0439517532MathProC PDF

GRADES 4–6
BY BOB KRECH
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES
50 Fill-in Math Word Problems: Grades 4-6 © Bob Krech and Joan Novelli, Scholastic Teaching Resources
Dedication
For two fun kids: Andrew and Faith!
Scholastic Inc. grants teachers permission to photocopy the activity sheets from this book for classroom use. No other
part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the
publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Edited by Joan Novelli

Cover and interior design by Holly Grundon
Interior illustrations by Mike Gordon and Mike Moran
ISBN-13: 978-0-439-51753-9 / ISBN-10: 0-439-51753-2
Copyright © 2006 by Bob Krech and Joan Novelli

All rights reserved.
Printed in the U.S.A.
Published by Scholastic Inc.
1 2 3 4 5 6 7 8 9 10 40 13 12 11 10 09 08 07
Contents
About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What Are Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . 4
Why Use Fill-in Math Word Problems? . . . . . . . . . . . . . . . . . . . . 4
Meeting the Math Standards . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Choosing Numbers and Checking Answers . . . . . . . . . . . . . . . . . 5
How to Use Fill-in Math Word Problems . . . . . . . . . . . . . . . . . . 6
Teaching Problem-Solving Skills:
The Fantastic Five-Step Process . . . . . . . . . . . . . . . . . . . . . . . . 6
Fill-in Math Word Problems
Number and Operations . . . 10 _______ball Season . . . . . . . 30 Patterns and Algebra . . . . . 47

The Old Legend . . . . . . . . . . 11 The Relatives’ Visit . . . . . . . 31 Getting Big. . . . . . . . . . . . . 48
Election Report . . . . . . . . . . 12 Organizing My Room . . . . . . 32 Winner! . . . . . . . . . . . . . . . 49
The Pie-Eating Contest . . . . . 13 Uncle Joe’s Visit . . . . . . . . . 33 Invasion. . . . . . . . . . . . . . . 50
Book Lover . . . . . . . . . . . . . 14 Going to the Movies. . . . . . . 34 Cool Stuff for Your Car . . . . . 51
The Unusual Spell . . . . . . . . 15 Pizza and Video Games . . . . . 35 A Scientific Lecture . . . . . . . 52
Getting in Shape . . . . . . . . . 16
Buying a New Skateboard . . . 17 Measurement . . . . . . . . . . . 36 Geometry . . . . . . . . . . . . . 53
The Ice-Cream Sundae . . . . . 18 Science Fiction Movie. . . . . . 37 Birthday Cake . . . . . . . . . . . 54
The Perfect Host . . . . . . . . . 19 Olympic Report . . . . . . . . . . 38 New Desk . . . . . . . . . . . . . . 55
Historical Site . . . . . . . . . . . 20 The Trip . . . . . . . . . . . . . . . 39 The Tower. . . . . . . . . . . . . . 56
New Job. . . . . . . . . . . . . . . 21 Pet House. . . . . . . . . . . . . . 40 Two Sandwiches . . . . . . . . . 57
Craft Sale . . . . . . . . . . . . . . 22 Classroom of the Future . . . . 41 Halloween Mask. . . . . . . . . . 58
Mr. Travel Smart . . . . . . . . . 23 The Apprentice . . . . . . . . . . 42
Souvenir Shopping . . . . . . . 24 A Long Day at School. . . . . . 43 Data Analysis and
Fixing Up the House . . . . . . 25 Magic Potion. . . . . . . . . . . . 44 Probability . . . . . . . . . . . . . 59
The Unusual Village . . . . . . . 26 Circus Strong Man . . . . . . . . 45 Plant Growth. . . . . . . . . . . . 60
Cleanliness . . . . . . . . . . . . . 27 Special Salad . . . . . . . . . . . 46 Shopping for Sneakers . . . . . 61
Baseball Hitters . . . . . . . . . 28 Goal! . . . . . . . . . . . . . . . . . 62
Cruise Ship . . . . . . . . . . . . . 29 The Fun Game . . . . . . . . . . . 63
The Cube . . . . . . . . . . . . . . 64
About This Book
W
hen we learn to read, we learn to recognize the letters of the alphabet,
we practice letter-sound relationships, and we learn punctuation, but what
it’s all about is eventually being able to read text. A similar situation exists
in math. We learn how to recognize and write numerals, what the symbols mean,
numerical order, and operations like addition and subtraction, but what it’s all about is
what you can do with these skills––applying what you know to solve problems. Fill-in
math word problems provide some very interesting problems to solve.
What Are Fill-in Math

Word Problems?
A
fill-in math word problem is a funny math story
waiting to happen. Most of the word problem is
already supplied, except for a few key words and
numbers that have been removed and replaced with
blanks. It’s up to students to fill in those blanks with
missing nouns, verbs, and adjectives—just as they
would in other word games. The difference is that
this game is missing some numbers as well. When
your students supply the missing numbers along
with the words, you suddenly have a wacky math
word problem that’s fun to read and solve!
Why Use Fill-in Math Word

Problems?
M skills, but sometimes the problems can be a bit boring or dry. (Remember trying
ath word problems can provide a meaningful context for students to apply their
to figure out when the two trains would pass each other?) That won’t happen with
fill-in math word problems. Students help create these problems, and once they get
the hang of the process, the resulting word problems become more and more wild,
interesting, and fun—all while providing good problem-solving practice with grade-
appropriate math skills and concepts. Have fun while doing math? Absolutely!
Meeting the Math Standards
T teaching, this book is organized by content standards. The first 25 stories

