This download includes 3 FREE tri-folds for 1st-6th grade.

The topics and standards are listed below.

Grade Level Learning Goal CCSS

I can add or subtract 10 from a number without having to count. I can

1st Grade 1.NBT.5
explain how I added ten or subtracted 10 in my head.

2nd Grade I can use strategies to fluently add within 100. 2.NBT.5

I can solve multiplication problems by thinking about equal groups of

3rd Grade 3.OA.1
objects.

I can read and write multi-digit numbers using base-ten numerals, number
4th Grade 4.NBT.2
names, and expanded form.

I can recognize that a digit in one place represents 10 times as much as it

5th Grade represents in the place to its right and 1/10 of what it represents in the 5.NBT.1
place to its left.

I can read, write, & evaluate expressions with letter variables, including
6th Grade 6.EE.2
following the order of operations.

View the
Complete
Bundles:
 1st Grade
Math Tri-Folds
Ten More, Ten Less

© MathTechConnections.com
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #1
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 19? 2. What is ten less than 36?

Ten more than 19 is ___________. Ten less than 36 is ___________.

3. Draw one more dime 10¢ to solve. What is ten more than 23?

Ten more than 23 is ___________.

4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
18 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

47

6. Fill in the missing numbers.

84

7. Camden has a bag with 29 marbles. Show your work:

He takes 10 marbles out of his bag.
How many marbles are left in
Camden’s bag?

Write an equation:

Write a sentence:

1.NBT.5 - Ten More, Ten Less - Book 1

//////////////////////////
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #2
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 47? 2. What is ten less than 42?

Ten more than 47 is ___________. Ten less than 42 is ___________.

3. Cross out one dime to solve. What is ten less than 63?

Ten less than 63 is _________.

4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
39 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

72

6. Fill in the missing numbers.

88

7. Vivian wants to make a necklace, Show your work:

so she takes 58 beads out of her
bag. She does not use 10 of the
beads. How many beads did Vivian
use to make her necklace?
Write an equation:

Write a sentence:

1.NBT.5 - Ten More, Ten Less - Book 2

//////////////////////////
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #3
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 25? 2. What is ten less than 53?

Ten more than 25 is ___________. Ten less than 53 is ___________.

3. Draw one more dime 10¢ to solve. What is ten more than 36?

Ten more than 36 is ___________.

4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
62 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

48

6. Fill in the missing numbers.

83

7. Camden has 54 marbles. Camden Show your work:

plays a game with his friend and
loses 10 marbles. How many marbles
does Camden have left?

Write an equation:

Write a sentence:

1.NBT.5 - Ten More, Ten Less - Book 3

//////////////////////////
Answer Key
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #1
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 19? 2. What is ten less than 36?

29
Ten more than 19 is ___________. 26
Ten less than 36 is ___________.

3. Draw one more dime 10¢ to solve. What is ten more than 23?

33
Ten more than 23 is ___________.
4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less
8 One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
17 18 19 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
28 81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

37 47 57
6. Fill in the missing numbers.

74 84 94

7. Camden has a bag with 29 marbles. Show your work:

He takes 10 marbles out of his bag.
How many marbles are left in
Camden’s bag?

Write an equation:

29 - 19 = _____
19
Write a sentence:

1.NBT.5 - Ten More, Ten Less - Book 1

//////////////////////////
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #2
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 47? 2. What is ten less than 42?

57
Ten more than 47 is ___________. 32
Ten less than 42 is ___________.

3. Cross out one dime to solve. What is ten less than 63?

53
Ten less than 63 is _________.
4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less
29 One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
38 39 40 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
49 81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

62 72 82
6. Fill in the missing numbers.

78 88 98

7. Vivian wants to make a necklace, Show your work:

so she takes 58 beads out of her
bag. She does not use 10 of the
beads. How many beads did Vivian
use to make her necklace?
Write an equation:

58 - 10 = _____
48
Write a sentence:

Vivian used 48 beads to make her necklace.

1.NBT.5 - Ten More, Ten Less - Book 2
//////////////////////////
 Learning Goal:
Ten More, • I can add or subtract 10 from a
number without having to count. I
Ten Less can explain how I added ten or
subtracted 10 in my head.
TRI-FOLD #3
Name:_________________________

Date: __________________________
© Math Tech Connections

1. What is ten more than 25? 2. What is ten less than 53?

35
Ten more than 25 is ___________. 43
Ten less than 53 is ___________.

3. Draw one more dime 10¢ to solve. What is ten more than 36?

46
Ten more than 36 is ___________.
4. Fill in the missing numbers.
1 2 3 4 5 6 7 8 9 10
Ten Less
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
One Less
52 One More 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
61 62 63 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
72 81 82 83 84 85 86 87 88 89 90
Ten More 91 92 93 94 95 96 97 98 99 100

5. Fill in the missing numbers.

38 48 58
6. Fill in the missing numbers.

73 83 93

7. Camden has 54 marbles. Camden Show your work:

plays a game with his friend and
loses 10 marbles. How many marbles
does Camden have left?

Write an equation:

54 - 10 = _____
44
Write a sentence:

Camden has 44 marbles left in his bag.

1.NBT.5 - Ten More, Ten Less - Book 3
//////////////////////////
 2nd Grade
Math Tri-Folds
Add & Subtract within 100

© MathTechConnections.com
7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the sum. find the sum.

52 + 14 = _____ 76 + 13 = _____ Addition

within 100
TRI-FOLD #1

Name:_________________________

Learning Goal:
I can use strategies to fluently
add within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the sum. find the sum.

25 + 45 = _____ 45 + 37 = _____

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the sum. you find the sum. you find the sum.

53 + 15 = _____ 42 + 28 = _____ 36 + 17 = _____

Tens Ones Tens Ones Tens Ones

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the sum. you find the sum. you find the sum.

37 + 24 = _____ 57 + 32 = _____ 58 + 35 = _____

Tens Ones Tens Ones Tens Ones

2.NBT.5 - Addition & Subtraction within 100 - Book 1

7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the difference. find the difference.

76 - 52 = _____ 80 - 22 = _____ Subtraction

within 100
TRI-FOLD #2

Name:_________________________

Learning Goal:
I can use strategies to fluently
subtract within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the difference. find the difference.

53 - 25 = _____ 68 - 37 = _____

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the difference. you find the difference. you find the difference.

59 - 26 = _____ 86 - 54 = _____ 90 - 12 = _____

Tens Ones Tens Ones Tens Ones

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the difference. you find the difference. you find the difference.

74 - 48 = _____ 68 - 23 = _____ 83 - 29 = _____

Tens Ones Tens Ones Tens Ones

2.NBT.5 - Addition & Subtraction within 100 - Book 2

7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the sum. find the difference.
Addition &
53 + 26 = _____ 67 - 43 = _____
Subtraction
within 100
TRI-FOLD #3
Name:_________________________

Learning Goal:
I can use strategies to fluently
add and subtract within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the sum. find the difference.

44 + 56 = _____ 82 - 64 = _____

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the sum. you find the difference. you find the sum.

62 + 35 = _____ 58 - 24 = _____ 27 + 59 = _____

Tens Ones Tens Ones Tens Ones

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the sum. you find the difference. you find the difference.

46 + 17 = _____ 72 - 45 = _____ 50 - 38 = _____

Tens Ones Tens Ones Tens Ones

2.NBT.5 - Addition & Subtraction within 100 - Book 3

7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the sum. find the sum.

66
52 + 14 = _____ 89
76 + 13 = _____ Addition
+10 +1 +1 +1 +1 within 100
80 + 9 = 89
52 62 66 TRI-FOLD #1

Name:_________________________

Learning Goal:
I can use strategies to fluently
add within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the sum. find the sum.

70
25 + 45 = _____ 82
45 + 37 = _____

20 + 40 = 60
5 + 5 = 10

60 + 10 = 70

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the sum. you find the sum. you find the sum.

68
53 + 15 = _____ 70
42 + 28 = _____ 53
36 + 17 = _____
Tens Ones Tens Ones Tens Ones

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the sum. you find the sum. you find the sum.

61
37 + 24 = _____ 89
57 + 32 = _____ 93
58 + 35 = _____
Tens Ones Tens Ones Tens Ones

2.NBT.5 - Addition & Subtraction within 100 - Book 1

7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the difference. find the difference.

24
76 - 52 = _____ 58
80 - 22 = _____ Subtraction
-10
-1 -1
-10 -10 -10 -10 -10 -1 -1
-10
within 100
24 25 26 36 46 56 66 76 58 59 60 70 80 TRI-FOLD #2

Name:_________________________

Learning Goal:
I can use strategies to fluently
subtract within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the difference. find the difference.

28
53 - 25 = _____ 31
68 - 37 = _____

XX XX X
68
- 37
X XX
31

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the difference. you find the difference. you find the difference.

33
59 - 26 = _____ 32
86 - 54 = _____ 78
90 - 12 = _____
Tens Ones Tens Ones Tens Ones

XX
XXXX X
X XX X
X

XX X XXX X XX

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the difference. you find the difference. you find the difference.

