# Math Minutes - Grades 6-9

# Math Minutes - Grades 6-9

Product Number: TB21936

Out of Stock (Estimated available to ship by 05/28/2018)

$14.95

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**Sorry, this product is no longer available. ****For your Common Core curriculum.**

Features 100 minutes to help students build basic skills, increase speed in math operations, and strengthen problem-solving skills. Each minute consists of 10 problems of varying degrees of difficulty that incorporate a variety of skills. Each 10-problem reproducible can be used as a learning or testing tool. 112 pages.**Click here for PDF sample.****CCSS Product Alignment****Math Grade 4****4.OA.4** Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.**4.OA.5** Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. *For example, given the rule āAdd 3ā and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.***4.MD.1** Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb, oz., l, ml, hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. *For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ā¦***Math Grade 5****5.OA.1** Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.**5.NBT.4** Use place value understanding to round decimals to any place.**5.NBT.7** Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction, relate the strategy to a written method and explain the reasoning used.**5.MD.1** Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.**5.MD.5a** Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.**5.MD.5b** Apply the formulas *V* = *l* x *w* x *h* and *V* = *b* x *h* for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.**5.MD.5c** Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.**5.G.1** Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate).**Math Grade 6****6.RP.1** Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. *For example, āThe ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.ā āFor every vote candidate A received, candidate C received nearly three votes.ā***6.RP.3a** Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.**6.RP.3b** Solve unit rate problems including those involving unit pricing and constant speed. *For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?***6.RP.3c** Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity), solve problems involving finding the whole, given a part and the percent.**6.RP.3d** Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.**6.EE.2a** Write expressions that record operations with numbers and with letters standing for numbers. *For example, express the calculation āSubtract y from 5ā as 5 - y.***6.EE.2b** Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient), view one or more parts of an expression as a single entity. *For example, describe the expression 2 (8 + 7) as a product of two factors, view (8 + 7) as both a single entity and a sum of two terms.***6.EE.2c** Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). *For example, use the formulas V = s and A = 6 s to find the volume and surface area of a cube with sides of length s = 1/2.***6.G.2** Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas *V = l w h* and *V = b h* to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.**6.SP.3** Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.**Math Grade 7****7.NS.3** Solve real-world and mathematical problems involving the four operations with rational numbers.**7.EE.3** Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies. *For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge, this estimate can be used as a check on the exact computation.* **7.SP.7a** Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. *For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.***7.SP.7b** Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. *For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?* **Math Grade 8****8.EE.3** Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. *For example, estimate the population of the United States as 3 times 10 ^{8} and the population of the world as 7 times 10 , and determine that the world population is more than 20 times larger.*

**8.EE.4**Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

**8.EE.7a**Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form

*x*=

*a*,

*a*=

*a*, or

*a*=

*b*results (where

*a*and

*b*are different numbers).

**8.EE.7b**Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

**8.G.9**Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Brand : Creative Teaching |

Item Weight : 0.75 |

Manufacturer Part Number : CTP2595 |

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