o make it easy to select stories that correspond to the math skills you are
correspond to the Number and Operations standard, the next 10 to the Measurement
standard, followed by five each for Patterns and Algebra, Geometry, and Data Analysis
and Probability. The stories within each section are arranged by level of concept
difficulty—for example, stories for Number and
Operations begin with addition and subtraction of
three- and four-digit numbers, followed by work with Types of Words
money, one- and two-digit multiplication and division,
and fractions. The sections on algebra (including Different kinds of words
patterns and finding a missing variable), geometry are required to fill in the
(including shapes and symmetry), measurement, and blanks of the math problems.
data analysis and probability (including graphing, range, Following are the main types
median, and mode) are similarly arranged. You can students will use. Review
follow the order in the book or select problems based on them and consider posting the
concepts you are teaching at a given time. descriptions and examples for
easy reference.
Choosing Numbers and
Checking Answers Adjectives: Words that
describe something, such as
S
ome fill-in math word problems specify a range for smelly, happy, fierce, silly, and
numbers—for example, Shopping for Sneakers
huge
(page 61) invites children to fill in a one-digit number
other than zero or one. The Pie-Eating Contest (page Adverbs: Words that tell how
13) specifies three-digit numbers, while Buying a New something is done, such as
Skateboard (page 17) asks for a three-digit number quickly, sadly, sleepily, and
greater than 500 as well as one less than 500. Election carefully
Report (page 12) asks for numbers with five to seven
digits. You may choose to let students fill in numbers Exclamations: Words such as
according to the directions in the stories as is, or you ouch, yikes, wow, and oh
can tighten the parameters to provide for Nouns: Words that name a
differentiation of instruction, individualizing the person, place, or thing, such
problems for students by using the number ranges that as refrigerator, dog, book, and
make sense for them. (For example, instead of leaving sandwich. Sometimes plural
the direction at “a three-digit number,” you might
nouns are asked for. This
substitute “a three-digit number between 100 and
means more than one, such as
500”). However, keep in mind that leaving the number
size open-ended to some extent is an interesting option
refrigerators, dogs, books, and
and will provide information about students’ ability to sandwiches.
work with different-size numbers. There is no answer Verbs: Action words like
key for fill-in math word problems, since answers will run, catch, eat, and hop.
vary depending on the numbers students supply to fill Sometimes past-tense verbs
in the blanks. You might set up a buddy system for are asked for, such as ran,
checking answers, or have students turn in their stories
caught, ate, and hopped.
for you to check.
How to Use Fill-in Math Word Problems
There are many ways to use fill-in math word problems in your classroom. Here are a
few suggestions for lesson formats:
Problem-Solving Partners: Have students pair up. Make copies of a fill-in math word
problem and distribute to one student in each pair. These students are the Readers.
Without revealing the title of the story (or the story), Readers ask their partners for the
missing words in the order they appear in the story (for example, “a plural noun,” “an
adjective,” “a two-digit number”) and fill in the appropriate blanks with responses. When
all the blanks are filled in, the Reader reads back the finished story. The resulting story
now contains a math word problem. Partners work together to solve the problem and then
share answers and strategies.
Class Problem Solvers: Choose a story and request the words or numbers in order
from the class (students can also take over this role). Fill in the appropriate blanks with
responses. When the story is complete, read it to the class. Have students take notes on
the numbers used and the question being asked (or write this information on the
chalkboard). Work together as a class to solve the problem.
Class Copies: After completing a story with class responses, make copies of the
finished story for each student. Have students read the problem and solve it on their
own. Write answers and solution strategies on the chalkboard and discuss.
Teaching Problem-Solving Skills: The Fantastic

Five-Step Process
P Standards for Mathematics Teaching 2000. The accompanying statement reads

roblem solving is the first process standard listed in the NCTM Principles and
“Problem solving should be the central focus of all mathematics instruction and an
integral part of all mathematical activity.” In other words, in mathematics, problem
solving is what it’s all about!
What do you do when you first encounter a math word problem? This is what we
need to help students deal with. We need to help them develop a process that they can
use effectively to solve any type of math word problem. Word problems often intimidate
students because there may be a lot of information, what is there is embedded in text,
and, unlike a regular equation, it is not always clear exactly what you are supposed to
do. When using fill-in math word problems, you may want to take some time to teach
students how to use the Fantastic Five-Step Process to problem solve.
The Fantastic Five-Step Process helps students approach problem solving in a logical,
systematic way. No matter what type of problem students encounter, these five steps will
help them through it. Learning and using the five steps will help students organize their
interpretation and thinking about the problem. This is the key to good problem
solving––organizing for action. The best way to help students understand the process is to
demonstrate it as you work through a problem on the chalkboard or overhead. Make a copy
of the graphic organizer on page 9. You can enlarge this to poster size, or provide each
student with a copy to follow along as you take them through an introductory lesson.
Step 1: What Do I Know?

Begin by writing this problem on the board or overhead:
Zig just turned 13 and wants to make Cashew Crunch Cake
for his birthday party. He bought 13 boxes of Cousin Cookie’s Crunchy
Cashews. Each box has 10 cashews in it. The cake recipe calls for 113
cashews. Does Zig have enough cashews to make the cake?
Ask students to read the problem carefully. Ask: “What are the facts?” Have students
volunteer these orally. Write them on the chalkboard—for example:
Zig is 13 years old.
Zig bought 13 boxes of cashews.
Each box has 10 cashews in it.
Zig needs 113 cashews to make the cake.
Encourage students to write down the facts themselves. This will help them focus on
what’s important while looking for ways to put it in a more accessible form. Ask: “Can
we arrange the facts in a way that will help us understand the problem?” For example, it
might be good to draw a picture of what we know, put it in a list, or make a table.
Sometimes it’s helpful to arrange numbers from lowest to highest or highest to lowest,
especially when making comparisons.
Step 2: What Do I Want to Know?

What is the question in the problem? What are we trying to find out? It’s a good idea to
have students state the question and also determine how the answer will be labeled. For
example, if the answer is 72, 72 what? 72 cats? 72 coins? In this problem we want to
know if Zig has enough cashews to make the cake. We know he needs 113. We know he
has 13 boxes of 10, but is that at least 113?
Step 3: What Can I Eliminate?
Once we know what we are trying to find out, we can decide what is
unimportant. You may need all the information, but often there is extra
information that can be put aside to help focus on the facts. For example, we
can eliminate the fact that Zig is 13 years old. We’re left with the following:
Zig has 13 boxes of cashews.
Each box has 10 cashews in it.
Zig needs 113 cashews.
Step 4: Choose a Strategy or Action and Solve.

Is there an action in the story—for example, is something being “taken away”
or is something being “shared” that will help decide on an operation or a way
to solve the problem? We have to find out if Zig has enough cashews. We
know he has some, but how many? In order to know this, we have to find out
if 10 boxes of 13 cashews is at least 113. We need to multiply the 13 boxes by
10 cashews in each, and compare the resulting product to 113. When we do
the multiplication, we find that 10 x 13 = 130, which is more than 113, and
so the answer is yes, Zig does have enough cashews.
Step 5: Does My Answer Make Sense?

