OK PR A E C I B T O C Martha Ruttle B4PB-B The pages in this Practice Book can be assigned in order to provide practice with key skills during each unit of the Bridges in Mathematics curriculum The pages can also be used with other elementary math curricula If you are using this Practice Book with another curriculum, use the tables of pages grouped by skill (iii–x) to assign pages based on the skills they address, rather than in order by page number Bridges in Mathematics Grade Practice Book Blacklines The Math Learning Center, PO Box 12929, Salem, Oregon 97309 Tel 800 575–8130 © 2010 by The Math Learning Center All rights reserved Prepared for publication on Macintosh Desktop Publishing system Printed in the United States of America QP920 P0410 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving It incorporates the Number Corner, a collection of daily skill-building activities for students The Math Learning Center is a nonprofit organization serving the education community Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching To find out more, visit us at www.mathlearningcenter.org Practice Books The student blacklines in this packet are also available as a pre-printed student book OK PR A ICE BO T C Martha Ruttle ISBN 9781602622463 B4PB Bridges Practice Books Single Copy B4PB Pack of 10 B4PB10 For pricing or to order please call 800 575–8130 Teacher Materials Introduction Practice Pages Grouped by Skill Answer Keys i iii Unit One Unit Two Unit Three Unit Four Unit Five Unit Six Unit Seven Unit Eight xi xiii xvi xix xxii xxv xxviii xxx Unit One: Multiplication & Division Models Use anytime after Session 10 Multi-Digit Addition Review Addition Story Problems Multi-Digit Subtraction Review Subtraction Story Problems Add, Subtract & Multiply Shopping Problems Addition, Subtraction & Clock Problems Miles, Books & Jellybeans Round ‘Em Up! Centimeters, Decimeters & Meters 10 Use anytime after Session 21 Multiplication & Division Facts Sandwiches, Pizza & Books All in the Family Flowers, Shells & Cards Multiples & Multiplication Facts Tasty Treats Arrays & Factors The Big Race & the Walk-a-Thon Area & Perimeter Area & Perimeter Story Problems 11 12 13 14 15 16 17 18 19 20 Unit Two: Place Value & Multiplication with Larger Numbers Use anytime after Session 10 Place Value & Perimeter Measuring to Find Area & Perimeter Multiplication & Division Practice Multiplication & Division Story Problems Expanded Notation & Fact Families Money & Stadium Seats Time after Time Time & Distance Problems Number Riddles The Arcade & the Animal Shelter 21 22 23 24 25 26 27 28 29 30 Use anytime after Session 21 Counting Coins & Bills How Much Change? Multiplying with Money Money & Miles Per Hour Fill the Frames Apricots & Carrots Addition & Multiplication Puzzles Candy & Video Games Multiplication Puzzles The Information You Need 31 32 33 34 35 36 37 38 39 40 Unit Three: Fractions & Division Use anytime after Session 10 Fractions of a Foot More Fractions of a Foot Comparing Fractions on a Number Line Egg Carton Fractions More Egg Carton Fractions Comparing & Ordering Fractions Fractions & Mixed Numbers on a Number Line Fraction Story Problems Clock Fractions Time & Fractions 41 42 43 44 45 46 47 48 49 50 Use anytime after Session 20 Multiplication Tables Fractions & Division More Multiplication Tables Classroom Groups Fractions of an Hour More Time & Distance Problems Fractions & Division Tables 51 52 53 54 55 56 57 Sharing Problems Division Tables & Equivalent Fractions Packages & Pizzas 58 59 60 Unit Four: Geometry & Measurement Use anytime after Session 10 Multiplying by 10, 100 & 1,000 Money & Minutes Writing Improper Fractions as Mixed Numbers Area Problems Multiplication & Division Puzzles Using Partial Products to Solve Multiplication Problems Greater Than & Less Than Using the Standard Multiplication Algorithm Two Different Multiplication Methods Kylie’s Babysitting Money 61 62 63 64 65 66 67 68 69 70 Use anytime after Session 21 More Partial Products Toothpicks & Leaves Reasonable Estimates & Partial Products Multiplication Story Problems Multiplication Round & Check Cherry Tomatoes & Cafeteria Tables Using the Standard Algorithm & Partial Products to Multiply Raffle Tickets & Exercise Minutes Using the Standard Algorithm to Multiply Large Numbers