The Math Teacher's Problem-a-Day, Grades 4-8: Over 180 Reproducible Pages of Quick Skill Builders - Softcover

Muschla, Judith

Softcover

ISBN 10: 0787997641 ISBN 13: 9780787997649

Publisher: Jossey-Bass, 2008

Synopsis

From bestselling authors Judith and Gary Muschla, The Math Teacher's Problem-a-Day is a hands-on resource containing 180 handy worksheets, one for each day of the school year, to help students in grades 4-8 acquire the skills needed to master mathematics. These reproducible worksheets are perfect for "sponge activities"―five-minute challenges to start or end a class period―that can also be used as supplemental lessons, homework, or extra credit.

With problems based on the Standards and Focal Points of the National Council of Teachers of Mathematics, the book is designed to give students valuable practice in math skills, using specific activities to enhance critical thinking and boost test scores. The topics covered focus on the core math concepts and skills required for middle school students, including:

• Numbers and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis

Part of the 5-Minute Fundamentals series, The Math Teacher's Problem-a-Day is an important resource that will help today's students understand more concepts, make connections between branches of mathematics, and apply math skills to a variety of real-life problems.

About this title

About the Author

Judith A. Muschla has taught mathematics in South River, New Jersey, for over twenty-five years. She was a recipient of the 1990–1991 Governor's Teacher Recognition Program award in New Jersey and was named 2002 South River Public School Teacher of the Year.

Gary Robert Muschla, a prolific author and classroom teacher, taught math, reading, and writing for more than twenty-five years in Spotswood, New Jersey.
Judith and Gary Muschla have coauthored a number of books including Hands-On Math Projects with Real-Life Applications, Second Edition; The Math Teacher's Book of Lists, Second Edition; Math Starters!; Geometry Teacher's Activities Kit; Math Smart!; Algebra Teacher's Activities Kit; and Math Games, all published by Jossey-Bass.

From the Back Cover

The Math Teacher'sProblem-a-Day, Grades 4–8

Over 180 Reproducible Pagesof Quick Skill Builders

From bestselling authors Judith and Gary Muschla, The Math Teacher's Problem-a-Day is a hands-on resource containing 180 handy worksheets, one for each day of the school year, to help students in grades 4–8 acquire the skills needed to master mathematics. These reproducible worksheets are perfect for "sponge activities"―five-minute challenges to start or end a class period―that can also be used as supplemental lessons, homework, or extra credit.

With problems based on the Standards and Focal Points of the National Council of Teachers of Mathematics, the book is designed to give students valuable practice in math skills, using specific activities to enhance critical thinking?and boost test scores. The topics covered focus on the core math concepts and skills required for middle school students, including:

• Numbers and Operations

• Algebra

• Geometry

• Measurement

• Data Analysis

Part of the 5-Minute Fundamentals series, The Math Teacher's Problem-a-Day is an important resource that will help today's students understand more concepts, make connections between branches of mathematics, and apply math skills to a variety of real-life problems.

Praise for The Math Teacher's Problem-a-Day

"Mathematics teachers everywhere in grades 4 through 8 will find these worksheets not only uniquely beneficial but perfectly aligned with NCTM standards. In an age where No Child Left Behind holds teachers accountable for instruction, it is refreshing to have a resource that ensures successful student practice of key mathematical focal points."
―Elizabeth Lell, department chairperson of curriculum and instruction, Hammarskjold Middle School, East Brunswick Public Schools, New Jersey

Over 180 Reproducible Pagesof Quick Skill Builders

From bestselling authors Judith and Gary Muschla, The Math Teacher's Problem-a-Day is a hands-on resource containing 180 handy worksheets, one for each day of the school year, to help students in grades 4-8 acquire the skills needed to master mathematics. These reproducible worksheets are perfect for sponge activities--five-minute challenges to start or end a class period--that can also be used as supplemental lessons, homework, or extra credit.

