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SAMPLE PACKET
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Excel Math was developed by
Janice Raymond, Ph.D.
and is published by
AnsMar Publishers, Incorporated
13257 Kirkham Way, Poway, California 92064-7116
Toll Free: 866-866-7026 | In San Diego: 858-513-7900 | Fax: 858-513-2764
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Excel Math is a copyrighted program. The curriculum material may not be duplicated.
© 2013 AnsMar Publishers, Inc. All Rights Reserved. Printed in the United States of America.
Dear Educator,
Thank you for your interest in Excel Math. We welcome the opportunity to explain how
it can work for you. This packet gives you an overview of the curriculum, how it is used,
and its main elements - the Lesson Sheets and the Teacher Edition.
We’d like to emphasize that when you use this curriculum, you get
Outstanding Results with features found only in Excel Math
• SPIRALING - a comprehensive process of introduction, reinforcement and
assessment. It leads to mastery and long-term competency for every student.
• CHECKANSWER - unique self-assessment tool empowering students in Second
through Sixth grades to confirm their answers. Consistent use of the Checkanswer
process will help students develop good work strategies.
Outstanding Value with unbeatable attributes of Excel Math
• FORMAT - Lesson Sheets and Teacher Edition reduce copying time for students
and preparation time for teachers. Schools get updated Lesson Sheets annually,
and flexible packaging lets you select convenient sets to fit your class sizes. Our
Projectable Lessons let you and your class focus together on the lesson instruction.
• PRICING - Our format combined with our corporate structure allows us to offer
quality materials at an unbeatable price - $11.00 per student per year.
• SUPPORT - Our company gives personal attention to your questions, comments
and orders. There are no long, impersonal touch-tone menus when you call us, just
real people who care about elementary math education.
If you have any questions after reviewing this material, we would love to talk to you.
Just send us an e-mail or call us.
There is an order form on the back of this page, with current prices.
Brad Baker,
President, AnsMar Publishers
Ansmar Publishers, Inc. 13257 Kirkham Way, Poway, CA 92064-7116
Toll Free: 866-866-7026 Local: (858) 513-7900 Fax (858) 513-2764 www.excelmath.com
AnsMar Publishers, Inc.
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Poway, CA 92064-7116
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103013.cr
Introduction
Excel Math is a K-6 math curriculum used in classrooms since 1976.
Concepts are woven into a smooth and coherent spiraling arrangement.
Students encounter these concepts repeatedly after their first introduction.
This approach improves mastery, and develops a solid foundation for
advanced math. These are our primary objectives:
1. Develop Thinking Skills
2. Build Proficiency
Integrated Lessons
Balancing New and Review
Teaching to Think
Confidence from Hands-On Exploration
Interaction between Teacher and Student
Providing Regular Assessment
Excel Math smoothly moves from one lesson to
another, building on concepts which are taught
gradually in a continuous process. Students realize
that math concepts work together as a system.
Lesson Sheets mix fresh ideas with an assortment of
review problems. New concepts fit within a context
of familiar material. Students stay challenged and
have time to master previous ideas.
Students are encouraged to listen carefully to
questions and determine what is being asked. They
learn to answer questions precisely. In addition,
students write and solve problems of their own.
Stretches, Activities and Exercises permit students
to explore math while moving and handling
everyday objects. Students interact, create and
solve their own problems.
Daily Lesson Sheets help students and teachers to
concentrate on teaching and learning math, not
copying problems from a book. The structure of
the lessons allows the teacher to easily work with
students who grasp the concepts right away, and
those who are struggling.
The curriculum provides assessment opportunities
through distributed practice. With our unique
Checkanswer system, students are assessing
themselves daily. Formal tests are provided once
a week in the higher grades. First Grade and
Kindergarten have fewer tests.
3. Produce Confidence
Expanding Curriculum Coverage
Students remember concepts, due to continual practice and using basic
skills in more complex ways. We cover more curriculum in the same time.
Providing a Positive Experience
Not every student will become a mathematician, but all can learn to view
math as something which is used in “real life”. Many graduates of Excel
Math feel math is their favorite subject.
Reducing the Need for Ability Grouping
Because the mix of math problems and gradual spiraling help everyone to
succeed, students do not need to be divided into groups by ability levels.
Improved Test Scores
Schools across the nation using Excel Math consistently report improved
test scores.
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3
©2012 AnsMar Publishers, Inc.
Curriculum Strategy
Excel Math uses a proven direct instruction approach
accompanied by many other features and advantages:
•
•
•
•
•
Lesson Sheets present lessons, homework, guided practice, and basic fact practice
Critical Thinking concepts are presented in the fifth lesson each week
Create a Problem stories challenge students with longer texts that involve multiple concepts
Weekly Tests, Quarterly Tests, and End-of-Year Tests let you know how students are doing
Stretches, Exercises and Activities offer different instructional modes for learning
The School Year
Testing
The first 4 – 6 weeks of Excel Math lessons review
the previous grade’s concepts. You can evaluate
your class’s grasp of basic math concepts and be
confident students are ready for new ideas.
Weekly, Quarterly and Year-End Tests are all
cumulative. Quarterly Tests help your class practice
with “bubble-in” answer sheets. The upper grades
have:
The majority of the year is devoted to spiraling
math concepts. Each week we introduce new
concepts, practice earlier concepts and prepare for
assessment a week later. Students are not tested
immediately after learning. They have ample time
to explore what they have learned – in class and at
home, in calculation and in word problems.
• 24 Weekly Tests
• 4 Quarterly Tests with bubble-in answers
• 2 Year-End Tests
Year-End Tests help you assess your students’ grasp
of the entire year’s content.
Summer School
The final weeks each year summarize what has
been learned and introduce a few new concepts
that will be taught at the next grade level.
Our summer school edition helps prepare students
to enter the following grade. These 6-week
products are ideal for InterSession work as well.
You can select a lower grade for remediation, or a
higher grade to provide challenges for advanced
students. Contact us for more details.
Each week
Each class “week” has 6 pages - 5 lessons, and a
test with a “Create a Problem” story on the back.
This element adds variety to the math instruction
and encourages student creativity and critical
thinking. Students can write story endings and
develop their own problems from the stories.
Better All Around
Excel Math retains all the features of past Excel
Math editions you may have used, and adds more
teaching tools, better spiraling, enhanced graphics,
and up-to-date content. We give your students a
chance to exercise both creativity and literacy as
they learn all the concepts specified by your state.
Use your judgment to work through the lessons
daily, or move more quickly if the class is ready. We
do not encourage jumping around as it interferes
with the spiraling presentation of concepts.
Monday Tuesday Wednesday Thursday
Friday: Weekly
Friday: Quarterly
• Critical Thinking Lesson
• Lesson
www.excelmath.com
• Lesson
• Basic Fact Practice
• Guided Practice
• Homework
• Guided Practice
• Test on front of page
• Create a Problem on back
4
• Guided Practice
•Q
uarterly Test
on 1 or 2 pages
©2012 AnsMar Publishers, Inc.
Components of Excel Math
Excel Math consists of Student Lesson Sheets and a Teacher Edition.
The Boxes
The Lesson Sheets
Excel Math shipping cartons are color-coded
to indicate the language of the Lesson Sheets
inside: English (brown) and Spanish (white).
Excel Math Lesson Sheets are printed on legalsized, double-sided pages. We package sets for
these class sizes:
10 Students
15 Students
22 Students
30 Students
35 Students
Contents:
Grade 3
Ansmar Publishers Inc.
13257 Kirkham Way
Poway, CA 92064-7116
Toll Free: 866-866-7026
San Diego: (858) 513-7900
Fax: (858) 513-2764
Classroom Set of 22
Lessons 1-74
English Translation
E322a Box 1 of 2
Depending on the set size you select, you may
receive one, two or three boxes for the year.
When you receive your materials, check the
box label to confirm you have received the
correct grade, translation, and number of
lesson sheets.
When you open a box, you will find copies of
Lesson Sheet 1 for your whole class, a colored
divider sheet, copies of Lesson Sheet 2, etc.
Teacher Editions will come in a separate box.
We also have Individual Student Sets (single
sets with tear-off pages) if you need materials
for just a few students.
The grade level does NOT appear on covers of
the student or teacher products. The first digit
of the four-digit page number at the bottom
of each Lesson Sheet indicates the grade. You
can also detemine grade by the color coding:
The Teacher Edition
You will need a Teacher’s Edition. This spiralbound book contains the Scope & Sequence
of lessons, the lesson plans, and other
materials to assist you in the classroom.
Kindergarten – Grey
1st Grade – Pink
2nd Grade – Blue
3rd Grade – Green
4th Grade – Tan
5th Grade – Yellow
6th Grade – Orange
7th Grade – White (summer only)
A reduced-size copy of each day’s Lesson
Sheet, along with the answers, is provided on
the facing page, across from the Lesson Plan.
Excel Math Projectable
This product contains the lesson material in
electronic form for collaborative use in the
classroom.
www.excelmath.com
5
©2012 AnsMar Publishers, Inc.
Student Lesson Sheets
The Classroom Lesson
Lesson 119
Name
Date
Homework
Arranging fractions, decimal numbers and mixed numbers on a number line
AB
Students interact with the lesson material as the teacher
introduces the concept(s) for the day. The objectives are
clearly stated at the top of each Lesson Sheet in terms that
students can understand.
DE F
-3
G
H
-2
I
-1
J K
L M
N
+1
0
O
P Q
Which statements are not true?
R
+2
27
S T
13
5
T
6
1
4
9
3
6
12
K
-1 5
20
J
7
3
G
10
-2.0
E
.9
L
11
2.8
R
7
8
O
14
13
1
15
4
-.66
2.4
H
Q
1.5
S
12
–.25
I
-2 9
18
C
16
N
-3.3
A
-1 3
4
F
yes
6.
3,11
5
3,6
9,11
6
9,6
5
x 6
30
8
9
30
+ 7
54
5. reflection (flip)
6. translation (slide)
7. rotation (turn)
30 sq un it s
no
7.
B 54
How has the
figure moved?
A packing machine added
foam pellets to boxes. The
foam pellets weighed 13,
15, 22, 35 and 55 ounces.
