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You are on page 1of 150

EDITION 1.3

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any

means, electronic or mechanical, or by any information storage and retrieval system, without

permission in writing from the author.

Copying permission: Permission IS granted for the teacher to reproduce this material to be used

with students, not commercial resale, by virtue of the purchase of this book. In other words, the

teacher MAY make copies of the pages to be used with students. Permission is given to make

electronic copies of the material for back-up purposes only.

Please visit www.MathMammoth.com for more information about Maria Miller's math books.

Create free math worksheets at www.HomeschoolMath.net/worksheets/

Contents

Foreword ...........................................................................

Introduction ......................................................................

11

15

Subtraction Review .......................................................... 20

Subtraction Strategies and Terminology ......................

23

Addition/Subtraction Connection ..................................

31

34

37

38

Graphs .............................................................................

40

Review ..............................................................................

42

Introduction ....................................................................

44

46

47

50

52

55

59

61

63

65

68

Review .............................................................................

71

Introduction ....................................................................

72

76

78

80

83

(Tables of 2, 4, 5, and 10) ...............................................

86

Multiplication Table of 6 ................................................ 92

Multiplication Table of 11 .............................................. 94

Multiplication Table of 9 ................................................ 97

Multiplication Table of 7 ................................................ 101

Multiplication Table of 8 ................................................ 103

Multiplication Table of 12 .............................................. 106

Review ............................................................................. 109

Introduction ..................................................................... 112

Review: Reading the Clock ............................................ 114

Reading the Clock to the Minute ................................

116

More on Elapsed Time ................................................... 121

Using the Calendar ......................................................... 125

Changing Time Units ...................................................... 127

Review ............................................................................. 131

Chapter 5: Money

Introduction .................................................................... 132

Using the Half-Dollar ..................................................... 134

Dollars ............................................................................. 136

Making Change .............................................................. 139

Mental Math and Money Problems .............................. 143

Solving Money Problems ................................................ 146

Review ............................................................................. 150

Foreword

Math Mammoth Grade 3-A and Grade 3-B worktexts comprise a complete math curriculum for the third

grade mathematics studies.

Third grade is a time for learning and mastering two (mostly new) operations: multiplication and division

with single-digit numbers. The student also deepens his understanding of addition and subtraction, and

uses those in many different contexts, such as with money, time, and measuring.

The first chapter in this book deals with addition and subtraction strategies. The student does a lot of

mental math, learns addition and subtraction terminology, touches on algebraic problems in the lesson

about addition/subtraction connection, practices borrowing, and more.

Then we tackle the multiplication concept in chapter 2. After that come multiplication tables in chapter 3,

so multiplication does take a big part of book A. Then comes a chapter about reading the clock time

(chapter 4) and a chapter about money (chapter 5).

In part B, we study place value with thousands (chapter 6), then measuring and geometry (chapters 7 and

8), followed by division in chapter 9. In chapter 10, we study a little about multiplying bigger numbers,

and finally in chapter 11, it is time for some introductory fraction and decimal topics.

When you use these books as your only or main mathematics curriculum, they can be like a framework,

but you do have some liberty in organizing the study schedule. Chapter 1 should be studied before chapter

8 (place value). Multiplication chapters need to be studied before the division chapter, and all of those

need to be studied before the chapter about all four operations (chapter 10). You can go through the

chapters about clock, money, geometry, measuring, and fractions/decimals in some other order, if you

desire.

This curriculum aims to concentrate on a few major topics at a time and study them in depth. It is for this

reason that you will not see some topics that might be present in other third grade books, such as long

division, or the standard way of multiplying vertically. I wanted the student to get a very good foundation

in basic multiplication and basic division by single-digit numbers. I did not want to hurry through

measuring topics, yet I didn't want to make a 500-600 page book either. There is plenty of time in grades

4, 5, and 6 to master division and multiplication with bigger numbers.

This is totally opposite to the continually spiraling step-by-step curricula in which each lesson typically is

about a different topic from the previous or next lesson, and includes a lot of review problems from past

topics. This does not mean that your child wouldn't need occasional review. However, when each major

topic is presented in its own chapter, this gives you more freedom to plan the course of study and choose

the review times yourself. In fact, I totally encourage you to plan your mathematics school year as a set of

certain topics, instead of a certain book or certain pages from a book.

For review, I have included an html page called Make_extra_worksheets_grade3.htm that you can use to

make additional worksheets for computation or for number charts. You can also always simply reprint

some already studied pages.

I wish you success in your math teaching!

Maria Miller, the author

5

Introduction

This first chapter of Math Mammoth Grade 3-A Complete Worktext covers various addition and

subtraction topics, ordinal numbers, and Roman numerals.

This chapter includes a lot of mental adding and subtracting. Some of it is review from second grade, but

some lessons probably contain ideas and strategies that will be new to the student. Adding or subtracting

in parts is a strategy that is emphasized a lot. With subtraction, the strategy of adding up is taught again.

Children also get to notice how the sum or difference changes when the numbers in the problems change

and how that can be used to solve problems mentally.

The connection between addition and subtraction should already be a familiar topic, but the lesson

Addition/Subtraction Connection practices the conversions with bigger numbers. This lesson also aims to

help children think algebraically.

We also practice subtracting in columns, borrowing from both hundreds and tens, and borrowing over

zeros. The lessons illustrate this last process with the help of pictures that relate to the hundreds, tens,

and ones place values. The idea stressed is that a borrowed unit gets broken down into 10 smaller units,

a hundred into 10 tens or a ten into 10 ones, and that is what lets you subtract. Make sure the student

masters this topic. You can make more practice sheets using the Make More Worksheets file on the

accompanying CD.

This chapter also introduces parentheses and order of operations. Students get to practice their adding and

subtracting skills in a practical way through reading a mileage chart and other types of graphs

page

span

3 pages

4 pages

3 pages

18

2 pages

3 pages

23

4 pages

27

4 pages

31

3 pages

34

3 pages

37

1 pages

38

2 pages

Graphs ................................................................ 40

2 pages

Review ...............................................................

2 pages

42

Use these free online resources to supplement the bookwork as you see fit.

Number Puzzles

Place the numbers to the puzzle so that each side adds up to a given sum. Practices mental addition and

logical thinking.

http://nlvm.usu.edu/en/nav/frames_asid_157_g_2_t_1.html

Speedy Sums

Click on numbers that add to the target sum. The more numbers you use, the more you score.

http://www.mathplayground.com/speedy_sums.html

Thinking Blocks

Thinking Blocks is an interactive math tool that lets students build diagrams similar to the bar diagrams

used in this chapter. Choose the Addition and Subtraction section.

http://www.mathplayground.com/thinkingblocks.html

Callum's Addition Pyramid

Add the pairs of numbers to get a number on the next level and finally the top number.

Three difficulty levels.

http://www.amblesideprimary.com/ambleweb/mentalmaths/pyramid.html

MathBlox

Click on two falling blocks that add up to the given number and they disappear. Try some of the harder

levels, such as addition to 50.

http://www.iknowthat.com/com/L3?Area=Mathblox

Addition Review

Breaking numbers into their parts often makes adding easier:

30 + 28

8+6

/ \

12 + 60

/ \

8 + 2 + 4 = ____

/ \

30 + 20 + 8 = ____

2 + 10 + 60 = ____

a.

b.

c.

d.

8+7=

23 + 7 =

6+6=

45 + 5 =

18 + 7 =

23 + 6 =

7+7=

45 + 8 =

18 + 8 =

23 + 9 =

8+8=

45 + 6 =

2. Break one of the numbers into two parts to make the adding easier:

a. 50 + 14 =

b. 80 + 11=

c. 50 + 39 =

d. 43 + 20 =

e. 35 + 60 =

f. 22 + 50 =

g. 29 + 40 + 30 =

h. 10 + 5 + 21 =

3. Add a number between 1 and 10 so that the sum (the answer) ends in 1.

a.

b.

c.

d.

28 + ___ = 31

76 + ___ = ____

83 + ___ = ____

64 + ___ = ____

45 + ___ = 51

59 + ___ = ____

66 + ___ = ____

83 + ___ = ____

4. Add the same number repeatedly. You can add in parts (part-by-part).

a. 15

b. 25

c. 40

d. 9

+ 15 30

+ 25 ____

+ 40 ____

+ 9 ____

+ 15 ____

+ 25 ____

+ 40 ____

+ 9 ____

+ 15 ____

+ 25 ____

+ 40 ____

+ 9 ____

+ 15 ____

+ 25 ____

+ 40 ____

+ 9 ____

+ 15 ____

+ 25 ____

+ 40 ____

+ 9 ____

+ 15 ____

+ 25 ____

+ 40 ____

+ 9 ____

If the number you add changes, the sum (answer) changes in the same way!

56 + 4 = 60

56 + 5 = 61

17 + 100 = 117

17 + 99 = 116

1 more

15 + 15 = 30

15+ 17 = 32

1 less

2 more

a.

b.

c.

d.

48 + 20 = ____

28 + 100 = ____

25 + 25 = ____

15 + 15 = ____

48 + 21 = ____

28 + 99 = ____

25 + 27 = ____

18 + 15 = ____

e.

f.

g.

h.

200 + 36 = ____

36 + 40 = ____

8 + 8 = ____

46 + 50 = ____

199 + 36 = ____

36 + 39 = ____

8 + 9 = ____

46 + 47 = ____

i.

j.

k.

l.

220 + 50 = ____

530 + 80 = ____

270 + 30 = ____

670 + 20 = ____

227 + 50 = ____

532 + 82 = ____

276 + 32 = ____

669 + 19 = ____

a.

b.

(20 + 40) + (2 + 7)

____ + ____ = ____

c.

(30 + 50) + (8 + 2)

(40 + 60) + (4 + 3)

7. Add these in the easiest order. You can break numbers into their parts and add part-by-part.

a. 10 + 12 + 7 =

b. 50 + 4 + 30 + 7 =

c. 78 + 10 + 2 + 20 =

29 + ___ = 36

86 + ___ = 96

66 + ___ = 76

46 + ___ = 56

48 + ___ = 56

10

57 + ___ = 66

50 + ___ = 56

38 + ___ = 46

87 + ___ = 96

89 + ___ = 96

70 + ___ = 76

39 + ___ = 46

8

68 + ___ = 76

77 + ___ = 86

a.

b.

c.

= 22

=4

+ 10 = 34

= _____

and

= _____

= _____

10

= 22

= 36

= _____

= _____

The numbers you add are all called addends.

The answer is called the sum.

It is called a sum even when you

havent yet calculated it.

So 13 + 7 is the sum of 13 and 7.

The whole thing is an addition sentence.

1. Write 20, 100, 500, and 138 as sums in three different ways.

a. 20 = 14 + 6

b. 100 =

c. 500 =

d. 138 =

20 =

100 =

500 =

138 =

20 =

100 =

500 =

138 =

2. Fill in each blank, and then write an equivalent addition sentence.

a. Two of the addends are 8 and 7, and the sum is 20.

c. The sum is 80, and three of the addends are

3. Complete the next whole hundred.

a. 40 + ____ = 100

b. 96 + ____ = 100

c. 60 + ____ = 100

80 + ____ = 100

11

90 + 30 = 120

95 + 30 = 125

200 + 40 = 240

199 + 40 = 239

40 + 70 = 110

38 + 69 = 107

so the answer is 5 more.

so the answer is 1 less.

so the answer is 3 less.

a. 7 + 8 =

b. 9 + 9 =

c. 5 + 6 =

d. 8 + 5 =

70 + 80 =

90 + 90 =

50 + 60 =

180 + 50 =

70 + 82 =

90 + 95 =

54 + 60 =

180 + 57 =

a. 100 + 60 =

99 + 60 =

b. 30 + 140 =

c. 500 + 60 =

d. 110 + 80 =

29 + 139 =

499 + 63 =

108 + 79 =

a. 99 + 99

b. 499 + 299

7. In each top problem, complete the next hundred. Use the top problem to help you

solve the bottom one.

a.

640 + 60 = 700

b.

640 + 70 = 710

d.

592 + ___ =

592 + ___= 622

c.

e.

g.

230 + ___ =

f.

h.

420 + ___ =

420 + ___ = 530

12

660 + ___ =

660 + ___ = 740

i.

770 + ___ =

770 + ___ = 850

8. Add. Compare the problems in each set. Follow the pattern to write the third problems for

sets (g) and (h) yourself.

a. 5 + 6 =

b. 7 + 5 =

c. 5 + 7 =

d. 8 + 7 =

35 + 6 =

77 + 5 =

35 + 7 =

18 + 7 =

350 + 60 =

770 + 50 =

350 + 70 =

180 + 70 =

e. 9 + 8 =

f. 6 + 9 =

69 + 8 =

76 + 9 =

690 + 80 =

760 + 90 =

g. 4 + 8 =

h. 9 + 9 =

34 + 8 =

49 + 9 =

a. 200 + 50 + 4

b. 40 + 500 + 9

c. 300 + 20 + 400

d. 4 + 9 + 20 + 800

e. 18 + 700 + 40

f. 29 + 40 + 30 + 6 + 600

g. 400 + 506

h. 144 + 50

i. 24 + 512

10. Carmen had 23 pretty stones, Jane had 18, and Julie had 30.

a. How many stones do the three girls have all together?

b. Julie gave five of her stones to Jane. How many more does Julie have than Jane now?

c. Now how many stones do the three girls have all together?

a. 6, 27, 48, 69, _____, _____, _____, _____, _____, _____, _____, _____.

b. 14, 34, 24, 44, 34, 54, _____, _____, _____, _____, _____, _____, _____.

c. 250, 305, 360, 415, _____, _____, _____, _____, _____, _____, _____.

13

a.

36 + 22

=

(30 + 20) + (6 + 2) =

+

=

b.

72 + 18

=

(70 + 10) + (2 + 8) =

+

=

c.

54 + 37

=

(50 + 30) + (4 + 7) =

+

=

d.

24 + 55

=

(__ + __) + (_ + _) =

+

=

e.

36 + 36

=

(__ + __) + (_ + _) =

+

=

f.

42 + 68

=

(__ + __) + (_ + _) =

+

=

a. 14 + 14 =

b. 23 + 23 =

c. 35 + 35 =

d. 17 + 17 =

16 + 16 =

24 + 24 =

38 + 38 =

27 + 27 =

18 + 18 =

25 + 25 =

32 + 32 =

37 + 37 =

e. 36 + 38 =

f. 45 + 46 =

g. 39 + 56 =

h. 47 + 34 =

23 + 57 =

14 + 28 =

16 + 78 =

27 + 24 =

27 + 41 =

28 + 13 =

37 + 33 =

72 + 19 =

the same number multiple times.

2 14

3 12

14 + 14 = 28

12 + 12 + 12 = 36

a. 2 15 =

b. 2 23 =

c. 2 150 =

2 16 =

2 32 =

2 64 =

2 408 =

2 19 =

2 37 =

3 11 =

3 31 =

How much would four towels cost?

14

d. 2 214 =

Ordinal numbers are used when you

put things in orderin other words,

when the order is important.

TIMBUKTU

TIMBUKTU

from the left is M.

from the left are TIM.

Here is a short list of some ordinal numbers and how they are abbreviated:

first - 1st

second - 2nd

third - 3rd

fourth - 4th

fifth - 5th

sixth - 6th

ninth - 9th

tenth - 10th

eleventh - 11th

twelfth - 12th

thirteenth - 13th

fifteenth - 15th

sixteenth - 16th

eighteenth - 18th

twentieth - 20th

twenty-first - 21st

twenty-second - 22nd

twenty-fifth - 25th

twenty-ninth - 29th

thirtieth - 30th

fortieth - 40th

fiftieth - 50th

hundredth - 100th

hundred first - 101st

hundred twelfth - 112th

two hundred twentythird - 223rd

Most of the time, you just add -th to the normal (cardinal) number. Some exceptions:

z

z

z

Five changes to fifth and twelve changes to twelfth (-ve changes to f)

Nine and twelve drop the final e: ninth, twelfth.