Reread the problem. Look at the answer. Is it reasonable? Is it a sensible
answer given what we know? The answer does make sense. A quick estimate
using the basic fact of 10 x 10 helps us know that our answer of 130 is in the
right range. To check a little further, we know that 10 x 10 =100, and recall
that there are actually 13 boxes, so 3 extra boxes of 10 cashews (3 x 10)
makes 30 more, and 100 + 30 = 130. This is the answer we got when we
multiplied, so using this other strategy of breaking the number apart and then
adding confirms that our answer is correct.
Try a couple of sample word problems using this “talk through” format with
students. You might invite students to try the problem themselves first and
then review step-by-step together, sharing solutions to see if all steps were
considered and the solutions are in fact correct. Practicing the process in this
way helps make it part of a student’s way of thinking mathematically.
Name Date
The Fantastic
Five-Step Process
3. What can I ELIMINATE?
LVE.
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do I WA
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TO KNO
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or ACTIO
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Number and Operations
The fill-in math word problems in this section include math content that supports the math
standards for number and operations across grades 4–6 (based on Principles and Standards for
School Mathematics from the National Council of Teachers of Mathematics) and are organized to
accommodate the range of levels you would find in your class. As students complete the blanks in
each story, they will build and solve word problems that provide practice in the following areas:
Understand numbers, ways of representing numbers, relationships among numbers, and number
systems
h place-value structure of the base-ten number system
h represent and compare whole numbers and decimals
h recognize equivalent representations for the same number; decompose and compose numbers
h develop understanding of fractions as parts of a whole and parts of a collection
Understand meanings of operations and how they relate to one another

h multiply and divide whole numbers
h use relationships between operations (such as division as the inverse of multiplication) to solve problems
h understand properties of operations (such as the distributivity of multiplication over addition)
h understand the meaning and effects of arithmetic operations with fractions, decimals, and integers
h use the associative and commutative properties of addition and multiplication and the distributive property of
multiplication over addition to simplify computations
Compute fluently and make reasonable estimates

h basic number combinations for multiplication and division
h adding, subtracting, multiplying, and dividing whole numbers
h estimate the results of whole-number computations; judge the reasonableness of such results
h estimate computations involving fractions and decimals in situations relevant to students’ experience
h use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and
decimals
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000); my.nctm.org
Tips for Teaching With This Section

Share the following reminders with students to assist them in comparing performing 23,180
operations (including with multiple addends) on large numbers in their stories.
h Use commas in numbers with four or more digits to keep all those digits organized. 10,175
h When comparing numbers—for example, to see which one is greater—write down 99,868
the numbers one on top of the other, with the digits aligned, in order to make an
accurate visual comparison. + 11,749
h When performing operations (addition, subtraction, multiplication, and division), align
digits properly to avoid mistakes in computation.
h When solving equations, check the final answer and ask yourself if it makes sense. (For more problem-
solving strategies, see pages 7–8.) To do a good number-sense check, round the numbers in question
to get a good, reasonable estimate of what the answer should be. This provides a point of comparison to
determine whether the actual answer does indeed make sense.
10
Number and
Operations
Comparing Numbers
Name Date
The Old Legend

An old legend tells of the Cave of . The cave
(name of student in the class)
was and . There were

(adjective) (adjective)
three secret rooms in the cave. The legend says each room was
filled with beautiful, sparkling , a rare

(plural noun)
treasure. The first room had , the second

(four-digit number)
room had , and the third room had

(four-digit number)
. No one has ever been in any of these rooms

(four-digit number)
because of the legend. The legend says if anyone enters the cave, his
or her will
(body part) (verb)
. And no one wants that!

(adverb)
Question: Which room has the most treasure? ___________________________
11
Number and
Operations
Comparing Numbers
Name Date
Election Report
Here’s your up-to-the-minute
election report! It has been a very
election, but
(adjective)
the results are in. In the race for
,
(occupation)
has votes, while

(name of student in the class) (five-digit number)
has . The third

(name of student in the class) (six-digit number)
candidate, , has
(name of student in the class) (different six-digit number)
votes. The three candidates have all spent more than
on this race.
(seven-digit number) (plural noun)
Question: Who finished in second place? ___________________________
12
Number and
Operations
Three-Digit Addition
Name Date
The Pie-Eating Contest

The Annual
(ordinal number)
County Fair just

(place)
had its pie-eating contest. The favorite pie
was, of course, pie.

(noun)
ate
(name of famous woman)
pies. She used her

(three-digit number)
to eat with, but that’s actually legal. Her

(body part)
competitor, , ate
(adjective) (name of famous man)
. He ate while sitting on a

. He says it helps his digestion.

(noun)
Question: How many pies did they eat altogether? _________________
13
Number and
Operations
Four-Digit Addition
Name Date
Book Lover
I love books! When I’m not reading books, I can usually
be found them. I like a glass of

(verb ending in -ing)
when I’m reading and a little

(liquid)
to munch on. This weekend I read a

(noun)
new book,“The Mystery of the

(adjective)
.” It had pages. That

(noun) (four-digit number)
was really ! I also read “The Beginner’s Guide

(adjective)
to .” That had
(verb ending in -ing) (plural noun)
pages.
(four-digit number)
Question: How many pages did you read this weekend? _______________
14
Number and
Operations
Three Addends
Name Date
The Unusual Spell

There once was a sorcerer who always wore a pointed
(noun)
on his head. His name was , and he lived in a

(name of boy in the class)
high above . He cast a

(noun) (place)
spell on because she would not marry his

(name of girl in the class)
. She slept for years.

(noun) (three-digit number)
She was awakened by the kiss of a prince,

(adjective)
. Unfortunately, the sorcerer found out and put

her to sleep again for more years. Luckily, the prince

found her once more and kissed her again. She woke up briefly, but
then she fell right back asleep for more years

(two-digit number)
because she watched too much of .

(television show)
Question: How many years did she sleep altogether? _______________
15
Number and
Operations
Three Addends
Name Date
Getting in Shape
If you want to get in
(adjective)
shape, you must exercise every
. Eat plenty of fresh

(time measurement)
and drink lots of

(plural noun)
.
(liquid) (number)
glasses a day is good to start. Lifting

(plural noun)
is very for you also.You should lift

(adjective)
pounds in the morning,

(five-digit number)
in the afternoon, and

(five-digit number) (five-digit number)
pounds right before bed.You should sleep like a
after that.
(noun)
Question: How many pounds should you lift a day? __________________
16
Number and
Operations
Three-Digit
Subtraction
Name Date
Buying a New Skateboard

There are lots of
(adjective)
skateboards out there.You want to make
sure you get one with wheels made of
so you will go
(plural noun)
. The deck should be

(adverb)
made of , and the coolest colors are

(substance)
and . This means

(color) (color)
you need a new model. It sells for

dollars, but since you are so

(three-digit number greater than 500)
, you get a discount of

(adjective) (three-digit number less than 500)
dollars.
Question: How much will the skateboard cost you? ___________________
17
Number and
Operations
Four-Digit
Subtraction
Name Date
The Ice-Cream Sundae

Our favorite place to go for an ice-
cream sundae is ’s
(name of teacher)
Ice-Cream Emporium and
Store. This store

(noun)
has every flavor including . When I order

(noun)
mine I get scoops of

(one-digit number) (noun)
ice cream. I like to put on top and

(plural noun)
nuts, too. The clerk had

(noun)
nuts, in the container, and he put

(four-digit number greater than 3,000)
on mine. It was !
(four-digit number less than 2,000) (adjective)
I had to eat it with a .

