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Math Basic

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Level C

Lighthouse

Math Basic Edition

PROGRAM DIRECTORS Esther Aboud Lauren Noorparvar Yehudis Leitner

Credits Curriculum Writers

Review Team

Jane Chamberlain

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Esther Aboud

Middle School Math Instructor M.Ed. in Curriculum and Instruction

5–12 Math/German Teacher Curriculum Writer M.Ed. Learning & Technology

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Lighthouse Math Level C - Basic Edition • ISBN 978-1-955773-96-6 ©Copyright 2021 Lighthouse Curriculum Inc. All rights reserved. Contact Lighthouse Curriculum: Call 718.285.7100 or email info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com Content developed in collaboration with The Reimagined Classroom

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Welcome to the Lighthouse Math Curriculum! Here’s what you’ll find in every chapter:

Introduction and overview of skills at the beginning of each chapter

Clearly coded lessons: blue for the lesson page, red for the exercise page

Let’s learn! helps introduce the concept

Try it together! provides guided practice as a class

Practice provides plenty of problems to practice the skill

Teacher notes give tips and ideas to guide teachers during the lesson

Challenge problems for enrichment and practice

Review for every chapter

Assessment provided for every chapter

7 + 6

A better way to teach Dear Educator, Welcome to the Lighthouse Math Curriculum! What makes our curriculum so unique? Lighthouse Math uses a scaffolded approach to learning and mastering math skills. When provided with a solid foundation, students can retain more information and prepare for the next level of skills.

Instead of separate workbooks and textbooks, students have everything they need built into one place: a softcover book containing 11 chapters, with each lesson containing review, new skills, and practice. All lessons include step-by-step instructions for clarity, giving all teachers - new as well as seasoned - the tools for success. The books are custom illustrated, providing a vibrant learning experience. They are formatted in a way that each grade level can be completed successfully by the culmination of the school year. Lighthouse Math gives teachers the tools they need to teach and gives students everything they need to learn. We at Lighthouse Curriculum are committed to providing support and guidance to our educators. We look forward to hearing from you and are available to answer any questions you may have.

Sincerely, Lighthouse Curriculum Team

1 - 1 | Addition Facts Through 18

LET’ S LEAR N When we add, we put two parts together to make a whole. The ans wer that we get is called the sum. Kayla has 6 blocks.

Her sister gives her 8 more.

How many blocks does she have in all? To find how many blocks she has in all, we add 6 and 8 . 6 part

8 part

14 whole

+ sum

6 part 8 part 14 whole

Kayla has 14 blocks in all.

TRY IT TOG ETH ER

strictly prohibited.

+ 7. + 13. +

6 2 8

9 1

6 3

14.

4 3

3 2

4 6

15.

7 3

5 3

10.

6 4

16.

7 1

7 2

11.

3 6

17.

5 2

2 2

12.

5 4

18.

8 2

5 5

4 5

Teacher Notes Write the problem 6 + 5 on the board and read it aloud together. Show stude nts different ways they can solve it. on: Start at 6 and count 5 numbers Counting (7, 8, 9, 10, 11). Doubles: We know that 5 + 5 is 10, so 6 + 5 is 11. Making ten: with 6, we need 4 more to make 10. If we start When we take away 4 from 5, we are left with Continue practicing with other probl 1. We now have 10 + 1 which is 11. ems through 18, encouraging stude nts to use and explain a strategy.

Level C

| Chapter 1 - 1

| Lighthouse MAT H

Add.

Table of Contents Chapter 1

1-1

Addition Facts Through 18 �� 16

1-2

Commutative Property of Addition �� 18

1-3

Three Addends �� 20

1-4

Subtraction Facts Through 18 �� 22

1-5

Adding or Subtracting Zero �� 24

1-6

Adding and Subtracting as Opposite Operations �� 26

1-7

Chapter Review �� 28

1-8

Cumulative Review �� 30

Chapter 2

Addition and Subtraction

Numbers and Place Value

2-1

Tens and Ones �� 34

2-2

Hundreds �� 36

2-3

Thousands �� 38

2-4

Place Value �� 40

2-5

Counting to 999 �� 42

2-6

Skip Counting �� 44

2-7

Comparing and Ordering �� 46

2-8

Rounding to the Nearest Ten �� 48

2-9

Rounding to the Nearest Hundred �� 50

2-10

Chapter Review �� 52

2-11

Cumulative Review �� 54

Level C

| TOC

| Lighthouse MATH

Adding Multi-Digit Numbers

3-1

Adding Two-Digit Numbers (No Regrouping) �� 58

3-2

Regrouping Ones, Tens, and Hundreds �� 60

3-3

Adding Two-Digit Numbers (With Regrouping) �� 62

3-4

Adding Two-Digit Numbers (Two Regroupings) �� 64

3-5

Adding Three-Digit Numbers (One Regrouping) �� 66

3-6

Adding Three-Digit Numbers (Two Regroupings) �� 68

3-7

Column Addition �� 70

3-8

Estimating Sums �� 72

3-9

Chapter Review �� 74

3-10

Cumulative Review �� 76

Chapter 4

Subtracting Multi-Digit Numbers

4-1

Subtracting Two-Digit Numbers (No Regrouping) �� 80

4-2

Regrouping Ones, Tens, and Hundreds �� 82

4-3

Subtracting Two-Digit Numbers (One Regrouping) �� 84

4-4

Subtracting Three-Digit Numbers (One Regrouping) �� 86

4-5

Subtracting Three-Digit Numbers (Two Regroupings) �� 88

4-6

Zeros in Subtraction �� 90

4-7

Estimating Differences �� 92

4-8

Chapter Review �� 94

4-9

Cumulative Review �� 96

Level C

| TOC

| Lighthouse MATH

Chapter 3

Chapter 5

5-1

Money: Dollars and Coins �� 100

5-2

Writing Money Amounts �� 102

5-3

Counting Money �� 104

5-4

Adding Money �� 106

5-5

Subtracting Money �� 108

5-6

Chapter Review �� 110

5-7

Cumulative Review �� 112

Chapter 6

Money

Introduction to Multiplication

114

6-1

Equal Groups and Repeated Addition �� 116

6-2

Multiplication and Arrays �� 118

6-3

Multiplying by Two �� 120

6-4

Multiplying by Five �� 122

6-5

Multiplying by Three �� 124

6-6

Review Facts 2, 3, and 5 �� 126

6-7

Multiplying by Four �� 128

6-8

Multiplying by Zero and One �� 130

6-9

Multiplying by Ten �� 132

6-10

Review Facts 0, 1, 4, and 10 �� 134

6-11

Chapter Review �� 136

6-12

Cumulative Review �� 138

Level C

| TOC

| Lighthouse MATH

Multiplication (Continued)

140

7-1

Multiplying by Six �� 142

7-2

Multiplying by Seven �� 144

7-3

Review Facts 6 and 7 �� 146

7-4

Multiplying by Eight �� 148

7-5

Multiplying by Nine �� 150

7-6

Review Facts 8 and 9 �� 152

7-7

Review Facts 0 - 10 �� 154

7-8

Multiplying by 100 and 1,000 �� 156

7-9

Multiplying by Multiples of Ten �� 158

7-10

Estimating Products �� 160

7-11

Chapter Review �� 162

7-12

Cumulative Review �� 164

Chapter 8

Introduction to Division

166

8-1

Equal Groups �� 168

8-2

Introduction to Division �� 170

8-3

Dividing by Two �� 172

8-4

Dividing by Three �� 174

8-5

Dividing by Four �� 176

8-6

Dividing by Five �� 178

8-7

Division Notation: Write it Another Way! �� 180

8-8

Multiplication and Division �� 182

8-9

Chapter Review �� 184

8-10

Cumulative Review �� 186

Level C

| TOC

| Lighthouse MATH

Chapter 7

Chapter 9

Division (Continued)

9-1

Dividing by Six �� 190

9-2

Dividing by Seven �� 192

9-3

Dividing by Eight �� 194

9-4

Dividing by Nine �� 196

9-5

Dividing by Zero and One �� 198

9-6

Chapter Review �� 200

9-7

Cumulative Review �� 202

Chapter 10 Fractions

188

204

10-1

Quarters, Halves, and Wholes �� 206

10-2

Understanding Fractions �� 208

10-3

Parts of a Whole �� 210

10-4

Parts of a Set �� 212

10-5

Dividing Wholes into Equal Parts �� 214

10-6

Fractions on the Number Line �� 216

10-7

Chapter Review �� 218

10-8

Cumulative Review �� 220

Level C

| TOC

| Lighthouse MATH

Chapter 11 Comparing Fractions

222

11-1

Equivalent Fractions �� 224

11-2

Equivalent Fractions on the Number Line �� 226

11-3

Making Equivalent Fractions �� 228

11-4

Comparing Fractions with the Same Denominator �� 230

11-5

Comparing Fractions with the Same Numerator �� 232

11-6

Chapter Review �� 234

11-7

Cumulative Review �� 236

238

12-1

Time to the Half Hour and Quarter Hour �� 240

12-2

Time to the Minute �� 242

12-3

Elapsed Time �� 244

12-4

Measuring with a Ruler �� 246

12-5

Quadrilaterals �� 248

12-6

Perimeter �� 250

12-7

Area of Rectangles �� 252

12-8

Tally Charts �� 254

12-9

Bar Graphs �� 256

12-10

Pictographs �� 258

12-11

Dot Plots �� 260

12-12

Chapter Review �� 262

12-13

Cumulative Review �� 264

Level C

| TOC

| Lighthouse MATH

Chapter 12 Geometry, Measurement, and Data

C H A P T E R

In Chapter 1 we will learn about

Addition and Subtraction When two or more numbers are put together, we can use addition to find the total. When a number is taken away from another number, we can use subtraction to find what is left. • We will practice adding and subtracting. • We will learn rules of addition and subtraction. • We will learn how to add 3 numbers. • We will use addition to check subtraction. • We will use subtraction to check addition.

1 - 1 | Addition Facts Through 18

L ET ’S LEA R N When we add, we put two parts together to make a whole. The answer that we get is called the sum. Her sister gives her 8 more.

Kayla has 6 blocks.

How many blocks does she have in all? To find how many blocks she has in all, we add 6 and 8 .

6 part

8 part

6 part + 8 part 14 whole

14 whole

Kayla has 14 blocks in all.

sum

TRY IT TO GET HER

Add. 1.

6 + 2 8

4 + 3

7 + 3

7 + 1

5 + 2

8 + 2

9 + 1

3 + 2

5 + 3

10.

7 + 2

11.

2 + 2

12.

5 + 5

13.

6 + 3

14.

4 + 6

15.

6 + 4

16.

3 + 6

17.

5 + 4

18.

4 + 5

Teacher Notes Write the problem 6 + 5 on the board and read it aloud together. Show students different ways they can solve it. Counting on: Start at 6 and count 5 numbers (7, 8, 9, 10, 11). Doubles: We know that 5 + 5 is 10, so 6 + 5 is 11. Making ten: If we start with 6, we need 4 more to make 10. When we take away 4 from 5, we are left with 1. We now have 10 + 1 which is 11. Continue practicing with other problems through 18, encouraging students to use and explain a strategy.

Level C

| Chapter 1 - 1

| Lighthouse MATH

1-1 Name

16 + 2 18

6 + 3

8 + 2

13 + 2

9 + 7

7 + 4

6 + 5

9 + 6

7 + 2

10.

12 + 6

11.

5 + 5

12.

6 + 9

13.

17 + 1

14.

13 + 4

15.

11 + 7

16.

5 + 8

17.

7 + 7

18.

10 + 8

19. 9 + 9 =

20. 8 + 2 =

21. 6 + 3 =

22. 3 + 9 =

23. 9 + 4 =

24. 4 + 7 =

25. 7 + 7 =

26. 3 + 4 =

27. 8 + 7 =

28. 3 + 8 =

29. 9 + 6 =

30. 2 + 4 =

31. 2 + 7 =

32. 8 + 4 =

33. 9 + 2 =

34. 8 + 8 =

Add.

Read the problem. Find the answer. 36. Mickey put away 12 books before lunch and 6 books after lunch. How many books did Mickey put away all together?

35. Ben rode his bike 3 miles to get to school. He then rode 5 miles to his friend’s house. How many miles did Ben ride all together?

C H ALLENGE

Complete the number sentence.

Level C

9+6+3=

| Chapter 1 - 1

| Lighthouse MATH

1 - 2 | Commutative Property of Addition

L ET ’S LEA R N We can add in any order. We can switch the order of the numbers to make adding easier. David has 2 stickers in his book and gets 9 more.

William has 9 stickers in his book and gets 2 more.

2 + 9 = 11

9 + 2 = 11 David and William both have 11 stickers.

TRY IT TO GET HER Add in any order. 1. 6 + 2 = 8

2. 3 + 2 =

3. 4 + 3 =

4. 7 + 3 =

2+6= 8

2+3=

3+4=

3+7=

5. 8 + 2 =

6. 5 + 2 =

7. 5 + 3 =

8. 4 + 5 =

2+8=

2+5=

3+5=

5+4=

Teacher Notes Write 3 + 9 on the board. As a class, count up 4, 5, 6, 7, 8, 9, 10, 11, 12. Now tell students to add in the other order. Start with 9 and add 3. Count up 10, 11, 12. Tell students that we get the same answer when we add in a different order. Discuss which order was easier/faster and why.

Level C

| Chapter 1 - 2

| Lighthouse MATH

1-2 Name

Find each sum. Add in any order. 1.

6 + 9 15

4 + 5

4 + 7

2 + 7

3 + 6

5 + 7

5 + 9

8 + 6

4 + 9

10.

3 + 4

11.

6 + 7

12.

6 + 9

13.

9 + 6

14.

5 + 4

15.

7 + 4

16.

7 + 2

17.

6 + 3

18.

7 + 5

19. 6 + 6 =

20. 6 + 5 =

21. 5 + 5 =

22. 2 + 7 =

23. 9 + 6 =

24. 4 + 7 =

25. 8 + 4 =

26. 5 + 2 =

27. 6 + 7 =

28. 3 + 3 =

29. 8 + 8 =

30. 4 + 8 =

31. 4 + 3 =

32. 7 + 2 =

33. 8 + 9 =

34. 2 + 4 =

35. 4 + 6 =

36. 2 + 9 =

37. 4 + 9 =

38. 3 + 7 =

39. Helen picked 5 flowers from the front yard and then 6 from the backyard. How many flowers did she pick?

Read the problem. Find the answer. 40. Tim found 12 marbles under the bed and 6 marbles under the table. How many marbles did he find?

Add the numbers that make ten. Then find the total sum.

C H ALLENGE

1+2+3+4+5+6+7+8+9=

Level C

| Chapter 1 - 2

| Lighthouse MATH

1 - 3 | Three Addends

L ET ’S LEA R N When you add 3 or more numbers, you can choose which numbers to add first. You can pick the order of the numbers that makes adding easiest.

9 4 + 1 14

13 + 1 14

9 4 + 1 14

9 + 5 14

9 4 + 1 14

10 + 4 14

TRY IT TO GET HER

Add in any order. 1.

9 1 + 5

3 6 + 8

4 5 + 5

2 5 + 2

9 3 + 3

9 8 + 2

3 1 + 8

4 4 + 5

10 3 + 1

10.

1 1 + 5

11.

5 9 + 4

12.

5 6 + 6

13.

9 9 + 1

14.

9 4 + 9

15.

2 6 + 5

16.

3 5 + 3

17.

6 3 + 2

18.

9 3 + 4

Teacher Notes Write 4 + 4 + 6 on the board. Tell students that we can choose which two numbers to add first. Ask students why some people might find it easiest to add the 4 and 4 first. Ask students why some people would find it easiest to add the 4 and 6 first. Continue with other examples of 3 addend problems. For each problem, ask students which numbers were easiest for them to add first and why.

Level C

| Chapter 1 - 3

| Lighthouse MATH

1-3 Name

Add in any order. 1.

2 8 + 2

4 2 + 9

3 3 + 7

4 5 + 6

8 4 + 1

7 3 + 7

6 6 + 2

6 5 + 5

5 8 + 1

10.

6 3 + 1

11.

1 9 + 2

12.

3 3 + 5

13.

9 6 + 3

14.

2 2 + 5

15.

15 3 + 1

16.

5 13 + 1

17.

11 5 + 1

18.

1 2 + 5

Add in any order. 19. 10 + 1 + 3 =

20. 3 + 1 + 7 =

21. 2 + 1 + 7 =

22. 1 + 2 + 5 =

23. 8 + 4 + 7 =

24. 2 + 5 + 2 =

25. Mike buys 2 apples, 4 bananas, and 8 oranges. How many pieces of fruit does he buy?

26. Donald baked 6 brownies, 6 cookies, and 6 cupcakes. How many did he bake in all?

Solve. Explain the order you used to solve it.

C H ALLENGE

13 + 11 + 9 =

Level C

| Chapter 1 - 3

| Lighthouse MATH

Read the problem. Find the answer.

1 - 4 | Subtraction Facts Through 18

L ET ’S LEA R N When we subtract, we take one number away from another to find how many are left or how far apart the numbers are. The answer is called the difference. Victor grew a cucumber that is 15 inches long. Abe grew a cucumber that is 8 inches long. 0

2 3 4 5 6

8 9 10 11 12 13 14 15 16 17 18

How much longer is Victor’s cucumber? To find the difference, we subtract 8 from 15 .

15 − 8 = whole part

15 whole − 8 part 7 part

7 part difference

Victor’s cucumber is 7 inches longer.

TRY IT TO GET HER

Find the differences. 1.

9 − 5 4

14 − 5

17 − 3

8 − 6

19 − 3

12 − 4

14 − 1

10 − 6

11 − 8

10.

18 − 5

11.

12 − 3

12.

17 − 7

13.

15 − 9

14.

18 − 6

15.

14 − 9

16.

13 − 4

17.

16 − 7

18.

16 − 9

Teacher Notes Write 14 - 5 on the board. Draw 14 circles and cross off 5. Help students count to find 9 as the difference. Then, show students how to use a number line to find the difference. Start at 5 and count up until 14. The answer is 9 because you count 9 numbers.

Level C

| Chapter 1 - 4

| Lighthouse MATH

1-4 Name

Find the difference. 1.

8 − 2

6 − 1

18 − 2

17 − 7

9 − 6

14 − 5

14 − 2

18 − 5

8 − 5

10.

15 − 7

11.

15 − 3

12.

17 − 4

13.

10 − 5

14.

11 − 6

15.

15 − 3

16.

5 − 2

17.

10 − 9

18.

9 − 4

19. 10 − 5 =

20. 16 − 6 =

21. 18 − 4 =

22. 8 − 3 =

23. 19 − 7 =

24. 10 − 4 =

25. 13 − 5 =

26. 11 − 9 =

27. 16 − 8 =

28. 12 − 8 =

29. 14 − 5 =

30. 13 − 8 =

31. 14 − 8 =

32. 6 − 4 =

33. 4 − 3 =

34. 5 − 4 =

Read the problem. Find the answer. 35. Eli found 12 leaves. 4 blew away. How many does he have left?

C H ALLENGE

36. Jamie has 6 stickers. Paul has 11 stickers. How many more stickers does Paul have than Jamie?

Ben and Josh each have 9 cookies. Ben ate 3 cookies, and Josh ate 5. Who has more cookies left? How many more does he have than his friend?

Level C

| Chapter 1 - 4

| Lighthouse MATH

Complete each number sentence.

1 - 5 | Adding or Subtracting Zero

L ET ’S LEA R N Adding or subtracting zero does not change a number. One section has 9 toys.

The other section has no toys.

One section has 9 toys.

No toys are moved to the other section.

There are still 9 toys in the first section.

−

Altogether, there are 9 toys.

TRY IT TO GET HER Solve. 1.

8 + 0 8

16 + 0

8 − 0

0 + 17

19 − 0

14 − 0

0 + 11

12 + 0

4 + 0

10.

7 − 0

11.

15 − 0

12.

0 + 23

Teacher Notes Write 12 + 0 on the board. Ask students what the sum is and how they know. Students should explain that the sum is 12 because adding zero does not change the number. Next write 12 - 0 on the board. Have students tell you that subtracting zero also does not change a number. Write 183,952 + 0 on the board. Explain to students that these problems are easy to solve because adding or subtracting zero does not change the number.

Level C

| Chapter 1 - 5

| Lighthouse MATH

1-5 Name

16 − 7

8 + 5

11 − 2

19 − 0

8 − 2

5 + 5

0 + 18

18 − 9

14 − 6

10.

15 − 9

11.

8 − 3

12.

3 + 5

13.

10 − 4

14.

12 − 7

15.

3 + 8

16.

6 − 4

17.

6 + 0

18.

9 − 4

19. 11 + 0 =

20. 9 + 0 =

21. 12 − 8 =

22. 15 − 6 =

23. 11 − 6 =

24. 15 − 13 =

25. 7 + 3 =

26. 7 + 13 =

27. 8 − 0 =

28. 3 + 17 =

29. 1 + 18 =

30. 12 − 7 =

31. 20 + 0 =

32. 10 − 0 =

33. 15 + 5 =

34. 2 − 0 =

35. 12 − 2 =

36. 2 + 12 =

37. 3 + 16 =

38. 9 − 5 =

39. 8 + 4 =

40. 14 − 7 =

41. 18 + 2 =

42. 16 − 1 = © Lighthouse Curriculum. Copying strictly prohibited.

Solve.

Read the problem. Find the answer. 43. Anna sees 14 fish swim by in the aquarium. Then, no more fish swim by. How many fish does Anna see?

C H ALLENGE

Fill in the missing number.

Level C

| Chapter 1 - 5

44. Eddie collected 17 rocks on Tuesday. On Wednesday, he did not collect any rocks. How many rocks does Eddie have?

24 −

| Lighthouse MATH

1 - 6 | Adding and Subtracting as Opposite Operations

L ET ’S LEA R N Addition and subtraction are opposites. We can check addition with subtraction.

We can check subtraction with addition.

9 + 6

− 6

15 − 7 15 is the right answer.

7 8 is the right answer.

TRY IT TO GET HER Add. Check by subtracting.

5 + 6 11

11 −

7 + 9

3. −

4 + 7

4. −

7 + 8

−

11 − 3

Subtract. Check by adding. 5.

12 − 5 7

7 +

15 − 7

7. +

18 − 9

8. +

Teacher Notes Write 14 - 6 = 8 on the board. Explain that addition and subtraction are opposites and that means that we can use addition to check subtraction. Write 8 + 6 = 14. Continue to explain that we can also use subtraction to check addition. Demonstrate by writing 5 + 7 = 12 and then writing 12 - 7 = 5. Review which numbers are parts and which are wholes by pointing to each number and asking students to call out “part” or “whole.”

Level C

| Chapter 1 - 6

| Lighthouse MATH

1-6 Name

Add. Check by subtracting. 1.

6 + 6

8 + 6

10 + 9

−

5 + 9

−

3. −

7. −

6 + 7

6 + 3

4. −

8. −

9 + 8

−

8 + 8

−

11 − 8

15 − 3

19 − 4

13.

10 − 5

10. +

14. +

17 − 7

18 − 11

11. +

15. +

12 − 9

17 − 9

12. +

16. +

Read the problem. Find the answer. Check your work. 17. Sam has a pack of 14 pens. He loses 8 of them. How many pens does he have left?

C H ALLENGE

18. Benny has $5. He gets paid another $7. How much money does he have now?

A fact family is a group of 2 addition sentences and 2 subtraction sentences that have the same 3 numbers. Write the fact family for the numbers 4, 5, and 9.

Level C

| Chapter 1 - 6

| Lighthouse MATH

Subtract. Check by adding.

1 - 7 | Chapter Review

LET ’S REV I EW Adding

Adding 3 Numbers

Add in any order.

Choose which numbers to add first.

3+6=9

2 5 + 5

6+3=9

2 5 + 5

Adding or Subtracting Zero

Checking Addition and Subtraction

The number doesn’t change when you add or subtract zero.

Subtract to check addition. Add to check subtraction.

4 + 0 4

4 − 0 4

8 −

5 8

TRY IT TO GET HER Solve. 1.

16 + 2 18

16 − 2

6 − 3

8 + 2

13 − 2

7 + 2

2 + 7

4 + 3

9 + 0

10.

0 + 4

11.

8 − 6

12.

2 + 6

13.

1 9 + 3

14.

6 4 + 7

15.

3 5 + 8

16.

7 6 + 4

17.

9 4 + 2

18.

8 1 + 3

Level C

| Chapter 1 - 7

| Lighthouse MATH

1-7 Name

7 + 2

8 + 2

4 + 4

0 + 2

6 + 0

16 + 2

13 − 2

9 − 3

18 − 5

10.

8 − 1

11.

14 − 4

12.

5 − 2

13.

1 + 6

14.

5 + 9

15.

10 − 6

16.

4 + 8

17.

5 + 7

18.

10 − 1

19.

1 7 + 3

20.

3 2 + 8

21.

2 4 + 7

22.

1 2 + 9

23.

7 3 + 5

24.

9 2 + 4

25.

7 7 + 3

26.

4 3 + 8

27.

6 5 + 4

28.

1 4 + 9

29.

5 3 + 9

30.

3 2 + 4

Solve.

Read the problem. Find the answer. Check your work. 31. Ann counts 11 red grapes and 6 green grapes. How many grapes does Ann count altogether?

32. Dennis collects 8 rocks from the front yard and 3 rocks from the backyard. How many rocks does he collect?

33. Judy makes 4 chocolate cupcakes, 6 vanilla cupcakes, and 2 strawberry cupcakes. How many cupcakes does she make in all?

34. Max has 7 toys. Sam has 13 toys. How many more toys does Sam have than Max?

Level C

| Chapter 1 - 7

| Lighthouse MATH

1 - 8 | Cumulative Review

Solve. 1.

4 + 4

9 − 3

8 + 1

8 − 6

7 + 6

7 − 4

5 + 3

4 + 6

8 + 3

10.

3 + 2

11.

3 + 3

12.

13 − 8

13.

11 − 4

14.

9 − 5

15.

9 + 9

16.

4 + 7

17.

7 + 7

18.

10 − 8

19.

2 − 1

20.

8 + 2

21.

11 − 5

22.

8 + 8

23.

7 + 4

24.

14 − 8

25.

8 + 3

26.

9 − 4

27.

5 + 5

28.

5 + 8

29.

7 + 2

30.

10 − 3

31.

8 + 8

32.

7 + 1

33.

1 + 5

34.

6 − 5

35.

9 + 2

36.

13 − 4

37.

12 − 5

38.

9 + 7

39.

9 − 1

40.

1 + 7

41.

16 − 8

42.

4 + 1

43.

6 − 3

44.

4 − 1

45.

10 − 6

46.

14 − 5

47.

8 − 2

48.

3 − 2

49.

14 − 6

50.

16 − 9

51.

1 + 9

52.

8 + 4

53.

4 + 8

54.

9 + 6

55.

12 − 4

56.

15 − 8

57.

3 + 6

58.

11 + 5

59.

3 + 7

60.

6 + 2

Level C

| Chapter 1 - 8

| Lighthouse MATH

1-8 Name

Add. 1.

8 + 5

4 + 2

1 + 1

5 + 6

3 + 3

6 + 9

8 + 7

1 + 8

8 + 4

10.

8 + 6

11.

7 + 9

12.

1 + 9

13.

3 + 2

14.

4 + 8

15.

1 + 2

16.

8 + 2

17.

9 + 2

18.

7 + 7

19.

1 7 + 3

20.

3 2 + 8

21.

2 4 + 7

22.

1 2 + 9

23.

7 3 + 5

24.

9 2 + 4

25.

15 − 8

26.

9 − 3

27.

17 − 8

28.

10 − 5

29.

5 − 1

30.

4 − 3

31.

6 − 2

32.

10 − 6

33.

13 − 5

34.

3 − 1

35.

9 − 5

36.

3 − 2

37.

6 − 1

38.

15 − 6

39.

16 − 8

40.

14 − 6

41.

8 − 4

42.

10 − 4

Level C

| Chapter 1 - 8

| Lighthouse MATH

Subtract.

2 C H A P T E R

In Chapter 2 we will learn about

Numbers and Place Value Place value helps us understand and compare numbers. We can find patterns in numbers when counting. • We will learn about ones, tens, hundreds, and thousands. • We will understand each place value as being 10 times greater than the one to the right of it. • We will practice skip counting. • We will compare numbers. • We will round numbers.

2 - 1 | Tens and Ones

L ET ’S LEA R N These are base-ten blocks. We can use them to show numbers. Count the rods by ten and unit blocks by one.

3 tens and 2 ones thirty-two

This is ten.

This is one.

+ 2

TRY IT TO GET HER Write each number. 2.

7 ones = 7 4.

tens = 5.

tens

ones =

tens = 6.

tens

ones =

tens

ones =

Teacher Notes Distribute base-ten blocks. Have students line up 10 unit blocks next to a tens rod and discuss. Show how to make 32 with rods. Pull out 3 rods and count, “10, 20, 30.” Add two unit blocks and say, “31, 32.” Tell students to take out 5 tens and 6 ones. Have students count by tens and then ones to determine the number it shows. Continue to practice with other numbers.

Level C

| Chapter 2 - 1

| Lighthouse MATH

2-1 Name

Write each number. 1.

4. 3 tens 8 ones 38

5. 7 tens 8 ones

6. 3 tens 2 ones

2 tens 0 ones

8. 1 ten 9 ones

9. 8 tens 8 ones

10. 4 tens 6 ones

11. 6 tens 8 ones

12. 7 tens 1 one

13. 6 tens 2 ones

14. 5 tens 4 ones

15. 0 tens 9 ones

16. 9 tens 5 ones

17. 0 tens 5 ones

18. 7 tens 2 ones

19. eighty 80

20. eleven

21. thirty-four

22. forty-one

23. thirteen

24. seventy-two

25. ninety-six

26. twenty

27. five

28. eighteen

29. fifty-three

30. sixty-five

Write each number.