26
74 - 48 = _____ 45
68 - 23 = _____ 54
83 - 29 = _____
Tens Ones Tens Ones Tens Ones

XX
XX X
XXX X XX X
XX X XX

X X X XX X X
X

X X XX X

2.NBT.5 - Addition & Subtraction within 100 - Book 2

7. Use the strategy of your choice to 9. Use the strategy of your choice to
find the sum. find the difference.
Addition &
79
53 + 26 = _____ 24
67 - 43 = _____
Subtraction
53 67 within 100
+ 26 - 43 TRI-FOLD #3
79 24
Name:_________________________

Learning Goal:
I can use strategies to fluently
add and subtract within 100.

8. Use the strategy of your choice to 10. Use the strategy of your choice to
find the sum. find the difference.

100
44 + 56 = _____ 18
82 - 64 = _____
1 7 12
44
82
+ 56
- 64
100
18

© Math Tech Connections

1. Use the place value chart to help 3. Use the place value chart to help 5. Use the place value chart to help
you find the sum. you find the difference. you find the sum.

97
62 + 35 = _____ 34
58 - 24 = _____ 86
27 + 59 = _____
Tens Ones Tens Ones Tens Ones

X XX X
XX

2. Use the place value chart to help 4. Use the place value chart to help 6. Use the place value chart to help
you find the sum. you find the difference. you find the difference.

63
46 + 17 = _____ 27
72 - 45 = _____ 12
50 - 38 = _____
Tens Ones Tens Ones Tens Ones

XXX X XX
XXX
X X XX X X
X X XX X XX

2.NBT.5 - Addition & Subtraction within 100 - Book 3

 3rd Grade
Math Tri-Folds
Multiplication

© MathTechConnections.com
7. Landon planted 3 rows of 7 flowers 9. Miles says he planted 24 flowers in a
in each row. How many flowers are rectangular-shaped garden. Circle
in Landon’s garden? the expressions that could be used
to represent his garden.
Multiplication
A. 7x3
TRI-FOLD #1
B. 8x3

C. 3x7
Name:_________________________
D. 3x8

E. 6x4 Learning Goal:

I can solve multiplication problems
by thinking about equal groups of
8. Natalia says she planted 5 x 4 Show your work:
objects.
flowers in her garden. Describe
what Natalia’s flower garden might
look like.

© Math Tech Connections

Multiplication is adding groups that 2. Write a repeated addition and Multiplication can be shown with
are the same size. Multiplication can multiplication equation to match equal groups.
be shown with an array. the array.
Write an equation to match each
These arrays show ‘2 equal rows of 3’. model.
4.

You can see 3 + 3 = 6 AND 3 x 2 = 6!

Repeated Addition Equation:
3x2=6
product _____ groups of _____ = _____
factors
Multiplication Equation: _____ x _____ = _____
1. This array has 4 rows. There are 2
5.
squares in each row.

2 3. Write a repeated addition and

multiplication equation to match
2
the array.
2
_____ groups of _____ = _____
2
_____ x _____ = _____
Write a repeated addition and
multiplication equation to match 6.
the above array.

Repeated Addition Equation: Repeated Addition Equation:

Multiplication Equation: Multiplication Equation: _____ groups of _____ = _____

_____ x _____ = _____

3.OA.1 - Multiplication - Book 1
5. Elizabeth is going to plant 20 6. Brian has 7 bags. Each bag has 5
flowers in a garden. Complete the cookies. How many cookies does
following table to show the different Brian have in total?
ways Elizabeth could plant her
flowers. Multiplication
*Use counters to help you solve this TRI-FOLD #2
problem.
Number of Number of
Rows columns

Name:_________________________
Possibility 1
7. Draw an array to represent the
Learning Goal:
Possibility 2 following repeated addition
I can solve multiplication problems
sentence.
by thinking about equal groups of
Possibility 3 4+4+4+4+4+4+4 objects.

Use the space below to record your

work.

8. Write a multiplication equation to

represent the following array:

X =
© Math Tech Connections
Multiplication is adding groups that 2. Hector planted 6 rows of 4 flowers 4. Oscar says he planted 36 flowers in
are the same size. in each row. How many flowers a rectangular-shaped garden.
are in Hector’s garden? Circle the expressions that could be
The table below shows you different used to represent his garden.
models you can use to solve the
following word problem:
A. 9x3
1. Maddie bought 3 boxes of
pencils. Each box has 6 pencils B. 6x7
in it. How many pencils did C. 6x6
Maddie buy in all?
D. 4x9
Equal
Groups
E. 8x4

●●●●●● Show your work:

Array ●●●●●●
●●●●●● 3. Ivan says he planted 9 x 5 flowers
in his garden. Describe what Ivan’s
+6 +6 +6 flower garden might look like.
Number
Line
0 6 12 18

A. Write an equation to match the

word problem above.

X =
factor factor product
B. Answer the question in a
complete sentence.

_________________________
_________________________
_________________________ 3.OA.1 - Multiplication - Book 2
5. Caleb is going to plant 32 flowers 6. Some students at a math center
in a garden. Complete the following needed to solve 4 x 9.
table to show the different ways
• Molly drew an array with 4 rows of
Caleb could plant his flowers. 9 and counted the dots. Multiplication
*Use counters to help you solve this • Aaron drew 9 groups, put 4 dots in
problem. each group, and counted the TRI-FOLD #3
dots.
Number of Number of
Rows columns • Pedro added 9 + 9 + 9 + 9 = 36.
Name:_________________________
Possibility 1 Who solved the problem correctly?

A. Molly is correct. Learning Goal:

Possibility 2
I can solve multiplication problems
B. Aaron is correct.
by thinking about equal groups of
Possibility 3 objects.
C. Pedro is correct.

Use the space below to record your D. They are all correct.
work.
E. They are all wrong.

Explain your thinking.

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
© Math Tech Connections
1. Draw an array to model each 2. Cathy planted 7 rows of 7 flowers in 4. Jacob says he planted 54 flowers
expression. each row. How many flowers are in in a rectangular-shaped garden.
Cathy’s garden? Circle the expressions that could
3x8 be used to represent his garden.

A. 6x6

B. 6x9

C. 5x9

D. 9x5
8x3
E. 9x6

Show your work:

3. Stella says she planted 6 x 8 flowers in

her garden. Describe what Stella’s
flower garden might look like.

How are the above expressions the

same? How are they different?

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
3.OA.1 - Multiplication - Book 3
7. Landon planted 3 rows of 7 flowers 9. Miles says he planted 24 flowers in a
in each row. How many flowers are rectangular-shaped garden. Circle
in Landon’s garden? the expressions that could be used
to represent his garden.
Multiplication
3 x 7 = 14 flowers
A. 7 x 3 = 21
TRI-FOLD #1
B. 8 x 3 = 24
●●●●●●●
●●●●●●● C. 3 x 7 = 21
Name:_________________________
●●●●●●● D. 3 x 8 = 24

E. 6 x 4 = 24 Learning Goal:
I can solve multiplication problems
by thinking about equal groups of
8. Natalia says she planted 5 x 4 Show your work:
objects.
flowers in her garden. Describe
what Natalia’s flower garden might
look like.

There are five rows of 4 flowers,

so her garden has 20 flowers.

Row 1: ●●●●
Row 2: ● ● ● ●
Row 3: ● ● ● ●
Row 4: ● ● ● ●
Row 5: ● ● ● ●

© Math Tech Connections

Multiplication is adding groups that 2. Write a repeated addition and Multiplication can be shown with
are the same size. Multiplication can multiplication equation to match equal groups.
be shown with an array. the array.
Think “3 rows of 5” Write an equation to match each
These arrays show ‘2 equal rows of 3’. model.
4.

You can see 3 + 3 = 6 AND 3 x 2 = 6!

Repeated Addition Equation:
3x2=6
5 + 5 + 5 = 15 4 groups of _____ 12
product _____ 3 = _____
factors
Multiplication Equation: 3 = _____
4 x _____
_____ 12
1. This array has 4 rows. There are 2
squares in each row. 3 x 5 = 15 5.

2 3. Write a repeated addition and

multiplication equation to match
2
the array.
Think “2 rows of 6”
2
2 groups of _____
_____ 16
8 = _____
2
8 = _____
2 x _____
_____ 16
Write a repeated addition and
multiplication equation to match 6.
the above array.

Repeated Addition Equation: Repeated Addition Equation:

2+2+2+2=8 6 + 6 = 12

Multiplication Equation: Multiplication Equation: 3 groups of _____

_____ 21
7 = _____
4x2=8 2 x 6 = 12 7 = _____
3 x _____
_____ 21
3.OA.1 - Multiplication - Book 1
5. Elizabeth is going to plant 20 6. Brian has 7 bags. Each bag has 5
flowers in a garden. Complete the cookies. How many cookies does
following table to show the different Brian have in total?
ways Elizabeth could plant her
flowers. 7 x 5 = 35 Multiplication
*Use counters to help you solve this
5 5 5 5 5 TRI-FOLD #2
problem.
Number of Number of
Rows columns 5 5
Name:_________________________
Possibility 1 5 4
7. Draw an array to represent the
Learning Goal:
Possibility 2 10 2 following repeated addition
I can solve multiplication problems
sentence.
by thinking about equal groups of
Possibility 3 20 1 4+4+4+4+4+4+4 objects.