(noun)
Question: How many nuts did the clerk have left in the container?
______________________
18
Number and
Operations
Three-Digit Addition
and Subtraction
Name Date
The Perfect Host

When you have guests over, you want to make a
impression. For example, when you

(adjective)
your guests, be sure to shake their

(verb)
.You may want to offer

(body part, plural) (adverb)
your guests some snacks, too.

(adjective)
crackers and -flavored

(noun) (noun)
pretzels are good choices. Plan on snacks

(three-digit number greater than 500)
before dinner and after dinner. This will help

your guests be very . If you use this plan, you

(adjective)
usually have about left over for next time.

(three-digit number less than 500)
Question: How many snacks will your guests eat? _____________________
19
Number and
Operations
Four-Digit Addition
and Subtraction
Name Date
Historical Site
You will surely enjoy visiting the historic
mansion. It was built in

(first and last name of person in the class)
out of . One very

(year) (plural noun)
interesting feature of the house is the windows, because they are
made of . This makes the mansion look very

(plural noun)
. There were originally

(adjective) (four-digit number)
windows on the first floor and on the

second floor. When the mansion was renovated, however,
windows were covered over with

(four-digit number less than 2,000)
.
(plural noun)
Question: How many windows does the mansion have now? ___________
20
Number and
Operations
Addition
With Money
Name Date
New Job
I just got a great new job! I am
going to for
(verb)
a big New York company. I have
my own
(adjective)
and a desk made out of 100-percent

(noun)
. I got paid dollars

(substance) (three-digit number)
and cents for my first week of work.

(two-digit number)
I also worked on Saturday, so I got an extra

dollars and cents. My boss, ,

(two-digit number) (name of famous person)
said that I’m the most employee the company

(adjective)
has ever seen.
Question: How much money have you made so far? __________________
21
Number and
Operations
Addition
With Money
Name Date
Craft Sale
I got up at and went to the
(time)
City Craft Fair. It is so .

(first name of student in the class) (adjective)
I bought a made out of clay for

(noun)
dollars and cents.

(three-digit number) (two-digit number)
The lady who sold it to me said it was probably made by
. I also got a
(famous historical figure) (adjective)
made from
(noun)
real .
(plural noun)
That cost me
dollars and
(two-digit number)
cents.
Question: How much did you spend? _______________________________
22
Number and
Operations
Subtraction
With Money
Name Date
Mr. Travel Smart

Mr. Travel Smart here with some advice: When traveling to places
such as , make sure you bring

(place)
, and plenty of money.

(adjective) (plural noun)
dollars is a good amount.You might

want to travel by . That will cost

(noun)
dollars and cents

(three-digit number) (two-digit number)
round trip. When you get there, you will want to stay in a
hotel. Make sure it has a

(adjective)
in every room. That will cost

(noun)
dollars a night.
Question: How much money would you have left if you
stayed for one night? ___________________________________
23
Number and
Operations
Subtraction
With Money
Name Date
Souvenir Shopping
went to and bought
(name of girl in the class) (place)
a souvenir to help her remember the trip. She looked at the
, but they were too and

(plural noun) (adjective)
expensive. She had only dollars. She also

(four-digit number)
thought about the , but they would be hard

(plural noun)
to carry home. She finally decided on a

(adjective)
miniature that cost only

(noun) (three-digit number)
dollars and cents. She was so happy, she

(two-digit number)
all the way home.

(past-tense verb) (adverb)
Question: How much money did she have left? ______________________
24
Number and
Operations
Addition and Subtraction
With Money
Name Date
Fixing Up the House

Mr. knew it was time to fix up the house
when came pouring in

(plural noun)
through the roof during the last storm. He
knew it would be a
(adjective)
job. He bought a bag of
for
(plural noun)
dollars. He also bought a new

(four-digit number)
to hammer them in with. That cost

(noun)
dollars. When he was finished, he was able to

(four-digit number)
sell some of the building material he had left over to his neighbor,
, for dollars.
(name of girl in the class) (three-digit number)
Question: How much money did he end up spending on the roof?
________________________________________________________
25
Number and
Operations
One-Digit
Multiplication
Name Date
The Unusual Village

There is an unusual village called ville. It is
north of and west of .

(place) (place)
The people there live in houses made of

(plural noun)
and . Each family has a house, and each

(plural noun)
family has people. They are well known

(one-digit number greater than 1)
for making out of marble. There are

(plural noun)
houses in the village. King

recently wanted to find out how many

people live in the village.
Question: How many people live in the village? _____________________
26
Number and
Operations
One-Digit
Multiplication
Name Date
Cleanliness
It is very important to keep your teeth clean, especially
since you have only of them.

You know you look better when they are
and
(adjective)
.You should brush

(adjective)
them every day with
, using a
(substance)
sturdy . In fact, you should do this

(noun)
times a day. If you do this, people will

see you and say,“ !”

(exclamation)
Question: How many times should you brush your teeth every week?
_______________________________________________________
27
Number and
Operations
Two-Digit by One-Digit
Multiplication
Name Date
Baseball Hitters
The New York have some really
(plural noun)
hitters. In the first week of this season,

(adjective)
got hits using his

(name of boy in the class) (two-digit number less than 30)
famous bat. came

(noun) (name of girl in the class)
back from a broken to get the same number

(body part)
of hits. Surprisingly, also got that number

(name of a teacher)
of hits. This terrific trio did this weeks in

a row.
Question:
Question: How many hits did they get altogether? ___________________
28
Number and
Operations
Two-Digit by One-Digit
Multiplication
Name Date
Cruise Ship
Welcome aboard the cruise ship
(adjective)
. We know you will have a

(noun)
time. Our two pools are filled with crystal

(adjective)
clear and heated to a comfortable

(liquid)
degrees.You will no doubt enjoy our

(two-digit number)
beautiful dining rooms. Each dining room

(two-digit number)
has seats, so we have plenty of room.

