our answer.

Multiply: Because 3 × 6 = 18 we put 18 below the 19.

Subtract: Now find the difference between 19 and 18.

Bring Down: Now bring down the 4 from 794.

Divide: See how many times 3 can fit into 14 without going over.

This can be done by skip counting.

3 can go inside 14 4 times. Write 4 next to the 6 in our answer.

Multiply: Because 3 × 4 = 12, put 12 below the 14.

Subtract: Find the difference between 14 and 12.

Because there are no more digits to bring down, 2 is our remainder.

The R in the answer stands for "remainder"

Because there is a remainder of 2 this means that the balloon company has 2 leftover balloons.
They cannot create another bouquet because there are not enough balloons for it. We will not
include the remainder in our answer.

Answer: 264 balloon bouquets

 Checking Quotients for Reasonableness
Learning Objective: By the end of this lesson, you will be able to evaluate the reasonableness of
quotients by using rounding strategies.

Reasonableness: The answer is close to where the correct answer should be.

How to check for reasonableness:

● Multiply the quotient by the divisor. This should equal the dividend.
● Round the numbers to make them easier to multiply.

Example: 2412 ÷ 6 = 402

Notice that 402 is really close to 400. We can round 402 to 400 and multiply this by 6 to check for
reasonableness.
6 × 400 = 2,400
Remember this… When multiplying by a multiple of ten, multiply the first two digits (6 × 4) and add
the zeros at the end. In this case we add two zeros because we are multiplying by a multiple of a
hundred.

The answer we got to check for reasonableness is 2,400.

This answer is very close to 2,412. Therefore our answer is reasonable.

Answer: 2,412 is a reasonable answer.

 Unit 7
Variables as Unknown Quantities
Learning Objective: By the end of this lesson, you will be able to find the variable representing the
unknown quantity in an equation.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Example: 2,467 + r = 3,961

In this example, r is the variable that represents an unknown number.
Answer: r

Example: h ÷ 95 = 283
In this example, h is the variable that represents an unknown number.
Answer: h

Example: 23 × 98 = b
In this example, b is the variable that represents an unknown number.
Answer: b
 Represent Sums with Equations
Learning Objective: By the end of this lesson, you will be able to recognize addends and sums in
an equation with the missing value written as a variable.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Words that indicate it is an addition problem:

● combining
● altogether
● sum
● adding

Example: A number and 12 have a sum of 34.

Because it says "a number" means that we don't know what that number is. This can be represented
with a variable.

Because it says "sum of 34" we know it is an addition problem that equals 34.

Answer: c + 12 = 34
 Represent Differences with Equations
Learning Objective: By the end of this lesson, you will be able to recognize subtracting numbers
and their difference in an equation where the missing value is written as a variable.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Words that indicate it is a subtraction problem:

● difference
● taken away

Example: The difference of 9 and an unknown quantity is 2.

Because it says "unknown quantity" means that we don't know what that number is. This can be
represented with a variable.

Because it says "difference" we know it is a subtraction problem that equals 2.

Answer: 9 - n = 2
 Represent Products with Equations
Learning Objective: By the end of this lesson, you will be able to recognize multiplying numbers
and their product in an equation where the missing value is written as a variable.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Words that indicate it is a multiplication problem:

● times
● groups of
● product

Example: A number times 6 is 58.

Because it says "a number" means that we don't know what that number is. This can be represented
with a variable.

Because it says "times" we know it is a multiplication problem that equals 58.

Answer: g × 6 = 58
 Represent Quotients with Equations
Learning Objective: By the end of this lesson, you will be able to recognize dividends, divisors, and
quotients in an equation where the missing value is written as a variable.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Words that indicate it is a division problem:

● quotient
● split into groups
● divided

Example: A number split into 6 equal groups is 58.

Because it says "a number" means that we don't know what that number is. This can be represented
with a variable.

Because it says "split into" we know it is a division problem that equals 58.

Answer: g ÷ 6 = 58
 Intro - Multi-Step Operations with Strip Diagrams
Learning Objective: By the end of this lesson, you will be able to relate strip diagrams to real-life
situations.

Some story problems require 2 steps to solve the problem.

Strip Diagram: Visual representation of information and how it is split up.

Example: 3 friends make money selling lemonade. Individually, they make $11, $16, and $12
but agreed to split the money evenly. How would we display this information in a strip
diagram?

The first thing we need to do is figure out how much money the 3 friends make altogether. To do this,
add up all of the money they each made.
11
12
+ 16
39
Altogether, the 3 friends made $39.

They decided to split the money evenly. Let's make a strip diagram that represents this information.

● The strip diagram will need to have 3 parts because there are 3 friends.
● The strip diagram will need to have each section be of equal size because the friends are
splitting the total evenly.
● The strip diagram will need to represent a total of $39 because that is how much money the
friends made.

Answer:

The m in the strip diagram is the variable that represents the amount of money that each friend
receives. We used m because we do not know what that number is.
 Multi-Step Operations with Strip Diagrams
Learning Objective: By the end of this lesson, you will be able to match the real-life situation with
its corresponding strip diagram.

Some story problems require 2 steps to solve the problem.

Strip Diagram: Visual representation of information and how it is split up.

Example: Brandon has 135 m&m's. The first day he ate 30 m&m's. He wants to eat the same
amount of m&m's the next 2 days to finish his m&m's. Create a strip diagram that shows the
number of m&m's he'll need to eat each night.

The first step is to find out how many m&m's Brandon has left after eating 30 the first day. To do this,
we subtract 30 from 135.
135
- 30
105
Brandon has 105 m&m's left after the first night. He wants to evenly divide this amount over the next
2 days.

Our strip diagram will need to have a total of 3 sections to represent the first day that he ate 30
m&m's and the next 2 days when the m&m's were divided evenly.

The strip diagram needs:

● 3 sections total
● 1 section representing 30
● 2 equal sections with the unknown variable, m.
● 135 representing the total amount of m&m's.

Answer:
 Intro - Multi-Step Operations with an Equation

Learning Objective: By the end of this lesson, you will be able to choose the equation that matches
the real-life situation.

Some story problems require multiple steps in order to solve the problem.

An equation represents a problem where one value is unknown and is represented with a variable.

Variable: A letter representing an unknown number in an equation.

Remember this...Any letter can be used as a variable. However, it is best to avoid using the letters l,
q, and o to avoid confusion.

Example: Stephanie earned $485 in 3 months teaching swim lessons. If she earned $142 in
May, and $186 in June, create an equation to help her find out how much money, m, she
earned in July.

What we know:
● She earned a total of $485.
● She earned $142 in May.
● She earned $186 in June.

Because we do NOT know the amount she earned in July, we will use the variable m to represent
that amount.

Because this is an equation where we need to find the amount of money Stephanie earned in July,
our equation will equal m.

From here we need to take the total and subtract the 2 amounts she knows. This will give the
answer form.
m = 485 - 142 - 186
The total amount minus the amount she earned in May, minus the amount she earned in June, will
give the amount she earned in July.

Answer: m = 485 - 142 - 186

 Multi-Step Operations with an Equation
Learning Objective: By the end of this lesson, you will be able to choose the equation that matches
the real-life situation.

Some story problems require multiple steps in order to solve the problem.

An equation can be used to represent a problem where one value is unknown. This unknown value
is represented with a variable.

Variable: A letter representing an unknown number in an equation.

Remember this… Any letter can be used as a variable. However, it is best to avoid using the letters
l, q, and o to avoid confusion.

Example: Stephanie earned $485 in 3 months teaching swim lessons. If she earned $142 in
May, and $186 in June, create an equation to help her find out how much money, m, she
earned in July.

What we know:
● She earned a total of $485.
● She earned $142 in May.
● She earned $186 in June.

Because we do NOT know the amount she earned in July, we will use the variable j to represent that
amount.

Because this is an equation where we need to find the amount of money Stephanie earned in July,
our equation will equal j.

From here we need to take the total and subtract the 2 amounts she knows. This will give the
answer for j.

j = 485 - 142 - 186

The total amount minus the amount she earned in May, minus the amount she earned in June, will
give the amount she earned in July.

Answer: j = 485 - 142 - 186

 Unit 8
Numeric Sequences
Learning Objective: By the end of this lesson, you will be able to complete the numeric sequence.

Sequence: A series of events that happen that are all related.

Numeric Sequence: Numbers that are all related to each other.

Example: What will be the next number in this sequence?

To know what the next number is, we have to first figure out what the relationship is between the
numbers.

How do we get from 2 to 7?

2+5=7

We added 5 to get from 2 to 7. Check and make sure that adding 5 works for the rest of the
sequence as well.

Adding 5 is the relationship between the numbers. To know the next number in the numeric
sequence, we add 5 to 17.

Answer: 22
 Addition Sequences in Tables
Learning Objective: By the end of this lesson, you will be able to complete the input-output tables
for numeric sequences based on the position in the sequence.
Sequence: A series of events that happen that are all related.
Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in a numeric sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in that specific position.
Expression: How the position and the value are related.
Example: 4, 5, 6, 7...
The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in our
table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 4?
1+3=4 You can get from 1 to 4 by adding 3.
Because of this, we know that our expression is going to be our position plus 3 that equals our
value.

Answer:
 Multiplication Sequences in Tables
Learning Objective: By the end of this lesson, you will be able to complete the input-output tables
for numeric sequences based on the position in the sequence.
Sequence: A series of events that happen that are all related.
Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in a numeric sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in a specific position.
Expression: How the position and the value are related.
Example: 5, 10, 15, 20...
The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 5?
One way to get from 1 to 5 is by adding 4.
Remember this… The expression needs to remain the same for all positions and values.
Therefore, if we add 4 to 2 (the second position) we get 6. But the value of the second position is 10.
This means that our expression cannot be adding 4 to the position because it does not work for all
positions.
Another way to get from 1 to 5 is by multiplying.
1×5=5 You can get from 1 to 5 by multiplying by 5.
Remember this… Check to make sure the expression works for all positions.
Because of this, we know that our expression is going to be our position times 5 that equals our
value.