Which choice shows the
statistical mean?
C 61
9 is what
percent of 18?
6
5
+ 50
61
N x 18 = 9
3. 22 oz
13
15
22
35
+ 55
140
140 ÷ 5 = 28
9
18
4. 21 oz
= 18
.5
9.0
5. 28 oz
0
1 2 3 4 5 6 7 8 9
50%
6283
© Copyright 2007 AnsMar Publishers, Inc.
Lesson: top left corner
Lesson 99
Name
Recognizing odd and even numbers, up to ten
Homework
Date
1
Adam has 5 marbles. He wants to share one half of his marbles with his
brother. How many marbles will he give his brother?
2 10
18
+ 7
25
30
-14
16
Adam has a problem. Do you know what that problem is?
How would you solve his problem?
This section provides practice in basic math facts, such as the
“multiplication tables”. The exercises appear frequently in
the lower grades. If students can’t recall basic facts, it will be
difficult for them to learn other concepts in later years. Use
this section for timed exercises or just for practice.
Round to one-digit
accuracy.
The coordinates for a
rectangle are (3, 11),
(9, 11), (9, 6) and (3, 6).
What is the area?
6
5
4
3
2
1
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On the fifth-day lessons we normally use the whole front of
the Lesson Sheet to explore difficult concepts. There is no
homework on these pages. If the lesson happens to fall short
of a full page, we provide extra Guided Practice in that space.
Basic Fact Practice
9. 6 x 6 < 4 x 9
On the grid shown below,
draw a line from ( 1, 2 ) to
( 7, 4 ). Is ( 4, 3 ) on the
same line?
8
2
16
8
9
180
+ 9
206
180º
36
9
9.087 ______
because -.2 is closer to zero than -.25. Therefore -2.2 is point D.
2
A 206
What is the measure
of a straight angle?
16
36
Which statements
are true?
11
3 12
=
6.
16
4 16
3
3
>
7.
8
10
2 6
5
8.
<
3 9
9
1 3
2
9.
≠
5 15
15
-2.2 is negative, so it is to the left -2. It is to the right of the one-quarter mark
3
8
16
8. 8 + 8 > 2 x 8
16
7. 7 + 6 < 4 x 4
Keep in mind that, although the numerals increase, negative numbers
decrease in value as you move farther left from the zero.
3
17
6. 3 x 9 ≠ 8 + 9
+3
Each of the numbers listed below is represented by a letter on the number
line. For each problem, write the letter next to the number it represents and
be able to explain why you matched the letter with each number. For example,
3 is positive, so it is to the right of +3. It is to the right of the
3
8
3
1
one-quarter mark because
is greater than
. Therefore, it is point T.
8
4
1
The Lesson section includes a few examples and problems for
students to solve. Below the lesson are several more problems
that explore the concepts students have just learned.
C
Numbers that cannot be divided into two equal groups are
called odd numbers. Numbers that can be divided into two
equal groups are called even numbers.
7
_____
+ 8 = 15
Draw a line under the odd numbers in this set.
1 39
3 13
43
- 8
35
18
- 9
9
14
- 7
7
13
- 8
5
16
- 7
9
17
- 9
8
15
- 9
6
14
- 8
6
13
- 6
7
7
+ 6
13
8
+ 9
17
3
+ 7
10
9
+ 5
14
8
+ 4
12
5
+ 5
10
5
+ 8
13
7
+ 9
16
32 + 3 =
+ 3
35
7
9
+ 3
19
D 68
35
+ 33
68
1
9 + 24 =
+ 9
33
2
41
+ 43
86
4 1 ____)
43
( 35, 37, 39, ____,
3 . 8 + 7 = 15
+2
4. 15 - 8 = 7
5 . 7 + 8 = 15
Reggie had $3.21. He earned
a quarter. How much money
does he have now?
$ 3.21
+ .25
$ 3.46
Courtney had $1.32. She
bought a coloring book that
cost 21¢. How much money
does she have now?
$1 . 3 2
- .21
$1 . 1 1
$ 3.46
F $4.57
$3 . 4 6
+ 1.11
$4 . 5 7
$1 . 1 1
2235
www.excelmath.com
$3 . 2 0
+ 1.39
$4 . 5 9
E 86
2. 16 - 7 = 9
4
+ 35
39
Basic Fact Practice
$1.2 6
+ .1 3
$1 . 3 9
Which one does
not belong?
Can you see a pattern developing?
( 3, 4, 5, 7 )
C 19
3 = 8
11 - _____
( 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 )
B $4.59
$3.6 0
- .4 0
$3 . 2 0
25
+ 16
41
9 = 1
1 0 - _____
Draw a circle around the even numbers in this set.
Which number in this
set is an even number?
A 41
© Copyright 2007 AnsMar Publishers, Inc.
Basic Fact Practice: bottom left corner
Guided Practice
Guided Practice section is on the back of the Lesson Sheet.
Because students don’t copy problems from a textbook, they
have time to complete Guided Practice in class.
We encourage students to ask for help, so they can get every
answer correct. Guided Practice will be very easy at the
beginning of the year. This is intentional. Your students will see
math as something they can readily conquer.
Guided Practice 66
E 400
3 13
1
394
+ 6
400
6
6
www.excelmath.com
6
70
7 3 ______
I
40
3 5 ______
Which figures show a line
of symmetry?
4.
6
8
7-3
6 > _______
41
x 4
164
3.
5.
60
x 3
180
62
x 2
124
6. 8 + 9 = 1 7
7. 1 7 - 8 = 9
8. 1 7 - 9 = 8
9. 9 + 9 = 1 8
22
1 1 minutes
It is _____
4 o'clock.
before ____
J
34
- 6
28
2 8 inches
( 5 6 , 2 9 ,4 0 , 1 5 )
7
8
24
2
3
+28
33
denominator
10
3 0 13
$ 4.1 3
- 1.7 6
$2.3 7
9
11
+ 4
24
The shelf was 34 inches long. M 33
Grace cut 3 inches off each
end. How long is the shelf now?
463
-260
203
Which numbers in the
set are even numbers?
164
124
+180
468
5 10
3+3=6
+376
667
F 468
60
-49
11
C 870
11
156
135
4
8
+10
22
5+3
8 = _______
10
October _____
2 14
www.excelmath.com
B
4
(3+4) (6-0) (5+3) (7-3)
170 Which one does
not belong?
70
60
+40
170
60
5 8 ______
2.
Select the numbers from the
given pairs to fill in the blanks.
7
1 2 months
1 year = _____
437 - 43 =
-43
394
90
18
60
+ 12
90
6 0 minutes
1 hour = ______
Round to the nearest ten.
Adapt your use of the Lesson Sheet to the needs of your class.
If the students are having difficulty with a concept, practice
the concept a bit before moving on to the next lesson.
However, because we review previously-taught concepts in
Guided Practice, you do not need to look for total mastery for
the whole class before moving on.
Name
A
1 8 nickels
90¢ = _____
667
+203
870
G 104
56
40
+ 8
104
four thousand, six
hundred fifteen
three thousands
4,6 1 5
3,0 0 0
+ 1,2 6 0
8,8 7 5
3,0 0 0
2 hundreds, 1 thousand
and 6 tens
1,2 6 0
H 11
A milk carton might contain
________ of milk.
3 pints
5 yards
4 tons
6 meters
12 ÷ 2 = 6
K $4.43
6.
1
L 12
of the figures
are triangles.
5
$2.3 7
+ 2.0 6
$4.4 3
3
6
+ 2
11
6 ÷ 3 = 2
2
1 15
$ 3.2 5
- 1.1 9
$2.0 6
D 8,875
4,6 1 5
5
2
7.
2
3
8.
2
5
8
+ 4
12
5 - (8 - 7) = 5-1=4
Holly has 14 buttons.
One-half of them are red.
How many red buttons
does she have?
7 is one-half of 14.
A bird can be
weighed in _____.
22. kilometers
23. ounces
24. gallons
7 red buttons
Gus is 60 inches tall. N 43
Jed is 47 inches tall.
How much taller is
Gus than Jed?
10 5
7
60
23
-47
+13
13
43
1 3 inches taller
3158
Guided Practice: back of Lesson Sheet
©2012 AnsMar Publishers, Inc.
© Copyright 2007 AnsMar Publishers, Inc.
Student Lesson Sheets
Lesson 66
Name
Homework
Date
Defining numerator and denominator; selecting a fraction that matches a given model
A
5
7 = 1 2 - _____
The bottom number in a fraction refers to the total number of parts in the group. It is
called the denominator. The top number of the fraction represents the parts of the total
group that you are referring to. It is called the numerator.
11 = N + 6
N = 5
1
2
6
2
2
are shaded.
2
4
4
2
6
2
3
3
81
5
x 2
48
4
3
of the figures
are triangles.
2
4
2
4
2
are shaded.
1
4
2
3
3
5
540
2
5
12
3
are shaded.
5
7
12
5
5
3
6
12
3
3
6
6
3
8
3
are shaded.
6. 3
5
7. 3
8
8. 8
3
5
3
1
+ 5
9
F
5 nickels
1 quarter = _____
12
254
+420
674
3
5
M
15
7
+ 8
15
8. 3
5
G
P
Q
1 4 cm
ST = _____
32
7
11
+14
32
S
T
3157
www.excelmath.com
5
12
+ 5
22
of the figures
are circles.
7 cm
MN = _____
N
22
are shaded.
1 1 cm
PQ = _____
of the figures
are squares.
6. 5 7. 3
2
3
9
10
Measure each line segment to the nearest centimeter (cm).
3
1
1
2
5
-203
420
of the figures
are squares.
Use the number in front of the fraction for your checkanswer.
3
7 ÷ 7 =
623
-286
254
6
9 ÷ 3 =
D
5
E 674
13
4 3 10
1
4
-4
405
+ 48
453
4
2
19
17
+51
87
5 1 , 4 7, 4 3, 3 9, 3 5 )
( _____
24
x 5
405
3
5
-2
C 453
of the figures
are circles.
5
2
6
87
1 9 , _____
17 )
( 2 7, 2 5, 2 3, 2 1, _____
5
8
+ 5
18
5
For each problem, fill in the numerator and denominator and circle the correct fraction.