(two-digit number)
We serve baked and broiled

(plural noun)
every day. It’s all you can

(plural noun)
at every meal.
(verb)
Question: How many people can sit in the dining rooms altogether?
________________________________________________________
29
Number and
Operations
Two-Digit by Two-Digit
Multiplication
Name Date
(noun)
ball Season
The
(name of city)
are off
(plural noun)
to a start.
(adjective)
slugger
(adjective)
is really
hitting the old .

(noun)
For the last two weeks, the team
has played every day, and in
each game our hero has hit
times.
(two-digit number)
Question: How many hits does our hero have so far? _________________
30
Number and
Operations
One-Digit Division
Name Date
The Relatives’ Visit

We are going to have a lot of fun because my relatives are coming
to visit from . They usually take a

(place)
to get here and stay for about

(noun)
days. There is my uncle ,

(two-digit number) (name of boy in the class)
my aunt , and my three cousins:

, , and
(name of girl in the class) (name of girl in the class)
. I’m baking my famous

(name of girl in the class) (adjective)
muffins for them, which I make with

(noun)
fresh topped with chocolate-covered

(plural noun)
. I’m making .
(plural noun) (two-digit number ending in zero)
Question: How many muffins can you give each relative
and have none left over? _________________________________
31
Number and
Operations
One-Digit Division
Name Date
Organizing My Room
My mom made me clean up my room, just because I left my
on the floor and didn’t put away my

(plural noun)
. It took
(noun) (two-digit number)
hours. First, I
(adjective) (past-tense verb)
the carpet, and then I my bed. Then, I

(past-tense verb)
put away my . I found

(plural noun)
of them. They had

(two-digit even number)
to be put evenly into two drawers.
Question: How many did you put in each drawer? ___________________
32
Number and
Operations
Two-Digit Division
Name Date
Uncle Joe’s Visit

Uncle Joe came all the way from to visit.
(place)
He had to take a to get here. He is very rich

(noun)
and very . He has lots of money because he

(adjective)
owns a company that makes . My brothers,

(plural noun)
and , as well as my
(name of boy in the class) (name of boy in the class)
sisters, and , were just

(name of girl in the class) (name of girl in the class)
as happy as I was to see Uncle Joe. He always gives us a present.
Last time it was . That

(three-digit number) (plural noun)
was so cool! This time he gave us

(three-digit number with zero in the tens place and
zero in the ones place)
! He said each of us
had to pick a friend and then share the gifts evenly among all of us.
Question: How many of the gifts should each of you get? _____________
33
Number and
Operations
Fractions of a Set
Name Date
Going to the Movies

I went with my friends to see that cool new movie,
“I Married a Teenage .” I went there

(noun)
with , , and
(name of girl in the class) (name of boy in the class)
. At the snack bar I bought a large cup

(name of teacher in the school)
of to drink. It cost
(liquid) (one-digit number)
dollars. I also bought a bag of 24
chocolate
(plural noun)
candy and shared it evenly with
my friends.
Question: What fraction of the bag did you get? _____________________
How many pieces of candy did you get? ___________________
34
Number and
Operations
Fractions of a Whole
Name Date
Pizza and Video Games

We are having pizza from
’s Pizzeria
(name of person in the class)
PIZZA,
tonight. I love their pizza. It is PLEASE!
so !
(adjective)
I like to get it with
and
(plural noun)
on top.
(plural noun)
They cut it into 24 slices. I have

(one-digit odd number greater than 1 and less than 9)
friends coming over to share the pizza with me. We are going to
play a new video game, Super !

Question: If we divide the pizza evenly, what fraction of the pizza
will you get? _________________________
35
Measurement
The fill-in math word problems in this section include math content that
supports the math standards for measurement across grades 4–6 (based
on the Principles and Standards for School Mathematics from the National
Council of Teachers of Mathematics) and are organized to accommodate
the range of levels you would find in your class. As students complete the
blanks in each story, they will build and solve word problems that provide
practice in the following areas:
Understand measurable attributes of objects and the units, systems, and

processes of measurement
h length, area, weight, volume, and size of angle
h measure with standard units
h carry out simple unit conversions
Apply appropriate techniques, tools, and formulas to determine

measurements
h estimate the perimeter, areas, and volumes of regular and irregular shapes
h measure length, area, volume, weight, time, temperature, and the size of angles
h select and use benchmarks to estimate measurements
Source: Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000);
my.nctm.org

The problems in this section emphasize an understanding of how to combine various standard measurement
units such as pints, quarts, inches, ounces, and other common measurements. It’s probably not necessary to
have measuring tools such as scales and rulers for everyone, but you may want to have one or two appropriate
tools to use for demonstrations and to enable students to prove that their answers are correct. It’s also helpful
when students are working on these problems to supply them with individual measurement reference charts
showing names of units of measure, abbreviations, and equivalencies. Or, display a poster containing this
information for reference.
Don’t forget, time is very much at home in a study of measurement. Help students understand how with
time measurements, they can’t just add the numbers together and get a sensible answer. For example, if we say
John started violin practice at 7:25 on Thursday and practiced for one hour and 45 minutes, to figure out when
he finished we can’t simply add those numbers, or we would get 8:70! There is no such time. Remind students
that with measurements of time, once they have sixty minutes, they need to convert to an hour, very similar to
regrouping tens and ones when adding.
36
Measurement
Linear Measurement
Name Date
Science Fiction Movie

Have you seen the new movie,
(adjective)
“Return of the ?”There is a

(noun)
giant grasshopper in it that attacks . I was so

(place)
excited, I ate bags of .

(number greater than 1) (name of food)
The grasshopper was originally only

(two-digit number)
centimeters long, but then this mad scientist, Dr.
, gave the grasshopper

a growth ray. The grasshopper became ten times longer.
Question: What is the grasshopper’s length in meters?_______________
37
Measurement
Linear Measurement
Name Date
Olympic Report
Welcome back, sports fans, to Olympic Report! I’m your host,
, broadcasting
(first name of student in the class) (noun)
from high atop the Mountains in

(adjective)
. We just had an
(adjective) (place)
amazing record set in the throw.