Write the number.

4 tens 23 ones

C H ALLENGE

6 tens 80 ones

Level C

| Chapter 2 - 1

| Lighthouse MATH

2 - 2 | Hundreds

L ET ’S LEA R N We can use a hundreds flat to show bigger numbers. It is equal to 100 ones or 10 tens. Hundreds

Tens

Ones

100

1 hundred, 2 tens, 4 ones one hundred twenty-four

124

TRY IT TO GET HER Write each number.

Hundreds

3 3.

hundreds

Hundreds

hundreds

Tens

tens

Ones

ones = 345

Tens

tens

Ones

ones =

Hundreds

hundreds

Hundreds

hundreds

Tens

tens Tens

tens

Ones

ones = Ones

ones =

Teacher Notes Introduce the hundreds flat. Hold up 10 rods and count by tens to show that it is equal to 100. Tell students that if we counted 100 unit blocks, we’d also get 100. Give students 1 hundreds flat, 2 tens, and 4 ones. Count the hundreds flat “100,” the tens rods “110, 120,” and the unit blocks “121, 122, 123, 124.” Next, pass out 4 hundreds flats, 5 tens rods, and 2 unit blocks and have students determine the number they show. Continue to practice with other numbers.

Level C

| Chapter 2 - 2

| Lighthouse MATH

2-2 Name

Write each number. 1.

Hundreds

Tens

Ones

Hundreds

Tens

Ones

Write each number. 3 hundreds, 0 tens, 8 ones 308

4. 7 hundreds, 2 tens, 3 ones

5. 8 hundreds, 2 tens, 7 ones

6. 2 hundreds, 8 tens, 4 ones

8. 9 hundreds, 7 tens, 1 one

3 hundreds, 0 tens, 6 ones

9. 7 hundreds, 4 tens, 0 ones

10. 4 hundreds, 0 tens, 9 ones

11. four hundred five 405

12. two hundred

13. seven hundred eleven

14. one hundred nine

15. three hundred forty-two

16. eight hundred eighty-eight

17. nine hundred sixty

18. five hundred thirteen

19. six hundred twenty-seven

20. three hundred ninety-one

Write the number.

C H ALLENGE

5 hundreds, 15 tens, 13 ones 5 hundreds, 27 tens, 45 ones

Level C

| Chapter 2 - 2

| Lighthouse MATH

2 - 3 | Thousands

L ET ’S LEA R N Ten hundreds make one thousand. When we write numbers in the thousands, we use a comma (,) to separate the thousands place.

Thousands

Hundreds

Tens

Ones

6,000

200

+ 30 +

6 thousands, 2 hundreds, 3 tens, 1 one Six thousand, two hundred thirty-one

6,231

TRY IT TO GET HER Write each number in the place value chart.

f ive thousand, three hundred twenty-seven

Thousands

Hundreds

Tens

Ones

ne thousand, nine hundred o fifty-seven

Thousands

Hundreds

Tens

Ones

four thousand, forty-four

Thousands

Hundreds

Tens

Ones

Teacher Notes Begin by telling students that 10 hundreds equals 1 thousand. Ask students how many tens and ones make 1 thousand. Draw an empty place value chart on the board. As a class, fill in the ones, tens, and hundreds columns. Show students that after the hundreds comes thousands, but first we need to write a comma. Using a colored marker, write digits in the chart and practice reading the numbers. Make sure to practice numbers with the digit 0 in the middle.

Level C

| Chapter 2 - 3

| Lighthouse MATH

2-3 Name

Write each number. 1.

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

9,007

8,000

4. eight thousand 5. four thousand 6. nine thousand, four hundred twenty-two 7.

three thousand, six hundred forty-seven

8. one thousand, one hundred eleven

9. six thousand, three hundred five 10. eight thousand, ninety 11. five thousand, nine hundred 12. two thousand, thirty-four 13. seven thousand, two

C H ALLENGE

Write each number in words.

Level C

4,004 5,502

| Chapter 2 - 3

| Lighthouse MATH

2 - 4 | Place Value

L ET ’S LEA R N

The digit 2 is in the thousands place. Its value is 2,000. The digit 3 is in the tens place. Its value is 30.

ON ES

TEN S

2,036

HU ND RED S

THO USA ND S

The place of the digit in the number tells us its value, or how much it’s worth.

Digits are the numbers 0 - 9. The number, 2,036 has 4 digits. We can put each digit in a place value chart.

TRY IT TO GET HER

Answer the questions about the number.

1,824 1

Which digit is in the thousands place?

Which digit is in the hundreds place?

What is its value?

Which digit is in the tens place?

What is its value?

4. Which digit is in the ones place?

What is its value?

1,000

Teacher Notes Draw a place value chart on the board with the number 2,036. Use a different color to write the 3. Show students that 3 is in the tens place in the chart. When 3 is in the tens place, its worth or value is 30. If the 3 were in a different place, it would have a different value. Using the colored marker and an eraser, switch the 3 and the 0. Show students that now the 3 is in the hundreds place, so its value is 300. Discuss with students which is bigger and how they know.

Level C

| Chapter 2 - 4

| Lighthouse MATH

2-4 Name

Find the digit. 1.

712

Which digit is in the tens place?

7,150

Which digit is in the thousands place?

Which digit is in the tens place?

396

Which digit is in the hundreds place?

Which digit is in the ones place?

3,059

Which digit is in the ones place?

Which digit is in the thousands place?

5,482

Which digit is in the thousands place?

Which digit is in the ones place?

Which digit is in the hundreds place?

Write the value of each digit. 9,004

What is the value of the digit 9? 9,000

What is the value of the digit 4?

5,963

What is the value of the digit 9?

What is the value of the digit 6?

4,562

What is the value of the digit 4?

What is the value of the digit 6?

What is the value of the digit 9?

What is the value of the digit 5?

10.

654

What is the value of the digit 4?

What is the value of the digit 6?

What is the number?

C H ALLENGE

5,000 + 700 + 20 + 3 = 9,000 + 60 + 7 =

Level C

| Chapter 2 - 4

| Lighthouse MATH

2 - 5 | Counting to 999

L ET ’S LEA R N Numbers are counted in order. Every number is one more than the last. What number comes after 698? 699 What number comes after 699? 700 What number comes after 700? 701

After counting the digit 9 in any place, that place changes to 0, and the place to the left goes up by 1.

TRY IT TO GET HER

Fill in the missing numbers. 1.

15,

16 ,

17 ,

18 ,

19 , 20

97,

41,

, 46

, 102

4. 76,

, 81

5. 587,

, 592

6. 952,

, 957

498,

, 503

8. 396,

, 401

9. 244,

, 249

10. 789,

, 794

11. 699,

, 704

12. 897,

, 902

, 323

14. 548,

, 553

13. 318,

Teacher Notes Start by counting together out loud as class from 60. When you get to 69, 70, 71, and 72, pause and ask students what number comes next before counting the next number. Repeat the activity with the following numbers. Start at 97 and pause after 99, 100, 101, and 102. Start at 250 and pause after 259, 260, 261, and 262. Start at 380 and pause after 399, 400, 401, and 402. Explain that the digits go up to 9 and then start again at 0 with the next place increasing by 1.

Level C

| Chapter 2 - 5

| Lighthouse MATH

2-5 Name

Write the number that comes after. 1.

4. 38

5. 99

6. 121

455

8. 897

9. 900

10. 507

11. 609

12. 799

13. 657

14. 369

15. 880

16. 205

17. 500

18. 619

19. 899

20. 489

87 88

Write the number that comes before. 45 46

22.

23.

24.

25.

26.

100

27.

118

28.

106

29.

569

30.

237

31.

260

32.

509

33.

300

34.

480

35.

661

36.

502

37.

790

38.

401

39.

459

40.

999 © Lighthouse Curriculum. Copying strictly prohibited.

21.

Ordinal numbers tell you the position of things in a list. Write the ordinal number that comes after each number.

C H ALLENGE

seventh

twenty-second

ninety-ninth

sixtieth

eighty-third

forty-fifth

three hundred sixty-seventh

Level C

| Chapter 2 - 5

| Lighthouse MATH

2 - 6 | Skip Counting

L ET ’S LEA R N When we skip count, we don’t say every number. Skip counting by twos:

2, 4, 6, 8, 10, 12 , 14 52, 54, 56, 58 , 60 Skip counting by fives:

Skip counting by tens:

Skip counting by hundreds:

5, 10, 15, 20, 25 , 30 435, 440, 445, 450

10, 20, 30, 40, 50 , 60 74, 84, 94, 104, 114 , 124

100, 200, 300, 400 115, 215, 315, 415 , 515

TRY IT TO GET HER Skip count by two. Write the next numbers.

2, 4, 6 , 8 , 10 , 12

14, 16,

42, 44,

6. 80, 85,

Skip count by five. Write the next numbers. 4. 5, 10,

5. 35, 40,

Skip count by ten. Write the next numbers. 7.

10, 20,

8. 120, 130,

9. 400, 410,

Skip count by one hundred. Write the next numbers. 10. 100, 200,

11. 550, 650,

12. 25, 125,

Teacher Notes Skip count by 2 as a class, whispering the numbers that are not said: whisper 1, count 2, whisper 3, count 4. Skip count by 5 as a class. Help students notice that every other number ends in 5 or 0. Skip count by 10 as a class. Help students notice how the tens place goes up by 1 each time. Skip count by 100 as a class. Help students notice how the hundreds place goes up by 1 each time.

Level C

| Chapter 2 - 6

| Lighthouse MATH

2-6 Name

Skip count by two. Write the next numbers. 1.

78, 80 , 82 , 84 , 86

4. 130, 132, 134,

56,

5. 526, 528,

90,

6. 840, 842,

Skip count by five. Write the next numbers. 7.

65, 70 , 75 , 80 , 85

10. 625, 630, 635,

8. 45,

9. 20,

11. 865, 870,

12. 440, 445,

15. 360,

Skip count by ten. Write the next numbers. 14. 140,

16. 36, 46, 56,

17. 59,

18. 347, 357,

13. 80, 90 , 100 , 110 , 120

Skip count by one hundred. Write the next numbers. 19. 325, 425 , 525 , 625

20. 256,

Skip count by two.

C H ALLENGE

7, 9, 11,

91, 93,

545, 547,

Level C

21. 499,

| Chapter 2 - 6

, ,

| Lighthouse MATH

2 - 7 | Comparing and Ordering

L ET ’S LEA R N JAR A 573 BEANS

Jar A has 573 beans. Jar B has 578 beans. Which jar has less?

JAR B 578 BEANS

Line up the place values.

Compare the hundreds.

Compare the tens.

Compare the ones.

573 578

same

3 is less than 8

Hundreds

Tens

Ones

same

Write > for more than. Write < for less than.

573 < 578

Jar A has less beans.

TRY IT TO GET HER Write > for more than. Write < for less than. 1.

Hundreds

Tens

Ones

Hundreds

Tens

Ones

843 > 743

329

371

Teacher Notes Review the signs for showing more (greater) than (>) and less than (<). Explain that when we compare numbers, we start with the biggest place value. In 573 and 578, this is the hundreds. The digits are the same, so we move to the tens. The digits are the same, so we move to the ones. Next, ask students to compare 178 and 95. Have students notice that there is no digit in the hundreds place in 95, while 178 has a 1 in the hundreds place. So, 178 is larger.

Level C

| Chapter 2 - 7

| Lighthouse MATH

2-7 Name

Write > for more than. Write < for less than. 1.

56 > 54

115

219

4. 580

6. 789

987

9. 805

850

12. 113

119

values. Start comparing the largest place es. valu e plac ller sma Then, move to the

5. 843

752

8. 100

591

10. 742

762

11. 630

910

13. 491

483

14. 608

620

490

111

Write the numbers in order from smallest (least) to biggest (greatest). 16. 41, 14, 40

51 , 56 , 65

18. 857, 858, 856 ,

17. 15, 50, 5 ,

19. 321, 323, 322

20. 888, 886, 880

21. 102, 902, 702

22. 430, 429, 431

23. 100, 102, 104

, © Lighthouse Curriculum. Copying strictly prohibited.

15. 56, 51, 65

Use the table to answer the questions. Visitors to Central Park

C H ALLENGE

Monday

987

Tuesday

905

Wednesday

897

Thursday

950

Level C

| Chapter 2 - 7

Which day had the most visitors?

Which day had the least visitors?

| Lighthouse MATH

2 - 8 | Rounding to the Nearest Ten

L ET ’S LEA R N Numbers that end in 0 are easier to do math with. When we skip count by ten, we get numbers that end in 0. We can round to find the nearest ten. Round 53 to the nearest ten. What two tens is 53 between? 50 and 60 Which ten is it closer to? 50 53 rounds to 50.

If the ones digit is 5, the number is halfway between two tens. We round up to the higher ten.

TRY IT TO GET HER

Circle the tens. 1. 2. 3. 4.

19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74

75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 Teacher Notes Skip count by tens out loud as class. Explain that these numbers are called tens. Discuss why they are easier to work with when we do math. Rounding to the nearest ten means to find the tens number that is closest. Guide students in finding the number on the number line, finding the two tens it is between, and the ten it is closer to.

Level C

| Chapter 2 - 8

| Lighthouse MATH

2-8 Name

Use the number lines on the previous page to round to the nearest ten. 1.

Round 38 to the nearest ten.

2. Round 74 to the nearest ten.

a. Find 38 on the number line.

a. Find 74 on the number line.

b. Which two tens is it between?

b. What two tens is it between?

and

c. Which ten is it closer to?

and

c. Which ten is it closer to?

Round each number to the nearest ten. 88 90

5. 62 7.

4. 74 If the ones digit is 0, 1, 2, 3, or 4, we round down. The tens digit stays the same. The ones become 0.

6. 58

Example: 43 → 40

If the ones digit is 5, 6, 7, 8, or 9, we round up. The tens digit goes up by 1. The ones become 0. Example: 45 → 50

8. 6

9. 56

10. 97

11. 55

12. 7

13. 31

14. 66

15. 96

16. 18

17. 22

18. 52

19. 89

20. 12

21. 43

22. 65

23. 23

24. 37

25. 51

26. 92

27. 78

28. 16

C H ALLENGE

Isaac was asked to list all of the numbers that round to 50. He listed the numbers 45, 46, 47, 48, 49. Do you agree with Isaac’s list? Explain why you agree or disagree.

Level C

| Chapter 2 - 8

| Lighthouse MATH

2 - 9 | Rounding to the Nearest Hundred

L ET ’S LEA R N Numbers that end in 0 are easier to do math with. When we skip count by hundreds, we get numbers that end in two zeros. We can round to find the nearest hundred. Round 654 to the nearest hundred.

600

610

620

630

640

650

660

670

680

690

700

654 654 is between 600 and 700. It is closer to 700. If the tens digit is 5, round up to the higher hundred.

654 rounds to 700.

TRY IT TO GET HER Circle the hundreds.

1. 2. 3. 4.

291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311

99 100 101 102 103 104 105 106 107 108 109 110

111

112 113 114 115 116

800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820

450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650

Teacher Notes Skip count by hundreds as a class. Explain that rounding to the nearest hundred means to find the hundred that is closest. Tell students that number lines do not always have a tick mark for every number. Help students imagine where exactly the number would be placed. Guide students in approximating the number on the number line, finding the two hundreds it is between, and the hundred it is closer to.

Level C

| Chapter 2 - 9

| Lighthouse MATH

2-9 Name

Use the number line to round to the nearest hundred.

100

200

300

400

500

Round 220 to the nearest hundred.

600

700

800

900

Round 387 to the nearest hundred.

a. Find 220 on the number line.

a. Find 387 on the number line.

b. What two hundreds is it between? and

c. Which hundred is it closer to?

Round each number to the nearest hundred. 788 800

4. 643 If the tens digit is 5, 6, 7, 8, or 9, we round up. The hundreds digit goes up by 1. The tens and ones become 0. Example: 678 → 700

5. 125

6. 656

If the tens digit is 0, 1, 2, 3, or 4, we round down. The hundreds digit stays the same. The tens and ones become 0.

888

8. 342

Example: 342 → 300

9. 744

10. 460

11. 506

12. 790

13. 869

14. 634

15. 692

16. 441

17. 172

18. 381

19. 119

20. 278

C H ALLENGE

Round the number to the nearest hundred.

Level C

| Chapter 2 - 9

1,260 1,300

8,109

3,380

5,369

| Lighthouse MATH

2 - 10 | Chapter Review

LET ’S REV I EW

ON ES

When we count in order, each number is one more than the last.

TEN S

Digits are the numbers 0-9. The place of a digit in a number gives it a worth or value. HU ND RED S

Counting

THO USA ND S

Place Value

496, 497, 498, 499, 500, 501, 502

Comparing Numbers

Rounding to the Nearest 10 or 100

Compare the digits in the highest place value. If they are the same, move right until they are different and compare.

Find the two tens or hundreds the number is between. Then, find the ten or hundred it is closer to.

Hundreds

Tens

Ones

same

7>2

518 is between 500 and 600. It is closer to 500. 518 rounds to 500.

TRY IT TO GET HER Write > for more than. Write < for less than. 1.

56 > 54

4. 115

219

5. 580

490

105

106

6. 843

752

Teacher Notes Review each of the concepts taught in the chapter. Pay attention to areas where students are still having difficulty and reinforce those areas.

Level C

| Chapter 2 - 10

| Lighthouse MATH

2 - 10 Name

Write the number. 34

3 tens and 4 ones

8 hundreds, 9 tens, 6 ones

6 tens

4. 4 hundreds, 5 ones

5. seventy-eight

6. eight hundred eleven

8. five thousand, four hundred thirteen

six thousand, two hundred

Write the number that comes next. 9. 47 48

10. 99

11. 101

12. 235

13. 489

14. 716

15. 599

16. 809

17. 56 60

18. 21

19. 18

20. 48

21. 45

22. 93

23. 78

24. 25

Round each number to the nearest ten.

Round each number to the nearest hundred. 25. 158 200

26. 852

27. 203

28. 741

29. 369

30. 499

31. 777

32. 385

Level C

| Chapter 2 - 10

| Lighthouse MATH

2 - 11 | Cumulative Review

Solve. 1.

6 + 6

6 − 4

16 − 8

8 + 6

8 − 5

13 − 6

3 + 4

8 + 3

7 + 5

10.

9 − 2

11.

11 − 9

12.

5 + 1

13.

4 + 3

14.

13 − 5

15.

7 − 1

16.

3 − 1

17.

14 − 7

18.

12 − 4

19.

9 − 1

20.

7 + 8

21.

6 − 5

22.

13 − 9

23.

17 − 9

24.

8 + 9

25.

1 + 6

26.

2 + 4

27.

4 + 1

28.

7 + 7

29.

11 − 3

30.

12 − 5

31.

5 + 7

32.

4 + 8

33.

9 − 8

34.

4 + 9

35.

2 + 7

36.

1 + 4

37.

3 + 6

38.

5 − 4

39.

6 + 4

40.

5 + 3

41.

7 + 2

42.

15 − 7

43.

5 + 2

44.

8 − 1

45.

4 + 7

46.

5 + 8

47.

9 + 8

48.

10 − 5

49.

9 + 1

50.

9 + 7

51.

16 − 9

52.

10 − 9

53.

4 − 1

54.

11 − 6

55.

3 + 3

56.

7 − 2

57.

4 + 2

58.

9 − 5

59.

3 + 1

60.

2 − 1

Level C

| Chapter 2 - 11

| Lighthouse MATH

2 - 11 Name

Add. 1.

4 + 2

9 + 6

7 + 9

8 + 4

3 + 1

8 + 8

5 + 1

5 + 4

4 + 3

10.

9 + 5

11.

5 + 6

12.

1 + 4

13.

3 + 1

14.

5 + 8

15.

7 + 4

16.

7 + 5

17.

7 + 7

18.

4 + 6

19.

8 − 5

20.

17 − 7

21.

19 − 7

22.

3 − 3

23.

13 − 3

24.

8 − 4

25.

12 − 6

26.

10 − 8

27.

7 − 4

28.

20 − 4

29.

18 − 8

30.

16 − 5

31.

18 − 8

32.

11 − 4

33.

5 − 5

34.

3 − 2

35.

6 − 0

36.

20 − 3

Subtract.

Write the number that comes next. 37. 85

38. 49

39. 104

40. 581

41. 269

42. 818

43. 399

44. 409

Write > for more than. Write < for less than. 45. 73

46. 48

Level C

47. 115

| Chapter 2 - 11

| Lighthouse MATH

151

3 C H A P T E R

In Chapter 3 we will learn about

Adding Multi-Digit Numbers In this chapter, we will be adding two-digit and three-digit numbers. When adding larger numbers, it is important to keep your work organized. • We will add numbers by lining up their place values and working from right to left. • We will learn how to regroup 10 ones for 1 ten. • We will learn how add three numbers. • We will estimate sums by rounding.

3 - 1 | Adding Two-Digit Numbers (No Regrouping)

L ET ’S LEA R N Tom collected 34 leaves, and Max collected 53 leaves. How many leaves did they collect in all?

Add 34 + 53. Line up the place values. First, add the ones. Then, add the tens.

Tens

Ones

+ 5

They collected 87 leaves.

TRY IT TO GET HER Line up the place values and add.

28 + 1

Tens

Ones

2 +

4. 93 + 4

Tens

Ones

+ 1

Ones

36 + 11

5. 4 + 32

Tens

Ones

41 + 28

Tens

Ones

Tens

Ones

6. 50 + 13 +

Teacher Notes Write the problem 24 + 12 on the board. Tell the students to write each number in the place value chart. Point out that the ones digits are in the ones column and the tens digits are in the tens column. Add the ones column first. Say the digits aloud and write the sum. Repeat this step with the tens column. Read the final answer as a class. Continue to practice with other two-digit addition problems.

Level C

| Chapter 3 - 1

| Lighthouse MATH

3-1 Name

Add. 1.

21 + 11 32

62 + 6

39 + 40

16 + 2

24 + 33

56 + 31

12 + 14

42 + 7

23 + 74

10.

27 + 31

11.

38 + 40

12.

12 + 81

13.

35 + 7

14.

53 + 14

15.

29 + 10

16.

17 + 1

17.

38 + 11

18.

72 + 4

19.

34 + 62

20.

16 + 72

21.

33 + 2

22.

27 + 30

23.

38 + 1

24.

81 + 17

Rewrite the problem and add. 25. 48 + 1

26. 15 + 44

27. 23 + 52

28. 44 + 35

Read the problem. Find the answer. 29. Mike picked 31 carrots and 45 tomatoes out of his garden. How many vegetables did he pick altogether?

C H ALLENGE

Write an addition problem for each sum.

Level C

| Chapter 3 - 1

30. John read 12 books in the summer and 33 books in the fall. How many books did he read in all?

= 45

= 32

| Lighthouse MATH

48 + 1 49

3 - 2 | Regrouping Ones, Tens, and Hundreds

L ET ’S LEA R N Each place can only go up to 9. If we have 10 or more, we need to regroup. To regroup 10 ones as 1 ten, we make a trade. We take away 10 ones and add 1 ten. 3 tens and 16 ones Tens

Now, we have 4 tens and 6 ones. Ones

Regroup 10 ones for 1 ten

Tens

Ones

We can also regroup 10 tens as 1 hundred. We trade 10 tens for 1 hundred.

TRY IT TO GET HER Draw a line to match the pictures that show the same number.

Teacher Notes Distribute base-ten blocks. Tell the students to take out one hundred flat, 12 ten rods, and 5 one blocks. Say that 10 ones can be traded for 1 ten and 10 tens can be traded for 1 hundred. Tell students to trade and regroup, then read the new amount of ones, tens, and hundreds. Ask them what the number is. Practice regrouping with different amounts of each type of base-ten blocks.

Level C

| Chapter 3 - 2

| Lighthouse MATH

3-2 Name

Draw a picture. Regroup 10 ones for 1 ten. 5

4 tens, 18 ones =

7 tens, 13 ones =

tens,

ones

8 tens, 19 ones =

tens,

ones

4. 1 hundreds, 7 tens, 13 ones = hundreds, tens,

ones

tens,

ones

Draw a picture. Regroup 10 tens for 1 hundred. 5. 2 hundreds, 13 tens = 3 hundreds, 3 tens

6. 7 hundreds, 15 tens = hundreds, tens

7. 5 hundreds, 19 tens = hundreds, tens

Regroup to the smallest amount of hundreds, tens, and ones.

C H ALLENGE

5 hundreds, 22 tens, 36 ones =

Level C

| Chapter 3 - 2

hundreds,

| Lighthouse MATH

tens,

ones

3 - 3 | Adding Two-Digit Numbers (With Regrouping)

L ET ’S LEA R N Mark added 58 and 24 with base-ten blocks. After he regroups, how many of each block does he have? Add 58 and 24. Line up the place values. Add the ones. Regroup.

Tens 1

8 + 4 = 12 ones 12 ones = 1 ten and 2 ones Carry the 1 to the tens place.

Mark has

tens and

Ones

+ 2

Add the tens.

Tens

ones.

TRY IT TO GET HER Add. Tens

Ones

Tens

Ones

3 + 2

8 4

Tens

Ones

5 + 2

4 9

Tens

Ones

6 + 2

7 8

Tens

Ones

2 + 2

8 9

9 7

Tens

Ones

4 + 1

5 8

Teacher Notes Write the problem 64 + 27 on the board vertically. Show students how to line up the ones and tens digits. Start by having students add the ones. Explain that since there are 11 ones, they need to regroup 10 ones into 1 ten. Tell students to write this as a 1 above the numbers in the tens column and have them write a 1 as the answer in the ones column. Finish by adding up the tens column. Repeat with more examples.

Level C

| Chapter 3 - 3

| Lighthouse MATH

3-3 Name

Add. 1

59 + 16 75

47 + 17

23 + 19

39 + 27

28 + 48

56 + 36

57 + 26

49 + 29

38 + 19

10.

45 + 46

11.

16 + 66

12.

48 + 48

13.

28 + 17

14.

18 + 16

15.

48 + 38

16.

57 + 35

17.

27 + 69

18.

16 + 78

19.

38 + 35

20.

48 + 27

21.

24 + 28

22.

44 + 46

23.

59 + 21

24.

56 + 18

Rewrite the problem and add. 25. 48 + 46

26. 38 + 24

27. 57 + 23

28. 64 + 29

Read the problem. Find the answer. 29. The bakery has 36 chocolate cupcakes and 48 vanilla cupcakes. How many cupcakes do they have all together?

C H ALLENGE

Fill in the missing digits.

Level C

30. Ben has 38 blue blocks and 24 red blocks. How many blocks does he have all together?

35 + 2 0 62

| Chapter 3 - 3

43 + 1 0 61

| Lighthouse MATH

48 + 46 94

3 - 4 | Adding Two-Digit Numbers (Two Regroupings)

L ET ’S LEA R N James adds 78 and 49 with base-ten blocks. After he regroups, how many of each block does he have?

Hundreds

Tens

Ones

Add 78 and 49. Line up the place values. Add the ones. Regroup. 8 + 9 = 17 Carry the 1.

Hundreds

Tens

Add the tens. Regroup.

Ones

1 + 7 + 4 = 12 Carry the 1.

James has

hundred, 2

tens, and

ones.

TRY IT TO GET HER Add. 1.

Hundreds

Tens

+ 1

Ones

7 5

6 8

Hundreds

Tens

Ones

8 3

2 9

Hundreds

Tens

Ones

9 5

3 7

Teacher Notes Write the problem 77 + 58 on the board in a place value chart. Tell students that sometimes we need to regroup more than once when we add. Add the ones and have students help you regroup 10 ones into 1 ten. Have them add the tens. Point out that because there are 13 tens, they will need to regroup 10 tens for 1 hundred. Write a 1 in the hundreds column and explain that we bring it down because there are no digits to add. Show how to bring down the hundreds. Repeat with more example problems as needed.

Level C

| Chapter 3 - 4

| Lighthouse MATH

3-4 Name

Add. 1

89 + 56 145

58 + 65

64 + 37

76 + 67

22 + 98

88 + 39

95 + 67

86 + 79

57 + 54

10.

66 + 48

11.

57 + 85

12.

72 + 89

13.

97 + 39

14.

73 + 58

15.

78 + 48

16.

69 + 59

17.

94 + 56

18.

51 + 79

19.

85 + 88

20.

49 + 83

21.

29 + 97

22.

78 + 96

23.

45 + 68

24.

83 + 88

Rewrite the problem and add. 25. 59 + 46

26. 78 + 47

27. 77 + 67

28. 85 + 58

Read the problem. Find the answer. 29. There are 76 stones in the first section of the patio and 68 stones in the rest. How many stones are there in the patio altogether?

C H ALLENGE

30. Mrs. Richards cuts 96 strips of yellow construction paper and 75 strips of black construction paper. How many strips of paper does she cut all together?

Write an addition problem that requires two regroupings and has this number as a sum.

Level C

| Chapter 3 - 4

| Lighthouse MATH

124

59 + 46 105

3 - 5 | Adding Three-Digit Numbers (One Regrouping)

L ET ’S LEA R N The school library has 245 chapter books and 318 picture books. How many books do they have altogether? Chapter books

Add 245 and 318.

Hundreds

Tens

Picture books

Ones

Line up the place values. Add the ones. Regroup if needed. Add the tens. Regroup if needed. Add the hundreds.

+ 3

They have 563 books.

TRY IT TO GET HER Add. 1.

Hundreds

Tens

Ones

Hundreds

Tens

Ones

4 3

8 4

6 2

Hundreds

Tens

Ones

4 1

7 8

5 2

Hundreds

Tens

Ones

5 2

3 2

7 8

Hundreds

Tens

Ones

7 1

4 8

4 2

1 3

7 1

8 9

Hundreds

Tens

Ones

6 1

8 6

4 2

Teacher Notes Tell students that today, they will practice regrouping when adding larger numbers. Write the problem 446 + 137 on the board in a place value chart. Remind students to start adding in the ones place and to regroup 10 ones for 1 ten. Then have them help you add the tens and hundreds. Point out that they do not need to regroup in the tens place because the sum of the tens is less than 10. Practice more examples that require regrouping either ones or tens.