For 1 and any number ending in 1, use first; for example, thirty-first.

For 2 and any number ending in 2, use second; for example, fifty-second.

For 3 and any number ending in 3, use third; for example, one hundred and sixty-third.

a. 31

e. 99

b. 9

f. 52

c. 12

g. 61

d. 57

h. 43

15

starting from the left. Use the picture

to help answer the questions.

a. How many people are there between the third person and the sixth person?

Note: Do not count the 3rd and the 6th persons themselves.

b. How many people are there between the first person and the seventh person?

c. Jeff is the ninth in the line. Jane is ahead of him,

What is Janes position in the line?

d. Jack is the tenth in the line. Mark is ahead of him,

What is Marks position in the line?

e. The first three people in line are wearing black.

What is that persons position in the line?

Roman Numerals

In ancient Rome, people wrote numbers

using letters such as I, V, X, L and C.

I is 1

V is 5

X is 10 L is 50

C is 100

just means you add their values:

II

2

III

3

XX

20

XXX

30

CC

200

smaller ones, add the values.

VI

6

XI

11

LX

60

XXVI

26

CXXV

125

There are more rules too: for example, 5 is not IIIII, but lets practice these first.

4. Write the Roman numerals using normal numbers.

a. II

b. XV

c. XXXVIII

d. LXIII

e. LXXXIII

VII

XXI

LIII

LXV

CX

VIII

XXII

LVI

LXXX

CVII

XII

XXXV

LXI

LXXVII

CLXXX

16

a bigger unit, you subtract

the smaller from the bigger.

IV is 4

IX is 9

1 before 5

1 before 10

51

10 1

50 10

100 10

and XC symbols with others,

and add their values:

XIV = 14

10 and 4

XXIX = 29

20 and 9

XLV = 45

40 and 5

XCIX = 99

90 and 9

XL is 40

XC is 90

a. IV

b. XXIV

c. XXIX

d. XL

e. XLI

f. XLIX

g. XLIV

h. XCIII

i. LXXIV

j. LIX

k. LXXXV

l. LXXXIX

m. LIV

n. LVI

o. CCIX

p. XCIV

a. 15

b. 31

c. 42

d. 50

16

32

43

51

17

33

44

52

e. 62

f. 75

g. 69

h. 97

63

76

70

98

64

77

71

99

7. Add and subtract using Roman numerals. Write your answer as a Roman numeral.

a. IV + VI

b. XI + IX

c. XX + LX

d. XII + XVI

e. XL + LIX

f. XXXIX + L

g. LX XXX

h. XC XL

i. LXXIV IV

j. C VI

k. XLIX XXIII

l. LXXX XXVI

17

Add in Columns

3

5

6

+ 5

3

6

+ 7

1

5

6

+ 9

31

55

86

+ 29

45

42

75

+ 57

1. Add.

a.

b.

34

212

258

+ 56

182

527

159

+ 43

c.

280

149

154

+ 276

d.

138

364

265

+ 182

e.

56

229

119

+ 454

2. Add in columns. Write the hundreds, tens, and ones neatly in the correct columns.

a. 524 + 68

b. 56 + 309 + 162

c. 435 + 79 + 8

5

+

2

6

4

8

2

d. 17 + 8 + 340

e. 222 + 38 + 159

f. 135 + 235 + 96

18

a. One night Dad came home with 24 new

before. How many does she have now?

19 km to a library, and from there 22 km home.

How many kilometers did Dad drive?

How many pieces were in the pile?

How many candles are in the three boxes now?

tomatoes weighing 25 kg each onto his pickup

truck. Then two workmen weighing 78 kg and

92 kg climbed onto the truck.

Find the total weight of the load on the truck.

19

Subtraction Review

1. Lets review some easy subtraction problems!

a.

b.

c.

d.

10 7 = _____

70 5 = _____

50 2 = _____

12 2 5 = _____

10 4 = _____

70 2 2 = _____

50 5 2 = _____

25 5 8 = _____

20 4 = _____

70 8 = _____

50 7 = _____

73 3 5 = _____

e.

f.

g.

h.

70 _____= 63

46 6 6 = _____

90 8 = _____

14 ____ 5 = 5

40 _____ = 35

89 9 9 = _____

100 8 = _____

18 ____ 4 = 9

100 _____ = 91

77 7 7 = _____

110 8 = _____

15 ____ 6 = 7

a.

c.

b.

d.

84 40 = ______

______ 10 = 57

35 20 = ______

______ 10 = 83

54 10 = ______

67 20 = ______

51 30 = ______

______ 20 = 17

54 30 = ______

67 50 = ______

62 30 = ______

______ 40 = 43

54 20 = ______

67 60 = ______

87 50 = ______

______ 60 = 3

3. Test yourself!

30

100 _____

____

20

____

____

20

____

10

____

21

____

____

4. Subtraction is used:

a. to find whats left

b. to find a difference

spent $10. How much does

she have left?

$340 in one store and $360 in

another. How much more does

it cost in the second store?

50 of them are white, 25 are

blue, and the rest are red.

How many are red?

100 50 25 = _______

She has ________ left.

a. Ben has saved 22 dollars. He still

that costs $30.

She had already saved $20,

so now she has $________.

to plant ________ bushes.

All together they consumed 21 bottles.

and together they have _______ candles.

nine left. So originally the family

had _______ cookies.

6. Subtract part-by-part: first to the previous whole ten, and then the rest.

a. 64 7

b. 72 8

c. 54 8

d. 45 9

f. 27 9

g. 43 5

h. 51 5

64 4 3 = _____

e. 75 7

75 5 2 = _____

21

7. Basic subtraction facts might need practice! Point to the problems, think of the answer,

and drill them.

a.

b.

c.

d.

e.

12 5

13 8

14 5

15 6

16 7

12 7

13 4

14 7

15 8

16 9

12 8

13 5

14 9

15 9

16 8

12 6

13 6

14 6

15 7

12 4

13 9

14 8

12 9

13 7

f.

17 8

17 9

12 3

8. Subtract and compare the results! What pattern do you notice?

a. 14 7 = _____

b. 12 8 = _____

c. 16 7 = _____

d. 15 7 = _____

34 7 = _____

42 8 = _____

56 7 = _____

75 7 = _____

64 7 = _____

82 8 = _____

156 7 = _____

105 7 = _____

9. Subtract in parts: Break the second number into tens and ones.

a.

26

89 20 6

79 6 = _____

89

b.

35

56

56

d.

c.

51

75

75

e.

f.

69

19

69

67 36 =

64 33 =

g. 97 64 =

h. 55

i. 56 23 =

34 =

22

The number you subtract from is called the minuend.

The number you subtract from the minuend

is called the subtrahend.

Mnemonic: minuend comes first, subtrahend after,

just like m is before s in the alphabet.

When you subtract two numbers, the answer is called the difference.

It is called a difference even when you haven't yet calculated it.

So 12 6 is the difference of 12 and 6.

a. ____ ____ = 1

b. ____ ____ = 10

c. ____ ____ = 62

____ ____ = 1

____ ____ = 10

____ ____ = 62

____ ____ = 1

____ ____ = 10

____ ____ = 62

Think carefully: How many different answers are there in (a)? In (b)? In (c)?

2. Write a subtraction sentence and fill in the blanks.

a. The subtrahend is 15 and the difference is 4.

b. The minuend is 49 and the subtrahend is 23.

c. The minuend is 38 and the difference is 19.

_____ _____ = _____

_____ _____ = _____

3. Think carefully: how can you find the missing minuend no matter what the numbers are?

a. _____ 4 = 5

_____ 10 = 20

b. ______ 15 = 30

______ 200 = 5

23

c. ______ 23 = 800

______ 30 22 = 10

90 30 = 60

95 30 = 65

75 25 = 50

74 25 = 49

240 165 = 75

238 165 = 73

the answer is 5 more.

the answer is 1 less.

the answer is 2 less.

56 30 = 26

56 29 = 27

If you subtract 1 less;

the answer is 1 more.

650 99 = 551

1 less; 1 more

72 12 = 60

72 15 = 57

3 more; 3 less

4. The subtrahend or minuend changes; think carefully how the difference changes.

a. 95 66 = 29

c. 504 37 = 467

95 67 = _______

507 37 = _______

95 68 = _______

500 37 = _______

e. 67 50 = 17

f. 600 28 = 572

340 99 = _______

67 49 = _______

598 28 = _______

67 47 = _______

605 28 = _______

a. 60 28

60 25

b. 90 25

90

c. 43 8

43 18

d. 75 + 24

75 + 36

e. 97 32

90 32

f. 43 28

67 28

g. 89 + 32

50 + 89

h. 45 + 27

27 + 44

i. 65 28

43 28

j. 65 + 13

13 + 65

k. 52 25

92 25

l. 27 + 27

47

24

To find the difference, start at the smaller number, and add up till you get to the bigger

number.

When adding up, first complete the ten, then add whole tens, then ones again.

84 37 = ?

92 35 = ?

37 + 3 = 40

40 + 40 = 80

80 + 4 = 84

35 + 5 = 40

40 + 50 = 90

90 + 2 = 92

a.

b.

65 26

83 35

26

= _____

30

60

65

35

= _____

40

80

83

c.

d.

e.

f.

56 28 = ______

72 18 = ______

54 37 = _______

74 55 = _______

55 24 = ______

82 46 = ______

91 57 = _______

63 34 = _______

7. Find missing addends. The same method works here. Think: First, add up to the next whole

ten, and then see how much more you need.

a.

b.

c.

d.

13 + _____ = 30

25 + _____ = 50

43 + _____ = 70

36 + _____ = 60

37 + _____ = 70

25 + _____ = 54

43 + _____ = 72

36 + _____ = 64

28 + _____ = 90

25 + _____ = 60

54 + _____ = 90

65 + _____ = 80

54 + _____ = 80

25 + _____ = 61

54 + _____ = 93

65 + _____ = 83

25

Strategy: Subtract an easy number that is close, and then correct the answer.

74 39

74 40 = 34

34 + 1 = 35

81 57

81 60 = 21

21 + 3 = 24

You subtracted one too

much, so add one back.

Then add 3 back.

8. Subtract mentally.

a.

c.

b.

d.

34 18 = ______

65 27 = ______

97 49 = ______

65 29 = ______

42 29 = ______

55 38 = ______

62 19 = ______

83 38 = ______

e.

f.

g.

h.

66 38 = ______

55 46 = ______

89 56 = ______

52 36 = ______

93 57 = ______

48 13 = ______

57 33 = ______

66 37 = ______

a.

= 14

= 30

and

b.

c.

7=

99

= 36

=4

= _______

= _______

= _______

= _______

= _______

26

Subtracting in Columns

1. Remember borrowing? If you cant subtract the ones or the tens, you need to borrow

one unit from the next bigger place value. It is also called regrouping, because you take

a bigger unit (a ten or a hundred) and group it with the smaller units (the ones or tens).

Remember also to check each subtraction result by adding.

Check:

a.

762

156

Check:

b.

+ 156

c.

580

341

529

357

749

376

Check:

d.

Check:

Check:

e.

Check:

f.

630

217

465

283

2. Solve the word problems. Write an addition or subtraction sentence (equation) for each

problem. Check your subtraction by adding.

a. Mark has saved $327. The computer that he wants to buy costs $495.

How much more does he need to save in order to buy the computer?

of 149 km. The cars odometer shows they have already driven

67 kilometers. How far do they still have to go?

d. A store sold 178 blue balls and 149 red balls in one day.

At the end of the day, there were 210 blue balls and 239 red balls left.

How many blue and red balls did the store start with at the beginning of the day?

27

First break one ten into 10

ones. Now you can cross out

the 9 ones, but you still cant

subtract the 6 tens.

enough ones

to subtract 9.

into 10 tens. Now you can cross

out the 6 tens, 9 ones, and one

hundred. What is left? ______

325

3 2 5

1 6 9

1

15

2

3 2 5

1 6 9

11

1 15

3 2 5

1 6 9

H is hundreds, T is tens, and O is ones.

break

a 10

a. 221

break

a 100

1 H; 11 T; 11 O

Now cross out 97.

break

a 100

break

a 10

b. 341

2 H; 1 T; 11 O

2 2 1

9 7

28

3 4 1

1 7 5

__H; ___T; ___O

Now cross out 175.

break

a 100

break

a 10

c. 350

Now cross out 287.

break

a 100

break

a 10

d. 423

3 5 0

2 8 7

4 2 3

1 5 6

__H; ___T; ___O

Now cross out 156.

4. Its time for practice. Subtract in columns. Find the answers in the number queue below.

a.

616

469

b.

734

265

c.

421

326

d.

743

578

e.

747

269

f.

921

145

g.

354

157

h.

765

379

i.

614

426

j.

850

262

k.

811

156

l.

643

277

m.

746

378

n.

916

249

o.

933

388

197395265591654783867761881474695883686675458366

29

for each problem. Check your subtractions by adding.

a. During a certain year, Littletown had 168 rainy days.

from Downtown School to Uptown School.

How many students does Uptown School have now?

How about Downtown School?

Which school has more students now?

How many more?

light blue. Altogether, the shipment contains 775 shirts.

How many striped shirts are there in the shipment?

6 0

8

3

3 1 5

6

3 6

5 6 4

5 7

2 4 4

30

2 0 7

When two parts make a total, you can:

z

z

subtract the first part from the total

to get the second part;

subtract the second part from the total

to get the first part.

831 300 = 531

831 531 = 300

1. For each addition, write two subtraction sentences. Fill in the missing numbers.

|-------- total _____ ---------|

670

120

200

b. _____+ _____ = _____

99 65 = _____

_____ _____ = _____

95 _____ = 28

f.

_____ ____ = _____

_____ ____ = _____

a. 100 and 499

3. Ellie has saved $190. She wants a computer that costs $429.

How many more dollars does she need to buy it?

4. Peter has saved $49. He wants to buy a cell phone for $80

and the cell phone service for $42. How much does he

still need to save?

31

but you don't know the other part.

In this case, you can write both a missing

addend sentence and a subtraction sentence.

5. Write a missing addend problem and a subtraction problem using the given numbers.

|-------- total _____ ---------|

560

c.

100

d. 609 + _____ = 809

e.

6. Solve the problems. Write both a missing addend sentence and a subtraction sentence.

a. Ann needs 56 pins for a sewing project. She only has 41.

7. Write a subtraction problem with the given numbers so that the numbers in the boxes

are the same.

a.

199 +

= 234

____ ____ =

d.

15 +

= 153

____ ____ =

b.

17 +

= 85

____ ____ =

e.

307 +

= 449

____ ____ =

32

c.

44 +

= 93

____ ____ =

f.

101 +

= 155

____ ____ =

a. A cook needs 84 eggs. Eggs are sold in packages of 30.

How many eggs will be left over?

b. The temperature outside is 25 degrees Fahrenheit,

What is the difference in temperature?

c. Jack had 83 tennis balls, and Robert had 45.

Jack lost 11 of his. How many more

does Jack have now than Robert?

d. A diving suit costs 66 dollars. John has saved $37,

How much more money does he still need to buy it?

9. Here three parts make up a whole. Write both an addition and a subtraction sentence and

solve them.

|--------------- total 130 ------------------|

20

b.

|-------------- total 99 --------------|

?

28

20

c.

d.

33

40

300

- there are none.

Can't borrow a ten

- there are none!

