Download Quarter 2 Math Study Guide 2014 You have learned A LOT this

Quarter 2 Math Study Guide 2014
You have learned A LOT this quarter! This study guide will help you remember what we did so you can be ready
for the test on ________________________ !
1. Subtraction
3.4
The student will estimate solutions to and solve single-step and multistep problems involving the difference of
two whole numbers, each 9,999 or less, with or without regrouping.
Linguistic Complexity
Is ___ a good estimate for this
problem? ___ is/is not a good
estimate because ____.
Language Forms and Conventions
subtract-subtraction
estimate-estimation
group-regroup
Vocabulary
Subtract, Sum, Difference, Estimate,
Regroup, Rounding
What is the difference between ___
and ___? The difference is ___.
4
11
5,
1
6
8
-
8
2
2
4,
3
4
4
-
2
9
10
4
11
5
11
7
9
9
10
3
0
0
5
1
6
1
8
0
0
0
1
4
5
-
8
2
8
-
6
2
2
1
5
5
4,
3
3
7,
3
7
8
4
0
5
2
1
3
9,
0
0
0
3,
2
6
1
-
7
5
1
-
4
1
3
-
7
0
0
4
5
1
+
2. Length and Perimeter
3.9
The student will estimate and use U.S. Customary and metric units to measure
1
a) length to the nearest -inch, inch, foot, yard, centimeter, and meter;
2
3.10
The student will
a) measure the distance around a polygon in order to determine perimeter; and
Linguistic Complexity
Language Forms and Conventions
What unit would you use to measure
meter-centimeter
___? Why? I would use ___ to
long-length
measure because ___. Which of the
measure-measurement
following is a good estimate of the
perimeter?
Perimeter – distance around the outside of an object
Find the perimeter.
Vocabulary
Foot, Inch, Length, Measure, Yard,
Centimeter, Meter, Distance,
Perimeter, Ruler, Estimate, Polygon,
Square units, Surface
Perimeter: 4+6+5=15cm
Find the perimeter
Find the perimeter.
You need to use a rule to find the length in inches and centimetters. Rulers are found at the last page of the study guide.
Find the lengths using your inch ruler.
Find the length using your centimeter ruler
3. Multiplication Strategies
3.5
The student will recall multiplication facts through the twelves table, and the corresponding division facts.
3.6
The student will represent multiplication, using area, set, and number line models, and create and solve
problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or
less.
Linguistic Complexity
What is the product of ___ and ___?
The product is ___. Which of the
following arrays shows the fact ___?
This array shows ___ because ___.
What is the area of this figure? The
area is ___.
Models
What does this picture show?
Language Forms and Conventions
factor-factors
multiply-multiplication
Vocabulary
Factor
Product
Area
Multiply
Array
Number Lines
3 x 5 = 15
3 x 9 = 27
9 x 3 = 27
Arrays
Repeated addition
3x4=
3
+3
6
6 x 4 = 24
6
+3
9
9
+3
12
Make an array for 4 x 3 =
Show a model for 5 x 4 =
Show 4 x 3 on your own number line
Use repeated addition to solve 6 x 4 =
4. Division Strategies
3.6
The student will represent division, using area, set, and number line models, and create and solve problems that
involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
Linguistic Complexity
What is the quotient of ___ divided by
___? The quotient is ___. Which
multiplication number sentence helps
you solve this division problem?
Models
27 ÷ 3 = 9
Language Forms and Conventions
divide-division
Equal
Quotient
divide
Arrays
8÷2=4
Number Lines
27 ÷ 3 = 9
Vocabulary
Show a model of 18 ÷ 6 =
Make an array for 24 ÷ 3 =
Show 21 ÷ 7 = on your own number line
5. Fact Families: Multiplication and Division
3.2
The student will recognize and use the inverse relationships between multiplication/division to complete basic fact
sentences. The student will use these relationships to solve problems.
Linguistic Complexity
Language Forms and Conventions
Vocabulary
Which of the following number
relate-related-relative
Inverse relationship, Factor, Number
sentences is related to the fact ____?
fact family - families
sentence, Related Facts, Numeral, Fact
___ is related because ___. Which of
multiply-multiplication
family, Multiply, Product, Divide,
the following number sentences does
divide-division
Dividend, Divisor, Quotient, Addend,
not belong in a fact family with __,__,
Sum, Identity property, Commutative
and ___? ___ does not belong
property
because ____.because ____.