B
18
8
1 3 = 5 + _____
© Copyright 2007 AnsMar Publishers, Inc.
Homework
Homework reinforces learning, teaches responsibility and
involves parents. Students are expected to take the Lesson
Sheet home, complete the problems (showing their work),
and bring the Lesson Sheet back to class.
If students do their homework using the Checkanswer, they
can score 100% each time. Homework should take 20 minutes
each day. There is no homework on test days.
Homework: Front, right-hand side
Test 18
1
2,3 2 6
167
928
+ 909
4,330
7
Name
3
9
4
1 gallon = _____
quarts
8
4
1,000
1 km = _________
m
10
What are the
factors of 12?
5 6 r1
4 9
15
17
7
Every day Jackie writes 8
poems. How many poems
will she write in the month
of November?
30
x 8
240
6
6
0
Cory weighs 8 kg more
than Alec. Sean weighs
76 kg. Sean weighs 5
kg less than Alec. How
much does Cory weigh?
S 76
+ 5
A 81
0, he has enough
16 teams
18
A 81
+ 8
C 89
Quarterly and Year-End tests help student prepare for
standardized testing. Students solve for answers, circle the
correct choice next to their work and transfer that answer to
the bubble-in space on the right-hand side of the page. You
may choose to omit the bubble-in process if you prefer.
89 kg
19
Reuben is the band director. He has
36 students in the band and wants 4
equal rows. Which equation shows
how many students he can put in
each row?
36 x 4 =
We assess the students’ progress at mastering concepts that
were introduced in the 3-4 weeks prior to the test. We do not
test on concepts they learned the week preceding the test.
17
Forty-eight girls are
playing a game. There
are 6 players on each
team. If the number of
players on each team
is cut in half, how many
teams will they have?
16
3 48
-3
18
-18
0
36 + 4 =
Kindergarten has 6 tests while First Grade has 16 tests. All
other grades have a test each week. Tests are a mix of story
problem, calculation, true-false, and multiple choice questions.
Most students can complete a weekly test in 15 minutes.
3
7
240 poems
$9.76
+ 7.34
$17.10
36 ÷ 4 = 9
= 2
23, 29
8
6
16
Buck has seventeen dollars and
sixty cents. He wants to buy a
shirt that costs nine dollars and
seventy-six cents and a tie that
costs seven dollars and thirty-four
cents. How much more money
does he need?
36 - 4 =
Tests
6
7
14
6 0
7 4,2 5
-4 2
0 5
-5
4
0
4 9
-4 8
1
3 =
7
Write as a
mixed number.
What 2 prime numbers are greater
than 20 and less than 30?
13
4
8 3,6
-3 2
4
-4
3 +
7
6
1, 12, 2, 6, 3, 4
12
97
x43
291
3880
4,1 7 1
5
5 r2
13 67
-65
2
786
x 9
7,074
$ 6 0.0 2
- 2 3.4 9
$36.53
11
Date
#
2
20
Eight popsicles cost
40¢. How many
popsicles can be
bought for 20¢?
Two boards are
cut into fifths.
How many pieces
will there be?
4 popsicles
10 pieces
Extra Credit
There are 15 pounds of potatoes in a bag. A case holds 7 of these bags. How many cases can
be carried by a truck that can carry a maximum of 1,000 pounds?
15
x 7
105
9 r55
105 1000
-945
55
9 cases
4239
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© Copyright 2007 AnsMar Publishers, Inc.
Create A Problem Stories
Test: front of page every 5th day
Create a Problem 18
These stories allow students to express their grasp of a
complex story while merging math and literacy. We start with
simple stories and ask students to observe what is happening
in the story. They use those observations to solve problems.
Name
Label the graph and indicate the route taken by the riders. Then write a word
problem based on the information in the graph.
The Vacation Bike Race
Tour de Vacation
Ana and her brother Bret watched a bicycle race while on vacation.
After the race was over he asked if she could help him create a graph of
1750
the race route. Ana said "Sure!" They went out to talk to some of the bike
1500
Elevation (feet)
riders who were resting in the park.
The race started in Gap and ended in Marse, eighty miles away. Ana
asked one of the riders what the elevation of Gap was. He replied, "1600
feet." Their hotel was next to an ocean beach, so they knew Marse is at
sea level. Ana put dots on the chart at those points.
Overall the route was gradually downhill. The rider said there was
1250
1000
750
500
250
just one climb that starts at 30 miles, where the elevation is 1000 feet
0
above sea level. The road goes up to 1250 feet and back down to 1000
0
GAP
feet by the 40-mile point. Ana put dots on the map as he instructed.
Fifteen miles before the finish the road drops to sea level, but it
10
20
30
40
50
60
Distance (Miles)
70
80
MARSE
How much elevation is lost in the first thirty miles? 1600 - 1000 = 600 ft
quickly rises up 200 feet and then drops back to sea level over a 10-mile
distance. The last 5 miles are completely flat, as the riders circled the
beachside town.
After Ana and Bret completed the map, they shared it with the
riders. They agreed it looked like the ride was almost all downhill, but it
seemed like a lot of work when they were doing it! The team invited Ana
and Bret to have lunch with them in the plaza.
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4240
© Copyright 2007 AnsMar Publishers, Inc.
Story Problem: back of test page
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Later in the year we ask students to create a problem or two.
Finally, students are able to finish a story in their own words
and write several problems about their story ending. When
they can create their own problems using stories they have
helped to write and using math concepts they have learned,
they demonstrate mastery AND integration into their lives.
7
©2012 AnsMar Publishers, Inc.
Teacher Edition
Objectives
Lesson 139
Each lesson plan begins with a briefly stated objective. The
same objectives also appear at the top left corner of the Lesson
Sheets, and in the Scope and Sequence list at the front of the
Teacher Edition.
Objective
Stretch 139
Students will subtract 2 three-digit
numbers, regrouping twice.
Draw the figure shown on the board. How
many triangles can you count?
Preparation
For each student: hundreds exchange board;
ones and tens pieces (masters on pages M12
– M15).
Lesson Plan
Before distributing the Lesson Sheets, write
Preparation
The preparation section spells out what you need to do to
prepare for your class session. If the list begins with
For the class: then you need one or two sets of items for
demonstration from the front of the classroom. If you see
When they get their answer, write the
following problem on the board.
47
+189
236
You are showing them how they can
confirm a subtraction answer with addition.
Repeat this process with problem #1.
Distribute the Lesson Sheets. Do #2 – #5
with them one at a time using the same
process you did with the examples.
For each student: then you need one set of items for each of
your students, or sometimes for each pair of students.
332
Teacher Edition: left-hand page has
helpful teaching hints and Stretches
Most of the items required will be reused, so you may wish to
save them in plastic bags or containers.
Lesson 139
Lesson Plan
Name
Stretches
Now with only 2 tens left, the 8 tens cannot be
subtracted until 1 of the hundreds is converted
to 10 tens.
2 16
236
2 hundreds,
3 tens and 6
ones
1
2
1 11
2 1 10
320
-146
174
236
2 hundreds,
2 tens and 16
ones
=
4
253
- 144
109
12
1 2 16
236
1 hundred, 12 tens
and 16 ones
5
13
2 3 16
4 13
241
48
193
236
-189
47
=
3
13
1 3 11
-
1
-
46
- 7
39
236
-189
7
12
1 2 16
346
98
248
5 x 5 = 25
464
86
378
1 295
12
1 2 10
342
- 98
244
230
-179
51
244
+ 51
295
3 12
1 11
423
-273
150
221
-114
107
3
x 3
9
9
x 5
45
3
x 6
18
8
2
x 3
6
Guided Practice 139
524
- 68
456
43
+97
140
124
+ 4
128
A 718
262
+ 456
718
E 268
140
+ 128
268
Rod visited his cousins three
times a year, for three years.
How many times did he visit
his cousins in the last three
years?
1
235
+129
364
3 10
$3.4 0
- 1.3 9
$ 2. 01
1 17
$2.7 1
- .8 1
$ 1. 90
1
2 257
1
2
1
1
E 13
1
1
1
6
3
4 in
150
_____
in
_____
in
_____
+ 107
Oscar saw 7 lakes and 2 streams
Felix caught 15 frogs. He let 7
257 on his camping trip. Herman saw
of them go. How many frogs
4 rivers and 1 lake. How many
more lakes did Oscar see than
Herman?
5
x 4
20
6
3
+ 4
13
F 14
does he have left?
15 - 7 = 8
7 - 1 = 6
6 m ore la kes
8 fro g s
6
+ 8
14
© Copyright 2007 AnsMar Publishers, Inc.
How has the
figure moved?
F $3.91
6
1
243
+ 80
323
$ 2. 01
+ 1. 90
$ 3. 91
1
6
5
6
+ 1
12
97
-80
17
324
-120
204
Which one does
not belong?
2.
3.
4.
5.
9
4
+ 16
29
K 12
2 = 6
C 87
1
24
10
30
+ 6
70
364
+ 332
696
I 29
( 4 , 13 , 16 , 9 )
9 tim es
5. reflection (flip)
6. translation (slide)
7. rotation (turn)
32
+ 133
165
Compute the perimeter of each shape to the nearest inch.
2
1
B 696
1 1
247
+ 85
332
Circle the even
numbers in the set.
3 x 3 = 9
www.excelmath.com
D 165
Name
11
4 1 14
3 10
402
-140
262
6
+ 12
18
12
40 + 93 =
+40
133
2331
12
We provide reduced copies of the student pages with the
answers shown so you can see what the class is being asked to
do. This helps you in facilitating their activity.
8
x 2
16
www.excelmath.com
1
Student Lesson Sheets with Answers
5
x 7
35
65
-53
12
35 - 3 =
- 3
32
3
8
+ 25
36
1
13
2 3 12
5
x 2
10
Stretches teach various kinds of thinking skills and math
ideas. Like the Lessons, the Stretches spiral through concepts,
becoming more difficult as the year goes on.
C 36
B 18
are
shaded.
6
39
What number is
+ 360
fifty-three less
399
than sixty-five?