Answer:
 Subtraction Sequences in Tables
Learning Objective: By the end of this lesson, you will be able to complete the input-output tables
for numeric sequences based on the position in the sequence.

Sequence: A series of events that happen that are all related.

Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in the number sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in a specific position.
Expression: How the position and the value are related.

Example: 9, 8, 7, 6...

The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 9 using subtraction?
Remember this… The expression will always equal the value of the position.
One way to get from 1 to 9 is by taking 10 - 1.
Remember this… The expression needs to remain the same for all positions and values. The
expression should consistently have the position as part of it.
Remember this… Check to make sure the expression works for all positions.
Because of this, we know that our expression is going to be 10 minus the position equals the
value.

Answer:
 Division Sequences in Tables
Learning Objective: By the end of this lesson, you will be able to complete the input-output tables
for numeric sequences based on the position in the sequence.
Sequence: A series of events that happen that are all related.
Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in a numeric sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in a specific position.
Expression: How the position and the value are related.
Example: 48, 24, 16, 12...
The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 48 using division?
Remember this… The expression will always equal the value of the position.
One way to get from 1 to 48 is by taking 48 ÷ 1.
Remember this… The expression needs to remain the same for all positions and values. The
expression should consistently have the position as part of it.
Remember this… Check to make sure the expression works for all positions.
Because of this, we know that our expression is going to be 48 divided by the position equals the
value.

Answer:
 Extending Addition Sequences
Learning Objective: By the end of this lesson, you will be able to extend addition number
sequences to solve for any term in a sequence.
Sequence: A series of events that happen that are all related.
Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in a numeric sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in that specific position.
Expression: How the position and the value are related.
Example: 4, 5, 6, 7...
The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 4?
1+3=4 You can get from 1 to 4 by adding 3.
Because of this, we know that our expression is going to be our position plus 3 that equals our
value.

Now that we know the expression, we are able to solve for any position.
Example: What would be the 33rd expression?
Because we know that the expression is position + 3 we can solve for the 33rd term by adding 33
and 3.
33 + 3 = 36

Answer: 36
 Extending Subtraction Sequences
Learning Objective: By the end of this lesson, you will be able to extend subtraction number
sequences to solve for any term in a sequence.
Sequence: A series of events that happen that are all related.
Numeric Sequence: Numbers that are all related to each other.
A table can be used to find any number in a numeric sequence.
A table for a numeric sequence has 3 sections: position, expression, and value.
Position: Where the number is in the numeric sequence.
Value: What the number is in a specific position.
Expression: How the position and the value are related.
Example: 9, 8, 7, 6...
The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.
How do you get from 1 to 9 using subtraction?
Remember this… The expression will always equal the value of the position.
One way to get from 1 to 9 is by taking 10 - 1.
Remember this… The expression needs to remain the same for all positions and values. The
expression should consistently have the position as part of it.
Remember this… Check to make sure the expression works for all positions.
Because of this, we know that our expression is going to be 10 minus the position equals the value.

Now that we know the expression, we are able to solve for any position.
Example: What would be the 8th expression?
Because we know that the expression is 10 - position we can solve for the 8th term by taking 10 - 8.
10 - 8 = 2
Answer: 2
 Extending Multiplication Sequences
Learning Objective: By the end of this lesson, you will be able to extend multiplication number
sequences to solve for any term in a sequence.

Sequence: A series of events that happen that are all related.

Numeric Sequence: Numbers that are all related to each other.

A table can be used to find any number in a numeric sequence.

A table for a numeric sequence has 3 sections: position, expression, and value.

Position: Where the number is in the numeric sequence.

Value: What the number is in a specific position.

Expression: How the position and the value are related.

Example: 5, 10, 15, 20...

The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.

How do you get from 1 to 5?

One way to get from 1 to 5 is by adding 4.

Remember this… The expression needs to remain the same for all positions and values.

Therefore, if we add 4 to 2 (the second position) we get 6. But the value of the second position is 10.

This means that our expression cannot be adding 4 to the position because it does not work for all
positions.

Another way to get from 1 to 5 is by multiplying.

1×5=5 You can get from 1 to 5 by multiplying by 5.

Remember this… Check to make sure the expression works for all positions.

Because of this, we know that our expression is going to be our position times 5 that equals our
value.

Now that we know the expression, we are able to solve for any position.

Example: What would be the 45th expression?

Because we know that the expression is position × 5 we can solve for the 45th term by taking 45 × 5.

45 × 5 = 225

Answer: 225
 Extending Division Sequences
Learning Objective: By the end of this lesson, you will be able to extend division number
sequences to solve for any term in a sequence.

Sequence: A series of events that happen that are all related.

Numeric Sequence: Numbers that are all related to each other.

A table can be used to find any number in a numeric sequence.

A table for a numeric sequence has 3 sections: position, expression, and value.

Position: Where the number is in the numeric sequence.

Value: What the number is in a specific position.

Expression: How the position and the value are related.

Example: 48, 24, 16, 12...

The first step is to label the position underneath each number in the numeric sequence.

Now that we know the position and the values in each position, we can fill these two sections in in
our table.

From here, you can figure out the relationship between the position and the value.

How do you get from 1 to 48 using division?

Remember this… The expression will always equal the value of the position.

One way to get from 1 to 48 is by taking 48 ÷ 1.

Remember this… The expression needs to remain the same for all positions and values. The
expression should consistently have the position as part of it.

Remember this… Check to make sure the expression works for all positions.

Because of this, we know that our expression is going to be 48 divided by the position equals the
value.
Now that we know the expression, we are able to solve for any position.

Example: What would be the 8th expression?

Because we know that the expression is 48 ÷ position we can solve for the 8th term by taking 48 ÷ 8.

48 ÷ 8 = 6

Answer: 6
 Unit 9
Composing Unit Fractions
Learning Objective: By the end of this lesson, you will be able to match the addition of unit fractions
of the same denominator to values more than 1 whole.

Unit Fraction: When there is only one part out of a whole.

You have to know how many parts make up the whole to know the value of the unit fraction.

This unit fraction represents 1 part (numerator), where 6 parts (denominator) make 1 whole.

How to add unit fractions:

When adding fractions with the same denominator, add the numerators to see how many parts there
are total.

The denominator will stay the same.

Example:

Notice that we have unit fractions where 4 parts make 1 whole. We added 7 parts but the whole still
remains the same.

Answer:
 Decomposing Fractions to Unit Fractions
Learning Objective: By the end of this lesson, you will be able to match fractions greater than one
whole to their value in unit fractions.

Unit Fraction: When there is only one part of a whole.

You have to know how many parts make up the whole to know the value of the unit fraction.

This unit fraction represents 1 part (numerator), where 6 parts (denominator) make 1 whole.

Decompose: To break apart.

When decomposing fractions into unit fractions, the numerator will always be 1 and the denominator
will stay the same.

Example:

In this fraction there are 7 parts where 4 makes 1 whole.

The unit fraction of this is .

In order to create 7 parts out of this unit fraction, we have to add seven times.

Answer:

Notice that we have the unit fraction .We added this seven times to create 7 parts. The
denominator stayed the same.
 Decompose Fractions to Create Equivalent Expressions
Learning Objective: By the end of this lesson, you will be able to calculate several equivalent
expressions adding up to the same fraction.

Expression: A mathematical expression is a single value or combination of multiple values.

For example, in the previous equation, is a mathematical expression, and so is .

Decompose: To break apart.

Remember this… Equivalent means the same or equal.

When fractions are decomposed into expressions, the two addends add up to equal the value of the
sum.

There are multiple ways to break apart fractions.

Example:

This fraction can be decomposed into smaller fractions that add together to create this value.

When these two fractions are added together their sum is .

This is not the only way to create this fraction.

Here is another way:

When these two fractions are added together their sum is also .

Remember this… Equivalent expressions are made up of expressions that have the same value.
 Equivalent Fractions Using Pictorial Models
Learning Objective: By the end of this lesson, you will be able to compare fractions using pictorial
models that are divided into a different number of parts.

Equivalent: The same or equal.

When creating equivalent fractions, make sure that the amount that is shaded is equal.

Remember this… The shape and size of the pictorial models have to be the same.

Example:

Here we have two rectangles that are the same size and shape.

Fraction of the top rectangle:

Fraction of the bottom rectangle:

We know that these fractions are equal because they have the same amount shaded in both
rectangles.

Answer: is equivalent to .
 Equivalent Fractions with Multiples
Learning Objective: By the end of this lesson, you will be able to calculate equivalent fractions that
have been multiplied by the same factor.

Equivalent: The same or equal.

Equivalent fractions can be created by multiplying both the numerator and the denominator by the
same number.

Example:

This is the fraction we are starting with. We want to create an equivalent fraction by multiplying by 5.

First, multiply the numerator by 5.

Next, multiply the denominator by 5.

After multiplying the numerator and denominator by 5, we have created an equivalent fraction.

Answer:
 Equivalent Fractions with Numerator-Denominator Relationships
Learning Objective: By the end of this lesson, you will be able to identify equivalent fractions by
comparing the relationship between their numerators and denominators.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

Remember this… The numerator and denominator in a fraction are related to each other and can
tell us if one fraction is equal to another fraction.

Example: Are these fraction equivalent?

First, find the relationship between the numerator and the denominator in the first fraction. (How do
we get from numerator to denominator?)

The first fraction in this example has a numerator of 3 and a denominator of 12.

How do we get from 3 to 12?

3 × 4 = 12

We multiply the numerator times 4 to equal the denominator.

Next, we find the relationship between the numerator and denominator of the second fraction.

