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CLASSIC UPPER GRADESMIXED OPERATIONS WITH WHOLE NUMBERS6

UNIT

MODULE TITLES1: Relationships of Operations

2: Two–Four Digits by One Digit

3: Two–Four Digits by Two Digits

4: Three–Four Digits by Three Digits

5: Four Digits

6: Mixed Practice with Operations

8,.3.2

T H E A L P H A B E T O F M A T H E M A T I C SSince 1975

1© 2015 UGU6

Unit 6

► Mixed Operations with Whole Numbers

Table of Contents

Module Activity Guide Sheets

Upper Grades Program Introduction . . . . . . . . . . . . . . . . . . . . . .2Unit Overview• Overview of Content • Objectives • Vocabulary . . . . . . . . . . . . . . . 5

• Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

• Parent/Guardian Communication Letter. . . . . . . . . . . . . . . . . . . . . . . 8

Progress Monitoring Records• Unit Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

• Unit Reviews and Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Unit Pretest Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11• Mixed Operations with Whole Numbers Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . 1–4

Module 1: Relationships of Operations . . . . . . . . . . . . . . . . . 14Module 2: Two–Four Digits by One Digit . . . . . . . . . . . . . . . . 44Module 3: Two–Four Digits by Two Digits . . . . . . . . . . . . . . . 66Module 4: Three–Four Digits by Three Digits . . . . . . . . . . . . 88Module 5: Four Digits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Module 6: Mixed Practice with Operations . . . . . . . . . . . . . .124Unit Review Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154• Mixed Operations with Whole Numbers Review . . . . . . . . . . . . . . . . . . . . . . . . 193–196

Unit Posttest Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . .156• Mixed Operations with Whole Numbers Posttest . . . . . . . . . . . . . . . . . . . . . . . . 197–200

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A1

3© 2015 UGU6

Unit 6

► Mixed Operations with Whole Numbers

Introduction

OrganizationThe following paragraphs describe the structure of the curriculum. If you would like more information about TouchMath, our teacher training DVD is available at no charge. Request online at www.touchmath.com/freetraining, or call 1-800-888-9191.

Unit ComponentsThe goals for each unit are defined in the overview of skills. These broad proficiencies often establish the framework for concepts of increasing complexity. The goals are broken down into clear, manageable objectives that list the academic expectations of the students and summarize the module-level objectives. Unit vocabulary and detailed Common Core State Standards complete the unit overview. The unit pre- and post-tests immediately follow with directions for administering, recording results, and using the results to determine each student’s educational plan.

Module GuidesThe table of contents provides the skeleton of the activities within each module guide. The modules include clusters—subsets of the featured skill. A paragraph overview of the module

• identifies the clusters,• explains the activities,• lists the Common Core State Standards by their code,• specifies objectives in the order of presentation,• labels basic prerequisites,• lists vocabulary necessary for skill attainment, and• suggests readily available materials that would be helpful during the lesson

The lessons in the modules begin with a pretest, which gives basic directions for completion. It is recommended that you give little instruction related to the skill before testing. A record sheet is included for tracking student achievement. This record is found on the third page of each module guide. Instructional strategies follow the pretest, providing ideas for the most effective use of the student activity sheets. Four different formatting conventions reveal which type of strategy is being offered:

Box : Information in this shape is background information for the teacher, explaining the skill and illuminating the purpose and/or value of mastery.

: A speech bubble offers what the teacher is to say to the class. Anyone presenting the lesson could use this script.

w: A diamond bullet suggests action for the teacher. It typically includes directions such as “Write ... on the whiteboard.” “Monitor students as they complete the row of problems.”

Bold: Directions in bold type suggest actions relating to transitions. These include statements such as “Distribute activity sheets ... to the students.” “Activity Sheet ... Directions.” “Repeat the activity sheet xx process ...”

The answer keys are imbedded in the instructional strategies for a quick reference while planning or presenting the lesson. Modified directions for the activity sheets are included for use after the detailed, step-by-step process to ensure understanding of the concepts.

A posttest follows the instruction within the module. Refer to the module guide for directions for administering the posttest. You can record results and compare them to the pretest. The module concludes with suggestions for differentiated instruction and real world applications.

