Spence Rogers, Mike Rogers: and The Peak Team

Spence Rogers, Mike Rogers
and the Peak Team
Peak Learning Systems, Inc.

Evergreen, Colorado
2004 Peak Learning Systems, Inc.
Pre-Algebra Supplementary Test Preparation

Designed by
Spence Rogers and Mike Rogers

and the Peak Learning Systems Team Based on National and State Standards and Assessments
Published by Peak Learning Systems, Inc. 6789 S. Olympus Drive Evergreen, CO 80439-5312 Phone: (303) 679-9780 E-mail: peaklearn@aol.com Website: http://www.peaklearn.com
Copyright 2004 by Peak Learning Systems, Inc. All rights reserved. Printed in the United States of America. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without the written permission from Peak Learning Systems, Inc. except for inclusion of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law in a review. Individual purchasers may copy, duplicate, transfer, or communicate materials from this book for use in their individual classrooms or training sessions. Peak Learning Systems books may be purchased for educational or business use. For information, please call or write: Order Department, Peak Learning Systems, Inc., 6784 S. Olympus Drive, Evergreen, CO 804395312. Telephone: (303) 679-9780; Fax (303) 679-9781, website: http://www.peaklearn.com. Clip art courtesy of CorelDraw and Art Explosion.
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Book 1
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Math Meters 1 1. Addition of Decimals with Regrouping 2. Graphing Rational Numbers on a Number Line 3. Constructing Data Tables 4. Calculation of Perimeters of Triangles Math Meters 2 1. Addition of Fractions with Unlike Denominators 2. Pattern Recognition 3. Graphing Integers on a Number Line 4. Interpretation of Data Tables Math Meters 3 1. Determining Place Value 2. Ordering Fractions with Unlike Denominators 3. Identification of Fractions Represented Graphically 4. Problem Solving Addition of and Subtraction of Integers Math Meters 4 1. Subtraction of Rational Numbers 2. Multiplication of and Division of Decimals by 10 3. Identification of Fractions Represented Graphically 4. Interpretation of Pie Charts Math Meters 5 1. Subtraction of Decimals with Regrouping 2. Graphing Mixed Numbers on a Number Line 3. Calculation of Perimeters of Rectangles 4. Problem Solving Calculation of Arc Length Given the Circumference of a Circle Multiplication of Rational Numbers Using Ratios Math Meters 6 1. Conversion of Fractions to Decimals 2. Problem Solving Subtraction of Integers 3. Interpretation of Pie Charts 4. Identification of Fractions Represented Graphically Gauges
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IV
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Math Meters 7 1. Rounding Decimals 2. Subtraction of Fractions with Unlike Denominators 3. Problem Solving Explaining How an Object is Like a Number Line 4. Calculation of Perimeters of Irregular Shapes Math Meters 8 1. Subtraction of Integers 2. Determining Standard Form for Numbers 3. Multiplication of Decimals with Regrouping Recording Decimals on a Grid 4. Interpretation of Histograms Math Meters 9 1. Simplification of Expressions 2. Calculation of Areas of Rectangles 3. Calculation of Unit Cost 4. Calculation of Perimeters of Irregular Shapes Math Meters 10 1. Simplification of Expressions 2. Determining Word Names for Numbers Given in Standard Form 3. Drawing Polygons with Given Perimeters 4. Interpretation of 3 Dimensional Drawings Math Meters 11 1. Conversion of Decimals to Fractions 2. Calculation of Areas of Triangles 3. Interpretation of Addition and Multiplication Properties 4. Problem Solving Addition of Integers Money Math Meters 12 1. Multiplication of Decimals with Regrouping 2. Calculation of Areas of Rectangles 3. Interpretation of Coordinate Graphs 4. Calculation of Greatest Common Factors