Bread & Paper 71 72 73 74 75 76 77 78 79 80 Unit Five: Probability & Data Analysis Use anytime after Session 10 More Fractions & Division Favorite Fruit Graph Spinner, Tile & Marble Fractions Probability Experiments Eating Our Vegetables Fair Spinners Multiplication & Division Practice Area & Perimeter, Time & Money Prizes for Student Helpers Probability Experiments with Tile & Marbles 81 82 83 84 85 86 87 88 89 90 Use anytime after Session 18 Calendar Problems Dog Bone Graph Division & Elapsed Time 91 92 93 Estimating to Decide if Your Answer Is Reasonable Multi-Digit Multiplication Practice Darryl’s Present Enough Information to Solve the Problem? Choosing a Strategy Find the Missing Information Family Math Night 94 95 96 97 98 99 100 Unit Six: Fractions & Decimals Use anytime after Session 10 Fractions & Mixed Numbers Pizza Problems Using Fractions on a Number Line to Solve Problems Time Conversions Showing Fractions in Simplest Form Weight Conversions Simplifying Fractions Capacity Conversions Fraction Practice Length Conversions 101 102 103 104 105 106 107 108 109 110 Use anytime after Session 22 Decimals & Fractions Running Problems Using Pictures to Compare Decimals & Fractions From Home to School & Back Ordering Decimals & Fractions Pencils & Paint Rounding Decimals & Fractions to the Nearest Whole Number Decimal & Fraction Story Problems Comparing Decimals & Fractions More Decimal & Fraction Story Problems 111 112 113 114 115 116 117 118 119 120 Unit Seven: Algebraic Thinking Use anytime after Session 10 Area Problems Thinking about Area Solving Equations Writing & Solving Equations What’s the Rule? Number Patterns & Divisibility Ounces, Cups, Pints, Quarts & Gallons Find or Write the Matching Equation Thinking about Number Patterns The Paper Problem 121 122 123 124 125 126 127 128 129 130 Unit Eight: Wingspans Measurement & Data Analysis Use anytime after Session 10 The Vegetable Eating Contest Room 108’s Fruit Graph Two Different Kinds of Data How Tall Are We? Estimate or Exact Measurement? Multiplication Review Decimal & Fraction Riddles Jeff’s Wallpaper Problem Multiplication, Area & Perimeter Review Tiling the Kitchen Floor 131 132 133 134 135 136 137 138 139 140 Practice Book Use anytime after Bridges, Unit 7, Session 10 NAME DATE Number Patterns & Divisibility Fill in the missing numbers in each count-by sequence a 2, 4, 6, 8, 10, 12, , , , , , b 5, 10, 15, 20, 25, , , , , , c 10 10, 20, 30, 40, , , , , , Write a sentence to explain what the numbers in each sequence above have in common Hint: Look at the numbers in the ones place a All the count-by-2 numbers b All the count-by-5 numbers c All the count-by-10 numbers All the numbers in a count-by sequence are divisible by the same number For example, all the numbers in the count-by-2 sequence are divisible by Think about whether each number below is divisible by 2, 5, and 10 Number ex 96 Divisible by 2? Divisible by 5? Divisible by 10? yes no no Number e 364 a 40 f 930 b 75 g 361 c 37 h 576 d 110 i 126 Bridges in Mathematics Divisible by 2? Divisible by 5? Divisible by 10? 785 © The Math Learning Center Practice Book Use anytime after Bridges, Unit 7, Session 10 NAME DATE Ounces, Cups, Pints, Quarts & Gallons Fill in the following equivalencies for measurements of capacity a There are fluid ounces in cup b There are cups in pint c There are pints in quart d There are cups in quart e There are quarts in gallon f There are pints in gallon Ben filled his lawn mower’s gas tank It holds gallons of gas How many fluid ounces is that? Show all your work CHALLENGE Jenny has a big watering can that holds gallons of water She filled it up and then used 34 of the water to water the plants on her front porch Then she went to the back porch On the way, she poured more quarts of water into the watering can She used pint of the water to water the plants on her back porch How much water was left in her watering can? Show all your work © The Math Learning Center Bridges in Mathematics 127 Practice Book Use anytime after Bridges, Unit 7, Session 10 NAME DATE Find or Write the Matching Equation Draw a line from each problem situation to the equation that best matches it a Nina had cats One of the cats had kittens and now Nina has cats How many kittens did they have? 8÷k =2 b Tim had kites He gave them to his friends Each friend got kites How many friends did Tim give kites to? 8–k=2 c Kaylee had keys on her keychain She got rid of some of them, and now she has keys left How many keys did she get rid of? 2×k=8 d Takumi was tying knots He tied the same number of knots on different pieces of string When he was done, he had tied knots How many knots did he tie on each piece of string? 