Level C

| Chapter 3 - 5

| Lighthouse MATH

3-5 Name

Add. 1

229 + 156 385

793 + 155

681 + 154

428 + 235

209 + 649

215 + 157

472 + 381

388 + 341

835 + 145

10.

108 + 343

11.

483 + 256

12.

264 + 229

13.

828 + 158

14.

380 + 257

15.

281 + 209

16.

184 + 609

17.

167 + 617

18.

328 + 562

19.

608 + 246

20.

707 + 148

Rewrite the problem and add. 21. 262 + 484

22. 139 + 147

23. 551 + 256

24. 628 + 116

262 + 484 746 Read the problem. Find the answer. 25. One crate has 405 blueberries in it. Another has 388. How many blueberries are there in all?

C H ALLENGE

Fill in the missing digits.

Level C

26. One puzzle has 528 pieces. Another puzzle has 180 pieces. How many pieces are there in both puzzles?

352 + 2 0 4 626

| Chapter 3 - 5

438 + 1 2 5 563

| Lighthouse MATH

3 - 6 | Adding Three-Digit Numbers (Two Regroupings)

L ET ’S LEA R N Ann has 185 coins, and Ruth has 346 coins. How many do they have altogether? Add 185 and 346. Line up the place values. Add the ones. Regroup. Add the tens. Regroup. Add the hundreds.

Hundreds

Tens

Ones

+ 3

They have 531 coins.

TRY IT TO GET HER Add.

Hundreds

Tens

3 3

7 4

8 9

Hundreds

Tens

Ones

3 1

8 6

4 9

Ones

Hundreds

Tens

Ones

3 1

8 4

6 7

Hundreds

Tens

Ones

3 2

6 8

Hundreds

Tens

Ones

4 2

3 9

7 8

Hundreds

Tens

Ones

1 1

5 5

9 3

Teacher Notes Tell students that today, they will practice adding three-digit numbers that require regrouping twice. Write the problem 367 + 158 on the board in a place value chart. Remind students to start adding in the ones place and to regroup 10 ones for 1 ten. Then have them add the digits in the tens place and regroup 10 tens for 1 hundred. Finally, have them add the hundreds. Practice more examples that require regrouping both the ones and the tens.

Level C

| Chapter 3 - 6

| Lighthouse MATH

3-6 Name

Add. 1

279 + 156 435

595 + 165

487 + 164

498 + 236

387 + 335

316 + 297

562 + 288

678 + 249

765 + 148

10.

169 + 771

11.

587 + 146

12.

284 + 229

13.

388 + 157

14.

487 + 357

15.

369 + 252

16.

158 + 362

17.

388 + 529

18.

158 + 276

19.

169 + 452

20.

297 + 634

Rewrite the problem and add. 21. 352 + 289

22. 269 + 156

23. 458 + 276

24. 638 + 287

Read the problem. Find the answer. 25. There are 345 grapes on one vine and 297 on another. How many grapes are there altogether?

C H ALLENGE

26. One classroom has 368 books. Another classroom has 342 books. How many books are there in both classrooms?

Write an addition problem that requires two regroupings and has this number as a sum.

Level C

| Chapter 3 - 6

| Lighthouse MATH

= 632

352 + 289 641

3 - 7 | Column Addition

L ET ’S LEA R N The Anderson family drives 105 miles to Philadelphia. Then, they drive 415 miles to Niagara Falls. Finally, they drive 392 miles back home. How many total miles do they drive? Add 105, 415, and 392.

Niagara Falls

1 1

Add the ones. Regroup if needed. Add the tens. Regroup if needed. Add the hundreds.

105 415 + 392 912

New York Philadelphia

They drive 912 miles.

TRY IT TO GET HER Add. 1

1. +

5. +

4 1 6 2 5 6 2 3 9 9 1 1 5 7 2 1 8 0 1 7 4

2. +

6. +

2 4 3 3 2 8 1 7 4

3 0 4 2 1 2 1 3 8

3. +

7. +

3 3 5 2 6 0 1 4 8

1 8 6 1 4 3 1 5 5

4. +

1 2 3 2 8 6 1 4 7

2 3 3 3 6 5 1 8 4

Teacher Notes Write the problem 269 + 182 + 231 on the board vertically. Have students help you add the ones, then the tens, then the hundreds, regrouping when needed. Remind students that they can add the three numbers in a column in any order, and to add the sum of the first two numbers to the third. Remind them to record any regroupings in the correct column. Practice more example problems as needed.

Level C

| Chapter 3 - 7

| Lighthouse MATH

3-7 Name

Add. 11

137 346 + 185 668

259 241 + 163

357 228 + 131

424 275 + 236

174 253 + 163

463 184 + 137

315 223 + 129

192 154 + 167

233 362 + 184

10.

126 314 + 383

Rewrite the problem and add. 11. 352 + 289 + 124

12. 258 + 156 + 142

13. 447 + 276 + 232

14. 338 + 287 + 122

352 289 + 124 765

15. There are 336 books on the first shelf, 285 on the second shelf, and 142 books on the third shelf. How many books are there altogether?

Fill in the missing digit.

352 234 + 1 0 6 702

C H ALLENGE

Level C

16. One classroom has 283 pencils. Another classroom has 194 pencils. A third classroom has 246 pencils. How many pencils are there in all three classrooms?

| Chapter 3 - 7

| Lighthouse MATH

Read the problem. Find the answer.

3 - 8 | Estimating Sums

L ET ’S LEA R N Mrs. Ross draws 52 circles and 36 stars. About how many shapes does she draw? You don’t need an exact answer. Round Down

Round each number to the nearest ten to estimate. 52 + 36

50 40 90

Round Up 54

Round Down 30

Round Up 34

Mrs. Ross has about 90 shapes.

TRY IT TO GET HER Round to the nearest ten and add.

71 + 17

70 +

Round to the nearest hundred and add. 2.

431 + 195

400

410

420

430

440

450

460

470

480

490

500

100

110

120

130

140

150

160

170

180

190

200

Teacher Notes Write 54 + 27 on the board. Tell students that in this lesson they will round numbers to the nearest ten or hundred to estimate the sum. Have students help you round 54 and 27 to the nearest ten and add 50 + 30 = 80. Then write 387 + 123 on the board. Have students help you round to the nearest hundred and add 400 + 100 = 500. Repeat the process with more examples as needed.

Level C

| Chapter 3 - 8

| Lighthouse MATH

3-8 Name

Round to the nearest ten and add. 1.

43 + 21

43 + 39

40 + 20 60

67 + 24

56 + 27

3. +

7. +

31 + 19

38 + 19

4. +

8. +

48 + 26

21 + 14

375 + 216

367 + 329

Round to the nearest hundred and add. 9.

332 + 294

13.

772 + 143

300 + 300 600

10.

14. +

512 + 406

495 + 326

11. +

15. +

533 + 189

281 + 133

12. +

16. +

17. There are 53 blocks in the basket. Emma puts 27 more blocks in. About how many blocks are in the basket now?

C H ALLENGE

18. Mrs. Richards has 336 markers in her cabinet. She puts 292 more markers in. About how many markers are in the cabinet now?

Round to the nearest 100 and add. Round to the nearest 10 and add. Then add to find the actual answer. Which estimate is closer to the actual answer?

Level C

| Chapter 3 - 8

645 + 172

| Lighthouse MATH

Round to the nearest ten or hundred to solve.

3 - 9 | Chapter Review

LET ’S REV I EW Adding Numbers

Line up the place values and add from right to left. Regroup if needed. 1 1

28 + 11 39

1 1

145 75 220

653 + 278 931

Adding Three Numbers

Line up the place values and add from right to left. Regroup if needed.

Estimating Sums

Round each number and then add.

1 2

128 376 + 86 590

77 48

80 + 50 130

TRY IT TO GET HER

Add. 1.

43 + 12

27 + 16

38 + 24

65 + 53

135 + 27

274 + 160

385 + 245

657 + 539

Rewrite the problem and add. 9. 48 + 11

10. 45 + 44

Level C

| Chapter 3 - 9

11. 433 + 292

| Lighthouse MATH

12. 172 + 81

3-9 Name

Add. Regroup if needed. 1.

66 + 23 89

52 + 21

76 + 57

25 + 19

58 + 49

78 + 36

152 + 65

343 + 66

332 + 38

10.

527 + 88

11.

623 + 37

12.

454 + 93

15.

53 + 49

16. +

22 + 14

843 + 179

675 + 415

Round to the nearest ten and add. 13.

83 + 39

80 + 40 120

14.

87 + 49

17.

911 + 286

18. +

19.

530 + 409

20.

Read the problem. Find the answer. 21. David read 53 pages on one day. He read 87 pages the next day. How many pages did he read altogether?

22. There are 68 green trucks and 94 blue trucks. How many trucks are there altogether?

23. A group of ducks flew 125 miles on Monday, and 216 more miles on Tuesday. About how many miles did they fly on both days?

24. Jim picked 267 apples. Alan picked 106 apples. About how many apples did they pick in all?

Level C

| Chapter 3 - 9

| Lighthouse MATH

Round to the nearest hundred and add.

3 - 10 | Cumulative Review

Solve. 1.

3 + 1

3 + 3

6 − 5

17 − 8

6 + 5

14 − 6

7 − 1

4 + 2

11 − 2

10.

2 + 4

11.

16 − 8

12.

4 − 1

13.

10 − 6

14.

3 + 2

15.

5 − 2

16.

9 + 5

17.

7 − 5

18.

4 − 3

19.

3 − 2

20.

14 − 5

21.

5 + 7

22.

7 + 2

23.

15 − 7

24.

7 + 9

25.

9 + 1

26.

8 + 1

27.

5 + 4

28.

1 + 4

29.

8 − 2

30.

5 + 6

31.

3 + 7

32.

11 − 7

33.

6 + 1

34.

11 − 4

35.

17 − 9

36.

8 − 4

37.

2 + 5

38.

16 − 7

39.

9 + 3

40.

10 − 8

41.

11 − 8

42.

4 + 8

43.

4 − 2

44.

3 + 8

45.

9 − 8

46.

6 + 8

47.

8 + 6

48.

3 − 1

49.

8 + 5

50.

6 − 2

51.

9 + 9

52.

14 − 7

53.

6 − 3

54.

8 + 2

55.

4 + 8

56.

7 + 3

57.

7 + 6

58.

12 − 5

59.

3 + 8

60.

9 − 2

Level C

| Chapter 3 - 10

| Lighthouse MATH

3 - 10 Name

Add. 1.

39 + 29

12 + 19

30 + 62

181 + 782

111 + 819

208 + 35

67 + 31

40 + 15

40 + 56

10.

407 + 377

11.

191 + 645

12.

696 + 198

Subtract. 13.

2 − 1

14.

8 − 4

15.

12 − 5

16.

9 − 4

17.

8 − 1

18.

13 − 6

19.

12 − 4

20.

5 − 3

21.

11 − 3

22.

14 − 8

23.

7 − 5

24.

16 − 8

25.

5 − 2

26.

11 − 2

27.

14 − 7

28.

13 − 7

29.

9 − 7

30.

8 − 2

31.

32. 8 + 6

33. 14 + 3

−

Add. Check by subtracting.

−

9 + 7

−

14 − 6

Subtract. Check by adding. 34.

35. 13 − 5

36. 12 − 7

Level C

| Chapter 3 - 10

| Lighthouse MATH

4 C H A P T E R

In Chapter 4 we will learn about

Subtracting Multi-Digit Numbers In this chapter, we will be subtracting multi-digit numbers. When subtracting large numbers, it is important to keep your work organized. • We will subtract two-digit numbers. • We will learn to regroup by trading 1 ten for 10 ones. • We will subtract three-digit numbers. • We will subtract across zeros. • We will round to make an estimate.

4 - 1 | Subtracting Two-Digit Numbers (No Regrouping)

L ET ’S LEA R N Leo has 28 red toy cars and 16 blue toy cars. How many more red cars does he have than blue cars? Subtract 28 − 16. Line up the place values with the bigger number on top. Subtract the ones. Subtract the tens.

Tens

Ones

− 1

12 more red cars.

Leo has

TRY IT TO GET HER Line up the place values and subtract.

27 − 5

Tens

Ones

2 −

4. 85 − 35

Tens

Ones

− 1

Tens

Ones

34 − 11

5. 74 − 32

−

Tens

Ones

−

46 − 23

Tens

Ones

Tens

Ones

−

6. 93 − 51 −

Teacher Notes Write the problem 28 - 16 on the board. Tell students to line up the numbers by place value using a place value chart. Subtract the ones column first. Say the digits aloud and write the difference. Repeat this step with the tens column. Read the final answer as a class. Practice with other two-digit subtraction problems.

Level C

| Chapter 4 - 1

| Lighthouse MATH

4-1 Name

Subtract. 1.

23 − 12 11

69 − 14

92 − 50

48 − 27

56 − 33

88 − 31

94 − 14

67 − 13

39 − 24

10.

77 − 41

11.

38 − 4

12.

99 − 81

13.

31 − 10

14.

95 − 23

15.

28 − 15

16.

86 − 25

17.

65 − 32

18.

76 − 42

19.

47 − 16

20.

54 − 33

21.

19 − 12

22.

37 − 22

23.

63 − 41

24.

87 − 74

Rewrite the problem and subtract. 25. 68 − 11

26. 25 − 4

27. 53 − 32

28. 79 − 35

Read the problem. Find the answer. 29. Emma has a box of 68 googly eyes. She drops 22 of the eyes on the floor. How many are left in the box?

C H ALLENGE

Write a subtraction problem for each difference.

Level C

| Chapter 4 - 1

30. A tree branch has 74 leaves on it. The wind blows 31 leaves off the branch. How many leaves are left on the branch?

−

= 25

−

= 36

| Lighthouse MATH

68 − 11 57

4 - 2 | Regrouping Ones, Tens, and Hundreds

L ET ’S LEA R N If we do not have enough ones to subtract, we can get more ones by regrouping. To regroup 1 ten as 10 ones, we make a trade. We take away 1 ten and add 10 ones. 3 tens and 5 ones Tens

Now, we have 2 tens and 15 ones. Regroup 1 ten for 10 ones

Ones

−1

Tens

Ones

+ 10

We can also regroup 1 hundred as 10 tens. Trade 1 hundred for 10 tens.

TRY IT TO GET HER Use the picture to regroup 1 ten as 10 ones. 1.

2 tens 6 ones

= 1 tens 16 ones

3 tens 2 ones

tens

ones

Use the picture to regroup 1 hundred as 10 tens. 3. =

2 hundreds 3 tens

hundred

tens

Teacher Notes Write the number 35 on the board in a place value chart. Make the number with base-ten blocks (3 tens and 5 ones). Tell students that sometimes when you subtract, you don’t have enough ones, and you need to regroup a ten for 10 ones. Trade a ten for 10 ones. Count how many of each block you have now. Cross out the 3 and 5 in the place value chart and write 2 in the tens column and 15 in the ones column. Practice with a few more numbers.

Level C

| Chapter 4 - 2

| Lighthouse MATH

4-2 Name

9 tens 5 ones = 8 tens 15 ones

4 tens 4 ones =

tens

ones

7 tens 0 ones =

tens

ones

4. 2 tens 3 ones =

tens

ones

5. 5 tens 4 ones =

tens

ones

6. 3 tens 1 one =

tens

ones

6 tens 3 ones =

tens

ones

8. 1 ten 9 ones =

tens

ones

Tens

Ones

3 4

16 6

Tens

Ones

Tens

Ones

13.

17.

10.

14.

18.

Tens

Ones

Tens

Ones

Tens

Ones

11.

15.

19.

Tens

Ones

Tens

Ones

Tens

Ones

12.

16.

20.

Tens

Ones

Tens

Ones

Tens

Ones

Regroup 1 hundred for 10 tens. 21. 8 hundreds 2 tens = 7 hundreds 12 tens

22. 2 hundreds 2 tens =

hundred

tens

23. 4 hundreds 7 tens =

24. 9 hundreds 0 tens =

hundreds

tens

C H ALLENGE

hundreds

How can we regroup to have more ones?

Level C

tens

5 hundreds, 0 tens, 4 ones

| Chapter 4 - 2

| Lighthouse MATH

Regroup 1 ten for 10 ones.

4 - 3 | Subtracting Two-Digit Numbers (One Regrouping)

L ET ’S LEA R N There are 32 grapes in Andrew’s bag. He gives 14 grapes to a friend. How many grapes does he have left? Subtract 32 − 14.

Tens

Line up the place values. Start with the ones.

−1

There are not enough ones. Borrow a ten: 3 − 1 = 2 tens Give it to the ones: 2 + 10 = 12 ones

Ones 12

+ 10

− 1

Tens

Ones

5 7

Tens

Ones

7 − 4

3 8

Subtract the ones. Subtract the tens. 18 grapes left.

He has

TRY IT TO GET HER Subtract.

Tens

Ones

4 − 1

2 9

Tens

Ones

4 − 1

5 7

Tens

Ones

3 − 1

4 8

Tens

Ones

4 5

−

Tens

Ones

2 − 1

6 7

Tens

Ones

6 − 3

5 7

Teacher Notes Write the problem 32 − 14 on the board. Remind students that we start subtracting with the ones. Ask students to subtract 2 − 4. Discuss why you cannot subtract. Ask students how they could regroup to get enough ones. Show students how to regroup a ten for 10 ones. Cross out the 3 and write 2 because we take away 1 ten. Cross out 2 and write 12 because we get 10 ones. Show how to subtract the ones and then the tens. Repeat with other examples.

Level C

| Chapter 4 - 3

| Lighthouse MATH

4-3 Name

Subtract. 1.

66 − 28 38

52 − 27

74 − 36

48 − 29

35 − 19

86 − 7

94 − 8

24 − 17

61 − 9

10.

45 − 16

11.

52 − 28

12.

83 − 35

13.

36 − 19

14.

28 − 19

15.

93 − 48

16.

51 − 3

17.

62 − 33

18.

73 − 27

Rewrite the problem and subtract. 19. 58 − 19

20. 25 − 7

21. 43 − 35

22. 72 − 35

24. 36 − 8

25. 64 − 27

26. 82 − 34

23. 95 − 68

58 − 19 39

Read the problem. Find the answer. 27. There are 52 pieces of construction paper in a package. The class uses 27 pieces. How many pieces are left in the package?

Solve.

C H ALLENGE

28. Robert has 54 rocks in his collection. He polishes 17 rocks. How many rocks are not polished?

The class starts with 92 carrot sticks. They eat 27 for morning snack and 19 for afternoon snack. How many carrot sticks are left?

Level C

| Chapter 4 - 3

| Lighthouse MATH

4 - 4 | Subtracting Three-Digit Numbers (One Regrouping)

L ET ’S LEA R N There are 368 fish in the aquarium. 192 of the fish are red. How many fish are not red?

Subtract 368 − 192. Line up the place values. Subtract the ones. Regroup to subtract the tens. Subtract the hundreds.

Hundreds

Tens

−

Ones

176 fish are not red.

TRY IT TO GET HER Subtract. 0 14

1. −

5. −

1 4 6 5 5 9 1

4 5 1 1 3 5

2. −

6. −

3 3 4 1 7 3

7 3 2 1 8 1

3. −

7. −

4 3 8 6 3

1 4 3 3 6

4. −

6 7 2 2 5 9

−

7 0 8 3 8

Teacher Notes Write the problem 368 − 192 on the board vertically. Point out that there are enough ones, but not enough tens to subtract. Tell students that they can regroup 1 hundred for 10 tens. Cross out the 3 and write a 2 because we take away 1 hundred. Cross out the 6 and write 16 above it because we get 10 tens. Have students help you subtract the ones, then tens, and then hundreds. Repeat with more examples as needed.

Level C

| Chapter 4 - 4

| Lighthouse MATH

4-4 Name

Subtract. 1.

153 − 26

156 − 75

441 − 33

337 − 75

523 − 41

287 − 93

431 − 115

316 − 135

629 − 237

10.

755 − 428

11.

517 − 134

12.

882 − 166

13.

612 − 182

14.

574 − 438

15.

867 − 173

16.

939 − 365

17.

251 − 235

18.

428 − 156

Rewrite the problem and subtract. 19. 358 − 129

20. 125 − 17

21. 534 − 325

22. 872 − 381

24. 734 − 218

25. 645 − 283

26. 925 − 462

23. 449 − 179

Read the problem. Find the answer. 27. There are 428 students in the school. 31 are absent today. How many students are at school today?

C H ALLENGE

Fill in the missing digits.

Level C

−

28. There are 283 blocks in the box. 155 are red. The rest are blue. How many blue blocks are in the box?

537 203 244

| Chapter 4 - 4

| Lighthouse MATH

358 − 129 229

4 - 5 | Subtracting Three-Digit Numbers (Two Regroupings)

L ET ’S LEA R N There are 323 books in the classroom library. 137 of them are borrowed. How many books are left?

Subtract 323 − 137. Line up the place values. Regroup to subtract the ones. Regroup to subtract the tens. Subtract the hundreds.

Hundreds

Tens

Ones

11 1

−

186 books are left.

TRY IT TO GET HER Subtract. 12

1. 1

−

2 3 4 7 6 1 5 8

−

2 2 2 1 4 8

6. −

2 14

8 4 5 3 5 7

−

4 3 2 6 3

7. −

2 5 2 7 9

−

5 3 1 7 4

−

7 4 3 5 6 6

8. −

5 4 2 1 5 5

Teacher Notes Write the problem 323 − 137 on the board vertically. Start with the ones. Ask students if there are enough ones to subtract. Regroup 1 ten for 10 ones. Now we have 3 hundreds, 1 ten, and 13 ones. Have students subtract the ones. Move to the tens. Ask students if there are enough tens to subtract. Since there is only 1 ten, we need to regroup again. Regroup 1 hundred for 10 tens. Subtract the tens and then the hundreds. Repeat with more examples as needed.

Level C

| Chapter 4 - 5

| Lighthouse MATH

4-5 Name

Subtract. 1.

153 − 75 78

243 − 66

332 − 58

526 − 89

723 − 47

454 − 95

631 − 185

312 − 135

223 − 137

10.

855 − 478

11.

521 − 134

12.

942 − 267

13.

712 − 188

14.

474 − 296

15.

661 − 173

16.

532 − 465

17.

353 − 168

18.

826 − 257

Rewrite the problem and subtract. 19. 325 − 149

20. 224 − 37

21. 631 − 375

22. 752 − 284

24. 434 − 168

25. 842 − 283

26. 925 − 467

23. 543 − 179

Read the problem. Find the answer. 27. There are 825 apples on the truck. 348 are green. The rest are red. How many red apples are there?

Subtract.

C H ALLENGE

Level C

28. There are 523 sheets of paper in the box. Mrs. Carter takes 248 out. How many sheets of paper are left in the box?

7,214 − 3,846

| Chapter 4 - 5

7,423 − 3,846

| Lighthouse MATH

5,086 − 4,761

325 − 149 176

4 - 6 | Zeros in Subtraction

L ET ’S LEA R N There are 300 bananas in the lunchroom. At lunchtime, 176 students eat a banana. How many bananas are left? Subtract 300 − 176. Hundreds

Tens

Ones

9 10

Line up the place values. Regroup to subtract the ones. There are not enough tens to regroup. Regroup 1 hundred as 10 tens. Then, regroup 1 ten as 10 ones.

−

Subtract the tens. Subtract the hundreds. 124 bananas are left.

TRY IT TO GET HER

Subtract. 1.

9 1

−

2 0 0 8 5 1 1 5

−

7 0 5 2 5 7

6. −

10 10

4 0 0 1 8 4

−

9 0 0 5 2 1

7. −

7 2 0 2 2 7

−

5 0 0 3 5 3

−

2 0 0 1 2 9

8. −

8 0 5 3 4 6

Teacher Notes Write 300 − 176 on the board. Explain to students that since there are not enough ones to subtract, they need to regroup 1 ten for 10 ones. However, there are no tens. We need to first regroup 1 hundred for 10 tens. Then we can regroup 1 ten for 10 ones. After regrouping, we have 2 hundreds, 9 tens, and 10 ones. Subtract the ones, tens, and hundreds. Repeat with other example problems.

Level C

| Chapter 4 - 6

| Lighthouse MATH

4-6 Name

Subtract. 1.

103 − 45 58

200 − 37

350 − 86

508 − 79

700 − 53

400 − 98

600 − 145

300 − 126

203 − 167

10.

805 − 428

11.

520 − 129

12.

900 − 376

13.

707 − 238

14.

400 − 213

15.

801 − 553

16.

502 − 265

17.

300 − 228

18.

800 − 457

Rewrite the problem and subtract. 19. 605 − 139

20. 200 − 48

21. 700 − 367

22. 802 − 284

24. 500 − 257

25. 302 − 183

26. 900 − 456

23. 400 − 162

Read the problem. Find the answer. 28. Mr. Davis has 300 children’s books. He donates 138 children’s books to the school library. How many children’s books does he have left?

27. There are 504 students in the school. 327 students ride the bus home. How many students do not ride the bus home?

C H ALLENGE

Fill in the missing digit.

Level C

−

400 249 151

| Chapter 4 - 6

| Lighthouse MATH

605 − 139 466

4 - 7 | Estimating Differences

L ET ’S LEA R N Emma baked 86 cookies and 43 muffins. About how many more cookies did she bake? You don’t need an exact answer. Round Down

Round each number to the nearest ten to estimate. 86 − 43

−

90 40 50

Round Up 84

Round Down 40

Round Up 44

Emma baked about 50 more cookies.

TRY IT TO GET HER Round to the nearest ten and subtract.

38 − 21

40 −

Round to the nearest hundred and subtract. 2.

815 − 446

−

800

810

820

830

840

850

860

870

880

890

900

400

410

420

430

440

450

460

470

480

490

500

Teacher Notes Explain that an estimate is a good guess. It is used when an exact number isn’t needed. Tell students the following example: A printer has 512 papers and prints 158 sheets. Is it likely that we’d need to know exactly how many papers are left? When might we need an exact answer? When might we need an estimate? To estimate the difference, we can round each number and subtract. Remind students that “About how many? “ means that you should estimate.

Level C

| Chapter 4 - 7

| Lighthouse MATH

4-7 Name

Estimate. Round to the nearest 10 and subtract. 1.

73 − 41

93 − 39

70 − 40 30

6. −

67 − 24

86 − 47

3. −

7. −

31 − 19

58 − 49

4. −

8. −

48 − 26

−

21 − 14

−

675 − 416

−

367 − 229

−

Estimate. Round to the nearest 100 and subtract. 9.

932 − 294

13.

772 − 143

900 − 300 600

10.

14. −

512 − 406

495 − 326

11. −

15. −

833 − 289

281 − 133

12. −

16. −

17. There are 53 blocks in the basket. Paul spills 17 blocks on the floor. About how many blocks are in the basket now?

C H ALLENGE

18. Mrs. Jones has 536 pencils in her cabinet. She passes out 292 pencils to her students. About how many pencils are left in the cabinet?

Round to the nearest 100 and subtract. Round to the nearest 10 and subtract. Then subtract to find the actual answer. Which estimate is closer to the actual answer?

Level C

| Chapter 4 - 7

| Lighthouse MATH

645 − 172

Round to the nearest 10 or 100 to solve.

4 - 8 | Chapter Review

LET ’S REV I EW Subtracting Numbers

Subtracting Across Zeros

Estimating Differences

Subtract from right to left. Regroup if needed.

First regroup the hundreds. Then regroup the tens.

Round each number and then subtract.

0 14

9 1 10 10

145 − 7 2 73

77 − 48

200 − 7 2 128

80 − 50 30

TRY IT TO GET HER

Subtract. 1.

82 − 21

80 − 38

81 − 30

70 − 53

97 − 38

72 − 59

96 − 59

41 − 17

43 − 12

10.

27 − 16

11.

38 − 24

12.

65 − 53

13.

135 − 27

14.

274 − 160

15.

385 − 245

16.

657 − 539

17.

964 − 334

18.

986 − 405

19.

296 − 91

20.

935 − 558

21.

449 − 274

22.

842 − 394

23.

600 − 15

24.

507 − 213

Level C

| Chapter 4 - 8

| Lighthouse MATH

4-8 Name

Subtract. 1.

66 − 23

52 − 21

78 − 36

58 − 49

25 − 19

76 − 57

152 − 65

343 − 66

332 − 38

10.

527 − 88

11.

623 − 37

12.

454 − 93

13.

103 − 42

14.

200 − 38

15.

350 − 85

16.

509 − 79

17.

700 − 54

18.

400 − 92

19.

742 − 161

20.

495 − 336

21.

261 − 191

22.

357 − 239

23.

337 − 259

24.

838 − 239

Estimate. Round to the nearest 10 and subtract. 25.

83 − 39

26. −

27.

87 − 49

−

53 − 49

28. −

22 − 14

−

675 − 416

−

29.

911 − 286

30. −

31.

530 − 409

−

843 − 279

32. −

Estimate. Round to the nearest 100 and subtract.

Read the problem. Find the answer. 33. There are 89 pages in a book. Sara read 53 pages. How many pages does she have left to read?

Level C

| Chapter 4 - 8

34. There are 600 toy cars in the collection. 387 of them are red. How many of the cars are not red?

| Lighthouse MATH

4 - 9 | Cumulative Review

Solve. 1.

18 − 9

4 + 8

4 + 9

9 + 7

11 − 4

7 − 2

8 − 1

16 − 7

12 − 4

10.

7 + 1

11.

13 − 6

12.

13 − 7

13.

14 − 7

14.

6 − 2

15.

11 − 6

16.

12 − 9

17.

10 − 9

18.

3 + 1

19.

5 + 6

20.

7 − 3

21.

11 − 8

22.

8 − 6

23.

1 + 3

24.

6 + 7

25.

8 + 5

26.

5 + 1

27.