How do we get from 5 to 20?

5 × 4 = 20

We multiply the numerator times 4 to equal the denominator.

Both of the fractions have a numerator-denominator relationship of multiplying by 4. This means that
these fractions are equal.

If the relationships between the numerator and denominator are different, then the fractions are NOT
equal.
 Intro - Comparing Fractions with Different Numerators and Denominators
Learning Objective: By the end of this lesson, you will be able to compare fractions with different
numerators and denominators.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

When the denominators of the fractions being compared are different, we have to find a common
denominator.

Common Denominator: A number that is compatible for both fractions and the denominator for
both fractions is the same.

How to find a common denominator:

Look at the denominator for both fractions and see if there is a relationship between them.

Is it possible to multiply one denominator by a number to make it equal to the denominator of the
other fraction?

Example: Which fraction is greater?

The two denominators here are 5 and 15.

Is there a way to get from 5 to 15?

5 × 3 = 15

If we multiply 5 by 3 then the fractions will have the same denominator.

Remember this… Whatever we do to the denominator we must to do the numerator as well.

If we multiply the denominator by 3, we must also multiply the numerator by 3.

After multiplying the numerator and denominator by 3, our new fraction is:

Now that we have two fractions with common denominators, we can compare them more easily.
Because the denominators are the same, we can focus on the numerators.

12 is greater than 9. Therefore the second fraction is the greater fraction.

Answer:
 Comparing Fractions with Different Numerators and Denominators
Learning Objective: By the end of this lesson, you will be able to compare fractions with different
numerators and denominators.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

When the denominators of the fractions being compared are different, we have to find a common
denominator.

Common Denominator: A number that is compatible for both fractions which makes the
denominator for both fractions the same.

How to find a common denominator:

Look at the denominator for both fractions and see if there is a relationship between them.

Is it possible to multiply one denominator by a number to make it equal to the denominator of the
other fraction?

The two numbers that are being compared are always read from LEFT to RIGHT.

Greater than sign:

When the number on the left is larger and the number on the right is smaller, the greater than sign is
used to compare the two numbers.

Less than sign:

When the number on the left is smaller and the number on the right is larger, the less than sign is
used to compare the two numbers.

Remember this… The opening of the symbol is always going towards the larger number.

Example: Which fraction is greater?

The two denominators here are 5 and 15.

Is there a way to get from 5 to 15?

5 × 3 = 15
If we multiply 5 by 3 then the fractions will have the same denominator.

Remember this… Whatever we do to the denominator we must to do the numerator as well.

If we multiply the denominator by 3, we must also multiply the numerator by 3.

After multiplying the numerator and denominator by 3, our new fraction is:

Now that we have two fractions with common denominators, we can compare them more easily.

Because the denominators are the same, we can focus on the numerators.

12 is greater than 9. Therefore the second fraction is the greater fraction.

Answer:
 Unit 10
Benchmarks of 0, 1/2, and 1
Learning Objective: By the end of this lesson, you will be able to identify whether a fraction is
closest to 0, 1/2, or 1.

0, 1/2, and 1 are easy ways to mentally picture what a fraction looks like.

We can estimate the value of fractions by comparing them to these benchmarks.

If the numerator is very small and the denominator is very big, and there is a lot of space between
them, it will most likely be closest to 0.

Example:

In this example, the numerator is very small and the denominator is very large with a lot of space in
between them. This means that this fraction is closest to 0.

Answer: 0

If the numerator is large and the denominator is just a little bit bigger, then it will most likely be
closest to 1.

Example:

In this example, the numerator is very large and the denominator is just a little bit larger. This means
that this fraction is closest to 1.

Answer: 1

If the numerator is about half the value of the denominator, it is most likely closest to 1/2.

Example:

In this example the numerator is close to half of the denominator. This means that this fraction is
closest to 1/2.

Answer:
 Benchmarks of 1/4, 1/2, and 3/4
Learning Objective: By the end of this lesson, you will be able to identify the benchmark a fraction
is closest to.

1/4, 1/2, and 3/4 are easy ways to mentally picture what a fraction looks like and it's value.

We can estimate the value of fractions by comparing them to these benchmarks using a number
line.

If the numerator is pretty small and the denominator is pretty big, and there is a good amount of
space between them, it will most likely be closest to 1/4.

Example:

In this example, the numerator is pretty small and the denominator is pretty large and there is some
space in between them. This means that this fraction is closest to 1/4.

Answer:

If the numerator is pretty large and the denominator is a little bigger, then it will most likely be
closest to 3/4.

Example:

In this example, the numerator is pretty large and the denominator is a little bit larger. This means
that this fraction is closest to 3/4.

Answer:

If the numerator is about half the value of the denominator, it is most likely closest to 1/2.

Example:

In this example the numerator is close to half of the denominator. This means that this fraction is
closest to 1/2.

Answer:
 Adding Fractions with Common Denominators
Learning Objective: By the end of this lesson, you will be able to calculate sums of fractions with
common denominators where the sum is less than 1.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

When adding fractions with the same denominator, add the numerators to see how many parts there
are total.

The denominator will stay the same.

Example:

Notice that the denominators in the fractions are the same. Because of this, we already know that
the denominator of our sum will be 5.

Now we need to add the numerators together.

When we added the numerator 3 and the numerator 1, we got a sum of 4.

Answer:
 Mixed Numbers and Fractions with Sums Greater than 1
Learning Objective: By the end of this lesson, you will be able to identify sums of fractions with
common denominators where the sum is greater than 1.

Mixed Number: composed of a whole number and a fraction put together.

When a fraction has a numerator that is larger than the denominator, it can also be written as a
mixed number.

Example:

Here we have two squares that are separated into 4 pieces. It takes 4 parts to make 1 whole.
Therefore, our denominator is 4.

There are 5 parts shaded green. Therefore, our numerator is 5.

Fraction:

Because the numerator is larger than the denominator, this fraction can also be written as a mixed
number.

Remember this… 1 whole is the same as a fraction where the numerator and denominator are the
same.

Because is the same as 1 whole, we can rewrite this as a mixed number.

Answer:
 Subtracting Fractions with Common Denominators
Learning Objective: By the end of this lesson, you will be able to calculate differences of fractions
with common denominators where the difference is less than 1.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

How to subtract fractions:

When subtracting fractions with the same denominator, subtract the numerators to see how many
parts there are.

The denominator will stay the same.

Example:

Notice that the denominators in the fractions are the same. Because of this, we already know that
the denominator of our difference will be 5.

Now we need to subtract the numerators.

When we subtracted the numerators, we got a difference of 2.

3-1=2

Answer:
 Adding Mixed Numbers
Learning Objective: By the end of this lesson, you will be able to calculate sums of mixed numbers
with common denominators where the sum of the fractional parts will be less than 1 whole.

Mixed Number: composed of a whole number and a fraction put together.

When adding mixed numbers, add the whole numbers first.

If the denominators of the fractions are the same, keep the same denominator and add the
numerators.

Example:

The first step is to separate the mixed numbers into whole numbers and fraction.

Next, add the whole numbers.

Next, add the fractions together.

Answer:
 Subtracting Mixed Numbers
Learning Objective: By the end of this lesson, you will be able to calculate differences of mixed
numbers with common denominators where the difference of the fractional parts will not require
regrouping.

Mixed Number: composed of a whole number and a fraction put together.

When subtracting mixed numbers, subtract the whole numbers first.

If the denominators of the fractions are the same, keep the same denominator and subtract the
numerators.

Example:

The first step is to separate the mixed numbers into whole numbers and fraction.

Next, subtract the whole numbers.

Next, subtract the fractions.

Answer:
 Word Problems - Adding Fractions
Learning Objective: By the end of this lesson, you will be able to identify the sum of two fractions
with common denominators based on a word problem.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

How to add fractions:

When adding fractions with the same denominator, add the numerators to see how many parts there
are total.

The denominator will stay the same.

Example: Two different cakes of the same size are cut into fifths. Jason eats 3 pieces and
Kylie eats 4 pieces. How much cake did they eat together?

Because the cakes are cut into fifths, we know that 5 is going to be the denominator of our fractions.

Jason ate 3 pieces so the numerator of the first fraction will be 3.

Kylie ate 4 pieces so the numerator of the second fraction will be 4.

Because we want to know how much cake they ate together, we have to add the two fractions.

Notice that the denominators in the fractions are the same. Because of this, we already know that
the denominator of our sum will be 5.

Now we need to add the numerators together.

When we added the numerator 3 and the numerator 4, we got a sum of 7.

Answer:
 Word Problems - Subtracting Fractions
Learning Objective: By the end of this lesson, you will be able to identify the difference between
two fractions with common denominators based on a word problem.

Numerator: The top number in a fraction (the part).

Denominator: The bottom number in a fraction (the whole).

How to subtract fractions:

When subtracting fractions with the same denominator, subtract the numerators to see how many
parts there are.

The denominator will stay the same.

Example: of a cake is taken from of a cake. How much cake remains?

We know that there is of a cake. Because of the cake is being taken from that amount, we

have to subtract from .

Notice that the denominators in the fractions are the same. Because of this, we already know that
the denominator of our difference will be 5.

Now we need to subtract the numerators.

When we subtracted the numerators, we got a difference of 2.

3-1=2

Answer:
 Adding Tenths and Hundredths
Learning Objective: By the end of this lesson, you will be able to calculate sums for fractions with
uncommon denominators of 10 and 100.
Numerator: The top number in a fraction (the part).
Denominator: The bottom number in a fraction (the whole).
When the denominators of the fractions being added are different, you have to find a common
denominator.
Common Denominator: A number that is compatible for both fractions and the denominator for
both fractions is the same.
How to find a common denominator:
Look at the denominator for both fractions and see if there is a relationship between them.
Is it possible to multiply one denominator by a number to make it equal to the denominator of the
other fraction?