2 hundreds + 10 tens

one hundred into 10

tens. Still can't

subtract 4 ones.

10 ones. That leaves only 9 tens. Now,

you can subtract. Cross out 1 hundred,

7 tens, and 4 ones. What is left? _______

2 10

3 0 0

1 7 4

3 0 0

1 7 4

9

10 10

3 0 0

1 7 4

6

204

Can't cross out

five ones since

there are only 4.

hundred into 10 tens.

Now cross out 6 tens and 5 ones.

What is left? _______

1 10

2 0 4

6 5

2 0 4

6 5

9

10 14

2 0 4

6 5

First borrow a hundred to make 10 tens, and then borrow one ten to make 10 ones.

34

1. Follow the example. Break down the minuend (the number you subtract from) as needed. Draw

squares for hundreds, sticks for tens, and dots for ones. Cross out what is needed.

a. Cross out 167 from 300

First break one hundred down into 10 tens. Then break down one ten into 10 ones.

300

167

300

__ hundreds __ tens

First break one hundred down into 10 tens. Then break down one ten into 10 ones.

403

403

238

400

400

222

__hundreds __tens

305

305

176

35

2. Subtract.

a.

906

469

b.

500

225

c.

404

326

d.

703

536

e.

407

269

f.

900

111

g.

300

172

h.

707

309

i.

606

448

j.

801

232

k.

701

156

l.

500

341

m.

700

376

n.

903

646

o.

900

611

3. For each problem, write a companion subtraction or addition sentence, and solve.

a. ___ + 23 = 66

b. 19 + ___ = 53

c.

66 23 = __

d.

___ 14 = 26

80 ___= 35

a.

b.

c.

d.

____ 99 = 365

e.

f.

g.

h.

36

Mileage Chart

To find the distance between Brigham City and Emery, look at

the column downwards from Brigham City, and at the row across

from Emery. The number at the intersection of that column

and row tells you the distance in miles.

The distance between Brigham City

and Emery is 230 miles.

1. How many miles is it from

Fillmore to Emery?

2. How many miles is it from

Delta to Brigham City?

3. How many miles is it

from Bryce Canyon

to Echo Junction?

to Canyonlands National Park, and back home to Emery.

What was their total mileage?

5. a. On his way from Cedar Breaks to Brigham City,

Dad stopped to refuel after driving 35 miles.

How many miles did he still have to go?

Canyonlands National Park than to Cedar Breaks?

drive from Delta to Capitol Reef National Park in four hours?

37

Order of Operations

Addition is an operation, subtraction is another operation, and multiplication is another.

If you have more than one operation, there are rules that tell you which one to do first.

First calculate the operations enclosed

inside parentheses ( ) .

15 (2 + 3)

(6 + 7) (4 3)

15 5 = 10

13

1 = 12

90 60 20 + 4

80 + 20 30

add and subtract from left to right.

30 20 + 4

100 30 = 70

10

+ 4 = 14

1. Calculate.

a. 20 6 2

20 (6 2)

b. 20 + (6 + 2)

c. 20 6 + 2

(20 + 6) + 2

20 (6 + 2)

d. 20 + 6 2

20 + (6 2)

a. First add 40 and 50, then

subtract that sum from 120.

subtract 120 from that sum.

3. Calculate.

a. (13 6) (2 + 5)

b. (50 + 8) + (7 4)

13 6 2 + 5

50 + 8 + 7 4

200 40 90 70

d. 25 10 4 + 6

25 (10 4) + 6

e. 700 (200 + 30 1)

a. 10 5 2 = 7

b. 20 5 2 1 = 16

c. 15 5 + 2 1 = 9

10 5 + 2 = 3

20 5 2 1 = 18

15 5 + 2 1 = 7

38

5. Remember to do addition and subtraction from left to right. For the following problems,

use the extra space to do the calculations.

a. 234 + 567 135 = ___

b.

Then from the sum subtract 135.

234

+ 567

c.

135

d.

a. Julie earned money from picking strawberries as follows:

The first week she earned $178, the second week $215,

the third week $230 and the last week $212. The people

who owned the farm where she worked subtracted $88

for the cost of her food and lodging. How much did

Julie bring home from her job?

How much does he have left for himself?

39

Graphs

1. The graph shows the number of books some children read during a vacation reading

assignment. Read the graph and fill in the blanks.

________________ read the most books. ________________ read the fewest books.

All together, the four girls

read _____ books.

All together, the four boys

read _____ books.

The smallest number of books

read was _____ books, and

the biggest number was

_____ books.

The difference between the most books read and the fewest books read was _____ books.

The difference between ______________ and ______________, who read the least amount

of books, was only ___ book.

2. Below you see a pictogram that shows how many vegetables were used in certain places.

It is called a pictogram because it uses a picture to represent a certain amount. In this case,

each picture of a carrot represents 5 kilograms. Read the pictogram to answer the questions.

Restaurant B used _____ kg of vegetables.

Vegetable use in one month

The Jacksons used _____ kg.

Jacksons

Joneses

more than the Joneses.

Millers

School cafe

vegetables than the school cafe.

Restaurant A

and Millers used _____ kg of vegetables.

Restaurant B

a total of _____ kg of vegetables.

= 5 kilograms of vegetables

40

14 child visitors; on Tuesday it had

23 adult and 10 child visitors; on Wednesday

34 adult and 18 child visitors; and on Thursday

38 adult and 19 child visitors.

Use that data to fill in the table. Also

calculate the total visitor counts.

Museum visitors

Day

Adults Children

Total

Visitors

Monday

Tuesday

Wednesday

b. What was the difference in the total visitor

Thursday

Friday

35

19

Saturday

57

25

Sunday

63

31

Totals

c. The total visitor count for the whole week

d. During the whole week, how many more

e. Make a double-bar graph of this data. For each day, make a bar for the number of adults

The bars for Monday and Tuesday are already made.

41

Review

1. Use the solution for the top problem to help you solve the bottom problem mentally.

a. 300 + 50 =

b. 60 + 70 =

c. 500 60 =

d. 990 400 =

299 + 50 =

59 + 68 =

501 60 =

990 402 =

2. Write the numbers as hundreds, tens, and ones. Then add in parts.

a. 44 + 503

b. 643 + 52

a. VI

b. LVI

c. LXV

d. XLVIII

+

a. 71 26 =

26

30

70

71

b. 63 27 =

d. 94 58 =

c. 82 15 =

e. 101 27 =

5. Subtract.

a.

405

266

b.

510

216

c.

807

429

d.

503

126

6. Calculate.

a. 50 20 5 + 6

b. 50 (20 5) + 6

c. 50 (20 5 + 6)

42

e.

415

249

full boxes and one box from which 14 CDs had been

removed earlier. How many CDs did she get?

10. There are 800 beads in a bag. Some are yellow, some

are red, and some are blue. If there are 270 red and 270

blue beads, find how many yellow beads are in the bag.

b. Which day was the least busy?

c. These numbers are visitors counts for adults for the days shown on the chart, but they

are not in the right order. Match each visitor count with the right day.

109

67

47

144

54

d. How many adults all totaled visited the park during the week?

43

132

34

Introduction

The second chapter of Math Mammoth Grade 3-A Complete Worktext covers the concept of

multiplication. (However, memorizing and drilling times tables is postponed until chapter 3.)

The first lessons introduce the concept of multiplication as repeated addition of groups of the

same size. Then the lesson Multiplication as an Array shows a different model for multiplication:

objects arranged in rows and columns. This lesson teaches the student to think of the rows as

groups, showing the fundamental unity of the two models. The whole lesson is presented in

pictures.

Multiplication on a Number Line illustrates repeated addition as consecutive jumps or skips on a

number line. The student learns to connect skip-counting with multiplication.

Multiplication in Two Ways concentrates on the fact that it does not matter in which order the

factors appear (the commutative property of multiplication). Objects in an array illustrate this fact

nicely: either the row or the column can be taken as the group being multiplied. This lesson also

deals with jumping on the number line.

Multiplying By Zero is illustrated both with the group model (either several groups of zero size or

zero groups of any size) and with the jump-on-a-number-line model (either several jumps of zero

distance or zero jumps of any distance).

Understanding Word Problems shows how problems, including multiplication, have the idea of

each, every, or all. For example: each item does or has the same number of something. If

students find these problems difficult, they can draw pictures to help, such as drawing flowers in

pots, slices of pizza, etc.

The lesson Order of Operations teaches that multiplication is to be done before addition or

subtraction and that addition and subtraction are to be done from left to right.

Understanding Word Problems, Part 2 gives more challenging problems. The word problems in

traditional school texts are often so easy that students learn just to take the numbers in the

problem and mechanically apply the operation that the lesson is about without really

understanding what theyre doing. If this lesson is too difficult, skip it for the time being and

come back to it later. You can help your student to draw a picture for each problem.

page

span

46

1 page

3 pages

50

2 pages

52

3 pages

55

4 pages

44

59

2 pages

61

2 pages

63

2 pages

65

3 pages

68

3 pages

Review ................................................................

71

1 pages

Use these free online resources to supplement the bookwork as you see fit.

Math Dice Game for Addition and Multiplication

Instructions for three simple games with dice: one to learn the concept of multiplication, another

to practice the times tables, and one more for addition facts.

http://www.teachingwithtlc.blogspot.com/2007/09/math-dice-games-for-addition-and.html

Explore the Multiplication Table

This applet visualizes multiplication as a rectangle.

http://www.mathcats.com/explore/multiplicationtable.html

Multiplication Number Lines

First choose a tile from the 1010 grid to pose a problem, then you will see it illustrated on a

number line.

http://www.ictgames.com/multinumberlines.html

Multiplication Memory Game

Click on corresponding pairs (the problem and its answer).

http://www.dositey.com/2008/addsub/memorymult.html

Multiplication Mystery

Drag the answer tiles to right places in the grid as they are given, and a picture is revealed

http://www.harcourtschool.com/activity/mult/mult.html

Multiplication.com Interactive Games

A bunch of online games just for the times tables.

http://www.multiplication.com/interactive_games.htm

45

This means

3 times a group of 4.

This means

2 times a group of 6.

It is called

multiplication.

6.

3 4

2 6

a.

d. ____ ____

b. ____ ____

c. ____ ____

e. ____ ____

f. ____ ____

2. Now its your turn to draw! Notice the symbol which is read times.

a. 2 times 4

b. 3 times 6

c. 1 times 7

24

36

17

d. 6 1

e. 4 0

f. 2 2

46

The symbol indicates multiplication. Multiplication means

that you have a certain number of groups of the same size.

Here we have five groups, and each group has two elephants.

5 2 = 10

how many

groups

how many

in each group

Five

We can solve

it by adding:

2 + 2 + 2 + 2 + 2 = 10

is

ten elephants.

Here there are three groups, and each group has four dogs.

3 4 = 12

how many

groups

how many

in each group

We can solve

it by adding:

4 + 4 + 4 = 12

Three

times

four dogs

is

twelve dogs.

a. 2 6

b. 4 2

47

a.

b.

c.

d.

____ group, ____ carrots in it.

_____+ _____ + _____

a.

b.

c.

d.

48

4. Now it is your turn to draw. Draw balls or sticks. Write the multiplication sentence.

b. Draw 2 groups of eight balls.

c. Draw 4 groups of four balls.

IIII IIII

a. 5 4 = _____

b. 4 6 = _____

c. 3 8 = _____

d. 2 10 = _____

49

Multiplication as an Array

An array is an orderly arrangement of things in rows and columns.

When things are aligned in an array, we can treat the rows like groups,

so an array still pictures multiplication as repeated addition.

6+6+6=

8+8+8+8=

3 6 = 18

4 8 = 32

5

+ 5

10

a. ____ rows, ____ carrots in each row.

d. ____ rows, ____ lightbulbs in each row.

50

2. Write the addition and multiplication facts that the pictures are illustrating.

The box with a T is a ten.

a.

b.

4+4=

2 4 = ____

c.

d.

f.

e.

g.

h.

i.

j.

51

IIIIIIIIII

IIIIIIIIII

IIIIIIIIII

Five jumps, each

jump is two steps.

5 2 = 10.

jump is three steps.

4 3 = 12.

1. Write the multiplication sentence that the jumps on the number line illustrate.

`

a. _____ ______ = ______

52

a. 5 3 =

b. 8 3 =

c. 6 3 =

d. 2 3 =

43=

73=

33=

93=

4. How many skips of three are needed? Use the number line above to help.

a. ____ 3 = 24

____ 3 = 9

b. ____ 3 = 18

c. ____ 3 = 21

d. ____ 3 = 6

____ 3 = 15

____ 3 = 12

____ 3 = 3

a. 2 4 =

b. 6 4 =

c. 8 4 =

d. 5 4 =

44=

74=

34=

14=

7. How many skips of four are needed? Use the number line above to help.

a. ____ 4 = 24

____ 4 = 8

b. ____ 4 = 0

____ 4 = 12

53

c. ____ 4 = 16

d. ____ 4 = 20

____ 4 = 8

____ 4 = 4

a. 6 4 =

b. 5 5 =

c. 6 5 =

d. 7 4 =

e. 3 10 =

9. Add repeatedly (or skip-count) to multiply. You can use the number line to help.

a. 3 2 =

b. 5 2 =

c. 5 6 =

d. 3 10 =

63=

74=

39=

2 11 =

45=

38=

4 10 =

37=

54

Compare the two pictures:

4

4

+4

3 + 3 + 3 + 3 = 12

12

Three rows; four dogs in each row.

3 4 = 12

4 3 = 12

Five rows;

each row has two rams.

Two columns;

each column has five rams.

5 2 = _____

2 5 = _____

_____ giraffes

15=5

5 1 = _____

You can do any multiplication in two different ways, but the result is the same.

The order of the numbers to be multiplied does not matter.

(In other words, multiplication is commutative.)

55

1. Group the animals in two different ways, and write the addition and multiplication facts that

go with the pictures. When do you get the same fact either way?

a.

b.

4+4

2+2+2+2

____________

____________

______ = ___

______ = ___

c.

d.

_____________

____________

_____________

_____________

______ = ___

______ = ___

2. Draw Xs and group them in two ways to illustrate the two ways to multiply.

a. 9 2 = _____

2 9 = _____

b. 4 10 = _____

10 4 = _____

56

5 2 = 10

2 5 = 10

7 2 = 14

2 7 = 14

3. For each number line, write the two multiplication sentences that the arrows portray.

a.

b.

c.

d.

57

4. Write down the multiplication sentence. Then write the multiplication the other way, and

draw the arrows for that multiplication sentence.

a.

b.

c.

5. Skip-count to fill in the multiplication table of 3. How does the picture relate to it?

13=

43=

73=

10 3 =

23=

53=

83=

11 3 =

33=

63=

93=

12 3 =

6. Skip-count and fill in the multiplication table of 4. Draw arrows on the number line

to illustrate the skip counting.

14=

44=

74=

10 4 =

24=

54=

84=

11 4 =

34=

64=

94=

12 4 =

58

Multiplying by Zero

5 0 = _____

05=0

Where do you end up?

3 0 = 0.

of three steps:

0 3 = 0.