(object)
threw and
(name of male teacher) (one-digit number)
inches on his first throw. On his second

(fraction)
throw he threw and

(one-digit number) (fraction)
inches. Added together these throws set a new world record!
Question: What is the new world record? ___________________________
38
Measurement
Linear Measurement
Name Date
The Trip
We are leaving today on a trip
to ville.
(name of food)
I hear they have lots of
there.
(plural noun)
I can’t wait to see them! Our
travel agent said we have to
take a bus for inches. Then we take a boat

(two-digit number)
for feet. Finally, we get on a plane and go

yards. Then we’re there! It’s a great place for

like us to go!
(type of insect, plural)
Question: How far is the whole trip there and back? ________________
39
Measurement
Perimeter
Name Date
Pet House
I am building a new house for my
pet ,
(name of animal)
. He is
(name)
very and
(adjective)
, so I really
(adjective)
want to make him a new house.
I am making it out of . The house will have

(plural noun)
three sides. One side will be centimeters

(two-digit number between 30 and 50)
long. The other two sides will each be

(two-digit number less than 30)
centimeters long.
Question: What will be the perimeter of your pet’s new house?
____________________
40
Measurement
Area
Name Date
Classroom of the Future

The Classroom of the Future
will be very exciting and
. There will
(adjective)
not be books. Instead students will
get information from
. There will
(plural noun)
be no pencils. Instead students will write with
. The ideal Classroom of the Future will have

(plural noun)
a large chalkboard made of . It will be

(noun)
yards long and yards

(two-digit number) (two-digit number)
wide.
Question: What will be the area of the board? _______________________
41
Measurement
Time
Name Date
The Apprentice
Good morning! Today you will begin your new job as apprentice
for .You will start the

(job) (name of famous person)
day by meeting with the for

(plural noun)
minutes. Then you will work on filing your

(two-digit number)
in your office for

(plural noun) (adjective)
hours. Have lunch for

minutes in the .
(two-digit number) (type of room)
After lunch, write a report on . This will take

(plural noun)
about hours. Then you can go home.

Question: How much time will you spend at your new job? ___________
42
Measurement
Elapsed Time
Name Date
A Long Day at School

spends a lot of time in classes. He has
Mathematics of from A.M.

(plural noun) (time)
until noon. Then he has History of from noon

(plural noun)
until P.M. Finally, he has Scientific

(time)
Investigation of for an hour and a half.

(plural noun)
Question: How much time does he spend in classes? ________________
43
Measurement
Liquid Measurement
Name Date
Magic Potion
Dr. here, magician
(first name of girl in the class) (noun)
extraordinaire! Today I’ll be teaching you how to make my most
potion—the one that changes people into

(adjective)
. First, you must take a

(plural noun) (container)
and pour in cups of

. Then, add
(liquid) (one-digit number greater than 1)
quarts of . Now stir with a

(liquid)
. Finally, add a gallon of

(noun)
. Ready to serve!
(color) (liquid)
Question: How much potion will these directions make? _____________
44
Measurement
Weight
Name Date
Circus Strong Man

Ladies and gentlemen, welcome to the
Brothers Circus!
(adjective)
In the center ring today, we have the
strong man,
(adjective)
. He will lift a
weighing
(noun)
tons. On top of that

(one-digit number greater than zero)
he will place a
(adjective) (noun)
weighing pounds. And finally, he will place a

weighing
(adjective) (noun)
ounces on the very top!

(two-digit number)
Question: How much will he lift? ___________________________________
45
Measurement
Weight
Name Date
Special Salad
We are having a lot of guests over tonight to celebrate
. We will all wear , of

(special event or holiday) (type of clothing, plural)
course, and say,“ !” to anyone who comes to

(expression)
the door. We are also going to make a special salad for dinner. The
recipe says to put in grams of

and then add

(name of food) (one-digit number greater than 1)
kilograms of . Finally, you top it off with

(name of food)
grams of .
(four-digit number) (plural noun)
Question: How much will the special salad weigh? _________________
46
Patterns and Algebra
The fill-in math word problems in this section include math content that supports the math
standards for algebra across grades 4–6 (based on the Principles and Standards for School
Mathematics from the National Council of Teachers of Mathematics) and are organized to
accommodate the range of levels you would find in your class. As students complete the
blanks in each story, they will build and solve word problems that provide practice in the
following areas:
Understand patterns, relations, and functions

h describe, extend, and make generalizations about geometric and numeric patterns
h represent and analyze patterns and functions
Represent and analyze mathematical situations and structures using algebraic symbols
h use commutativity, associativity, and distributivity to compute with whole numbers
h represent the idea of a variable as an unknown quantity and solve for that variable
h express mathematical relationships using equations

Finding patterns helps students make predictions If someone asked how many points you might
about what comes next. When working on score in game 6, we could answer 192 because
problems that involve patterns and algebra, we’ve seen the relationship between the number of
students will find using lists and tables helpful for baskets and the number of points. Using algebra,
organizing information. Review the following (n x 2) x 2 = points scored. This is a growing pattern,
strategies and examples as students work on where the numbers increase.
stories in this section: h A table or chart with labels is also helpful for
h Organize numbers in rows, columns, or streams arranging and keeping track of information about
that are near each other so that you can easily patterns that repeat, too, as with the teacher who
detect relationships between the numbers. For wears blue sneakers on odd days and red
example, let’s say you make three two-point sneakers on even days. To find out what color
baskets in your first basketball game of the sneakers this teacher will be wearing on Thursday
season, and double that number in the next if Monday is March 10, you might make a chart
game. In each of the next three games, you like this:
double the number of baskets from the previous Date Color
game. How many points will you have scored after Mon. 3/10 red
five games? To figure out the answer, you could Tues. 3/11 blue
organize the data like this: Wed. 3/12 red
Thurs. 3/13 blue
Game Baskets Points
1 3 6 (answer = blue, because Thursday would be
2 6 12 March 13, which is an odd numbered day).
3 12 24
4 24 48
5 48 96
47
Patterns
and Algebra
Patterns
Name Date
Getting Big
My pet is getting
(noun)
big. I named him

(name of famous male person)
because he’s very .