12 − 3

28.

9 − 8

29.

11 − 9

30.

8 − 7

31.

5 − 1

32.

4 + 2

33.

7 − 4

34.

2 + 8

35.

7 + 5

36.

5 + 3

37.

6 − 3

38.

9 − 7

39.

2 − 1

40.

8 − 2

41.

2 + 3

42.

3 + 4

43.

4 + 3

44.

6 + 4

45.

7 + 8

46.

17 − 8

47.

5 + 7

48.

11 − 7

49.

8 + 7

50.

5 − 2

51.

8 + 6

52.

10 − 3

53.

8 − 4

54.

4 + 4

55.

18 − 9

56.

6 + 7

57.

4 + 6

58.

15 − 7

59.

6 + 3

60.

7 − 3

Level C

| Chapter 4 - 9

| Lighthouse MATH

4-9 Name

Add. 1.

27 + 54

14 + 76

16 + 55

257 + 575

253 + 701

118 + 583

47 + 37

61 + 30

21 + 43

10.

389 + 157

11.

322 + 303

12.

174 + 559

Subtract. 13.

82 − 28

14.

47 − 25

15.

71 − 17

16.

922 − 673

17.

743 − 567

18.

969 − 452

19.

90 − 30

20.

50 − 27

21.

96 − 45

22.

951 − 69

23.

625 − 144

24.

520 − 372

25.

348

Which digit is in the ones place?

26.

492

Which digit is in the tens place?

27.

476

Which digit is in the hundreds place?

28.

943

Which digit is in the hundreds place?

29.

3,284

Which digit is in the thousands place?

30.

6,739

Which digit is in the hundreds place?

31.

4,365

Which digit is in the hundreds place?

32.

8,342

Which digit is in the thousands place?

33.

9,621

Which digit is in the ones place?

34.

6,395

Which digit is in the tens place?

Level C

| Chapter 4 - 9

| Lighthouse MATH

Find the digit.

5 C H A P T E R

In Chapter 5 we will learn about

Money It is important to understand how to read, write, count, and use money. In this chapter, we will apply what we have learned in previous chapters to money. • We will name coins and dollar bills. • We will write money amounts. • We will skip count to count up money amounts. • We will add money. • We will subtract money.

5 - 1 | Money: Dollars and Coins

L ET ’S LEA R N We count money with dollars and cents. Each dollar is worth 100 cents.

1-dollar bill = 100 cents

penny = 1 cent

10-dollar bill = 10 dollars

nickel = 5 cents

100-dollar bill = 100 dollars

dime = 10 cents

quarter = 25 cents

TRY IT TO GET HER Name the coin and how much money it’s worth.

cents

cent

cents

How much money? 5.

dollars

cents

Teacher Notes Distribute coins and bills to students. Call out and review the names of the coins and bills together. Have students discuss the similarities and differences they notice between the coins and bills. Then, call out, “Ten cents,” and have students hold up the corresponding coin. Call out, “One dollar,” and have students hold up the corresponding bill. Repeat by calling out the names of all the coins and different amounts of money.

100

Level C

| Chapter 5 - 1

| Lighthouse MATH

5-1 Name

Write the name of each coin. 1.

How much money?

dollars

cents

dollars

cents

dollars

15.

14.

13.

dollar 12.

11.

10.

cents

cents © Lighthouse Curriculum. Copying strictly prohibited.

Write the name of each coin. 16. The largest size coin

17. The coin that is worth the least

18. The smallest size coin

Write the name and value of the coin.

C H ALLENGE

I am worth more than a penny, but less than a dime. I am bigger than both.

Level C

| Chapter 5 - 1

| Lighthouse MATH

101

5 - 2 | Writing Money Amounts

L ET ’S LEA R N

decimal point

We can use the cent sign, ¢, to show the number of cents. We can use the dollar sign, $, to show the number of dollars and cents.

dollars

1 dollar and 23 cents $1 and 23¢ $1.23

$1.00

cents

100¢

cents

$0.10

$0.01

10¢

1¢

TRY IT TO GET HER Write each amount. Use a dollar sign and a decimal point.

$0.43

Teacher Notes Distribute coins and bills to students. Tell students that to find the value of dimes and pennies, skip count by tens for dimes and then count on by ones for pennies. Tell students to make $1.27 using bills, dimes, and pennies. Have students show a partner to check their work. Repeat for the values $1.83 and $1.52.

102

Level C

| Chapter 5 - 2

| Lighthouse MATH

5-2 Name

Write each amount. Use a dollar sign and a decimal point. 1.

$2.35

Write the amount. Use a dollar sign and a decimal point.

C H ALLENGE

Jake has 3 dollar bills, 4 pennies, and 15 dimes. How much money does he have?

Level C

| Chapter 5 - 2

| Lighthouse MATH

103

5 - 3 | Counting Money

L ET ’S LEA R N To count a pile of money, sort the coins and bills into piles of the same type. Start counting the group worth the most money. Skip count to add the amounts quickly.

Count: 10, 20 dollars

21, 22, 23 dollars

23 dollars and 25, 50 cents

23 dollars and 60, 70, 80, 90 cents

23 dollars and 91, 92, 93 cents

We say 23 dollars and 93 cents. We write $23.93.

TRY IT TO GET HER Write each amount. Use a dollar sign and a decimal point. 1.

$3.51

2. 3.

Teacher Notes Distribute 1 dollar bill, 2 dimes, 1 penny, and 2 quarters to each student. Tell students to group similar bills and coins together. Then, tell students to put the coins in order from greatest to least value. Ask students to share what order they put their bills and coins in (1 dollar bill, 2 quarters, 2 dimes, and 1 penny). Next direct students to count on. Remind students to skip count by 25s for quarters, 10s for dimes, and 1s for pennies. Ask students to share the total amount ($1.71).

104

Level C

| Chapter 5 - 3

| Lighthouse MATH

5-3 Name

Write each amount. Use a dollar sign and a decimal point. 1.

$2.61

Write the amount. Use a dollar sign and a decimal point.

C H ALLENGE

Tim has 1 dollar bill, 1 quarter, 3 dimes, and 4 pennies. How much money does he have?

Level C

| Chapter 5 - 3

| Lighthouse MATH

105

5 - 4 | Adding Money

L ET ’S LEA R N We can add money by lining up the dollars and cents. David buys apples for $1.19 and bananas for $2.56. How much does the fruit cost in all?

Add $1.19 and $2.56.

Dollars

Line up the decimal points. Add the cents. Regroup if needed. Add the dollars. Regroup if needed. Move the decimal point down. Add the dollar sign.

Cents 1

$ 2 . 5 6 $ 1 . 1 9 $ 3 . 7 5

The fruit costs $3.75 in all.

TRY IT TO GET HER Add. 1.

$ 1.8 1 + $ 0.1 4 $ 1.9 5

$ 2.3 3 + $ 1.2 1 $ .

$ 0.2 5 + $ 3.9 4 $ .

$ 5.4 5 + $ 2.7 7 $ .

$ 3.6 7 + $ 1.2 0 $ .

$ 7.9 4 + $ 1.2 1 $ .

$ 6.8 0 + $ 1.5 0 $ .

$ 3.8 6 + $ 3.4 5 $ .

$ 2.0 3 + $ 2.1 3 $ .

10.

$ 1.3 1 + $ 1.2 3 $ .

Teacher Notes Write $3.84 + $2.13 on the board. Show students how to line up the dollars and cents by the decimal points. Tell students to start adding the cents first and work from right to left. Complete the addition on the board. Show students how to bring down the dollar sign and the decimal point. Continue with more examples as needed.

106

Level C

| Chapter 5 - 4

| Lighthouse MATH

5-4 Name

Add. 1.

$2.59 + $1.83 $4.42

$1.29 + $0.28

$6.75 + $2.78

$5.58 + $2.21

$1.96 + $0.02

$5.14 + $1.41

$6.77 + $1.14

$3.55 + $3.41

$2.13 + $1.48

10.

$7.33 + $1.73

11.

$4.24 + $1.21

12.

$1.94 + $7.50

13.

$3.50 + $1.25

14.

$2.47 + $0.52

15.

$6.79 + $1.15

Rewrite and add. 16. $1.91 + $2.26 =

17. $3.42 + $1.99 =

18. $1.47 + $5.38 =

20. $1.97 + $6.56 =

21. $7.95 + $1.33 =

19. $0.25 + $0.58 =

$1.91 + $2.26 $4.17

Read the problem. Find the answer. 22. Jacob buys a bagel for $2.25 and a drink for $1.99. How much does he spend in all?

C H ALLENGE

Add.

23. Ben bought two toys. One toy was $1.52. The other toy was $4.27. How much did Ben spend in all?

$19.71 + $2.99 =

Level C

| Chapter 5 - 4

| Lighthouse MATH

107

5 - 5 | Subtracting Money

L ET ’S LEA R N We can subtract money by lining up the dollars and cents. Eli has $8.50. He buys flowers that cost $6.44. The extra money he gets back is called change. How much change does he get back?

Subtract $8.50 − $6.44.

Dollars

Line up the decimal points. Subtract the cents. Regroup if needed. Subtract the dollars. Regroup if needed. Move the decimal point down. Add the dollar sign.

Cents 4 10

−

$ 8 . 5 0 $ 6 . 4 4 $ 2 . 0 6

Eli gets $2.06 change back.

TRY IT TO GET HER Subtract. 1.

6 11 $ 5.7 1 − $ 3.1 3 $ 2 .5 8

$ 5.1 9 − $ 1.1 1 $ .

$ 2.5 3 − $ 1.3 2 $ .

$ 1.2 5 − $ 0.1 2 $ .

$ 5.4 2 − $ 3.2 7 $ .

$ 3.9 7 − $ 2.2 0 $ .

$ 8.4 3 − $ 1.1 8 $ .

$ 1.1 7 − $ 1.0 5 $ .

$ 2.5 8 − $ 1.1 3 $ .

10.

$ 9.5 2 − $ 1.2 3 $ .

Teacher Notes Write $3.72 − $2.21 on the board. Show students how to line up the dollars and cents by the decimal points. Tell students to start by subtracting the cents first and work from right to left. After subtracting cents, subtract the dollars. Show students how to bring down the decimal and the dollar sign in their answer.

108

Level C

| Chapter 5 - 5

| Lighthouse MATH

5-5 Name

Subtract. 1.

$2.32 − $1.51 $0.81

$2.55 − $0.34

$8.21 − $4.15

$1.99 − $1.82

$3.00 − $1.25

$9.22 − $1.08

$1.74 − $1.67

$10.25 − $1.14

$2.00 − $1.13

10.

$9.52 − $1.23

11.

$4.00 − $3.27

12.

$6.23 − $5.99

13.

$4.02 − $1.41

14.

$2.58 − $1.13

15.

$5.00 − $4.30

Rewrite and subtract. 16. $1.80 − $1.19 =

17. $1.40 − $1.01 =

18. $7.25 − $5.17 =

20. $9.12 − $6.99 =

21. $7.97 − $1.99 =

19. $7.00 − $0.25 =

Read the problem. Find the answer. 22. Marc had $5.78. He spent $2.89. How much money does he have left?

C H ALLENGE

Subtract.

Level C

23. A teddy bear cost $9.97 in one store and $6.18 in another store. How much more does the teddy bear cost in the first store?

$17.00 − $0.21 =

| Chapter 5 - 5

| Lighthouse MATH

109

$1.80 − $1.19 $0.61

5 - 6 | Chapter Review

LET ’S REV I EW Counting Money

Sort the coins, then skip count. Write the amount with a dollar sign and decimal point.

= $20.51 Count: 10, 20 dollars

20 dollars and 25, 50 cents

20 dollars and 51 cents

Adding Money

Dollars

Subtracting Money

Cents

Dollars

4 10

$ 1 . 1 9 $ 2 . 5 6 $ 3 . 7 5

−

TRY IT TO GET HER Write each amount. Use a dollar sign and a decimal point. 1. 2. 3. 4.

110

Level C

Cents

| Chapter 5 - 6

| Lighthouse MATH

$ 8 . 5 0 $ 6 . 4 4 $ 2 . 0 6

5-6 Name

Solve. 1.

$4.24 + $3.21

$1.84 + $6.10

$3.55 + $1.25

$3.16 + $0.52

$0.71 + $0.15

$5.29 − $4.27

$9.23 − $8.10

$7.52 − $4.41

$7.58 − $5.13

10.

$8.67 − $4.30

Rewrite and solve. 11. $4.31 + $2.36 =

12. $3.92 + $1.01 =

13. $5.47 + $5.32 =

14. $1.55 − $1.32 =

15. $11.41 − $10.51 =

16. $6.25 − $5.17 =

17. Jeff buys a box of pencils for $2.75 and a box of erasers for $2.39. How much money does he spend in all?

18. Amy has $10.00 and buys fruit for $6.85. How much money does she have left?

19. Mark has $15.00. He wants to buy a toy that costs $11.85. How much money will he have left if he buys the toy?

20. Rose spends $6.25 on a ticket to the aquarium and buys a snack for $3.75. How much money does Rose spend in all?

Level C

| Chapter 5 - 6

| Lighthouse MATH

Solve.

111

5 - 7 | Cumulative Review

Solve. 1.

9 − 3

1 + 3

10 − 7

14 − 8

17 − 9

6 − 5

7 + 1

14 − 5

4 + 3

10.

13 − 6

11.

7 + 5

12.

1 + 8

13.

7 + 6

14.

6 + 7

15.

11 − 6

16.

14 − 9

17.

3 + 9

18.

16 − 8

19.

12 − 6

20.

7 + 7

21.

3 + 2

22.

14 − 7

23.

3 + 6

24.

12 − 4

25.

9 + 6

26.

9 − 6

27.

6 + 9

28.

1 + 5

29.

8 − 6

30.

4 + 1

31.

5 + 2

32.

11 − 4

33.

9 − 8

34.

3 + 1

35.

11 − 9

36.

7 + 3

37.

7 + 9

38.

15 − 9

39.

4 + 8

40.

7 + 8

41.

1 + 6

42.

5 + 6

43.

7 − 5

44.

8 + 2

45.

9 + 7

46.

9 − 1

47.

6 − 3

48.

4 + 2

49.

3 + 7

50.

8 − 3

51.

6 + 5

52.

5 + 3

53.

5 − 2

54.

6 + 4

55.

14 − 6

56.

5 + 8

57.

12 − 6

58.

9 − 2

59.

11 + 4

60.

8 − 3

112

Level C

| Chapter 5 - 7

| Lighthouse MATH

5-7 Name

Add. 1.

29 + 27

24 + 45

18 + 66

25 + 31

49 + 32

50 + 35

191 + 672

445 + 326

380 + 501

10.

358 + 319

11.

340 + 615

12.

229 + 411

Subtract. 13.

94 − 66

14.

80 − 62

15.

70 − 52

16.

84 − 40

17.

88 − 51

18.

72 − 59

19.

511 − 311

20.

647 − 351

21.

955 − 462

22.

587 − 332

23.

836 − 317

24.

982 − 742

25. 2, 4,

26. 14, 16,

27. 40, 42,

30. 80, 85,

Skip count by two. Write the next numbers.

Skip count by five. Write the next numbers. 28. 5, 10,

29. 35, 40,

Skip count by ten. Write the next numbers. 31. 10, 20,

32. 120, 130,

Level C

| Chapter 5 - 7

| Lighthouse MATH

33. 400, 410,

113

6 C H A P T E R

114

In Chapter 6 we will get an

Introduction to Multiplication Multiplication is repeated addition. We use multiplication when we want to add equal groups again and again. • We will write repeated addition sentences for equal groups. • We will draw arrays and write multiplication sentences for equal groups. • We will multiply by 1, 2, 3, 4, 5, and 10.

115

6 - 1 | Equal Groups and Repeated Addition

L ET ’S LEA R N Equal groups have the same number in each group. We can use repeated addition to find the total. 1 box of 7 crayons

2 boxes of 7 crayons

3 boxes of 7 crayons

7 + 7 = 14

7 + 7 + 7 = 21

4 boxes of 7 crayons

5 boxes of 7 crayons

7 + 7 + 7 + 7 = 28

7 + 7 + 7 + 7 + 7 = 35

TRY IT TO GET HER Fill in the correct number. 1.

2. 6 pies with 8 slices

pies with 8 slices 5.

boxes of 4 cookies

pies with 8 slices 6.

boxes of

Teacher Notes Explain that equal groups must have the same number in each group. Have students make equal groups with counters or other classroom objects.

116

Level C

| Chapter 6 - 1

| Lighthouse MATH

6-1 Name

Write a repeated addition sentence. Find the total. 1.

fingers

bottles

flowers

wheels

Draw a picture. Write a repeated addition sentence. Find the total. 6. 3 bags with 9 marbles

+ 7.

fish

C H ALLENGE

marbles

8. 4 cartons with 6 eggs

5 boxes with 2 donuts

5. 4 fish bowls with 3 fish

If you have 7

Level C

donuts

eggs

, how much money do you have?

| Chapter 6 - 1

| Lighthouse MATH

117

6 - 2 | Multiplication and Arrays

L ET ’S LEA R N An array can help us see equal groups. We can write a multiplication sentence. Equal Groups

Array

Multiplication Sentence

4 types of chocolate with 5 of each type

5 Columns

Four times five equals twenty.

4 × 5 = 20

4 Rows factor

factor

product

5 + 5 + 5 + 5 There are 20 chocolates.

TRY IT TO GET HER Fill in the correct numbers.

4 + 4 + 4 + 4 + 4 + 4 = 24 6 times 4 = 24 6 × 4 = 24

+ + + + times = 24 × = 24

+ + = 12 times = 12 × = 12

= 24

+ + + + times = 25 × = 25

= 25

Teacher Notes An array can help organize objects so we can quickly figure out how many there are. Ask students if they notice any equal groups in the array. Tell students that when we have equal groups, we multiply the number of rows by the number of columns to find the total. To show multiplication, we write the times sign (x). The numbers that are multiplied are called factors, and the answer is called the product.

118

Level C

| Chapter 6 - 2

| Lighthouse MATH

6-2 Name

Shade in boxes to make an array. Count to find the total.

1. 3×4

3. 4×6

2. 7×1

4. 2×6

5. Jay is baking cookies. His cookie sheet has 5 rows of cookies with 4 cookies in each row. How many cookies are on the cookie sheet?

6. Tim is planting a garden. He plants 3 rows of bell peppers and puts 6 pepper plants in each row. How many plants does he plant?

plants

7. A chocolate bar has 8 squares in each row. There are 4 rows. How many squares are there?

squares

Draw an array. Solve.

There are 24 desks in the classroom. Make 3 different arrays to show how the desks could be arranged.

C H ALLENGE

Level C

| Chapter 6 - 2

| Lighthouse MATH

119

6 - 3 | Multiplying by Two

L ET ’S LEA R N

There are 4 pairs of shoes.

4 4 2

2 2×4=8

4×2=8

TRY IT TO GET HER Write the number of eyes in the picture.

2+2+2+2+2+2+2+2+2= 9×2= 2×9=

2+2+2+2+2+2= 6×2= 2×6=

Draw a picture or an array to solve. 3.

7×2=

4. 2 × 5 =

5. 2 × 8 =

6. 3 × 2 =

Teacher Notes Write 2 × 5 on the board. This can be read as two times five, but it can also mean two, five times. Explain that when multiplying by twos, we can “skip count.” Count up by two five times: 2, 4, 6, 8, 10. Another way to think of multiplying by two is as “doubles.” 2 × 5 is the same as double 5 or 5 + 5.

120

Level C

| Chapter 6 - 3

| Lighthouse MATH

6-3 Name

Multiply by 2. 1. 2×8=

2. 2×4=

3. 3×2=

4. 1×2=

5. 2×2=

6. 9×2=

7. 10 × 2 =

8. 2×5=

9. 2×1=

10. 2×6=

11. 2 × 10 =

12. 2×7=

double it. To multiply a number by 2, you can 12. = 6 × 2 So, 12. Double 6 is

Multiply. 14. 2 × 2

15. 2 × 10

16. 2 × 1

17. 1 × 2

18. 8 × 2

19. 2 × 6

20. 9 × 2

21. 7 × 2

22. 3 × 2

23. 2 × 7

24. 2 × 4

25. 5 × 2

26. 6 × 2

27. 4 × 2

28. 2 × 5

29. 2 × 3

30. 2 × 8

13. 2 × 9

Read the problem. Find the answer. 31. A bicycle has 2 wheels. How many wheels do 8 bicycles have?

C H ALLENGE

32. Emily earns $2 for each chore she does. If she does 5 chores, how much money does she earn?

I s a number multiplied by 2 an even or odd number? How do you know?

Level C

| Chapter 6 - 3

| Lighthouse MATH

121

6 - 4 | Multiplying by Five

L ET ’S LEA R N

There are 3 cakes that each have 5 candles. 5 5 3 5

5 3 × 5 = 15

5 × 3 = 15

TRY IT TO GET HER Write the number of fingers in the picture.

5+5= 2×5= 5×2=

5+5+5+5+5+5= 6×5= 5×6=

Draw a picture or an array to solve. 3.

1×5=

4. 5 × 4 =

5. 5 × 5 =

6. 9 × 5 =

Teacher Notes Write 1 × 5 on the board. Have students solve. Then, write 2 × 5 and continue with all the numbers through 10. Ask students if they notice a pattern. Tell students that they can skip count by fives when solving five facts. Practice skip counting as a class.

122

Level C

| Chapter 6 - 4

| Lighthouse MATH

6-4 Name

Multiply by 5. skip To multiply a number by 5, you can s. time of ber num that count by fives

1. 10 × 5 =

2. 5×1=

3. 5×6=

4. 5×3=

5. 5×5=

6. 5×9=

7. 6×5=

8. 5×8=

9. 9×5=

10. 1×5=

11. 3×5=

12. 7×5=

5×8

5, 10, 15, 20, 25, 30, 35, 40

13. 8 × 2

14. 5 × 5

15. 2 × 2

16. 2 × 10

17. 2 × 4

18. 2 × 9

19. 4 × 5

20. 7 × 5

21. 10 × 2

22. 5 × 8

23. 5 × 4

24. 2 × 8

25. 2 × 9

26. 5 × 2

27. 7 × 2

28. 3 × 2

29. 2 × 6

30. 2 × 7

Read the problem. Find the answer. 31. A bookcase has 5 shelves. Each shelf has 10 books. How many books are in the bookcase?

C H ALLENGE

32. There are 5 rows of chairs in a classroom, and each row has 8 chairs. How many chairs are there altogether?

When multiplying by 5, the product always ends in which two digits?

Level C

| Chapter 6 - 4

| Lighthouse MATH

123

Multiply.

6 - 5 | Multiplying by Three

L ET ’S LEA R N

Each set has 3 books. There are 6 sets.

6 6 3

3 3 × 6 = 18

6 × 3 = 18

TRY IT TO GET HER Write the number of wheels in the picture. 1.

3+3+3+3+3+3+3= 7×3= 3×7=

3+3+3= 3×3=

Draw a picture or an array to solve. 3.

3×5=

4. 3 × 4 =

5. 8 × 3 =

6. 9 × 3 =

Teacher Notes Review equal groups, arrays, skip counting, and the terms factor and product using the threes facts. Have students count by threes with you and record the numbers on the board: 3, 6, 9, 12, 15, 18, 21, 24... Add the factors next to each product (3 × 1 = 3; 3 × 2 = 6 etc). Have students draw a picture or array for one of the facts of their choice.

124

Level C

| Chapter 6 - 5

| Lighthouse MATH

6-5 Name

Multiply by 3. 1. 7×3=

2. 3×5=

3. 2×3=

4. 3×6=

5. 1×3=

6. 3×3=

7. 9×3=

8. 10 × 3 =

9. 3×4=

10. 3×2=

11. 6×3=

12. 3×9=

13. 3×7=

14. 4×3=

15. 8×3=

16. 5×3=

Multiply. 18. 2 × 2

19. 3 × 3

20. 10 × 5

21. 8 × 2

22. 1 × 5

23. 4 × 2

24. 9 × 5

25. 5 × 2

26. 6 × 2

27. 3 × 8

28. 10 × 3

29. 5 × 9

30. 2 × 9

31. 5 × 7

32. 3 × 10

33. 3 × 4

34. 5 × 5

17. 2 × 1

Read the problem. Find the answer. 35. A baker puts 3 chocolate chips on top of every cookie. If he decorates 9 cookies, how many chocolate chips does he use?

C H ALLENGE

36. Each student needs 3 pencils for a test. If there are 7 students, how many pencils are needed in total?

I am an odd number. My factors are 3 and 5. What number am I?

Level C

| Chapter 6 - 5

| Lighthouse MATH

125

6 - 6 | Review Facts 2, 3, and 5

L ET ’S LEA R N Review the times tables.

2 Times Table

2×1 = 2×2 = 2×3 = 2×4 = 2×5 = 2×6 = 2×7 = 2×8 = 2×9 = 2 × 10 =

Times Table

3×1 = 3×2 = 3×3 = 3×4 = 3×5 = 3×6 = 3×7 = 3×8 = 3×9 = 3 × 10 =

5 Times Table

5×1 = 5×2 = 5×3 = 5×4 = 5×5 = 5×6 = 5×7 = 5×8 = 5×9 = 5 × 10 =

TRY IT TO GET HER Write the number of carrots in the picture.

3+3+3= 3×3=

2+2+2+2+2= 5×2= 2×5=

Draw a picture or an array to solve. 3.

3×7=

4. 3 × 4 =

5. 6 × 2 =

6. 5 × 9 =

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the two, three, and five facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

126

Level C

| Chapter 6 - 6

| Lighthouse MATH

6-6 Name

Multiply. 1. 3×5=

2. 8×3=

3. 5×4=

4. 1×3=

5. 9×2=

6. 5×1=

7. 3×9=

8. 5×3=

9. 5×5=

10. 4×5=

11. 3×3=

12. 3×7=

13. 2×5=

14. 2×6=

15. 9×3=

16. 3×2=

18. 1 × 5

19. 3 × 3

20. 7 × 2

21. 8 × 3

22. 8 × 2

23. 2 × 9

24. 7 × 5

25. 2 × 7

26. 5 × 6

27. 2 × 2

28. 9 × 3

29. 4 × 3

30. 6 × 5

31. 8 × 5

32. 3 × 6

33. 1 × 2

34. 5 × 7

17. 7 × 3

Read the problem. Find the answer. 35. There are 9 ducks at the park. If each duck has 2 legs, how many duck legs are there in total?

C H ALLENGE

36. There are 6 flowers. Each flower has 5 petals. How many petals are there in all?

If 3 × 7 is 21, what is 6 × 7?

Level C

| Chapter 6 - 6

| Lighthouse MATH

127

6 - 7 | Multiplying by Four

L ET ’S LEA R N 4 There are 6 bags. Each bag has 4 apples. 6 6 4 4

4 × 6 = 24

6 × 4 = 24

TRY IT TO GET HER Write the number of legs in the picture.

4+4+4+4= 4×4=

4+4+4= 3×4= 4×3=

Draw a picture or an array to solve. 3.

4×8=

4. 5 × 4 =

5. 4 × 2 =

6. 4 × 9 =

Teacher Notes Write all the two and four facts on the board. Ask students what pattern they see. Call out numbers and have students practice doubling each one twice.

128

Level C

| Chapter 6 - 7

| Lighthouse MATH

6-7 Name

Multiply by 4. double it and To multiply a number by 4, you can ble 12 is 24. Dou 12. is 6 ble then double it again. Dou 24. = 6 × So, 4

1. 4 × 10 =

2. 4×3=

3. 4×1=

4. 4×6=

5. 5×4=

6. 4×8=

7. 4×4=

8. 6×4=

9. 4×7=

10. 3×4=

11. 4×5=

12. 9×4=

Multiply. 14. 3 × 8

15. 5 × 5

16. 4 × 5

17. 3 × 4

18. 2 × 6

19. 2 × 10

20. 3 × 7

21. 5 × 3

22. 4 × 1

23. 10 × 4

24. 3 × 6

25. 5 × 7

26. 4 × 4

27. 1 × 2

28. 4 × 6

29. 5 × 4

30. 3 × 5

13. 4 × 2

Read the problem. Find the answer. 31. Mannie packs cookies into 3 boxes. He puts 4 cookies in each box. How many cookies does he pack?

C H ALLENGE

32. Emma buys 7 muffins. She pays $4 for each muffin. How much does she pay in total?

Solve the riddle. The product is 16. Both factors are identical. What is the equation?

Level C

| Chapter 6 - 7

| Lighthouse MATH

129

6 - 8 | Multiplying by Zero and One

L ET ’S LEA R N

There are 7 fishbowls. Each bowl has 1 fish. 7 1

1×7=7

7×1=7

There are 7 fishbowls. Each bowl has no fish.

7×0=0

0 + 0 + 0 + 0 + 0 + 0 + 0

TRY IT TO GET HER Write the number of cake slices in the picture.

1+1+1+1= 4×1= 1×4=

0+0+0= 3×0= 0×3=

Draw a picture or an array to solve. 3.

1×6=

4. 0 × 2 =

5. 4 × 1 =

6. 0 × 9 =

Teacher Notes Choose five students and give each student one pencil. Say, “We have five groups with one pencil each. There are five pencils.” Write 5 × 1 = 5 on the board. Then, give a sixth student a pencil. Write 6 × 1 = 6 on the board. Ask students what they notice when you multiply by one. Then, take away all the pencils. Ask, “How many pencils do we have now?” Write 6 × 0 = 0 on the board. Ask students if it makes a difference how many groups there are when you multiply by zero. Why?