With problems based on the Standards and Focal Points of the National Council of Teachers of Mathematics, the book is designed to give students valuable practice in math skills, using specific activities to enhance critical thinking?and boost test scores. The topics covered focus on the core math concepts and skills required for middle school students, including:

• Numbers and Operations

• Algebra

• Geometry

• Measurement

• Data Analysis

Part of the 5-Minute Fundamentals series, The Math Teacher's Problem-a-Day is an important resource that will help today's students understand more concepts, make connections between branches of mathematics, and apply math skills to a variety of real-life problems.

Praise for The Math Teacher's Problem-a-Day

Mathematics teachers everywhere in grades 4 through 8 will find these worksheets not only uniquely beneficial but perfectly aligned with NCTM standards. In an age where No Child Left Behind holds teachers accountable for instruction, it is refreshing to have a resource that ensures successful student practice of key mathematical focal points.
--Elizabeth Lell, department chairperson of curriculum and instruction, Hammarskjold Middle School, East Brunswick Public Schools, New Jersey

Excerpt. © Reprinted by permission. All rights reserved.

The Math Teacher's Problem-a-Day, Grades 4-8

Over 180 Reproducible Pages of Quick Skill BuildersBy Judith A. Muschla Gary Robert Muschla

John Wiley & Sons

Copyright © 2008 Judith A. Muschla and Gary Robert Muschla
All right reserved.
ISBN: 978-0-7879-9764-9

Chapter One

SECTION 1 Numbers and Operations

Name _____________________________________ Date ____________________

1.1 Whole Number Place Value Through 100,000

1. What is the value of each digit in the number 8,647?

A. 4: ____________________ B. 8: ____________________ C. 7: ____________________ D. 6: ____________________

2. Given the number 63,072, find the digit that represents each value.

A. tens: ________ B. thousands: ________ C. hundreds: ________ D. ones: ________ E. ten thousands: ________

3. Combine the following values to write the number in standard form.

eight hundreds two thousands three hundred thousands five ones nine tens four ten thousands

BONUS

Write the number described by the following clues: The ones digit is 2, the tens digit is four times the ones digit, and the hundreds digit is 5.

MATH TIP

Any standard number may be written in expanded form. For example, the standard number 257,372 can be written as 200,000 + 50,000 + 7,000 + 300 + 70 + 2 in expanded form.

Name _____________________________________ Date ____________________

1.2 Whole Number Place Value Through 100 Millions

1. What is the value of each digit in the number 72,630,815?

A. 3: ____________________ B. 1: _____________________ C. 2: ____________________ D. 6: ____________________ E. 8: ____________________ F. 7: _____________________ G. 5: ____________________ H. 0: ____________________

2. Write the following numbers in standard form.

A. fifty-three million, one hundred seventy-two thousand, sixty-eight

B. six million, three hundred fifty-four thousand, eight hundred ninety-seven

3. Write the following numbers in word form.

A. 38,251,740 B. 600,294,005

BONUS

Identify the largest number below.

A. seven hundred three million, four hundred thousand, nine hundred eighty-two

B. 700,000,000 + 30,000,000 + 600,000 + 30,000 + 4,000 + 20 + 5

C. 700,358,426

MATH TIP

Without understanding place value, a person cannot truly understand the values of numbers.

Name _____________________________________ Date ____________________

1.3 Multiplication Facts

1. Complete each of the following series by skip counting.

A. 2, 4, _______, 8, _______, _______, 14, _______, 18, 20, _______, 24 B. 3, 6, 9, _______, 15, _______, 21, _______, 27, _______, _______, 36 C. 4, 8, _______, 16, _______, 24, 28, _______, _______, 40, _______, 48

2. Complete each of the following series by skip counting.

A. 5, 10, _______, 20, 25, ________, 35, _______, _______, 50, _______, 60 B. 6, 12, _______, 24, _______, 36, _______, _______, 54, _______, 66, 72 C. 7, _______, 21, 28, _______, 42, _______, 56, 63, _______, _______, 84