(no jumps)

How many

groups

how many

in each group

0 =

How many

groups

0+0+0+0 = 0

How many

in each group

(empty groups)

0

(nothing)

4 1 = 1 + 1 + 1 + 1 = _____

1 4 = _____

59

Zeroes Table

Ones Table

1 0 = _____

7 0 = _____

1 1 = _____

7 1 = _____

2 0 = _____

8 0 = _____

2 1 = _____

8 1 = _____

3 0 = _____

9 0 = _____

3 1 = _____

9 1 = _____

4 0 = _____

10 0 = _____

4 1 = _____

10 1 = _____

5 0 = _____

11 0 = _____

5 1 = _____

11 1 = _____

6 0 = _____

12 0 = _____

6 1 = _____

12 1 = _____

2. Write each multiplication as an addition. (One you cannot do since there are no groups.)

a. 5 1 = 1 + 1 + 1 + 1 + 1 = 5

f. 6 1 =

b. 2 3 =

g. 2 6 =

c. 6 0 =

h. 0 8 =

d. 4 5 =

i. 3 8 =

e. 1 4 =

j. 4 0 =

3. Multiply.

a. 35 1 = ____

b. 6 5 = ____

1 1 = ____

1 0 = ____

10 3 = ____

67 1 = ____

0

1

2

c. 1 45 = ____

d. 7 2 = ____

0 1 = ____

0 0 = ____

0 99 = ____

0 10 = ____

3

4

5

60

Word Problems

7

7

5

That is a total of 4 7 = 28 rocks.

That is a total of 3 5 = 15 people.

1. Write a multiplication sentence for each problem and solve it. You can draw pictures to help.

a. Four children are playing tennis together.

How many tennis balls do they have all together?

b. There are five people in the Smith family. Each person

How many towels are there hanging in their bathroom?

c. The Jones family ordered four pizzas.

How many slices of pizza were there?

d. A certain town has three post offices. Each post

do the post offices have all together?

e. Mrs. Anderson has four flower pots, and in

How many flowers does she have?

f. An egg carton holds six eggs. A bottle of juice

three cartons of eggs, and three bottles of juice.

How many eggs did she get?

How many liters of juice did she buy?

61

it. What is the total number of items that Mary has?

h. Twelve children each wore a pair of socks.

How many toes do these children have all together?

In each box, two of the words are in bold.

How many words does she need to learn?

How many words are in bold?

What is the total number of pieces of fruit that

he bought?

What was the total weight of the boxes of oats?

2. Multiply.

a. 4 5 = ___

b. 10 0 = ___

0 4 = ___

6 3 = ___

10 3 = ___

1 78 = ___

0

1

2

c. 25 1 = ___

d. 0 49 = ___

2 4 = ___

10 1 = ___

2 7 = ___

2 6 = ___

3

4

5

62

Order of Operations

Do MULTIPLICATION first, before addition or subtraction.

Then ADD and SUBTRACT from left to right.

1. Add and subtract from left to right. The operation to be done FIRST is marked.

a.

15 + 3 7

18 7 =

b.

15 3 + 7

12 + 7 =

d.

22 4 + 3

e.

100 60 + 12

60 + 30 50

90 50 =

c.

f.

50 + 40 40

a.

32 +2

6 +2=

b.

5+ 42

5+ 8 =

c.

44 2

16 2 =

d.

53 +6

___ + 6 =

e.

25 5 2

___ ___ =

f.

3 6 11

___ ___ =

63 25

___ ___ =

i.

15 3 3

15 ___ =

g.

j.

35 24

15 8 =

h.

k.

25 + 4 5

___ + 4 5 =

l.

2 4 + 3 10 + 8

___ +

___

10 + 2 4 7

10 + ___ 7 =

m.

+ 8=

50 7 + 2 + 10 4

50 7 + 2 + ___ =

63

a.

15 2 3

b.

25+4

c.

16 3 5

d.

07+2

e.

51+3

f.

5 4 + 10

g.

30 5 4

h.

55 + 0 3

i.

8 2 12

a.

3423

b.

6+724

c.

25+45

d.

30 2 7 2

e.

6215

f.

20 5 + 1 3

1 = 21

7 = 14

6 = 29

16

1 = 15

10

2 = 20

2 = 17

35

4 = 15

6 = 41

2=7

You can make a game out of this. Just make problems beforehand, and use

a board game, the rule being that you can only roll the die if you first

answer the question right. (It's a lot more fun if you include division, too.)

64

Mr. Johnson usually eats three meals a day. How many meals does he eat in a normal

week?

Again we have a situation where the SAME thing happens EACH DAY.

7 days 3 meals a day = _______ meals in a normal week.

One Friday he skipped breakfast. How many meals did he eat during that week?

Now one day is different. It is only ONE day though, so we just subtract the one meal from

the total.

days times meals take away

the skipped

breakfast

= _______

The next week he ate normally, and additionally he had some ice cream on Saturday.

How many meals did he eat during that week?

days times meals and the ice cream

= _______

During the following week, he ate three times on Monday, Tuesday, and Friday, and

four times on the rest of the days of the week. How many meals did he eat during that

week?

Now we have the one situation three times, and the other situation four times. We calculate

each situation separately, then add.

days times meals and

the rest of

times meals

the days

4 = _______

During a certain busy week, he ate twice on Monday, Tuesday, Thursday, and Friday;

three times on Sunday; and four times on the rest of the days. How many meals did he

eat during that week?

The one situation (two meals a day) happens four times, there are three meals on Sunday, and

the other situation (four meals a day) happens twice. We calculate each situation separately,

and then add.

days times meals and

the rest of

times meals add Sundays

the days

65

= _______

1. Fill in the numbers in the number sentences for each problem and solve it. For the last

problems, write the number sentence yourself. You can write words above the numbers

to describe the numbers. You can also draw pictures to help you!

a. Mommy bought four cartons of eggs, and each carton had six eggs.

Two of the eggs were bad. How many good eggs did Mommy get?

egg

eggs in take

times

bad ones

cartons

each one away

b. The Johnsons ordered 4 pizzas again, sliced into four pieces each.

This time the dog ate one piece. How many pieces did the people eat?

number of

times

pizzas

pieces in

each

away dog ate

c. Joe has three friends who each have five toy cars, and also two friends

who have only two toy cars. How many cars do Joes friends have?

friends

friends

who have times 5 cars and who have times 2 cars

5 cars

two cars

d. Grandpa worked six days to make wooden toys for his grandchildren.

The first three days he made 4 toys each day, and the last three days

he made 5 toys each day. How many toys did he make in total?

days when he

days when he

times 4 toys and

times 5 toys

made 4 toys

made 5 toys

e. Grandma has to take four pills each day, but on Sundays she takes none.

days when

takes pills

number

of pills

66

f. During the first three weeks of December, Sally borrowed 4 books from the library

each week, but during the last week she borrowed 5 books. How many books did she

borrow in total?

g. On the family dinner table there are two plates for everybody except little Hannah.

Hannah gets only one plate. Hannah and ten other people came to dinner.

How many plates were on the table?

h. There are four horses and three people. How many legs are there in total?

i. In a little restaurant, there are five tables for two people and four tables

for four people. How many people can the restaurant seat?

j. The neighbors cat eats two cans of cat food each day. Last week it was sick

and didnt eat any food for two days. How many cans of cat food did it eat

during that week?

67

1. Make three different problems from the same picture. The box with a T is a ten.

3 ____ = ____

1

of ____ is ____.

2

1

of ____ is ____.

2

1

of 12 is ____.

3

1

of _____ is ____.

4

1

of ____ is ____.

3

b. ____ + ____ +

a. ___ + ___ + ___ = 15

____ ____ = 15

4 10 = ____

___ 12 = ____

1

of 15 is 5.

3

1

of ____ is 10.

4

1

of ____ is 12.

2

68

____ ____ = 21

b. 6 10 = ___

1

of 21 is ____.

3

c. 5 8 = ___

1

of ____ is 10.

6

1

of ____ is ____.

5

2 5 = ____

1

2

of 10 is 5 .

2 25 = ____

1

2

of 50 is ____.

2 10 = ____

1

2

of 20 is 10 .

2 30 = ____

1

2

of ____ is ____.

2 15 = ____

1

2

of ____ is ____.

2 35 = ____

1

2

of ____ is ____.

2 20 = ____

1

2

of ____ is ____.

2 40 = ____

1

2

of ____ is ____.

a.

b.

c.

1

2

of 90 is ____.

Finding

1

2

of 100 is ____.

Find

1

2

of 60.

Find

1

2

1

2

of 110 is ____.

Find

1

2

of 2.

Find

1

2

1

2

of 120 is ____.

1

2

of 130 is ____.

1

2

of 62:

d.

1

2

of 32 is ____.

of 50.

1

2

of 38 is ____.

of 4.

1

2

of 46 is ____.

of 52 is ____.

of 78 is ____.

Finding

1

2

of 54:

Add those.

Add those.

1

2

I get _____.

I get _____.

1

2

69

6. Jane has 16 dolls and Marie has 6. Jane gave half of her dolls to Marie.

How many dolls do Jane and Marie have now?

7. Mom gave half of her flowers to Betty, and Betty now has 18 flowers.

How many did Mom have initially?

8. Andy gave half of his marbles to Ben. Now, Andy has 12 and Ben has 20.

How many did Andy and Ben have initially?

9. Find a path from the top to the bottom. Each answer number on your path must be

bigger than the previous one. You can only travel up, down, right, or left at each turn.

1

2

of 22

17 + 17

45 9

78 + 60

13 + 13

100 83

50 25

26

50 30 9

210 + 30

1 10

80

14 + 25

1

2

23 9

2 15

43 6 5

of 68

83 60

40 20 7

5 + 47

100 65

+ 12

35 + 15

+7

120 50

230 50

98 78

2 200

300 + 500

2 30

210 90

1 92

60 + 80

+ 80

400 90

2 70

400 80

140

60 + 60

+ 30

36 + 81

1

2

of 200

170 + 59

1

2

of 100

1

2

70

of 34

152 20

1

2

of 160

Review

1. Multiply.

a. 2 2 = ___

b. 2 10 = ___

c. 2 40 = ___

d. 1 8 = ___

1 4 = ___

3 3 = ___

3 30 = ___

12 0 = ___

0 5 = ___

2 7 = ___

2 400 = ___

12 1 = ___

a. 3 7

b. 5 1

3. Draw a picture to illustrate the problems.

a. 4 5

b.

1

of 18 is 6.

3

4. Write a mathematical sentence (equation) for each problem and solve them.

a. If each bag holds five balls, then

How many books did she read in total that week?

5. Calculate.

a. 3 + 2 5

b. 2 10 1 3

c. 12 + 3 5 4

f. 0 + 7 2 4

71

Introduction

In the third chapter we concentrate on memorizing the times tables.

When you are doing memorization drills, be sure to explain to the student that the goal is to memorize the factsto

recall them from memoryand not to get the answers by counting or any other method. Just like your child has

probably already memorized your address and phone number, now she or he is going to memorize some math facts.

You can easily see if the student is trying to count because producing the answer by counting takes much more

time. You should expect the child to answer immediately when you are drilling. If he or she doesn't know the

answer by heart (from memory), then tell him or her the right answer.

Short drill sessions are usually best. For example, you might drill for five or ten minutes at a time, depending on the

attention span of the child.

However, try to have at least two sessions during the day as your schedule permits. Research on how the brain

learns has shown that new memories are forgotten soon and that new information is best retained when it is

reviewed within 4-6 hours of the time it is initially learned. (By the way, this principle applies to anything new a

person is learning.)

Pencil and paper activities that the student completes alone dont work really well for memorizing facts because the

child can get the answers by counting and not from memory. Proper drill requires an investment in time from the

instructor. If you can, utilize older siblings, too, in the task of drilling. Moreover, computers are great drillmasters

since they never get tired or bored and since you can usually choose a timed session in which the child must

produce the answers quickly. Computer-based drilling can be very rewarding to children when they notice that they

are truly learning the facts and are able to complete the drills successfully. They can actually come to enjoy the

process of memorization. Ive included a list of free online multiplication activities at the end of this introduction.

Heres a five-step method for memorization. Normally only a few of the steps would be included in any one

session, depending on the child's concentration and ability.

Have the table to be learned already written on paper. Here we will use the table of three as an

example. You can view a short video explaining the main points of the drill here:

http://www.youtube.com/watch?v=sZlBtMPrMyk

1. The first task is to memorize the list of answers. Have your child study the first half of

the skip-counting list (3, 6, 9, 12, 15, 18), saying the numbers aloud while pointing to the

answers one by one with a finger or a pen. You may also use a number line. This

technique uses the senses of seeing, hearing, and touch simultaneously to fix the

information in the brain. After he has gone through the list a few times, ask him to repeat

it from memory.

Expect your child to answer, and dont give her the answers too easily, because ONLY

by putting forth an effort will she memorize the facts. Just like the muscles, the mind

needs exercise to become stronger.

Require her to memorize the skip-counting list both forwards and backwards. Keep

practicing until she can rattle off the first list of 3, 6, 9, 12, 15, 18. With some tables,

like the tables of 2, 5, and 10, it helps to point out the pattern in them. The pattern in

table of 9 is more subtle but still useful.

1x3=3

2x3=6

3x3=9

4 x 3 = 12

5 x 3 = 15

6 x 3 = 18

7 x 3 = 21

8 x 3 = 24

9 x 3 = 27

10 x 3 = 30

11 x 3 = 33

12 x 3 = 36

2. Tackle the last half of the list: 21, 24, 27, 30, 33, 36. Do the same things you did with the first half of the list.

72

3. Next, work with the whole list of answers. Practice the list going up and down until it goes smoothly and

easily. These steps may be enough for one day. But be sure to review again later in the day.

4. Next, practice individual problems randomly. You can ask orally (What is 5 times 3?), point to the problems

on the paper, or use flashcards. However, I would recommend reading the question aloud while

simultaneously pointing to the problem or showing the flashcard because, again, using multiple senses helps to

fix the information in the mind better.

The goal at this stage is to associate each answer 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, with a certain

multiplication fact (such as 7 x 3).

You can also mix earlier tables that she already knows with these new problems, and drill both with

flashcards.

5. The last step is to do this the other way around. Now you say the answer (21), and the student has to produce

the problem (3 7). Keep the table handy, hide the problems, and point to the answers in random order.

This technique can also work the other way around, where the student says the answers, and you produce the

problems. Give wrong answers sometimes, too, to check her out.

As an extension, you can say answers from several tables that you've studied, and the student gives the

corresponding problem. Sometimes there are several answers. For example, 36, 30, 24, and 20 are in several

different times tables. This is an especially good exercise as it prepares for the concepts of division and

factoring.

The memorization probably won't happen overnight. On subsequent days, you can mix drills 1-5 (hopefully you

wont need to concentrate on steps 1 and 2). This kind of drilling takes a little time and effort from the teacher, but

it can be very effective. Homeschoolers can obviously do some of it while going about other tasks, while traveling

in the car, etc.

While you are doing this table by table, you can also try to teach the process to your child, so that she will learn

how to do the memorization herself. She can hide the answers and try to reproduce the list in her mind.

z

Hang a poster with the 1212 or 1010 table on the wall. Remind your child to glance at it a few times a

day. It can work wonders for visual learners!

Hang beside it another poster, with an empty grid, in which the child fills in those facts he has mastered.

Recite the skip-counting lists or multiplication facts aloud just before going to bed. This can turn them into

mastered facts by the next morning.

I feel that timed drills are a tool among many, when it comes to learning math facts. Some kids will thrive on

them; in other words learn quickly when they are used. Perhaps they like racing against the clock or like the

challenge. There exist timed computer games that can work very well for drilling facts.

For example, Math Magician games has a simple 1-minute countdown, and if you answer 20 questions in that time,

you get an award.

http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html

Some of the games at the link below don't time you but give you more points the faster you go. That site is actually

filled with several types of games just for math facts practice.

http://www.sheppardsoftware.com/math.htm

Yet for other kids timed drills may be counterproductive and end up in tears and frustration. The proof is in the

pudding: just try it and see how it goes.

73

page

span

2 pages

2 pages

3 pages

3 pages

(Tables of 2, 4, 5, and 10) ...................................

