Sách Toán tiếng anh tham khảo hay_Progress in mathematics grade 5

Tài liệu hay dành cho giáo viên toán và học sinh tham khảo . Nội dung sách gần với chương trình toán lớp 4, 5 của VN. Nhiều cách tiếp cận hay, nhẹ nhàng giúp học sinh hứng thú và học toán một cách tự nhiên. Nhiều ví dụ minh hoạ, bài tập thực hành hay, gần gũi với cuộc song hàng ngày. Hình vẽ, màu sắc bắt mắt,... Tài liệu giúp giáo viên toán có thêm nguồn tham khảo để hoàn thiện phương pháp giảng dạy, bên cạnh đó cũng giúp giáo viên phát triển vốn tiếng anh, rèn luyện kỹ năng dạy toán song ngữ cho học sinh. Sách hơn 500 trang,...

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Sadlier-Oxford

A Division of William H

Sadlier, Inc

New York, NY 1002

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AUDIO GLOSSARY

From A to Z Find the meanings and hear the pronunciations

of math words and phrases.

ALTERNATIVE TEACHING MODELS

Tutorials Watch and listen to these animated math lessons

VIRTUAL MANIPULATIVES

Manipulatives Practice and model math concepts with virtual manipulatives.

PRACTICE

Problem of the Day Tackle a new problem every day!

Skills Update Review your skills with Lesson and Practice pages.

Math Minutes Race against the clock with timed activities!

Practice Activities Practice makes perfect with these fun activities!

Vocabulary Activities Review your math vocabulary while playing Hangman or Word Scramble

ENRICHMENT

Activities Challenge yourself with these interactive activities.

MATH ALIVE AT HOME

Take-Home Activities Share your math experience at home!

Technology Resources:

www.progressinmathematics.com

SGT 2

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# A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Grade home Glossary home

Choose the fi rst letter of a term you want to review

1

Click on the term

2

Listen as the glossary pronounces the word

If you are not sure what a certain word means or how

to pronounce it, use your online Audio Glossary The glossary is easy to use Just choose your grade level and the fi rst letter of the term you want to review

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Red Team Blue Team Green Team

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Virtual Manipulatives are

visual models that you

can actually move or

manipulate to show what

is happening You can

use these tools to build

numbers, rotate shapes,

and even jump on a

number line.

Select your grade and the

chapter you are working

on The manipulatives

that are listed will be

ones that you can use to

visualize the concepts of

the chapter.

SGT 5

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GRADE 5

PRACTICE

Click Practice Activities.

There is an interactive activity for

each chapter in your textbook

The activity practices the most

important skills of the chapter

Use the activity while you are

learning the skills, or come back

to it later to review.

Click Math Minutes.

You can practice your basic facts

as well as compute with larger

numbers to see how accurately

you can compute if you are given

a time limit

Click Vocabulary Activities.

In each chapter, you will be

learning new math terms that

you will need to know A good

way to review these terms is to

play either the Hangman game

or Word Scramble in your online

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GRADE 6

GRADE 3

*Whiteboard projectable only. GRADE 3

ENRICHMENT

Click Skills Update.*

Print Skills Update lessons

and practice pages to review

previously taught math skills

and concepts.

Click Activities.

The Enrichment activities

online are topics that go

beyond what you are learning

in class.

Each activity starts with a page

that explains the concept and

then gives you time to practice

Click Problem of the Day.*

Sharpen your

problem-solving skills every day

Print and solve one

problem each day!

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Dear Family, Today our class began Chapter 1 We will learn about place value Let’s dothe activity below together so I can review the skills I will need in order tounderstand the math in this chapter Then we can read some of the newvocabulary I will learn in Chapter 1.

Love,

How Many Tens, How Many Ones?

With your child, list the age of everyone in your family

on a sheet of paper Ask your child to say how many tens and how many ones there are in each age.

Draw a frame like the one at the right for each family member Tell your child to write in each frame the number of tens and ones for each age Then have her/him write an addition with the number of tens and the number of ones for each age, and find the sum.

expanded form shows the place value of the digits

in a number

600 ⫹ 40 ⫹ 7 standard form 647 thousand

nearest ten the number achieved after rounding

to the nearest ten

25 1 2 nearest hundred the number achieved after rounding

to the nearest hundred

We explored patterns of skip counting with 2s, 3s, 4s, 5s, and 10s, whichwill help us to learn multiplication facts We practiced rounding 3- and4-digit numbers to the nearest ten, hundred, or thousand This sk

ill is necessary for estimating with numbers We also worked with money,which will help us make and count change.