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Math Meters 13 1. Addition of Mixed Numbers with Unlike Denominators 2. Multiplication of Fractions 3. Calculation of Areas of Parallelograms 4. Problem Solving Multiplication of Fractions Time Math Meters 14 1. Multiplication of and Division of Decimals by 10 2. Addition of and Subtraction of Fractions with Unlike Denominators 3. Constructing Data Tables Measuring Diameters of Circles 4. Problem Solving Interpretation of Data Tables Unit Rates Money Math Meters 15 1. Simplification of Expressions 2. Calculation of Areas of Irregular Shapes 3. Pie Chart Construction by Data Table Interpretation 4. Identification of Fractions Represented Graphically Math Meters 16 1. Determining Reciprocals 2. Interpretation of Pie Charts 3. Calculation of Areas of Rectangles and Triangles 4. Multiplication of Rational Numbers with Number Line Interpretation Math Meters 17 1. Simplification of Expressions 2. Pattern Recognition 3. Addition of and Subtraction of Decimals with Regrouping 4. Stem and Leaf Plot Interpretation
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VI
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Math Meters 18 1. Simplification of Expressions 2. Ordering Rational Numbers 3. Interpretation of Pie Charts 4. Problem Solving Addition and Subtraction of Mixed Numbers Money Math Meters 19 1. Simplification of Expressions 2. Conversion of Decimals and Fractions to Percentages 3. Calculation of Perimeters of Rectangles 4. Problem Solving Math Meters 20 1. Conversion of Fractions to Decimals 2. Calculation of Unit Cost 3. Using Formulas Calculation of Widths of Rectangles Determining Dimensions 4. Problem Solving Math Meters 21 1. Simplification of Expressions 2. Problem Solving Circumference 3. Problem Solving Proportions Weight 4. Calculation of Areas of Rectangles and Triangles Math Meters 22 1. Calculation of Percentages 2. Problem Solving Money 3. Calculation of Perimeters of Irregular Shapes 4. Estimating the Volume of a Cylinder
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VII
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Math Meters 23 1. Comparing Whole Numbers 2. Interpretation of Coordinate Graphs 3. Problem Solving Multiplication and Addition with Mixed Numbers 4. Interpretation of 3 Dimensional Drawings Math Meters 24 1. Calculation of Percentages (Money) 2. Simplification of Expressions (Order of Operations) 3. Calculation of Unit Cost (Comparing Rates) 4. Calculation of Circumferences Math Meters 25 1. Subtraction of Mixed Numbers with Unlike Denominators 2. Calculation of Percentage 3. Problem Solving (Calculation of Area) 4. Interpretation of 3 Dimensional Drawing
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VIII
Acknowledgements
We gratefully acknowledge the following individuals for their significant contribution to the Math Meters. Writing and Development: Spence Rogers, Mike Rogers and Mary Perrine Editorial Staff: Spence Rogers, Mike Rogers, Mary Perrine, Mitch Perrine, Joe Stone, Becky Graf, Katie Dix, Rebecca Neville, Julie Milder, Kelsey Tyner, Laurie Strong Project Management: Spence Rogers and Mike Rogers Project Management Support: Roz Rogers Curriculum and Design Management: Spence Rogers and Mike Rogers Graphic Design Management: Roz Rogers Graphic Design Team: Julie Lewis and Karen Schwegel Reading Consultant: Laurie Strong Solution Guide Development: Spence Rogers, Julie Milder, and Mike Rogers In addition we wish to thank the following teachers and administrators for their valuable feedback and support. Julie Milder Kelsey Tyner Peter Wolfe LaRee Ueeck Kate Thurmond Bruce Fennimore Orin Wear Curt Crouch Kelly Kramer Chris Reitan Carol McGowin Pam Turner Judy Haptenstall Diane Reeths Jenny Anderson Ed Bailey Dawn Schmitt Ann White Carrie Carlson Kevin Richards Karen Pleasant Rand Rosecrans Harry White Steve Cousins Sue Bailey Roaring Fork Teacher Team
Trademarks and trade names are shown in this book strictly for illustrative purposes, and are the property of their respective owners. The author's references should not be regarded as affecting their validity. 2004 Peak Learning Systems, Inc.
IX
Using the Math Meters for Outstanding Results