130

Level C

| Chapter 6 - 8

| Lighthouse MATH

6-8 Name

Multiply by 0 or 1. 1. 6×0=

2. 1×3=

3. 5×1=

4. 9×1=

5. 12 × 0 =

6. 15 × 1 =

7. 0 × 15 =

8. 10 × 0 =

9. 14 × 1 =

10. 7×0=

11. 0×5=

12. 10 × 1 =

ber: 4 × 1 is 4. A number multiplied by 1 is that num 4×0=0 0: is 0 by ed Any number multipli

13. 0 × 3

14. 0 × 8

15. 7 × 0

16. 0 × 0

17. 0 × 4

18. 7 × 3

19. 8 × 4

20. 4 × 3

21. 2 × 4

22. 6 × 1

23. 5 × 0

24. 5 × 1

25. 1 × 0

26. 2 × 5

27. 8 × 2

28. 5 × 9

29. 1 × 8

30. 6 × 0

Read the problem. Find the answer. 31. There are 10 students. Each student is holding 0 balloons. How many balloons are there altogether?

32. Sarah plants 1 flower in each of her 9 small pots. How many flowers does she plant in total?

Which would you rather have: $1,000 × 0 or $36.00 × 1? Why?

C H ALLENGE

Level C

| Chapter 6 - 8

| Lighthouse MATH

131

Multiply.

6 - 9 | Multiplying by Ten

L ET ’S LEA R N

There are 3 groups of 10 bowling pins.

10 3 10

10 3 × 10 = 30

10 × 3 = 30

TRY IT TO GET HER Write the number of fingers in the picture.

10 + 10 + 10 + 10 = 4 × 10 = 10 × 4 =

10 + 10 + 10 + 10 + 10 + 10 = 6 × 10 = 10 × 6 =

Draw a picture or an array to solve. 3.

10 × 5 =

4. 10 × 4 =

5. 2 × 10 =

6. 8 × 10 =

Teacher Notes Begin by counting by tens to 120. Ask students what patterns they notice about the numbers when we count by tens. Students may notice that as we count by tens, the tens place goes up by one digit, and the ones place stays a zero. Pass out base-10 rods. Say, “When we have one group of 10, we have 10. When we have two groups of 10, how many do we have?”

132

Level C

| Chapter 6 - 9

| Lighthouse MATH

6-9 Name

Multiply by 10. 1. 3 × 10 =

2. 7 × 10 =

3. 10 × 8 =

4. 10 × 4 =

5. 10 × 10 =

6. 10 × 1 =

7. 10 × 7 =

8. 6 × 10 =

9. 9 × 10 =

10. 0 × 10 =

11. 10 × 5 =

12. 1 × 10 =

To multiply a number by 10, add a 5 × 10 is 50.

zero to the end.

13. 9 × 2

14. 8 × 0

15. 3 × 4

16. 6 × 5

17. 5 × 1

18. 10 × 4

19. 3 × 1

20. 1 × 8

21. 2 × 4

22. 0 × 8

23. 5 × 7

24. 4 × 6

25. 10 × 9

26. 4 × 4

27. 2 × 6

28. 0 × 1

29. 3 × 7

30. 8 × 10

Read the problem. Find the answer. 31. Each bag of cheese costs $10. If a customer buys 4 bags, how much money does he spend?

C H ALLENGE

32. A baker puts 10 cookies on each tray. If he fills 7 trays, how many cookies did he bake?

What is 45 × 10?

Level C

| Chapter 6 - 9

| Lighthouse MATH

133

Multiply.

6 - 10 | Review Facts 0, 1, 4, and 10

L ET ’S LEA R N Review the times tables.

1 Times Table

1×1 = 1×2 = 1×3 = 1×4 = 1×5 = 1×6 = 1×7 = 1×8 = 1×9 = 1 × 10 =

Times Table

4×1 = 4×2 = 4×3 = 4×4 = 4×5 = 4×6 = 4×7 = 4×8 = 4×9 = 4 × 10 =

Times Table

10 × 1 = 10 × 2 = 10 × 3 = 10 × 4 = 10 × 5 = 10 × 6 = 10 × 7 = 10 × 8 = 10 × 9 = 10 × 10 =

TRY IT TO GET HER Write the number of donuts in the picture.

10 + 10 + 10 + 10 + 10 + 10 = 6 × 10 = 10 × 6 =

4+4+4+4= 4×4=

5. 6 × 1 =

6. 5 × 10 =

Draw a picture or an array to solve. 3.

4×7=

4. 3 × 4 =

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the 0, 1, 4, and 10 facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

134

Level C

| Chapter 6 - 10

| Lighthouse MATH

6 - 10 Name

Multiply. 1. 4×9=

2. 4×6=

3. 4 × 10 =

4. 4×8=

5. 2×5=

6. 7 × 10 =

7. 1×9=

8. 5×5=

9. 10 × 8 =

10. 8×5=

11. 5×6=

12. 5×7=

13. 6×1=

14. 10 × 4 =

15. 6×2=

16. 4×7=

18. 1 × 7

19. 5 × 9

20. 9 × 10

21. 6 × 0

22. 3 × 9

23. 8 × 1

24. 5 × 2

25. 8 × 4

26. 9 × 2

27. 3 × 3

28. 10 × 10

29. 2 × 7

30. 3 × 1

31. 0 × 5

32. 10 × 7

33. 3 × 2

34. 2 × 4

17. 5 × 10

Read the problem. Find the answer. 35. Each jump rope is 10 feet long. If you lay 6 jump ropes end-to-end, what is the total length?

C H ALLENGE

36. A plum has 1 pit. There are 7 plums. How many pits are there?

Which is more: 4 × 6 or 3 × 8?

Level C

| Chapter 6 - 10

| Lighthouse MATH

135

6 - 11 | Chapter Review

LET ’S REV I EW Review the times tables.

1 Times Table

Times Table

1×1 = 1×2 = 1×3 = 1×4 = 1×5 = 1×6 = 1×7 = 1×8 = 1×9 = 1 × 10 =

Times Table

4×1 = 4×2 = 4×3 = 4×4 = 4×5 = 4×6 = 4×7 = 4×8 = 4×9 = 4 × 10 =

Times Table

2×1 = 2×2 = 2×3 = 2×4 = 2×5 = 2×6 = 2×7 = 2×8 = 2×9 = 2 × 10 =

Times Table

5×1 = 5×2 = 5×3 = 5×4 = 5×5 = 5×6 = 5×7 = 5×8 = 5×9 = 5 × 10 =

Times Table

3×1 = 3×2 = 3×3 = 3×4 = 3×5 = 3×6 = 3×7 = 3×8 = 3×9 = 3 × 10 =

10 × 1 = 10 × 2 = 10 × 3 = 10 × 4 = 10 × 5 = 10 × 6 = 10 × 7 = 10 × 8 = 10 × 9 = 10 × 10 =

TRY IT TO GET HER Solve. 1. 10 × 5

2. 9 × 2

3. 8 × 4

4. 1 × 0

5. 4 × 9

6. 4 × 4

7. 8 × 3

Teacher Notes As students are filling out the times table charts, have them mark off any facts they don’t know by heart yet. Once they complete the charts, have them describe any patterns they see. Remind students they can use these patterns to help them solve and remember their facts.

136

Level C

| Chapter 6 - 11

| Lighthouse MATH

6 - 11 Name

1. 5 × 3

2. 3 × 1

3. 7 × 3

4. 5 × 4

5. 3 × 8

6. 4 × 7

7. 0 × 7

8. 4 × 2

9. 10 × 8

10. 4 × 3

11. 3 × 3

12. 5 × 6

13. 8 × 3

14. 10 × 5

15. 8 × 0

16. 6 × 2

17. 5 × 9

18. 3 × 8

19. 10 × 2

20. 8 × 2

21. 8 × 10

22. 2 × 10

23. 5 × 8

24. 2 × 5

25. 2 × 2

26. 6 × 4

27. 10 × 1

28. 5 × 1

29. 10 × 6

30. 0 × 9

31. 3 × 1

32. 4 × 8

33. 4 × 6

34. 5 × 7

35. 9 × 3

36. 3 × 5

Read the problem. Find the answer. 37. There are 6 tables in the classroom. Each table has 4 legs. How many legs are there altogether?

C H ALLENGE

Fill in the blanks.

Level C

4×

38. You have 6 nickels in your piggy bank. Each nickel is worth 5 cents. How many cents do you have?

= 16

| Chapter 6 - 11

4×

= 24

| Lighthouse MATH

4×

= 12

137

Multiply.

6 - 12 | Cumulative Review

Solve. 1.

1 + 4

4 + 4

9 + 2

2 + 2

8 × 2

5 + 6

4 + 1

7 − 3

13 − 9

10.

9 × 2

11.

5 − 4

12.

8 + 4

13.

7 × 5

14.

2 + 7

15.

12 − 6

16.

11 − 2

17.

9 + 2

18.

13 − 6

19.

1 × 4

20.

6 + 8

21.

4 + 9

22.

17 − 8

23.

4 + 7

24.

5 + 4

25.

1 + 1

26.

7 + 5

27.

3 × 4

28.

8 + 2

29.

7 × 10

30.

12 − 4

31.

6 + 1

32.

8 × 2

33.

2 × 8

34.

1 + 8

35.

2 × 5

36.

4 + 6

37.

3 × 7

38.

1 × 6

39.

1 + 3

40.

15 − 8

41.

6 + 5

42.

2 × 2

43.

2 + 9

44.

6 − 4

45.

11 − 3

46.

3 × 6

47.

5 − 1

48.

16 − 7

49.

8 + 1

50.

9 × 4

51.

9 − 5

52.

6 + 6

53.

7 − 1

54.

9 + 6

55.

4 × 3

56.

16 − 7

57.

6 + 8

58.

5 × 2

59.

19 − 9

60.

3 × 5

138

Level C

| Chapter 6 - 12

| Lighthouse MATH

6 - 12 Name

Add. 1. 26 + 45

2. 39 + 23

3. 71 + 68

4. 613 + 145

5. 389 + 281

6. 354 + 107

8. 82 − 78

9. 89 − 51

10. 800 − 181

11. 395 − 209

12. 907 − 409

14. 5 × 5

15. 3 × 6

16. 2 × 0

17. 3 × 4

18. 10 × 6

Subtract. 7. 68 − 32

Multiply. 13. 3 × 8

19. twenty-seven

20. nine hundred fourteen

21. eighty-five thousand

22. two thousand, five hundred twenty

Write the number.

Write the amount of money. 23. $

24.

Level C

| Chapter 6 - 12

| Lighthouse MATH

139

7 C H A P T E R

140

In Chapter 7 we will learn about

Multiplication (Continued) It is important to practice math facts to become fluent. In this chapter, we will learn helpful strategies for multiplying with different numbers. • We will multiply by 6, 7, 8, and 9. • We will multiply by 100 and 1,000. • We will multiply by multiples of 10. • We will round to estimate products.

141

7 - 1 | Multiplying by Six

L ET ’S LEA R N

5 6

There are 5 bowls. Each bowl has 6 eggs.

6 5 × 6 = 30

6 × 5 = 30

TRY IT TO GET HER Write the number of cans in the picture.

6+6+6+6= 4×6= 6×4=

6+6+6= 3×6= 6×3=

Draw a picture or an array to solve. 3.

6×9=

4. 6 × 6 =

5. 2 × 6 =

6. 8 × 6 =

Teacher Notes Encourage students to use a fact they know to help solve the six facts. For example, to solve 6 × 5, they could count by 5s. Ask students if they can think of any other tricks for figuring out the six facts, such as doubling the threes. Encourage students to start memorizing the six facts with larger numbers.

142

Level C

| Chapter 7 - 1

| Lighthouse MATH

7-1 Name

Multiply by 6. 1. 6×7=

2. 6×8=

3. 9×6=

4. 3×6=

5. 6×6=

6. 0×6=

7. 6 × 10 =

8. 4×6=

9. 2×6=

10. 1×6=

11. 6×4=

12. 8×6=

13. 5×6=

14. 6×3=

15. 7×6=

16. 6×2=

Multiply. 18. 10 × 8

19. 6 × 1

20. 4 × 3

21. 5 × 10

22. 3 × 0

23. 6 × 10

24. 3 × 9

25. 10 × 2

26. 7 × 4

27. 2 × 2

28. 3 × 3

29. 5 × 5

30. 4 × 9

31. 0 × 0

32. 10 × 1

33. 9 × 5

34. 7 × 10

17. 2 × 0

Read the problem. Find the answer. 35. A student reads 6 pages of his book every day. How many pages will he have read after 8 days?

C H ALLENGE

What is the missing factor?

Level C

| Chapter 7 - 1

36. A baker fits 6 cupcakes into a box. If she fills 7 boxes, how many cupcakes did she bake?

× 6 = 54

| Lighthouse MATH

143

7 - 2 | Multiplying by Seven

L ET ’S LEA R N

There are 3 groups of 7 cookies.

7 7 3

7 3 × 7 = 21

7 × 3 = 21

TRY IT TO GET HER Write the number of crayons in the picture.

7+7+7+7+7+7= 6×7= 7×6=

7+7+7+7+7= 5×7= 7×5=

Draw a picture or an array to solve. 3.

8×7=

4. 7 × 7 =

5. 1 × 7 =

6. 7 × 9 =

Teacher Notes Write all the seven facts on the board. As a class, brainstorm a list of hints that could help students remember the products of the seven facts. For example, to multiply a number by 7, you can multiply that number by 2 and multiply it by 5 and add the products together.

144

Level C

| Chapter 7 - 2

| Lighthouse MATH

7-2 Name

Multiply by 7. 1. 7×6=

2. 7×8=

3. 5×7=

4. 8×7=

5. 4×7=

6. 3×7=

7. 10 × 7 =

8. 7×1=

9. 2×7=

10. 7×0=

11. 7×9=

12. 6×7=

13. 7×7=

14. 7×3=

15. 7×5=

16. 7×2=

17. 3 × 9

18. 8 × 6

19. 8 × 2

20. 5 × 6

21. 5 × 9

22. 7 × 7

23. 5 × 5

24. 7 × 8

25. 7 × 10

26. 1 × 5

27. 3 × 3

28. 0 × 9

29. 10 × 5

30. 6 × 6

31. 4 × 3

32. 7 × 3

33. 4 × 4

34. 9 × 7

Read the problem. Find the answer. 35. A week has 7 days. How many days are there in 3 weeks?

C H ALLENGE

What is the missing factor?

Level C

| Chapter 7 - 2

36. Each bag of candy has 7 pieces. How many pieces of candy do 6 bags have?

× 7 = 49

| Lighthouse MATH

145

Multiply.

7 - 3 | Review Facts 6 and 7

L ET ’S LEA R N Review the times tables.

6×1 = 6×2 = 6×3 = 6×4 = 6×5 = 6×6 = 6×7 = 6×8 = 6×9 = 6 × 10 =

Times Table

7×1 = 7×2 = 7×3 = 7×4 = 7×5 = 7×6 = 7×7 = 7×8 = 7×9 = 7 × 10 =

TRY IT TO GET HER Write the number of stars in the picture.

6+6+6= 3×6= 6×3=

7+7+7+7+7= 5×7= 7×5=

Draw a picture or an array to solve. 3.

4×7=

4. 6 × 4 =

5. 1 × 6 =

6. 7 × 10 =

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the six and seven facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

146

Level C

| Chapter 7 - 3

| Lighthouse MATH

7-3 Name

Multiply. 1. 5×5=

2. 2×8=

3. 0×2=

4. 7×4=

5. 7×9=

6. 4×5=

7. 10 × 10 =

8. 7 × 10 =

9. 6×2=

10. 5×3=

11. 2×4=

12. 7×8=

13. 6×7=

14. 0×8=

15. 6×3=

16. 6×6=

17. 1×8=

18. 10 × 5 =

19. 9 × 10 =

20. 0 × 6 =

22. 3 × 8

23. 2 × 10

24. 1 × 7

25. 9 × 3

26. 7 × 4

27. 9 × 2

28. 5 × 4

29. 8 × 4

30. 4 × 1

31. 4 × 8

32. 10 × 2

33. 6 × 7

34. 7 × 2

35. 10 × 10

36. 2 × 0

37. 10 × 1

38. 3 × 6

21. 3 × 7

Read the problem. Find the answer. 39. There are 6 tables, and 8 guests are seated at each table. How many guests are there?

C H ALLENGE

40. A florist puts 7 tulips in every vase. If she fills 4 vases, how many tulips does she use in total?

Which is more: 3 × 6 or 2 × 7?

Level C

| Chapter 7 - 3

| Lighthouse MATH

147

7 - 4 | Multiplying by Eight

L ET ’S LEA R N 6

There are 6 groups of 8 pushpins. 8

8 + 8 + 8 + 8 + 8 + 8 6 × 8 = 48

8 × 6 = 48

TRY IT TO GET HER Write the number of octopus legs in the picture.

8+8+8+8+8= 5×8= 8×5=

8+8= 2×8= 8×2=

Draw a picture or an array to solve. 3.

8×7=

4. 8 × 8 =

5. 3 × 8 =

6. 8 × 9 =

Teacher Notes Write all the four and eight facts on the board. Ask students what pattern they see. As a class, brainstorm a list of hints that could help students remember the products of the eight facts.

148

Level C

| Chapter 7 - 4

| Lighthouse MATH

7-4 Name

Multiply by 8. 1. 8×5=

2. 7×8=

3. 8×2=

4. 6×8=

5. 8×8=

6. 9×8=

7. 8 × 10 =

8. 8×9=

9. 8×4=

10. 3×8=

11. 4×8=

12. 8×0=

13. 2×8=

14. 10 × 8 =

15. 8×1=

16. 8×3=

Multiply. 17. 4 × 4

18. 10 × 4

19. 8 × 5

20. 1 × 3

21. 6 × 2

22. 7 × 7

23. 10 × 5

24. 7 × 5

25. 0 × 4

26. 8 × 2

27. 7 × 3

28. 0 × 7

Read the problem. Find the answer. 30. Each bag of oranges has 8 oranges. If there are 5 bags, how many oranges are there?

Look at the products. Are they even or odd? What pattern do you see in the ones place?

C H ALLENGE

Level C

| Chapter 7 - 4

8×0=0 8×1=8 8 × 2 = 16 8 × 3 = 24 8 × 4 = 32

| Lighthouse MATH

29. A spider has 8 legs. How many legs do 3 spiders have in total?

8 × 5 = 40 8 × 6 = 48 8 × 7 = 56 8 × 8 = 64 8 × 9 = 72

149

7 - 5 | Multiplying by Nine

L ET ’S LEA R N

There are 4 bunches of 9 flowers. 9 9 4 9

9 4 × 9 = 36

9 × 4 = 36

TRY IT TO GET HER Write the number of cookies in the picture.

9+9+9+9+9+9= 6×9= 9×6=

9+9+9= 3×9= 9×3=

5. 5 × 9 =

6. 2 × 9 =

Draw a picture or an array to solve. 3.

9×8=

4. 9 × 9 =

Teacher Notes Write all the nine facts on the board. Ask students to look at the tens and ones in the product and describe what pattern they see. Tell students that there is a fun trick for solving the nine facts with your hands. Show students how to do it and have them practice a few problems.

150

Level C

| Chapter 7 - 5

| Lighthouse MATH

7-5 Name

Multiply by 9. 1. 9×1=

2. 9×8=

3. 9×2=

4. 7×9=

5. 4×9=

6. 9 × 10 =

7. 10 × 9 =

8. 9×6=

9. 9×3=

10. 9×9=

er that Use your hands. Put down the fing ing by. tiply mul are matches the number you tens. the is left the to The number of fingers ones. the is t righ the The number of fingers to 2

9 10

9 × 4 = 36

11. 8 × 8

12. 6 × 8

13. 10 × 2

14. 9 × 3

15. 9 × 7

16. 7 × 6

17. 6 × 9

18. 8 × 8

19. 4 × 7

20. 4 × 10

21. 9 × 4

22. 4 × 2

23. 5 × 1

24. 5 × 6

25. 5 × 4

26. 8 × 1

27. 8 × 7

28. 4 × 8

Read the problem. Find the answer. 29. A box has 9 crayons in it. How many crayons are in 10 boxes?

C H ALLENGE

30. A teacher is handing out stickers. Each student gets 6 stickers. If there are 9 students, how many stickers does the teacher hand out?

What is 9 × 11?

Level C

| Chapter 7 - 5

| Lighthouse MATH

151

Multiply.

7 - 6 | Review Facts 8 and 9

L ET ’S LEA R N Review the times tables.

8×1 = 8×2 = 8×3 = 8×4 = 8×5 = 8×6 = 8×7 = 8×8 = 8×9 = 8 × 10 =

Times Table

9×1 = 9×2 = 9×3 = 9×4 = 9×5 = 9×6 = 9×7 = 9×8 = 9×9 = 9 × 10 =

TRY IT TO GET HER Write the number of ladybugs in the picture.

9+9+9+9= 4×9= 9×4=

8+8+8+8+8= 5×8= 8×5=

Draw a picture or an array to solve. 3.

4×8=

4. 6 × 8 =

5. 2 × 9 =

6. 7 × 9 =

Teacher Notes Hand out flashcards or small pieces of paper. Have students write all the eight and nine facts on one side of each card and the answers on the other side. Give students time to practice the facts independently or with a partner.

152

Level C

| Chapter 7 - 6

| Lighthouse MATH

7-6 Name

Multiply. 1. 5×9=

2. 9×6=

3. 7×9=

4. 8×9=

5. 6×4=

6. 2×4=

7. 4×8=

8. 6×8=

9. 8×3=

10. 5×8=

11. 8×7=

12. 6×6=

13. 5×9=

14. 9×3=

15. 9×7=

16. 4×3=

18. 7 × 10

19. 9 × 2

20. 9 × 9

21. 6 × 6

22. 8 × 9

23. 9 × 4

24. 3 × 9

25. 8 × 7

26. 4 × 4

27. 8 × 8

28. 4 × 7

29. 5 × 8

30. 7 × 3

31. 8 × 4

32. 3 × 5

33. 8 × 6

34. 6 × 7

35. 1 × 9

36. 7 × 9

37. 8 × 9

38. 2 × 8

39. 8 × 5

40. 7 × 5 © Lighthouse Curriculum. Copying strictly prohibited.

17. 2 × 9

Read the problem. Find the answer. 41. A classroom has 8 rows of desks. Each row has 4 desks. How many desks are in the classroom altogether?

C H ALLENGE

42. A pack of pens has 9 pens. If a teacher buys 8 packs for her class, how many pens does she have?

Which is more: 5 × 9 or 7 × 6?

Level C

| Chapter 7 - 6

| Lighthouse MATH

153

7 - 7 | Review Facts 0 - 10

L ET ’S LEA R N Review the times tables.

1 Times Table

Times Table

7 Times Table

1×1 = 1×2 = 1×3 = 1×4 = 1×5 = 1×6 = 1×7 = 1×8 = 1×9 = 1 × 10 =

Times Table

4×1 = 4×2 = 4×3 = 4×4 = 4×5 = 4×6 = 4×7 = 4×8 = 4×9 = 4 × 10 =

Times Table

7×1 = 7×2 = 7×3 = 7×4 = 7×5 = 7×6 = 7×7 = 7×8 = 7×9 = 7 × 10 =

Times Table

2×1 = 2×2 = 2×3 = 2×4 = 2×5 = 2×6 = 2×7 = 2×8 = 2×9 = 2 × 10 =

5×1 = 5×2 = 5×3 = 5×4 = 5×5 = 5×6 = 5×7 = 5×8 = 5×9 = 5 × 10 =

8×1 = 8×2 = 8×3 = 8×4 = 8×5 = 8×6 = 8×7 = 8×8 = 8×9 = 8 × 10 =

3 Times Table

6 Times Table

9 Times Table

3×1 = 3×2 = 3×3 = 3×4 = 3×5 = 3×6 = 3×7 = 3×8 = 3×9 = 3 × 10 =

6×1 = 6×2 = 6×3 = 6×4 = 6×5 = 6×6 = 6×7 = 6×8 = 6×9 = 6 × 10 =

9×1 = 9×2 = 9×3 = 9×4 = 9×5 = 9×6 = 9×7 = 9×8 = 9×9 = 9 × 10 =

Teacher Notes Once students have filled out the times tables charts, ask them to describe any patterns they see. Tell students to circle the facts that they don’t know by heart yet. Have students practice those facts with a partner.

154

Level C

| Chapter 7 - 7

| Lighthouse MATH

7-7 Name

Multiply. 1. 5 × 10 =

2. 4×4=

3. 6×4=

4. 0×5=

5. 5×5=

6. 3×1=

7. 9×4=

8. 7×7=

9. 8×8=

10. 3×3=

11. 5×2=

12. 8×5=

13. 3×4=

14. 2×4=

15. 3×7=

16. 9×9=

17. 7 × 8

18. 6 × 6

19. 3 × 10

20. 1 × 5

21. 2 × 0

22. 5 × 7

23. 7 × 8

24. 7 × 2

25. 9 × 6

26. 9 × 8

27. 5 × 6

28. 3 × 8

29. 9 × 2

30. 4 × 9

31. 7 × 3

32. 7 × 9

33. 9 × 3

34. 6 × 8

35. A tricycle has 3 wheels. How many wheels do 4 tricycles have?

Multiply to find the cost.

C H ALLENGE

Level C

36. A ticket to the zoo costs $6. How much does it cost to buy 5 tickets?

Order Form

Sale hammers

screwdrivers

bolts

wrenches

| Chapter 7 - 7

Number of tools

Equation

Total cost

5 4 9 Total Cost

| Lighthouse MATH

155

Read the problem. Find the answer.

7 - 8 | Multiplying by 100 and 1,000

L ET ’S LEA R N

4×1=4

4 × 10 = 40

100

4 × 100 = 400

1,000

4 × 1,000 = 4,000

TRY IT TO GET HER Use patterns to multiply. 1.

6×1= 6 × 10 = 6 × 100 = 6 × 1,000 =

2×1= 2 × 10 = 2 × 100 = 2 × 1,000 =

7×1= 7 × 10 = 7 × 100 = 7 × 1,000 =

Teacher Notes Practice skip counting by tens, hundreds, and thousands. Write 300 on the board. Ask students to describe what happens when you add 100 to 300. Keep adding one hundred and writing the sums on the board. Ask students if they notice a pattern. Repeat with thousands, starting at 5,000.

156

Level C

| Chapter 7 - 8

| Lighthouse MATH

7-8 Name

Multiply by 100. 1. 5 × 100 =

2. 2 × 100 =

3. 3 × 100 =

4. 6 × 100 =

To multiply a number by 100, add two zeros to the end. To multiply a number by 1,000, add three zeros to the end.

Multiply by 1,000. 5. 7 × 1,000 =

6. 8 × 1,000 =

7. 4 × 1,000 =

8. 9 × 1,000 =

9. 10 × 1,000 =

10. 6 × 1,000 =

Multiply. 12. 1,000 × 5

13. 100 × 2

14. 1,000 × 3

15. 100 × 4

16. 1,000 × 1

17. 1,000 × 6

18. 100 × 9

19. 1,000 × 8

20. 100 × 1

21. 1,000 × 2

22. 1,000 × 5

23. 100 × 3

24. 1,000 × 4

25. 100 × 8

26. 1,000 × 7

27. 100 × 5

28. 1,000 × 6 © Lighthouse Curriculum. Copying strictly prohibited.

11. 100 × 7

Read the problem. Find the answer. 29. A box contains 100 paper clips. If there are 4 boxes, how many paper clips are there?

C H ALLENGE

30. An airplane flies 1,000 miles in an hour. How many miles will it fly in 3 hours?

What is 8 × 100,000?

Level C

| Chapter 7 - 8

| Lighthouse MATH

157

7 - 9 | Multiplying by Multiples of Ten

L ET ’S LEA R N

5 × 3 = 15

5 × 30 = 150

300 +

300

+ 300

3,000 + 3,000 + 3,000 + 3,000 + 3,000

5 × 300 = 1,500

5 × 3,000 = 15,000

TRY IT TO GET HER Use patterns to multiply. 1.

3×7= 3 × 70 = 3 × 700 = 3 × 7,000 =

8×6= 8 × 60 = 8 × 600 = 8 × 6,000 =

7×2= 7 × 20 = 7 × 200 = 7 × 2,000 =

Teacher Notes Write 30 on the board. Ask students what number multiplied by 10 equals 30. Say, “3 x 10 is equal to 30.” Tell students that to solve 5 × 30, we can solve 5 × 3 and then multiply by 10. The product is 150. Follow the same process for 300 and 3,000.

158

Level C

| Chapter 7 - 9

| Lighthouse MATH

7-9 Name

First, multiply the numbers (without zeros). Then, add the zeros to the end of the answer. 4 × 50 4 × 5 = 20 Add the zero from 50. 4 × 50 = 200

Multiply. 1. 7 × 60 = 7 × 600 = 7 × 6,000 =

2. 8 × 30 = 8 × 300 = 8 × 3,000 =

3. 4 × 40 = 4 × 400 = 4 × 4,000 =

4. 9 × 40 = 9 × 400 = 9 × 4,000 =

5. 5 × 20 = 5 × 200 = 5 × 2,000 =

Multiply. 7. 50 × 6

8. 200 × 3

9. 3,000 × 2

10. 40 × 8

11. 300 × 7

12. 9,000 × 3

13. 60 × 9

14. 800 × 5

15. 1,000 × 4

16. 20 × 7

17. 100 × 2

18. 80 × 2

19. 7,000 × 4

20. 500 × 8

21. 10 × 9

22. 900 × 5

23. 400 × 7 © Lighthouse Curriculum. Copying strictly prohibited.

6. 700 × 4

Read the problem. Find the answer. 24. Each school bus is 40 feet long. How long are 6 school buses?

C H ALLENGE

25. A company makes $3,000 a month. How much does it make after 7 months?

What is 5 × 800,000?

Level C

| Chapter 7 - 9

| Lighthouse MATH

159

7 - 10 | Estimating Products

L ET ’S LEA R N There are 34 napkins in a package. About how many napkins are in 6 packages? You don’t need an exact answer. Round 34 to the nearest ten to estimate. 34 × 6

Round Down

30 × 6 180

Round Up

32 33 34 35 36 37 38 39 40

There are about 180 napkins in 6 packages.