Love,

Key Skills and Concepts

Students’ learning in Chapter 1 was guided by giving particular emphasis to the following key skills and concepts:

cano Este conocimiento es necesario para hacer estimaciones con números.Tambiénpracticamos con dinero, lo cual nos ayudará a la hora de dar o recibir cambio.

Con cariño, _

Destrezas y conceptos claves

Lo que aprendieron los estudiantes en el capítulo 1 se hizo poniendo énfasis

en las siguientes destrezas y conceptos claves:

Click Take-Home Activities.

Keep your family involved in

what you are learning For

each chapter, there are two

letters to your family Use the

fi rst letter at the beginning

of the chapter, to review

previously learned skills with

a family activity, and read

about the new skills you will

learn The second letter tells

your family about the skills you

learned in the chapter and has

another fun activity that you

and your family members can

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R James Milgram

Professor of Mathematics Stanford University Palo Alto, CA

Madelaine Gallin

Former Math Coordinator Community School District #6 New York, NY

Tim Mason

Title 1 Specialist Palm Beach County School District

West Palm Beach, FL

Lucy Lugones

Math Coordinator

St Luke’s School Whitestone, NY

Rosalie Pedalino Porter

Consultant Bilingual/ESL Programs

Amherst, MA

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This publication, or any part thereof, may not be reproduced in any form, or by any means, including electronic,

photographic, or mechanical, or by any sound recording system, or by any device for storage and retrieval of information, without the written permission of the publisher Address inquiries to Permissions Department, William H Sadlier, Inc.,

9 Pine Street, New York, NY 10005-1002.

is a registered trademark of William H Sadlier, Inc.

Printed in the United States of America

ISBN: 978-0-8215-3605-6

Progress in Mathematics for more than sixty years.

The publisher wishes to thank the following teachers and administrators, who read portions of the series prior to publication, for their valuable contributions

Brandy Roth

Grade 3 Teacher Kissimmee, FL

Barbara Murphy

Grade 4 Teacher Chesterfield, MO

Sr Maristella Dunlavy, O.P

Principal Springfield, IL

Sara Kobylarz

Grade 3 Teacher Bronx, NY

Sr Martha Carmody, O.P

Grade 4 Teacher Springfield, IL

Jeannine Frey

Linda Hamby

Grade 5 Teacher DesPeres, MO

Jacqueline A Byrd

Mary E Stokes

Grade 5 Teacher Oak Forest, IL

Grades 3–6 Reviewers

Grade-Level Reviewers

Judith A Devine

Educational Consultant Springfield, PA

Stephanie D Garland

Educational Consultant

St Louis, MO

456789 RRDW 13 12 11 10

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Progress in Mathematics, now in its sixth decade of user-proven success,

is a complete basal mathematics program Written by experienced authors, it integrates a traditional course of study and today’s academicStandards with the most up-to-date methods of teaching

teacher-Progress in Mathematicsis designed to meet the individual needs of alllearners Teachers who useProgress come to understand that studentsmay progress as quickly as they can or as slowly as they must

In Grade 5, the concepts of fractions and decimals will be further developed,and your fifth grader will use all four operations with these number types.There will also be an increased emphasis on algebraic thinking Other topicsthat are studied include: statistics, geometry, measurement, probability,percents, and proportions Special attention is given to critical thinking,problem solving, mental math, and journalizing

But overall success in achieving the goals of this program depends onongoing teacher-family-student interaction It is important for you toencourage your fifth grader to achieve success in mathematics and enjoy

it as well You can help your student see math as useful and practical byrelating it to everyday situations It is also helpful to provide a quiet spaceand time for homework, and to reinforce the idea that by practicing mathconcepts and skills in your home environment, your student can have funwhile learning mathematics

Throughout the school year, you and your student can accessMath Alive At Home pages atwww.sadlier-oxford.com Thesepages include the math vocabulary of each chapter plusfun-filled activities that will help you relate the math yourstudent is learning in school to the real world