86

3 pages

3 pages

2 pages

3 pages

4 pages

2 pages

3 pages

3 pages

3 pages

You can use these free online resources to supplement the bookwork as you see fit. As you can

see, there are many resources available for drilling and practicing the tables online.

Megamaths Tables

Explore the facts of each table, the patterns in each table, or check your skills in a nice timed

game.

http://www.bbc.co.uk/education/megamaths/tables.html

Multiplication Grid

Drag the scrambled answer tiles into the right places in the grid as fast as you can!

http://www.mathcats.com/microworlds/multiplication_grid.html

Multiplication.com Interactive Games

A bunch of online games just for the times tables.

http://www.multiplication.com/interactive_games.htm

The Times Tables at Resourceroom.net

Fill in the multiplication chartpart of it or the whole thingor take quizzes and get graded.

http://www.resourceroom.net/Math/1timestables.asp

Math Trainer - Multiplication

Multiplication table training online that responds to your answers and will train your weaknesses.

http://www.mathsisfun.com/games/math-trainer-multiply.html

74

Table Mountain

Climb the mountain with 20 questions from a selected table.

http://www.teachingtables.co.uk/tm/tmgame/tgame2.html

Multiplication Table Challenge

100 questions, timed.

http://www.programmingart.com/free/games/multiply/

Multiplication Mystery

Drag the answer tiles to right places in the grid as they are given, and a picture is revealed

http://www.harcourtschool.com/activity/mult/mult.html

Mr. Taylor's Multiplication Facts Drill

Simple practice (click on the right answer) for the easy ones, the hard ones, the monsters, or all of

them.

http://www.geocities.com/multiplicationfacts

Multiplication Memory Game

Click on corresponding pairs (problem-answer).

http://www.dositey.com/2008/addsub/memorymult.html

Quiz Hub - Multiplication game

Click on corresponding pairs (problem-answer).

http://quizhub.com/quiz/f-multiplication.cfm

Times tables from BBC Skillswise

Has printable factsheets, online quizzes, two grid games, and five printable worksheets.

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/index.shtml

Math Dice Game for Addition and Multiplication

Instructions for three simple games with dice; one to learn multiplication concept, another to

practice the times tables, and one more for addition facts.

http://www.teachingwithtlc.blogspot.com/2007/09/math-dice-games-for-addition-and.html

Product Game

A fun, interactive two-player game that exercises your skill with factors and multiples.

http://illuminations.nctm.org/ActivityDetail.aspx?ID=29

Two Minute Warning

Solve as many problems as you can in two minutes.

http://www.primarygames.com/flashcards/multiplication/start.htm

Button Beach Challenge

Figure out what number the various colored buttons represent.

http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html

75

Multiplication Table of 2

1. Skip-count by twos. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 2, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 24

2. a. Fill in the table of 2. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 2

till 6 2, and the rest at a later time, such as the next day.

a.

1 2 = ____

7 2 = ____

2 2 = ____

b.

____ 2 = 2

____ 2 = 14

8 2 = ____

____ 2 = 4

____ 2 = 16

3 2 = ____

9 2 = ____

____ 2 = 6

____ 2 = 18

4 2 = ____

10 2 = ____

____ 2 = 8

____ 2 = 20

5 2 = ____

11 2 = ____

____ 2 = 10

____ 2 = 22

6 2 = ____

12 2 = ____

____ 2 = 12

____ 2 = 24

3. Don't write the answers down. Use these problems for random drill practice.

62

72

23

27

28

92

22

2 11

24

32

42

82

29

26

25

21

12 2

2 12

82

10 2

4. Don't write the answers down. Use these problems for random drill practice.

2 = 14

2 = 12

2 =6

2 = 12

2 = 22

2 = 18

2 = 16

2 = 18

2 =8

2 = 10

2=8

2 = 24

2 = 14

2 = 20

2 = 24

2 = 16

2=2

2 = 22

2 =4

2 =6

76

a. There were seven birds in each of the two trees.

How many birds stayed in the trees?

John bought a book that cost eight dollars.

How much money did he have left?

the neighbor who was sick.

How much money does she have now?

for eight weeks. Then, he will have just enough money

to buy an expensive model airplane. How much does it cost?

6. Multiply.

a.

b.

c.

d.

2 12 = ____

4 6 = ____

9 2 = ____

8 2 = ____

7 1 = ____

2 5 = ____

3 0 = ____

10 2 = ____

1 8 = ____

6 2 = ____

1 2 = ____

0 7 = ____

e.

f.

g.

h.

2 1 = ____

8 0 = ____

2 11 = ____

5 3 = ____

2 5 = ____

1 9 = ____

0 0 = ____

2 8 = ____

7 2 = ____

1 0 = ____

2 4 = ____

3 8 = ____

77

Multiplication Table of 4

1. Skip-count by fours. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 48

2. a. Fill in the table of 4. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 4

till 6 4, and the rest at a later time, such as the next day.

a.

1 4 = ____

7 4 = ____

2 4 = ____

b.

____ 4 = 4

____ 4 = 28

8 4 = ____

____ 4 = 8

____ 4 = 32

3 4 = ____

9 4 = ____

____ 4 = 12

____ 4 = 36

4 4 = ____

10 4 = ____

____ 4 = 16

____ 4 = 40

5 4 = ____

11 4 = ____

____ 4 = 20

____ 4 = 44

6 4 = ____

12 4 = ____

____ 4 = 24

____ 4 = 48

You can find these facts by doubling the facts from the table of 2! 6 4 is double 6 2.

3. Don't write the answers down. Use these problems for random drill practice.

64

74

43

47

48

94

24

4 11

44

34

44

84

49

46

45

41

12 4

4 12

84

10 4

4. Don't write the answers down. Use these problems for random drill practice.

4 = 44

4 = 12

4 = 28

4 = 48

4 = 24

4 = 32

4 = 36

4 = 44

4 =4

4 = 16

4=8

4 = 24

4 = 20

4 = 40

4 = 48

78

5. Circle the numbers (products) that appear in both lists. Then fill in the table below.

Table of 2: 0, 2, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 4: 0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Products in both

tables of 2 and 4

Using 2

as a factor

Using 4

as a factor

= 0 2

0 4

___

= ___ 2

___

___

Products in both

tables of 2 and 4

Using 2

as a factor

Using 4

as a factor

___

= ___ 2

= ___ 4

= ___ 4

___

= ___ 2

= ___ 4

= ___ 2

= ___ 4

___

= ___ 2

= ___ 4

= ___ 2

= ___ 4

a. The cheap socks cost 1 dollar for each pair, and the expensive ones cost 3 dollars

for each pair. Which takes less money: to buy 10 pairs of cheap socks or to buy

four pairs of expensive socks?

b. How many pairs of cheap socks can you buy with 15 dollars?

How many pairs of expensive socks can you buy with 15 dollars?

c. Liz bought three pairs of cheap socks and two pairs of expensive socks.

79

Multiplication Table of 10

1. Skip-count by tens. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 10, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 120

2. a. Fill in the table of 10. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 10

till 6 10, and the rest at a later time, such as the next day.

a.

1 10 = ____

7 10 = ____

2 10 = ____

b.

____ 10 = 10

____ 10 = 70

8 10 = ____

____ 10 = 20

____ 10 = 80

3 10 = ____

9 10 = ____

____ 10 = 30

____ 10 = 90

4 10 = ____

10 10 = ____

____ 10 = 40

____ 10 = 100

5 10 = ____

11 10 = ____

____ 10 = 50

____ 10 = 110

6 10 = ____

12 10 = ____

____ 10 = 60

____ 10 = 120

...both in the table of four and the table of ten?

3. Multiply. Don't write the answers down. Use these problems for random drill practice.

5 10

6 10

10 8

10 7

25

12 10

9 10

10 4

10 10

10 3

7 10

11 10

10 12

10 11

10 6

4. Don't write the answers down. Use these problems for random drill practice.

10 = 30

10 = 20

10 = 80

10 = 40

10 = 90

10 = 10

10 = 40

10 = 90

10 = 110

10 = 30

10 = 60

10 = 50

10 = 100

10 = 70

10 = 120

80

5. a. You see chickens and cats walking in the yard and they have total of 22 legs.

How many cats and how many chickens are there?

6. Multiply.

a.

b.

12

4

c.

8

2

d.

7

1

e.

9

0

5

4

10

11

f.

0

1

2

3

4

5

6

7

8

9

10

11

12

81

12

11

4

has ten millimeters (mm).

1 cm = 10 mm.

a. 2 cm = ___ mm

e. 7 cm = ___ mm .

i. ___ cm = 20 mm

b. 5 cm = ___ mm

f. 9 cm = ___ mm

j. ___ cm = 80 mm

c. 11 cm = ___ mm

g. 6 cm = ___ mm

k. ___ cm = 120 mm

d. ___ cm = 30 mm

h. ___ cm = 100 mm

l. ___ cm = 40 mm

a. 2 cm 2 mm = 22 mm

f. ___ cm ___ mm = 37 mm

b. 5 cm 4 mm = ___ mm

g. ___ cm ___ mm = 89 mm

c. 8 cm 8 mm = ___ mm

h. ___ cm ___ mm = 45 mm

d. 11 cm 1 mm = ___ mm

i. ___ cm ___ mm = 29 mm

e. 10 cm 6 mm = ___ mm

10. Measure a spoon, a pencil, a pen, a nail, and a safety-pin in centimeters and millimeters.

You can also measure other items that you find.

spoon:

___ cm ___ mm

nail:

___ cm ___ mm

pencil:

___ cm ___ mm

safety-pin:

___ cm ___ mm

pen:

___ cm ___ mm

82

Multiplication Table of 5

1. Skip-count by fives. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 5, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 60

2. a. Fill in the table of 5. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 5

till 6 5, and the rest at a later time, such as the next day.

a.

1 5 = ____

7 5 = ____

2 5 = ____

b.

____ 5 = 5

____ 5 = 35

8 5 = ____

____ 5 = 10

____ 5 = 40

3 5 = ____

9 5 = ____

____ 5 = 15

____ 5 = 45

4 5 = ____

10 5 = ____

____ 5 = 20

____ 5 = 50

5 5 = ____

11 5 = ____

____ 5 = 25

____ 5 = 55

6 5 = ____

12 5 = ____

____ 5 = 30

____ 5 = 60

What same multiplication fact is... ...both in the table of five and the table of four?

...both in the table of five and the table of ten?

3. Don't write the answers down. Use these problems for random drill practice.

65

75

53

57

5 10

95

12 5

5 11

54

35

45

85

59

56

55

4. Don't write the answers down. Use these problems for random drill practice.

5 = 35

5 = 20

5 = 55

5 = 40

5 = 55

5=5

5 = 45

5 = 25

5 = 50

5 = 30

5 = 60

5 = 10

5 = 35

5 = 60

5 = 15

83

5. Find the numbers (products) that appear in both lists. Then fill in the table.

Table of 5: 0, 5, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 10: 0, 10, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Products in both

tables of 5 and 10

Using 5

as a factor

Using 10

as a factor

= 05

= 0 10

___

= ___ 5 = ___ 10

___

= ___ 5

= ___ 10

___

= ___ 5 = ___ 10

20

= ___ 5

= ___ 10

___

= ___ 5 = ___ 10

Products in both

tables of 5 and 10

Using 5

as a factor

Using 10

as a factor

2 3 = __

10 3 + 1 = 31

5 1 + 1 = __

3 4 = __

10 4 + 2 = 42

5 2 + 2 = __

4 5 = ___

__ __ + __ = 53

84

10

11

12

0

1

2

3

4

5

6

7

8

9

10

11

12

= 20

=

10

= 20

= 12

=

40

=

6

85

= 12

=

24

1. Review the tables of two and four. Then check yourself with these problems.

a.

b.

c.

d.

9 2 = ____

5 2 = ____

7 2 = ____

4 4 = ____

7 4 = ____

3 4 = ____

9 4 = ____

12 4 = ____

10 2 = ____

2 4 = ____

4 10 = ____

3 2 = ____

e.

f.

g.

h.

6 4 = ____

4 2 = ____

6 2 = ____

8 4 = ____

8 2 = ____

12 2 = ____

4 11 = ____

2 2 = ____

11 2 = ____

2 1 = ____

5 2 = ____

1 4 = ____

2. Write a mathematical sentence to each problem and solve them. You can draw pictures

to help you solve the problems!

a. Mom does laundry three days a week, and each time she uses two cupfuls of detergent.

How much detergent does she use within a week?

b. The big egg cartons have one dozen eggs each. Mom bought two cartons, and has

now used four eggs. How many eggs does Mom have left?

c. Eleven shops in a shopping mall have three workers, and two shops have

9 workers. How many workers are there total?

d. Of Marie's relatives, 7 families have two children, 8 families have three children.

All of the children are Marie's cousins. How many cousins does Marie have?

86

3. Review the table of five and the table of ten. Check yourself with these problems.

a.

b.

c.

d.

5 9 = ____

10 8 = ____

6 5 = ____

7 10 = ____

7 5 = ____

4 10 = ____

2 5 = ____

10 1 = ____

5 10 = ____

10 10 = ____

11 5 = ____

11 10 = ____

e.

f.

g.

h.

6 10 = ____

8 5 = ____

5 10 = ____

5 5 = ____

12 10 = ____

12 5 = ____

10 9 = ____

5 4 = ____

10 2 = ____

5 1 = ____

3 10 = ____

5 3 = ____

a. There are 10 millimeters in each centimeter.

How many millimeters are in five centimeters?

How many inches are there in five feet?

How many inches tall is she total?

d. Each minibus holds ten passengers. There are six full minibuses, and one

with one seat is empty. How many passengers are there total?

e. Smiths takes three bags with three bottles each and two large bags

with five bottles in each bag; how many bottles are there total?

87

Do ________________________________ first.

Do _____________________ and ____________________ from left to right.

6. Calculate.

a. 3 + 7 5

b. 10 6 10 3

c. 10 + 5 5 4

d. 17 + 2 3

e. 5 4 + 12 4

f. 0 + 7 2 4

a. 3 10 + 3 2 =

b. 1 1 + 1 =

c. 100 1 1 =

4 10 + 4 2 =

22+2=

100 2 2 =

5 10 + 5 2 =

33+3=

100 3 3 =

is another number.

Solve what they are in each case.

a.

b.

c.

= 42

= 24

= 24

= 13

= 10

= 10

88

Multiplication Table of 3

1. Skip-count by threes. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 36

2. a. Fill in the table of 3. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 3

till 6 3, and the rest at a later time, such as the next day.

a.

1 3 = ____

7 3 = ____

2 3 = ____

b.

____ 3 = 3

____ 3 = 21

8 3 = ____

____ 3 = 6

____ 3 = 24

3 3 = ____

9 3 = ____

____ 3 = 9

____ 3 = 27

4 3 = ____

10 3 = ____

____ 3 = 12

____ 3 = 30

5 3 = ____

11 3 = ____

____ 3 = 15

____ 3 = 33

6 3 = ____

12 3 = ____

____ 3 = 18

____ 3 = 36

Note: the fact 2 3 = 6 or 3 2 = 6 is both in the table of three and the table of two.

3. Don't write the answers down. Use these problems for random drill practice.

63

73

33

37

38

93

23

3 11

34

33

43

83

39

36

35

31

12 3

3 12

83

10 3

4. Don't write the answers down. Use these problems for random drill practice.

3 = 15

3 = 12

3 = 27

3 = 36

3 = 30

3 = 33

3 = 36

3 = 33

3 =3

3=6

3=9

3 = 24

3 = 27

3 = 18

3 = 21

89

12 2 = ___

1 2 + 2 = 4

1 2 1 = ___

13 2 = ___

2 2 + 4 = ___

2 2 2 = ___

14 2 = ___

3 2 + 6 = ___

3 2 3 = ___

a. John gets $3 a week as an allowance. He wants to buy a toy train

that costs $14. How many weeks will he have to save for that?

