Middle-Grade Math Minutes - PBworks

1 Wr i t te n byDoug StoffelEditorAlaska HultsIllustratorCorbin HillamCover IllustratorRick GraysonDesignersMoonhee Pak and Mary L. Gagn Cover DesignerBarbara PetersonArt DirectorTo m C o c h r a n eProject DirectorCarolea Williams 2000 Creative Teaching Press, Inc., Huntington Beach, CA 92649 Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible. Reproduction of these materials for an entire school or for a school system is strictly MMaatthh MMiinnuutteessOne Hundred Minutes to Better Basic SkillsIntroduction .. 3 How to Use This Book .. 4 Scope and Sequence.. 7 math Minutes .. 8 Answer Key .. 108 Table of Contents3 The focus of Middle-Grade math Minutesis math fluency teaching students to solve problems effortlessly and rapidly. The problems in thisbook provide students with practice in every key area of middle-grademath instruction, including basic multiplication and division facts money graphing problem solving measurement fractions place value time pre-algebra the vocabulary of mathematics geometryUse this comprehensive resource to improve your students overall math fluency, which will promote greater self-confidence in their math skills aswell as provide the everyday practice necessary to succeed in a testing math Minutesfeatures 100 Minutes .

2 Each Minute consists often classroom-tested problems for students to complete in one Minute includes questions of varying degrees of difficulty, integrating problem solving and basic math skills. This unique formatoffers students an ongoing opportunity to improve their own fluency in amanageable, nonthreatening format. The quick, one-minute format combined with instant feedback makes this a challenging and motivationalassignment students will look forward to each day. Students becomeactive learners as they discover mathematical relationships and applyacquired understanding to complex situations and to the solution of realistic problems in each to Use This BookMiddle-Grade math Minutesis designed to be implemented in numericalorder. Students who need the most support will find the order of skills asintroduced most helpful in building and retaining confidence and example, the first time that students are asked to provide the value ofpi to the hundredths place, the digits in the ones and tenths places are provided.

3 The second time, the digit in the ones place is provided. It is notuntil the third time that students are asked the value of pi that they mustrecall the number without additional math Minutescan be used in a variety of ways. Use one Minutea day for warm-up activities, bell-work, review, assessment, or a home-work assignment. Keep in mind that students will get the most benefitfrom their daily Minute if they receive immediate feedback. If you assignthe Minute as homework, correct it in class as soon as students are settledat the beginning of the day. If you use the Minutes as a timed activity, place the paper facedown on thestudents desks or display it as a transparency. Use a clock or kitchen timerto measure one minute. Encourage students to concentrate on completingeach problem successfully and not to dwell on problems they cannot complete. At the end of the minute, have students stop working. Then,read the answers from the answer key (pages 108 112) or display them ona transparency.

4 Have students correct their own work and record theirscore on the Minute Journal reproducible (page 6). Then, have the class goover each problem together to discuss the solution(s). Spend more time onproblems that were clearly challenging for most of the class. Tell studentsthat difficult problems will appear on future Minutes and they will haveanother opportunity for students strategies for improving their scores, especially if you timetheir work on each Minute. Include strategies such as leave more time-consuming problems for last come back to problems they are unsure of after they have completed allother problems make educated guesses when they encounter problems they are unfamiliar with rewrite word problems as number problems use mental math wherever possibleStudents will learn to apply these strategies to other timed-test Minutes are designed to improve math fluency and should not beincluded as part of a student s overall math grade. However, the Minutesprovide an excellent opportunity for you to see which skills the class as awhole needs to practice or review.

5 This knowledge will help you plan thecontent of future math lessons. A class that consistently has difficulty withreading graphs, for example, may make excellent use of your lesson in thatarea, especially if they know they will have another opportunity to achievesuccess in this area on a future Minute. Have students file their MathJournal and Minutes for that week in a location accessible to you both. Youwill find that math skills that require review will be revealed during classdiscussions of each problem. However, you may find it useful to reviewthe Minutes on a weekly basis before sending them home with students atthe end of the you will not include student Minute scores in your formal grading,you may wish to recognize improvements by awarding additional privileges or offering a reward if the entire class scores above a certainlevel for a week or more. Showing students that you recognize their effortsprovides additional motivation to 26 51 76 2 27 52 77 3 28 53 78 4 29 54 79 5 30 55 80 6 31 56 81 7 32 57 82 8 33 58 83 9 34 59 84 10 35 60 85 11 36 61 86 12 37 62 87 13 38 63 88 14 39 64 89 15 40 65 90 16 41 66 91 17 42 67 92 18 43 68 93 19 44 69 94 20 45 70 95 21 46 71 96 22 47 72 97 23 48 73 98 24 49 74 99 25 50 75 1006 MMiinnuuttee JJoouurrnnaallName MinuteMinuteMinuteMinuteDateDateDateScor e Score Score DateScore Middle-Grade math Minutes 2000 Creative Teaching PressScope and SequenceSkillMeasurement.

6 1 Number Comparison .. 1 Number Sense.. 1 One-step Algebra .. 1 Patterns .. 1 Problem Solving/Real-life Problems .. 1 Whole Numbers (add, subtract, multiply, and divide) .. 1 Order of Operations .. 2 Vocabulary/Communication .. 2 Algebraic Substitution .. 4 Exponents .. 6 Fractions (numerator, denominator, multiply).. 7 Decimals (add, subtract, compare) .. 17 Ordering Decimals .. 18 Estimating Whole Numbers and Decimals .. 20 Rounding Decimals .. 20 Rounding Whole Numbers .. 20 Multiplying by 10 and Powers of 10 .. 24 Scientific Notation .. 24 Absolute Value .. 26 Central Tendency (mean, median, mode, range) .. 27 Bar Notation .. 29 Probability .. 31 Square Roots .. 34 Geometric Shapes .. 35 Rules of Divisibility .. 36 Parallel/Perpendicular.. 38 Primes/Composites .. 43 Factors .. 44 Percents .. 47 Multiples .. 51 Ratios .. 53 Area (squares, rectangles, triangles) .. 66 Arithmetic/Geometric Sequences .. 66 Fractions (add, subtract, mixed, reciprocals).