2+k=8 Write an equation, inequality, or expression to show each situation example Joe and Keira were putting their money together to buy a present for their mom Joe had $15 and together they had more than $30 $15 + k > $30 a Esteban was organizing his rock collection He put the same number of rocks into each box He had 30 rocks and boxes How many rocks did he put into each box? b Ebony made bracelets She gave each of her friends the same number of bracelets How many bracelets did each friend get? c Gregory had $45 His sister asked to borrow some money Gregory gave her some money, but he still had more than $30 left 128 Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 7, Session 10 NAME DATE Thinking about Number Patterns Fill in the missing numbers in each count-by sequence below a 32, 34, 36, 38, 40, , , , , , b 35, 40, 45, 50, 55, , , , , , c 40, 50, 60, 70, 80, , , , , , List three things that you know must be true of any whole number that ends in CHALLENGE Nia says that any multiple of must also be a multiple of and Explain why you agree or disagree with her Hint: Remember that you can use count-by patterns to think about multiples © The Math Learning Center Bridges in Mathematics 129 Practice Book Use anytime after Bridges, Unit 7, Session 10 NAME DATE The Paper Problem Shanice and Micah are using yellow craft paper to cover a bulletin board The board is 11 feet wide and feet tall The craft paper comes in a roll that is yard wide They can roll it out and cut it to any length, but the paper will always be yard wide Draw and label on the bulletin board pictures below to show different ways Shanice and Micah can cover the bulletin board yard a b First way Second way 11 ft ft 11 ft ft CHALLENGE Which of the two ways above wastes less paper? Use pictures, numbers, and words to explain your answer 130 Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE The Vegetable Eating Contest The students in rooms 106 and 108 decided to have a contest to see which classroom ate the most vegetables Each day for a week they kept track of the number of students from each room who ate vegetables This double bar graph shows their results There are 24 students in each class Number of Students Number of Students Eating Vegetables Room 106 24 22 20 18 16 14 12 10 Room 108 Monday Tuesday Wednesday Thursday Friday How many students does each box on the graph represent? How many students from room 108 ate vegetables on Thursday? On which day or days did the same number of students from each room eat vegetables? On which day or days did more students from room 108 eat vegetables? Which class did a better job of eating vegetables? Use evidence from the graph to explain your answer © The Math Learning Center Bridges in Mathematics 131 Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE Room 108’s Fruit Graph The students in room 108 wanted to see how many of them ate fruit each day at lunchtime They kept track of how many students in their class ate fruit each day for two weeks (They did not have school on Monday of the second week.) Their results are shown in the table below Use the data in the table to complete the bar graph You will need to: a b c title the graph label the vertical axis fill in the data Day Mon Tues Wed Thurs Fri Tues Wed Thurs Fri 2a Number of Students Eating Fruit 12 15 11 16 15 16 17 13 14 Title M Tu W Th F Tu W Days of the Week Th F Write the pieces of data from lowest to highest _ _ _ _ _ _ _ _ _ lowest highest b What is the range in the data (the difference between the lowest and highest numbers)? c What is the mode of the data (the number(s) that appears most frequently)? d What is the median number (the numbers in the middle when the data is listed from lowest to highest)? 