TRY IT TO GET HER Round the top number to the nearest ten and multiply.

30 31 32 33 34 35 36 37 38 39 40

38 × 4

20 21 22 23 24 25 26 27 28 29 30

21 × 7

40 × 4 160

600 610 620 630 640 650 660 670 680 690 700

660 × 3

500 510 520 530 540 550 560 570 580 590 600

520 × 5

700 × 3

Teacher Notes Explain that an estimate is a good guess. It is used when an exact number isn’t needed. Ask, “Would it be possible to count the exact number of items in the grocery store within one hour?” Explain that you could count the number of items in one section and multiply by the number of sections. Explain that the words “About how many?” are often used when estimating.

160

Level C

| Chapter 7 - 10

| Lighthouse MATH

7 - 10 Name

1. 49 × 6

50 × 6 300

2. 42 × 7

4. 43 × 8

40 × 8 320

5. 384 × 3

7. 68 × 3

10. 72 × 7

13. 83 × 9

8. 488 × 5

11. 51 × 7

14. 582 × 6

× 7

3. 659 × 4

× 4

6. 782 × 2

9. 617 × 7

12. 179 × 3

15. 94 × 2

Read the problem. Find the answer. 16. There are 8 rows of chairs in an auditorium, with 62 chairs in each row. About how many chairs are there altogether?

C H ALLENGE

17. Each crate of apples weighs 47 pounds. About how much do 5 crates weigh?

About how much is 58 × 62?

Level C

| Chapter 7 - 10

| Lighthouse MATH

161

Estimate. First, round the top number to the nearest 10 or 100. Then, multiply.

7 - 11 | Chapter Review

LET ’S REV I EW

6 Times Table

Times Table

6×1 = 6×2 = 6×3 = 6×4 = 6×5 = 6×6 = 6×7 = 6×8 = 6×9 = 6 × 10 =

Times Table

7×1 = 7×2 = 7×3 = 7×4 = 7×5 = 7×6 = 7×7 = 7×8 = 7×9 = 7 × 10 =

100

9×1 = 9×2 = 9×3 = 9×4 = 9×5 = 9×6 = 9×7 = 9×8 = 9×9 = 9 × 10 =

8 Times Table

8×1 = 8×2 = 8×3 = 8×4 = 8×5 = 8×6 = 8×7 = 8×8 = 8×9 = 8 × 10 =

1,000

Times Table

100 × 1 = 100 × 2 = 100 × 3 = 100 × 4 = 100 × 5 = 100 × 6 = 100 × 7 = 100 × 8 = 100 × 9 = 100 × 10 =

Times Table

1,000 × 1 = 1,000 × 2 = 1,000 × 3 = 1,000 × 4 = 1,000 × 5 = 1,000 × 6 = 1,000 × 7 = 1,000 × 8 = 1,000 × 9 = 1,000 × 10 =

TRY IT TO GET HER Use patterns to multiply. 1.

3×1= 3 × 10 = 3 × 100 = 3 × 1,000 =

2×3= 2 × 30 = 2 × 300 = 2 × 3,000 =

4×6= 4 × 60 = 4 × 600 = 4 × 6,000 =

Teacher Notes Once students have filled out the times tables charts, ask them to describe any patterns they see. Remind students they can use these patterns to help them solve and remember their facts.

162

Level C

| Chapter 7 - 11

| Lighthouse MATH

7 - 11 Name

Multiply. 1. 6 × 6

2. 9 × 4

3. 8 × 2

4. 7 × 3

5. 8 × 4

6. 9 × 9

7. 8 × 9

8. 6 × 2

9. 7 × 7

10. 6 × 7

11. 9 × 3

12. 7 × 2

13. 7 × 4

14. 7 × 9

15. 6 × 3

16. 9 × 2

17. 6 × 4

18. 8 × 8

19. 8 × 3

20. 8 × 7

21. 7 × 5

22. 100 × 9

23. 2,000 × 4

24. 50 × 7

25. 8,000 × 5

26. 60 × 3

27. 900 × 5

Estimate. First, round the top number to the nearest 10 or 100. Then, multiply. 50 × 6 300

29. 278 × 4

30. 814 × 2

Read the problem. Find the answer. 31. Alan saves $19 per week. About how much money will he have saved after 3 weeks?

32. A bus ticket costs $92. If 7 people each buy a ticket, about how much do they spend in total?

Is 300 or 600 a better estimate for the product of 145 × 3? Why?

C H ALLENGE

Level C

| Chapter 7 - 11

| Lighthouse MATH

163

28. 51 × 6

7 - 12 | Cumulative Review

Solve. 1.

8 + 6

8 − 2

15 − 8

4 − 3

3 × 4

2 + 5

2 × 2

6 − 3

7 + 8

10.

11 − 5

11.

12 − 6

12.

3 + 5

13.

6 + 8

14.

8 × 2

15.

4 + 8

16.

5 + 8

17.

2 + 8

18.

9 − 8

19.

3 + 3

20.

4 + 3

21.

1 × 1

22.

1 + 9

23.

7 − 6

24.

8 × 3

25.

9 × 3

26.

1 + 7

27.

13 − 6

28.

9 × 4

29.

6 − 1

30.

2 + 3

31.

5 + 4

32.

8 × 1

33.

1 + 3

34.

9 − 4

35.

9 − 2

36.

11 − 2

37.

7 × 9

38.

5 × 8

39.

16 − 7

40.

9 × 9

41.

7 + 1

42.

5 − 2

43.

16 − 9

44.

7 − 5

45.

12 − 7

46.

7 − 4

47.

11 − 3

48.

6 + 4

49.

8 + 3

50.

13 − 8

51.

2 + 6

52.

7 − 1

53.

7 × 7

54.

4 × 2

55.

14 − 7

56.

6 × 2

57.

3 × 5

58.

11 + 4

59.

8 + 3

60.

12 − 6

164

Level C

| Chapter 7 - 12

| Lighthouse MATH

7 - 12 Name

Add. 1.

91 + 83

19 + 46

22 + 55

240 + 621

182 + 444

561 + 187

256 350 + 136

380 356 + 250

341 200 + 174

10.

419 333 + 190

11.

148 338 + 461

12.

115 443 + 263

14.

85 − 26

15.

82 − 35

16.

643 − 494

17.

349 − 245

18. 952 − 62

Subtract. 13.

88 − 73

19.

9 × 0

20.

9 × 1

21.

9 × 3

22.

8 × 3

23.

8 × 5

24.

2 × 9

25.

6 × 9

26.

6 × 1

27.

7 × 7

28.

5 × 3

29.

2 × 4

30.

6 × 8

Multiply.

Answer the questions about each number. 31.

856

Which digit is in the tens place?

What is the value of the digit 8?

32.

3,052

Which digit is in the thousands place?

What is the value of the digit 5?

Level C

| Chapter 7 - 12

| Lighthouse MATH

165

8 C H A P T E R

166

In Chapter 8 we will get an

Introduction to Division Division is the opposite of multiplication. We start with a whole and divide it into equal groups. • We will make equal groups of different sizes. • We will write division sentences for equal groups. • We will divide by 2, 3, 4, and 5. • We will learn how to write division facts in different ways. • We will use multiplication to solve or check division.

167

8 - 1 | Equal Groups

L ET ’S LEA R N 12 cupcakes can be split in different ways. Notice how the number of cupcakes in each box changes when using different numbers of boxes. 12 cupcakes in 2 boxes

12 cupcakes in 3 boxes

12 cupcakes in 4 boxes

12 cupcakes in 6 boxes

TRY IT TO GET HER

Use the picture to answer the question. 1.

20 beads on 5 bracelets How many on each bracelet?

36 beads with 6 on each bracelet. How many bracelets?

8 slices for 4 people How many slices per person?

8 roses in 2 vases How many in each vase?

Teacher Notes Tell students that today, we will be dividing objects into equal groups. Ask students to come up with a list of real-life examples where equal groups are needed.

168

Level C

| Chapter 8 - 1

| Lighthouse MATH

8-1 Name

Circle equal groups. Write how many groups. 1.

Each shirt needs 5 buttons.

Each letter needs 2 stamps.

How many shirts?

How many letters?

Circle equal groups. Write how many in each group. 3.

4. Blocks shared between 3 children

Taffies divided into 4 bags

How many in each bag?

How many for each child?

5. There are 54 paintbrushes. Each painter needs 6.

6. 5 sticker sheets have the same number of stickers. There are 40 stickers in all.

How many painters?

C H ALLENGE

How many stickers on each sheet?

Use the picture to answer the question.

Level C

I f you have $56, how many balls can you buy?

| Chapter 8 - 1

| Lighthouse MATH

$7.00

169

Draw a picture to answer the question.

8 - 2 | Introduction to Division

L ET ’S LEA R N Division helps us figure out how many are in each group or how many groups can be made. How many candies can each child get?

There are 24 candies. There are 4 children. Twenty-four divided by four equals six.

24 ÷ 4 = 6 Each child can get 6 candies.

TRY IT TO GET HER Fill in the correct numbers.

60 Jelly Beans

How many on each plate?

How many slices per person?

60 divided by 6 = 10 60 ÷ 6 = 10 10 on each plate

4. Cars have 4 wheels. How many cars?

Every pair has 2. How many pairs? divided by ÷ = 9 pairs

divided by = 3 ÷ = 3 slices per person

= 9

divided by ÷ = 4 cars

= 4

Teacher Notes Explain that when we put objects into equal groups, we can divide to find the number of groups or how many are in each group. To show division, we write ÷. The amount we start with is called the dividend, the number we divide by is the divisor, and the answer is the quotient.

170

Level C

| Chapter 8 - 2

| Lighthouse MATH

8-2 Name

There are 32 plants. Use the array to answer the questions. 1. How many groups of 8? 32 ÷ 8 =

2. How many groups of 2? 32 ÷ 2 =

3. How many groups of 4? 32 ÷ 4 =

Draw a picture or an array to solve. 4. 24 ÷ 8 =

5. 9÷3=

6. 20 ÷ 5 =

7. Mark wants to buy cookies. Each cookie costs $3. He has $15. How many cookies can he buy?

Read the problem. Draw a picture or an array to solve.

If David had 12 pieces of candy, what are all the possible ways he could separate them into equal groups?

C H ALLENGE

groups of groups of groups of

Level C

| Chapter 8 - 2 | Lighthouse MATH

groups of groups of groups of

171

8 - 3 | Dividing by Two

L ET ’S LEA R N How many children can get a pair of shoes? There are 18 shoes. Each child wears 2 shoes.

18 ÷ 2 = 9 9 children can get shoes.

TRY IT TO GET HER There are two teams. Write the number of boys on each team.

How many boys? How many teams? How many on each team? 8÷2=

How many boys? How many teams? How many on each team? 4÷2=

Draw a picture or an array to solve. 3. 16 ÷ 2 =

4. 12 ÷ 2 =

5. 6÷2=

6. 20 ÷ 2 =

Teacher Notes Explain that dividing by two means finding half. Call out even numbers and have students tell you what half of each is. Make the connection between multiplying by two (doubling) and dividing by two (halving).

172

Level C

| Chapter 8 - 3

| Lighthouse MATH

8-3 Name

12 ÷ 2 =

4÷2=

4. 14 ÷ 2 =

5. 16 ÷ 2 =

6. 10 ÷ 2 =

6÷2=

8. 12 ÷ 2 =

9. 18 ÷ 2 =

10. 2 ÷ 2 =

11. 8 ÷ 2 =

12. 20 ÷ 2 =

13. 14 ÷ 2 =

14. 6 ÷ 2 =

15. 10 ÷ 2 =

16. 16 ÷ 2 =

17. 8 ÷ 2 =

18. 18 ÷ 2 =

19. 10 ÷ 2 =

20. 18 ÷ 2 =

21. 4 ÷ 2 =

22. 14 ÷ 2 =

23. 12 ÷ 2 =

24. 20 ÷ 2 =

25. 6 ÷ 2 =

26. 2 ÷ 2 =

27. 4 ÷ 2 =

28. 12 ÷ 2 =

29. 10 ÷ 2 =

30. 20 ÷ 2 =

31. 8 ÷ 2 =

32. 16 ÷ 2 =

10 ÷ 2 =

Divide.

Read the problem. Find the answer. 33. A teacher has 14 books. She wants to stack them in 2 piles. How many books will be in each pile?

C H ALLENGE

34. Sarah has 10 dollars. She wants to buy sodas that cost $2 each. How many sodas can she buy?

What is 100 ÷ 2? How do you know?

Level C

| Chapter 8 - 3

| Lighthouse MATH

173

8 - 4 | Dividing by Three

L ET ’S LEA R N The same amount of pencils are in each case. How many are in each case? There are 9 pencils. There are 3 pencil cases.

9÷3=3 3 pencils are in each case.

TRY IT TO GET HER Each flashlight needs three batteries. Write the number of flashlights.

How many batteries?

How many in each flashlight?

How many flashlights?

12 ÷ 3 =

6÷3=

Draw a picture or an array to solve. 3. 24 ÷ 3 =

4. 18 ÷ 3 =

5. 9÷3=

6. 30 ÷ 3 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by three. Discuss which method is faster and easier.

174

Level C

| Chapter 8 - 4

| Lighthouse MATH

8-4 Name

27 ÷ 3 =

12 ÷ 3 =

4. 15 ÷ 3 =

5. 30 ÷ 3 =

6. 21 ÷ 3 =

18 ÷ 3 =

8. 18 ÷ 2 =

9. 15 ÷ 3 =

10. 9 ÷ 3 =

11. 24 ÷ 3 =

12. 3 ÷ 3 =

13. 3 ÷ 3 =

14. 9 ÷ 3 =

15. 12 ÷ 3 =

16. 12 ÷ 3 =

17. 2 ÷ 2 =

18. 12 ÷ 3 =

19. 8 ÷ 2 =

20. 21 ÷ 3 =

21. 15 ÷ 3 =

22. 27 ÷ 3 =

23. 18 ÷ 3 =

24. 10 ÷ 2 =

25. 18 ÷ 2 =

26. 6 ÷ 3 =

27. 10 ÷ 2 =

28. 30 ÷ 3 =

29. 3 ÷ 3 =

30. 16 ÷ 2 =

31. 4 ÷ 2 =

32. 6 ÷ 2 =

6÷3=

Divide.

Read the problem. Find the answer. 33. Sam has 21 toy cars. He wants to give the same number of cars to his 3 cousins. How many cars does each cousin get?

C H ALLENGE

34. Sarah has 12 flowers. She wants to arrange them in vases, with 3 flowers in each vase. How many vases will she need?

If 12 × 3 = 36, what is 36 ÷ 3?

Level C

| Chapter 8 - 4

| Lighthouse MATH

175

8 - 5 | Dividing by Four

L ET ’S LEA R N How many horses can get horseshoes on their feet? There are 28 horseshoes. Each horse needs 4 horseshoes.

28 ÷ 4 = 7 7 horses can get horseshoes.

TRY IT TO GET HER There are 4 painters. Each painter has the same number of paintbrushes.

How many paintbrushes?

How many painters?

How many brushes does each painter get?

20 ÷ 4 =

12 ÷ 4 =

Draw a picture or an array to solve. 3. 32 ÷ 4 =

4. 24 ÷ 4 =

5. 8÷4=

6. 40 ÷ 4 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by four. Discuss which method is faster and easier.

176

Level C

| Chapter 8 - 5

| Lighthouse MATH

8-5 Name

Divide. 1.

28 ÷ 4 =

32 ÷ 4 =

4. 20 ÷ 2 =

5. 16 ÷ 4 =

6. 24 ÷ 4 =

20 ÷ 4 =

8. 30 ÷ 3 =

9. 4 ÷ 4 =

10. 8 ÷ 4 =

11. 40 ÷ 4 =

12. 14 ÷ 2 =

13. 12 ÷ 4 =

14. 12 ÷ 4 =

15. 4 ÷ 4 =

16. 18 ÷ 2 =

17. 20 ÷ 2 =

18. 36 ÷ 4 =

19. 3 ÷ 3 =

20. 16 ÷ 4 =

21. 30 ÷ 3 =

22. 9 ÷ 3 =

23. 12 ÷ 3 =

24. 28 ÷ 4 =

25. 14 ÷ 2 =

26. 21 ÷ 3 =

27. 24 ÷ 3 =

28. 20 ÷ 4 =

29. 18 ÷ 2 =

30. 15 ÷ 3 =

31. 8 ÷ 4 =

32. 12 ÷ 4 =

36 ÷ 4 =

33. A group of 16 campers want to make 4 equal teams for a relay race. How many campers will be on each team?

C H ALLENGE

Read the problem. Find the answer. 34. There are 36 people waiting to ride a small amusement park ride. Each car on the ride holds 4 people. How many cars will be filled?

I have 40 coins. I divide them into 4 piles. Then, I give away 5 coins from each pile. How many coins do I have left in each pile?

Level C

| Chapter 8 - 5

| Lighthouse MATH

177

8 - 6 | Dividing by Five

L ET ’S LEA R N The same number of cookies are in each box. How many cookies go in each box? There are 10 cookies. There are 5 boxes.

10 ÷ 5 = 2 2 cookies go in each box.

TRY IT TO GET HER Five pennies are equal to one nickel. Based on the number of pennies, write the number of nickels.

How many pennies?

How many pennies in a nickel?

How many nickels?

15 ÷ 5 =

20 ÷ 5 =

Draw a picture or an array to solve. 3. 40 ÷ 5 =

4. 30 ÷ 5 =

5. 35 ÷ 5 =

6. 50 ÷ 5 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by five. Discuss which method is faster and easier.

178

Level C

| Chapter 8 - 6

| Lighthouse MATH

8-6 Name

5÷5=

30 ÷ 5 =

4. 35 ÷ 5 =

5. 35 ÷ 5 =

6. 15 ÷ 5 =

10 ÷ 5 =

8. 15 ÷ 5 =

9. 5 ÷ 5 =

10. 50 ÷ 5 =

11. 25 ÷ 5 =

12. 20 ÷ 5 =

13. 40 ÷ 5 =

14. 30 ÷ 5 =

15. 45 ÷ 5 =

16. 30 ÷ 5 =

17. 30 ÷ 5 =

18. 12 ÷ 3 =

19. 40 ÷ 4 =

20. 15 ÷ 3 =

21. 21 ÷ 3 =

22. 27 ÷ 3 =

23. 14 ÷ 2 =

24. 25 ÷ 5 =

25. 35 ÷ 5 =

26. 20 ÷ 5 =

27. 18 ÷ 3 =

28. 6 ÷ 2 =

29. 20 ÷ 4 =

30. 8 ÷ 2 =

31. 24 ÷ 3 =

32. 5 ÷ 5 =

10 ÷ 5 =

Read the problem. Find the answer. 33. A baker made 25 cookies. He wants to give them to 5 friends, with each person getting the same number. How many cookies does each friend receive?

C H ALLENGE

34. David has 35 toy cars. He wants to pack them into bags, with 5 cars in each bag. How many bags does he need?

A number is divided by 5, and then 3 is subtracted from the result. The final answer is 5. What was the original number?

Level C

| Chapter 8 - 6

| Lighthouse MATH

179

Divide.

8 - 7 | Division Notation: Write it Another Way!

L ET ’S LEA R N There is another way to write a division problem. quotient

3 5)15

15 ÷ 5 = 3 divisor

dividend

Fifteen divided by five equals three.

TRY IT TO GET HER Write the division sentence another way.

4. 16 ÷ 2 =

7 3 21

21 ÷ 3 = 7

4 4 16

10. 5 15

16 ÷ 4 = 4

24 ÷ 4 =

5. 20 ÷ 5 =

4 24

25 ÷ 5 =

6. 18 ÷ 3 =

5 25

8. 2 18

18 ÷ 2 =

9. 3 24

11. 4 28

12. 4 40

Teacher Notes Show students the two ways to write division. Point out that the numbers don’t change. We also read them the same way. Review the terms dividend (the number we start with), divisor (the number we divide by), and quotient (the answer). Have students identify each of them in both notations.

180

Level C

| Chapter 8 - 7

| Lighthouse MATH

8-7 Name

2 18

3 3

3 9

4. 3 6

5. 4 20

6. 3 24

5 35

8. 4 8

9. 4 36

10. 5 25

11. 3 27

12. 4 28

13. 2 4

14. 3 12

15. 5 40

16. 4 4

17. 4 24

18. 2 6

19. 4 24

20. 5 50

21. 2 12

22. 2 16

23. 3 21

24. 5 40

25. 5 15

26. 2 10

27. 3 15

28. 5 35

29. 2 8

30. 2 14

31. 5 25

32. 4 36

33. 5 10

34. 3 9

35. 9 45

36. 4 32

37. 2 2

38. 4 12

39. 2 20

40. 6 18

41. 5 30

42. 9 27

43. 4 16

44. 5 45

45. 4 12

C H ALLENGE

Fill in the missing numbers.

Level C

8 4

| Chapter 8 - 7

8 2

| Lighthouse MATH

9 18

Divide.

4 12

181

8 - 8 | Multiplication and Division

L ET ’S LEA R N Division is the opposite of multiplication. Use a multiplication fact to solve division. 18 ÷ 6 = 6×

= 18

Use a multiplication fact to check division.

Use a division fact to check multiplication.

45 ÷ 5 = 9 9 × 5 = 45

7 × 4 = 28 28 ÷ 4 = 7

TRY IT TO GET HER Fill in the missing number.

1. 3 × 5 = 15 15 ÷ 3 = 5 5. 5×

= 25

25 ÷ 5 = 9. 4×

= 16

16 ÷ 4 =

2. 2×

= 16

16 ÷ 2 = 6. 2×

= 12

12 ÷ 3 = =2

2÷2= 10.

3. 3×

7. 3×

4÷2=

= 20

20 ÷ 4 = =9

9÷3=

×2=4

4. 4×

11. × 3 = 6 6÷3=

8. 4×

8÷4= 12. 2×

= 10

10 ÷ 2 =

Teacher Notes Write 3 + 4 = 7 on the board. Ask students how they could check this answer with subtraction. Tell students that just like addition and subtraction are opposites, so are multiplication and division. Subtraction undoes addition, and division undoes multiplication. Multiplication combines equal groups; division breaks them apart. Practice writing related multiplication and division facts (ex: 8 ÷ 2 = 4 and 4 × 2 = 8). Make sure students place numbers in the correct places.

182

Level C

| Chapter 8 - 8

| Lighthouse MATH

8-8 Name

Fill in the missing number. 1.

8 × 7 = 56

× 4 = 20

× 6 = 24

× 5 = 40

× 7 = 63

× 6 = 54

8. 3 ×

9. 8 ×

= 48

10.

× 5 = 35

11. 6 ×

= 36

12.

13. 9 ×

= 63

14.

× 6 = 18

15. 9 ×

= 18

16. 6 ×

= 30

= 24

19. 7 ×

= 28

20. 4 ×

= 28

× 10 = 20

23. 4 ×

= 32

24.

17.

× 7 = 21

21. 6 ×

= 18

18. 8 × 22.

×4=8

= 27

× 8 = 64

× 7 = 49

Circle the equation that can be used to check the answer.

2 × 9 = 18

26. 54 ÷ 9 = 6 2 × 18 = 9

27. 5 × 8 = 40 40 ÷ 8 = 5

54 × 9 = 6

25. 18 ÷ 2 = 9

28. 7 × 4 = 28 8 ÷ 5 = 40

7 ÷ 28 = 4

28 ÷ 7 = 4

I f you know that 12 ÷ 4 = 3, what other multiplication and division problems do you know the answers to?

C H ALLENGE

Level C

| Chapter 8 - 8

| Lighthouse MATH

183

8 - 9 | Chapter Review

LET ’S REV I EW Dividing

Writing Division

When we divide, we make equal groups.

We can write division another way. quotient

3 5)15

15 ÷ 5 = 3

20 ÷ 5 = 4

divisor

dividend

Division and Multiplication are Opposites

Use division to check or solve multiplication. Use multiplication to check or solve division. 20 ÷ 5 = 4

20 ÷ 4 = 5

5 × 4 = 20

4 × 5 = 20

TRY IT TO GET HER

Solve. 1.

12 ÷ 3 =

5. 25 ÷ 5 =

40 ÷ 5 =

45 ÷ 5 =

4. 10 ÷ 2 =

6. 20 ÷ 5 =

24 ÷ 3 =

8. 8 ÷ 2 =

9. 3 27

10. 2 18

11. 4 16

12. 5 40

13. 3 15

14. 4 24

15. 2 4

16. 3 18

17. 5 45

18. 2 8

Teacher Notes If students are still having a hard time with division, make sure to keep reviewing multiplication facts. Students should be getting faster at multiplying and dividing as time passes.

184

Level C

| Chapter 8 - 9

| Lighthouse MATH

8-9 Name

Solve. 2.

9÷3=

10 ÷ 5 =

4. 36 ÷ 4 =

5. 15 ÷ 5 =

6. 16 ÷ 2 =

21 ÷ 3 =

8. 20 ÷ 4 =

9. 4 ÷ 2 =

10. 6 ÷ 3 =

11. 6 ÷ 2 =

12. 8 ÷ 2 =

16 ÷ 4 =

13. 4 24

14. 5 25

15. 4 28

16. 3 27

17. 5 20

18. 3 15

19. 3 9

20. 2 12

21. 2 8

22. 3 6

23. 5 45

24. 5 40

25. 5 35

26. 2 6

27. 4 8

Fill in the missing numbers. ×4=8

29. 3 ×

32.

× 6 = 30

33.

= 27

× 5 = 20

30. 5 × 34.

= 10

× 4 = 12

31. 35. 4 ×

× 8 = 32

28.

= 16

Read the problem. Find the answer. 36. You have 15 toy cars. You want to put them into 3 boxes so each box has the same amount. How many cars go in each box?

Level C

| Chapter 8 - 9

37. You have 30 stickers. You want to stick 5 stickers on each page of your notebook. How many pages will you fill?

| Lighthouse MATH

185

8 - 10 | Cumulative Review

Solve. 1.

4 × 2

10 − 3

4 − 2

6 × 3

5 + 7

2 + 6

8 × 2

4 × 3

6 + 8

10.

4 + 8

11.

2 × 9

12.

10 − 7

13.

7 + 7

14.

2 + 9

15.

9 − 1

16.

13 − 4

17.

9 + 2

18.

3 × 4

19.

1 + 6

20.

13 − 8

21.

7 × 9

22.

8 × 9

23.

2 + 2

24.

8 × 7

25.

1 × 8

26.

3 + 2

27.

9 − 7

28.

1 + 1

29.

3 + 4

30.

3 × 1

31.

6 × 6

32.

3 + 7

33.

8 − 1

34.

4 + 3

35.

15 − 6

36.

8 × 6

37.

7 × 3

38.

6 − 4

39.

3 − 1

40.

1 × 5

41.

7 + 3

42.

5 × 7

43. 2 12

44. 6 24

45. 3 24

46. 3 18

47. 5 25

48. 2 10

49. 4 36

50. 2 6

51. 3 12

52. 2 16

53. 3 18

54. 5 40

55. 9 45

56. 3 21

57. 4 16

58. 5 10

59. 4 20

60. 4 28

186

Level C

| Chapter 8 - 10

| Lighthouse MATH

8 - 10 Name

Add. 1.

66 + 68

23 + 92

90 + 74

847 + 141

533 + 403

459 + 125

89 − 15

62 − 40

889 − 275

11.

961 − 233

12.

997 − 856

14.

2 × 5

15.

8 × 9

16.

7 × 2

17.

4 × 5

18.

6 × 4

Subtract. 7.

86 − 79

Multiply. 13.

4 × 3

Divide. 21. 3 15

22. 4 20

23. 5 25

24. 3 12

20. 4 24

19. 3 6

Round to the nearest hundred. Estimate the sum or difference. 26. 682 + 728

25. 192 + 257 +

28. 523 − 284 −

27. 816 + 493 =

29. 482 − 367 =

−

Level C

| Chapter 8 - 10

30. 842 − 631 =

| Lighthouse MATH

−

187

9 C H A P T E R

188

In Chapter 9 we will learn about

Division (Continued) In this chapter, we will continue to practice dividing by different numbers. We will use multiplication facts to help us divide. • We will divide by 6, 7, 8, and 9. • We will learn rules for dividing by 1 and 0.

189

9 - 1 | Dividing by Six

L ET ’S LEA R N Sodas come in packs of 6. How many packs are there? There are 18 sodas. Each pack has 6 sodas. Think: What times 6 equals 18?

18 ÷ 6 = 3 There are 3 packs.

TRY IT TO GET HER The toys are shared equally between 6 children. Write the number of toys each child gets.

How many toys?

How many children?

How many does each child get?

24 ÷ 6 =

30 ÷ 6 =

Draw a picture or an array to solve. 3. 48 ÷ 6 =

4. 36 ÷ 6 =

5. 42 ÷ 6 =

6. 60 ÷ 6 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by 6. Discuss which method is faster and easier.

190

Level C

| Chapter 9 - 1

| Lighthouse MATH

9-1 Name

36 ÷ 6 =

30 ÷ 6 =

4. 42 ÷ 6 =

5. 48 ÷ 6 =

6. 18 ÷ 6 =

6÷6=

8. 60 ÷ 6 =

9. 18 ÷ 6 =

10. 12 ÷ 6 =

11. 30 ÷ 6 =

12. 24 ÷ 6 =

13. 6 ÷ 6 =

14. 36 ÷ 6 =

15. 48 ÷ 6 =

16. 42 ÷ 6 =

17. 60 ÷ 6 =

18. 54 ÷ 6 =

19. 12 ÷ 6 =

20. 6 ÷ 6 =

24 ÷ 6 =

21. 3 21

22. 2 8

23. 4 28

24. 6 24

25. 5 30

26. 2 4

27. 2 16

28. 5 50

29. 5 15

30. 4 20

31. 6 48

32. 5 40

33. 4 12

34. 6 30

35. 5 45

Read the problem. Find the answer. 36. A class of 30 students needs to form 6 equal groups for a project. How many students will be in each group?