61© 2015 UGU6M2

Unit 6 Module 2

► Two–Four Digits by One Digit

Cluster 3 Four Digits by One Digit Activity Sheets 57–65

Name ________________________ Date _________

60© 2015 UGU6M2 Four Digits by One Digit

1.

5.

9.

13.

8126w 9ÁÁÁÁÁ

6262q 8ÁÁÁÁÁ

3737e 3ÁÁÁÁÁ

5 2555 ty

2854q 6ÁÁÁÁÁ

4852q 6ÁÁÁÁÁ

1288q 4ÁÁÁÁÁ

9 5468 ty

7 2179 ty

6 5066 ty

3122e 2ÁÁÁÁÁ

1616e 6ÁÁÁÁÁ

5020e 7ÁÁÁÁÁ

4790w 6ÁÁÁÁÁ

8131w 4ÁÁÁÁÁ

9999w 0ÁÁÁÁÁ

2. 3. 4.

6.

10.

14.

7.

11.

15.

8.

12.

16.

1288q4=1284q——

8134-4=8130-——

2121e3=909e——

5 2555 ty=—— 3066 ty

6270

511

311r2

607r5

844r2

4784 6244 2860

811711211

9999 129235140

9696 4858 8127

78

0 6

60

Name ________________________ Date _________

61© 2015 UGU6M2 Review Two–Four Digits

0

1

2

3

4

5

6

7

8

9

301s 2107 ty

5869e sÁÁÁÁÁ23476

7s5 375 ty

7s1e 3ÁÁÁÁ2103

16s 48 ty

2se 8ÁÁÁ208

1.

Use one of the numbers not used in the center. Make up a problem with an unknown.

2.

3.

4.

5.

6.

8574q sÁÁÁÁÁ 8581

2060w sÁÁÁÁÁ 2051

385q sÁÁÁÁ 390

41sw 4ÁÁÁÁ 409

62q sÁÁÁ 70

29w sÁÁÁ 29

7.

8.

9.

10.

11.

12.

,

Answers may vary.

5

6

0

4

3

7

9

5

0

3

7

8

61

1Students who use short division may be able to complete the division problems on the activity sheet itself.

Differentiated Directions

Distribute activity sheet 60 to the students. Assign the activity sheet to be completed independently, or provide guided practice for the problems at the bottom of the page.

Independent Practice

Solve. Write the solution. In the box at the bottom, fill in the blank to make the expressions equal.

Distribute activity sheet 61 to the students.

Instruction: activity sheet 61

You have previously completed activities similar to this. You will need your own paper to work some of the problems. We will do the first and last one together. Each of the problems has a missing number.

Find the quotient for 375 ÷ 5. Work the problem on your own paper.1 The quotient is 75. Write the 5 in the box in the ones place in the quotient. Match the 5 in the box to the boxed 5 in the center of the page. Draw a line to connect them.

In the last problem on the sheet, what number is added to 62 to get 70? This problem has a missing addend. Think about the ways you can solve the problem. Raise your hand if your answer is 8. Match the 8 in the box to the boxed 8 in the center of the page.

Complete the problems on this activity sheet. Not all of the boxed numbers in the center will be used by both columns of missing numbers.

Follow the directions in the box at the bottom of the sheet.

Independent Practice

Solve. Find the unknown in the problem. Match the unknown to a boxed number in the center column. Draw a line to connect them. In the box at the bottom, follow the directions.

Name ________________________ Date _________

9© 2015 UGU6M1 Addition/Subtraction

8q9 20

7q4 9

6q3 8

5q8 15

9q2 10

8q7 8q8

3q6 6q5

9q9 8q9

5q7 5q8

4q6 7q4

20w8 9

9-4 7

8w3 6

15w5 8

10w2 9

16w8 16w7

11w5 11w3

18w8 18w9

15w7 15w8

13w7 13w6

Name ________________________ Date _________

25© 2015 UGU6M1 Subtraction/Division

12rx =4

x r2=2

x r3=3

14rx =2

15rx =3

16rx =2

6rx =6

18rx =9

24rx =4

7-x =4

8-x =6

7-x =6

6-x =2

x -2=3

20-x =14

x -4=3

x -0=9

9-x =1

1

2

3

4

5

6

7

8

9

Name ________________________ Date _________

32

Ginny works part-time every day after school for 3 hours each day. How many hours will she work in ———?