Peak Learning Systems' Math Meters are designed to produce outstanding results in student achievement. They are carefully designed to incorporate research-supported best practices which include: Meaningful practice of math skills distributed over time in continuously increasing complex ways and contexts Math skills and concepts developed slowly over time as the students progress sequentially through the Math Meters Writing as a tool for expressing procedures and reasoning Effective practice working with questions using multiple choice format including the use of distracters and abstract stems To obtain outstanding results in student achievement, take each of the following steps to ensure your students are benefiting from best practices identified through research: 1. Start with the Math Meters set of four problems that is most appropriate for your students and for your curriculum that will be assessed. Continue with the Math Meters problem sets from that point on. The most appropriate problem set for your starting point is the first set that all of your students will be able to complete correctly as a part of an effective cooperative group, and as a result, be able to work through correctly as individuals. 2. 3. At least two to three times per week have the students successfully complete one Math Meters problem set of four questions. Use each Math Meters problem sets forms A-D as necessary so that each student ultimately shows gained proficiency with the objectives being targeted. The additional problem sets are provided to help ensure that the students receive additional help on any problems where it is needed and then asked to work a similar problem until they learn to do each problem correctly. Take advantage of Math Meters forms A-D to use effective Cooperative Structures for increased learning success. Refer to the classroom teaching strategies M-4-2-1 and 4-2-1 described on pages XI and XII. Also, visit www.kaganonline.com for additional resources. Use the multiple forms until proficiency is reached, and then award a good grade if grades are required - do not let students "off the hook" with poor grades if they do not do each of the four problems included in a Math Meters problem set correctly. Assigning any form of a Math Meters problem set and then grading it for each student will undermine achievement. Treat each set of forms A-D for the Math Meters to be a single event/process - the philosophy behind the Math Meters being successful is supporting and requiring students to work to proficiency, not to assign the forms in isolation thus allowing students to move on without learning. 2004 Peak Learning Systems, Inc.
X
4.
5.
M-4-2-1
PEAK Strategy Applied to the PEAK METERS Purpose M - 4 - 2 - 1 is a strategy for improving student learning through group interaction and support. Use it whenever you are teaching students a multi-step process that can be modeled and explained. Procedure 1. For the METERS you choose, prepare METERS Form A to model the multi-step process. Also have ready METERS Forms B, C, and D for the students to complete after your modeling. 2. Break your class into student groups of four. Since this seldom works out perfectly, a group of three will work if the group's abilities are fairly strong. Pairs will be OK only if they are pretty strong in the subject area you are teaching. The students should be grouped so that Steps 3 & 4 below will work well. (If this requires too much planning, what you want the students to learn is probably too advanced for this strategy.) Using your METERS Form A, model finding the solution to one problem at a time for the students, explaining carefully as you go. If the students appear totally bewildered, back up, provide another example, and model again adding additional needed explanation. The goal is for at least one out of four students in each group to be quite comfortable but needing to practice the process, another quarter of your students to be okay but really needing to try one, another quarter of your students to be feeling a little shaky, but they will be okay if they can try one and watch others as they progress, and the last quarter which will be okay if they can get help from other students. After successfully modeling to the level described above, ask the students in their groups of four to work on METERS Form B individually, but to compare answers and to help each other as needed. If after step four, it appears to you that the groups of two (Step 5) will not be successful, provide an additional example for the students to do in groups of four before moving to Step 5. Break the students into groups of two that will be able to support each other, and ask them to do Meter Form C - again, individually, but comparing answers and helping each other as needed. If the groups of two were successful, have the students now do METERS Form D as individuals. Encourage them to help each other as necessary. 2004 Peak Learning Systems, Inc.
XI
3.
4.
5.
6.
4-2-1
A PEAK Strategy to use when you want students to learn by discovery Purpose 4 - 2 - 1 is a strategy for improving student learning through group interaction and support. Use it whenever you wish students to solve a problem or resolve a situation collaboratively and then practice the discovered procedure. Procedure 1. In advance, prepare three to four example questions, problems, tasks for the students to work through. Be sure to make them equal in difficulty and parallel in nature. One example is for the students to do collaboratively in groups of four. The others are for the students to complete in groups and individually after their initial groups of four determine effective procedures. 2. To start the strategy, break your class into student groups of four. Since this seldom works out perfectly, a group of three will work if the group's abilities are fairly strong. Pairs will be OK only if they are pretty strong in the subject area you are teaching. The students should be grouped so that Steps 3 & 4 will work well. (If planning this grouping requires too much prep time, what you want the students to learn is probably too advanced for this strategy.) Provide the groups of four with one of the "problems" and ask the students in their groups of four to work on it individually, but to compare work and answers and to help each other as needed. The goal is for at least one out of four students in each group to be quite comfortable but needing to practice the process, another quarter of your students to be OK with the process but really needing to try another one, another quarter of your students to be probably feeling a little shaky with the process, but will be OK if they can try another one and watch others as they progress, and the last quarter of your students to be OK if they can get help from other students. If after Step Three it appears to you that groups of two (Step 4) will NOT be successful, provide an additional example for the students to do in groups of four before moving to Step 4. In other words, repeat Step Three. Next, break the students into groups of two that will be able to support each other, and ask them to do the next example - again, individually, but comparing answers and helping each other as needed. If the groups of two were successful, have the students now do the third example as individuals. Encourage them to help each other as necessary.
3.
4.
5.
XII
Math Meters Problem Solving Coaching Rubric