C H ALLENGE

37. A store clerk has 54 bottles of juice. He wants to put them into packs of 6. How many six-packs can he make?

olve the riddle. S When I am divided by 6, the result is the same as when 5 is added to the number 2. What number am I?

Level C

| Chapter 9 - 1

| Lighthouse MATH

191

Divide.

9 - 2 | Dividing by Seven

L ET ’S LEA R N How many beads can go on each bracelet? There are 56 beads. There are 7 strings. Think: What times 7 equals 56?

56 ÷ 7 = 8 Each bracelet can have 8 beads.

TRY IT TO GET HER There are 7 days in a week. If the money is used in one week, how many dollars are used each day?

How many dollars?

How many days?

How many per day?

21 ÷ 7 =

Draw a picture or an array to solve. 3. 56 ÷ 7 =

4. 42 ÷ 7 =

5. 49 ÷ 7 =

6. 70 ÷ 7 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by seven. Discuss which method is faster and easier.

192

Level C

| Chapter 9 - 2

| Lighthouse MATH

9-2 Name

28 ÷ 7 =

21 ÷ 7 =

4. 49 ÷ 7 =

5. 56 ÷ 7 =

6. 42 ÷ 7 =

14 ÷ 7 =

8. 56 ÷ 7 =

9. 63 ÷ 7 =

10. 28 ÷ 7 =

11. 21 ÷ 7 =

12. 42 ÷ 7 =

13. 7 ÷ 7 =

14. 35 ÷ 7 =

15. 49 ÷ 7 =

16. 70 ÷ 7 =

17. 14 ÷ 7 =

18. 49 ÷ 7 =

19. 35 ÷ 7 =

20. 14 ÷ 7 =

35 ÷ 7 =

21. 4 24

22. 3 9

23. 7 28

24. 2 18

25. 5 45

26. 5 20

27. 6 42

28. 7 35

29. 3 18

30. 3 15

31. 6 24

32. 2 14

33. 5 25

34. 2 16

35. 4 12

Read the problem. Find the answer. 36. There are 42 balloons to be shared equally among 7 children at a party. How many balloons does each child get?

C H ALLENGE

37. There are 56 people waiting to ride a small train. Each car on the train holds 7 people. How many cars will be filled?

Each bag can hold 7 marbles. If you have 25 marbles, how many bags will you need? Will they all be full?

Level C

| Chapter 9 - 2

| Lighthouse MATH

193

Divide.

9 - 3 | Dividing by Eight

L ET ’S LEA R N Each pizza pie has 8 slices. How many pizza pies are there? There are 24 slices. Each pizza pie has 8 slices. Think: What times 8 equals 24?

24 ÷ 8 = 3 There are 3 pies.

TRY IT TO GET HER There are 8 tables. Write the number of markers on each table.

How many markers? How many tables? How many on each table? 32 ÷ 8 =

How many markers? How many tables? How many on each table? 40 ÷ 8 = Draw a picture or an array to solve. 3. 64 ÷ 8 =

4. 48 ÷ 8 =

5. 56 ÷ 8 =

6. 80 ÷ 8 =

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by eight. Discuss which method is faster and easier.

194

Level C

| Chapter 9 - 3

| Lighthouse MATH

9-3 Name

32 ÷ 8 =

8÷8=

4. 16 ÷ 8 =

5. 16 ÷ 8 =

6. 24 ÷ 8 =

72 ÷ 8 =

8. 56 ÷ 8 =

9. 40 ÷ 8 =

10. 64 ÷ 8 =

11. 56 ÷ 8 =

12. 32 ÷ 8 =

13. 48 ÷ 8 =

14. 16 ÷ 8 =

15. 24 ÷ 8 =

16. 72 ÷ 8 =

17. 64 ÷ 8 =

18. 32 ÷ 8 =

19. 80 ÷ 8 =

20. 8 ÷ 8 =

80 ÷ 8 =

21. 8 32

22. 2 4

23. 4 12

24. 6 36

25. 3 6

26. 7 21

27. 5 20

28. 8 64

29. 7 35

30. 4 24

31. 5 25

32. 7 35

33. 6 12

34. 4 16

35. 7 42

Divide.

Read the problem. Find the answer. 36. There are 40 cookies to share equally among 8 children. How many cookies does each child get?

C H ALLENGE

37. A store has 64 water bottles. They want to put them into boxes that hold 8 bottles each. How many boxes can they fill?

If 32 divided by 8 is 4, what is 32 divided by 16?

Level C

| Chapter 9 - 3

| Lighthouse MATH

195

9 - 4 | Dividing by Nine

L ET ’S LEA R N How many oranges can be put into each bag? There are 27 oranges. There are 9 bags.

27 ÷ 9 = 3

Think: What times 9 equals 27?

Each bag has 3 oranges.

TRY IT TO GET HER Each box holds 9 muffins. Write the number of boxes needed.

How many muffins?

How many in each box?

How many boxes?

36 ÷ 9 =

18 ÷ 9 =

Draw a picture or an array to solve. 3. 36 ÷ 9 =

4. 54 ÷ 9 =

5. 45 ÷ 9 =

6. 9÷9=

Teacher Notes Allow students to draw a picture or use a multiplication fact to divide by nine. Ask students if they could use the hand multiplication trick for multiplying by nine to divide by nine. Discuss which method is faster and easier.

196

Level C

| Chapter 9 - 4

| Lighthouse MATH

9-4 Name

Divide. 1.

54 ÷ 9 =

72 ÷ 9 =

4. 18 ÷ 9 =

5. 63 ÷ 9 =

6. 9 ÷ 9 =

36 ÷ 9 =

8. 27 ÷ 9 =

9. 90 ÷ 9 =

10. 36 ÷ 9 =

11. 72 ÷ 9 =

12. 45 ÷ 9 =

13. 27 ÷ 9 =

14. 45 ÷ 9 =

15. 18 ÷ 9 =

16. 63 ÷ 9 =

17. 81 ÷ 9 =

18. 54 ÷ 9 =

19. 36 ÷ 9 =

20. 9 ÷ 9 =

45 ÷ 9 =

21. 3 27

22. 3 24

23. 9 54

24. 9 36

25. 6 42

26. 8 48

27. 2 12

28. 4 16

29. 9 72

30. 7 14

31. A store has 36 toy cars to put on display. If they want to put them on 9 shelves, how many toy cars will be on each shelf?

C H ALLENGE

32. A garden has 63 bushes arranged in rows and columns. If there are 9 bushes in each row, how many columns are there?

A number can be divided by 9 if the digits add up to 9. If the answer has more than one digit, add the digits again. Circle the numbers that can be divided by 9. 81

Level C

151

| Chapter 9 - 4

369

530

| Lighthouse MATH

621

197

Read the problem. Find the answer.

9 - 5 | Dividing by Zero and One

L ET ’S LEA R N How many on each plate? Any number divided by itself equals 1.

Any number divided by 1 equals itself.

There are 4 slices. There are 4 plates. Each plate has 1 slice.

There are 4 slices. There is 1 plate. Each plate has 4 slices.

4÷4=1

4×1=4

4÷1=4

0 divided by any number equals 0.

You cannot divide by 0. There are 4 slices. There are 0 plates.

There are 0 slices. There are 4 plates. Each plate has 0 slices.

0÷4=0

1×4=4

4×0=0

4÷0=?

0×?=4

TRY IT TO GET HER Write the number of roses in each vase. 1.

How many roses?

How many vases?

How many in each vase?

2÷1=

2÷2=

Teacher Notes Explain each of the rules for dividing by 0 and 1. Use the illustration and the related multiplication facts to explain why each one makes sense.

198

Level C

| Chapter 9 - 5

| Lighthouse MATH

9-5 Name

0÷1=

4÷1=

4. 0 ÷ 5 =

5. 7 ÷ 1 =

6. 0 ÷ 3 =

5÷1=

8. 0 ÷ 3 =

9. 2 ÷ 2 =

10. 8 ÷ 1 =

11. 4 ÷ 4 =

12. 8 ÷ 8 =

13. 1 ÷ 1 =

14. 0 ÷ 7 =

15. 0 ÷ 8 =

16. 12 ÷ 1 =

17. 2 ÷ 1 =

18. 10 ÷ 1 =

19. 0 ÷ 5 =

20. 0 ÷ 11 =

7÷7=

21. 2 0

22. 6 36

23. 6 12

24. 9 54

25. 4 28

26. 1 6

27. 8 80

28. 6 24

29. 8 56

30. 3 21

31. 6 54

32. 1 10

33. 6 42

34. 5 10

35. 7 42

Divide.

Read the problem. Find the answer. 36. There is a group of 5 friends who have a bag of 5 muffins. How many muffins does each friend get if they share them equally?

37. Water bottles cost $2. How many water bottles can a person buy with $0?

Use a multiplication fact to explain why you cannot divide by 0.

C H ALLENGE

Level C

| Chapter 9 - 5

| Lighthouse MATH

199

9 - 6 | Chapter Review

LET ’S REV I EW Dividing

Dividing with 0 and 1

When we divide, we make equal groups.

A number divided by itself equals 1. A number divided by 1 equals itself. 0 divided by a number is 0. You cannot divide by 0.

4 9 36

36 ÷ 9 = 4

Think: What times 9 equals 36?

TRY IT TO GET HER

Solve. 1.

7÷1=

5. 36 ÷ 4 =

63 ÷ 9 =

32 ÷ 4 =

4. 3 ÷ 3 =

6. 24 ÷ 4 =

72 ÷ 8 =

8. 30 ÷ 6 =

9. 8 48

10. 6 54

11. 2 12

12. 2 16

13. 2 10

14. 6 42

15. 1 8

16. 4 36

17. 9 90

18. 7 28

19. 5 5

20. 7 63

Teacher Notes If students are still having a hard time with division, be sure to continue reviewing multiplication facts. Students should be getting faster at multiplying and dividing as time passes.

200

Level C

| Chapter 9 - 6

| Lighthouse MATH

9-6 Name

Solve. 1.

5÷5=

5. 24 ÷ 3 =

12 ÷ 2 =

21 ÷ 3 =

4. 81 ÷ 9 =

6. 21 ÷ 7 =

28 ÷ 4 =

8. 9 ÷ 1 =

9. 6 18

10. 7 49

11. 9 72

12. 3 21

13. 1 4

14. 5 30

15. 2 20

16. 1 9

17. 5 45

18. 6 48

19. 5 25

20. 4 32

21. 8 56

22. 9 18

23. 7 70

24. 4 16

25. 9 36

26. 3 18

27. 2 14

28. 6 24

29. 2 16

30. 5 45

31. 7 21

32. 6 30

33. 5 30

34. A group of 5 friends pays $20 for a pizza. They want to split the cost evenly. How much does each person have to pay?

C H ALLENGE

Read the problem. Find the answer. 35. Emily has $18. She wants to buy toy cars that cost $3 each. How many toy cars can she buy?

I have a number. If you divide it by 7, the answer is a whole number. If you divide the same number by 2, you also get a whole number. My number is between 20 and 30. What is my number?

Level C

| Chapter 9 - 6

| Lighthouse MATH

201

9 - 7 | Cumulative Review

Solve. 1.

1 + 9

5 × 2

4 × 4

9 + 7

8 × 6

4 + 7

4 × 1

10 − 5

3 × 5

10.

3 + 4

11.

9 + 2

12.

2 + 3

13.

7 × 8

14.

5 × 3

15.

10 − 8

16.

2 − 1

17.

14 − 6

18.

15 − 8

19.

8 × 9

20.

8 × 3

21.

4 + 4

22.

9 − 3

23.

2 × 2

24.

12 − 9

25.

2 + 1

26.

6 + 5

27.

6 − 3

28.

3 × 8

29.

9 − 7

30.

12 − 4

31.

3 + 3

32.

1 × 7

33.

14 − 9

34.

10 − 6

35.

9 + 3

36.

1 + 4

37.

11 − 4

38.

14 − 8

39.

8 + 4

40.

3 + 5

41.

7 × 9

42.

16 − 8

43. 1 8

44. 8 16

45. 4 36

46. 8 40

47. 3 21

48. 7 49

49. 9 81

50. 8 48

51. 1 5

52. 2 18

53. 2 10

54. 9 18

55. 2 10

56. 7 63

57. 5 30

58. 4 16

59. 8 64

60. 7 49

202

Level C

| Chapter 9 - 7

| Lighthouse MATH

9-7 Name

Add. 1.

32 + 48

82 + 78

81 + 97

521 + 376

635 + 145

190 + 440

73 − 48

91 − 77

425 − 362

11.

552 − 390

12.

450 − 114

14.

2 × 2

15.

9 × 9

16.

6 × 3

17.

3 × 8

18.

4 × 4

Subtract. 7.

95 − 70

Multiply. 13.

8 × 8

Divide. 20. 9 63

21. 6 36

22. 5 20

23. 4 20

24. 8 24

Add or subtract the money. 25.

$2.04 − $0.73

26.

$7.48 + $0.01

27.

$8.11 − $4.95

28.

$4.97 − $3.54

29.

$5.36 + $1.31

30.

$3.67 + $0.30

31.

$9.58 − $6.53

32.

$8.94 + $0.52

33.

$9.17 − $5.94

34.

$9.73 − $2.39

Level C

| Chapter 9 - 7

| Lighthouse MATH

203

19. 6 48

10 C H A P T E R

204

In Chapter 10 we will learn about

Fractions We use fractions to describe parts of a whole or parts of a set. A fraction is a number that is smaller than 1. • We will recognize common fractions, such as a half and a quarter. • We will understand what the numerator and denominator of a fraction represent. • We will make fractions of wholes and fractions of sets. • We will divide wholes into equal parts. • We will write fractions on a number line.

205

10 - 1 | Quarters, Halves, and Wholes

L ET ’S LEA R N When we break a whole into two equal parts, each part is called a half. When we break the half into two equal parts, each part is a quarter, or a fourth, of the whole.

Break it in half.

A whole cookie

A half of a cookie

1 cookie

1 cookie 2

A quarter or a fourth of a cookie 1 cookie 4

TRY IT TO GET HER

Draw a line to match the picture to the correct name of the part. 1.

A whole pizza 1 pizza

A half of a pizza 1 pizza 2

A quarter of a pizza 1 pizza 4

Teacher Notes Have students hold up a piece of paper. Show them how to fold their paper in half (horizontally), crease it, and open it back up. Ask students how many equal parts they see (2). Tell students that each part is half of the paper. Show students how to fold their paper in half again (vertically), crease it, and open it back up. Ask them how many equal parts they see (4). Tell them that these parts are called quarters. Show students how to write halves and quarters as fractions.

206

Level C

| Chapter 10 - 1

| Lighthouse MATH

10 - 1 Name

Circle the correct answer. 1.

Which shows a whole?

Which describes the frisbee?

4. Which describes the bear?

Which shows a half?

A whole

1 frisbee

1 bear

A half

1 of a frisbee 2

1 of a bear 2

A fourth

1 of a frisbee 4

1 of a bear 4

6. Which describes the apple? A whole

A whole

1 book

1 apple

A half

1 of a book 2

1 of an apple 2

A fourth

1 of a book 4

1 of an apple 4

Write whole, halves, or quarters. Draw a picture to show your answer.

C H ALLENGE

Victor shares his pizza with his 2 friends. He brings a slice home to his mom. How did he split his pizza?

Level C

| Chapter 10 - 1

| Lighthouse MATH

207

5. Which describes the book?

10 - 2 | Understanding Fractions

L ET ’S LEA R N Fractions are numbers that show less than a whole. To find a fraction, divide a whole into equal parts. The bottom number of the fraction tells us how many equal parts there are. Fraction that is red:

The garden is divided into 4 equal parts.

Each part is 1 of the 4 garden.

red parts

equal parts 1 of the garden is red. 4

We say one quarter.

TRY IT TO GET HER

Write the number of equal parts. Write the fraction for each part. 1.

2 equal parts Each part is

Each part is

equal parts

Each part is

equal parts

equal parts Each part is

Each part is

equal parts Each part is

Teacher Notes Tell students that a fraction is a part of a whole. That means we only have part of an object like an apple or a pizza. The bottom of the fraction tells us how many equal parts there are in the whole. As a class, come up with a list of wholes and draw them on the board. Divide each whole into equal parts. Color one part of each whole and write a fraction for that part. Tell students that we can describe 1 part of the whole by writing a fraction with a top number of 1.

208

Level C

| Chapter 10 - 2

| Lighthouse MATH

10 - 2 Name

What part is colored red? Circle the correct fraction. 1.

1 2

1 3

1 6

1 4

1 3

1 5

1 2

1 3

1 4

1 3

1 6

1 4

1 3

1 8

1 4

1 2

1 8

1 2

1 8

1 6

1 8

1 2

1 6

Color the correct fraction. 10.

1 10

13.

11.

1 8

14.

1 10

12.

1 4

15.

1 5

1 3

16.

1 3

1 4

Divide each square into 4 equal parts. Each way must be different.

C H ALLENGE

Level C

| Chapter 10 - 2

| Lighthouse MATH

209

10 - 3 | Parts of a Whole

L ET ’S LEA R N The bottom number, or denominator, of the fraction tells us how many equal parts there are in the whole. The top number, or numerator, of the fraction tells us how many parts we are talking about.

numerator

slices left

denominator

equal parts

We say one-sixth.

We say two-thirds.

TRY IT TO GET HER

What part is blue? Write the fraction. 1.

blue parts

equal parts

blue parts

blue parts equal parts

equal parts

blue parts equal parts

Teacher Notes Draw a circle on the board with two parts out of four parts shaded. Tell students that the top number is called the numerator. This shows how many parts are shaded (2). Tell students that the bottom number is called the denominator. This shows how many equal parts the whole is broken into (4). Tell students that this fraction can also be said as “twofourths.” Draw a rectangle with 2 out of 3 equal parts shaded. Ask students to write the fraction on their paper.

210

Level C

| Chapter 10 - 3

| Lighthouse MATH

10 - 3 Name

Write each as a fraction. 1.

five-twelfths

4. one-sixth

two-thirds

5. five-eighths

four-eighths

6. one-fourth

What part is red? Write the fraction. 7.

11. Color 2 red. 3

12. Color 3 blue. 4

Color the parts. 10. Color 1 red. 6

13. Color 7 red. 10

14. Color 3 red. 8

Color 1 blue. 3 15. Color 7 blue. 8

Color 5 blue. 8

C H ALLENGE

Write the fraction. Hank cut a pizza into 8 slices. He ate 2 slices. What fraction did he eat?

Level C

| Chapter 10 - 3

| Lighthouse MATH

211

10 - 4 | Parts of a Set

L ET ’S LEA R N Fractions can be used to show parts of a set. There are 4 apples. 2 of them are green. numerator

green apples

denominator

amount in the set

2 of the apples are green. 4

TRY IT TO GET HER Color the parts of the set.

Color 43 of the windows.

Color 32 of the flowers.

Color 53 of the pencils.

4. Color 21 of the stars.

5. Color 41 of the cars.

6. Color 87 of the bricks.

Color 52 of the shoes.

8. Color 62 of the keys.

9. Color 31 of the fish.

Teacher Notes Tell everyone in the class to stand up. Explain that they are one whole, or a set. Count how many students there are in the set. Tell 3 students to sit down. Explain that the 3 students sitting down is the part. Tell students the fraction of students sitting. Repeat with different numbers of students sitting down.

212

Level C

| Chapter 10 - 4

| Lighthouse MATH

10 - 4 Name

Color the parts of the set. 1.

Color 21 of the apples.

Color 32 of the triangles.

Color 63 of the balloons.

Write a fraction to answer each question. 4. What part of all bugs are ladybugs?

5. What part of the apples are green?

6. What part of the balloons are red?

8. What part of the flowers are purple?

9. What part of the desserts are cupcakes?

C H ALLENGE

Write the fraction. Two of the cars are green. Four of the cars are red. One car is blue. What fraction of the cars are red?

Level C

| Chapter 10 - 4

| Lighthouse MATH

213

What part of the animals are lions?

10 - 5 | Dividing Wholes into Equal Parts

L ET ’S LEA R N To draw a fraction, the whole must be divided into equal parts. That means that all the parts must be exactly the same size. Look at the denominator to find the number of equal parts. Look at the numerator to find the number of parts to shade. 1 4

1 4

1 4 1 4

2 4

1 4

3 4

1 4 1 4

1 4 1 4 4 4

TRY IT TO GET HER Circle if the picture shows the fraction. Does the picture show 43 ?

Does the picture show 21 ?

Teacher Notes Draw a circle that is evenly split to make two halves. Draw another circle that is split into two unequal parts. Explain to students that in order to divide a whole into a fraction, it has to have equal parts, the same size and shape. Have students draw a circle split into 4 equal parts.

214

Level C

| Chapter 10 - 5

| Lighthouse MATH

10 - 5 Name

1. Divide the whole into 8 equal parts. Color in 84 .

2. Divide the whole into 4 equal parts. Color in 42 .

3. Divide the whole into 2 equal parts. Color in 21 .

4. Divide the whole into 5 equal parts. Color in 52 .

5. Divide the whole into 3 equal parts. Color in 32 .

6. Divide the whole into 4 equal parts. Color in 41 .

7. Divide the whole into 4 equal parts. Color in 44 .

8. Divide the whole into 8 equal parts. Color 82 .

C H ALLENGE

Follow the directions to draw the fraction.

Divide the whole. Shade the picture to show 58 .

Level C

| Chapter 10 - 5

| Lighthouse MATH

215

10 - 6 | Fractions on the Number Line

L ET ’S LEA R N Fractions can be shown on a number line. To show a fraction with a denominator of 4 on the number line, divide the space between 0 and 1 into four equal sections. 1 4

2 4

1 4

3 4

1 4

4 4

1 4

1 1 0

TRY IT TO GET HER Write the fractions on the number line. 1.

Mark fifths on the number line.

Mark thirds on the number line.

1 5 3.

4. Mark sixths on the number line.

Mark halves on the number line. 0

Teacher Notes Draw a number line from 0 to 1 on the board. Tell students that the space between 0 and 1 is one whole (shown in red above). We can divide the space into equal parts. Draw a tick mark halfway between 0 and 1. Ask students how many parts there are between 0 and 1. Point to the space between 0 and the tick mark. Discuss that that space is 21 of the whole. Write 21 under the tick mark. Repeat with a number line showing thirds, and add 31 and 32 .

216

Level C

| Chapter 10 - 6

| Lighthouse MATH

10 - 6 Name

Write the fractions on the number line. 1.

Mark sixths on the number line. 0

1 6

2 6

3 6

4 6

5 6

4. Mark eighths on the number line.

Mark thirds on the number line. 0

Mark fourths on the number line.

5 6

3 4

4 5

11.

1 2

13.

2 3

C H ALLENGE

Divide the number line and circle 42 .

Level C

| Chapter 10 - 6

1 3

1 6

10.

3 8

12.

1 5

14.

4 6

| Lighthouse MATH

Write the fraction on the number line.

217

10 - 7 | Chapter Review

LET ’S REV I EW Fractions as Part of a Whole

Fractions as Part of a Set

The number of equal parts is the denominator. The number of shaded parts is the numerator.

The total number in the set is the denominator. The number we are talking about is the numerator.

1 4

2 6

Fractions on the Number Line

The number of sections on the number line is the denominator. Count on from 0 to write the numerators. 0

TRY IT TO GET HER Which part is blue? Write the fraction. 1.

blue parts

equal parts

Write the fraction. 4. five-twelfths

218

5. one-eighth

Level C

| Chapter 10 - 7

6. three-hundredths

| Lighthouse MATH

10 - 7 Name

Follow the instructions for each. 4 1. Color 10 red.

2. Color 81 red.

3. Color 63 red.

4. Color 41 red.

6 Color 10 blue.

Color 87 blue.

Color 63 blue.

Color 41 blue.

5. Color 32 blue.

6. Color 87 blue.

7. Color 53 blue.

8. Color 21 blue.

9. Color 21 of the umbrellas.

10. Color 32 of the cupcakes.

11. Color 53 of the ice cream cones.

12. Color 31 of the ducks.

13. Color 41 of the trees.

14. Color 87 of the hats.

15. Write 43 on the number line. 0

16. Write 62 on the number line. 1

Level C

Follow the instructions for each.

| Chapter 10 - 7

| Lighthouse MATH

219

10 - 8 | Cumulative Review

Solve. 1.

12 − 5

5 + 7

9 + 7

3 + 6

3 × 6

10 − 9

7 + 8

5 × 4

6 + 7

10.

7 − 2

11.

7 + 7

12.

6 × 6

13.

1 × 2

14.

15 − 8

15.

3 × 4

16.

4 × 7

17.

8 − 2

18.

3 + 3

19.

9 × 2

20.

2 − 1

21.

3 + 7

22.

8 × 5

23.

5 − 3

24.

7 − 6

25.

8 − 4

26.

5 × 8

27.

10 − 8

28.

10 − 1

29.

1 × 5

30.

1 × 8

31.

7 + 1

32.

5 − 1

33.

9 × 8

34.

9 − 2

35.

6 × 5

36.

8 × 9

37.

3 + 9

38.

12 − 8

39.

9 × 6

40.

12 − 9

41.

3 × 2

42.

4 + 5

43. 2 12

44. 7 14

45. 9 27

46. 6 30

47. 2 16

48. 8 40

49. 5 54

50. 9 45

51. 3 9

52. 5 40

53. 7 56

54. 6 42

55. 3 12

56. 8 64

57. 4 16

58. 6 36

59. 5 15

60. 2 8

220

Level C

| Chapter 10 - 8

| Lighthouse MATH

10 - 8 Name

Add. 1.

72 + 19

65 + 39

54 + 19

279 + 686

141 + 709

945 + 301

29 − 14

55 − 19

380 − 186

11.

987 − 534

12.

502 − 332

Subtract. 7.

98 − 52

Multiply. 13.

3 × 8

14.

8 × 4

15.

4 × 8

16.

7 × 2

17.

1 × 4

18.

8 × 5

19.

9 × 6

20.

3 × 7

21.

9 × 3

22.

2 × 1

23.

6 × 8

24.

3 × 5

25. 4 24

26. 4 12

27. 5 20

28. 7 49

29. 6 48

30. 9 36

31. 6 18

32. 1 6

33. 9 27

34. 5 40

35. 4 16

36. 5 15

Divide.

Round to the nearest hundred to estimate. 37.

431 + 135

38. +

289 + 537

Level C

39. +

| Chapter 10 - 8

296 + 319

40. +

| Lighthouse MATH

651 + 175

221

11 C H A P T E R

222

In Chapter 11 we will learn about

Comparing Fractions Fractions show the size of a part of a whole. Some fractions have different numbers but are the same size. • We will learn about equivalent fractions. • We will see equivalent fractions on a number line. • We will draw equivalent fractions. • We will compare fractions with the same denominator. • We will compare fractions with the same numerator.

223

11 - 1 | Equivalent Fractions

L ET ’S LEA R N Equivalent fractions are different fractions that are the same size. 1 of a stick of butter 2

4 of a stick of butter 8

1 = 4 2 8

TRY IT TO GET HER Are the fractions equivalent? Circle yes or no. 1.

1 4

2 8

1 2

yes

1 3

3 6

3 5

yes

2 4 1 2

yes

Teacher Notes Draw two rectangles of the same size lined up one on top of another. Explain that each one is a whole. Draw vertical lines to divide the first one into two equal parts and explain that each part is 21 . Draw lines to divide the second whole into 4 equal parts and explain that each part is 41 . Shade 21 of the first bar and 42 of the second bar. Help students see that the shaded parts are the same size and so they are the same amount of the whole. Therefore, 21 and 42 are equivalent.

224

Level C

| Chapter 11 - 1

| Lighthouse MATH

11 - 1 Name

Are the fractions equivalent? Circle yes or no. 1 3 1 4

yes

1 3 2 6

3 6 2 4

1 2 2 4

1 4 3 5

yes

1 5 5

yes

Color the pictures to figure out if the two fractions are equivalent. Circle yes or no.

yes

10.

1 2 3 6

yes

C H ALLENGE

12.

4 8 1 2

15.

yes

Write an equivalent fraction. Shade the fraction bars to find an equivalent fraction. Write the fraction.

Level C

| Chapter 11 - 1

yes

3 4 6 8

yes

14.

2 4 1 2

2 5 2 4

1 2 1 6

yes

11.

yes

13.

3 4 2 4

1 3 3 8

2 5 2 6

3 = 6

| Lighthouse MATH

225

11 - 2 | Equivalent Fractions on the Number Line

L ET ’S LEA R N Equivalent fractions are found in the same spot on a number line.

1 3

2 3

3 3

1 1 6

2 6

1 3

3 6

= 2 6

2 3

4 6

5 6

= 4 6

3 3

6 6

= 6 6

TRY IT TO GET HER Are the fractions equivalent? Circle yes or no.

1 2

2 4

1 4

1 3 4

yes

1 5

2 3 2 5

yes

3 5

2 8

1 8

3 8

4 8

3 4 5 8

1 6

2 6 1 3

yes

6 8

yes

1 4 5

2 4

1 4

1 3

7 8

3 6

4 6

5 6

2 3

1 1

Teacher Notes Draw two lines, one on top of another, on the board. Show students how to divide one line in half and label 0, 21 , and 1 on the number line. Next, divide the second line into four parts and label 41 , 42 , and 43 . Ask students where they see numbers that match up. Help them see that 21 and 42 are in the same spot on their number lines. Explain that these are equivalent fractions.

226

Level C

| Chapter 11 - 2

| Lighthouse MATH

11 - 2 Name

Are the fractions equivalent? Circle yes or no. 1.

1 2

0 1 4

2 4

3 4

2 4

1 4

0 1 8

2 8

3 8

yes

4 8

6 8

3 4

1 7 8

1 6

1 8

2 6 2 8

2 3

1 3

4 6

3 6 3 8

yes

3 4 5 8

2 4

1 4

yes

4 8

5 8

5 6 6 8

1 7 8

Draw a dot to show each fraction on the number line. Are the fractions equivalent? Circle yes or no. 3 6 1 2

yes

1 2 3 4

yes

2 3 2 4

equivalent

Level C

not equivalent

| Chapter 11 - 2

yes

3 5 2 4

Mark each fraction on the number line. Circle equivalent or not equivalent.