We know that by usingProgress in Mathematics

your fifth grader will not only learn to value math,but become a confident problem solver andlearn to reason and communicate

mathematically as well

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Introduction to Problem Solving

Problem-Solving Model 22

Problem-Solving Strategy: Logical Reasoning 24

Problem-Solving Strategy: Interpret the Remainder 25

Problem-Solving Strategy: Use More Than One Step 26

Problem-Solving Strategy: Make a Table 27

Problem-Solving Applications: Mixed Review 28

Letter to the Family iii

Skills Update A handbook for reviewing essential and previously taught skills An Introduction to Skills Update xii

Numeration I Place Value to Thousands 1

II Compare and Order Whole Numbers 2

III Round Whole Numbers 3

Whole Number Operations I Add and Subtract Whole Numbers 4

II Multiply One Digit 5

III One-Digit Quotients 6

IV Two-Digit Quotients 7

Fractions I Fractions 8

II Equivalent Fractions 9

III Add and Subtract Fractions: Like Denominators 10

Decimals Tenths and Hundredths 11

Geometry I Geometric Concepts 12

II Identify Polygons 13

Measurement I Customary Units of Length 14

II Customary Units of Capacity and Weight 15

III Metric Units of Length 16

IV Metric Units of Capacity and Mass 17

Statistics I Make Pictographs 18

II Make Bar Graphs 19

Probability I Equally/Not Equally Likely Outcomes 20

II List Outcomes 21

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Multiplication

Chapter Opener 65

2-1 Factors and Products 66

2-2 Properties of Multiplication 68

2-3 Mental Math: Special Factors 70

2-4 Patterns in Multiplication 72

2-5 Estimate Products 74

2-6 Zeros in the Multiplicand 76

2-7 Multiply Two Digits 78

2-8 Multiply Three Digits 80

2-9 Zeros in the Multiplier 82

2-10 Multiplication with Money 84

2-11 Problem-Solving Strategy: Use More Than One Step 86

2-12 Problem-Solving Applications: Mixed Review 88

End of Chapter Check Your Progress (Lessons 1–12) 90

Enrichment: Exponents 91

Chapter 2 Test 92

Cumulative Review 93

Chapter Place Value, Addition, and Subtraction Chapter Opener 29

1-1 What Is a Billion? 30

1-2 Place Value to Billions 32

1-3 Expanded Form 34

1-4 Thousandths 36

1-5 Decimals Greater Than One 38

1-6 Compare and Order Numbers 40

1-7 Rounding Numbers 42

1-8 Addition Properties/ Subtraction Rules 44

1-9 Estimate Sums and Differences 46

1-10 Addition: Three or More Addends 48

1-11 Subtraction with Zeros 50

1-12 Larger Sums and Differences 52

1-13 Roman Numerals 54

1-14 Problem-Solving Strategy: Guess and Test 56

Enrichment: Logic and Venn Diagrams 61

*

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Chapter

Division

3-1 Understanding Division 96

3-2 Division Patterns 98

3-3 Three-Digit Quotients 100

3-4 Larger Quotients 102

3-5 Zeros in the Quotient 104

3-6 Short Division 106

3-7 Explore Divisibility 108

3-8 Divisibility and Mental Math 110

3-9 Estimation: Compatible Numbers 112

3-10 Teens as Divisors 114

3-11 Two-Digit Divisors 116

3-12 Divide Larger Numbers 118

3-13 Divide Money 120

3-14 Order of Operations 122

3-15 Problem-Solving Strategy: Make a Table/Find a Pattern 124

End of Chapter Check Your Progress (Lessons 1–16) 128 Enrichment: Translate Algebraic Expressions 129

* * Chapter Number Theory and Fractions Chapter Opener 133

4-1 Explore Prime and Composite Numbers 134

4-2 Factors, Primes, and Composites 136

4-3 Greatest Common Factor 138

4-4 Fraction Sense 140

4-5 Fractions in Lowest Terms 142

4-6 Fractions in Greater Terms 144

4-7 Multiples: LCM and LCD 146

4-8 Mixed Numbers 148

4-9 Fractions Greater Than or Equal to One 150

4-10 Compare and Order Fractions 152

4-11 Problem-Solving Strategy: Make an Organized List 154

End of Chapter Check Your Progress (Lessons 1–12) 158 Enrichment: Density of Fractions 159