Example: What is the sum of these fractions?

The two denominators here are 10 and 100.

Is there a way to get from 10 to 100?
10 × 10 = 100 If we multiply 10 by 10 then the fractions will have the same denominator.

Remember this… Whatever we do to the denominator we must to do the numerator as well.

If we multiply the denominator by 10, we must also multiply the numerator by 10.

After multiplying the numerator and denominator by 3, our new fraction is:

Now that we have two fractions with common denominators, we can add them more easily.

Because the denominators are the same, we can focus on just adding the numerators.
60 + 4 = 64

Answer:
 Multiplying Unit Fractions by Whole Numbers
Learning Objective: By the end of this lesson, you will be able to calculate products of whole
numbers and unit fractions.

Multiplying fractions by whole numbers is the same as adding the fraction that many times.

Example:

This problem is the same as adding 1/5 four times.

When solving this problem with multiplication, the denominator of the fraction will stay the same.

The numerator is multiplied by the whole number to create a new numerator.

The denominator remained as 5. The numerator was multiplied by 4 (1 × 4) to create our new
numerator in our answer.

Answer:
 Multiplying Fractions by Whole Numbers
Learning Objective: By the end of this lesson, you will be able to calculate products of whole
numbers and fractions.

Multiplying fractions by whole numbers is the same as adding the fraction that many times.

Example:

This problem is the same as adding 3/5 four times.

When solving this problem with multiplication, the denominator of the fraction will stay the same.

The numerator is multiplied by the whole number to create a new numerator.

The denominator remained as 5. The numerator was multiplied by 4

(3 × 4 = 12) to create our new numerator in our answer.

Answer:
 Applications - Multiplying Fractions by Whole Numbers
Learning Objective: By the end of this lesson, you will be able to identify the product of a whole
number and a fraction based on a word problem.

Multiplying fractions by whole numbers is the same as adding the fraction that many times.

Example: Each student practiced piano for of an hour. If there are 4 students total, how
long did they practice altogether?

To solve this problem, the time the students spent practicing has to be multiplied by the number of
students.

This problem is the same as adding 3/5 four times.

When solving this problem with multiplication, the denominator of the fraction will stay the same.

The numerator is multiplied by the whole number to create a new numerator.

The denominator remained as 5. The numerator was multiplied by 4

(3 × 4 = 12) to create our new numerator in our answer.

Answer:
 Unit 11
Frequency Tables
Learning Objective: By the end of this lesson, you will be able to locate data on a frequency table.

Frequency tables are a way to organize information.

They are composed of 2 parts. The first part is the object you are counting and the second part is
how many you have of that object.

Frequency: How often something occurs or how many you have of an object.

Example: Here is a frequency table for the types of fruit in a fruit bowl and how many of each fruit
there are.

Across the top are the types of fruit. Across the bottom is the amount for each type of fruit.

Answer: There are 2 apples, 4 oranges, 1 banana, and 3 grapes in the fruit basket.
 Solving Problems with Frequency Tables
Learning Objective: By the end of this lesson, you will be able to solve one-step problems with
frequency tables.

Frequency tables are a way to organize information.

They are composed of 2 parts. The first part is the object you are counting and the second part is
how many you have of that object.

Frequency: How often something occurs or how many you have of that object.

Example: Here is a frequency table for the types of fruit in a fruit bowl and how many of each
fruit there are.

Across the top are the types of fruits. Across the bottom is the amount for each type of fruit.

There are 2 apples, 4 oranges, 1 banana, and 3 grapes in the fruit basket.

If we want to know how many more oranges there are than apples, we have to find the difference
between those two amounts.

Because there are 4 oranges and 2 apples, we would have to subtract 2 from 4.

4-2=2

Answer: 2 oranges
 Dot Plots
Learning Objective: By the end of this lesson, you will be able to evaluate data on a dot plot.

Dot Plots are a way to organize and visualize information.

Remember this… Dot plots are composed of a line and dots.

How to create a dot plot:

● Draw a line
● Put the lowest value of information on the very left of the line plot.
● Make a tick mark for every value you are measuring.
● The largest value will be on the very right.
● The dots on the plot will represent the frequency of that value.
Don't forget to label the bottom of your dot plot to show what the numbers represent.

Example: Here is a dot plot showing the number of days Carly ate a specific number of
apples.

Notice the label at the bottom. That means that the numbers 0-4 represent how many apples Carly
ate in 1 day.

Each dot represents 1 day that Carly ate that amount of apples.

Count the dots to know how many days Carly ate a certain number of apples.

Answer: There were 4 days that Carly ate 0 apples, there were 5 days that Carly ate 5 apples, there
were 2 days that Carly ate 2 apples, there was 1 day that Carly ate 3 apples and there were 0 days
that Carly ate 4 apples.
 Solving Problems with Dot Plots
Learning Objective: By the end of this lesson, you will be able to solve one-step problems with dot plots.
Dot Plots are a way to organize and visualize information.
Remember this… Dot plots are composed of a line and dots.
How to create a dot plot:
● Draw a line
● Put the lowest value of information on the very left of the line plot.
● Make a tick mark for every value you are measuring.
● The largest value will be on the very right.
● The dots on the plot will represent the frequency of that value.
Don't forget to label the bottom of your dot plot to show what the numbers represent.
Analyze: To use the information from the graph to solve addition and subtraction problems.
Example: Here is a dot plot showing the number of days Carly ate a specific number of apples

Notice the label at the bottom. That means that the numbers 0-4 represent how many apples Carly
ate in 1 day.
Each dot represents 1 day that Carly ate that amount of apples.
Count the dots to know how many apples Carly ate each day.

There were 4 days that Carly ate 0 apples, there were 5 days that Carly ate 1 apple, there were 2
days that Carly ate 2 apples, there was 1 day that Carly ate 3 apples and there were 0 days that
Carly ate 4 apples.
How many more days did Carly eat 1 apple than she ate 2 apples?
Take the amount of days she ate 1 apple and subtract the amount of days she ate 2 apples.
5-2=3
Answer: Carly ate 1 apple 3 more days than she ate 2 apples.
Remember this… To analyze a dot plot, use the information given to solve the problem.
 Stem-and-Leaf Plots
Learning Objective: By the end of this lesson, you will be able to evaluate data on a stem-and-leaf
plot.

Stem-and-leaf plots are a way to organize information.

They are composed of 2 parts: the stem and the leaf.
The stem represents the whole number and the leaf represents the decimal number of a single value
from a set of data.

Example: Here is a stem and leaf plot explaining the length of flowers found.

At the top is a list of all of the flowers found and their lengths.
This information is represented through the stem-and-leaf plot.
The left column under "stem" represents the whole number. The right column under "leaf" represents
the decimal part of the number.
Each combination of a stem and leaf represents a single value from our data.
The first number of the stem-and-leaf plot is 3.2.
The next number also represents 3.2.
Following that is 3.3 and so on...

Remember this… Each digit under "leaf" represents a different number.

Example: How many flowers were found that were 5.0 inches?

First, look under "stem" and go down to 5.

Then look to the right, under the "leaf" section across from 5 and find 0.
Count the number of 0's.
Because there are 3 zeros, there were 3 flowers that were found that were 5.0 inches long.

Answer: 3 flowers
 Solving Problems with Stem-and-Leaf Plots

Learning Objective: By the end of this lesson, you will be able to solve one-step problems with
stem-and-leaf plots.

Stem-and-leaf plots are a way to organize information.

They are composed of 2 parts: the stem and the leaf.

The stem represents the whole number and the leaf represents the decimal number of a single
value from a set of data.

Example: Here is a stem and leaf plot showing the length of flowers found.

At the top is a list of all of the flowers found and their lengths.

This information is represented through the stem-and-leaf plot.

The left column under "stem" represents the whole number. The right column under "leaf" represents
the decimal part of the number.

The first number of the stem-and-leaf plot is 3.2.

The next number also represents 3.2.

Following that is 3.3 and so on…

Remember this… Each digit under "leaf" represents a different number.

Example Problem: What is the difference between the greatest and least flower
measurement?

The greatest measurement is represented on the bottom right (the last number of the stem-and-leaf
plot).
5.6

The least measurement is represented on the top left (the first number of the stem-and-leaf plot).
3.2

Subtract to find the difference between these two numbers.

Answer: 2.4 inches

 Solving Two-Step Problems with Frequency Tables
Learning Objective: By the end of this lesson, you will be able to solve two-step problems with
frequency tables.

Frequency tables are a way to organize information.

They are composed of 2 parts. The first part is the object you are counting and the second part is
how many you have of that object.

Frequency: How often something occurs or how many you have of that object.

Example: Here is a frequency for the types of fruit in a fruit bowl and how many of each fruit there
are.

Across the top is the types of fruits. Across the bottom is the amount for each type of fruit.

There are 2 apples, 4 oranges, 1 banana, and 3 grapes in the fruit basket.

Example Problem: How many more apples and oranges are there than grapes?

The first step is to figure out how many apples and oranges there are total.

Because there are 4 oranges and 2 apples, we would have to add 2 and 4.

4+2=6

There are 6 apples and oranges and we need to know the difference between this amount and the
amount of grapes, which is 3.

Subtract these numbers to find the difference.

6-3=3

Answer: 3 more apples and oranges.

 Solving Two-Step Problems with Dot Plots
Learning Objective: By the end of this lesson, you will be able to solve two-step problems with dot
plots.

Dot Plots are a way to organize and visualize information.

Remember this… Dot plots are composed of a line and dots.

How to create a dot plot:

● Draw a line
● Put the lowest value of information on the very left of the line plot.
● Make a tick mark for every value you are measuring.
● The largest value will be on the very right.
● The dots on the plot will represent the frequency of that value.
Don't forget to label the bottom of your dot plot to show what the numbers represent.