3. Complete each of the following series by skip counting.

A. 8, _______, 24, _______, 40, 48, 56, _______, 72, _______, 88, _______

B. 9, 18, _______, _______, 45, 54, _______, _______, 81, 90, _______, 108

C. 10, _______, 30, 40, 50, _______, 70, _______, 90, _______, _______, 120

BONUS

Suppose you have five rows of pennies. Four pennies are in each row. How many pennies do you have in all? Write a multiplication problem that shows your answer.

MATH TIP

Learning to skip count will help you to remember multiplication facts.

Name _____________________________________ Date ___________________

1.4 Multiplication by One-Digit Numbers

1. Multiply the following numbers.

A. 225 B. 4,635 C. 5,029 2 6 8

2. Multiply the following numbers.

A. 398 B. 7,246 C. 5,006 5 3 9

3. Last summer, Lisa and her family went on vacation. They drove from their home to Florida. They drove four days, about 540 miles each day. About how many miles did they drive altogether?

BONUS

The tens and thousands digits are missing in the multiplication problem below. Find the missing digits. ___, 6 ___ 5 7 = 18,235

MATH TIP

The number 2, when added to or multiplied by itself, results in the same answer: 4. It is the only number greater than 0 for which this is true.

Name _____________________________________ Date ____________________

1.5 Multiplication by Two-Digit Numbers

1. Multiply the following numbers.

A. 27 B. 15 C. 82 23 94 26

2. Multiply the following numbers.

A. 73 19 B. 65 45 C. 87 68

3. Mrs. Casey, a sixth grade math teacher, ordered one package of pencils for each of her 92 students. Each package contained a dozen pencils. How many pencils did Mrs. Casey order?

BONUS

The sum of two two-digit numbers is 35. Their product is 250. What are the numbers?

MATH TRIVIA

In 1637, English mathematician William Oughtred (1574-1660) became the first person to use as a symbol for multiplication.

Name _____________________________________ Date ____________________

1.6 Multiplication of Multidigit Numbers, I

1. Multiply the following numbers.

A. 368 B. 615 C. 807 24 47 90

2. Multiply the following numbers.

A. 565 29 B. 307 63 C. 869 56

3. Imagine that a friend is having trouble multiplying 742 53. Write instructions that will help your friend multiply these numbers correctly.

BONUS

Of the 426 students in Kayla's school, on average 358 buy the school lunch each day. Using this average and assuming that there are 20 school days in a month, how many lunches should the school order for one month? Is this an accurate number? Explain your answer.

MATH TIP

In a multiplication problem, the numbers that are multiplied are called factors. The answer is called the product.

Name _____________________________________ Date ____________________

1.7 Multiplication of Multidigit Numbers, II

1. Multiply the following numbers.

A. 5,758 B. 9,207 C. 11,806 62 50 86

2. Multiply the following numbers.

A. 4,268 B. 6,009 C. 10,596 407 538 3,547

3. The average adult human heart beats about 70 times per minute. About how many times does it beat each day?

BONUS

Is the following equation true? 389 402 = 402 389. Explain your answer.

MATH TRIVIA

If the number 111,111,111 is multiplied by itself, the product is 12,345,678,987,654,321. This is all of the nonzero digits in ascending to descending order.

Name _____________________________________ Date ____________________

1.8 Estimation of Products

1. Estimate the product for each of the following expressions. A. 389 8 B. 21 579 C. 57 5003

2. Estimate the product for each of the following expressions.

A. 300 200 B. 6,000 800

C. 9,000 7,000

3. Danny is having trouble estimating products. Write the steps showing Danny how he can estimate 1,011 98.

BONUS

Erin and Anthony are the co-chairpersons of the committee for the student council dance. They expect about 225 students to attend the dance. The actual number of students attending may be a few more or a few less. The dance committee must buy refreshments in advance. The committee does not want to buy more refreshments than necessary. Anthony says to buy refreshments for 220 students. Erin says to buy refreshments for 230 students. Whose estimate is more accurate? What would your estimate be? Why?