4 x 2 = 8
15
3 5 14
-
2
A 399
3 x 1 = 3
Basic Fact Practice
These activities are brain teasers or thought-provoking
exercises for your students. We recommend you put this up
so they can see and ponder it outside the math class time.
2
325
+ 33
360
3 16
2 16
The 9 ones cannot be subtracted until
one of the tens is converted to 10 ones.
236
-189
Homework
Date
Regrouping twice when subtracting 2 three-digit numbers
The lesson plan gives you suggestions for teaching the lesson.
These are not intended to walk you through every second of
the math instruction, but to help you introduce the subject to
the class. This is NOT a script.
www.excelmath.com
Answer: 27 triangles:
12 - formed by diagonals through small
squares
12 - 6 each inside the two large triangles
formed on the right and on the left of the
center line
3 - in the center formed by the diagonals
and the horizontal lines
236
- 189
on the board. Have the students model 236
on their exchange boards. Walk through
each of the regrouping steps.
12
3 =4
3 x 4 = 12
4 x 3 = 12
4 + 3 = 7
70
+ 17
87
G 527
323
+ 204
527
1
246
23
+128
397
1
29
135
+ 14
178
$2.4 0 - $1.3 0 =
- 1.30
$1.10
$3.4 2 + $1.4 3 =
+ 3.42
$4 . 8 5
Today is Monday, May 12.
D 575
397
+ 178
575
H $5.95
$1 . 1 0
+ 4.85
$5 . 9 5
J 25
17 .
Saturday will be May _____
M T W Th F S
12 13 14 15 16 17
3
Jenny had $3.75. She then paid
$1.50 for a hair clip and her mother
gave her a half dollar. How much
money does she have now?
$ 3.75
$ 2.25
- 1.50
+ .50
$ 2.25
$ 2.75
1 = 3
2332
5
17
3
25
L $3.85
5 10
$6.0 3
- 5.4 3
$ .60
$ 2. 75
+
50¢
$2 . 7 5
.60
+ .50
$3 . 8 5
© Copyright 2007 AnsMar Publishers, Inc.
333
Teacher Edition: right-hand page shows
Lesson Sheets with answers
©2012 AnsMar Publishers, Inc.
Teacher Edition
Activity 6
Observation and Experimentation
Objective
Objective
Preparation
Preparation
Lesson Plan
Lesson Plan
HYPOTHESIS ONE: all tables in our school
classrooms are the same height.
HYPOTHESIS TWO: a person’s ability to
jump rope improves with practice.
Students can describe the resources they
need for the observattion, such as a tape
measure. They may need to define table
carefully (if they find one with two tops, or
slanted top, etc.).
Students can define the process and
resources needed for conducting this
experiment. They might need:
Students will formulate a hypothesis, collect
data, and describe the probability of certain
outcomes based on observation.
For each group: paper to record results.
Divide the class into groups of 3 or 4
students. Ask each group to formulate a
hypothesis that they can test by observing
and collecting data. For example,
Ask students to perform their observation.
Based on their results, have them report on
the probability that the statement is true,
or rephrase their hypothesis.
For Hypothesis One, they may find that
45 out of 50 tables are the same height.
Therefore, their conclusion could be
“It is impossible that all tables are the same
height, but certain that all tables are under
40 inches of height.”
or they might say
“It is highly likely that all 4-legged tables at
our school are between 25 and 35 inches in
height.”
Permission granted to copy this page
Students will formulate a hypothesis, collect
data, and describe the probability of certain
outcomes based on experimentation.
For each group: paper to record results.
Divide the class into groups of 3 or 4
students. Ask each group to formulate
a hypothesis that can be confirmed by
experiment. For example,
-
jump ropes
a place to practice
a place to measure
a definition of improve
a decision on how much practice is
needed before second measurement
- will they spin their own rope, or just jump
Once the process is defined, have them
conduct their research, plot the results in a
table, and draw conclusions that they can
share with the other groups in the class.
They might create a revised hypothesis:
“It is likely that a 10 minutes of practice can
improve a person’s jumping skills enough
that they can do at least 10 jumps in a
row.”
A14
Teacher Edition: Activity lesson plan
The dotted line on each of the triangles measures the height of the triangle.
The bottom line is referred to as the base of the triangle.
A.
6
4
B.
5
1
20
area =
x (5 x 4) =
= 10 sq cm
2
2
3
1
18
area =
x (3 x 6) =
= 9 sq cm
2
2
Activities & Exercises
Activities integrate other modes of learning into the class, and
cover subjects not easily conveyed on a Lesson Sheet. They
give your students a chance to expand their math knowledge.
Students might be asked to look at economic items in the
newspaper, or make a solid figure from cardboard.
The activities are structured much like a normal classroom
lesson, with Objectives, Preparation and Lesson Plan. The
activities can be used at the end of the year, if the class finishes
a lesson early, or to have a change from normal lessons.
Activities are included in the Scope and Sequence, and they
should be taught in order to cover all your state requirements.
Kindergarten has Exercises (similar to Activities) every 5th day
when there is no test.
Manipulatives
These pages are provided to help support the lessons. If you
do not have a specific set of objects, such as play money,
or regrouping boards, use the masters in the Manipulative
section.
Most manipulative graphics are related directly to one lesson.
The lesson preparation section will tell you which one to use.
7
D.
4
C.
7
1
28
area =
x (7 x 4) =
= 14 sq cm
2
2
4
1
28
area =
x (4 x 7) =
= 14 sq cm
2
2
Some exercises ask the students to make up stories about
animals. You can use pictures to help them think of stories such as horses in a field, cats in the back yard, etc.
Glossary
Teacher Edition: Manipulative master
www.excelmath.com
The Teacher Edition for each of the grades includes a glossary
of the terms learned that year. A glossary of math terms for
all grades is available on our website, in both English and
Spanish.
9
©2012 AnsMar Publishers, Inc.
Checkanswer® & Homework
The Excel Checkanswer is used in Grades 2 - 6. The system allows students
to verify their own work. The process involves adding together answers
from two or more problems and comparing that sum to the Checkanswer.
(A)
74
24
+ 42
140
(B)
(C)
(D)
A 5,927
3,6 2 1
- 1,2 4 2
2,379
426
x 8
3,408
The Checkanswer box appears to the right of each
set of problems. Space below the Checkanswer box
gives students room to show their work.
The example is solved as follows:
140
2 ,3 7 9
+ 3,408
5 ,9 2 7
If the results do not match, recheck solutions to
problems A, B and C and recheck the Checkanswer.
Addition is always used to keep the Checkanswer
process consistent. We provide examples and
instructions at the beginning of the year.
1. T
ake the sum of addition problem A and write it
under D.
2. T
ake the remainder of subtraction problem B
and write it under D.
3. T
ake the product of multiplication problem C
and write it under D.
4. A
dd the three numbers together.
5. Compare the result to the Checkanswer.
Each Teacher Edition contains a letter to parents
explaining the Checkanswer and asking for their
help with checking/confirming homework.
Encourage your students to do the Checkanswers
properly. Checking ones work is a critical math skill.
Homework appears throughout Excel Math. Students practice concepts
from past lessons, and verify their work using the Checkanswer.
Family involvement in homework is very important and will help students
grasp concepts that may appear challenging in the classroom.
www.excelmath.com
10
©2012 AnsMar Publishers, Inc.
Optional Features
Excel Math is based on the Lesson Sheets and Teacher Edition.
Enhance classroom interactivity with Excel Math Projectable Lessons,
or benefit from our professional development options.
EXCEL MATH PROJECTABLE LESSONS
Our electronic product contains student lessons, answers and more.
Each grade is on a separate CD disc. You can share files between all
teachers at a single school site.
Excel Math Projectable lets you view the lessons on a computer
screen or beam them onto a white board, movie screen or
interactive teaching board. Alternatively you can print them out and
use an overhead projector or document camera.
You can see samples and an instructional video on our website or on the disc in this sample kit.
Professional Development Opportunities
MEDIA
Our free DVD offers suggestions on using Excel Math in your
classroom. You can achieve the best results by viewing it at the
beginning of the year (for an overview of the program), and
watching it again in 4-6 weeks.
If you want a quick overview, watch the first 8 minute segment. If
this is your first year teaching Excel Math, and/or you want detailed
information, take a look at the 18-minute segment.
ON-SITE IN-SERVICE TRAINING
We also offer Excel Math In-Service Training that includes instructional strategies (best practices)
for effective direct instruction, tips to help you take full advantage of Excel Math, and guidance on
using the assessment tools in Excel Math for maximum instructional value.
Additionally, if you are using Excel Math as a supplement, the in-service includes how to most
effectively blend Excel Math with an adopted core curriculum.
The presentation takes just under 2 hours. We charge a minimal fee to cover travel. This training
is subject to availability. Please contact Bob Parrish at 866 866 7026 or email [email protected]
www.excelmath.com
11
©2012 AnsMar Publishers, Inc.
Excel Math Terms
The following chart defines terms and components
used throughout Excel Math.
Excel Math Terms and Teaching Techniques
Components
Definition
Location
Lesson
An objective “students will divide a mixed number”; a plan to
help use/experience/discover the objective, and a few sample
problems
At the top left corner of the
front side of the Lesson Sheet
Basic Fact Practice
A set of 5-20 practice problems using +, -, x, and /
Bottom left corner of the
Lesson Sheet
Guided Practice
A mixed set of problems used to refresh concepts learned
earlier in the year.
Back side of the Lesson Sheet
Homework
A mixed set of problems used to refresh concepts; intended to
be used at home
Right front side of the Lesson
Sheet
Checkanswer
Excel Math tool used throughout 2-6th grade; allows students
to confirm their work is correct using a checksum technique
All regular Lesson Sheets
grades 2-6
Regular Tests
Set of 10-20 questions to assess mastery of concepts
introduced 1-2 weeks earlier
Front side of test page once
a week
Quarterly Tests
Set of questions to assess mastery of concepts learned
throughout the quarter
Both sides of test pages every
6 weeks
Year-End Tests
Set of questions to assess mastery of concepts learned
throughout the year
Both sides of 2 test pages
near the end of the year
Create a Problem
Complex story problems used to help integrate math and
literature and to demonstrate higher-level thinking
On the back of regular test
pages
Exercises
Learning activities used in Kindergarten or First Grade to teach
concepts that require movement and actions
On an extra Lesson Sheet
after the 5th lesson each week
Activities
Lessons for introducing complex concepts that cannot be
explored using the regular Lesson Sheets or Checkanswers
At the back of the Teacher
Edition following Lesson 155
Stretches
Puzzles, teasers and challenges used daily in upper grades.