Excellent Developing Well
The student eventually chooses a good procedure for solving the problem. The student strategizes always using the same approach to address and/or clarify the problem. The student quickly and effectively
Not Yet
The student, even with coaching is unable to choose a procedure for solving the problem. The student is unable to strategize towards addressing and/or clarifying the problem. The student can't yet explain the reasoning or process behind his/her work.
Mathematical Procedures chooses an excellent procedure for and Concepts solving the problem.
The student effectively strategizes using a variety of approaches to address and/or clarify the problem. The student clearly, concisely and correctly explains his/her reasoning or process at any point during the solution. The student correctly explains the reasoning or process behind the work he/she has done. The student effectively organizes information given and information needed. The student effectively organizes information given.
Strategizing
Communication of Reasoning or Process
Organization
The student does not yet organize the information well.

The student continually monitors his/her procedure and strategy and adjusts his/her process as needed. The student monitors his/her process only after deriving a solution or after prompting and needs coaching to adjust his/her process. The student needs coaching to stick with the problem. The student sticks with the problem to solution. The student can independently identify and communicate other effective procedures where appropriate. The student, after coaching, can identify and communicate another effective procedure where appropriate. The student consistently provides correct solutions to problems. The student provides several incorrect solutions due to computational errors.
Self Assessment
The student does not effectively monitor his/her process.
Persistence
The student fails to try or quits working on the problem.
Flexibility
The student can only work within one procedure.
Accuracy
XIII
The student consistently provides incorrect answers due to computational and procedural errors.
Algebraic Formulas
Slope Formula y y m = 2 1 where m = slope and (x ,y ) and ( ,y ) are two points. x 1 1 2 2 x2 x1 Slope Intercept Form of an Equation
y = mx + b wherem = slope andb = the -intercept. y
Distance Formula
) + ( y y ) where d = distance and ( x , y ) and (x , y ) are coordinates of two points.

d=
2
(x
Distance, Rate and Time Formula

d = rt where d = distance,r = rate, and = t time.
Simple Interest Formula

Simple Interest = prt where p = principal,r = rate , and = time. t
Midpoint Formula
x +x y + y M = 2 1 , 2 1 2 2 The midpoint M , between x , y
1
) and (x
,y
) , is
x2 + x 1 y 2 + y1 , . 2 2
Fahrenheit to Celsius Conversion Formula F = 9 C + 32 where F is degrees Fahrenheit and is degrees Celsius. C 5 Conversions 1 mile = 5280 feet 1 yard = 3 feet 1 hour = 60 minutes 1 minute = 60 seconds 1 inch = 2.54 centimeters 1 mile = 1.60934 kilometers 1000 millimeters = 100 centimeters 100 centimeters = 1 meter = .001 kilometers 1 gram = 1000 milligrams 1000 grams = 1 kilogram 1 kilogram = 2.2 pounds 1 pound = 16 ounces 2000 pounds = 1 ton 16 tablespoons = 1 cup 1 cup = 8 fluid ounces 1 pint = 2 cups 2 pints = 1 quart 4 quarts = 1 gallon 1000 cubic centimeters = 1 liter 1 liter = 1000 milliliters 5 milliliters = 1 teaspoon
Use 3.14
XIV
Area
A triangle = 1 bh where b = base and h = height. 2 A rectangle = lw where l =length and w= width. A trapezoid = 1 h b + b where h = height and b = base. 1 2 2 A parallelogram = bh where b = base and h = height. A circle = r 2 where and r = radius.
Circumference Ccircle = 2 r or d wherer = radius and = diameter. d
Volume
Vright circular cone = 1 r 2h wherer = radius and = height. h 3 Vright circular cylinder = r 2h where = radius and = height. r h
Vsquare pyramid = 1 lwh wherel = length,w = width andh = height. 3 Vrectangular solid = lwh where = length, = width and = height. l w h
Vsphere = 4 r 3 wherer = radius. 3
Total Surface Area