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5-3 Add Three Fractions 168

5-4 Add Mixed Numbers 170

5-5 Rename Mixed Number

5-9 Subtract Mixed Numbers 180

5-10 Subtraction with Renaming 182

*

Chapter

Fractions: Multiplication and Division

and Whole Numbers 202

6-4 Multiply Fractions Using

the GCF 204

6-5 Rename Mixed Numbers

as Fractions 206

6-6 Multiply Fractions

and Mixed Numbers 208

6-7 Multiply Mixed Numbers 210

6-14 Divide Mixed Numbers 224

6-15 Estimate Products and Quotients

with Mixed Numbers 226

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Chapter

Probability and

Statistics

7-1 Probability 238

7-2 Tree Diagrams 240

7-3 Independent and Dependent Events 242

7-4 Collect and Organize Data 244

7-5 Range, Median, Mean, and Mode 246

7-6 Graphing Sense 248

7-7 Line Plots 250

7-8 Histograms 252

7-9 Make Line Graphs 254

7-10 Interpret Circle Graphs 256

7-11 Problem-Solving Strategy: Use a Model/Diagram 258

End of Chapter Check Your Progress (Lessons 1–12) 262 Enrichment: Double Line and Double Bar Graphs 263

Chapter Decimals: Addition and Subtraction Chapter Opener 267

8-1 Decimal Sense 268

8-2 Decimals and Place Value 270

8-3 Add Decimals 272

8-4 Estimate Decimal Sums 274

8-5 Add More Decimals 276

8-6 Subtract Decimals 278

8-7 Estimate Decimal Differences 280

8-8 Subtract More Decimals 282

8-9 Problem-Solving Strategy: Use More Than One Step 284

End of Chapter Check Your Progress (Lessons 1–10) 288 Enrichment: Scientific Notation 289

viii

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*

Chapter

Decimals: Multiplication and Division

9-1 Multiply by 10, 100, and 1000 294

9-2 Estimate Decimal Products 296

9-3 Multiply Decimals by Whole Numbers 298

9-4 Multiply Decimals by Decimals 300

9-5 Zeros in the Product 302

9-6 Divide by 10, 100, and 1000 304

9-7 Divide Decimals by Whole Numbers 306

9-8 Zeros in Division 308

9-9 Estimate Decimal Quotients 310

9-10 Estimate with Money 312

9-11 Problem-Solving Strategy: Write a Number Sentence 314

End of Chapter Check Your Progress (Lessons 1–12) 318 Enrichment: Fractions to Decimals 319

Chapter Geometry Chapter Opener 323

10-1 Measure and Draw Angles 324

10-2 Identify Angles 326

10-3 Polygons 328

10-4 Congruent and Similar Figures 330

10-5 Triangles 332

10-6 Quadrilaterals 334

10-7 Perimeter 336

10-8 Circles 338

10-9 Circumference 340

10-10 Lines of Symmetry 342

10-11 Transformations 344

10-12 Tessellations 346

10-13 Problem-Solving Strategy: Use a Diagram/Model 348

End of Chapter Check Your Progress (Lessons 1–14) 352 Enrichment: Triangular and Square Numbers 353

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*

Chapter

Measurement Topics

11-1 Relate Customary Units of Length 358

11-2 Relate Customary Units of Capacity 360

11-3 Relate Customary Units of Weight 362

11-4 Temperature 364

11-5 Units of Time 366

11-6 Time Zones 368

11-7 Compute with Customary Units 370

11-8 Problem-Solving Strategy: Use More Than One Step 372

Enrichment: Pascal’s Triangle 377

Chapter Metric Measurement, Area, and Volume Chapter Opener 381

12-1 Metric Measurement 382

12-2 Relate Metric Units of Length 384

12-3 Relate Metric Units of Capacity 386

12-4 Relate Metric Units of Mass 388

12-5 Square Measure 390

12-6 Areas of Rectangles and Squares 392

12-7 Areas of Parallelograms and Triangles 394

12-8 Solid Figures 396

12-9 Surface Area 398

12-10 Cubic Measure 400

12-11 Volume 402

12-12 Estimate Volume 404

12-13 Problem-Solving Strategy: Draw a Picture 406

End of Chapter Check Your Progress (Lessons 1–14) 410 Enrichment: Views of Solid Figures 411