Analyze: To use the information from the graph to solve addition and subtraction problems.

Example: Here is a dot plot showing the number of days Carly ate a specific number of apples.

Notice the label at the bottom. That means that the numbers 0-4 represent how many apples Carly
ate in 1 day.

Each dot represents 1 day that Carly ate that amount of apples.

Count the dots to know how many days Carly ate a specific number of apples.

There were 4 days that Carly ate 0 apples, there were 5 days that Carly ate 1 apple, there were 2
days that Carly ate 2 apples, there was 1 day that Carly ate 3 apples and there were 0 days that
Carly ate 4 apples.

Example Problem: A small amount of apples for Carly to eat is 1 or less. A large amount of
apples for Carly to eat is 2 or more. How many more days did Carly eat a small amount of
apples than she did a large amount?
First, figure out how many days Carly ate a small amount of apples. There were 5 days she ate 0
apples and 4 days she ate 1 apple.

5+4=9

There were 9 days that Carly ate a small amount of apples.

Next, find out how many days Carly ate a large amount of apples. There were 2 days Carly ate 2
apples, 1 day Carly ate 3 apples, and 0 days Carly ate 4 apples.

2+1+0=3

There were 3 days that Carly ate a large amount of apples.

Now calculate the difference between the number of days Carly ate a small or large amount of
apples.

9-3=6

Answer: There were 6 more days that Carly ate a small amount of apples than she did a large
amount.
 Solving Two-Step Problems with Stem-and-Leaf Plots
Learning Objective: By the end of this lesson, you will be able to solve two-step problems with
stem-and-leaf plots.

Stem-and-leaf plots are a way to organize information.

They are composed of 2 parts: the stem and the leaf. The stem represents the whole number and
the leaf represents the decimal number

Example: Here is a stem and leaf plot explaining the length of flowers found.

Key: 3l2 = 3.2 inches

At the top is a list of all of the flowers found and their lengths.
This information is represented through the stem-and-leaf plot.
The left column under "stem" represents the whole number. The l right column under "leaf"
represents the decimal part of the number.
The first number of the stem-and-leaf plot is 3.2.
The next number also represents 3.2.
Following that is 3.3 and so on…

Remember this… Each digit under "leaf" represents a different number.

Example Problem: What is the sum of all the measurements that are at least 5.3 inches?

The measurements in the stem-and-leaf plot that are at least 5.3 inches are: 5.3, 5.3, 5.5, and 5.6.
I found these by using the stem to locate the whole number (5) and using the leaf to locate the
numbers 5.3 and greater.
To find the total, add all of these numbers together.

Remember this… Keep the decimal point where it is in your answer!

Answer: 21.7 inches

 Unit 12
Points, Lines, Line Segments, and Rays
Learning Objective: By the end of this lesson, you will be able to identify points, lines, line
segments, and rays.

Point: A point is a dot labeled with a letter. It is a single position.

Line: A line is straight and goes on and on in both directions forever. We name a line using two
points on the line. A drawing of a line has arrows at the ends showing that it goes on forever.

A B

Line Segment: A line segment is just a piece of a line. Instead of going on and on, it starts and
stops at specific points. A line segment is created by two points, called end points, connected with a
straight line that ends at these points. There are NOT arrows at the ends.

A B

Ray: A ray starts at a point and the other end has an arrow and goes on forever.

A B

Remember this… You can think of a ray as light shining out of a flashlight. The flashlight is the end
point or starting position. The light coming out is the ray.
 Angles
Learning Objective: By the end of this lesson, you will be able to identify right, acute, and obtuse
angles.

How to create an angle:

● Intersect 2 rays, 2 lines, or 2 line segments.

Remember this… A ray is when one end has an end point and the other end has an arrow and
goes on forever.

Remember this… Lines are two points connected with a straight line. They must have arrows at the
ends showing that they go on and on forever.

Remember this… Line segments are two points connected with a straight line that ends. There are
NOT arrows at the ends.

Acute Angles:
● Mostly closed angles.
● Angles below 90°

Right Angles:
● 1 horizontal line and 1 vertical line intersecting.
● Measures 90°

Obtuse Angles:
● Mostly open angle.
● Measures greater than 90°
 Angles as Parts of a Circle
Learning Objective: By the end of this lesson, you will be able to identify right, acute, and obtuse
angles.

How to create an angle:

● Intersect 2 rays, 2 lines, or 2 line segments.

Remember this… A ray is when one end has an end point and the other end has an arrow and
goes on forever.
Remember this… Lines are two points connected with a straight line. They must have arrows at the
ends showing that they go on and on forever.
Remember this… Line segments are two points connected with a straight line that ends. There are
NOT arrows at the ends.

Acute Angles:
● Mostly closed angles.
● Angles below 90°

Right Angles:
● 1 horizontal line and 1 vertical line intersecting.
● Measures 90°

Obtuse Angles:
● Mostly open angle.
● Measures greater than 90°
 Drawing Angles with a Protractor
Learning Objective: By the end of this lesson, you will be able to specify angle measurements with
the aid of a protractor.

Protractor: Tool used to measure and draw angles. It goes from 0° to 180° (half circle).

Vertex: The center of the angle. It is where two lines meet at a certain degree.

Remember this… When going from RIGHT to LEFT, look at the numbers on the BOTTOM of the
protractor.

Remember this… When going from LEFT to RIGHT, look at the number on the TOP of the
protractor.

How to draw an angle with a protractor:

● Start with the knife of the protractor at 0 degrees.
● Move the knife of the protractor to the angle measurement that you want.
● Outline the edge of the knife with the bottom part of the protractor on the inside where the
angle was created.
● You should have two lines drawn: the line going from the vertex to 0 degrees, and the line
going from the vertex to the desired angle measurement made with the protractor knife.
● From here, you can continue the two lines by lining a straight edge or a ruler up with each
line and making them longer.

How to measure an angle with a protractor:

● Make sure the vertex of the angle is at the bottom center of the protractor.
● Line one of the lines of the angle up with the bottom of the protractor, pointing towards 0
degrees.
● Move the knife of the protractor until you reach the other line of the angle.
● The number that the angle is located at is the degree measurement of the angle.

Example: What is the measure of this angle?

Because the red arrow showing the start of the angle is coming from the bottom right, we know that
we must look at the bottom numbers to know the degree of the angle.

The arrow at the top is pointing towards the number 80.

Answer: 80 degrees
Example: What is the measure of this angle?

Because the red arrow showing the start of the angle is coming from the bottom left, we know that
we must look at the top numbers to know the degree of the angle.

The arrow at the top is pointing towards the number 100.

Answer: 100 degrees

 Intro - Measuring Angles with a Protractor
Learning Objective: By the end of this lesson, you will be able to indicate the correct way to
measure an angle using a protractor.

Protractor: Tool used to measure and draw angles. It goes from 0° to 180° (half circle).

Vertex: The center of the angle. It is where two lines meet at a certain degree.

Remember this… When going from RIGHT to LEFT, look at the numbers on the BOTTOM of the
protractor.

Remember this… When going from LEFT to RIGHT, look at the number on the TOP of the
protractor.

How to draw an angle with a protractor:

● Start with the knife of the protractor at 0 degrees.
● Move the knife of the protractor to the angle measurement that you want.
● Outline the edge of the knife with the bottom part of the protractor on the inside where the
angle was created.
● You should have two lines drawn: the line going from the vertex to 0 degrees, and the line
going from the vertex to the desired angle measurement made with the protractor knife.
● From here, you can continue the two lines by lining a straight edge or a ruler up with each
line and making them longer.

How to measure an angle with a protractor:

● Make sure the vertex of the angle is at the bottom center of the protractor.
● Line one of the lines of the angle up with the bottom of the protractor, pointing towards 0
degrees.
● Move the knife of the protractor until you reach the other line of the angle.
● The number that the angle is located at is the degree measurement of the angle.

Example: What is the measure of this angle?

Because the red arrow showing the start of the angle is coming from the bottom right, we know that
we must look at the bottom numbers to know the degree of the angle.

The arrow at the top is pointing towards the number 80.

Answer: 80 degrees
Example: What is the measure of this angle?

Because the red arrow showing the start of the angle is coming from the bottom left, we know that
we must look at the top numbers to know the degree of the angle.

The arrow at the top is pointing towards the number 100.

Answer: 100 degrees

 Measuring Angles with a Protractor
Learning Objective: By the end of this lesson, you will be able to calculate the measure of an angle
with the aid of a protractor where a ray does not begin at 0º on the protractor.

Protractor: Tool used to measure and draw angles. It goes from 0° to 180° (half circle).
Vertex: The center of the angle. It is where two lines meet at a certain degree.

Remember this… When going from RIGHT to LEFT, look at the numbers on the BOTTOM of the
protractor.
Remember this… When going from LEFT to RIGHT, look at the number on the TOP of the protractor.

How to draw an angle with a protractor:

● Start with the knife of the protractor at 0 degrees.
● Move the knife of the protractor to the angle measurement that you want.
● Outline the edge of the knife with the bottom part of the protractor on the inside where the
angle was created.
● You should have two lines drawn: the line going from the vertex to 0 degrees, and the line
going from the vertex to the desired angle measurement made with the protractor knife.
● From here, you can continue the two lines by lining a straight edge or a ruler up with each
line and making them longer.

How to measure an angle with a protractor:

● Make sure the vertex of the angle is at the bottom center of the protractor.
● Line one of the lines of the angle up with the bottom of the protractor, pointing towards 0
degrees.
● Move the knife of the protractor until you reach the other line of the angle.
● The number that the angle is located at is the degree measurement of the angle.

If the angle is not lined up with the bottom of the protractor, find the numbers at which the two lines
are pointing towards. Then find the difference between those two numbers. That is the degree
measurement.