SA right circular cone = r l + r 2 where = radius and = slant height. r l SA right circular cylinder =2 rh +2 r 2where r = radius and h = height. SAsquare pyramid =2 l l + l 2 where l = length and l = slant height.
SA rectangular solid =2 ( lw ) +2 (hw )+2 (lh )where l = length, w = width, and h = height.
SAsphere = 4 r 2 where r = radius.
XV
Directions: Show all of your work in a neat and organized way. Indicate your answers appropriately. Use complete sentences when responding to word problems.
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Graph the numbers on the number line.
0.71 + 0.461=
3 2
5 2
1 2
Sarah earns extra money by babysitting. She earned $9.00 on Wednesday, $12.00 on Saturday, and $6.00 on Monday. Complete the table using that information.
Sarahs Babysitting Table

Day of Week Monday Wednesday Saturday Amount Earned
Which of the following does NOT represent the perimeter of the triangle? Explain why in writing. A. B. C. D. E. 12 cm 3 cm + 4 cm + 5cm 12 cm2 Length of side 1 + length of side 2 + length of side 3 None of the above
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0.43 + 0.861=
4 3
7 3
1 3
Anistacia washes cars to earn fun money. She earned $9.00 on Saturday, $8.00 on Wednesday, and $10.00 on Friday. Complete the table using that information.
Anistacias Car Washing Table

Day of Week Wednesday Friday Saturday Amount Earned
Which of the following does NOT represent the perimeter of the triangle? Explain why in writing. A. B. C. D. E. 24 cm 6 cm + 8 cm + 10cm 24 cm2 Length of side 1 + length of side 2 + length of side 3 None of the above
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0.61 + 0.536 =
5 4
9 4
1 4
Chane earned the money he needed for a camping trip by babysitting. He earned $11.00 on Saturday, $7.00 on Wednesday, and $9.00 on Friday. Complete the table using that information.
Chanes Babysitting Table

Which of the following does NOT represent the perimeter of the triangle? Explain why in writing. A. B. C. D. E. Length of side 1 + length of side 2 + length of side 3 29 cm2 7 cm + 10 cm + 12 cm 29 cm None of the above
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0.41 + 0.734 =
5 2
1 2
3 2
Charlotte delivers papers to earn extra money. She earned $8.00 on Saturday, $12.00 on Wednesday, and $7.00 on Friday. Complete the table using that information.
Charlottes Newspaper Table