Write the fact family for 8, 3, and 24
8 X 3 = 11
3 X 8 = 11
11 ÷ 8 = 3
11 ÷ 3 = 8
Which of these ‘facts’ is wrong?
5 x 7 = 35
7 ÷ 5 = 35
7 x 5 = 35
35 ÷ 5 = 7
Which of these ‘facts’ is wrong?
Write the fact family for 4, 12, and 3
Write the other number sentences related to 8 X 2
=16
2 x 8 = 16
8 x 2 = 16
16 ÷ 2 = 8
2 ÷ 8 = 16
Fill in the blank with the correct number.
If 5 x 3 = 15, then 15 ÷ ____ = 3
If 7 x 6 = 42, then 6 = 42 ÷ ____
9 x 4 = 36, then 36 ÷ 9 = ___
6. Multiplication Properties
3.20
The student will
a)
investigate the identity and the commutative properties for multiplication; and
b)
identify examples of the identity and commutative properties of multiplication.
Linguistic Complexity
Which of the following shows the
identity/ commutative property?
Language Forms and Conventions
multiply-multiplication
Vocabulary
Identity property, Commutative
property
Communtative Property
Factors can be multiplied in any order and the product is
always the same
Identity Property
The product of one and any number is that number
1x9= 9
12 x 1 = 123
3 x 5 = 15 and 5 x 3 = 15
Write an example of the communtative property.
Write an example of the identity property
Circle all the examples of the communtative
property.
Circle all the examples of the identity property.
7x2=2x7
3x6=2x9
8x3=8x2
1x3=3
4x4=16
7x1=1
4x5=5x4
6x2=2x6
8x1=1+8
0x8=0
8x1=8
12x2=24
7x3=3x7
5 x 4 = 10 x 2
3x9=9x3
1x6=6
2x2=4
0x3=0
7. Area
3.10 The student will
b) count the number of square units needed to cover a given surface in order to determine area.
Linguistic Complexity
Area – square units inside of an
object
1
2
3
4
5
6
Area: 6 square units
Language Forms and Conventions
Find the area.
Vocabulary
Find the area.
8. Calendar
3.12
The student will identify equivalent periods of time, including relationships among days, months, and years, as
well as minutes and hours.
Linguistic Complexity
Language Forms and Conventions
Vocabulary
How many minutes/ hours/ days /
a.m.=morning
Days, Weeks, Months, Hours, Minutes
weeks/ months are in a hour/ day /
p.m.=afternoon/night
week/ month/ year?
hour-hours
What time does this clock show? The
time is ___. The hour/minute hand is
showing ____.
Key information:
 7 days in a week (Sunday-Saturday)
 52 weeks in a year
 12 months in a year (January-December)
 365 days in a year (every 4 years there are 366 days due to leap year)
 Certain months have 31 days (Jan, March, May, July, Aug, Oct, and Dec.)
 Certain months have 30 days (April, June, Sept, Nov)
 February has 28 days unless it is a leap year (every 4 years) and then it has 29
Circle all answers that are equal to 1 year.
365 days
7 days
52 weeks
12 months
11 months
361 days
9. Money
3.8
The student will determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or
less, compare the value of the bills and coins, and make change.
Linguistic Complexity
What is the total amount of money
show? If __ buys ___ and pays with
___, what will his change be? His
change will be ___.
Know the amounts of each bill and coin.
Language Forms and Conventions
coin-coins
bill-bills
dollar-dollars
Vocabulary
Dollars, Cents, Change
coins
bills
Know how to add and subtract money (finding change)
Pay – cost = change
Find the amount.
=
Find the amount.
=
Find the amount.
4 quarters, 3 dimes =
1 quarter, 5 nickels, 3 pennies
2 dimes, 5 nickels, 1 penny =
3 quartrers, 3 nickels =
Kasie goes into a store and buys 3 pieces of candy. One costs 85¢, one costs $1.65 and the last one costs $1.30. She
gives the cashier $5.00. What is her change?
Chase goes into a toy store and buys 2 toys. They each cost $2.15. He gives the cashier $5.00. How much change will he
receive?