Example: What is the measure of this angle?

In this example the two lines of the angle are pointing towards the numbers 30 and 130.

To find the measure of this angle, find the difference between these two measurements.

Remember this… Difference is the answer to a subtraction problem.

130 - 30 = 100
Answer: 100 degrees
 Adding Angles
Learning Objective: By the end of this lesson, you will be able to add two, non-overlapping angles
to find their combined angle.

Vertex: The center of the angle. It is where two lines meet at a certain degree.

Angles can be identified by 3 letters.

Example:

This angle can be identified by the 3 letters, A, B, and C. The vertex of the angle will always be the
second letter in the angle's identification.

What is the sum of these two angles?

When finding the sum of two angles, add their degree measurements together.

The measure of the first angle is 20 degrees. The measure of the second angle is 50 degrees.

To find the sum of these angles, add their measurements together.

20 + 50 = 70

Answer: 70 degrees
 Finding a Missing Angle
Learning Objective: By the end of this lesson, you will be able to solve for the missing angle when
a whole and part are known.

To find the measure of the missing angle, take the total of the entire angle and subtract the
measurement of the known angle.

Example: What is the measure of the missing angle?

This entire angle can be identified by the 3 letters, A, B, and C. The vertex of the angle will always
be the second letter in the angle's identification.

The known angle with a measurement of 65° can be identified as ∠ABD. The vertex of the angle is
still B and the two lines go to the letters A and D.

The unknown angle measurement can be identified as ∠DBC. The vertex of the angle is still B and
the two lines to go the letters D and C.

The measure of the whole angle (∠ABC) is 95°. The measure of the known smaller angle (∠ABD) is
65°.

To find the measure of the unknown angle (∠DBC), find the difference between these two
measurements.

95 - 65 = 30

Answer: 30°
 Parallel Lines
Learning Objective: By the end of this lesson, you will be able to identify parallel lines.

Parallel: When lines go on forever and NEVER intersect (hit each other or meet).

Remember this… Lines go on and on forever. They have arrows on both ends.

Example:

These two lines are parallel because they will go on and on forever and never meet.

Example:

These two lines are NOT parallel because they will intersect if they continue on.
 Perpendicular Lines
Learning Objective: By the end of this lesson, you will be able to identify perpendicular lines.

Perpendicular: When two lines intersect at 90 degree angles.

90º is the angle measurement when two lines meet at a right angle.

Remember this… Lines go on and on forever. They have arrows on both ends.

Example:

These two lines are perpendicular because they intersect and create four 90º angles.

Example:

These two lines are NOT perpendicular because they will not intersect at a 90º angle if they continue
on.
 Unit 13
Lines of Symmetry
Learning Objective: By the end of this lesson, you will be able to identify lines of symmetry in 2D
shapes.

Symmetry: The same on both sides when split in half.

Vertical: Line going up and down.

Horizontal: Line going left and right.

Vertical Line of Symmetry:

When the shape is the same on both sides of a vertical line that splits it in half.

When this shape is split in half vertically, both sides of the shape look the same. They are a
reflection of each other.

Horizontal Line of Symmetry:

When the shape is the same on both sides of a horizontal line that splits it in half.

When this shape is split in half horizontally, both sides of the shape look the same. They are a
reflection of each other.

Vertical AND Horizontal Line of Symmetry:

When the shape is the same on both sides of a vertical line and a horizontal line that each split it in
half.

When this shape is split in half vertically AND horizontally, both sides of the shape look the same.
They are a reflection of each other.
 Classifying Triangles
Learning Objective: By the end of this lesson, you will be able to identify right, acute, and obtuse
triangles.

Triangle: 3-sided polygon.

Acute Triangle:
● Composed of 3 acute angles.
● Mostly closed angles.
● Angles below 90°

This triangle is an acute triangle because all of the angles are smaller than 90°

Right Triangles:
● Composed with 1 right angle.
● 1 horizontal line and 1 vertical line intersecting.
● Measures 90°

This triangle is a right triangle because it has one 90° angle.

Obtuse Angles:
● Mostly open angle.
● Measures greater than 90°

This triangle is an obtuse triangle because it has one angle that is greater than 90°.
 Polygons with Parallel Lines
Learning Objective: By the end of this lesson, you will be able to identify polygons that are
composed of parallel lines.

Parallel: When they go on forever and NEVER intersect (hit each other/meet).

Remember this… Lines go on and on forever. They have arrows on both ends.

Example:

These two lines are parallel because they will go on and on forever and never meet.

Example:

These two lines are NOT parallel because they will intersect if they continue on.

Polygon: A shape that is closed and flat with straight lines.

Example:

A square has parallel lines. The top line and the bottom line are parallel because they will never
intersect. The left and the right line are also parallel because they will never intersect either.
 Polygons with Perpendicular Lines
Learning Objective: By the end of this lesson, you will be able to identify polygons that are
composed of perpendicular lines.

Perpendicular: When two lines meet and create a 90° angle.

Remember this… Lines go on and on forever. They have arrows on both ends.

Example:

These two lines are perpendicular because they meet and create 90 degree angles.

One line is straight up and down (vertical) and the other line is straight from left to right (horizontal).

Example:

These two lines are NOT perpendicular because they will not intersect at a 90º angle if they continue
on.

Polygon: A shape that is closed and flat with straight lines.

Example:

A rectangle has perpendicular lines. The squares in the corners represent 90 degree angles.
Therefore this shape has 4 pairs of perpendicular lines.
 Polygons with Obtuse Angles

Learning Objective: By the end of this lesson, you will be able to identify polygons that are
composed of obtuse angles.

Obtuse Angles:
● Mostly open angle.
● Measures greater than 90°

90 Degree Angle:

Remember this… 90° is when one horizontal line and one vertical line meet.

Polygon: A shape that is closed and flat with straight lines.

Example:

This polygon has at least one obtuse angle (outlined in pink).

The angle has a degree measurement that is larger than 90°.

This shape shows another obtuse angle in this same polygon. It is also larger than 90°.
 Polygons with Acute Angles
Learning Objective: By the end of this lesson, you will be able to identify polygons that are
composed of acute angles.

Acute Angles:
● Mostly closed angle.
● Measures less than 90°

90 Degree Angle:

Remember this… 90° is when one horizontal line and one vertical line meet.

Polygon: A shape that is closed and flat with straight lines.

Example:

This polygon has at least one acute angle (outlined in pink).

The angle has a degree measurement that is less than 90°.

This image shows another acute angle in this polygon. It is also less than 90°.
 Polygons with Right Angles
Learning Objective: By the end of this lesson, you will be able to identify polygons that are
composed of right angles.

Right Angles:
● 1 horizontal line and 1 vertical line intersecting.
● Measures 90°

Remember this… Right angles are identified by having a square in the corner.

Polygon: A shape that is closed and flat with straight lines.

Example:

This example has 4 right angles.

The angles all measure 90° and are represented with a square in each corner.
 Perimeter of Rectangles
Learning Objective: By the end of this lesson, you will be able to calculate the perimeter of a
rectangle using the formula or intuitively.

Perimeter: The total length around an object (all of the side lengths added together).

The formula for calculating the perimeter of a rectangle is:

P=2×L+2×W

L = length
W = width

Example: A rectangular fence has a length of 6 cm. The width is 2 cm less than the length.
What is the perimeter of the rectangle?

We know the length of the rectangle is 6 cm. The width is 2 cm less than this. To solve for the width,
subtract 2 from 6.

6-2=4

The width of the rectangle is 4 cm.

Now that we know all of the side lengths, we can use the formula to solve for perimeter.

length = 6 cm
width = 4 cm

P=2×L+2×W
P=2×6+2×4
P = 12 + 8
P = 20

Answer: 20cm
 Perimeter of Squares
Learning Objective: By the end of this lesson, you will be able to calculate the perimeter of a
square using the formula or intuitively.

Perimeter: The total length around an object (all of the side lengths added together).

The formula for calculating the perimeter of a square is:

P=s+s+s+s
P = 4s

s = side

Remember this… Multiply the side length by 4 because there are 4 sides in a square and they all
measure the same length.

Example: Each side of Luke's square fence at home measures 32 yards. What is the
perimeter of his fence in yards?

Because we know all of the side lengths, we can use the formula to solve for perimeter.

s = 32

P=s+s+s+s
P = 4s
P = 4(32)

Answer: 128 yards

 Perimeter of Rectangles with Unknown Side Lengths
Learning Objective: By the end of this lesson, you will be able to calculate the missing side length
of a rectangle if the perimeter is known.

Perimeter: All of the side lengths added together. The length around the shape.

Example: A rectangle has one length that is 150 m. The perimeter is 500 m. What is the width
of the field?

If we "unwrap" the rectangle we would see the length that we have and the amount we need to
know.

The top line in blue represents the rectangle with the 2 side lengths that are 150 m and the unknown
width (w).

The bottom line in red represents the total perimeter of the rectangle. Therefore, all of the amounts
in blue will add up to equal a total of 500.

Start by adding the 2 known side lengths together.

Now that we know this amount, we can subtract it from the total perimeter to see what amount is left.

This is the amount left that is split evenly between the two side widths.

This means we need to divide 100 by 2.

The width of the rectangle is 50 m.

Answer: 50 m
 Perimeter of a Partitioned Rectangle
Learning Objective: By the end of this lesson, you will be able to calculate the perimeter of a
partitioned rectangle.

Perimeter: All of the side lengths added together. The length around the shape.

Partitioned: Split into sections.

Example: A rectangle with a length of 75 and a width of 25 is cut into 5 equal segments.

What is the length of each smaller segment?

Because we know the length is 75, we can divide 75 by 5 because the rectangle is partitioned into 5
equal segments. This will give us the length of each smaller segment.

The length of each smaller segment is 15.