These are spiraled just like the lesson objectives
Following each lesson plan in
the Teacher Edition
Manipulatives
Duplication masters provided in case physical items are not
available for use with the lessons
At the back of the Teacher
Edition following the Activities.
Glossary
List of terms and definitions introduced during the year
Back of Teacher Edition and
on ExcelMath.com
Scope and Sequence
Listing of lesson objectives in subject and chronological order
Front of Teacher Edition
Score Distribution Charts
Charts used to record student results / share them with parents
Front of Teacher Edition
Mental Math
Used to help students practice without writing down the work
Available on ExcelMath.com
Summer School
6-week product used for review and short-term math courses
Separate product available by
request
Projectable Lessons
PDF files of the classroom instruction from the Lesson Sheets.
Use with digital projector, white board, overhead projector or
document camera. Includes a Teacher Edition in PDF format.
Complements; does not replace
the Lesson Sheets and printed
Teacher Editions
www.excelmath.com
12
©2012 AnsMar Publishers, Inc.
Variations by Grade
& Sample Pages
Some features of Excel Math are modified to suit different grade levels.
This chart and the sample pages illustrate some of the changes.
Components of Excel Math, by Grade Level
Grade
Lesson
Basic Fact Guided
Practice Practice
Homework
Stretch
Exercise
Activity
K
155
none
First
155
Second
Tests Create a
Problem
50
50
none
24
In lessons
6
none
30
124
124
none
12
124
16
none
155
80
124
124
124
none
12-15
30
24
Third
155
70
124
124
124
none
12-15
30
24
Fourth
155
70
124
124
124
none
12-15
30
24
Fifth
155
12
124
124
124
none
12-15
30
24
Sixth
155
none
124
124
124
none
12-15
30
24
•
Lesson Sheets (in the actual product) are printed on legal-size paper for maximum content.
This sample package is printed on regular paper for convenient handling and mailing.
•
Each grade has material for 31 weeks of classes, at 5 days per week, or 155 lessons.
There are at least a dozen additional activities or exercises per grade.
•
In Kindergarten you can work through Guided Practice in class, or assign it as Homework.
•
Grades 3-6 each have around 50 problems/lesson, or 9000 problems/year, including tests.
•
The components that make up each grade vary somewhat, based on student capabilities.
The two lessons below show how graphing is handled, first in Kindergarten and finally in 6th.
Lesson 154
Name
Date
Create a Problem 13
Chart of heads and tails
Name
Ages at Concert
ROCK CONCERT
Edgar went to a rock concert with his dad. On the way to the concert,
the two were wondering whether there would be more people Edgar's age or
more people his father's age at the concert.
12
Number of People
To answer their question, Edgar decided to ask people how old they
were. He knew that he couldn't possibly ask all 7,000 people at the concert
how old they were, so he took a random sample of 40 people, hoping that they
would accurately represent the ages of everyone at the concert.
Heads
or
Tails
Edgar got the following ages in his survey: 18, 24, 38, 34, 34, 17, 17, 21,
19, 27, 13, 20, 40, 33, 28, 22, 11, 28, 32, 15, 24, 19, 20, 22, 36, 27, 21, 18, 15,
18, 24, 30, 14, 18, 20, 23, 24, 28, 17, 33.
10
8
6
4
2
When they got home, Edgar displayed the information he had gathered
in the form of a histogram. His first step was to organize his data with a tally
chart of six different age groups.
0
Using Edgar's survey data, fill in the tally chart below, and then put the information
on the histogram to the right.
XX
X
X
Flip
www.excelmath.com
1
2
3
X
XX
4
5
6
0369
XXX
Age intervals
11 - 15
16 - 20
21 - 25
8
9
31 - 35
6 + 5 = 11
36 - 40
10
11
12
Flip
11 p eo p l e
© Copyright 2009 AnsMar Publishers, Inc.
www.excelmath.com
11 - 15
How many
people between
26 and 35 were
surveyed?
26 - 30
XX
7
Number of People
6180
16 - 20
21 - 25
Ages
26 - 30
If the 40 people surveyed
represented everyone at
the concert accurately, how
many people between 16
and 25 attended the
concert?
12 + 9 = 21
21
?
=
40
7000
? = 3, 675
3,675 p eo p l e
31 - 35
36 - 40
Edgar is 14 and his father
is 38. What is the answer
to their original question?
M o r e p eo p l e Ed g a r 's
a g e a t t en d ed t h a n
p eo p l e h i s fa t h er ' s
a g e.
© Copyright 2007 AnsMar Publishers, Inc.
The following pages have representative Teacher Edition Lesson Plans
and Student Lesson Sheets (with answers shown) from each grade.
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13
©2012 AnsMar Publishers, Inc.
Kindergarten
Lesson 64
Lesson Objective
Repeat this process using the pictures on
the Lesson Sheet as the basis for stories
made up by the students.
Students will create stories that add to 5.
Preparation
Guided Practice
No special preparation is required.
We provide space on the back side of some
Lesson Sheets for problems that refresh or
remind students of concepts that have been
taught earlier.
Lesson Plan
This lesson is a prelude to addition. Have
3 to 5 students come to the front of the
room. They can pretend to be horses, birds
or any other animal.
NOTE: Kindergarten Lesson Sheets do not have
a section devoted to Homework. As you see your
students reaching a level where they can reliably
take their Lesson Sheets home and back, you
can assign some or all of the Guided Practice to
be done at home.
Have the class make up a story about the
animals. For example, “Two horses were
playing in a field. Another horse came
along and joined them.” Ask the class,
“How many horses are playing in the field?”
Count the students, touching a shoulder as
you count each one. After several examples,
start writing the number sentence on the
board as you go through the story.
Go through all the horse stories together.
Have 5 students come to the front of the
room. Do not say how many students, only
their names. Ask two to sit on the floor by
saying their names.
Ask how many are sitting on the floor.
(Two) Invite the other three by name to sit.
Ask the class how many students sat down
that time. (Three) Ask how many total
students are sitting down. (Five)
Write 2 + 3 = 5 on the board.
Have a student come forward and check the
answer by counting how many are sitting
on the floor.
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©2012 AnsMar Publishers, Inc.
Lesson 64
Name
Date
Stories that add to 5
1+1=2
2+1=3
3+2=5
1+2=3
3 horses
+ 2 horses
= 5 horses
2+2=4
0151
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© Copyright 2009-2013 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 64
Fill in the missing number in the sequence.
5
(2, 3, 4, ___)
Write the number 10 above the set with 10 items.
10
Circle the card that comes next in the pattern.
Put an X on the set with the
fewest items.
X
Circle the
second
person
in line.
3
2
1
Third
Second
First
Trace the Numerals
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0152
15
© Copyright 2009-2013 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
1st Grade
Lesson 46
Lesson Objective
Activity Objective
Preparation
Preparation
Students will recognize the words zero,
one, two, three, four and five.
Students will represent numbers in multiple
ways.
For each student: Number Cards 0 – 9
(master on page M2).
No special preparation is required.
Lesson Plan
Write these words on the board:
Activity Plan
Write on the board the words zero, one,
two, three, four and five. Say each word
and have the class point to each word. As
they spell it, they should be writing each
letter in the air.
zero, one, two, three, four, five
underneath them, write in Spanish
cero, uno, dos, tres, quatro, cinco
Put the cards for 0, 1, 2, 3, 4 and 5 up
on the board. If you have multi-lingual
students, include pieces of paper in each
grouping with the number words in their
language.
then write in French
zero, un, deux, trois, quatre, cinq
(You can use other languages appropriate
for your community.)
They should fill in the correct digit after
each word on their Lesson Sheets.
Explain that these are the numbers 0-5 in
other languages. We can also communicate
the numbers in other ways besides using
written or spoken language. Ask students to
communicate the number 5 to you without
speaking or using words.
V
tap, tap, tap, tap, tap!
Ask students if the value of five changes
when you display or describe it in other
ways or languages. (No, it’s still one more
than four and one less than six.)
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16
©2012 AnsMar Publishers, Inc.
Lesson 46
Name
Date
Homework
Recognizing the words zero, one, two, three, four and five
A
5
- 2
3
Each number can be written with a numeral or a word.
0
zero
1
one
2
two
3
three
4
four
5
five
6
- 5
1
B
6 , ___,
7 8, 9, 10 )
( ___
Write the numeral for each word.
4
four ___
1
one ___
3
three ___
5
five ___
0
zero ___
2
two ___
1
3
+ 2
6
2
2
+ 4
8
D
Basic Fact Practice
1
+ 4
5
C
2
+ 5
7
4
+ 5
9
3
+ 7
10
4
+ 4
8
3
+ 2
5
7
+ 1
8
2
+ 2
4
11 , 12 )
( 10, ___
1109
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© Copyright 2007 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 46
A
7
- 5
2
B
4
+ 3
7
F
G
5¢
+ 5¢
10¢
2
1
+ 3
6
12
most
K
P
rectangle
L
C
8
+ 2
10
H
8
- 3
5
M
9
- 6
3
Q
N
9
+ 2
11
R
29
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8 ,7)
( 9, ___
I
7
+ 5
12
E
D
11
9 + 2 = ____
1 more
www.excelmath.com
7
6 + 1 = ____
9
- 2
7
6
- 3
3
Write the number statements.
J
O
S
6 birds
2 birds + 4 birds = ___
2 + 4 = 6
6 books
5 books + 1 book = ___
5 + 1 = 6
1110
17
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
2nd Grade
Lesson 50
Objective
Students will interpret information from
vertical and horizontal bar graphs.
Preparation
No special preparation is required.
Lesson Plan
Bar graphs are visual representations of
information. There is usually a title for the
graph and then along the left side and the
bottom there are labels identifying the
information to be represented.