x

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More Concepts in

14-1 Algebraic Expressions and Equations 440

14-2 Properties of Equality 442

14-3 Addition and Subtraction Equations 444

14-4 Multiplication and Division Equations 446

14-5 Equations with Fractions 448

14-6 Introduction to Integers 450

14-7 Compare and Order Integers 452

14-8 Add Integers with Like Signs 454

14-9 Add Integers with Unlike Signs 456

14-10 Subtract Integers 458

14-11 Multiply Integers 460

14-12 Divide Integers 462

14-13 The Coordinate Plane 464

14-14 Function Tables 466

14-15 Functions and Coordinate Graphs 468

14-16 Problem-Solving Strategy: Write an Equation 470

End of Chapter Check Your Progress (Lessons 1–17) 474 Enrichment: Rational Numbers 475

End-of-Book Materials Still More Practice 477

Brain Builders 489

Mental Math 493

Glossary 502

Index 507

Symbols and Tables 515

* Chapter Ratio, Proportion, and Percent Chapter Opener 415

13-1 Ratios as Fractions 416

13-2 Proportions 418

13-3 Scale and Maps 420

13-4 Relate Fractions to Percents 422

13-5 Relate Percents to Decimals 424

13-6 Find the Percent of a Number 426

13-7 Use Percent 428

13-8 Problem-Solving Strategy: Combine Strategies 430

Enrichment: Percent Patterns 435

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Progress in Mathematicsincludes a

“handbook” of essential skills, Skills Update,

at the beginning of the text These one-page

lessons review skills you learned in previous

years It is important for you to know this

content so that you can succeed in math

this year

If you need to review a concept in Skills

Update, your teacher can work with you,

using manipulatives, which will help

you understand the concept better

The Skills Update handbook can be used

throughout the year to review skills you

may already know Since many lessons

in your textbook refer to pages in the Skills Update, you can use a particularlesson at the beginning of class as a warm-up activity Or your class maychoose to do the Skills Update lessons at the beginning of the year so thatyou and your teacher can assess your understanding of these previouslylearned skills

You may even want to practice specific skills at home

If you need more practice than what is provided onthe Skills Update page, you can use the practicepages available online atwww.sadlier-oxford.com.These practice pages have an abundance ofexercises for each one-page lesson

A Review of Mathematical

Skills from Grade 4

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Place Value to Thousands

Write the place of the underlined digit Then write its value.

1 224_2 2 63_,666 3 _199,999 4 88_0,888

Place a comma where needed in each Then write the period name

for the underlined digit.

5 3 4 2 5 _9 6 _1 6 4 3 2 7 2 0 _0 0 6 0 8 _8 0 5 0 2 7

Write the number in standard form.

9 forty-five thousand, seven hundred sixty-two 10 five thousand, six

11 nine hundred thousand, seven 12 ten thousand, nineteen Write the word name for each number.

Four-digit numbers may be written with or

without a comma In numbers larger than

9999, use a comma to separate the periods

Word Name:

one hundred fifty-eight thousand,seven hundred six

Standard Form: 158,706

You can show 158,706 in a place-value chart

The value of each digit in a number depends

on its place in the number

In 158,706 the value of: Thousands Period Period Ones

hndred

s

ten

sone

1 5 8 7 0 6 ,

8is 8 thousands or 8000

Each period hasthree digits

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Compare and Order Whole Numbers

Write in order from least to greatest.

4 9458; 9124; 948; 972 5 3951; 3068; 369; 3547

6 99,407; 91,568; 90,999; 93,697 7 216,418; 215,783; 213,614; 221,986

Compare 363,420 and 381,787

To compare whole numbers:

Align the digits by place value

Compare the value of these digits

to find which number is greater

Start at the left and find the firstplace where the digits are different

So 381,787 363,420 You could also say 363,420 381,787

363,420381,787

To order whole numbers:

Align the digits by place value

Compare the digits in each place, starting with the greatest place

69,52019,478

160,43463,215

69,520

19,478160,434

63,215

69,52019,478160,434

means “is less than.”

means “is greater than.”

means “is equal to.”