Three of the equal segments are reattached. What is the perimeter of this new rectangle with
3 parts, outlined in purple?

To solve for the perimeter, we need to figure out what the length of the new rectangle is.

Multiply 15 by 3 because there are 3 segments with a length of 15. This will solve for the length of
the new rectangle.

The length of the new rectangle is 45 units.

Now that all of the side lengths are known, the perimeter can be solved by adding them all together.

Answer: P = 140 units

 Unit 14
Relative Sizes of Length - Customary
Learning Objective: By the end of this lesson, you will be able to identify the proper customary
units for measuring the length of different objects in inches, feet, yards, and miles.

Customary System: Used only in the USA.

Length: How long something is.

Remember this… Inches are the smallest and miles are the largest.

Inches: used to measure small objects such as a pencil.

Feet: The length of a ruler. Used to measure larger objects such as furniture. (12 inches = 1 foot)

Yards: Used to measure larger distances such as the length of a bundle of fabric. (3 feet = 1 yard)

Miles: Used to measure lengths that you would typically have to travel in a car. (1,760 yards = 1
mile)
 Relative Sizes of Length - Metric
Learning Objective: By the end of this lesson, you will be able to identify the proper metric units for
measuring the length of different objects.

Metric System: Used everywhere in the world EXCEPT the USA.

Length: How long something is.

Remember this… Millimeters are the smallest and kilometers are the largest.

Millimeters: used to measure VERY small objects such as a seed

.
Centimeters: Used to measure small objects such as a crayon. (10 mm= 1 cm)

Meters: Used to measure larger lengths such as the length of furniture. (100 cm = 1 m)

Kilometers: Used to measure lengths that you would typically have to travel in a car. (1,000 m = 1
km)
 Relative Sizes of Mass - Customary
Learning Objective: By the end of this lesson, you will be able to identify the proper customary
units for measuring the mass of different objects.

Customary System: Used only in the USA.

Mass: How we measure the amount of matter something has.

Remember this… Ounces are the lightest and tons are the heaviest.

Ounces: used to measure the mass of small objects such as a handful of berries.

Pounds: Used to measure the mass of average sized things such as a cat. (16 oz = 1 lb)

Tons: Used to measure the mass of very large objects such as a train.
 Relative Sizes of Mass - Customary
Learning Objective: By the end of this lesson, you will be able to identify the proper metric units for
measuring the mass of different objects.

Metric System: Used everywhere in the world EXCEPT the USA.

Mass: How we measure the amount of matter something has.

Remember this… Milligrams are the lightest and kilograms are the heaviest.

Milligrams: used to measure the mass of VERY small objects such as a ladybug.

Grams: Used to measure the mass of small things such as a crayon. (1000 mg = 1 g)

Kilograms: Used to measure the mass of large objects such as a cat. (1000 g = 1 kg)

Relative Sizes of Mass - Metric (Lesson Manual Not Available)

 Relative Sizes of Volume - Customary
Learning Objective: By the end of this lesson, you will be able to identify the appropriate container
for a measurement of volume in customary units.

Customary System: Used only in the USA.

Liquid volume: The amount of liquid measured in a container.

Fluid ounces: used to measure small amounts of liquid such as a small juice box.

Cups: Used to measure small amounts of liquid such as a glass of milk. (8 fluid ounces = 1 cup)

Pints: Used to measure normal amounts of liquid such as a bottle of water. (2 cups = 1 pint)
Quarts: Used to measure large amounts of liquid such as a carton of juice. (2 pints= 1 quart)

Gallons: Used to measure very large amounts of liquid such as a container of milk. (4 quarts = 1
gallon)
 Relative Sizes of Volume - Metric
Learning Objective: By the end of this lesson, you will be able to identify proper units of metric
volume for measuring different liquids.

Metric System: Used everywhere EXCEPT the USA.

Liquid volume: The amount of liquid measured in a container.

Milliliters (mL): used to measure small amounts of liquid. (1 drop = 1 mL)

Liters (L): Used to measure large amounts of liquid. (1,000 mL = 1 L)

 Converting Customary Units of Length in a Table
Learning Objective: By the end of this lesson, you will be able to convert to feet and yards from
miles using a table.

Customary System: Used only in the USA.

Length: How long something is.

Remember this… Inches are the smallest and miles are the largest.

Inches: used to measure small objects such as a pencil.

Feet: The length of a ruler. Used to measure larger objects such as furniture. (12 inches = 1 foot)

Yards: Used to measure larger distances such as the length of a bundle of fabric. (3 feet = 1 yard)

Miles: Used to measure lengths that you would typically have to travel in a car. (1,760 yards = 1
mile)

When you know the number of smaller units in 1 larger unit, you can convert to any unit by
multiplying that amount by the number you are solving for.
Example:

Because we know how many feet are in 1 mile (5,280), we can solve for the amount of feet in 7
miles.

Multiply 5,280 by 7 to solve for this amount.

Answer: 36,960 feet

 Converting Metric Units of Length in a Table
Learning Objective: By the end of this lesson, you will be able to convert from larger metric units of
length to smaller units using a table.

Metric System: Used everywhere in the world EXCEPT the USA.

Length: How long something is.

Remember this… Millimeters are the smallest and kilometers are the largest.

Millimeters: used to measure VERY small objects such as a seed

.
Centimeters: Used to measure small objects such as a crayon. (10 mm= 1 cm)

Meters: Used to measure larger lengths such as the length of furniture. (100 cm = 1 m)

Kilometers: Used to measure lengths that you would typically have to travel in a car. (1,000 m = 1
km)

When you know the number of smaller units in 1 larger unit, you can convert to any number by
multiplying that amount by the number you are solving for.
Example:

Because we know how many centimeters are in 1 meter (100), we can solve for the amount of
centimeters in 7 meters.

Multiply 100 by 7 to solve for this amount.

Answer: 700 centimeters

 Converting Customary Units of Mass in a Table
Learning Objective: By the end of this lesson, you will be able to convert from larger customary
units of mass to smaller units using a table.

Customary System: Used only in the USA.

Mass: How we measure the amount of matter something has.

Remember this… Ounces are the lightest and tons are the heaviest.

Ounces: used to measure the mass of small objects such as a handful of berries.

Pounds: Used to measure the mass of average sized things such as a cat. (16 oz = 1 lb)

Tons: Used to measure the mass of very large objects such as a train.

When you know the number of smaller units in 1 larger unit, you can convert to any number by
multiplying that amount by the number you are solving for.
Example:

Because we know how many pounds are in 1 ton (2,000), we can solve for the amount of pounds in
7 tons.

Multiply 2,000 by 7 to solve for this amount.

Answer: 14,000 pounds

 Converting Metric Units of Mass in a Table
Learning Objective: By the end of this lesson, you will be able to convert to and from mg, g, and kg
in a table.

Metric System: Used everywhere in the world EXCEPT the USA.

Mass: How we measure the amount of matter something has.

Remember this… Milligrams are the lightest and kilograms are the heaviest.

Milligrams (mg): used to measure the mass of VERY small objects such as a ladybug.

Grams (g): Used to measure the mass of small things such as a crayon. (16 oz = 1 lb)

Kilograms (kg): Used to measure the mass of large objects such as a cat.

When you know the number of smaller units in 1 larger unit, you can convert to any number by
multiplying that amount by the number you are solving for.

Example:
Because we know how many milligrams are in 1 gram (1,000), we can solve for the amount of
milligrams in 3.4 grams by multiplying 3.4 by 1,000.

The 3 in 3.4 will represent 3,000 when converted into milligrams.

The 4 in 3.4 will represent 400 when converted into milligrams.

3,000 + 400 = 3,400

Together these make a total of 3,400 milligrams.

Answer: 3,400 milligrams

When you know the amount of smaller units in 1 larger unit, and are solving for the amount in the
larger unit, you will divide.

Example:

Because we know how many milligrams are in 1 gram (1,000), we can solve for the amount of grams
in 4,800 milligrams by dividing 4,800 by 1,000.

The 4,000 in our milligrams will become the whole number 4 when converted into grams.

The 800 in 4,800 will become the number 0.8 when converted into grams.

4 + 0.8 = 4.8

Together these make a total of 4.8 grams.

Answer: 4.8 grams

 Converting Customary Units of Volume in a Table
Learning Objective: By the end of this lesson, you will be able to convert from larger customary
units of volume to smaller units using a table.

Customary System: Used only in the USA.

Liquid volume: The amount of liquid measured in a container.

Fluid ounces: used to measure small amounts of liquid such as a small juice box.

Cups: Used to measure small amounts of liquid such as a glass of milk. (8 fluid ounces = 1 cup)

Pints: Used to measure normal amounts of liquid such as a bottle of water. (2 cups = 1 pint)
Quarts: Used to measure large amounts of liquid such as a carton of juice. (2 pints= 1 quart)

Gallons: Used to measure very large amounts of liquid such as a container of milk. (4 quarts = 1
gallon)

When you know the number of smaller units in 1 larger unit, you can convert to any number by
multiplying that amount by the number you are solving for.

Example:

Because we know how many cups are in 1 gallon (16), we can solve for the amount of cups in 3.5
gallons.

First, figure out how many cups are in 3 gallons by multiplying 3 by 16.
Next, figure out how many cups there are in 4 gallons by multiplying 4 by 16.

Now that we know the amount of cups in 3 and 4 gallons, figure out the difference between these
two numbers.
To figure out how many cups there are in 3.5 gallons, add half of 16 to 48. This will be the amount
between 3 gallons and 4 gallons.

Answer: 56 cups
 Converting Metric Units of Volume in a Table
Learning Objective: By the end of this lesson, you will be able to convert from liters to milliliters
using a table.

Metric System: Used everywhere EXCEPT the USA.

Liquid volume: The amount of liquid measured in a container.