Use the space below to record your ●●● ● 7 groups of 4

work. ●●● ●
●●● ●
●●● ●
●●● ●
●●● ●
●●● ●
8. Write a multiplication equation to
represent the following array:

3 X 8 = 24 © Math Tech Connections

Multiplication is adding groups that 2. Hector planted 6 rows of 4 flowers 4. Oscar says he planted 36 flowers in
are the same size. in each row. How many flowers a rectangular-shaped garden.
are in Hector’s garden? Circle the expressions that could be
The table below shows you different used to represent his garden.
models you can use to solve the
following word problem:
6 x 4 = 24 flowers A. 9 x 3 = 27
1. Maddie bought 3 boxes of
pencils. Each box has 6 pencils ●●●● B. 6 x 7 = 42
in it. How many pencils did ●●●● C. 6 x 6 = 36
Maddie buy in all? ●●●●
D. 4 x 9 = 36
●●●●
Equal
Groups ●●●● E. 8 x 4 = 32
●●●●
●●●●●● Show your work:
Array ●●●●●●
●●●●●● 3. Ivan says he planted 9 x 5 flowers
in his garden. Describe what Ivan’s
+6 +6 +6 flower garden might look like.
Number
Line There are nine rows of 5 flowers,
0 6 12 18
so his garden has 45 flowers.
A. Write an equation to match the
word problem above. Row 1: ●●●●●
Row 2: ●●●●●
3 6 = 18
Row 3: ●●●●●
X

Row 4: ●●●●●
factor factor product
B. Answer the question in a
complete sentence. Row 5: ●●●●●
Row 6: ●●●●●
Maddie bought 18 pencils in all.
_________________________ Row 7: ●●●●●
_________________________ Row 8: ●●●●●
Row 9: ●●●●●
_________________________ 3.OA.1 - Multiplication - Book 2
5. Caleb is going to plant 32 flowers 6. Some students at a math center
in a garden. Complete the following needed to solve 4 x 9.
table to show the different ways
• Molly drew an array with 4 rows of
Caleb could plant his flowers. 9 and counted the dots. Multiplication
*Use counters to help you solve this • Aaron drew 9 groups, put 4 dots in
problem. each group, and counted the TRI-FOLD #3
dots.
Number of Number of
Rows columns • Pedro added 9 + 9 + 9 + 9 = 36.
Name:_________________________
Possibility 1 1 32 Who solved the problem correctly?

A. Molly is correct. Learning Goal:

Possibility 2 2 16 I can solve multiplication problems
B. Aaron is correct.
by thinking about equal groups of
Possibility 3 4 8 C. Pedro is correct. objects.

Use the space below to record your D. They are all correct.
work.
E. They are all wrong.

Explain your thinking.

Molly drew an array that equals
_________________________
36 dots.
_________________________
_________________________
Aaron drew 9 groups of 4 dots

_________________________
which equals 36 dots.

_________________________
Pedro used repeated addition

_________________________
to solve 4 x 9 = 36.

_________________________
© Math Tech Connections
1. Draw an array to model each 2. Cathy planted 7 rows of 7 flowers in 4. Jacob says he planted 54 flowers
expression. each row. How many flowers are in in a rectangular-shaped garden.
Cathy’s garden? Circle the expressions that could
3x8 be used to represent his garden.

●●●●●●●● 7 x 7 = 49 flowers
A. 6 x 6 = 36
●●●●●●●●
●●●●●●●● B. 6 x 9 = 54

C. 5 x 9 = 45

D. 9 x 5 = 45
8x3
E. 9 x 6 = 54
●●●
●●●
●●● Show your work:
●●●
●●● 3. Stella says she planted 6 x 8 flowers in

●●● her garden. Describe what Stella’s

flower garden might look like.
●●●
●●● 6 x 8 = 48 flower

How are the above expressions the There are six rows of 8 flowers, so
same? How are they different? her garden has 48 flowers.

_________________________
Both expressions have the value of

_________________________
24.

_________________________
They are different because the
_________________________
factors are switched. The arrays have
_________________________
the same dots, but they look rotated.
_________________________
3.OA.1 - Multiplication - Book 3
 4th Grade
Math Tri-Folds
Understanding Numbers

© MathTechConnections.com
5. Write the following number in Multi-digit numbers can be written in
word form: expanded form. Expanded form
separates each digit and represents it
Understanding
10-
Thousands Hundreds Tens Ones
Thousands with its full value.
2 8, 4 6 7 The numbers are separated by plus
signs because each number added
Numbers
_________________________
together will equal the original number.
TRI-FOLD #1
For example, 94,561 in expanded form is
_________________________ 90,000 + 4,000 + 500 + 60 + 1.
Name:_________________________
8. Write the following number in
6. Write the following number in expanded form:
Learning Goal:
word form: 73,642 I can read and write multi-digit
10-
Thousands
Thousands Hundreds Tens Ones numbers using base-ten numerals,
number names, and expanded
1 9, 2 0 5 form.

_________________________ 9. Write the following number in

expanded form:
_________________________ 10,589

7. Write the following number in

word form:
10-
Thousands Hundreds Tens Ones
Thousands
10. Write the following number in
4 7, 0 8 3 expanded form:
104,307
_________________________
_________________________
© Math Tech Connections
Multi-digit numbers are organized in 5-digit numbers have a magnitude in
groups of 3. the 10-thousands. The digits in the 10- 2. Which phrase represents 134?
thousands and thousands places
Numbers with more than 3 digits will A. One hundred and three four
now form their own 2-digit number.
have a comma between the B. One thousand and thirty four
10-
thousands place and the hundreds Thousands
Thousands Hundreds Tens Ones
C. One hundred thirty-four
place.
7 3, 2 1 8 D. One hundred and thirty four
Thousands Hundreds Tens Ones
^ ^
thousand, hundred
3, 6 5 8
This number is read as:
3. Which phrase represents 2,083?
The number name of 3,658 is written Seventy-three thousand, two hundred
(and read) as: eighteen A. Two hundred eighty-three
Three thousand, six hundred fifty-eight Notice that 2-digit numbers between 20 B. Two thousand, eighty-three
and 100 have hyphens (-) when they C. Two thousand and eight
The circled digits are read together. have non-zero digits in both places. threes
When you write the number name, Twenty Fifty Eighty D. Two hundred eight hundred
be sure to include commas wherever • twenty-one • fifty-one • eighty-one
three
• Twenty-two • fifty-two • eighty-two
there are commas in the number.

• Twenty-eight • fifty-eight • eighty-eight

1. How would you read this 4-digit • Twenty-nine • fifty-nine • eighty-nine
number? Write it out exactly how 4. Which phrase represents 34,904?
it is read. Thirty Sixty Ninety
• thirty-one • sixty-one • ninety-one A. Thirty-four thousand, nine
• thirty-two • sixty-two • ninety-two
Thousands Hundreds Tens Ones
hundred four
B. Three thousand, four hundred
8, 6 2 4 • thirty-eight • sixty-eight • ninety-eight
ninety-four
• thirty-nine • sixty-nine • ninety-nine
C. Thirty-four thousand, ninety-
Forty Seventy One hundred four
• Forty-one • seventy-one
_________________________ • Forty-two • seventy-two D. Thirty four thousand, nine and
four
_________________________ • Forty-eight • seventy-
• Forty-nine eight
_________________________ • seventy-nine
4.NBT.2 - Understanding Numbers - Book 1
We use symbols to compare
numbers. = is the “equal to” symbol.

> is the “greater than” symbol.

This sign means the numbers are
equivalent, so they both get two
Understanding
The open part of the symbol is “eating”
the greater number.
points.
8 hundreds,
Numbers
856 5 tens,
6 ones TRI-FOLD #2
975 943
You can also think of the greater number Write the >, <, or = sign in each circle Name:_________________________
getting two points. The smaller number to compare the pairs of numbers.
gets one point.
7. Learning Goal:
975 943 63,245 63,445 I can read and write multi-digit
numbers using base-ten numerals,
This comparison statement is read number names, and expanded
“975 is greater than 943”. 8. form. I can compare two multi-digit
numbers using symbols (>, <, or =)
132,015 48,271 to show comparison.
< is the “less than” symbol.
9.
The open part of the symbol is still ninety-four 9 10-thousands,
“eating” the greater number. This thousand, eight 4 thousands,
symbol is used when the smaller number hundred fifty- 8 tens
is on the left. eight

3,508 3,541
Here's another visual to help you 10.
remember: 5 100-
five hundred six
thousands,
thousand, two
3,508 3,541 6 thousands,
hundred thirty-
2 hundreds,
four
3 tens, 4 ones
This comparison statement is read
“3,508 is less than 3,541”.
© Math Tech Connections
Numbers can be written in a variety 2. Write the following in standard Unit form is another way to represent
of ways. form. numbers. Unit form uses the digit in a
place with the place name, like
‣ Standard form is the number written (5 x 1,000) + (4 x 100 )+ (7 x 10) + (3 x 1)
thousands, hundreds, or tens.
with digits and commas.
807,532 For example, 94,561 in unit form is:

‣ Expanded form shows the value of 9 10-thousands, 4 thousands,

each place with plus signs in 5 hundreds, 6 tens, 1 one
between.
800,000 + 7,000 + 500 + 30 + 2 5. Write the following in standard
‣ Word form is the number written out 3. Write the following in standard form.
with words. form. 2 10-thousands, 5 thousands,
Eight hundred seven thousand, 3 hundreds, 6 tens, 4 ones
(3 x 1,000) + (9 x 10) + (5 x 1)
five hundred thirty-two