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Round Whole Numbers

To round a number to a given place:

Find the place you are rounding to

Round 13,528 to the nearest ten.

Round to the nearest ten.

Round to the nearest hundred.

Look at the digit to its right

If the digit is less than 5, round down.

If the digit is 5 or more, round up.

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Add and Subtract Whole Numbers

To add or subtract whole numbers:

Add: 3458 2596

Round to estimate: 3000 3000 6000

Estimate

Align the numbers Add or subtract, starting

with the ones Regroup when necessary

More tens needed

Regroup Subtract Subtract

Think

1197 is close tothe estimate of 1000

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Multiply One Digit

Multiply: 7 816

First, estimate by rounding: 7 816

7 800 5600Then multiply

Multiply the tens

Add the regroupedtens Regroup again

Multiply the hundreds.Add the regroupedhundreds

Think

5712 is close tothe estimate of 5600

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77

)

DividendDivisor

Write theremainder

RemainderDividend

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Two-Digit Quotients

Divide:82 3 ?

The quotient begins in the tens place

Estimate: About how many 3s are in 8?

3 3 9 Try 2.

Repeat the steps to divide the ones.

Divide and check.

1 2 58)6.

to beginthe quotient

Think

3 8 Enough tens

Divide thetens

3 8 2

62

2)

Bring downthe ones

3 8 2)6

2 2

2 7

Multiply

3 8 26

Check

27381182

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2 of the 3 cars in this parking lot face right.

of the cars face right

2 3

Standard Form:

Word Name: two thirds

2 3

Write the fraction for the shaded part or point on the number line.

Write the fraction in standard form.

Write the word name for each fraction.

A fraction is a number that names

one or more equal parts of a whole

or region, or of a set

2 3

The numerator tells the number ofequal parts being considered

The denominator tells the number

of equal parts in the whole or set

0

P

1

3 equal segments are between 0 and 1

Point P is 23 of the way between 0 and 1

0

P

1

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Equivalent Fractions

One half ( ) of the whole

is shaded blue

1 2

Two fourths ( ) of the whole

is shaded blue

2 4

Four eighths ( ) of the

whole is shaded blue

4 8

1 2

2 4

4 8

1

2 , 24 , and 48 are

equivalent fractions since

they name the same part

of the whole

Use the chart above to find equivalent fractions.

Use the chart above to compare Write ,, 5, or

1. 12 ?6 2. 13 ?6 3. 14 ?8 4. 15 10?

5.

9.

? 9

1

3 4

6 8

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Add and Subtract Fractions: Like Denominators

To subtract fractions

with like denominators:

Subtract the numerators

Write the difference overthe common denominator

3 5

1 5

Study these examples.

6 9

Use fraction strips or number lines to model each sum or difference.

Then write an addition or a subtraction sentence.

Add or subtract.

13. 1012

8 12

4 6

3 6

7. 108 105 8. 45 25

0 2 0 3. 25 25 0 4. 57 27

12. 78

3 8

To add fractions with

like denominators:

Add the numerators

Write the sum over thecommon denominator

2 4

1 4

1. 36 26

0 9. 107

2 10

10. 15

3 5

11. 49

4 9

0 5. 59 39 0 6. 58 28

4

3 4

2 4

5

2 5

3 5

4 5Think

Think

213

312

ThinkThink

9

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Tenths and Hundredths

5. 102 6. 105 7. 1009 8. 1006 9. 10017 10. 10023Write as a decimal.

Write a fraction and a decimal for each.

A decimal pointseparates the whole numberpart from the decimal part

0 shows no ones 0 shows no tenths

Equivalent decimals showthe same amount

1 10

one hundredth

1 100

A number less than one can be written

either as a fraction or as a decimal

1 tenth

10 hundredths

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F E

K R J

B C

A line is a set of points

in a plane that forms a

straight path and extends

A line segment is part of

a line with two endpoints

A ray is part of a line that

starts at an endpoint and

extends indefinitely in

one direction

P

A plane is a flat surface

that extends indefinitely

in all directions

Intersecting lines

are lines that meet

at a common point

Parallel lines are lines

in the same plane that

never intersect

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Identify Polygons

A polygon is a closed plane figureformed by line segments The line segmentsare called sides Pairs of sides meet at apoint called a vertex (plural: vertices)

Polygons are classified by the number

of sides or vertices (or angles)

verticessideangle

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Customary Units of Length

about 1 in long about 1 ft tall

The distance a person can walk

in 20 minutes is about 1 mile

about 1 yd wide

ft in.