Look with the class at the first graph. The
horizontal lines on the graph are for the
number of days. The numbers 0, 2, 4,
6, 8 and 10 are listed. The numbers are
counting by 2. The bottom line will always
be zero unless otherwise indicated. Ask
the students what the lines in between
these numbers represent. (1, 3, 5, 7 and 9.)
This method of not labeling all the lines is
common so as to make the numbers that
are listed easier to read. The vertical bars
are for the months.
The third graph represents the number
of different animals in a pet store. The
labels have been reversed so this is now
a horizontal bar graph. The numbers are
counting by two. Go through each of the
questions with the students.
Problems #4 – #6 refer to the graph
titled, “Bag of Marbles.” Go through each
question with the class.
Stretch 50
3 children ran a race. How many different
possibilities are there for how the race
could have finished? Have the students
choose three names to find the possibilities.
Answer: 6 ways
The graph represents the number of days
Tom worked each month. Next go through
each of the questions with the students.
The students should write a number
sentence where it is appropriate to answer
a bar graph question.
The next graph represents the hours five
different students spent reading. The
minutes are listed in ten-minute intervals.
Ask them what the horizontal lines in
between the hour marks represent. (1, 3,
5 and 7.) The vertical bars represent the
number of hours each student read. Go
through each of the questions.
118
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18
©2012 AnsMar Publishers, Inc.
Lesson 50
Name
Date
Interpreting information from vertical and horizontal bar graphs
1
Tom's Work Schedule
10
Days
8
4
2
purple
l
y
y
ar uar arch Apri May
br M
Fe
Reading Chart
2
6
0
dy
Co
n
ma arla dan
so
Ty Em M Jor
dogs
turtles
How many more turtles would
the store need to buy to have
seven turtles?
7 - 4 = 3
fish
0
2
4
8
6
Number of Animals
8
that it would be green would be ______
out of 22.
6
Which tally chart represents the above bar graph?
5 more dogs
3 more turtles
15.
red
green
purple
yellow
red
green
purple
yellow
red
green
purple
yellow
14.
red
green
purple
yellow
2117
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3 marbles
If you chose a marble without looking, the probability
13.
12 cats
and turtles
What is the difference between
the number of dogs and the
number of birds? 7 - 2 = 5
cats
birds
5
7 hours
How many cats and turtles does
the pet store have? 8 + 4 = 12
Pet Store
3
Animals
How many hours did Marla read?
How many yellow marbles would you need to buy
to have the same number as purple marbles?
7 - 4 = 3
Cody
and Jordan
2
8
6
4
2
Number of Marbles
Problems 4 - 6 refer to the above graph.
4
11 hours
Which two children read the
same number of hours?
4
0
9 days
How many hours did Tyson and
Emma read? 5 + 6 = 11
8
yellow
9 days
How many days did he work
in February and March?
7 + 2 = 9
nu
Ja
red
green
April
How many days did he work
in January and May?
4 + 5 = 9
6
0
Hours
Bag of Marbles
Which month did Tom work
the most?
16.
© Copyright 2007 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 50
A
B
B C
B A
Name
Which scoreboard is second?
B
A
The probability the
arrow will stop on
a B is
4 out of _____.
8
_____
10.
11.
Home
3
Visitors
5
Home
3
Visitors
2
2
5
The spinner will most
likely stop on a ____.
2.
4.
3.
5.
12.
8
5
7
13.
Alyssa spent 43 minutes doing
her history homework and 24
minutes doing her math homework.
How many minutes did she spend
doing her homework?
A 25
Home
4
Visitors
5
Home
3
Visitors
4
9
4
8
+ 13
25
43
+ 24
67
7
6
3
Which number is
outside the rectangle,
outside the circle and
inside the triangle?
4
4
11
+ 4
19
It is a quarter
11 o'clock.
_____
50¢
= _____
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20¢
= _____
7¢
= _____
2118
19
1
13
+ 9
22
( 68, 66, 64, 62 )
Airplane Flights
Departing Cities
25¢
+ 25¢
50¢
4.
not enough
information
B 69
67
+ 2
69
5. 8 + 4 = 12
67 minutes
E 77¢
10¢
5¢
+ 5¢
20¢
3. 4 + 8 = 12
4. 12 - 4 = 8
3.
enough
information
past
50¢
5¢ 20¢
1¢ + 7¢
+ 1¢ 77¢
7¢
2. 13 - 8 = 5
Farrah invited 14 friends to a party.
Most of them said they could come.
Two more friends called the day of the
party and asked if they could come.
How many came to the party?
C 19
4
Which one does
not belong?
Dallas
D 28
4
22
+ 2
28
2
counting down by _____
How many flights left
Orlando and Detroit?
F
8
3 + 2 = 5
Chicago
5 flights
Orlando
How many more flights
left Chicago than Dallas?
Seattle
Detroit
Each
= an airplane flight
4 - 1 = 3
5
+ 3
8
3 flights
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
3rd Grade
Lesson 66
Objective
Students will select the correct fraction
depicting a region or a group of figures.
Preparation
No special preparation is needed.
Lesson Plan
Go through the definitions for numerator
and denominator. Next, write on the board
the statement:
2/6 are shaded
Have one student come to the front of
the room and draw on the board a picture
that represents this statement. Repeat this
several times with figures as well as with
shaded areas.
When given choices for a fractional
representation, an easy way to solve the
problem is to first cover up the choices,
write the correct fractional representation
and then look at the choices to select the
correct one.
Stretch
1. Susan, Mike and Bret like either
mathematics, science or reading as a
favorite subject.
2. Susan’s favorite subject begins with the
same letter as her name.
3. Mike’s favorite subject is not science or
reading.
4. We don’t know anything about Bret’s
favorite subject.
Pair each student with their favorite
subject.
Answer:
Susan - science,
Mike - mathematics,
Bret - reading
Do #1 - #6 as a class. Explain that the
students are to use the number that
appears in front of the correct choice in
order to add their Checkanswer.
158
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20
©2012 AnsMar Publishers, Inc.
Lesson 66
Name
Homework
Date
Defining numerator and denominator; selecting a fraction that matches a given model
A
5
7 = 1 2 - _____
The bottom number in a fraction refers to the total number of parts in the group. It is
called the denominator. The top number of the fraction represents the parts of the total
group that you are referring to. It is called the numerator.
2
2
2
are shaded.
6
2
4
4
5
2
6
5
11 = N + 6
2
3
3
81
2
5
x 2
48
4
2
3
of the figures
are triangles.
2
4
2
4
4
2
are shaded.
1
4
2
3
5
3
13
4 3 10
1
4
540
-286
254
2
6
5
3
are shaded.
5
12
12
7
5
5
3
3
3
6
6
3
3
are shaded.
6. 3
5
8
7. 3
8
8. 8
3
5
623
-203
420
1
of the figures
are squares.
6. 5 7. 3
2
3
9 ÷ 3 =
3
7 ÷ 7 =
1
D
2
10
F
5 nickels
1 quarter = _____
5
3
G
7 cm
MN = _____
N
7
+ 8
15
P
Q
1 4 cm
ST = _____
S
T
3157
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32
7
11
+14
32
1 1 cm
PQ = _____
8. 3
5
5
12
+ 5
22
of the figures
are circles.
5
M
15
22
are shaded.
12
254
+420
674
9
3
1
+ 5
9
5
Measure each line segment to the nearest centimeter (cm).
3
Use the number in front of the fraction for your checkanswer.
405
+ 48
453
E 674
of the figures
are squares.
6
12
-4
24
x 5
405
3
5
19
17
+51
87
5 1 , 4 7, 4 3, 3 9, 3 5 )
( _____
C 453
of the figures
are circles.
6
-2
5
8
+ 5
18
N = 5
1
87
1 9 , _____
17 )
( 2 7, 2 5, 2 3, 2 1, _____
8
1 3 = 5 + _____
For each problem, fill in the numerator and denominator and circle the correct fraction.
B
18
© Copyright 2007 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 66
Name
A
1 8 nickels
90¢ = _____
1 2 months
1 year = _____
E 400
3 13
1
394
+ 6
400
6
6
Round to the nearest ten.
70
7 3 ______
I
40
3 5 ______
Which figures show a line
of symmetry?
4.
6
8
7-3
6 > _______
41
x 4
164
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5.
60
x 3
180
7. 1 7 - 8 = 9
8. 1 7 - 9 = 8
9. 9 + 9 = 1 8
60
-49
11
1 1 minutes
It is _____
4 o'clock.
before ____
J
3+3=6
2 8 inches
( 5 6 , 2 9 ,4 0 , 1 5 )
7
8
24
$ 4.1 3
- 1.7 6
$2.3 7
667
+203
870
G 104
56
40
+ 8
104
four thousand, six
hundred fifteen
three thousands
4,6 1 5
3,0 0 0
+ 1,2 6 0
8,8 7 5
3,0 0 0
2 hundreds, 1 thousand
and 6 tens
1,2 6 0
H 11
A milk carton might contain
________ of milk.
3 pints
5 yards
4 tons
6 meters
12 ÷ 2 = 6
K $4.43
6.
1
L 12
of the figures
are triangles.
5
$2.3 7
+ 2.0 6
$4.4 3
3
6
+ 2
11
6 ÷ 3 = 2
2
1 15
$ 3.2 5
- 1.1 9
$2.0 6
D 8,875
4,6 1 5
5
2
7.
2
3
8.
2
5
8
+ 4
12
5 - (8 - 7) = 5-1=4
Holly has 14 buttons.
One-half of them are red.
How many red buttons
does she have?
7 is one-half of 14.
3158
21
denominator
10
3 0 13
9
11
+ 4
24
2
3
+28
33
463
-260
203
Which numbers in the
set are even numbers?
164
124
+180
468
The shelf was 34 inches long. M 33
Grace cut 3 inches off each
end. How long is the shelf now?
34
- 6
28
+376
667
F 468
5 10
C 870
11
156
135
4
8
+10
22
5+3
8 = _______
62
x 2
124
6. 8 + 9 = 1 7
22
4
10
October _____
2 14
3.
B
(3+4) (6-0) (5+3) (7-3)
170 Which one does
not belong?
70
60
+40
170
60
5 8 ______
2.