‣ Unit form uses the digit in each place

and the digit’s place name.
8 100-thousands, 7 thousands,
5 hundreds, 3 tens, 2 ones

1. Match the word form of each 6. Write the following in unit form.
number with its standard form.
Place a ‘ ‘ in the correct column. 4. Write the following in standard Seventy-four thousand, five
form. hundred eight
40,008

40,080

48,000

(4 x 10,000) + (2 x 1,000) + (5 x 100) +

(2 x 10) + (8 x 1)

forty thousand, eighty

forty thousand, eight

forty-eight thousand
4.NBT.2. - Understanding Numbers - Book 2
✔︎
8. Which statements correctly compare You are given a number in one form
the two numbers? Circle all correct in each problem below.
statements.
12. Write the number in the other three
forms.
Understanding
A. 7,285 > 7,825
B. 7,285 < 7,825 Standard
Form 76,504 Numbers
C. 7,285 = 782
TRI-FOLD #3
D. 7,825 > 7,285 Word Form
E. 7,825 < 7,285
Name:_________________________
9. Write the >, <, or = sign in the circle Expanded
to compare the numbers. Form Learning Goal:
I can read and write multi-digit
58,624 59,825 numbers using base-ten numerals,
Unit Form number names, and expanded
10. Write a digit or digits to make the form. I can compare two multi-digit
comparison true. numbers using symbols (>, <, or =)
13. Write the number in the other three to show comparison.
forms.
5,4____,331 > 5,427,331 Standard
Form

11. Write two different ways to correctly

compare the following numbers.
Word Form
Use >, <, or =.

352,104 351,204
Expanded
Form

9 100-thousands,
Unit Form 4 10-thousands, 2 thousands,
1 hundred, 3 ones
© Math Tech Connections
Every number can be represented in 3. Match the word form of each 6. Select all the options that
a variety of ways. number with its standard form. represent 246.
• Standard form: 86,509 Place a ‘ ‘ in the correct column.
A. 1 hundred, 14 tens, 6 ones
• Word form: eighty-six thousand, five

500,040

540,000

504,000
hundred nine B. 20 tens, 46 ones
• Expanded form: 80,000 + 6,000 +
500 + 9 C. 2 hundreds, 46 tens
five hundred
• Number model: thousand, forty
D. 2 hundreds, 46 ones
10-
Thousands
Thousands Hundreds Tens Ones five hundred four
thousand

five hundred forty

thousand

4. Write the following in standard

form.
(4 x 10,000) + (2 x 1,000) + (5 x 100) +
1. Which phrase represents 1,076? 7. Select all the options that
(2 x 10) + (8 x 1) represent 3,284.
A. One hundred, seventy-six
A. 32 hundreds, 84 tens
B. One thousand, seventy-six
C. One thousand, seven hundred six B. 32 hundreds, 84 ones
D. One thousand, seven sixty-seven
C. 3 thousands, 2 hundreds, 84
5. Write the following in standard ones
2. Which phrase represents 45,108? form.
D. 3 10-thousands, 2 hundreds,
A. Forty-five thousand, eighteen (7 x 100,000) + (3 x 10,000) + (1 x 100)
8 tens, 4 ones
B. Fourty five thousand, one + (5 x 10)
hundred eight
C. Forty-five thousand, one
hundred and eight
D. Forty-five thousand, one
hundred eight 4.NBT.2. - Understanding Numbers - Book 3
✔︎
5. Write the following number in Multi-digit numbers can be written in
word form: expanded form. Expanded form
separates each digit and represents it
Understanding
10-
Thousands Hundreds Tens Ones
Thousands with its full value.
2 8, 4 6 7 The numbers are separated by plus
signs because each number added
Numbers
Twenty-eight thousand, four
_________________________
together will equal the original number.
TRI-FOLD #1
hundred sixty-seven For example, 94,561 in expanded form is
_________________________ 90,000 + 4,000 + 500 + 60 + 1.
Name:_________________________
8. Write the following number in
6. Write the following number in expanded form:
Learning Goal:
word form: 73,642 I can read and write multi-digit
10-
Thousands
Thousands Hundreds Tens Ones numbers using base-ten numerals,
number names, and expanded
1 9, 2 0 5 70,000 + 3,000 + 600 + 40 + 2 form.

Nineteen thousand, two

_________________________ 9. Write the following number in
expanded form:
hundred five
_________________________ 10,589

7. Write the following number in

word form: 10,000 + 500 + 80 + 9
10-
Thousands Hundreds Tens Ones
Thousands
10. Write the following number in
4 7, 0 8 3 expanded form:
104,307
Forty-seven thousand, eighty-
_________________________
three
_________________________ 100,000 + 4,000 + 300 + 7
© Math Tech Connections
Multi-digit numbers are organized in 5-digit numbers have a magnitude in
groups of 3. the 10-thousands. The digits in the 10- 2. Which phrase represents 134?
thousands and thousands places
Numbers with more than 3 digits will A. One hundred and three four
now form their own 2-digit number.
have a comma between the B. One thousand and thirty four
10-
thousands place and the hundreds Thousands
Thousands Hundreds Tens Ones
C. One hundred thirty-four
place.
7 3, 2 1 8 D. One hundred and thirty four
Thousands Hundreds Tens Ones
^ ^
thousand, hundred
3, 6 5 8
This number is read as:
3. Which phrase represents 2,083?
The number name of 3,658 is written Seventy-three thousand, two hundred
(and read) as: eighteen A. Two hundred eighty-three
Three thousand, six hundred fifty-eight Notice that 2-digit numbers between 20 B. Two thousand, eighty-three
and 100 have hyphens (-) when they C. Two thousand and eight
The circled digits are read together. have non-zero digits in both places. threes
When you write the number name, Twenty Fifty Eighty D. Two hundred eight hundred
be sure to include commas wherever • twenty-one • fifty-one • eighty-one
three
• Twenty-two • fifty-two • eighty-two
there are commas in the number.

• Twenty-eight • fifty-eight • eighty-eight

1. How would you read this 4-digit • Twenty-nine • fifty-nine • eighty-nine
number? Write it out exactly how 4. Which phrase represents 34,904?
it is read. Thirty Sixty Ninety
• thirty-one • sixty-one • ninety-one A. Thirty-four thousand, nine
• thirty-two • sixty-two • ninety-two
Thousands Hundreds Tens Ones
hundred four
B. Three thousand, four hundred
8, 6 2 4 • thirty-eight • sixty-eight • ninety-eight
ninety-four
• thirty-nine • sixty-nine • ninety-nine
C. Thirty-four thousand, ninety-
Forty Seventy One hundred four
• Forty-one • seventy-one
Eight thousand, six hundred
_________________________ • Forty-two • seventy-two D. Thirty four thousand, nine and
four
twenty-four
_________________________ • Forty-eight • seventy-
• Forty-nine eight
_________________________ • seventy-nine
4.NBT.2. - Understanding Numbers - Book 1
We use symbols to compare
numbers. = is the “equal to” symbol.

> is the “greater than” symbol.

This sign means the numbers are
equivalent, so they both get two
Understanding
The open part of the symbol is “eating”
the greater number.
points.
8 hundreds,
Numbers
856 5 tens,
6 ones TRI-FOLD #2
975 943
You can also think of the greater number Write the >, <, or = sign in each circle Name:_________________________
getting two points. The smaller number to compare the pairs of numbers.
gets one point.
7. Learning Goal:
975 943 63,245 < 63,445 I can read and write multi-digit
numbers using base-ten numerals,
This comparison statement is read number names, and expanded
“975 is greater than 943”. 8. form. I can compare two multi-digit

>
numbers using symbols (>, <, or =)
132,015 48,271 to show comparison.
< is the “less than” symbol.
9.
The open part of the symbol is still ninety-four 9 10-thousands,

>
“eating” the greater number. This thousand, eight 4 thousands,
symbol is used when the smaller number hundred fifty- 8 tens
is on the left. eight

3,508 3,541 = 94,858 = 94,080

Here's another visual to help you 10.

remember: 5 100-
five hundred six
thousands,
3,508 3,541 6 thousands,
2 hundreds,
= thousand, two
hundred thirty-
four
3 tens, 4 ones
This comparison statement is read
“3,508 is less than 3,541”. = 506,234 = 506,234
© Math Tech Connections
 Numbers can be written in a variety 2. Write the following in standard Unit form is another way to represent
of ways. form. numbers. Unit form uses the digit in a
place with the place name, like
‣ Standard form is the number written (5 x 1,000) + (4 x 100 )+ (7 x 10) + (3 x 1)
thousands, hundreds, or tens.
with digits and commas.
807,532 5,000 + 400 + 70 + 3 For example, 94,561 in unit form is:

‣ Expanded form shows the value of 9 10-thousands, 4 thousands,

each place with plus signs in 5 hundreds, 6 tens, 1 one
between. = 5,473
800,000 + 7,000 + 500 + 30 + 2 5. Write the following in standard
‣ Word form is the number written out 3. Write the following in standard form.
with words. form. 2 10-thousands, 5 thousands,
Eight hundred seven thousand, 3 hundreds, 6 tens, 4 ones
(3 x 1,000) + (9 x 10) + (5 x 1)
five hundred thirty-two
20,000 + 5,000 + 300 + 60 + 4
‣ Unit form uses the digit in each place 3,000 + 90 + 5
and the digit’s place name.
8 100-thousands, 7 thousands,
5 hundreds, 3 tens, 2 ones
= 25,364
= 3,095
1. Match the word form of each 6. Write the following in unit form.
number with its standard form.
Place a ‘ ‘ in the correct column. 4. Write the following in standard Seventy-four thousand, five
form. hundred eight
40,008

40,080

48,000

(4 x 10,000) + (2 x 1,000) + (5 x 100) +

(2 x 10) + (8 x 1) 74,508

forty thousand, eighty

40,000 + 2,000 + 500 + 20 + 8

= 7 10-thousands, 4 thousands,
forty thousand, eight
5 hundreds, 8 ones
forty-eight thousand = 42,528
4.NBT.2. - Understanding Numbers - Book 2
✔︎✔︎✔︎
✔︎
8. Which statements correctly compare You are given a number in one form
the two numbers? Circle all correct in each problem below.
statements.
12. Write the number in the other three
forms.
Understanding
A. 7,285 > 7,825
B. 7,285 < 7,825 Standard
Form 76,504 Numbers
C. 7,285 = 782
TRI-FOLD #3
D. 7,825 > 7,285 Word Form
Seventy-six thousand, five
E. 7,825 < 7,285 hundred four
Name:_________________________
9. Write the >, <, or = sign in the circle Expanded
70,000 + 6,000 + 500 + 4
to compare the numbers. Form Learning Goal:
I can read and write multi-digit
58,624 < 59,825
Unit Form
7 10-thousands, 6 thousands,
numbers using base-ten numerals,
number names, and expanded
5 hundreds, 4 ones
10. Write a digit or digits to make the form. I can compare two multi-digit
comparison true. numbers using symbols (>, <, or =)
13. Write the number in the other three to show comparison.
Answers will vary. forms.
28
5,4____,331 > 5,427,331 Standard
Form 942,103

11. Write two different ways to correctly

Nine hundred forty-two
compare the following numbers.
Word Form thousand, one hundred
Use >, <, or =.
three

352,104 351,204
Expanded 900,000 + 40,000 + 2,000 +
Form 100 + 3
352,104 > 351,204
9 100-thousands,

<
Unit Form 4 10-thousands, 2 thousands,
351,204 352,104 1 hundred, 3 ones
© Math Tech Connections
 Every number can be represented in 3. Match the word form of each 6. Select all the options that
a variety of ways. number with its standard form. represent 246.
• Standard form: 86,509 Place a ‘ ‘ in the correct column.
A. 1 hundred, 14 tens, 6 ones
• Word form: eighty-six thousand, five

500,040

540,000

504,000
hundred nine B. 20 tens, 46 ones
• Expanded form: 80,000 + 6,000 +
500 + 9 C. 2 hundreds, 46 tens
five hundred
• Number model: thousand, forty
D. 2 hundreds, 46 ones
10-
Thousands
Thousands Hundreds Tens Ones five hundred four
thousand

five hundred forty

thousand

4. Write the following in standard

form.
(4 x 10,000) + (2 x 1,000) + (5 x 100) +
1. Which phrase represents 1,076? 7. Select all the options that
(2 x 10) + (8 x 1) represent 3,284.
A. One hundred, seventy-six 40,000 + 2,000 + 500 + 20 + 8
A. 32 hundreds, 84 tens
B. One thousand, seventy-six
C. One thousand, seven hundred six B. 32 hundreds, 84 ones
= 42,528
D. One thousand, seven sixty-seven
C. 3 thousands, 2 hundreds, 84
5. Write the following in standard ones
2. Which phrase represents 45,108? form.
D. 3 10-thousands, 2 hundreds,
A. Forty-five thousand, eighteen (7 x 100,000) + (3 x 10,000) + (1 x 100)
8 tens, 4 ones
B. Fourty five thousand, one + (5 x 10)
hundred eight
700,000 + 30,000 + 100 + 50
C. Forty-five thousand, one
hundred and eight
D. Forty-five thousand, one
= 730,150
hundred eight 4.NBT.2. - Understanding Numbers - Book 3
✔︎✔︎✔︎
✔︎
 5th Grade
Math Tri-Folds
Place Value Relationships

© MathTechConnections.com
7. Complete the table. When multiplying by 10, you are making
1 the value of the number ten times bigger.
10 times as 10 of the
Original
Number
much as the
original number
original
That’s the same as moving the digit to
the left once.
Place Value
number
9. Use the chart to help you find the Relationships
50 missing value in the equations.
10-
Thousands
Thousands Hundreds Tens Ones TRI-FOLD #1
600

3,000 Name:_________________________
A.
6,320 x 10 = ___________ Learning Goal:
I can recognize that a digit in one
8. Select the statements that are true place represents 10 times as much
about the values of 32,000 and B.
as it represents in the place to its
3,200. ___________ x 10 = 75,300 right and 1/10 of what it represents
1 in the place to its left.
1
A. 32,000 is 100 of 3,200. Dividing by 10 or multiplying by 10
makes the value of a number ten
1
B. 32,000 is of 3,200. times smaller. That’s the same as
10
moving the digits to the right once.
C. 32,000 is 10 times more than 3,200. 10. Use the chart to help you find the
missing value in the equations.
D. 3,200 is 10 times more than 3,200. 10-
Thousands Hundreds Tens Ones
Thousands

E. 3,200 is 10 times less than 32,000.

1
F. 3,200 is of 32,000.
10
A.
6,320 ÷ 10 = ___________
B.
___________ x 1 = 15,381
10 © Math Tech Connections
Counting from the ones place, there 2. Explain how the digit 3 in the number 4. Use the place value chart to help
are commas every 3 digits. 1,375 and 25,834 are different. you complete the sentences:

Thousands _________________________
Thousands

Thousands
Hundred-

Hundreds
Hundreds Tens Ones
Millions

Ones
Ten-

Tens
_________________________
1
,4 5 6
,0 2 7 _________________________
_________________________
Let’s review different number forms. A. The 7 in the hundreds place is
Numbers can be written in a variety of ways. _________________________ _____ times as much as the 7 in
‣ Standard form is the number written with The value of each place in our base-10 the tens place.
digits and commas.
807,532 number system is 10 times greater than B. The 7 in the tens place is _____ of
the value of the place to its right and 10
‣ Word form is the number written out with the value of the 7 in the
words. Eight hundred seven thousand, times less than the value of the place to
its left. hundreds place.
five hundred thirty-two x10 x10 x10 x10
‣ Expanded form shows the value of each
10-
place with plus signs in between. Thousands
Thousands Hundreds Tens Ones

800,000 + 7,000 + 500 + 30 + 2 4 4, 4 4 4 5. Complete the following statements.

‣ Unit form uses the digit in each place
and the digit’s place name. ÷10 ÷10 ÷10 ÷10 ? A. ___________ is ten times as much
8 hundred-thousands, 7 thousands, Example: 400 is 10 times more than 40 as 30.
5 hundreds, 3 tens, 2 ones
and 10 times less than 4,000.
B. 80 is ten times greater than
1. Write the value of the 6 in the
3. Complete the following sentences: ___________.
following numbers.

Number Value of the digit 6 A. 4,000 is 10 times more than

6. Complete the following statements.
__________.
6,345 1
B. 4 is 10 times less than __________. A. ______________ is 10 of 200.
7,816
1 1
C. 4,000 is of __________. B. 900 is of ______________.
10 10
55,602
5.NBT.1 - Place Value Relationships - Book 1
7. What is the missing value in the 12. How many times greater is the
equation? value of 5.3 than the value of 0.53?
Ones . Tenths Hundredths Place Value
9.2 x _____ = 92
.
Relationships
.
8. What is the missing value in the TRI-FOLD #2
equation? _________________________
_________________________ Name:_________________________
7.4 x _____ = 0.74
_________________________ Learning Goal:
I can recognize that a digit in one
9. What is the missing value in the
_________________________ place represents 10 times as much
equation?
_________________________ as it represents in the place to its
right and 1/10 of what it represents
_________________________ in the place to its left.
51,450 ÷ _____ = 5,145
13. Select the statements that are
true about the values of 260 and
10. What is the missing value in the 2.6.
1
equation?
A. 2.6 is 100 of 260.
1
61.8 x 10 = ___________ B. 2.6 is of 260.
10

C. 260 is 10 times greater than 2.6.

11. What is the missing value in the
equation? D. 260 is 100 times greater than 2.6.

1
E. 2.6 is 10 times less than 260.
4,023 x 10
= ___________
F. 2.6 is 100 times less than 260.
© Math Tech Connections
 2. Explain how the digit 5 in the 5. Complete the table.
Thousands
Thousands

Hundredths
number 484.5 and 635.82 are

Hundreds

Tenths
1
Ten-

Ones
Tens
different. 10 times as 10 of the
Original
much as the
Number original
original number
number
3
,7 5 6
. 1 5
_________________________ 4.8
Let’s review different number forms.
Numbers can be written in a variety of ways.
_________________________ 650.2
Standard
607.15 _________________________
form 51.3
Word form Six hundred seven and _________________________
fifteen hundredths
_________________________
Expanded (600 x 100) + (7 x 1) +
form (1 x
1
) + (5 x 100 )
1 _________________________
10
_________________________ 6. Select the statements that are true
about the values of 12.4 and 1.24.
Unit form 6 hundreds, 7 ones, 1 tenth,
5 hundredths 3. Complete the following statements.