12 24 36 48 60

Which unit would you use to measure? Write in., ft, yd, or mi.

1 length of an eraser 2 width of a board 3 distance between 2 cities

4 height of a desk 5 length of a soccer field 6 width of a quarter

Write the letter of the best estimate.

7 length of a pencil a 4 yd b 4 in c 4 ft

8 height of a basketball player a 6 ft b 6 in c 6 yd

Compare Use ,, 5, or

9 8 ft ? 96 in 10 6 yd ? 2 ft 11 1 mi ? 3000 yd

The inch (in.), foot (ft), yard (yd), and

mile (mi) are customary units of length 12 inches (in.)

Before you can compare measurements in different units,

you need to rename units

Compare: 4 ft 52 in

You can make a table

4 ft 48 in 48 52 So 4 ft 52 in

?

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Which unit would you use to measure the weight of each? Write oz or lb.

7 a toaster 8 a television 9 a dog

10 an envelope 11 a feather 12 a bag of oranges

Complete each table.

The ounce (oz) and pound (lb)are customary units of weight

oz lb

14.

Which unit would you use to measure? Write c, pt, qt, or gal.

1 juice in a pitcher 2 ice cream in a carton 3 paint in a can

4 water in a swimming pool 5 milk in a recipe 6 water in a bucket

pt c

Customary Units of Capacity and Weight

16 ounces (oz) 1 pound (lb)

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Metric Units of Length

Which metric unit of length is best to measure each?

Write cm, m, or km.

1 length of a car 2 depth of the ocean 3 height of a person

4 width of a tape 5 thickness of a sandwich

Write the letter of the best estimate.

The centimeter (cm), decimeter (dm), meter (m),

and kilometer (km) are metric units of length 1 m

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Metric Units of Capacity and Mass

Which metric unit is best to measure the capacity of each? Write mL or L.

1 a bucket 2 a perfume bottle 3 a test tube

4 a bathtub 5 a can of juice 6 an eyedropper

Which metric unit is best to measure the mass of each? Write g or kg.

7 a computer 8 a peanut 9 an electric iron

10 a sugar cube 11 a comb 12 a bowling ball

The gram (g) and kilogram (kg)are metric units of mass

A paper clip has

a mass of about 1 g

A hardcover dictionaryhas a mass of about 1 kg

The milliliter (mL) and liter (L)are metric units of liquid capacity

20 drops of water

Complete each table.

L mL

13.

kg g

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Number of Students

506338147

1.

Kind

ScienceMedicineBiographyArt

FictionHistory

Number of Books

29854195147554256

Compact Disc Sales

Music

ClassicalCountryJazzRapRock

R & B/Soul

Compact Discs Sold

105886212384790450

Make a pictograph for each set of data.

1 2.

ScienceMedicineBiographyArt

FictionHistoryKey: Each stands for 100 books.Each stands for 50 books

Books in the Jackson Public Library

Make a pictograph to organize

the data at the right

To make a pictograph:

List each kind of book

If necessary, round the data tonearby numbers

Choose a symbol or picture torepresent the number of books

for each kind to make the key.

Draw symbols to representthe data for each kind

of book

Label the pictograph

Write the title and the key.

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Make Bar Graphs

Organize the data at the right

in a horizontal bar graph

To make a horizontal bar graph:

Use the data from the table

to choose an appropriate scale

Draw and label the scale on thehorizontal axis Start at 0

Draw and label the vertical axis

List the name of each item

Draw horizontal bars

to represent the data

Write the title of thebar graph

You can make avertical bar graph

by placing the scalealong the vertical axisand the items alongthe horizontal axis

Heights of Some U.S Waterfalls

Favorite Sports Activity

Sport Number of Students

Make a horizontal bar graph

for the data listed below.

Results of Canned Food Drive

Class Number of Cans

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