7 66 Perimeter .. 66 Circles (diameter, radius) .. 67 Integers .. 68 Geometry (degrees, symmetry, coordinate graphs, angles) .. 75 Volume of Boxes .. 82 Skill First x 3 = many ears do eight dogs have in all? n+ 2 = 7, then n= were eight bugs on the ground. Now there are six. How many flew away? x 3 x 2 = x 6 + _____ = , 6, 9, 12, _____, _____, bicycles have _____ wheels in <, >, or = to complete questions 9 and weeks _____ 20 cm _____ 1 math Minutes 2000 Creative Teaching Press8 Middle-Grade math Minutes 2000 Creative Teaching 5 = dollars equal _____ pennies. + 5 2 = + 8 3 = , 4, 8, 12, _____, _____, x 5,132 = productof four and three is sumof five and four is _____. productof 4 and 6 is ,463 x 0 = , 10, 2, 9, 3, _____, _____, + 6 3 = + 4 3 = much does eachapple cost? + (3 1) = differencebetween 9 and 5 is 84 )48 Middle-Grade math Minutes 2000 Creative Teaching PressNameMiddle-Grade math Minutes 2000 Creative Teaching , 5, 9, 13, _____, _____, 4 2 = 1 = Ellen spend more time on homework or sports?

8 3 + 5 1 =For questions 7 10, use a= 2, b= 3, and c= + b= questions 1 5, use a= 8, b= 2, and c= . + b= + c= , 2, 4, 8, _____, _____, sumof 8 and 7 is The differencebetween 9 and 3 is 3 3 =NameMiddle-Grade math Minutes 2000 Creative Teaching Press1212142 Middle-Grade math Minutes 2000 Creative Teaching 4 = 2 2 = number is in both A and B? 5 2 = 1 1 1 = the answer that is equal to 5 5 5:a. 5 x 3b. 3 x 5c. 53d. + 5 = 6 = and a quartet got together and played a song. How manymusicians were there? + 3 3 + 2 = 10 = 2 1 = the answer that is equal to 43:a. 4 4 4b. 4 3c. 4 + 3d. 3 3 3 math Minutes 2000 Creative Teaching Press14 )36 12 42 NameMiddle-Grade math Minutes 2000 Creative Teaching the answer that is equal to 53:a. 5 x 3 b. 3 3 3 3 3 c. 3 x 5 d. 5 5 8 + y= 15, then y= + 3 2 = ate half of the pizza. How many pieces did he eat? 12 =x 35 For questions 9 and 10, use a= 5 and b= 183 4r= 24, then r= (4 + 2)= + 4 2 = s 8 = 9, then s= there are fifty dimes in a roll of coins, then it is equal to _____ productof eight and nine is math Minutes 2000 Creative Teaching Press16153 NameMiddle-Grade math Minutes 2000 Creative Teaching Press17 Minute101.

9 (20) = (4 + 4)2=4. The quotientof 3 is half of fifty is , 64, 32, 16, _____, _____, 0 =For questions 8 10, use a= 5, b= 4, and c= 204 bc) a+ 15 = 19, then a= b= 2, then b3= (4 + 3) = + 4 x 2 = cars have how many wheels altogether? 3n= 18, then n= x 50 = squared is y 4 = 11, then y= time is shown on the clock? _____ NameMiddle-Grade math Minutes 2000 Creative Teaching Press18 NameMiddle-Grade math Minutes 2000 Creative Teaching sumof four and twelve is ducks have how many feet in all? _____3.(8 3)2= 16 = squared is 1 + 4 2 = 3 2 = dollars equal how many pennies? a= 5, then a2= weeks is _____ days. (4 + 2 + 1) = 6 pennies are in each pile, how many pennies are in nine piles? _____ _____ = x 4 =5. 12 3 4 = (10) = 65 + a= 71, then a= divided by eight is a= 9, then 5a= quarters equal math Minutes 2000 Creative Teaching Press20 NameMiddle-Grade math Minutes 2000 Creative Teaching 3 2 = 5 = has _____ legs.

10 5.(5 + 4)2= 4 = 47. Forty nickels equal _____ <, >, or = to complete questions 8 meter _____ 100 (8) _____ 8(5 + 4) x 4 = boxes of pencils with ten pencils per box equal _____ 18 3 = n, then n= x 70 = productof 6 and 3 is + _____ = , 4, 9, 16, _____, _____, tricycles have _____ squared plus ten is equal to math Minutes 2000 Creative Teaching Press22 153 NameMiddle-Grade math Minutes 2000 Creative Teaching x 4 = (12) =x centuries equal _____ squared is equal to + (4 2) = For questions 8 10, use a= 4, b= 9, and c= bc ) 5 + 3 = + = weeks is equal to _____ 6 2 = time is shown on the clock? 2 2 =Use <, >, or = to complete questions 8 _____ _____ _____ math Minutes 2000 Creative Teaching Press24 NameMiddle-Grade math Minutes 2000 Creative Teaching (4 + 1 + 2) = these numbers from least to greatest: , , _____, _____, the greater number: or the answer that is equivalent to 43: a.