The train is discounted and now costs only $11.

How many weeks will he have to save for it now?

b. John saved money for five weeks and then his Grandpa gave him

five dollars as a present. How much money does John have now?

If he buys the 11-dollar train, how much will he have left?

c. John wants to buy a book about nesting birds that costs $18.

He earned $5 for yard work and plans to save the rest from

his weekly allowance of $3. How many weeks will he need

to save his allowance money to buy the book?

90

and one extra rose for Mom's birthday - a rose for each year.

How old is mom?

e. How many bunches of roses and extra roses would you need to

f. How about your mom? How many rose bunches and extra

0

1

2

3

4

5

6

7

8

9

10

11

12

91

10

11

12

Multiplication Table of 6

1. Skip-count by sixes. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 6, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 72

2. a. Fill in the table of 6. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 6

till 6 6, and the rest at a later time, such as the next day.

a.

1 6 = ____

7 6 = ____

2 6 = ____

b.

____ 6 = 6

____ 6 = 42

8 6 = ____

____ 6 = 12

____ 6 = 48

3 6 = ____

9 6 = ____

____ 6 = 18

____ 6 = 54

4 6 = ____

10 6 = ____

____ 6 = 24

____ 6 = 60

5 6 = ____

11 6 = ____

____ 6 = 30

____ 6 = 66

6 6 = ____

12 6 = ____

____ 6 = 36

____ 6 = 72

You can find these facts by doubling the facts from the table of 3: 8 6 is double 8 3!

3. Don't write the answers down. Use these problems for random drill practice.

96

86

68

65

36

26

10 6

6 12

67

66

46

36

69

62

64

11 6

12 6

64

66

76

4. Don't write the answers down. Use these problems for random drill practice.

6 = 72

6 = 18

6 = 54

6 = 42

6 = 54

6=6

6 = 48

6 = 24

6 = 36

6 = 30

6 = 60

6 = 12

6 = 42

6 = 66

6 = 72

92

5. Circle the numbers (products) that appear in both lists. There are seven of them.

Then fill in the table below.

Table of 3: 0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 6: 0, 6, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Products in both

tables of 3 and 6

Using 3

as a factor

Using 6

as a factor

0 3

Products in both

tables of 3 and 6

Using 3

as a factor

Using 6

as a factor

0 6

___

= ___ 3

= ___ 6

___

= ___ 3

= ___ 6

___

= ___ 3

= ___ 6

___

= ___ 3

= ___ 6

___

= ___ 3

= ___ 6

___

= ___ 3

= ___ 6

0

1

2

3

4

5

6

7

8

9

10

11

12

93

10

11

12

Multiplication Table of 11

1. Skip-count by elevens. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 11, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 132

2. a. Fill in the table of 11. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 11

till 6 11, and the rest at a later time, such as the next day.

a.

1 11 = ____

7 11 = ____

2 11 = ____

b.

____ 11 = 11

____ 11 = 77

8 11 = ____

____ 11 = 22

____ 11 = 88

3 11 = ____

9 11 = ____

____ 11 = 33

____ 11 = 99

4 11 = ____

10 11 = ____

____ 11 = 44

____ 11 = 110

5 11 = ____

11 11 = ____

____ 11 = 55

____ 11 = 121

6 11 = ____

12 11 = ____

____ 11 = 66

3. Don't write the answers down. Use these problems for random drill practice.

5 11

2 11

11 7

11 3

11 5

12 11

8 11

11 12

11 10

11 11

9 11

7 11

11 4

11 4

11 9

3 11

6 11

11 11

11 8

11 6

4. Don't write the answers down. Use these problems for random drill practice.

11 = 88

11 = 77

11 = 55

11 = 66

11 = 11

11 = 132

11 = 121

11 = 33

11 = 22

11 = 44

11 = 110

11 = 99

11 = 132

11 = 121

11 = 110

94

a.

b.

c.

1 11 + 1 =

1 10 + 1 5 =

12 10 2 3 =

2 11 + 2 =

2 10 + 2 5 =

11 10 3 3 =

3 11 + ___ =

3 10 + 3 5 =

10 10 4 3 =

6. Write different problems for these answers. You can also use 1 as a factor!

a.

b.

c.

d.

___ ___ = 20

___ ___ = 18

___ ___ = 40

___ ___ = 36

___ ___ = 20

___ ___ = 18

___ ___ = 40

___ ___ = 36

___ ___ = 20

___ ___ = 18

___ ___ = 40

___ ___ = 36

e.

f.

g.

h.

___ ___ = 30

___ ___ = 12

___ ___ = 24

___ ___ = 30

___ ___ = 12

___ ___ = 24

___ ___ = 30

___ ___ = 12

___ ___ = 24

95

10

11

12

0

1

2

3

4

5

6

7

8

9

10

11

12

a. I am in the table of four but not in the table of three. If you add two to me,

the new number is in the table of ten, in the table of five, and in the table of six.

b.. I'm in the table of 11! If you take away one from me, you'll get a number

c. I'm in the table of five but not in the table of ten. Adding my digits you get seven.

96

Multiplication Table of 9

1. Skip-count by nines. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 9, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 108

2. a. Fill in the table of 9. b. Fill in the missing factors. Then cover the answers. Choose

problems in random order and practice. You may first practice only the part from 1 9

till 6 9, and the rest at a later time, such as the next day.

a.

1 9 = ____

7 9 = ____

2 9 = ____

b.

____ 9 = 9

____ 9 = 63

8 9 = ____

____ 9 = 18

____ 9 = 72

3 9 = ____

9 9 = ____

____ 9 = 27

____ 9 = 81

4 9 = ____

10 9 = ____

____ 9 = 36

____ 9 = 90

5 9 = ____

11 9 = ____

____ 9 = 45

____ 9 = 99

6 9 = ____

12 9 = ____

____ 9 = 54

____ 9 = 108

What same

multiplication

fact is both in...

... the table of nine and the table of five? ___________________

... the table of nine and the table of three? __________________

... the table of nine and the table of ten? ____________________

... the table of nine and the table of four? ____________________

... the table of nine and the table of eleven? ____________________

3. Multiply. Don't write the answers down. Use these problems for random drill practice.

59

89

9 10

95

98

11 9

99

10 9

93

97

19

92

12 9

69

91

94

96

99

97

4. Don't write the answers down. Use these problems for random drill practice.

9 = 18

9 = 36

9 = 72

9 = 108

9 = 81

9 = 45

9=9

9 = 90

9 = 99

9 = 72

9 = 27

9 = 72

9 = 81

9 = 63

9 = 54

There are some special things in the table of nine. Add up the DIGITS of the answers:

1 9 = 9;

9=9

2 9 = 18;

1+8=

3 9 = 27;

2+7=

4 9 = ___

___ + ___ =

5 9 = ___

___ + ___ =

6 9 = ___;

___ + ___ =

7 9 = ___;

___ + ___ =

8 9 = ___;

___ + ___ =

9 9 = ___;

___ + ___ =

10 9 = ___

___ + ___ =

11 9 = ___

9 + 9 = 18;

1+8=

12 9 = ___;

1+0+8=

1 9 = 09

2 9 = 18

3 9 = 27

4 9 = ____

5 9 = ____

6 9 = ____

7 9 = ____

8 9 = ____

9 9 = ____

10 9 = ____

yellow and the SECOND digit in blue.

Then look at the line of yellow numbers, and

the line of the blue numbers from top to bottom!

98

5. Circle the products that appear in both lists. There are five of them.

Then fill in the table below.

Table of 3: 0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 9: 0, 9, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Products in both

tables of 3 and 9

Using 3

as a factor

Using 9

as a factor

= ___ 3

= ___ 9

___

= ___ 3

= ___ 9

___

= ___ 3

= ___ 9

Products in both

tables of 3 and 9

Using 3

as a factor

Using 9

as a factor

___

= ___ 3

= ___ 9

___

= ___ 3

= ___ 9

Now make a longer list for the table of 3 and compare that with the table of nine.

What can you notice?

0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____,

Table of 3:

36, 39, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 9:

0, 9, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ___

6. Look further into the special thing about the table of nine!

Continue the table of nine and add the digits of the products.

Multiplication

facts:

Multiplication

facts:

add digits:

10 9 = ____

16 9 = ____

11 9 = ____

17 9 = ____

12 9 = ____

18 9 = ____

13 9 = 117

1+1+7=9

add digits:

19 9 = ____

14 9 = ____

20 9 = ____

15 9 = ____

21 9 = 189

99

1 + 8 + 9 = 18; 1 + 8 = 9

10

11

12

0

1

2

3

4

5

6

7

8

9

10

11

12

than 100. See if you can compare the expressions even when you don't know the mystery

number. Write <, >, or = in the boxes. There is one comparison you can't do!

Hint: Go back to exercise 5 for some ideas.

10

9

8

5

4

2

100

36

10 7

Multiplication Table of 7

1. Practice the skip-count pattern until you can say it from memory. Also practice it backwards.

You may practice one-half of it at first, and the other half later.

0, 7, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 84

2. Fill in. Then cover the answers. Choose problems in random order and practice.

a.

1 7 = ____

7 7 = ____

2 7 = ____

b.

____ 7 = 7

____ 7 = 49

8 7 = ____

____ 7 = 14

____ 7 = 56

3 7 = ____

9 7 = ____

____ 7 = 21

____ 7 = 63

4 7 = ____

10 7 = ____

____ 7 = 28

____ 7 = 70

5 7 = ____

11 7 = ____

____ 7 = 35

____ 7 = 77

6 7 = ____

12 7 = ____

____ 7 = 42

____ 7 = 84

...in the table of 7 and the table of 2?

...in the table of 7 and the table of 3?

...in the table of 7 and the table of 4?

...in the table of 7 and the table of 5?

...in the table of 7 and the table of 9?

...in the table of 7 and the table of 10?

...in the table of 7 and the table of 11?

study from the table of seven are:

7 7 = 49

8 7 = 56

12 7 = 84

3. Don't write the answers down. Use these problems for random drill practice.

96

86

68

65

36

46

10 6

6 12

67

66

11 6

66

69

62

46

7 = 35

7 = 70

7 = 42

7 = 28

7 = 56

7 = 77

7 = 21

7 = 56

7 = 84

7 = 49

7 = 42

7 = 14

7 = 35

7 = 35

7 = 63

101

a. Jenny has seven little boxes and each has seven pretty stones

in them, except one only has six stones. Ann has eight boxes

and each has six stones. Who has more stones?

b. Tom has twelve pairs of socks. How many individual socks does he have?

c. Mom bought three dozen eggs, and has already used 8 of them.

d. Each table can seat six people. How many people do seven tables seat?

How many tables do you need if you are serving 30 people at a dinner?

0

1

2

3

4

5

6

7

8

9

10

11

12

102

10

11

12

Multiplication Table of 8

1. Skip-count by eights. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 8, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 96

2. Fill in. Then cover the answers. Choose problems in random order and practice.

a.

1 8 = ____

7 8 = ____

2 8 = ____

b.

____ 8 = 8

____ 8 = 56

8 8 = ____

____ 8 = 16

____ 8 = 64

3 8 = ____

9 8 = ____

____ 8 = 24

____ 8 = 72

4 8 = ____

10 8 = ____

____ 8 = 32

____ 8 = 80

5 8 = ____

11 8 = ____

____ 8 = 40

____ 8 = 88

6 8 = ____

12 8 = ____

____ 8 = 48

____ 8 = 96

from the table of eight are:

8 8 = 64

12 8 = 96

3. Don't write the answers down. Use these problems for random drill practice.

88

98

84

85

88

86

8 11

8 12

78

8 10

38

86

28

89

86

4. Don't write the answers down. Use these problems for random drill practice.

8 = 32

8 = 24

8 = 88

8 = 40

8 = 64

8=8

8 = 48

8 = 72

8 = 56

8 = 96

8 = 64

8 = 16

8 = 80

8 = 48

8 = 88

103

5. Circle the numbers that appear in both lists. There are seven of them.

Then fill in the table below.

Table of 4: 0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Table of 8: 0, 8, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____

Products in both

tables of 4 and 8

Using 4

as a factor

Using 8

as a factor

Products in both

tables of 4 and 8

Using 4

as a factor

Using 8

as a factor

= ___ 4 = 0 8

___

= ___ 4

= ___ 8

___

= ___ 4

= ___ 8

___

= ___ 4

= ___ 8

___

= ___ 4

= ___ 8

___

= ___ 4

= ___ 8

___

= ___ 4

= ___ 8

Make a longer list for the table of 4 and compare it with the table of 8. What do you notice?

0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____,

Table of 4:

48, 52, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ___

Table of 8:

0, 8, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ___

cartons of eggs with six eggs in each. Who had the most

eggs?

b. Each of Grandma's chickens lays approximately six eggs in

does Grandma get in a week?

c. One of the chickens is kind of old and now lays only four

d. Brenda's family eats two kilograms of beans weekly.

How many weeks does it take for them to eat 10

kilograms of beans?

104

10

11

12

0

1

2

3

4

5

6

7

8

9

10

11

12

represents another number.

Solve what they are in each case, if

a.

b.

c.

= 48

= 48

= 36

= 14

= 16

= 24

= ____

= ____

= ____

= ____

105

= ____

= ____

Multiplication Table of 12

1. Skip-count by twelve. Practice this pattern until you can say it from memory. Also practice

it backwards (up-down). You may practice one-half of it at first, and the other half later.

0, 12, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 144

2. Fill in. Then cover the answers. Choose problems in random order and practice.

a.

1 12 = ____

7 12 = ____

2 12 = ____

b.

____ 12 = 12

____ 12 = 84

8 12 = ____

____ 12 = 24

____ 12 = 96

3 12 = ____

9 12 = ____

____ 12 = 36

____ 12 = 108

4 12 = ____

10 12 = ____

____ 12 = 48

____ 12 = 120

5 12 = ____

11 12 = ____

____ 12 = 60

____ 12 = 132

6 12 = ____

12 12 = ____

____ 12 = 72

____ 12 = 144

12 12 = 144

3. Don't write the answers down. Use these problems for random drill practice.

3 12

9 12

12 4

12 1

7 12

2 12

10 12

12 5

12 7

12 3

1 12

6 12

12 8

12 9

4 12

8 12

12 12

12 11

12 6

12 2

4. Don't write the answers down. Use these problems for random drill practice.

12 = 36

12 = 24

12 = 84

12 = 72

12 = 144

12 = 12

12 = 48

12 = 144

12 = 120

12 = 132

12 = 72

12 = 60

12 = 96

12 = 60

12 = 108

106

Find a tape measure and look at it. It has INCHES and FEET. Each foot is 12 inches:

In. is short for inches, and ft. is short for feet. For example, 24 inches is 2 feet and 36 inches =

3 feet. You need the table of 12 here! Then 37 inches is 3 feet 1 inch, and 40 inches is 3 feet 4

inches.

a. side of a table

b. your height

c. a jump rope

f. _________________

2 feet = 24 inches

10 ft = ___ in

___ ft = 60 inches

7 ft = ___ in

___ ft = 96 inches

3 ft = ___ in

___ ft = 72 inches

5 ft 5 in = ___ in

___ ft = 24 in

2 ft 8 in = ___ in

5 ft = ___ in

1 ft 10 in = ___ in

11 ft = ___ in

__ ft ___ in = 16 in

__ ft ___ in = 27 in

4 ft 4 in = ___ in

__ ft ___ in = 20 in

__ ft ___ in = 31 in

5 ft 8 in = ___ in

107

10

11

12

0

1

2

3

4

5

6

7

8

9

10

11

12

After completing the table, take each number in the table of 12 and color the squares that have the

same number.

z

z

z

z

color red all squares with 24

color blue all squares with 36

color pink all squares with 48 etc.