(adjective)
I’ve had my pet three years now. The
first year I had him, I gave him
ounces of
(two-digit number)
every day. After

(name of food)
one year, he was inches. Now I give him

(two-digit number)
twice as much food, and he has grown three times larger!
Question: How much do you feed him now? _______________________
How big is he now? ____________________________________
48
Patterns
and Algebra
Patterns
Name Date
Winner!
(first name of boy in the class)
was feeling
(last name of famous person)
pretty ! He won
(adjective)
the big prize for

(verb ending in -ing)
the most . The

(plural noun)
prize was one hundred dollars! Well, the first week he spent half of
it on a new . Of course, he needed some

(noun)
for it, so he spent half of what was left the

(plural noun)
second week. Then the third week he spent half of that on a trading
card of .
(name of famous person)
Question: If he keeps going like this, how much money will he have
left at the end of the fourth week? _____________________
49
Patterns
and Algebra
Finding a
Missing Variable
Name Date
Invasion
Flash! It appears there is a stuffed
invasion!
(name of animal)
Don’t panic! Just get some
and spray
(liquid)
it on them. We think this makes
them and get

(verb)
. They arrived in spaceships that were shaped

(adjective)
like . There were

(plural noun) (one-digit even number other than 6 or 8)
spaceships. When the spaceships emptied out, there were
aliens.
(three-digit number with an even number
in the hundreds place and zeros in both the
tens and ones place)
Question: If there was an equal number of aliens in each ship, how
many did each ship carry? _____________________________
50
Patterns
and Algebra
Finding a
Missing Variable
Name Date
Cool Stuff for Your Car

I really wanted to buy a new for my car.
(noun)
They look so cool up on the hood, but they cost so much! I went to
’s Department Store. The thing cost

dollars if you want a good one made of

(four-digit number)
.You can get cheaper ones made of

(substance)
for dollars, but who

(substance) (three-digit number)
wants that? All I had was dollars, but guess

what? My brother, , came along and loaned

(name)
me the rest to buy the good one. He is so !

(adjective)
Question: How much did he give me? _____________________________
51
Patterns
and Algebra
Finding a
Missing Variable
Name Date
A Scientific Lecture
Dr. was giving a
(first name of girl in the class) (noun)
lecture at College. Her topic was “Measuring

(noun)
the Speed of .” She was very happy to be

(plural noun)
asked to speak at such a place.“First,” she

(adjective)
said,“you must use a to measure with. It

(noun)
must be and made of .”

She demonstrated measuring one in front of the students. She
found that it was inches long.“I now

(two-digit even number less than 12)
know that the maximum speed would be 1,000 m.p.h. I simply
multiply the length by the speed factor X.”
Question: What is X? __________________________________________
52
Geometry
The fill-in math word problems in this section include math content that supports the
math standards for geometry across grades 4–6 (based on the Principles and Standards
for School Mathematics from the National Council of Teachers of Mathematics) and are
organized to accommodate the range of levels you would find in your class. As students
complete the blanks in each story, they will build and solve word problems that provide
practice in the following areas:
Analyze characteristics and properties of two- and three-dimensional geometric shapes

and develop mathematical arguments about geometric relationships
h properties of two- and three-dimensional shapes
h subdividing, combining, and transforming shapes
h congruence and similarity
Apply transformations and use symmetry to analyze mathematical situations

h sliding, flipping, and turning two-dimensional shapes
h symmetry in two- and three-dimensional shapes and designs
Use visualization, spatial reasoning, and geometric modeling to solve problems

h build and draw geometric objects
h create and describe mental images of objects, patterns, and paths
h create two-dimensional representations of three-dimensional objects
h use geometric models to solve problems

As students work to solve the problems in this section, consider the following strategies:
h Students will benefit from having reference charts available, either personal sheets or large charts containing
shape names and information (including diagrams).
h Make students aware that people who work with geometric ideas, such as architects and designers (as well
as mathematicians), are always writing and drawing as they solve problems. Encourage students to recognize
that trying to solve a problem in their head can lead them to lose track of some of the requirements or data.
Drawing a picture and recording information are always a good idea. (For more problem-solving strategies,
see pages 7–8.)
h Use of manipulatives, such as pattern blocks and attribute blocks, is also helpful for students who have
difficulty visualizing combinations of shapes that might be required to solve some of these problems.
Another useful manipulative both in measurement (with perimeter and area) and working on geometric-
based problems is a geoboard and rubber bands. Students can follow the problem and create the shapes as
they process the facts in each problem.
53
Geometry
Triangles
Name Date
Birthday Cake
Baking a birthday cake is not .
(adjective)
You will need plenty of ,

(plural noun)
, and
(plural noun)
gallons
of .You
(liquid)
will also need a three-sided
pan to mix these ingredients
in. Each side of the pan should be inches

long. The pan should be inches deep.

Question: What type of triangle is the bottom of the pan?
____________________
Draw it.
54
Geometry
Quadrilaterals
Name Date
New Desk
My woodshop teacher, Mr.
, said I could
(plural noun)
make my own desk. It will be made
of and
(substance)
. It will
(substance)
have room inside for all my
. The top will have two sides that are

(plural noun)
feet long. The other two sides will be

feet long.
Question: What shape will the top of my new desk be?
_________________________
55
Geometry
Combining
Geometric Shapes
Name Date
The Tower
Well-known architect
(first name of girl in the class)
is finishing up plans for her

(animal)
newest design, the Tower of .

(plural noun)
She is well known for her earlier design of the
famous Shopping Mall.

(name of teacher)
Her tower drawing shows a base made up of
quadrilaterals.
On top of that will be
isosceles
triangles. At the very top is a scalene triangle.
Question: What does the tower look like? Draw it.
56
Geometry
Congruence
and Similarity
Name Date
Two Sandwiches
Bert and Bart are making
and
(name of food)
sandwiches
(name of food)
on bread.
(color)
Bert made his sandwich so that it
had two sides that were each
inches long and two sides that were

each inches long. Bart made his

sandwich so that two sides were each

inches long and two sides were each

inches long. They put on top.

(name of food)
Question: Are the sandwiches congruent and/or similar? Why?
57
Geometry
Shapes and Symmetry
Name Date
Halloween Mask
My Halloween mask this year is going to be really
. I’m going to make it out of

(adjective)
and . People will see it

(substance) (substance)
and say,“ !” It will have two eyes shaped like

(exclamation)
. The nose will be a .