MATH TIP

Use multiples of ten to estimate products.

Name _____________________________________ Date ____________________

1.9 Division Facts

1. In each set, circle the division facts that are correct.

A. 56 8 = 7 42 6 = 7 29 9 = 3 42 5 = 8 B. 84 9 = 9 49 8 = 6 24 6 = 4 36 4 = 9 C. 90 10 = 9 33 5 = 6 22 3 = 8 64 8 = 8

2. Circle the problem in each set that shows a basic division fact.

A. 10 4 21 6 9 3 12 5 B. 18 7 30 5 25 4 15 2 C. 17 3 28 7 22 9 26 8

3. Circle the problems in each set that show basic division facts. Then write a related multiplication fact.

A. 54 9 24 7 12 3 31 8 B. 45 5 39 5 21 7 20 3 C. 51 9 32 4 82 10 72 8

BONUS

Does 24 4 = 4 24? Explain your answer.

MATH TRIVIA

The number 1 is the only number that, when multiplied or divided by itself, results in itself.0

Name _____________________________________ Date ____________________

1.10 Divisibility Rules for 2, 5, and 10

Use the numbers below to answer the questions that follow.

1,466 439 78 2,555 520 4,211 3,064 285 1,370 205 493 7,245

1. Which of the numbers are divisible by 2?

2. Which of the numbers are divisible by 5?

3. Which of the numbers are divisible by 10?

BONUS

Which of the numbers are divisible by 2, 5, and 10? Explain your answer.

MATH TIP

You can tell that a number is divisible by 2, 5, or 10 by looking at the last digit. If the last digit is even, the number is divisible by 2. If the last digit is 0 or 5, the number is divisible by 5. If the last digit is 0, the number is divisible by 10.

Name _____________________________________ Date ____________________

1.11 Divisibility Rules for 4 and 8

1. Michelle read that you can tell if a number is divisible by 4 just by looking at the last two digits of the number. If the number formed by the last two digits can be divided by 4, the number is divisible by 4. Which of the following numbers are divisible by 4?

A. 724 B. 2,032 C. 3,126

2. Michelle also found that a number is divisible by 8 if the number formed by the last three digits is divisible by 8. Which of the following numbers are divisible by 8?

A. 5,432 B. 2,102 C. 3,144

3. Fill in the missing digit in the following numbers so that each number is divisible by 4. There may be more than one answer.

A. 6 ____ 2 B. 2,9 ____ 6 C. 75,93 ____

BONUS

Sal believes that if a number is divisible by 4, it is also divisible by 8. Do you agree or disagree? Explain your answer.

MATH TIP

Knowing the times tables makes it easy to apply the divisibility rules.

Name _____________________________________ Date ____________________

1.12 Divisibility Rules for 3, 6, and 9

Use the numbers below to answer Questions 1 and 2.

335 223 312 2,718 1,234 21,795 31,239 6,111

1. Which of the numbers are divisible by 3?

2. Which of the numbers are divisible by 9?

3. Fill in the missing digit in the following numbers so that each number is divisible by both 3 and 6. There may be more than one answer.

A. 34 ____ B. 2,28 ____ C. 9,87 ____

Bonus

Fill in the blanks in the following sentences with 3, 6, or 9 to make true statements.

A. If a number is divisible by _____, then it is divisible by ______.

B. If a number is even and divisible by _______, then it is divisible by _______.

C. An odd number is never divisible by _______.

MATH TIP

Add the digits of a number to find if the number is divisible by 3 and 9. If the sum is divisible by 3, then the number is divisible by 3. If the sum is divisible by 9, then the number is divisible by 9. If a number is divisible by 2 and 3, then the number is also divisible by 6.