You can choose your own colors. This should make a pretty chart!

108

Review

10

11

0

1

2

3

4

multiplication table!

5

6

7

8

9

10

11

12

2. Fill in the table of 9. Write down the SPECIAL THINGS about the table of nine.

1 9 = ____

2 9 = ____

3 9 = ____

4 9 = ____

5 9 = ____

6 9 = ____

7 9 = ____

8 9 = ____

9 9 = ____

10 9 = ____

11 9 = ____

12 9 = ____

________________________________________________

If you look at the first digits of the answers from 9 till 90,

________________________________________________

If you look at the last digits of the answers from 9 till 90,

________________________________________________

109

12

1 3 = __

7 3 = __

1 6 = __

7 6 = __

1 9 = __

7 9 = __

2 3 = __

8 3 = __

2 6 = __

8 6 = __

2 9 = __

8 9 = __

3 3 = __

9 3 = __

3 6 = __

9 6 = __

3 9 = __

9 9 = __

4 3 = __ 10 3 = __

4 6 = __ 10 6 = __

4 9 = __ 10 9 = __

5 3 = __ 11 3 = __

5 6 = __ 11 6 = __

5 9 = __ 11 9 = __

6 3 = __ 12 3 = __

6 6 = __ 12 6 = __

6 9 = __ 12 9 = __

z

z

orange, if it is in the tables of 3 and 9

z

z

red, if it is in ALL three tables.

4. Compare the expressions and write < , > , or = .

a. 9 8

10 8

b. 9 5

11 4

c. 9 2

d. 9 8

94

e. 4 4

28

f. 10 11

g. 10 8

10 5

h. 9 2

45

i. 9 8

36

10 7

96

a. The class has eleven girls. They each have seven schoolbooks. Three of the girls have a cat,

two of the girls each have 5 goldfish, and six of them have no pets.

How many schoolbooks do the girls have altogether?

How many pets do they have altogether?

s, three

s, and 20

s.

How many feet do those animals have altogether?

110

a.

b.

c.

d.

____ 8 = 24

6 ____ = 18

7 ____ = 49

____ 5 = 25

____ 8 = 64

6 ____ = 66

____ 7 = 56

____ 5 = 45

____ 8 = 40

6 ____ = 12

7 ____ = 63

____ 5 = 35

e.

f.

g.

h.

____ 4 = 16

____ 3 = 36

____ 8 = 48

____ 12 = 60

____ 4 = 28

____ 3 = 21

____ 8 = 32

____ 12 = 84

4 ____ = 36

3 ____ = 27

8 ____ = 72

12 ____ = 108

MYSTERY NUMBERS

of four!

I am _______.

I am _______.

The number one less than me is in

the table of four.

to me, I am in the table of five.

I am _______.

I am _______.

e. I am in the table of 11. The number that

but not in the table of ten.

my digits, I am in the table of three!

I am _______.

I am _______.

111

Introduction

This chapter of Math Mammoth Grade 3-A Complete Worktext covers reading the clock to the minute,

finding time intervals (elapsed time), using the calendar, and making simple conversions between units of

time.

The lesson Reading the Clock to the Minute completes the topic, begun in earlier grades, of reading the

clock because the student will now be able to tell the complete time. From that point on, the focus

switches to finding time intervals and other time-related calculations.

The lessons about calculating elapsed time emphasize dividing the time interval into easily-calculated

parts: For example, to find the time elapsed from 10:30 AM to 7:00 PM, the student learns to find the

elapsed time from 10:30 AM to 12:00 noon and then from 12:00 noon to 7 PM. The same principle is

followed when the time-interval looks more complex. This chapter does not yet introduce the idea of

adding or subtracting hours and minutes vertically in columns.

page

span

2 pages

3 pages

2 pages

4 pages

2 pages

4 pages

1 pages

Use these free online resources to supplement the bookwork as you see fit.

These clocks show you the current time, side by side. Useful for illustration.

http://nlvm.usu.edu/en/nav/frames_asid_316_g_2_t_4.html

What Time Will it Be?

Move the hands on the clock to show what time it will be after certain amount of minutes.

http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html

112

Match Clocks

Make the digital clock to show the time given with the analog clock.

http://nlvm.usu.edu/en/nav/frames_asid_317_g_2_t_4.html

Flashcard Clock

Read the analog and type in the time in digital. Very clear clock and good fast response!

http://www.teachingtreasures.com.au/maths/FlashcardClock/flashcard_clock.htm

Telling Time Practice

Interactive online practice: you drag the hands of the clock to show the correct time.

http://www.worsleyschool.net/socialarts/telling/time.html

Teaching Time

Analogue/digital clock games and worksheets. Also an interactive class clock to demonstrate

time.

http://www.teachingtime.co.uk/

Time-for-time

Resource site to learn about time: worksheets, games, quizzes, time zones.

http://www.time-for-time.com/default.htm

A Matter of Time

Lesson plans for telling time, interactive activities, and some materials to print.

http://www.fi.edu/time/Journey/JustInTime/contents.html

Clockwise

Plug in a time, and the clock runs till it, or clock runs to a time and you type it in.

http://www.shodor.org/interactivate/activities/clock2/index.html

The Right Time

A couple of interactive exercises about reading the clock.

http://www.pitara.com/activities/math/time/time.asp?QNum=3

What Time Is It?

Look at the analog clock and pick the digital clock that shows the same time.

http://www.primarygames.com/time/start.htm

Calculating Time from BBC SkillsWise

Factsheets, worksheets, and an online game to practice time calculations.

http://www.bbc.co.uk/skillswise/numbers/measuring/time/calculatingtime/

113

People use several expressions in telling time.

We can say the hours, and then the minutes.

We can use o'clock to mean the whole hour, and

half past to mean the half hour. We can say how

many minutes it is past the whole hour, or how

many minutes it is till the next whole hour.

25 past 2

25 till 7

2:25

6:35

or quarters. The word quarter means a fourth.

Each quarter of an hour is 15 minutes.

A quarter past 7 means fifteen minutes past 7.

A quarter till 2 means fifteen minutes till 2.

1. Write the time the clock shows, and the time 15 minutes later.

a. ______ : ______

b. ______ : ______

c. ______ : ______

d. ______ : ______

e. ______ : ______

f. ______ : ______

g. ______ : ______

h. ______ : ______

15 min.

later

15 min.

later

114

2. Write the time the clock shows using words past, till, and quarter.

a.

a quarter till _______

e.

b.

c.

d.

_________________

_________________

_________________

_________________

_________________

_________________

f.

g.

h.

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

a. a quarter past 8

b. 10 till 7

c. 25 past 3

d. half-past 5

______ : ______

______ : ______

______ : ______

______ : ______

e. a quarter till 5

f. 25 till 6

g. 5 till 12

h. 15 till 1

______ : ______

______ : ______

______ : ______

______ : ______

i. a quarter till 12

j. a quarter past 6

k. 5 till 11

l. 20 till 9

______ : ______

______ : ______

______ : ______

______ : ______

4. Write the time using the expressions quarter past, quarter till, till, and past.

a. 5:45

b. 2:15

c. 3:55

d. 8:25

e. 11:55

f. 2:45

g. 6:35

h. 10:15

115

The minute hand goes through 60 minutes, or 60 steps, each

time it goes around the clock. You can see some numbers

for those steps marked outside this clock face. (Theyre

the green numbers 5, 10, 15, and so on).

On this clock we have marked the steps between 10 and 15

with dots. Those dots show 11, 12, 13, and 14 minutes.

The minute hand is pointing to 12 minutes, so the time is

3:12, which is read, Twelve past three.

Some clocks have dots like these between the numbers;

others don't. But even if the clock does not have the dots (or

lines), you need to remember the little steps between the

marked numbers that the minute hand passes.

These clocks have the little lines to tell the minutes.

On the first clock, the minute hand

is pointing to the first line past

the 15-minute mark (which is at the

number 3). So the time is sixteen

minutes past 1:00, or 1:16.

On the second clock, the minute

hand points to the third line after

the 45-minute mark. So the time is

2:48.

1:16

2:48

a.

____:____

b. ____:____

c. ____:____

116

d. ____:____

a.

____:____

b. ____:____

c. ____:____

d. ____:____

e.

____:____

f. ____:____

g. ____:____

h. ____:____

i.

____:____

j. ____:____

k. ____:____

l. ____:____

m.

____:____

n. ____:____

o. ____:____

p. ____:____

q.

____:____

r. ____:____

s. ____:____

t. ____:____

117

John started jumping rope at 7:23 and jumped for 10 minutes. What time did he stop?

Add the elapsed minutes to the minutes on the clock time. John stopped jumping at 7:33.

The time is now 3:49. What time will it be in 20 minutes?

If you add the elapsed minutes to the time, you get 3 hours, 69 minutes. Since 1 hour is 60

minutes, 69 minutes is 1 hour plus 9 minutes more. So the time will be 9 minutes past the next

whole hour, or 4:09.

3. Write the time the clock shows on the line below it. Then in the box below that, write the time

the given number of minutes later.

a.

____:____

b. ____:____

c. ____:____

d. ____:____

e.

____:____

f. ____:____

g. ____:____

h. ____:____

i.

____:____

j. ____:____

k. ____:____

l. ____:____

10 min.

later

20 min.

later

15 min.

later

118

Elapsed Time

How many minutes is it till the next whole hour?

It is 4:38. The minute hand needs to go 2 minutes till

the 40-minute point (number 8), and then 20 more minutes

till the next whole hour. So it is 22 minutes till 5 o'clock.

Or, you can subtract 38 minutes from 60 minutes:

60 38 = 22. Remember, a complete hour is 60 minutes.

It is 2:34. How many minutes is it till 2:50?

The hour is the same (2 hours) in both times, you can simply

subtract the minutes: 50 34 = 16 minutes.

Or, add up from 34 till 50:

34 + 6 = 40

40 + 10 = 50.

You added 16 minutes.

Or, imagine the minute hand moving on the clock face: it moves 1 minute, and

then another 15 minutes total 16 minutes.

a. _____ minutes

b. _____ minutes

c. _____ minutes

d. _____ minutes

e. _____ minutes

f. _____ minutes

g. _____ minutes

h. _____ minutes

119

2. How many minutes is it from the time on the clock face until the given time?

till 12:40

till 7:30

till 10:45

till 3:58

a. _____ minutes

b. _____ minutes

c. _____ minutes

d. _____ minutes

till 1:00

till 5:55

till 12:50

till 4:55

e. _____ minutes

f. _____ minutes

g. _____ minutes

h. _____ minutes

a. From 5:06 till 5:28

4. a. The pie needs to bake half an hour. Marsha's clock shows 4:22

when she puts it into the oven. When should she take it out?

b. Juan notices, In 14 minutes the lesson will end.

If the lesson ends at 2 PM, what time is it now?

c. The sun rises at 5:49 AM. Marge wants to wake up

15 minutes before that. When should she wake up?

d. Edward was 8 minutes late for math class,

and came at 1:53 PM. When did the class start?

120

How many minutes is it from 1:47 till 2:10?

Notice the hour changes from 1 to 2. We need to figure this out

carefully, but it is easy when you do it in parts:

From 1:47 to 2:00 is 13 minutes. From 2:00 to 2:10 is 10 minutes.

The total is 23 minutes.

Again the hour changes. We do this in two parts:

from 4:28 till 5:00 is 32 minutes. From 5 till 5:15

is 15 minutes. Total: 32 + 15 = 47 minutes.

1. How many minutes is it from the time on the clock face until the given time?

till 3:15

till 11:25

till 4:05

till 1:30

a. _____ minutes

b. _____ minutes

c. _____ minutes

d. _____ minutes

till 5:05

till 4:23

till 10:18

till 12:10

e. _____ minutes

f. _____ minutes

g. _____ minutes

h. _____ minutes

121

The minute amounts are the same (38), so the minute

hand has made some full rounds - full hours - and come

back to the same place. So, you only need to look at the

difference in the hours: from 5 to 8 is 3 hours. Three

hours have passed.

How much time passes from 11:30 till 4:30?

Again the minute hand has made several full rounds.

From 11 to 4 is five hours. Check by turning the hands

on your practice clock!

You can also figure the passed time in parts:

From 11:30 till 12:00 is half an hour.

From 12:00 till 4:00 is four hours.

From 4:00 till 4:30 is another half an hour.

The total is four hours and two half-hours, but two half

hours makes a whole hour.

The total is five hours.

The passing whole hours and half hours figure it out in parts.

How much time passes

from 5:00 till 7:30?

11:30 AM till 5:00 PM?

From 7:00 till 7:30 is half an hour.

Total: two and a half hours.

From 12:00 till 5:00 PM is five hours.

Total: five and a half hours.

a. From 2:06 till 10:06

d. From 7:30 AM

e. From 10:00 AM

till 1:30 PM

till 3:30 PM

g. From 5 AM till 5 PM

122

i. From 6 AM till 4 PM

a. From 1:40 till 2:30

Total ______ minutes

Total ____ h ____ min.

4. Write the ending time or starting time. Imagine turning the minute hand on a clock, or use

your practice clock.

a. 6:15 _______

b. 2:03 _______

c. 11:30 _______

40 minutes

25 minutes

35 minutes

d. _______ 5:50

e. _______ 7:00

f. _______ 12:10

35 minutes

45 minutes

20 minutes

a. The science class starts at 10:55 and ends 50 minutes later. When does it end?

b. The airplane took off at 3:35 PM and landed at 7:10 PM. How long was the flight?

c. Eddie played with building blocks for 2 hours 40 minutes, starting at 3:30.

When did he stop?

d. Jane played for 45 minutes, starting at 2:30. When did she stop?

123

Mr. Toad was sitting in his favorite chair at home, excited. It was 4:20, and in

fifteen minutes he was going to go out with his friend to do something special. Soon

he heard the doorbell ring. Mr. Rat was at the door and it was time to go. (time

________)

It was a 20-minute walk to Mr. Mole's house, and the two friends were not

planning to be late. But, after walking for 10 minutes (time ________), they heard a

familiar voice behind their backs, Hey, where are you going with such brisk steps?

It was Mr. Duck, wandering around without any particular place to go in mind.

The three friends chatted for five minutes, and then (time ________) decided to go

together to surprise Mr. Mole.

Soon they arrived there (time ________), and knocked on the door. Mr. Mole had

no idea they'd be coming, and was very happy seeing his friends. After chatting for ten

minutes, they headed for the table to sip some cranberry juice (time ________).

7. Answer the questions about the television programs.

Channel 1

4:30 Nature film: Whales

5:30 Children's Story Time

6:05 Early News

6:35 Shopping Spree Show

7:05 The Week in Politics

Channel 2

4:30 Cooking Class

5:05 Kids TV

5:55 Quick News

6:20 Nature Film:

The Antarctica

7:25 Current Trends

Channel 3

4:45 Afternoon Bits

5:15 Nature film:

Bees and Honey

6:20 Flash News

6:40 The Silly Faces Show

7:20 Arnold's Kitchen

List here how long each nature film lasts.

How many minutes longer?

c. Which channel has the longest news?

Which one has the shortest news?

What is the difference in minutes?

d. Megan does some channel surfing this way:

From 4:30 till 5:15 Channel 1

From 5:15 till 6:20 Channel 3

From 6:20 till 7:25 Channel 2

Which programs did Megan see either wholly or partially?