132 Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE Two Different Kinds of Data Categorical data breaks a population (of a class or a school, for example) into categories or groups People often use surveys to collect categorical data Numerical data is based on taking measurements You can find the range and median of numerical data, but you can’t for categorical data For each set of data described below, decide whether it is categorical or numerical Then choose the unlabeled graph that best represents it Description of Data Categorical or Numerical Graph The scientists at the weather center kept track of the average temperature for each month this year, starting in January The cafeteria manager surveyed students to find out how many prefered burritos, hamburgers, or pizza The teacher counted how many students walked, rode the school bus, drove in a car, or rode the city bus to school The students in room 206 had a jumping contest to see who could jump the farthest They showed all of the jump distances on a graph A B D C X © The Math Learning Center X X X X X X X X X X X X X X X X X X X X X X Bridges in Mathematics 133 Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE How Tall Are We? Eleven friends measured their heights at the beginning of the school year and at the end of the school year to see how they grew The table below shows their heights at the end of the school year Friend’s Initials AF BB CJ DS EA FN GG HC IJ JJ KD Height in Inches 52 50 52 53 51 54 57 52 54 53 60 List the friends’ heights in order from shortest to tallest shortest tallest 2a What is the range in the friends’ heights? (Range is the difference between the highest and lowest values.) b Write a sentence explaining what the range tells you about the friends’ heights 3a What is the mode of the friends’ heights? (Mode is the value that appears most frequently in the set of data.) b Write a sentence explaining what the mode tells you about the friends’ heights 4a What is the median in the friends’ heights? (If you have an odd number of numbers, the Median is the middle number when the numbers are listed from lowest to highest.) b Write a sentence explaining what the median tells you about the friends’ heights 134 Bridges in Mathematics © The Math Learning Center Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE Estimate or Exact Measurement? Read the situations below carefully Write E if an estimate is good enough Write M if an exact measurement is necessary a _ Isaac is buying some items at the store He has $20 in his pocket Does he need to know exactly how much the items cost altogether, or can he estimate to see if he has enough money? b _ Tiffany is making a frame for her favorite picture Does she need to measure the picture exactly to know how big her frame should be, or can she estimate? c _ Martin has some chores he needs to on Saturday His friend wants to know if he can come over to play at 4:30 Does Martin need to know exactly how long he will spend on each chore, or can he estimate to see if he will be done in time to play with his friend? d _ Jin is baking cookies Can he estimate the amount of flour he puts in the recipe, or does he need to measure it out exactly? e _ Mrs Suarez is making some curtains for her living room Can she estimate how big her windows are, or should she measure them to figure out exactly how wide and tall they are before she starts cutting her fabric? Describe a time you needed to take an exact measurement What were you doing? What tool did you use to measure? What unit of measurement did you use? Describe a time you made an estimate How did you make your estimate? For example, did you use rounding and friendly numbers? Did you think about what you already knew? © The Math Learning Center Bridges in Mathematics 135 Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE Multiplication Review Complete the multiplication tables below ex × 10 18 16 12 14 a × b × c × 9 Fill in the missing numbers × × × × × Complete each divison fact 45 ÷ = 28 ÷ = 36 ÷ = Use the standard algorithm to multiply each pair of numbers 47 ×6 136 18 ÷ = Bridges in Mathematics 286 × _ 109 × 13 _ 758 × 54 _ © The Math Learning Center Practice Book Use anytime after Bridges, Unit 8, Session 10 NAME DATE Decimal & Fraction Riddles Write the decimal number that is equal to each fraction below ex a a e 30 100 0.5 = = = 1.5 12 = ex b 10 ex c 0.6 = 0.79 = ex d 79 100 = b = c 10 = d 100 f 53 100 = g 100 = h 14 = Use >,