Select the numbers from the
given pairs to fill in the blanks.
7
18
60
+ 12
90
6 0 minutes
1 hour = ______
437 - 43 =
-43
394
90
7 red buttons
A bird can be
weighed in _____.
22. kilometers
23. ounces
24. gallons
Gus is 60 inches tall. N 43
Jed is 47 inches tall.
How much taller is
Gus than Jed?
10 5
7
60
23
-47
+13
13
43
1 3 inches taller
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
4th Grade
Test 18 & Create a Problem 18
Test 18
This test covers concepts that have been
introduced on Lessons 1 – 95. You can use
Score Distribution and Error Analysis charts
provided on our website to track student
results.
This table shows which test question covers
which concept, and where it was taught.
Q#
Lesson
1
13
Concept
Add 4-digit numbers
2
36
Subtract 4-digit numbers, money
3
49
Multiply a 3-digit by a 1-digit
4
84
Multiply a 2-digit by a 2-digit
5
76
Add and subtract fractions
6
88
Convert improper fraction to a mixed
number
7
87
Measurement equivalent for gal & qt
8
63
Measurement equivalents for m and
km
9
93
Determine factors
10
94
Determine prime numbers
11
84
Multiply a 2-digit by a 2-digit
12
82
Divide with 4-digit dividend, 1-digit
divisor, 3-digit quot
13
82
Divide with 4-digit dividend, 1-digit
divisor, 3-digit quot
14
66
1-step calendar story problem, multiply
15
11
1-step story problem, add or subtract, money
16
33
1-step story problem, divide
17
41
Story problem - reasoning
18
72
Select the equation to solve a word
problem
19
56
Story problem - ratio
20
16
The whole is the sum of its parts
Create a Problem 18
Our back-of-test problems help students
integrate math and writing skills. The
stories are designed so your students can
observe, analyze and participate in the
stories. Several consecutive stories may be
related, so they might occasionally need to
think back to what they did a week ago.
This page may be used as a continuation
of the test if your students are comfortable
with reading and solving word problems. If
not, do this as a separate activity.
2-step story problem, add, subtract,
multiply, divide
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22
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9 cases
4239
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36 x 4 =
36 ÷ 4 = 9
Extra Credit
36 + 4 =
36 - 4 =
Reuben is the band director. He has
36 students in the band and wants 4
equal rows. Which equation shows
how many students he can put in
each row?
9 r55
105 1000
-945
55
4 popsicles
Eight popsicles cost
40¢. How many
popsicles can be
bought for 20¢?
16 teams
19
0, he has enough
15
x 7
105
There are 15 pounds of potatoes in a bag. A case holds 7 of these bags. How many cases can
be carried by a truck that can carry a maximum of 1,000 pounds?
10 pieces
Two boards are
cut into fifths.
How many pieces
will there be?
89 kg
20
S 76
+ 5
A 81
$9.76
+ 7.34
$17.10
18
15
Buck has seventeen dollars and
sixty cents. He wants to buy a
shirt that costs nine dollars and
seventy-six cents and a tie that
costs seven dollars and thirty-four
cents. How much more money
does he need?
4
0
4 9
-4 8
1
16
16
3 48
-3
18
-18
0
Forty-eight girls are
playing a game. There
are 6 players on each
team. If the number of
players on each team
is cut in half, how many
teams will they have?
6
6
0
8
6
6 0
7 4,2 5
-4 2
0 5
-5
11
97
x43
291
3880
4,1 7 1
12
4
8 3,6
-3 2
4
-4
5 6 r1
4 9
13
1, 12, 2, 6, 3, 4
1,000
1 km = _________
m
4
1 gallon = _____
quarts
$ 6 0.0 2
- 2 3.4 9
$36.53
7
8
What are the
factors of 12?
9
786
x 9
7,074
2,3 2 6
167
928
+ 909
4,330
A 81
+ 8
C 89
Cory weighs 8 kg more
than Alec. Sean weighs
76 kg. Sean weighs 5
kg less than Alec. How
much does Cory weigh?
240 poems
17
Every day Jackie writes 8
poems. How many poems
will she write in the month
of November?
30
x 8
240
23, 29
14
10
What 2 prime numbers are greater
than 20 and less than 30?
6
17
7
= 2
3
7
Write as a
mixed number.
6
7
3 =
7
3 +
7
5
5 r2
13 67
-65
2
Date
#
4
3
2
Name
Test 18
1
Teacher Answer Page for Test & Create a Problem
Create a Problem 18
Name
Label the graph and indicate the route taken by the riders. Then write a word
problem based on the information in the graph.
The Vacation Bike Race
Tour de Vacation
Ana and her brother Bret watched a bicycle race while on vacation.
After the race was over he asked if she could help him create a graph of
1750
the race route. Ana said "Sure!" They went out to talk to some of the bike
1500
Elevation (feet)
riders who were resting in the park.
The race started in Gap and ended in Marse, eighty miles away. Ana
asked one of the riders what the elevation of Gap was. He replied, "1600
feet." Their hotel was next to an ocean beach, so they knew Marse is at
sea level. Ana put dots on the chart at those points.
Overall the route was gradually downhill. The rider said there was
1250
1000
750
500
250
just one climb that starts at 30 miles, where the elevation is 1000 feet
0
above sea level. The road goes up to 1250 feet and back down to 1000
0
GAP
feet by the 40-mile point. Ana put dots on the map as he instructed.
Fifteen miles before the finish the road drops to sea level, but it
10
20
30
40
50
60
Distance (Miles)
70
80
MARSE
How much elevation is lost in the first thirty miles? 1600 - 1000 = 600 ft
quickly rises up 200 feet and then drops back to sea level over a 10-mile
distance. The last 5 miles are completely flat, as the riders circled the
beachside town.
After Ana and Bret completed the map, they shared it with the
riders. They agreed it looked like the ride was almost all downhill, but it
seemed like a lot of work when they were doing it! The team invited Ana
and Bret to have lunch with them in the plaza.
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23
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
5th Grade
Lesson 73
Objective
Stretch 73
Students will calculate elapsed time in
minutes across the 12 on the clock.
Ask students to take 4 square pieces of
paper, connect the squares to each other
along their sides, and arrange them on a
flat (plane) surface.
Students will learn division facts with
dividends up to 121 with 11 as a factor and
up to 144 with 12 as a factor.
Preparation
For the class: an Analog Clock with movable
hands (master on page M7).
Lesson Plan
Go through problems #1 – #4 together,
using your clock to model the problems.
In the four problems, the students will go
through the steps for calculating elapsed
time in minutes covering more than an
hour.
At least one side of each square must be
vertical (no shapes can be diagonal). The
four squares must be connected by their
sides and not by their vertices (as shown).
Into how many positions can the squares be
placed?
Answer: 19
incorrect
correct
In #5 – #7, provide one multiplication
fact and have the students find the other
multiplication fact and two related division
facts.
1
3
2
4
14
5
8
7
6
9
19
10 16
12
11
13
15
18
17
174
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24
©2012 AnsMar Publishers, Inc.
Lesson 73
Name
Date
Homework
Calculating elapsed time in minutes across the 12 on the clock; learning division facts
with dividends up to 121 with 11 as a factor and up to 144 with 12 as a factor
1
It is 3:45. How many minutes
is it before 4 o'clock?
60
- 45
15
15 minutes
2
It is 4:20. How many minutes
is it after 4 o'clock?
20 minutes
12 x 9 =
Sebastian practiced the piano from 2:45 to 4:20. How many
minutes did he practice?
4
What is
the area?
5
12
x 11
132
11
x 12
132
12
11 132
6
11
12 132
12
x 12
144
7
12
12 144
11
x 11
121
9 km
5
km
5
ft
9
5
9
+ 5
28
3
x 5
15
11
11 121
x 4
12
15 sq ft
$2.5
2 $5.1
- 4
1 1
-1 0
1
-1
35
108
3
+ 8
154
2 ,6 7 9
3
+ 542
3 ,2 2 4
9
8
8
8
0
Seven horses fit into 7 trailers.
How many trailers are needed
for 21 horses?
7
7
x3
x 3
21
21
21 tr aile r s
C $10.36
$ .4 0
7 .3 7
+ 2 .5 9
$ 1 0 .3 6
D 64
15
28
+ 21
64
28 km
5173
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8
=
B 3,224
$ 7.3 7
6 $4 4.2 2
-4 2
2 2
-1 8
4 2
-4 2
0
What is the
perimeter?
3 ft
For each multiplication fact given, write the other multiplication fact and division facts.
x 4
826
-284
542
( 3, 21, 4, 32)
A card cost a dime. Halle
gave the clerk a half dollar.
How much was her
change?
50¢
- 10¢
40¢
40¢
Sebastian practiced the piano from 2:45 to 6:20. How many
minutes did he practice?
15
60
180
x 3
+
20
6 - 3 = 3
180
215
He practiced for 215 minutes.
4
Circle the prime
number in the set.
986
468
149
+ 1,0 7 6
2,679
He practiced for 95 minutes.
2
3
108
122
15
60
+ 20
95
Besides the time before the hour of 3 and the time after the hour
of 4, you will need to add 60 minutes for the hour from 3 to 4.
3
÷ 2
6
=
8 ÷ 2
( 13, 19, 1, 35)
Sebastian practiced the piano from 3:45 to 4:20. How many minutes did he
practice?
From the answers to #1 and #2, you know the number of minutes before 4 o'clock
and the number of minutes after 4 o'clock. Therefore, the answer to the question
is 15 + 20 which equals 35 minutes. He practiced for 35 minutes.
3
A 154
Circle the composite
number in the set.
© Copyright 2007 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 73
Name
A 13 93
100
Write each decimal number
as a mixed number.
4.4 2 = 4
3.0 7 =
42
100
2.0 6 = 2
7
3 100
4.38 =
On a coordinate grid, what is
the distance from Q (0, 3) to
R (4, 3)?
4 - 0 = 4
42
4 100
6
100
6
2 100
7
3 100
38
+ 4 100
93
13 100
38
4 100
3 ,7 0 0
3 ,6 5 0 _________
Which coin equals one
tenth of a dollar?
2.