124

On a calendar, the weekdays from Sunday

through Saturday (or sometimes from Monday

through Sunday) are written in a row above the

numbers.

October 2010

Sun Mon Tue Wed Thu

Fri

Sat

10

11

12

13

14

15

16

highlighted. It is 7 days.

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

October 27th.

You could also add 7 to the day number: 20 + 7 = 27.

What day is one week after October 25th?

It is November 1st, because it would be directly

under the number 25, if we continued writing

the days of November in the boxes.

What day is three weeks after October 25th?

You need to jump down three rows. First go

from October 25th to November 1st on the next

calendar, and then two weeks more from there.

November 15th is exactly three weeks later than

October 25th.

What day is six weeks after October 14th?

Go down six rows, but skip from October 28th

directly to the first Thursday of November, and

then on from there. It is November 25th.

What day is three weeks before November

10th?

November 3rd is one week before that. Go up

one more week - to October 27th, and one more,

to October 20th.

What day is two months after March 10th?

Just change the name of the month: it is May 10th.

125

November 2010

a. November 6th

b. November 30th

c. November 21st

Fri

Sat

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Fri

Sat

December 2010

d. November 22nd

e. November 19th

f. December 6th

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

January 2011

Sun Mon Tue Wed Thu

g. December 26th

Fri

Sat

1

h. January 14th

i. January 18th

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

27

26

27

28

29

30

31

2. A summer camp was scheduled to start on July 15th and run for 5 days, but was delayed

by one week. When did it start? What was the last day of the camp?

3. Jen's dentist appointment was scheduled for the 23rd of December, but was postponed

by 2 weeks because she was sick. What was the new date?

4. It is November 2nd. How many days is it till Jack's birthday on November 27th?

Till mom's birthday on December 5th?

5. Mary borrowed a book from her friend on February 18th, and she said she needs to return

it in 2 months. When should Mary return it at the latest?

126

Some important numbers to remember!

z

1 hour = 60 minutes

78 minutes is 60 + 18 minutes, so it is 1 hour 18 minutes.

a. Notice the pattern!

3 hours is _____minutes

5 hours is _____minutes

6 hours is _____minutes

1 h 28 min is _____ minutes

2 h 12 min is _____ minutes

2 h 30 min is _____ minutes

3 h 50 min is _____ minutes

3 h 11 min is _____ minutes

127

2. Are the times less than 1 hour? Between 1 and 2 hours? Or more than 2 hours?

Connect with a line.

Between 1 and 2 hours

Less than

1 hour

56 minutes

80 minutes

66 minutes

78 minutes

123 minutes

110 minutes

95 minutes

118 minutes

136 minutes

104 minutes

43 minutes

55 minutes

More than

2 hours

3. Now to do the same thing the other way around: convert minutes to hours and minutes.

a. More than one hour.

60 minutes is __ hour

128

4. Solve the problems. Give the answers as hours and minutes, not just plain minutes.

a. Lisa rode on her horse 45 minutes in the morning, and 65 minutes in the evening.

What was the total amount of that time she rode on her horse?

b. It takes 30 minutes to mix the cake, and 40 minutes to bake it. What is the total time?

c. It takes Mom 10 minutes to ride her bike to a store, and 12 minutes to ride back home.

She does this three times a week. How much time does she spend bicycling in a week?

d. A doctor tells Mom she needs more exercise, so Mom decides to start shopping in another

store that is further away. Now it takes her 18 minutes to get there, and 22 to come back.

How much time does she now spend bicycling in a week?

e. See John's jogging schedule below. How much time does he spend jogging in a whole

week?

Monday

45 minutes

rest

45 minutes

rest

Friday

Saturday

Sunday

30 minutes 30 minutes

rest

z

z

1 day = 24 hours

1 week = 7 days

z

z

z

1 year = 12 months

1 year = 52 weeks

1 year = 365 days

a. Weeks to days! Follow the pattern.

to one month, which usually is 30 or 31 days.

129

6. a. The doctor is going to take the cast off of Andy's leg in 4 weeks and 3 days.

How many days is that?

b. Matthew is choosing between three different summer math programs.

Figure out how long they are, in weeks and days.

Duration (weeks / days)

Super Summer Math Camp

Duration: 24 days

Duration: 20 days

____ weeks _____ days

Duration: daily from July 9th till July 31st

7. Change between the different time units. Fill in the empty lines.

a. Years and months!

8. a. Marsha's baby is 23 months old, and Brenda's baby is 2 years and 2 months old.

Which baby is older? How many months older?

b. After an operation, a patient can't eat solid food for 48 hours.

How many whole days and hours is that?

c. It is 7 AM now. What time will it be 12 hours later?

24 hours later? 36 hours later?

130

Review

1. Write the time the clock shows, and the time given minutes later.

a.

____:____

b. ____:____

c. ____:____

d. ____:____

10 min.

later

2. a. - b. How many minutes is it from the time on the clock face until the given time?

c. - g. How much many minutes is between the given times?

c. from 4:08 till 10:08

d. from 3 AM till 5 PM

e. from 8:23 till 8:41

till 7:55

till 11:23

a. _____ minutes

b. _____ minutes

g. from 3:37 till 4:17

a. The music class starts at 1:45 and ends 50 minutes later. When does it end?

b. The train left at 11:10 and arrived at 12:20 PM. How long was the trip?

4. Convert between the time units.

a. 2 h 40 min is ____ minutes

131

Chapter 5: Money

Introduction

This chapter of Math Mammoth Grade 3-A Complete Worktext teaches counting coins, making change,

and solving simple problems about money.

The first lesson, Using the Half-Dollar, reviews counting coins, including half-dollars. In the lesson

Dollars, the student writes dollar amounts using the $ symbol and the decimal point.

The lesson Making Change explains two basic ways of making change: (1) counting up and (2)

subtracting (finding the difference). This is all done with mental math. The following lesson, Mental Math

and Money Problems, also uses mental math, this time in solving simple money problems.

The lesson Solving Money Problems introduces the concept of adding and subtracting amounts of money

vertically in columns.

page

span

2 pages

Dollars .............................................................

136

3 pages

139

4 pages

143

3 pages

146

4 pages

Review ............................................................

150

1 pages

Use these free online resources to supplement the bookwork as you see fit.

Change Maker

Determine how many of each denomination you need to make the exact change. Good and clear

pictures! Playable in US, Canadian, Mexican, UK, or Australian money.

http://www.funbrain.com/cashreg/index.html

Using Money

Drag the right amount of coins and bills (US) to the answer space to match a given amount. The pictures

look a little fuzzy.

http://www.mathcats.com/microworlds/usingmoney.html

Counting Money Activity from Harcourt

Count the coin value, type it in the box, and click Check to verify your answer.

http://www.hbschool.com/activity/counting_money/

132

Cash Out

Make the correct change by clicking on the bills and coins.

http://www.mrnussbaum.com/cashd.htm

Piggy bank

When coins fall from the top of the screen, choose those that add up to the given amount to fill up the

piggy bank.

http://fen.com/studentactivities/Piggybank/piggybank.html

Money Instructor

Exercises and worksheets for checkbook math. Includes a checkbook to print, a worksheet for writing

dollars and cents, checking account deposits, checkbook transactions, and word problems.

http://www.moneyinstructor.com/checks.asp

Count the money shown, or make the given change, or make one dollar.

http://nlvm.usu.edu/en/nav/frames_asid_325_g_2_t_1.html

Making Change Game at MathPlayground.com

An interactive game where you figure out the change and then make it using the fewest possible

bills and coins.

http://www.mathplayground.com/making_change.html

133

This is a half-dollar.

It is worth 50 cents.

a quarter

a dime

a nickel

a penny

____

____

____

____

=

A half-dollar is

worth two quarters,

because 50 = 25 + 25.

A half-dollar and

a quarter is 75 cents.

quarters make $1.

a.

b.

d.

e.

c.

2. Write how many half-dollars and how many quarters you need to make these amounts.

a. 150 cents

b. 200 cents

c. 150 cents

d. 75 cents

____ half-dollars

____ half-dollars

____ quarters

____ quarters

e. 175 cents

f. 225 cents

134

Count up, starting with the coin(s) with the most value.

100

125

127

50

100

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

135

105

two quarters

as fifty.

Dollars 2

One dollar.

Five dollars.

$5 or $5.00.

$1 or $1.00

Write $ symbol in

front of dollar amounts.

Write first the dollars,

then a decimal point, and

then the cents.

$1.51

a. $________

b. $________

c. $________

d. $________

e. $________

f. $________

136

$5.30

If you have more than 100 cents, those 100 make a dollar.

100 = $1

100 = $1

100 = $1

Total $2.10

Total $2.32

a. $________

b. $________

c. $________

Remember to put 0 into the dollar's place if you have a total cent amount that is less than 100.

40 cents = $0.40

82 cents = $0.82

9 cents = $0.09

three nickels

and a dime

a. $________

b. $________

c. $________

eight dimes

seven pennies

and a nickel

three quarters

and two dimes

d. $________

e. $________

f. $________

137

a. 56 = $______

b. 6 = $______

c. 425 = $______

d. 209 = $______

e. _____ = $5.69

f. _____ = $0.30

g. _____ = $3.06

h. _____ = $0.79

5. The picture shows how much money you have. Write how much you

will have left if you buy the items listed.

If I buy:

6. Add the money amounts. You can add the cents and dollars separately in your head.

a. $0.37 + $0.40 = $______

7. The picture shows how much money you have. Write how much you will have

left if you buy the items listed.

If I buy:

a. a book for $4.20 and

$

c. candles for $4.09 and

If I buy:

e. three pencils for $0.40 each

f. a notebook for $1.12 and

138

$

$

Making Change

1. To give change, or to check the change you are given, you can count up from the price of the

item until you reach the amount the customer gives. First count up to the next whole dollar.

Then use 1-dollar or 5-dollar bills.

a.

Price: $0.76

Customer gives $1

The change is

Count

up

$0.80

$1.00

b.

Price: $8.90

The change is

Count

Customer gives $10 up

$9.00

$10.00

c.

Price: $2.35

Customer gives $5

$______

The change is

Count

up

$______

d.

Price: $4.18

Customer gives $10

$______

The change is

Count

up

$______

e.

Price: $3.04

The change is

Customer gives

$10

Count

up

$______

139

2. Figure out the change. You can draw coins or use real money to help.

a.

Price: $3.55

The change is

Customer gives $5

$______

b.

Price: $8.60

The change is

$______

c.

Price: $4.70

The change is

$______

d.

Price: $7.99

The change is

$______

e.

Price: $3.25

The change is

Customer gives $5

$______

f.

Price: $4.15

The change is

$______

140

Example:

price from the money amount the customer gives.

You are just finding the difference between the price

and the money given.

Your change:

$10 $6 = $4.

dollar to find the cents. Then find the dollar-amount by

subtracting.

there are to the next

whole dollar: $3.30 + $0.70 = $4.

price and the money given, but you're finding that in

two parts.

$4 and $10, which is $6.

The total change is $6.70.

a. A book costs $7.

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

4. Did these people receive the correct change? If not, correct it.

a. Margie bought a few items that cost $7.86. She paid with a $10-bill.

She got back two dollars, two dimes, and four pennies.

b. Fred bought a toy car for $2.76 and gave $5 for it. The clerk handed back

to him a quarter and two dollars.

141

Here's a little trick for finding two 2-digit numbers that add up to 100:

The ones add up to 10.

The tens add up to 9...

...plus there is one ten

that is carried from the ones

total 10 tens or a hundred.

a.

56

+

100

b.

c.

19

+

100

72

+

100

d.

44

+

100

e.

34

+

100

6. Fill in the missing cent-amount. You can use the trick explained above.

a. 54 + _____ = 100

b. 38 + _____ = $1

c. 33 + _____ = $1

76 + _____ = 100

$1.13 + _____ = $2

$4.39 + _____ = $5

27 + _____ = 100

$3.86 + _____ = $4

7. Find the change. Find also what coins and bills that could be used to make the change.

a. A book costs $3.55. You give $5.

two dimes, and a dollar bill.

142

You can add money amounts

in your mind, as well.

Add the dollars and

the cents separately.

If you get more than 100 cents,

then those make another dollar.

$1.20 + $1.50

$0.14 + $1.20

= $2.70

= $1.34

$0.70 + $0.70

$0.99 + $0.06

1. Find the total cost of buying the things listed. Add mentally if you can.

$3.10

$1.50

$1.00

$1.90

55

$2.20

80

50

$20

$35

and crayons

k. calculator, pen,

and microscope

143

a. $0.30 + ____ = $1.00

50 + ____ = $1.00

70 + ____ = $1.00

between the price and the money given.

differences

reach the amount the customer gives.

80 $3

Change: $3.80

Price: $3.37. Customer gave $5.

(if need be).

differences

to find the total change.

3 60

$1

Change: $1.63

a. Price: $1.80. Customer gave $5.

Change: $_______

Change: $_______

Change: $_______

Change: $_______

144

a. Price: $0.45. Customer gave $1.

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

Change: $_______

a. Mary bought ice cream for $2.20 and

and her change from $3.

and his change from $5.

If not, find how much more you would need.

If yes, find your change if you buy them.

If not, find how much more you would need.

If yes, find your change if you buy them.

145

dollars cents

1 1 1

any other numbers. You can imagine that the decimal point is

not there while calculating. Just remember to put it in the answer!

$ 1 4. 0 5

2. 1 1

+ 5 4. 9 5

Use the dollar symbol ($) in the first item and in the answer,

when adding in columns.

$ 7 1.1 1

a.

b.

$2.24

+ 4.69

c.

$ 5.69

7.50

+ 22.25

$ 2 . 9 9 d.

5.79

1.40

+ 6.72

$20.46

2.79

5.62

+ 6.68

e.

$12.99

25.59

41.80

+ 26.70

$3.10

$11.45

$15.99

$1.50

146

$4.87

c. a pen and three

pairs of scissors

$1.99

To find the change, you find the difference between the price and the money given.

To find any difference, you can:

z

Subtracting to find the change often involves borrowing over many zeros.

A bag costs $11.28. A customer pays

with $20. What is his change?

Add up:

+ $0.72

with $20 and got back $14.55.

Was that correct change?

Subtract:

+ $8

9

1 10

9

10 10

1 1

$1 4 . 5 5

+

5.6 5

$2 0 . 0 0

1 1.2 8

$

$2 0 . 2 0

8.7 2

+

a.

b.

$10 $2.66 =

$20 $7.52 =

$2.66 $3.00 $10.00

+

c.

d.

$20 $14.47 =

$50 $28.33 =

_____ _____ _____

a.

$5.50

2.39

b.

$ 10 . 9 0

4.45

c.

$20.00

7.29

147

d.

$10.00

6.44

e.

$50.00

34.56

$6.90

$6.75

$3.48

$15.99

$35.90

What was his change?

and cents did she receive in change?

$14.10 as change. Was that correct?

What is their total cost?

to buy them?

the purchase?

148

a. Dad bought a meal for $15.55 and a

What was his bill?

need to save?

for $0.85. Find her total bill.

f. Can Mom buy a jacket for $14.55 and a blouse for $23.95 with $40?

If no, how much is she missing?

149

Fruit juice $1.45

Soda pop $1.56

Sandwich $3.98

Coffee

$1.55

Review

1. How much money? Write the amount.

a. $________

b. $________

three half-dollars,

three nickels, and 8 pennies

and a half-dollar

a. $________

b. $________

c. $________

a. Maria has saved $23, and she wants to buy

still need to save?

Find his total bill.

from $10?

a. You buy stickers for $2.35 and a notebook for $1.20. What is your total bill?

b. What is your change from $5?

150

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