Milliliters (mL): used to measure small amounts of liquid. (1 drop = 1 mL)

Liters (L): Used to measure large amounts of liquid. (1,000 mL = 1 L)

When you know the number of smaller units in 1 larger unit, you can convert to any number by
multiplying that amount by the number you are solving for.

Example:

Because we know how many milliliters are in 1 liter (1,000), we can solve for the amount of milliliters
in 5.5 liters.

First, figure out how many milliliters are in 5 liters by multiplying 5 by 1,000.
Next, figure out how many milliliters there are in 6 liters by multiplying 6 by 1,000.

Now that we know the amount of milliliters in 5 and 6 liters, we need to find the number in the middle
of these two. Start by figuring out the difference between these two numbers.
To figure out how many milliliters there are in 5.5 liters, add half of 1,000 to 5,000. This will be the
amount between 5 liters and 6 liters.

Answer: 5,500 milliliters

 Measurement Application - Length
Learning Objective: By the end of this lesson, you will be able to solve word problems involving
distances and convert larger units to smaller ones.

When converting units of length, think about how the units are related to each other.

Remember this… Inches are the smallest and miles are the largest.

Example: Total Length = 1 mile = 1,760 yd

What is the length of the missing side length in yards?

We know that the total length around the lake is 1 mile, which is 1,760 yards.

Because all of the side lengths are in yards, we can solve for the missing amount by subtracting the
3 known side lengths from 1,760.

First, add all 3 known side lengths together.

Next, subtract this amount from the total length in yards (1,760).

Answer: 580 yards

 Measurement Application - Mass
Learning Objective: By the end of this lesson, you will be able to solve word problems involving
masses of objects and convert larger units to smaller ones.

Mass: How we measure the amount of matter something has.

When converting units of mass, think about how the units are related to each other.

Example: Deanna opened a new bag of flour and poured 1,000 g into each of her 4 bread
pans. She had 3,000 g of flour remaining in her bag. How many grams of flour were in the bag
before she put some in the pans?

To solve for the total amount of flour, we need to multiply 1,000 by 4 and add this amount to the
remaining amount of flour in the bag.

Now add 4,000 to the remaining 3,000 grams in the bag.

Answer: 7,000 grams

What is the mass of the bag in kg?

Now we need to convert 7,000 grams into kilograms.

We know that 1,000 g = 1 kg.

Therefore, 7,000 g = 7 kg.

This answer was found by using division, which is used when moving from a smaller unit of measure
to a larger unit of measure.

7,000 ÷ 1,000 = 7

Answer: 7 kilograms
 Measurement Application - Volume
Learning Objective: By the end of this lesson, you will be able to solve word problems involving
liquid volumes and convert larger units to smaller ones.

Liquid volume: The amount of liquid measured in a container.

When converting units of volume, think about how the units are related to each other.

Example: Shannon opened a new container of water and poured 1,000 mL into each of her 4
flower pots. She had 3,000 mL of water remaining in her container. How many mL of water
were in the container before she put some in the flower pots?

To solve for the total amount of water, we need to multiply 1,000 by 4 and add this amount to the
remaining amount of water in the container.

Now add 4,000 to the remaining 3,000 mL in the container.

Answer: 7,000 mL

What is the volume of the container in L?

Now we need to convert 7,000 milliliters into liters.

We know that 1,000 mL = 1 L.

Therefore, 7,000 mL = 7 L.

This answer was found by using division, which is used when moving from a smaller unit of measure
to a larger unit of measure.

7,000 ÷ 1,000 = 7

Answer: 7 liters
 Unit 15
Hours to Minutes to Seconds
Learning Objective: By the end of this lesson, you will be able to convert any combination of hours,
minutes, and seconds into one of those units.

60 seconds = 1 minute
60 minutes = 1 hour

When converting units, set up a "T" chart to show what you know about each unit.

Example: How many minutes are in 5 hours and 480minutes?

Start by converting the hours into minutes first.

Because we know that 1 hour is 60 minutes, we can solve for the number of minutes in 5 hours by
multiplying
 Hours to Minutes to Seconds
Learning Objective: By the end of this lesson, you will be able to convert any combination of hours,
minutes, and seconds into one of those units.

60 seconds = 1 minute
60 minutes = 1 hour

When converting units, set up a "T" chart to show what you know about each unit.

Example: How many minutes are in 5 hours and 480 seconds?

Start by converting the hours into minutes first.

Because we know that 1 hour is 60 minutes, we can solve for the number of minutes in 5 hours by
multiplying 60 by 5.

We now know that 5 hours is 300 minutes.

Next convert the 480 seconds into minutes.

To solve for the number of minutes here, we must take 480 divided by 60.

This can be done by guessing and checking.

Remember this… Guess and check is when you estimate the number and check to see if it is
correct. From there you will either go higher or lower on your guess to find the correct amount.

Another way to think about it is by taking 48 divided by 6.

We know that this amount is 8.

Now that we know that 5 hours is 300 minutes and 480 seconds is 8 minutes, we add these two
minute amounts together to find the total number of minutes.

300 + 8 = 308

Answer: 308 minutes

 Elapsed Time on a Number Line
Learning Objective: By the end of this lesson, you will be able to calculate the time that has
elapsed between two times using the number line.

A number line can be used as a visual representation to see how much time has passed between
two separate times.

Example: Daphne looks at her watch and it reads 2:16. She goes for a walk and comes back
at 3:03. How long was her walk?

On the left side of the number line write the time that Daphne looked at her watch.

On the right side, write the time that she returned from her walk.

Starting on the left, skip count by tens until reaching the next hour.

From here, if you skip count by 10 one more time, you will be past the time she returned.

To figured out the remaining minutes, count to reach the next hour which is 3:00. From there count
the minutes remaining until 3:03.

To know the amount of time that Daphne was on a walk, add the numbers on top of the number line
together.

10 + 10 + 10 + 10 + 4 + 3 = 47

Answer: 47 minutes.
 Measurement Application - Time
Learning Objective: By the end of this lesson, you will be able to solve word problems involving
time.

When adding time, first add the hours together. Then add the minutes.

Example: Hunter went to a football game with his dad. The first two quarters of the game
lasted 1 hour and 42 minutes before halftime. The second two quarters lasted 2 hours and 13
minutes. How much time did they spend watching football?

First, add together the hours.

1+2=3

They spent 3 hours watching football.

Next, add together the minutes.

42
+ 13
55
Answer: They spent a total of 3 hours and 55 minutes watching football.
 Receiving Change after Payment
Learning Objective: By the end of this lesson, you will be able to calculate the amount of money
returned after paying for goods.

Change: The leftover amount given back after paying for something.

Example: Karl buys $22.36 worth of food but only has a $20 bill and a $5 bill. How much
change does he receive?

First, figure out how much money Karl has by adding $20 and $5.

Now that we know that he paid for his food with $25.00 we can solve for his change by subtracting
the price of food from this amount.

Remember this… Remember to borrow when the number is not large enough to subtract from.
Remember this… Remember to have a decimal point in your answer.

Answer: $2.64
 Sales, Expenses, and Profit
Learning Objective: By the end of this lesson, you will be able to calculate profit when given sales
and expenses.

Sales: The money you make from selling something.

Expenses: The cost of the supplies needed to make what you are selling.

Profit: The money you make after subtracting the expenses from the sales.

Example: Katelyn bought $30 of supplies to make hats. She sold 5 hats for $11 each. How
much profit did she make?

We know that each hat costs $11 and she sold 5 hats. We can find her sales by multiplying 5 by 11.

$11
× 5
$55
Sales = $55

We know that she had to pay $30 to buy the supplies needed to make the hats.

To solve for her profit, subtract the expenses ($30) from the sales ($55)

$55
- $30
$25
Answer: $25
 Fixed and Variable Expenses
Learning Objective: By the end of this lesson, you will be able to identify the difference between
fixed and variable expenses.

Expense: How much you pay to receive a good or service.

Goods: Physical things. (food, clothes)

Services: Things you cannot touch. (streaming music, electricity)

Fixed expenses: The amount does not change. You pay the same amount every month.

Variable expenses: Different amounts that depend on how much you use. The more you use, the
more money it costs.
 Advantages and Disadvantages of Saving Options
Learning Objective: By the end of this lesson, you will be able to identify the advantages and
disadvantages of the options for saving money.

Bank:

Advantages of putting your money in a bank:

● The bank will keep it safe.
● You are guaranteed money back.
● Your money gets interest (extra money added).
● You can get your money from any cash machine (ATM)
Disadvantages of putting your money in a bank:
● Your money is only accessible away from home.
● You can only withdraw money 6 times each month.

Piggy Bank:

Advantages of putting your money in a piggy bank:

● You can access it easily at home.
● You can count it whenever you want.
Disadvantages of putting your money in a piggy bank:
● Your money can be easily stolen.
● There is no interest.
● Your money is inaccessible away from home.
 Allocating a Weekly Allowance
Learning Objective: By the end of this lesson, you will be able to identify the various ways a person
could allocate a weekly allowance.

Allowance: Getting money from the adults in your house for doing work.

4 main things to do with an allowance:

● Spend
● Save
● Donate
● Lend

Spend: Using the money to buy something such as food, games, or clothes.

Save: Putting your money in a bank or a piggy bank to save and use another time.

Donate: Giving your money to a charity or someone less fortunate and not expecting anything in
return.

Lend: Giving your money to someone and expecting to get your money back eventually.
 Financial Institutions
Learning Objective: By the end of this lesson, you will be able to identify the basic functions of a
financial institution.

Financial Institutions: Financial means money. Institution means organization. This is another word
for a bank.

1. Banks protect your money.

2. Banks lend money.
3. Banks provide financial services. (these show you how much money you have and what
you've spent your money on in the past)
4. Banks provide advice.