A. ___________ is ten times as much 1

A. 1.24 is 100 of 12.4.
1. Write the value of the 8 in the as 0.32.
following numbers. 1
B. 29.8 is ten times as much as B. 1.24 is 10 of 12.4.
Number Value of the digit 8 ___________.
C. 1.24 is 10 times less than 12.4.

409.58 4. Complete the following statements. D. 12.4 is 10 times less than 1.24.
1
84,052.27 A. ______________ is 10 of 4.5. E. 12.4 is 100 times more than 1.24.

1
438.13 B. 2.47 is of ______________.
10
5.NBT.1 - Place Value Relationships - Book 2
10. Complete the table. 12. What is the missing number in the
equation?
Place Value
1
10 times as 10 of the
Original
much as the 17.85 x = 178.5
Number original
original number
number
C.
1 Relationships
A. 100 10
40
1
TRI-FOLD #3
B. 10 D. 100
700 Name:_________________________
13. What is the missing number in the
equation?
5,000 Learning Goal:
95,104 x = 9,510.4 I can recognize that a digit in one
place represents 10 times as much
1 as it represents in the place to its
A. 100 C. right and 1/10 of what it represents
10
11. Complete the table. in the place to its left.
1
1 B. 10 D. 100
10 times as 10 of the
Original
much as the
Number original
original number
number 14. Select the statements that are true
about the values of 5.70 and 0.57.
37.2
1
A. 0.57 is 100 of 5.70.
0.82 1
B. 0.57 is 10 of 5.70.

5.9 C. 0.57 is 10 times less than 5.70.

D. 5.70 is 10 times greater than 0.57.

E. 0.57 is 10 times greater than 5.70.

© Math Tech Connections
1. Write the value of the 9 in the 3. Complete the following statements. 6. What is the missing value in the
following numbers. equation?
A. ___________ is ten times as much
Number Value of the digit 9
as 852. 51,450 ÷ _____ = 5,145
3,957
B. 64.1 is ten times greater than 7. What is the missing value in the
5.90 equation?
___________.
924,501.63 61.8 x 10 = ___________
2. Explain how the digit 2 in the 4. Complete the following statements.
number 32,084 and 65,210 are
8. What is the missing value in the
different.
equation?
1
10-
Thousands
Thousands, Hundreds Tens Ones A. ______________ is 10 of 42,500.
1
4,023 x 10
= ___________
1
B. 9.02 is of ______________.
10
9. How many times less is the value of
_________________________ 40.38 than the value of 403.8?

_________________________ 5. Complete the following statements. _________________________

_________________________ _________________________
A. 800,000 is ten times as much as
_________________________ _________________________
___________.
_________________________ _________________________
_________________________ B. 3,042 is
1
of ______________. _________________________
10
_________________________ _________________________
5.NBT.1 - Place Value Relationships - Book 3
7. Complete the table. When multiplying by 10, you are making
1 the value of the number ten times bigger.
10 times as 10 of the
Original
Number
much as the
original number
original
That’s the same as moving the digit to
the left once.
Place Value
number
9. Use the chart to help you find the Relationships
50 500 5 missing value in the equations.
10-
Thousands Hundreds Tens Ones TRI-FOLD #1
6,000 60
Thousands
600
6 3 2 0 0
Name:_________________________
3,000 30,000 300 Students write the numbers in the chart,
and then move the digits to the LEFT once
A. to make the number 10 times greater.
63,200
6,320 x 10 = ___________ Learning Goal:
Students add a place holder zero after 6,320. I can recognize that a digit in one
8. Select the statements that are true place represents 10 times as much
about the values of 32,000 and B.
7,530 as it represents in the place to its
3,200. ___________ x 10 = 75,300 right and 1/10 of what it represents
1 in the place to its left.
1
A. 32,000 is 100 of 3,200. Dividing by 10 or multiplying by 10
makes the value of a number ten
1
B. 32,000 is of 3,200. times smaller. That’s the same as
10
moving the digits to the right once.
C. 32,000 is 10 times more than 3,200. 10. Use the chart to help you find the
missing value in the equations.
D. 3,200 is 10 times more than 3,200. 10-
Thousands Hundreds Tens Ones
Thousands

E. 3,200 is 10 times less than 32,000. 6 3 2

1 Students remove the 0 in 6,320 in order to
F. 3,200 is of 32,000. move the digits one time to the right.
10
A.
632
6,320 ÷ 10 = ___________
Students remove the 0 in 6,320.
B. 153,810 x 1 = 15,381
___________
10 © Math Tech Connections
Counting from the ones place, there 2. Explain how the digit 3 in the number 4. Use the place value chart to help
are commas every 3 digits. 1,375 and 25,834 are different. you complete the sentences:

Thousands _________________________
The 3 in 1,375 has a value of 300.

Thousands

Thousands
Hundred-

Hundreds
Hundreds Tens Ones
Millions

Ones
Ten-

Tens
_________________________
The 3 in 25,834 has a value of 30. 7 5 2

1
, 4 5 6
, 0 2 7 _________________________
_________________________
9 7 2

Let’s review different number forms. A. The 7 in the hundreds place is

10 times as much as the 7 in
Numbers can be written in a variety of ways. _________________________ _____
‣ Standard form is the number written with The value of each place in our base-10 the tens place. 1
digits and commas. 10 of
807,532 number system is 10 times greater than B. The 7 in the tens place is _____
the value of the place to its right and 10
‣ Word form is the number written out with the value of the 7 in the
words. Eight hundred seven thousand, times less than the value of the place to
its left. hundreds place.
five hundred thirty-two x10 x10 x10 x10
‣ Expanded form shows the value of each
10-
place with plus signs in between. Thousands
Thousands Hundreds Tens Ones

800,000 + 7,000 + 500 + 30 + 2 4 4, 4 4 4 5. Complete the following statements.

‣ Unit form uses the digit in each place
and the digit’s place name. ÷10 ÷10 ÷10 ÷10 ? 300
A. ___________ is ten times as much
8 hundred-thousands, 7 thousands, Example: 400 is 10 times more than 40 as 30.
5 hundreds, 3 tens, 2 ones
and 10 times less than 4,000.
B. 80 is ten times greater than
1. Write the value of the 6 in the
3. Complete the following sentences: 8
___________.
following numbers.

Number Value of the digit 6 A. 4,000 is 10 times more than

400 6. Complete the following statements.
__________.
6,345 6,000 1
40 20
A. ______________ is 10 of 200.
B. 4 is 10 times less than __________.
7,816 6
1 9,000
C. 4,000 is
1 40,000
of __________. B. 900 is of ______________.
10 10
55,602 600
5.NBT.1 - Place Value Relationships - Book 1
7. What is the missing value in the 12. How many times greater is the
equation? value of 5.3 than the value of 0.53?

10 = 92
Ones . Tenths Hundredths Place Value
9.2 x _____
5 . 3
Relationships
0 . 5 3
8. What is the missing value in the TRI-FOLD #2
equation? _________________________
The value of 5.3 is 10 times greater

1 _________________________
than the value of 0.53. Name:_________________________
7.4 x _____
10 = 0.74
_________________________ Learning Goal:
I know this because the digits 5 and I can recognize that a digit in one
9. What is the missing value in the
_________________________ place represents 10 times as much
3 moved once to the left. as it represents in the place to its
equation?
_________________________
right and 1/10 of what it represents

10 = 5,145 _________________________ in the place to its left.

51,450 ÷ _____
13. Select the statements that are
true about the values of 260 and
10. What is the missing value in the 2.6.
1
equation?
A. 2.6 is 100 of 260.
1
618
61.8 x 10 = ___________ B. 2.6 is
10
of 260.

C. 260 is 10 times greater than 2.6.

11. What is the missing value in the
equation? D. 260 is 100 times greater than 2.6.

1
E. 2.6 is 10 times less than 260.
4,023 x 402.3
= ___________
10
F. 2.6 is 100 times less than 260.
© Math Tech Connections
 2. Explain how the digit 5 in the 5. Complete the table.
Thousands
Thousands

Hundredths
number 484.5 and 635.82 are

Hundreds

Tenths
1
Ten-

Ones
Tens
different. 10 times as 10 of the
Original
much as the
Number original
original number
number
3
,7 5 6
. 1 5
_________________________
The five in the number 484.5 has a 4.8 48 0.48
Let’s review different number forms. 5
Numbers can be written in a variety of ways.
_________________________
value of 10 .
650.2 6,502 65.02
Standard
607.15 _________________________
form
The 5 in the number 635.82 has a
51.3 513 5.13
Word form Six hundred seven and _________________________
fifteen hundredths value of 5.
_________________________
Expanded (600 x 100) + (7 x 1) +
form (1 x
1
) + (5 x 100 )
1 _________________________
10
_________________________ 6. Select the statements that are true
about the values of 12.4 and 1.24.
Unit form 6 hundreds, 7 ones, 1 tenth,
5 hundredths 3. Complete the following statements.
3.2
A. ___________ is ten times as much 1
A. 1.24 is 100 of 12.4.
1. Write the value of the 8 in the as 0.32.
following numbers. 1
B. 29.8 is ten times as much as B. 1.24 is 10 of 12.4.
Number Value of the digit 8 2.98
___________.
C. 1.24 is 10 times less than 12.4.
8
409.58 0.08 or
100 4. Complete the following statements. D. 12.4 is 10 times less than 1.24.