Name _____________________________________ Date ____________________

1.13 Multiples and Least Common Multiples

1. List the first ten multiples of 3 and the first ten multiples of 4.

2. What are the common multiples of 3 and 4? What is the least common multiple of 3 and 4?

3. Which of the following statements are true? Correct the false statements.

A. 29 is a multiple of 7.

B. 45 is a multiple of 9.

C. There are no multiples of 7 and 9.

D. 24 is the least common multiple of 4 and 6.

E. 100 is the least common multiple of 5 and 20.

BONUS

Which of the following is not a multiple of 6? Explain why. 6, 12, 18, 36, 72, 142, 180, 224

MATH TRIVIA

The number 4 is the only number in the English language in which the number of letters in the word equals the value of the number.

Name _____________________________________ Date ____________________

1.14 Factors and Greatest Common Factors

1. List the factors of each of the following numbers.

A. 4 B. 15 C. 12 D. 36

2. List the common factors of each of the following groups of numbers.

A. 6 and 9 B. 8 and 24 C. 4, 12, and 18 D. 15, 24, and 36

3. Which of the following statements are true? Correct the false statements.

A. 6 is a factor of 14.

B. 0 is the least common factor of 2 and 3.

C. 14 is a factor of 28.

D. The greatest common factor of 27 and 36 is 9.

E. 1 is a factor of every number greater than 0.

Bonus

Explain the difference between common factors and greatest common factor.

MATH TIP

A number that divides into another without any remainders is a factor (or divisor) of that number.

Name _____________________________________ Date ____________________

1.15 Prime and Composite Numbers

1. Identify each of the following numbers as prime (P) or composite (C).

A. 5 ___________ B. 6 ___________ C. 8 ___________ D. 11 __________ E. 13 __________ F. 18 __________

2. Identify the prime and composite numbers from 20 to 30.

3. Explain why the number 100 is composite but the number 101 is prime.

Bonus

Every odd number greater than 1 is either prime or composite. (The number 1 is neither prime nor composite.) But only one even number is prime. What number is this? Explain why it is the only even prime number.

MATH TIP

Every number that has only two factors, 1 and itself, is a prime number.

Name _____________________________________ Date ____________________

1.16 Prime Factorization

1. Find the prime factorization of each of the following numbers.

A. 9 ___________________ B. 28 __________________ C. 30 __________________ D. 75 __________________

2. Use exponents to rewrite the following prime factorizations.

A. 3 2 3 _______________ B. 2 5 5 2 _______________ C. 3 3 3 5 _______________ D. 5 2 7 5 5 _______________

3. Find the prime factorization of each of the following numbers. Use exponents whenever possible.

A. 27 __________________________________ B. 56 __________________________________ C. 99 __________________________________ D. 624 __________________________________

BONUS

Sal wrote the prime factorization of 36 as 2 2 3 3. Teresa wrote the prime factorization as [6.sup.2]. Who is correct? Explain your answer.

MATH TIP

Be sure that all of the factors in prime factorization are prime numbers.

Name _____________________________________ Date ____________________

1.17 Division by One-Digit Divisors

1. Divide the following numbers.

A. 7[square root of 434] B. 5[square root of 3,840] C. 8[square root of 5,424]

2. Divide the following numbers.

A. 7,206 4 B. 9,463 6 C. 2,750 9

(Continues...)

Excerpted from The Math Teacher's Problem-a-Day, Grades 4-8by Judith A. Muschla Gary Robert Muschla Copyright © 2008 by Judith A. Muschla and Gary Robert Muschla. Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

Edition details

• Publisher: Jossey-Bass
• Publication date: 2008
• ISBN 10: 0787997641
• ISBN 13: 9780787997649
• Binding: Paperback
• Language: English
• Edition number: 1
• Number of pages: 240