Which of the following does NOT represent the perimeter of the triangle? Explain why in writing. A. B. C. D. E. Length of side 1 + length of side 2 + length of side 3 34 cm 34 cm2 8 cm + 11 cm + 15 cm None of the above
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Pg. 4
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Evaluate.
1 3 + = 4 8
Describe a pattern in the sequence of shapes. Predict the next shape.
Graph each of the following and its opposite on the number line. Explain why the opposite of each number is the same number of units away from the origin as the original number.
-3 -2
Debbie walks dogs to earn extra money. Study the table. How many dogs did Debbie walk this week? Debbies Dog Walking Schedule A. 3 + 4 + 6 + 6 Day of Week Number of Dogs B. 3 + 4 + 6 x 2 C. 7 + 12 Monday 3 D. 19 Wednesday 4 E. All of the above
Saturday Sunday 6 6
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Pg. 5
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Evaluate.
1 5 + = 3 9
-4 -3
Gail walks alligators to earn extra money. Study the table. How many alligators did Gail walk this week? Gails Alligator Walking Schedule A. 4 + 5 + 4 + 6 Number of Day of Week B. 5 + 6 + 4 x 2 Alligators C. 9 + 10 Tuesday 4 D. 19 Wednesday 5 E. All of the above
Friday Sunday 4 6
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Pg. 6
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Evaluate.
1 7 + = 5 10
-5 -1
Amanda walks elephants to earn extra money. Study the table. How many elephants did Amanda walk this week? Amandas Elephant Walking Schedule A. 5 + 6 + 5 + 4 Day of Week Number of Elephants B. 6 + 4 + 5 x 2 C. 11 + 9 Monday 5 D. 20 Wednesday 6 E. All of the above
Saturday Sunday 5 4
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Pg. 7
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Evaluate.
1 5 + = 4 8
-4 -1
Ina walks cats to earn extra money. Study the table. How many cats did Ina walk this week? Inas Cat Walking Schedule A. 3 + 5 + 6 + 3 Day of Week Number of Cats B. 5 + 6 + 3 x 2 Thursday 3 C. 8 + 9 D. 17 Friday 5 E. All of the above
Saturday Sunday 6 3
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Pg. 8
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What place value does the 7 hold? 0.2578
Put the following in order from smallest to largest.
1 9
1 4
1 6
Estimate how much of the shape below is shaded. Express your answer as a fraction.
It is 10 degrees outside. The weatherperson reports that it is now 15 degrees warmer outside than it was at noon. What was the temperature at noon? Explain your reasoning. A.
5o
o B. 5
o C. 25
D. 15o
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Pg. 9
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1 8
1 5
1 10
It is 5 degrees outside. The weatherperson reports that it is now 15 degrees warmer outside than it was at noon. What was the temperature at noon? Explain your reasoning. A. 5o B.
5o
o C. 10
o D. 15
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Pg. 10
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1 6
1 4
1 8
It is 15 degrees outside. The weatherperson reports that it is now 20 degrees warmer outside than it was at noon. What was the temperature at noon? Explain your reasoning. A. 35o o B. 15 C. D.
5o
5o
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Pg. 11
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1 5
1 9
1 3
It is 15 degrees outside. The weatherperson reports that it is now 25 degrees warmer outside than it was at noon. What was the temperature at noon? Explain your reasoning.
10o o B. 15
A.
o C. 35
o D. 10
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Pg. 12
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Evaluate.
Evaluate each expression. Explain why your answers are equal.
a. 3.0 10 = c. 4.0 10 =
b. 0.4 10 = d. 0.3 10 =
0.4 0.3 =
and
4 3 = 10 10
Notice in your work that the decimal moved to the left when you divided by 10. Why? Also notice that the decimal moved to the right when you multiplied by 10. Why?
How much of the shape below is shaded? Use a fraction in your response. Use the picture to illustrate how you came up with your estimate.
On Monday the school cafeteria counted the number of each type of fruit eaten. Which of the following responses does not represent the data shown in the circle chart? A. One hundred pieces of fruit were eaten. B. The same number of bananas and apples were eaten. C. The sum of apples and bananas eaten is equal to the number of oranges eaten. D. The number of apples eaten is equal to one third of the total fruit eaten.
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Pg. 13
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Evaluate.
4.0 10 = 5.0 10 =
0.5 10 = 0.4 10 =
0.5 0.4 =
and
5 4 = 10 10
On Tuesday the school cafeteria counted the number of each type of sandwich eaten. Which of the following responses does not represent the data shown in the circle chart? A. The same number of ham and PB&J sandwiches were eaten. B. Ninety sandwiches were eaten. C. The sum of ham sandwiches and PB&J sandwiches eaten is equal to the number of turkey sandwiches eaten. D. The number of PB&J sandwiches eaten is equal to one quarter of the total number of sandwiches eaten.
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Pg. 14
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Evaluate.
5.0 10 = 6.0 10 =
0.6 10 = 0.5 10 =
0.6 0.5 =
and
6 5 = 10 10
On Tuesday the ice cream man counted the number of scoops he sold of each flavor of ice cream. Which of the following responses does NOT represent the data shown in the circle chart? A. The sum of vanilla scoops and strawberry scoops is equal to the number of chocolate scoops sold. B. The number of chocolate scoops is equal to one half of the total scoops sold. C. Sixty ice cream scoops were sold. D. Fewer vanilla scoops were sold than strawberry scoops.
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Pg. 15
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Evaluate.
6.0 10 = 7.0 10 =
0.7 10 = 0.6 10 =
0.7 0.6 =
and
7 6 = 10 10
On Friday employees of the food court at the mall counted the number of each type of lunch eaten. Which of the following responses does NOT represent the data shown in the circle chart? A. The number of hamburgers eaten is equal to one half of the total lunches eaten. B. Two hundred lunches were eaten. C. The same number of tacos and hamburgers were eaten. D. The sum of tacos and hamburgers eaten is equal to the number of pizzas eaten.
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Pg. 16
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Evaluate.
0.34 0.276 =
1 1 and 2 on a number line. 2 2 How many units apart are they?
Graph 2
What is the perimeter of the rectangle?
The circumference of the circle is 48 centimeters. What is the distance between each of the tick marks, measuring along the edge of the circle? Explain your reasoning. A. B. C. D. 36 centimeters 24 centimeters 6 centimeters 12 centimeters
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Pg. 17
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Evaluate.
0.22 0.138 =
Graph 3
The circumference of the circle is 60 centimeters. What is the distance between each of the tick marks, measuring along the edge of the circle? Explain your reasoning. A. B. C. D. 30 20 15 25 centimeters centimeters centimeters centimeters
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Pg. 18
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Evaluate.
0.78 0.683 =
Graph 1
The circumference of the circle is 56 centimeters. What is the distance between each of the tick marks, measuring along the edge of the circle? Explain your reasoning. A. B. C. D. 42 centimeters 28 centimeters 4 centimeters 14 centimeters
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Pg. 19
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Evaluate.
0.45 0.372 =
Graph 4
The circumference of the circle is 72 centimeters. What is the distance between each of the tick marks, measuring along the edge of the circle? Explain your reasoning. A. B. C. D. 36 18 54 42 centimeters centimeters centimeters centimeters
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Pg. 20