0.45 1
84,052.27 80,000 A. ______________ is 10 of 4.5. E. 12.4 is 100 times more than 1.24.

1 24.7
438.13 8 B. 2.47 is of ______________.
10
5.NBT.1 - Place Value Relationships - Book 2
10. Complete the table. 12. What is the missing number in the
equation?
Place Value
1
10 times as 10 of the
Original
much as the 17.85 x = 178.5
Number original
original number
number
C.
1 Relationships
A. 100 10
40 400 4 1
TRI-FOLD #3
B. 10 D. 100
700 7,000 70
Name:_________________________
13. What is the missing number in the
equation?
5,000 50,000 500 Learning Goal:
95,104 x = 9,510.4 I can recognize that a digit in one
place represents 10 times as much
1 as it represents in the place to its
A. 100 C. right and 1/10 of what it represents
10
11. Complete the table. in the place to its left.
1
1 B. 10 D. 100
10 times as 10 of the
Original
much as the
Number original
original number
number 14. Select the statements that are true
about the values of 5.70 and 0.57.
37.2 372 3.72 1
A. 0.57 is 100 of 5.70.
0.82 8.2 0.082 1
B. 0.57 is 10 of 5.70.

5.9 59 0.59 C. 0.57 is 10 times less than 5.70.

D. 5.70 is 10 times greater than 0.57.

E. 0.57 is 10 times greater than 5.70.

© Math Tech Connections
1. Write the value of the 9 in the 3. Complete the following statements. 6. What is the missing value in the
following numbers. equation?
8,520 is ten times as much
A. ___________
Number Value of the digit 9
10 = 5,145
51,450 ÷ _____
as 852.
3,957 900

B. 64.1 is ten times greater than 7. What is the missing value in the
5.90 0.9 equation?
6.41
___________.
924,501.63 900,000 618
61.8 x 10 = ___________
2. Explain how the digit 2 in the 4. Complete the following statements.
number 32,084 and 65,210 are
8. What is the missing value in the
different.
equation?
1
10-
Thousands, Hundreds Tens Ones
4,250
A. ______________ is 10 of 42,500.
Thousands
1 402.3
3 2, 0 8 4 4,023 x 10
= ___________
6 5, 2 1 0 B. 9.02 is
1 90.2
of ______________.
10
9. How many times less is the value of
_________________________
The 2 in 32,084 is in the thousands 40.38 than the value of 403.8?

_________________________
place, so the value is 2,000. 5. Complete the following statements. _________________________
The value of 40.38 is 10 times less

_________________________ _________________________
than the value of 403.8.
A. 800,000 is ten times as much as
The 2 in 65,210 is in the hundreds
_________________________ 80,000
_________________________
___________.
place, so the value is 200 The decimal in 403.8 needs to be
_________________________ _________________________
moved once to the left to create
_________________________ B. 3,042 is
1 304.2
of ______________. _________________________
10
the value 40.38 (10 times less).
_________________________ _________________________
5.NBT.1 - Place Value Relationships - Book 3
 6th Grade
Math Tri-Folds
Write & Evaluate Expressions

© MathTechConnections.com
6. The North Texas Food Bank takes a 24- 7. Which of the following verbal
pound bag of rice and splits it into
1
descriptions describes the algebraic Write & Evaluate
portions to give each family 2 of a expression below?
pound. How many portions can they f + 18 Expressions
make from each bag?
a. the difference of f and 18 BOOK #1
Write an expression that can be used to b. f times 18
evaluate this problem. c. some number plus 18
d. the quotient of 18 and f Name:___________________________

8. Which of the following verbal Learning Goal:

descriptions describes the algebraic I can read, write, & evaluate
expression below? expressions with letter variables,
Show your work:
4(a + 3) including following the order of
Reminder: When we divide by fractions, we operations.
“keep, change, flip”. a. the sum of a and 3 divided by 4
b. 4 times the sum of a number and 3
c. 4 plus the sum of a number and 3
d. the product of a and 3 plus 4

9. Change the following verbal

description to an algebraic expression.
“w divided by 5”

Write the answer in a complete

10. Change the following verbal
sentence.
description to an algebraic expression.
_________________________________
“4 less than 2 times a number”
_________________________________
_________________________________
© MathTechConnections.com
An algebraic expression is made up of 2. Which of the following verbal 4. Circle the expression that describes
number, letters, and operations. descriptions describes the algebraic the following situation.
expression below?
Example:
3a + 4 Clare has 8 fewer books than Malachi. If
2b + 8 Malachi has 26 books, how many books
variable does Clare have?
a. 8 more than 2 times a number
A verbal description of an expression b. 2 more than 8 times a number
26 - m 26 + 8 m+8 26 - 8
puts the algebraic expression into words.
c. 2 times the sum of 8 and a number
Explain your thinking.
d. 8 times the sum of 2 and a number
Example: _________________________________
three times a number plus four _________________________________
3. Write an expression to represent the
following situation. _________________________________
1. Complete the table by writing the
algebraic expression next to its matching Coach Clark formed teams of 10 from 5. Circle the expression that describes
verbal description. all the players trying out for basketball. If the following situation.
there are a total of 4 teams, how many
Algebraic Expressions:
players are in the league? Kyler scored 223 more points on a
computer game than his brother
s-4 4s 4+s 4÷s Expression: Kaesen. If Kyler scored 409 points, how
many points did Kaesen score?

Algebraic 400 - z 409 - 223

Verbal Description
Expression
four less than
a number 409 + 223 223 + z

the sum of four Explain your thinking.

and a number
Solve and write the answer in a _________________________________
complete sentence.
the quotient of 4
_________________________________
and a number _________________________________
_________________________________
four multiplied by _________________________________
a number _________________________________
_________________________________ 6.EE.2 – Write and Evaluate Expressions - Book 1
9. Heidi, Sam, Eva, and Grace all 10. Change each verbal description
went to the skating rink on Friday to an expression. Write & Evaluate
night. Heidi rode her bike, Sam
walked, Eva rode her skateboard,
and Grace was dropped off by her
“the sum of 20 and x” Expressions
mom in a car. BOOK #2
• It took Eva triple the time
that it took Heidi. “3 times the value of x”
Name:___________________________

• It took Grace ten minutes Learning Goal:

more than it took Heidi. I can read, write, & evaluate
expressions with letter variables,
“15 less than x” including following the order of
• It took Sam five minutes less
than it took Eva. operations.

Create an expression to represent the

amount of time each friend spent
11. Amanda was given the
traveling to the skating rink. Enter each expression (3 + r) · 6. What is the
expression in the table below. value of the expression if r equals 8?

Name Expression

Heidi x

12. What is the value of 45 - 5 · 2³ ?

Eva

Grace

Sam
© MathTechConnections.com
When writing algebraic expressions, 3. Look at the expression below. It is 6. Change each expression to a verbal
using the symbol ‘x’ for multiplication can made up of three terms. Complete the description.
cause confusion. Look at the expressions table.
below using ‘x’. 6 · 2 + f - 6z 7x
x+x+x 3·x 3x How many factors
List the Terms
are in each term?
1. How are the expressions similar?

_________________________________ 15 ÷ n - 2
_________________________________
_________________________________
2. How are the expressions different?
4. The coefficient is a number multiplied 3(x - 4)
_________________________________
by a variable.
_________________________________
Label the variable and coefficient.
_________________________________
5a x
Look at the expression below. It is made +8
up of three terms. Terms are what you 4
are adding or subtracting in an
expression.

7w + 8 + b
5. Look at the expression below. 7. What is the value of 3(x-4) if x =10?
Let’s take a closer look at the term 7w.
7w is made up of the factors 7 and w. 8n - 6 + xy
The factors are written side by side a. What is the coefficient of the term
without a space. The multiplication 8n?
symbol is left out. x
8. What is the value of + 8 if x =12?
4
7w b. How many factors does the term xy
have?

Factors
6.EE.2 – Write and Evaluate Expressions - Book 2
5. What is the value of 12.4 + 3.5b if b = 4? 9. Mr. Thompson orders lunches to
be delivered to his workplace for Write & Evaluate
himself and some of his coworkers.
The cost of each lunch is $12. There
is also a one-time delivery fee of $8
Expressions
to deliver the lunches. BOOK #3
a. What expression could Mr.
6. What is the value of 100 ÷ b if b = 4? Thompson use to find the cost of
ordering n lunches? Name:___________________________

Learning Goal:
I can read, write, & evaluate
expressions with letter variables,
including following the order of
operations.
7. What is the value of 18 · 1 if w = 9? b. Use your expression to find the
w
total cost of delivering 5 lunches.

8. Evaluate the following numerical

expression.