5 days ———10 days ———30 days ———

If Ginny worked 5 hours each school day, how many hours would she work in ———? 5 days ———

10 days ———30 days ———

If Ginny started working 4 hours each day for 5 days of the week, how many hours would she work in ———?

1 week ———2 weeks ———4 weeks ———

Ginny worked 30 hours in 5 days, and she worked the same number of hours each day. How many hours did she work each day?

——— hours

——— hours

In the summer, Ginny worked 18 hours each weekend. If she worked the same number of hours each day, how many hours did she work on Saturday?

© 2015 UGU6M1 Multiplication/Division

Name ________________________ Date _________

54© 2015 UGU6M2 Review Two and Three Digits

2 44 ty 44q 2ÁÁÁ

44e 2ÁÁÁ

1. 2. 3. 44w 2ÁÁÁ

4.

3 27 ty 21q 3ÁÁÁ

30e 3ÁÁÁ

5. 6. 7. 24w 3ÁÁÁ

8.

2 222 ty 234q 5ÁÁÁÁ

111e 1ÁÁÁÁ

9. 10. 11. 567w 4ÁÁÁÁ

12.

3 630 ty 891q 6ÁÁÁÁ

432e 2ÁÁÁÁ

13. 14. 15. 999w 0ÁÁÁÁ

16.

Name ________________________ Date _________

61© 2015 UGU6M2 Review Two–Four Digits

0

1

2

3

4

5

6

7

8

9

301s 2107 ty

5869e sÁÁÁÁÁ23476

7s5 375 ty

7s1e 3ÁÁÁÁ2103

16s 48 ty

2se 8ÁÁÁ208

1.

Use one of the numbers not used in the center. Make up a problem with an unknown.

2.

3.

4.

5.

6.

8574q sÁÁÁÁÁ 8581

2060w sÁÁÁÁÁ 2051

385q sÁÁÁÁ 390

41sw 4ÁÁÁÁ 409

62q sÁÁÁ 70

29w sÁÁÁ 29

7.

8.

9.

10.

11.

12.

,

Name ________________________ Date _________

82© 2015 UGU6M3 Review Two and Three Digits

1.

2.

3.

b36 x ty 90 900 ty

900e 90ÁÁÁÁ

900w 90ÁÁÁÁ

900q 90ÁÁÁÁ

90 990 ty

11

c50 y ty

500w nÁÁÁÁ d

aq 39ÁÁÁÁ e

f32 s ty

10

81,000

810

990

62e 36ÁÁÁ x

x=———

17e 50ÁÁÁ yy=———

476q nÁÁÁÁ 500

n=———

820w 39ÁÁÁÁ a

a=———

66e 32ÁÁÁ ss=———

4.

5.

1.

2.

3.

4.

5.

Name ________________________ Date _________

84© 2015 UGU6M3 Review Two and Three Digits

56q29ÁÁÁ

1. 2. 760w 77ÁÁÁÁ

25w14ÁÁÁ

3. 4. 999q 99ÁÁÁÁ

18 81 ty 53 604 ty7. 8. 18

e 81ÁÁÁÁ

604q 53ÁÁÁÁ

5. 6.

9. 10. 716e 82ÁÁÁÁ

11. 12. 28e 28ÁÁÁÁ

21 231 ty 28 784 ty

A 30,212B 32,012C 32,112D None

A 99B 1408C 1458D None

A 12r11B 11r12C 11r21D None

A 4r11B 4r9C 5D None

A 11B 10r20C 10r19D None

A 58,712B 57,812C 57,182D None

A 26B 28C 23D None

A 874B 478C 748D None

A 683B 697C 713D None

A 75B 73C 85D None

A 1999B 1098C 1998D None

A 8B 9C 10D None

102

Name ________________________ Date _________

313 3131 ty

© 2015 UGU6M4 Module 4 Three–Four Digits by Three Digits Pretest

11.

14.

17.

21.20.

A <B >C =

5326e 404ÁÁÁÁÁ

4063e 527ÁÁÁÁÁ

A <B >C =

222 2450 ty

A <B >C =

5626q2384ÁÁÁÁÁ

9702w1692ÁÁÁÁÁ

12.13.

15.16.

18.19.

241x=7953

x=A 35B 53C 33C 55

x=A 27B 36C 72C 63

x189 5103 ty