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Spence Rogers, Mike Rogers: and The Peak Team

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Spence Rogers, Mike Rogers

and the Peak Team

Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

Pre-Algebra Supplementary Test Preparation

Spence Rogers and Mike Rogers

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

2004 Peak Learning Systems, Inc.

Using the Math Meters for Outstanding Results

2004 Peak Learning Systems, Inc.

Math Meters Problem Solving Coaching Rubric

Communication of Reasoning or Process

The student does not yet organize the information well.

2004 Peak Learning Systems, Inc.

The student does not effectively monitor his/her process.

The student fails to try or quits working on the problem.

The student can only work within one procedure.

) + ( y y ) where d = distance and ( x , y ) and (x , y ) are coordinates of two points.

Distance, Rate and Time Formula

Simple Interest Formula

2004 Peak Learning Systems, Inc.

Circumference Ccircle = 2 r or d wherer = radius and = diameter. d

Vsphere = 4 r 3 wherer = radius. 3

Total Surface Area

SAsphere = 4 r 2 where r = radius.

2004 Peak Learning Systems, Inc.

Graph the numbers on the number line.

Sarahs Babysitting Table

2004 Peak Learning Systems, Inc.

Graph the numbers on the number line.

Anistacias Car Washing Table

2004 Peak Learning Systems, Inc.

Graph the numbers on the number line.

Chanes Babysitting Table

2004 Peak Learning Systems, Inc.

Graph the numbers on the number line.

Charlottes Newspaper Table

2004 Peak Learning Systems, Inc.

Describe a pattern in the sequence of shapes. Predict the next shape.

2004 Peak Learning Systems, Inc.

Describe a pattern in the sequence of shapes. Predict the next shape.

2004 Peak Learning Systems, Inc.

Describe a pattern in the sequence of shapes. Predict the next shape.

2004 Peak Learning Systems, Inc.

Describe a pattern in the sequence of shapes. Predict the next shape.

2004 Peak Learning Systems, Inc.

What place value does the 7 hold? 0.2578

Put the following in order from smallest to largest.

2004 Peak Learning Systems, Inc.

What place value does the 8 hold? 0.3698

Put the following in order from smallest to largest.

2004 Peak Learning Systems, Inc.

What place value does the 9 hold? 0.2941

Put the following in order from smallest to largest.

2004 Peak Learning Systems, Inc.

What place value does the 3 hold? 0.1438

Put the following in order from smallest to largest.