C H ALLENGE

yes

2 6 1 3

| Lighthouse MATH

227

11 - 3 | Making Equivalent Fractions

L ET ’S LEA R N

2 = ? 3 6

We can draw a picture to find equivalent fractions. Look at the denominators. Divide the shapes.

2 3

Look at the numerator. Color the parts.

2 3

Make the fractions equivalent. Color the parts that show the same amount. Write the numerator.

4 6

TRY IT TO GET HER Write the equivalent fractions. 1.

1 2

1 3

4 8

Teacher Notes Draw two rectangles that are the same size on the board. Divide one rectangle into two equal parts. Shade in one part. Then, divide the other rectangle into four equal parts. Tell students there have to be two parts shaded in order to have the same amount of each whole. Draw a third rectangle split it into six equal parts. Ask students how many parts need to be shaded in this rectangle in order to be equivalent to 21 and 42 (3 parts to make the fraction 63 ).

228

Level C

| Chapter 11 - 3

| Lighthouse MATH

11 - 3 Name

Write the equivalent fractions. 1.

2 6

2 4

1 3

1 2

1 = 2

2 = 8

1 = 2

4 8

7. 4

2 = 4

3 = 4

1 = 3

Draw a picture to find the missing numerator.

Write the equivalent fractions.

C H ALLENGE

1 = 2

Level C

| Chapter 11 - 3

| Lighthouse MATH

229

11 - 4 | Comparing Fractions with the Same Denominator

L ET ’S LEA R N When two fractions have the same denominator, the parts are the same size. We can look at the numerators to compare the fractions.

4 8

A bigger numerator means more parts and a bigger fraction. A smaller numerator means less parts and a smaller fraction.

6 8

Write > for more than. Write < for less than.

TRY IT TO GET HER Write < or > to compare the fractions.

4 9

8 9

5 8

3 8

2 3

1 3

1 4

3 4

1 4

3 4

1 2

2 2

Teacher Notes Draw two rectangles, each with six parts, on the board. Color in two parts in one rectangle and four parts in the other. Have students say what fraction each represents ( 62 and 64 ). Explain that when the denominators of two fractions are the same, their pieces are the same size, so we can use the numerators to compare the fractions. More pieces (greater numerator) means a bigger fraction, so 64 > 62 .

230

Level C

| Chapter 11 - 4

| Lighthouse MATH

11 - 4 Name

Write < or > to compare the fractions. 2.

4 5

1 5

5 6

1 6

2 6

3 6

4 6

5 6

1 6

2 6

3 6

4 6

5 6

4 6

1 6

1 4

2 4

3 4

1 4

2 4

3 4

1 6

2 4

3 4

1 10

2 10

3 10

4 10

5 10

6 10

7 10

8 10

9 10

1 10

2 10

3 10

4 10

5 10

6 10

7 10

8 10

9 10

2 10

7 10

1 3

2 3

7 8

1 8

2 5

3 5

10.

5 12

6 12

11.

5 8

2 8

12.

8 9

3 9

13.

3 4

1 4

14.

2 15

1 15

C H ALLENGE

1 6

Write < or > to compare the fractions.

Level C

| Chapter 11 - 4

| Lighthouse MATH

1 3

231

11 - 5 | Comparing Fractions with the Same Numerator

L ET ’S LEA R N When the numerators of two fractions are the same, there are the same number of parts. We can look at the denominators to compare the fractions.

1 8

A smaller denominator means bigger parts and a bigger fraction. A bigger denominator means smaller parts and a smaller fraction.

1 4

2 6

2 4

TRY IT TO GET HER Write < or > to compare the fractions.

1 2

1 3

4 5

4 8

3 6

3 4

4 4

4 6

Teacher Notes Ask students whether they would rather have 21 of a candy bar or 31 and why. Draw two identical rectangles on the board and divide one of them to show 21 and another to show 31 . Help students see that fractions with different denominators have different sized pieces. A fraction with a smaller denominator will have larger pieces. If the numerators are the same, the fraction with the bigger pieces (smaller denominator) is larger.

232

Level C

| Chapter 11 - 5

| Lighthouse MATH

11 - 5 Name

Write < or > to compare the fractions. 2.

2 8

2 6

1 6

1 4

3 6

4 6

2 4

1 4

1 10

5 6

1 2

3 4

2 6

2 2

1 5

1 7

3 5

3 7

4 7

2 7

2 4

2 10

2 5

1 5

3 10

4 10

5 10

6 10

4 5

5 7

2 10

6 7

1 7

8 10

9 10

2 3

1 3

7 10

2 3

3 6

3 8

1 3

1 2

7 10

7 8

10.

5 7

5 15

11.

6 9

6 8

12.

4 6

4 7

13.

2 4

2 5

14.

10 12

10 15

C H ALLENGE

2 3

Write < or > to compare the fractions.

Level C

| Chapter 11 - 5

| Lighthouse MATH

3 4

233

11 - 6 | Chapter Review

LET ’S REV I EW Equivalent Fractions

Equivalent fractions are the same size and are found on the same spot on the number line. 2 4

3 6 0

2 4

3 6

2 4

Comparing Fractions with the Same Denominator

Comparing Fractions with the Same Numerator

The fraction with the bigger numerator is greater.

The fraction with the smaller denominator is greater.

1 8

4 8

1 2

1 5

TRY IT TO GET HER Are the fractions equivalent? Circle yes or no. 1.

1 3

2 6

2 4

yes

234

3 4

1 2

yes

Level C

2 4

| Chapter 11 - 6

| Lighthouse MATH

yes

11 - 6 Name

Write < or > to compare the fractions. 2.

1 3

2 3

4 6

5 6

1 2

0 1 6

3 6

4 6

5 6

3 4

0 1 2 3 4 5 6 7 1 8 8 8 8 8 8 8

4 6

3 3

2 6

2 3

1 3

2 6

3 4

3 5

1 4

2 4

3 4

0 1 2 3 4 5 6 7 1 8 8 8 8 8 8 8

4 8

2 4

2 8

1 5

2 5

3 5

4 5

1 5

2 5

3 5

4 5

1 5

4 5

10.

1 7

3 7

11.

4 9

4 8

12.

2 3

1 3

13.

1 4

1 2

14.

6 10

5 10

15.

6 8

6 7

16.

1 4

3 4

17.

5 10

5 9

Level C

| Chapter 11 - 6

| Lighthouse MATH

235

11 - 7 | Cumulative Review

Solve. 1.

1 + 2

13 − 7

6 + 2

10 − 5

6 + 1

8 + 7

9 × 6

1 + 3

7 × 3

10.

6 × 8

11.

10 − 6

12.

1 × 7

13.

8 × 3

14.

4 + 2

15.

9 − 1

16.

8 + 1

17.

5 × 3

18.

8 + 9

19.

6 + 5

20.

12 − 9

21.

6 × 6

22.

5 + 3

23.

11 − 8

24.

7 × 1

25.

8 × 5

26.

5 × 8

27.

5 − 2

28.

2 + 7

29.

1 + 6

30.

1 + 4

31.

7 × 7

32.

11 − 6

33.

5 − 1

34.

4 − 2

35.

2 + 3

36.

6 × 9

37.

13 − 6

38.

6 + 9

39.

6 × 3

40.

12 − 7

41.

5 + 8

42.

9 − 5

43. 4 28

44. 1 4

45. 6 54

46. 4 20

47. 5 35

48. 4 4

49. 7 7

50. 9 9

51. 8 48

52. 8 32

53. 3 3

54. 3 24

55. 2 14

56. 3 12

57. 6 48

58. 8 40

59. 2 18

60. 4 28

236

Level C

| Chapter 11 - 7

| Lighthouse MATH

11 - 7 Name

Add. 1.

70 + 10

69 + 60

58 + 35

792 + 272

376 + 835

989 + 877

96 − 69

88 − 20

852 − 468

11.

680 − 258

12.

918 − 289

Subtract. 7.

54 − 24

Multiply. 13.

3 × 4

14.

8 × 6

15.

2 × 8

16.

6 × 9

17.

7 × 5

18.

9 × 2

19.

8 × 2

20.

2 × 5

21.

2 × 6

22.

1 × 2

23.

3 × 9

24.

3 × 1

25. 2 6

26. 8 64

27. 5 10

28. 2 8

29. 6 30

Divide. 30. 5 25

What part is colored red? Circle the correct fraction. 31.

32.

1 2

1 3

1 4

33.

1 4

Level C

1 5

34.

1 2

1 3

1 6

1 4

| Chapter 11 - 7

| Lighthouse MATH

1 3

1 4

1 5

237

12 C H A P T E R

238

In Chapter 12 we will learn about

Geometry, Measurement, and Data Math is everywhere in the real world. When we tell time, see shapes, measure objects, and collect data, we are doing math. • We will tell time to the half hour, to the quarter hour, and to the minute. • We will learn to calculate how much time has passed. • We will learn to measure with a ruler. • We will recognize four-sided shapes and find their area and perimeter. • We will learn to collect data in tally charts and to display data in bar graphs, pictographs, and dot plots.

239

12 - 1 | Time to the Half Hour and Quarter Hour

L ET ’S LEA R N When we tell the time, we tell the hours and minutes. The short hand tells the hour. The long hand tells the minutes. 00

Analog clock

15 4

Digital clock

three thirty

four forty-five

30 minutes is half an hour. We can also say half past three.

15 minutes is a quarter hour. We can also say a quarter to five.

TRY IT TO GET HER

Match each clock to the correct time. 1.

12:15

eight thirty

three o’clock

6:45

Teacher Notes Show students the time 4:45 on an analog clock. Tell students that to tell the hour, they will say the number that the short hand is pointing to or has passed. This clock shows that the hour is 4. Then to tell the minutes, look at the long hand. Each number on the clock represents five minutes. Help students count by five to determine the time is four forty-five. Practice reading times at the quarter hour (3:00, 3:15, 3:30, 3:45). Discuss how the whole way around the clock is 60 minutes, so halfway is 30 minutes, and a quarter of the way is 15.

240

Level C

| Chapter 12 - 1

| Lighthouse MATH

12 - 1 Name

Write the time as you would see it on a digital clock. 1.

10.

13.

14.

15.

2:15

11.

12.

Read the problem. Find the answer. 16. Kelly’s school starts at eight fifteen in the morning. Write the time as you would see it on a digital clock.

C H ALLENGE

17. Max sees 7:45 on his digital clock. What should Max say when asked, “What time is it?”

Draw the hands on the clock to match the time shown.

Level C

| Chapter 12 - 1

1:15

| Lighthouse MATH

241

Write the time as you would say it.

12 - 2 | Time to the Minute

L ET ’S LEA R N The short hand (hour hand) points between two numbers to tell us the hour. We read the hour by looking at the number that it last passed. The long hand (minute hand) points at a tick mark to tell us the minute. We count by fives to get to the closest number, then count by ones to get the exact tick mark.

55 50

52 51

15 20

The time is 3:52. We say three fifty-two.

TRY IT TO GET HER Write the time as you would see it on a digital clock.

one twenty-three

twelve ten

1 : 23

12 :

four forty-one

nine eleven

: 41

9 :

seven twenty-two

eleven fifteen

ten thirteen

two thirty-seven

11 :

: 13

2 :

: 22

Teacher Notes Set the time to 5:48 on a large analog clock. Explain that the short hand is the hour hand and the long hand is the minute hand. Show students that the hour hand is past the five, but has not reached 6 yet, so the hour shown is 5. Then show how to count the numbers by five starting with 0 and stopping when they come to the last number before the minute hand - in this case, 45. Then count on by one for each of the small tick marks. Repeat as needed.

242

Level C

| Chapter 12 - 2

| Lighthouse MATH

12 - 2 Name

Write the time as you would see it on a digital clock. 1.

8 : 19 6.

: 9.

: 10.

Write the time as you would say it. 11.

12.

13.

14.

15.

Read the problem. Find the answer. 17. Rachel sees 6:32 on her digital clock. What should Rachel say when asked, “What time is it?”

16. Henry is meeting his friends at the zoo at ten twenty. Write the time as you would see it on a digital clock.

Sam says the time on this clock is 1:03. Explain his mistake and write the actual time.

C H ALLENGE The time is

Level C

| Chapter 12 - 2

| Lighthouse MATH

243

12 - 3 | Elapsed Time

L ET ’S LEA R N To find how much time has passed, count the minutes and the hours.

David went to his friend’s house at 1:30. He came home at 6:00.

30 mins

1:30

4 hours

David was at his friend’s house for 4 hours and 30 minutes.

6:00

2:00

TRY IT TO GET HER Write how much time has passed. 1.

25 Teacher Notes Show a time to five minutes on an analog clock. Move the minute hand to show a second time and ask students how much time has passed. Help students to count by five minutes to figure out the elapsed time. Show students that they can make larger than five-minute hops (such as 15 or 30 minutes or 1 hour) and add to find the elapsed time on an open number line. Practice several examples of finding the elapsed time using times to the five minutes on the number line.

244

Level C

| Chapter 12 - 3

| Lighthouse MATH

12 - 3 Name

Write how much time has passed. 1.

Write how much time has passed. 5. Start Time: 1:35 End Time: 2:00

6. Start Time: 8:40 End Time: 9:15

7. Start Time: 6:20 End Time: 7:15

Read the problem. Find the answer. 8. George leaves his house to walk to school at 7:20. He arrives at school at 7:45. How long does he walk?

C H ALLENGE

Read the problem. Find the answer.

Level C

9. Lisa starts practicing her violin at 4:25. She finishes at 4:55. How long does she practice?

David walks for 50 minutes. He gets home at 6:10. What time did he start walking?

| Chapter 12 - 3

| Lighthouse MATH

245

12 - 4 | Measuring with a Ruler

L ET ’S LEA R N This is 1 foot or 12 inches. 0

inches

1 2

This is 1 inch.

This is a half inch. ( 21 inch)

1 4

This is a quarter inch. ( 41 inch)

TRY IT TO GET HER Measure each item. 1. 1

inches

2. 0 inches

3. 0 inches

Teacher Notes Show the students a ruler and point out how each inch is broken into eight equal pieces. Explain that they can use these marks to determine whether a measurement is closer to a whole, a half, or a quarter inch measurement. Measure several items together as a class, making sure that the students understand how to use the smaller tick marks to determine which measurement the object is closest to.

246

Level C

| Chapter 12 - 4

| Lighthouse MATH

12 - 4 Name

Measure each item. 1.

inches

0 inches

4. 0

Circle the closest measurement. 5.

6. 0

inches

1 21 in.

C H ALLENGE

7. 0

inches

2 41 in.

3 in.

Mike says the toothbrush is about 5 inches long. Give a closer measurement for the toothbrush.

Level C

| Chapter 12 - 4

inches

1 41 in.

4 in.

2 21 in.

inches

| Lighthouse MATH

247

inches

12 - 5 | Quadrilaterals

L ET ’S LEA R N Quadrilaterals are shapes with 4 sides. There are different types of quadrilaterals.

Parallelogram

Rectangle

Square

Rhombus

Trapezoid

TRY IT TO GET HER Write the name of each quadrilateral. 1.

Teacher Notes Work together as a class to write some rules for identifying each quadrilateral such as: Parallelograms are slanted and have two sets of sides that are the same length. Rectangles are straight with two sets of sides that are the same. Squares are straight, and all the sides are the same. Rhombuses are slanted, and all the sides are the same. Trapezoids have sides that come in towards each other.

248

Level C

| Chapter 12 - 5

| Lighthouse MATH

12 - 5 Name

Write the name of each quadrilateral. 1.

9. square

10. parallelogram

11. rectangle

12. trapezoid

13. rhombus

14. square

C H ALLENGE

Solve the riddle.

Level C

Draw each type of quadrilateral.

I am both a rectangle and a rhombus. What am I?

| Chapter 12 - 5

| Lighthouse MATH

249

12 - 6 | Perimeter

L ET ’S LEA R N Perimeter is the measurement all around the outside of a shape. To find the perimeter, add all of the side lengths.

If the corn field is a square, and each side of the fence is 6 feet long, how long is the whole fence? 6 feet

6 feet

6 + 6 + 6 + 6 = 24 feet

6 feet

TRY IT TO GET HER Find the perimeter of each shape. 5 in

2. 8 in

8 in

3. 9 in

8 in

5 in 7 in

6 in

4. 6 in

6 in 5 in

2 in

2 in 8 in

Teacher Notes Draw a triangle on the board and label the side lengths 3 in, 4 in, and 5 in. Ask students to help you find the distance around the entire shape. Tell students that this is called the perimeter, and we find the perimeter by adding all of the side lengths together. Write 3 + 4 + 5 = on the board and have students add to find that the perimeter equals 12 inches. Practice more examples with other familiar shapes as needed.

250

Level C

| Chapter 12 - 6

| Lighthouse MATH

12 - 6 Name

Find the perimeter of each shape. 4 in

6 ft

3. 13 ft

2 ft

13 ft

30 in

21 in

7 in

33 in 10 ft

6. 5 in

5 in

10 ft

5 in

8 ft

9. 6 ft

10 ft

11 in 11 in

13 in

25 ft

11 in 11 in

4 ft

10.

11 in

3 ft

5 in

12.

4 ft

3 ft 7 ft

12 in

4 ft

11.

25 ft

13. The fence around a dog pen makes a rectangle. The shorter sides are 8 feet each, and the longer sides are 12 feet each. What is the perimeter of the dog pen?

C H ALLENGE

14. Kelly has a square piece of paper that is 8 inches long on each side. What is the perimeter of the piece of paper?

The perimeter of this rectangle is 24 inches. What are the lengths of the short sides?

Level C

| Chapter 12 - 6

| Lighthouse MATH

10 in

251

Draw a picture. Then answer the question.

12 - 7 | Area of Rectangles

L ET ’S LEA R N Area is the measurement of space (square units) inside an object. To find the area of a rectangle: Count the square units

Multiply length × width

3 inches

4 inches

3 × 4 = 12 square inches

1 square inch

12 square units

TRY IT TO GET HER Find the area of each rectangle. 1.

Area = 15 square units

Area =

square units

Area =

square units

Teacher Notes Draw a rectangle on the board. Explain to students that the area of a rectangle is the amount of space inside the rectangle, and we find it by counting the number of square units inside it. Partition the rectangle that you drew into two rows of four squares. Ask students how many square units are inside this rectangle. There are eight, so the area is eight square units. Point out that they can count each square, or they can use multiplication to find the area. Show more examples as needed.

252

Level C

| Chapter 12 - 7

| Lighthouse MATH

12 - 7 Name

Find the area of each rectangle. 1.

Area = 12 square units

Area =

square units

Area =

square units

Area =

square units

Area =

square units

Area =

square units

Area =

square units

10. There are 3 rows of 8 square-foot tiles in the kitchen. What is the area of the kitchen floor?

Read the problem. Find the answer. 11. There are 6 rows of 5 square-foot tiles in a kitchen. What is the area of the kitchen?

Find the area.

C H ALLENGE

2 ft

Area =

9 ft

Level C

| Chapter 12 - 7

| Lighthouse MATH

square feet

253

12 - 8 | Tally Charts

L ET ’S LEA R N We can collect data (information) in a tally chart. Use tally marks to show the number of each bug.

Tally

Number 11 22 6 8

TRY IT TO GET HER

Count the number of fruits. Cross out each fruit as you add a tally mark to the chart. Write the total. 1.

Fruit

Tallies

Total 10

Teacher Notes Gather a few of each school supply - glue sticks, scissors, crayons, and markers. Make a tally chart and show students how to draw tallies by writing four vertical lines and then a diagonal line across for the fifth object. Fill in the tally chart together with the number of each item that you have. Write the total after you draw tally marks for each item. Explain to students that this is one way to collect and display data, or information.

254

Level C

| Chapter 12 - 8

| Lighthouse MATH

12 - 8 Name

Complete the tally chart to show how many of each animal. 1.

Animal

Tallies

Total

There are 18 shirts in a drawer. Tally the number of each color shirt. Write the total. Colors of T-shirts in a drawer: green, green, black, black, black, black, green, blue, green, 2. white, white, black, white, blue, green, white, black, blue Colors of Shirts in the Drawer Tallies

Total

Color Green Black Blue White

C H ALLENGE

Look at the tally chart in question 1 and answer the question.

Level C

| Chapter 12 - 8

How many more cats are there than birds?

| Lighthouse MATH

255

12 - 9 | Bar Graphs

L ET ’S LEA R N We can also use a bar graph to see data. To make a bar graph, color the boxes up to the correct number. Ways Students Get to School

Way to School

Number of Students

Ways Students Get to School Number of Students

Walk Bus Car

50 45 40 35 30 25 20 15 10 5 Walk

Bus

Car

TRY IT TO GET HER Use the tallies in the table to color in the bar graph. Birds Seen in the Park Type

Number Seen

Pigeon Blue Jay Cardinal Dove

Number Seen

50 45 40 35 30 25 20 15 10 5 0 Pigeon

2. Which type of bird was seen the most?

Blue Jay

Cardinal

Dove

3. Which type of bird was seen the least?

Teacher Notes Record the number of siblings each student has on the board. Have a student tally each number and then have the class find the totals. Create a bar graph together with the data. Show students how to color the bars from the bottom up to show the amount. Ask questions such as, “Which number of siblings is the most common?” “Which number of siblings is the least common?”

256

Level C

| Chapter 12 - 9

| Lighthouse MATH

12 - 9 Name

Use the tallies in the table to color in the bar graph. Then answer the questions. 10

Number of Students

Shirt Color

Number of Students

White Blue Red Green Black

8 7 6 5 4 3 2 1

Yellow

White

2. Which shirt colors were worn the most?

Blue

Red

Green

Black

Yellow

3. What color shirt was worn the least?

4. Which colors were worn the same amount as another color? Use the tallies in the table to color in the bar graph. Then answer the questions. 5.

Amusement Park Wait Times

Roller Coaster

Ferris Wheel

Go-karts

Water Boats

6. Which ride has the longest wait time?

30 20 10 0

Roller Coaster

Ferris Wheel

Go-karts

Wait Time in Minutes

Minutes

Ride

Water Boats

Rides

7. Which ride has the shortest wait time?

8. How much longer is the wait for the ferris wheel than for the go-karts?

C H ALLENGE

Look at the bar graph in problem 5 to answer the question.

Level C

| Chapter 12 - 9

Which ride has triple the wait time of another ride?

| Lighthouse MATH

257

12 - 10 | Pictographs

L ET ’S LEA R N We can also use a pictograph to show data. The key shows the number that each picture represents. Number of Pizzas Sold this Week Day

Number of Pizzas Sold

Monday Tuesday Wednesday Thursday = 5 pizzas

Friday

key

TRY IT TO GET HER

Use the pictograph to answer each question. Number of Books Eli Read

How many books did Eli read in week 1?

How many books did Eli read in week 2?

3. How many books did Eli read in weeks 3 and 4 combined? Week 1

Week 2

Week 3

Week 4

= 2 books

4. How many more books did Eli read in week 4 than in week 3? 5. How many books did Eli read in total?

Teacher Notes Show students the pictograph showing the number of pizzas sold. Point out that the key shows that one pizza represents five pizzas sold. Ask students to count by five to find the number of pizzas sold each day. Then ask them questions such as, “On which day were the most pizzas sold?” and “How many more pizzas were sold on Tuesday than on Monday?”

258

Level C

| Chapter 12 - 10

| Lighthouse MATH

12 - 10 Name

Use the pictograph to answer each question. Strawberries Picked

1. How many strawberries were picked on day 1?

Day 1

2. How many total strawberries were picked on all 4 days?

Day 2

3. How many more strawberries were picked on day 1 than on day 4?

Day 3

4. How many strawberries were picked on days 2 and 3 combined?

Day 4

= 10 strawberries

Use the pictograph to answer each question. 5. How many trees were planted on each day?

Monday Tuesday

Mon

Tues

Thurs

Fri

Wed

Wednesday

6. How many trees were planted in total?

Thursday

7. How many more trees were planted on Thursday than on Friday?

Friday

Trees Planted by the Parks Department

8. How many fewer trees were planted on Monday than on Tuesday?

= 3 trees

Use the Trees Planted graph to answer the question.

C H ALLENGE

If each tree represented 4 trees instead of 3, how many more trees would have been planted on Tuesday than on Monday?

Level C

| Chapter 12 - 10

| Lighthouse MATH

259

12 - 11 | Dot Plots

L ET ’S LEA R N We can show a group of measurements on a dot plot. Each measurement is one dot on the graph. We place a dot on top of the number that shows its measure. Height of Sunflowers in the Garden

1 2

Height of Sunflowers (in feet)

TRY IT TO GET HER

Mark measured 4 bugs in his backyard. He put a dot on the line for each measurement. Now he found a caterpillar and a ladybug. Add their measurements to the dot plot. 1. Length of Bugs 0

inches

1 4

2 4

3 4

1 1 4

1 2 4

1 3 4

Inches

inches

Teacher Notes Show students the Heights of Sunflowers dot plot. Explain that each dot is a different measurement taken. Ask students how we can figure out how many sunflowers there are altogether (count the number of dots). Ask students what the heights of the tallest and shortest sunflowers are (7 21 feet and 3 feet). Ask students why there are no dots above the number 7 (because no sunflowers are 7 feet tall).

260

Level C

| Chapter 12 - 11

| Lighthouse MATH

12 - 11 Name

Farmer John grew different types of fruits and vegetables. He measured the biggest one of each type. Some of the fruits and vegetables are already marked on the dot plot. Measure the rest of the fruits and vegetables and mark their measurements with a dot. 1.

inches

Fruit and Vegetables Lengths

10 11 Inches

Use the dot plot above to answer the questions. 2. How many pieces of fruit and vegetables measured 6 inches?

3. How many more pieces of fruit and vegetables measured 6 inches than 2 inches?

4. How many fruits and vegetables measured 2 inches, 6 inches, and 15 inches?

5. How many fruits and vegetables were measured?

Use the dot plot to answer the questions. How many students have more than 2 pets?

Number of Pets at Home

How many total students are there?

C H ALLENGE

Number of Pets

Level C

| Chapter 12 - 11

How many students have pets?

| Lighthouse MATH

261

12 - 12 | Chapter Review

LET ’S REV I EW Telling Time

Quadrilaterals

The short hand tells the hour. The long hand tells the minutes.

Quadrilaterals are shapes with 4 sides.

55 50

52 51

3:52

15 20

Finding Perimeter

Finding Area

Add all of the side lengths.

Count the square units or multiply length × width.

Showing Data

Bikes

Scooters

Bar Graph Number of Children

Tally Chart

Dot plot

Pictograph

Test Scores

Favorite Fruit = 3 students

30 20 10 0

= 1 student

Pencil Marker

Apples: Grapes: Oranges:

TRY IT TO GET HER Write the time as you would see it on a digital clock. 1.

262

Level C

| Chapter 12 - 12

| Lighthouse MATH

12 - 12 Name

Write how much time has passed. 1. Start Time: 3:35 End Time: 4:00

3. Start Time: 5:20 End Time: 6:15

2. Start Time: 8:40 End Time: 9:25

Find the perimeter. 4.

6 ft

5. 7 in

7 in

6. 6 ft

13 in

5 in

12 in

3 in

inches

feet

10 in

inches

Find the area of each rectangle.

Area =

square units

Area =

10.

square units

Area =

square units

Complete the tally chart to show how many of each shape. 11.

Shape

Tallies

Total 7

Level C

| Chapter 12 - 12

| Lighthouse MATH

263

12 - 13 | Cumulative Review

Solve. 1.

2 × 1

1 + 6

15 − 9

16 − 7

8 − 1

4 × 9

9 × 7

11 − 6

7 + 3

10.

11 − 7

11.

6 + 5

12.

6 − 4

13.

9 − 4

14.

1 × 3

15.

7 × 1

16.

4 + 7

17.

18 − 9

18.

1 + 2

19.

8 − 4

20.

6 × 9

21.

9 − 3

22.

10 − 8

23.

6 + 9

24.

8 × 1

25.

1 + 3

26.

7 × 5

27.

3 + 4

28.

2 × 7

29.

4 − 2

30.

2 + 4

31.

2 + 6

32.

8 + 8

33.

15 − 6

34.

8 − 2

35.

11 − 3

36.

12 − 3

37.

9 × 1

38.

11 − 9

39.

14 − 7

40.

1 + 4

41.

9 + 5

42.

9 + 2

43. 8 40

44. 5 10

45. 5 35

46. 9 36

47. 8 56

48. 9 27

49. 9 45

50. 6 54

51. 9 81

52. 3 12

53. 7 14

54. 4 28

55. 6 36

56. 4 16

57. 5 30

58. 3 18

59. 4 24

60. 7 28

264

Level C

| Chapter 12 - 13

| Lighthouse MATH

12 - 13 Name

Add. 1.

55 + 82

91 + 30

84 + 48

143 + 113

279 + 576

526 + 242

51 − 14

85 − 50

900 − 63

11.

621 − 225

12.

860 − 297

Subtract. 7.

79 − 48

Multiply. 13.

5 × 5

14.

6 × 1

15.

7 × 8

16.

5 × 3

17.

2 × 9

18.

8 × 1

19.

1 × 8

20.

2 × 2

21.

4 × 7

22.

7 × 1

23.

4 × 1

24.

2 × 7

25. 1 7

26. 9 45

27. 4 32

28. 7 56

29. 5 5

30. 2 18

31. 5 45

32. 9 54

33. 6 54

34. 3 21

35. 9 72

36. 3 12

Divide.

Are the fractions equivalent? 37.

1 5 2 3

38.

4 6

39.

2 3

Level C

| Chapter 12 - 13

5 8

40. 10

4 7

1 5

| Lighthouse MATH

265

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