6,700
6,748 _________
Leah found 72 acorns in
her yard. She gathered
one half of them into a
pile. How many acorns
are in her pile?
72 ÷ 2 = 36
3.
5.
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2, 2
12
4
502.11
What are the prime
factors of 4?
4
4.
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501.7
6 lb _____
2
98 oz = _____
oz
Round to the nearest hundred.
3.0 3
- .0 2
3.01
five hundred two and
eleven hundredths
4 m ______
689 mm
4,689 mm = _____
4
B 1,009.82
five hundred one and
seven tenths
2 x 2
D 11,109
4
4
689
6
2
3,700
6,700
2
+
2
11, 109
F 210
1
4 6
-4
2
-2
6 9
7 6
7
4
3 6
-3 6
0
5
36
+169
210
= 3
x
36 acorns
5174
6.
3, 5, 9, 10, 15
3 x 5 = 15
15
x 2
30
30 cubic units
volume = ______
A
D
1 2 3 4 5 6 7 8 9
Point B, y =
6
Point D, x =
3
8 r3
64
+ 6
78 r3
E 152
80
3
5
9
10
15
+30
152
G 19
B
C
C 78 r3
7.
What is the union of X and Y?
X. (3, 5, 9) Y. (5, 10, 15)
20
4
80
80 g al l on s
6
5
4
3
2
1
64
6 3 8 4
-3 6
2 4
-2 4
0
Identify the trapezoid.
5.
Claire uses twenty-four
gallons of gas every
week. Estimate how
many gallons Claire
uses every month.
0
25
501.7
502.11
3.01
+
3.
1,009. 82
8 r3
7 59
-56
3
This is
an obtuse
________
angle.
3. an acute
4. an obtuse
5. a right
This figure ______
have rotational
symmetry.
6
3
4
+ 6
19
6. does
7. does not
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
6th Grade
Lesson 119
Objective
Stretch 119
Students will arrange fractions, decimal
numbers and mixed numbers on a number
line.
Draw the following figures on the board.
The first 2 figures are related in some way.
The second set of figures should be related
in the same way.
Preparation
:
For the class: Draw the number line from
the lesson on the board.
::
as
is to
Lesson Plan
:
is to
Draw the following figures on the board.
Students should fill in the missing figure.
Read through the top portion of the lesson
with the students. For each problem, they
are to locate the point that corresponds
to the given fraction, decimal number or
mixed number.
:
is to
Each time, the students should give their
answers in the format shown on the
lesson. For some of the fractions and mixed
numbers you may want to set up equivalent
fractions. For example, #2 would be six
twelfths and one half.
::
as
:
is to
Answer:
Do #1 – #16 together.
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26
©2012 AnsMar Publishers, Inc.
Lesson 119
Name
Date
Homework
Arranging fractions, decimal numbers and mixed numbers on a number line
AB
C
-3
DE F
G
H
-2
I
-1
J K
L M
N
O
+1
0
P Q
R
+2
Which statements are not true?
27
S T
+3
13
5
9
3
8
T
6
1
4
J
-2.0
E
.9
L
6
12
7
-1 5
20
G
2.8
R
7
8
O
14
13
–.25
I
1
15
-2 9
18
C
12
16
1.5
N
-3.3
A
-1 3
4
F
Round to one-digit
accuracy.
The coordinates for a
rectangle are (3, 11),
(9, 11), (9, 6) and (3, 6).
What is the area?
3,11
5
yes
6.
9,6
no
7.
5
x 6
30
6. translation (slide)
7. rotation (turn)
A packing machine added
foam pellets to boxes. The
foam pellets weighed 13,
15, 22, 35 and 55 ounces.
Which choice shows the
statistical mean?
9 is what
percent of 18?
N x 18 = 9
3. 22 oz
13
15
4. 21 oz
22
35
+ 55
5. 28 oz
140
140 ÷ 5 = 28
1 2 3 4 5 6 7 8 9
8
9
30
+ 7
54
5. reflection (flip)
9
18
= 18
.5
9. 0
C 61
6
5
+ 50
61
50%
6283
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B 54
How has the
figure moved?
30 sq u n its
6
5
4
3
2
1
0
9,11
6
3,6
On the grid shown below,
draw a line from ( 1, 2 ) to
( 7, 4 ). Is ( 4, 3 ) on the
same line?
Q
8
S
11
2.4
H
2
16
3
10
4
-.66
K
36
9. 6 x 6 < 4 x 9
Which statements
are true?
11
3 12
=
6.
16
4 16
3
3
>
7.
8
10
2 6
5
8.
<
3 9
9
1 3
2
9.
≠
5 15
15
because -.2 is closer to zero than -.25. Therefore -2.2 is point D.
3
36
8
9
180
+ 9
206
180º
9
9.087 ______
-2.2 is negative, so it is to the left -2. It is to the right of the one-quarter mark
3
16
A 206
What is the measure
of a straight angle?
16
8. 8 + 8 > 2 x 8
7. 7 + 6 < 4 x 4
Keep in mind that, although the numerals increase, negative numbers
decrease in value as you move farther left from the zero.
2
16
6. 3 x 9 ≠ 8 + 9
Each of the numbers listed below is represented by a letter on the number
line. For each problem, write the letter next to the number it represents and
be able to explain why you matched the letter with each number. For example,
3 is positive, so it is to the right of +3. It is to the right of the
3
8
3
1
one-quarter mark because
is greater than
. Therefore, it is point T.
8
4
1
17
© Copyright 2007 AnsMar Publishers, Inc.
Teacher Answer Page
Guided Practice 119
Willie and Pedro
have 7 skateboards.
Pedro has 3 more
than Willie. How
many skateboards
does Willie have?
Name
A rectangular prism
is 8 in tall, 3 in wide
and 9 in long. What
is its volume?
8 x 3 = 24
2 s k at eb oar ds
216 cubic in
Paul has 8 bottles he wants to fill.
Each bottle holds four ninths of a
gallon. How many gallons will he
need to fill all the bottles?
4
8
4
32
5
8 x 9 = 1 x 9 = 9 =3 9
3
5
9
gal
1. 30 + x = 30, then x = 30 - 30
2. x - 30 = 30, then 30 + 30 = x
3. x - 30 = 30, then 30 - 30 = x
2 8 9 ______,
2 9 5 307, 325, 349, 379 )
( ______,
+ 12
+18
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+24
+30
1 to 3
2 to 1
12
3
3 to 1 4 = 1
4 to 1
A 231
2
216
+ 13
231
Carl's lawn-mowing
business took in $600 last
year. His expenses were
45% of his income. How
much were his expenses?
3
2
3
1
=
÷
2
3
1
÷ 3 =
2
3
÷
x
2
1
= 6
1
x
y
1
3
2
6
3
9
4
12
5
15
6
18
+ 1
2
9
10 7
9
Select the
equation that
shows the
relationship
between the
variables.
2. x + 2 = y
( 6.22, 6, 6.12, 6.26 )
6
E 590
2
289
295
+ 4
590
6.12
4. 3x = y
6284
27
6.26
6.26
Which number is fourth? ________
0
7
9
3
0
3
B $366.98
Trisha weighed 8.5
pounds when she was
born. Her sister weighed
9.65 pounds. How many
pounds lighter was Trisha?
6 9 7
4 2 , 7 3 8 28
1 2 3 4 5 6
y = 8 - 2x
y = x-4
y = 2x + 8
D 7.45
6 .2 6
.0 4
+ 1 .1 5
7 .4 5
1.15 p ou n d s
r
v
v
t
r
w
p
u
s
q
Lines r and v are parallel.
p and
v are _______
angles.
4.
5.
6.
$2 7 0 .0 0
.4 5
+ 9 6 .5 3
$3 6 6 .9 8
9.65
- 8.50
1.15
Calculate a decimal answer.
.0 4
1 5 .6 0
-6 0
0
Which equation
represents the
line shown on
the graph?
3. 2x + 1 = y
6.22
9
8
7
6
5
4
3
2
1
$1.9
x4
177
788
$9 6.5
$. 45
Put the numbers in order
from least to greatest.
3 5
9
2
7
= 1
9
$3. 00
x . 15
$. 4500
$270. 00
6
x 3 = 9
What is the discount
on a coffee cup on
sale for 15% off if the
regular price is $3.00?
$600. 00
x . 45
$270. 0000
C 10 7
9
7
9
If a number minus 30 is 30, what
equation can be written to
compute the number?
+6
11.
12.
13.
14.
24 x 9 = 216
5 + 2 = 7
Keiko has 4 forks,
12 spoons and 11
knives. Which choice
shows the ratio of
spoons to forks?
F 708
4
697
+ 7
708
7. exterior
8. corresponding
9. adjacent
© Copyright 2007 AnsMar Publishers, Inc.
©2012 AnsMar Publishers, Inc.
Excel Math Spiraling Strategy
Concepts Introduced
Week 6
TEST
Create a
Problem
Week 7
TEST
Create a
Problem
Reinforced
Week 8
TEST
Create a
Problem
Assessed
Week 9
Reviewed
TEST
Create a
Problem
TEST
Week 10 Create a
Problem
Rest of
the year
Confident students &
Proven Test Results!
Review Prior Learning
Excel Math is based on an educational approach called "spiraling".
We gradually introduce concepts, use several modes to help students explore a subject,
then allow them multiple chances to demonstrate mastery.
This chart shows the spiraling progression of a typical concept during the school year:
"Selecting the correct symbol for an equation".
(Other topics taught during this sequence of lessons are not shown.)
Learning occurs during Lesson Plans and Activities.
The concept is refreshed through
Guided Practice, Homework and Tests.
This concept appears a total of 15 times
during the 75 lessons (half year) shown below.
LESSON
MON
Concept
introduced
36-40
41-45
TUES
WED
THUR
FRI
TEST
Guided Practice
Guided Practice
46-50
Guided Practice
Wkly Test 8
Guided Practice
Wkly Test 9
51-55
56-60
Guided Practice
Homework
61-65
Quarterly
Quiz 2
66-70
71-75
Homework
76-80
81-85
Guided Practice
86-90
Wkly Test 16
91-95
96-100
Homework
101-105
106-110
Homework