2(3(8+2)+8)
Write the answer in a complete
sentence.
_________________________________
_________________________________
_________________________________
© MathTechConnections.com
1. What is the algebraic expression 3. Billy, Zack, Paul, and Manuel all 4. If Billy scored a total of 2 goals,
for “3 times the sum of r and 5”? play soccer. Read the verbal how many goals did each friend
descriptions below. score?

• Zack scored 4 times as many Show your work and complete the
goals as Billy. table below.
Find the value of the expression
above if r = 25.
• Paul scored 5 less goals than
Zack
Zack.

• Manuel scored 2 less than

twice as many goals as
Zack. Paul

2. What is the algebraic expression Create an expression to represent

for “one-half of the quotient of 16 the number of goals each friend
and s”? scored. Enter each expression in the
table below. Manuel

Name Expression

Find the value of the expression Billy g

Name Number of Goals Scored
above if s = 4.
Billy 2
Zack
Zack
Paul
Paul

Manuel Manuel
6.EE.2 – Write and Evaluate Expressions - Book 3
6. The North Texas Food Bank takes a 24- 7. Which of the following verbal
pound bag of rice and splits it into
1
descriptions describes the algebraic Write & Evaluate
portions to give each family 2 of a expression below?
pound. How many portions can they f + 18 Expressions
make from each bag?
a. the difference of f and 18 BOOK #1
Write an expression that can be used to b. f times 18
evaluate this problem. c. some number plus 18
d. the quotient of 18 and f Name:___________________________
1
24 ÷ 2 8. Which of the following verbal Learning Goal:
descriptions describes the algebraic I can read, write, & evaluate
expression below? expressions with letter variables,
Show your work:
4(a + 3) including following the order of
Reminder: When we divide by fractions, we operations.
“keep, change, flip”. a. the sum of a and 3 divided by 4

2 b. 4 times the sum of a number and 3

24 X 1 c. 4 plus the sum of a number and 3

24 2 d. the product of a and 3 plus 4

1
X
1
= 48
9. Change the following verbal
description to an algebraic expression.
“w divided by 5”
w
5
or w ÷ 5

Write the answer in a complete

10. Change the following verbal
sentence.
description to an algebraic expression.
They can make 48 1/2
_________________________________
“4 less than 2 times a number”
pound portions.
_________________________________
_________________________________
2b - 4
© MathTechConnections.com
An algebraic expression is made up of 2. Which of the following verbal 4. Circle the expression that describes
number, letters, and operations. descriptions describes the algebraic the following situation.
expression below?
Example:
3a + 4 Clare has 8 fewer books than Malachi. If
2b + 8 Malachi has 26 books, how many books
variable does Clare have?
a. 8 more than 2 times a number
A verbal description of an expression b. 2 more than 8 times a number
26 - m 26 + 8 m+8 26 - 8
puts the algebraic expression into words.
c. 2 times the sum of 8 and a number
Explain your thinking.
d. 8 times the sum of 2 and a number
Example: 8 fewer books means I need
_________________________________
three times a number plus four to subtract 8.
_________________________________
3. Write an expression to represent the
following situation. _________________________________
1. Complete the table by writing the
algebraic expression next to its matching Coach Clark formed teams of 10 from 5. Circle the expression that describes
verbal description. all the players trying out for basketball. If the following situation.
there are a total of 4 teams, how many
Algebraic Expressions:
players are in the league? Kyler scored 223 more points on a
computer game than his brother
s-4 4s 4+s 4÷s Expression: Kaesen. If Kyler scored 409 points, how
many points did Kaesen score?

Algebraic 400 - z 409 - 223

Verbal Description
Expression 4 x 10
four less than or
a number s-4 409 + 223 223 + z
4 · 10
the sum of four Explain your thinking.
and a number
4+s
Solve and write the answer in a Kyler scored 409 which is 223
_________________________________
complete sentence.
the quotient of 4
4÷s There are a total of 40 more than his brother, so we
_________________________________
and a number _________________________________
players in the league. need to subtract to find out
_________________________________
four multiplied by _________________________________
a number
4s how many Kaesen scored.
_________________________________
_________________________________ 6.EE.2 – Write and Evaluate Expressions - Book 1
9. Heidi, Sam, Eva, and Grace all 10. Change each verbal description
went to the skating rink on Friday to an expression. Write & Evaluate
night. Heidi rode her bike, Sam
walked, Eva rode her skateboard,
and Grace was dropped off by her
“the sum of 20 and x” Expressions
mom in a car. 20 + x BOOK #2
• It took Eva triple the time
that it took Heidi. “3 times the value of x”
Name:___________________________
3x
• It took Grace ten minutes Learning Goal:
more than it took Heidi. I can read, write, & evaluate
expressions with letter variables,
“15 less than x” including following the order of
• It took Sam five minutes less
than it took Eva. operations.
x - 15
Create an expression to represent the
amount of time each friend spent
11. Amanda was given the
traveling to the skating rink. Enter each expression (3 + r) · 6. What is the
expression in the table below. value of the expression if r equals 8?

Name Expression
(3 + 8) · 6
= 11 · 6
Heidi x = 66
12. What is the value of 45 - 5 · 2³ ?
Eva 3x
45 - 5 · (2 · 2 · 2)
Grace x + 10 = 45 - 5 · 8
= 45 - 40 = 5
Sam 3x - 5

© MathTechConnections.com
When writing algebraic expressions, 3. Look at the expression below. It is 6. Change each expression to a verbal
using the symbol ‘x’ for multiplication can made up of three terms. Complete the description.
cause confusion. Look at the expressions table.
below using ‘x’. 6 · 2 + f - 6z 7x
x+x+x 3·x 3x How many factors 7 times the value of x
List the Terms
are in each term? The product of 7 and a number
1. How are the expressions similar?
6·2 2
They all use the symbol x.
_________________________________ 15 ÷ n - 2
They all represent ‘x three f 1
_________________________________ 2 less than the quotient of
times’.
_________________________________ 6z 2
15 divided by n

2. How are the expressions different?

3(x - 4)
One is repeated addition
_________________________________
4. The coefficient is a number multiplied
by a variable.
while the others are
_________________________________ 3 times the difference of x and 4
multiplication.
_________________________________
Label the variable and coefficient.

5a x
Look at the expression below. It is made +8
up of three terms. Terms are what you 4
are adding or subtracting in an coefficient variable
expression. x divided by 4 plus 8

7w + 8 + b
5. Look at the expression below. 7. What is the value of 3(x-4) if x =10?
Let’s take a closer look at the term 7w. 3(10-4)
7w is made up of the factors 7 and w. 8n - 6 + xy = 3(6)
The factors are written side by side a. What is the coefficient of the term = 18
without a space. The multiplication 8n?
symbol is left out. 8 x
8. What is the value of + 8 if x =12?
4
7w 12
b. How many factors does the term xy
4 +8
have?
2 = 3 + 8 =11
Factors
6.EE.2 – Write and Evaluate Expressions - Book 2
5. What is the value of 12.4 + 3.5b if b = 4? 9. Mr. Thompson orders lunches to
be delivered to his workplace for Write & Evaluate
12.4 + 3.5(4) himself and some of his coworkers.

= 12.4 + 14
The cost of each lunch is $12. There
is also a one-time delivery fee of $8
Expressions
= 26.4 to deliver the lunches. BOOK #3
a. What expression could Mr.
6. What is the value of 100 ÷ b if b = 4? Thompson use to find the cost of
ordering n lunches? Name:___________________________
100 ÷ 4 = 25
Learning Goal:
12n + 8 I can read, write, & evaluate
expressions with letter variables,
including following the order of
operations.
7. What is the value of 18 · 1 if w = 9? b. Use your expression to find the
w
total cost of delivering 5 lunches.

18 1 18 n=5
· =
1 9 9
12(5) + 8
=2 = 60 + 8
= 68
8. Evaluate the following numerical
expression.

2(3(8+2)+8)
Write the answer in a complete
= 2(3(10)+8) sentence.
= 2(30+8) The cost to order 5 lunches is
_________________________________
= 2(38) $68.
_________________________________
= 76 _________________________________
© MathTechConnections.com
1. What is the algebraic expression 3. Billy, Zack, Paul, and Manuel all 4. If Billy scored a total of 2 goals,
for “3 times the sum of r and 5”? play soccer. Read the verbal how many goals did each friend
descriptions below. score?
3 (r + 5) Show your work and complete the
• Zack scored 4 times as many
goals as Billy. table below.
Find the value of the expression
above if r = 25.
• Paul scored 5 less goals than
Zack 4(2) = 8
Zack.
3 (25 + 5)
= 3(30) • Manuel scored 2 less than
= 90 twice as many goals as 4(2) - 5
Zack. Paul 8-5=3

2. What is the algebraic expression Create an expression to represent

for “one-half of the quotient of 16 the number of goals each friend (4(2) · 2) - 2
and s”? scored. Enter each expression in the = (8 • 2) - 2
table below. Manuel
= 16 - 2
1 = 14
· (16 ÷ s)
2 Name Expression

Find the value of the expression Billy g

Name Number of Goals Scored
above if s = 4.
Billy 2
1 Zack 4g
2
· (16 ÷ 4)
Zack 8
1 4g - 5
= 2 · (4) Paul
Paul 3

=2 Manuel (4g · 2) - 2 Manuel 14

6.EE.2 – Write and Evaluate Expressions - Book 3
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