(type of polygon, plural) (type of quadrilateral)
The mouth will be a trapezoid, the longest side of which will be
inches. When I put it on, I will look a

lot like .
(name of famous person)
Question: What does the mask look like? Draw the mask and a line
of symmetry through it.
58
Data Analysis
and Probability
The fill-in math word problems in this section include math content that
supports the math standards for data analysis and probability across grades
4–6 (based on the Principles and Standards for School Mathematics from the
National Council of Teachers of Mathematics) and are organized to accommodate
the range of levels you would find in your class. As students complete the blanks
in each story, they will build and solve word problems that provide practice
in the following areas:
Formulate questions that can be addressed with data and collect, organize,
and display relevant data to answer them
h represent data using tables and graphs
h recognize the differences in representing categorical and numerical data
Select and use appropriate statistical methods to analyze data

h use measures of center (such as median)
h compare different representations of the same data
Develop and evaluate inferences and predictions that are based on data
h propose and justify conclusions and predictions based on data
Understand and apply basic concepts of probability

h describe events as likely or unlikely
h predict probability and test predictions
h understand that the measure of the likelihood of an event can be represented by a number
from 0 to 1

As students work on problems with data in this section, remind them to keep the following
strategies in mind:
h Make a list or table to organize information or data from the word problem. (For more problem-solving
strategies, see pages 7–8.) This makes it easier to compare, arrange, and think about the facts.
h Labeling data with units or word labels helps keep things organized and the numbers meaningful. If the
problem talks about cats and dogs, label the numbers that appear as either being cats or dogs. When
students write “naked numbers” on a page, they can easily forget what those numbers stand for.
h Use tables and lists for probability problems, too. Try organizing the data as it appears by writing it down in list or
table form. Also, think about how you can use numbers such as fractions to represent probabilities. For example,
if there are four red marbles in a bag and one blue one, your chances of getting a blue marble can be described
as being 1/5 or one out of five. Once again, labeling helps keep the data straight in these problems.
59
Data Analysis
and Probability
Representing and
Analyzing Data
Name Date
Plant Growth
I have a very rare plant that I got from
. I named it
(place)
. I feed it
(name)
and give it
(name of food)
plenty of , so it’s
(liquid)
growing really fast. On Monday it was
centimeters in height. On Tuesday its height

doubled. On Wednesday it doubled again. The same thing happened
Thursday, but then Friday I forgot to feed it so it actually shrank
centimeters.
Question: What was the plant’s height on Friday? ___________________
Draw a line graph to show the growth.
60
Data Analysis
and Probability
Representing and
Analyzing Data
Name Date
Shopping for Sneakers

A new sporting goods store,
(adjective)
’s Sports, opened this weekend with a big

sale. All kinds of sneakers were on sale, including the kind
wears! They had

(name of famous person) (one-digit number greater than 1)
pairs of ones at $100 a pair. They also had

(color)
pairs of ones at
(one-digit number greater than 1) (name of famous person)
$70 a pair. My favorites, though, were the

(different color)
ones at $120 a pair. They had pairs of

those. They’re so cool! They’re made of so

(substance)
you can really .

(verb)
Question: Now which to choose? Represent the data (sneaker cost)
and identify the range, mode, and median.
61
Data Analysis
and Probability
Finding Averages
Name Date
Goal!
The new sport, ball, is a hit! And the best
(noun)
scorer in the league is . She had a great

month in July. In the first week she used her trusty stick,
nicknamed “Old ,” to score

(noun)
goals. She followed that the next week by

(two-digit number)
doubling her previous week’s total. In the third week, even though
she sprained her , she still scored

(body part)
goals. In the final week she scored

(two-digit number)
goals and was awarded the

(two-digit number)
Cup for most valuable player.

Question: What is the average number of goals she scored in a week?
___________________________________________________
62
Data Analysis
and Probability
Probability
Name Date
The Fun Game

At the boardwalk there is a game called -O.
(noun)
It is really fun and . It only costs

(adjective)
cents to play. There is a spinner that has

(two-digit number)
sections. Two sections are blue. The rest are

. If you spin and

(color other than blue)
land on blue, you win a huge, fuzzy
. If you land on
(noun)
the other color, all you get is a little
rubber .
(noun)
Question: What is the chance of landing on blue? Use a fraction to
describe your answer. ________________________________
63
Data Analysis
and Probability
Probability
Name Date
The Cube
I have invented a new game I am
calling ’s
Roll.You have a cube made of
. Each side of the

(substance)
cube has a number on it. The six numbers
are ______, ______, ______, ______, ______, and ______.

(six different one-digit numbers)
You roll the cube once on a smooth, velvet .

(noun)
If you roll an odd number, you win! In fact, you win a
! Can’t beat that! If you roll an even number,

(noun)
you lose. , right?

(adjective)
Question: What are the chances of winning with a single roll? ________
64

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GRADES 4–6

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

Edited by Joan Novelli

ISBN-13: 978-0-439-51753-9 / ISBN-10: 0-439-51753-2

Copyright © 2006 by Bob Krech and Joan Novelli

Fill-in Math Word Problems

Number and Operations . . . 10 _______ball Season . . . . . . . 30 Patterns and Algebra . . . . . 47

What Are Fill-in Math

Why Use Fill-in Math Word

Meeting the Math Standards

T teaching, this book is organized by content standards. The first 25 stories

Teaching Problem-Solving Skills: The Fantastic

P Standards for Mathematics Teaching 2000. The accompanying statement reads

Step 1: What Do I Know?

Step 2: What Do I Want to Know?

Step 4: Choose a Strategy or Action and Solve.

Step 5: Does My Answer Make Sense?

3. What can I ELIMINATE?

Understand meanings of operations and how they relate to one another

Compute fluently and make reasonable estimates

Tips for Teaching With This Section

The Old Legend

was and . There were

filled with beautiful, sparkling , a rare

treasure. The first room had , the second

room had , and the third room had

. No one has ever been in any of these rooms

. And no one wants that!

Question: Which room has the most treasure? ___________________________

election report! It has been a very

the results are in. In the race for

has votes, while

has . The third

votes. The three candidates have all spent more than

Question: Who finished in second place? ___________________________

The Pie-Eating Contest

County Fair just

had its pie-eating contest. The favorite pie

was, of course, pie.

pies. She used her

to eat with, but that’s actually legal. Her

. He ate while sitting on a

. He says it helps his digestion.

Question: How many pies did they eat altogether? _________________

be found them. I like a glass of

when I’m reading and a little

to munch on. This weekend I read a

new book,“The Mystery of the

.” It had pages. That

was really ! I also read “The Beginner’s Guide

The Unusual Spell

on his head. His name was , and he lived in a

high above . He cast a

spell on because she would not marry his

. She slept for years.

She was awakened by the kiss of a prince,

. Unfortunately, the sorcerer found out and put

her to sleep again for more years. Luckily, the prince

then she fell right back asleep for more years

because she watched too much of .

Question: How many years did she sleep altogether? _______________

shape, you must exercise every

. Eat plenty of fresh