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Math
Fundamentals
Contents

Grade 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click

Grade 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Click
 *Sample from Math Fundamentals Grade 1*
Word Problems
Domain Unit Contents
Operations and Algebraic Thinking Adding within 20
Math models 12
Cluster Skill practice 1 13
Skill practice 2 14
Represent and solve problems involving addition
and subtraction. Problem-solving activity 15
Subtracting within 20
Standards in Cluster Math models 16
Skill practice 3 17
1.OA.A.1 Use addition and subtraction within 20 Skill practice 4 18
to solve word problems involving situations of adding
Problem-solving activity 19
to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by Choosing addition or subtraction
using objects, drawings, and equations with a symbol to solve word problems
for the unknown number to represent the problem. Math models 20
1.OA.A.2 Solve word problems that call for addition Skill practice 5 21
of three whole numbers whose sum is less than or Skill practice 6 22
equal to 20, e.g., by using objects, drawings, and Problem-solving activity 23
equations with a symbol for the unknown number
Comparing numbers
to represent the problem.
Math models 24
Skill practice 7 25
Skill practice 8 26
Problem-solving activity 27
Adding three whole numbers
Math models 28
Skill practice 9 29
Skill practice 10 30
Problem-solving activity 31
Unknowns in all positions
Math models 32
Skill practice 11 33
Skill practice 12 34
Skill practice 13 35
Problem-solving activity 36

Mathematical Practices in This Unit

Make sense of problems and persevere in solving them: pages 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25,
26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36
Reason abstractly and quantitatively: pages 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29,
30, 31, 32, 33, 34, 35
Construct viable arguments and critique the reasoning of others: pages 12, 16, 20, 24, 28, 32
Model with mathematics: pages 12, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35
Attend to precision: pages 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 35
Look for and make use of structure: pages 12, 13, 16, 17, 20, 21, 24, 25, 28, 29, 32, 33

© Evan-Moor Corp. • EMC 3081 • Math Fundamentals 11

Math Models Word Problems
Adding within 20

You can solve some word problems with addition.

Dan has 8 white socks and 2 gray socks.
How many socks does he have in all? 10 socks

These are some ways you can put together numbers:

You can draw a picture. You can use counters.

You can draw a diagram. You can write a number

sentence.
10
8 + 2 = 10
8 2

Think

Jesse solved the word problem. He wrote 8 + 2 = 10.

Do you agree? Explain your thinking.

Use addition within 20 to solve word problems.

CCMS
Add to or put together using objects, drawings, and equations
12 1.OA.A.1 to represent the problem. Math Fundamentals • EMC 3081 • © Evan-Moor Corp.
Name Word Problems
Adding within 20

1
Read the example. Then solve the problem.
Example
6 ants sat on a log.
4 more ants came.
How many ants were there in all? 10 ants
These are some ways to solve the problem:
Draw a picture. Draw a diagram. Write a number
sentence.
10
6
6+4=?

Read the word problem.

Show one way to solve the problem by adding.

→ Luis has 8 fish. Tia has 7 fish.

How many fish do they have in all?

❶ Use this work space.

❷ They have fish in all.

Use addition within 20 to solve word problems.

CCMS
Add to or put together using objects, drawings, and equations
© Evan-Moor Corp. • EMC 3081 • Math Fundamentals to represent the problem. 1.OA.A.1 13
Name Word Problems
Adding within 20

2
Read each word problem.
Show one way to solve each problem by adding.

→ There were 3 girls and 9 boys at Emma's party.

How many children were at the party?

❶ Use this work space.

❷ children were at the party.

→ Liz had 10 crayons. I gave her 5 more.

How many crayons does Liz have now?

❸ Use this work space.

❹ Liz has crayons.

Use addition within 20 to solve word problems.

CCMS
Add to or put together using objects, drawings, and equations
14 1.OA.A.1 to represent the problem. Math Fundamentals • EMC 3081 • © Evan-Moor Corp.
Name Word Problems
Adding within 20

Read the Problem

Lily saw children flying kites at the park.

She counted 6 yellow and 7 blue kites.
How many kites did she see altogether?

Think About It
❶ You will find out how many Lily saw.
◯ children ◯ parks ◯ kites

❷ Mark the number sentence that tells about the problem.

◯ 7–6=? ◯ 6+7=? ◯ 6+?=7

Solve the Problem

❸ Use this work space.

❹ Lily saw kites altogether.

Check Your Work

❺ Do your answers make sense? ◯ yes ◯ no

Use addition within 20 to solve word problems.

CCMS
Add to or put together using objects, drawings, and equations
© Evan-Moor Corp. • EMC 3081 • Math Fundamentals to represent the problem. 1.OA.A.1 15
 *Sample from Math Fundamentals Grade 2*
Solve Word Problems
Domain Unit Contents
Operations and Algebraic Thinking Solving one-step word problems
Math models 12
Cluster Skill practice 1 13
Represent and solve problems involving addition and Skill practice 2 14
subtraction. Problem-solving activity 15
Solving two-step word problems
Standard in Cluster Math models 16
2.OA.A.1 Use addition and subtraction within 100 to solve Skill practice 3 17
one- and two-step word problems involving situations of Skill practice 4 18
adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using
Problem-solving activity 19
drawings and equations with a symbol for the unknown Solving one-step and two-step word
number to represent the problem. problems
Math models 20
Skill practice 5 21
Skill practice 6 22
Skill practice 7 23
Problem-solving activity 24

Mathematical Practices in This Unit

Make sense of problems and persevere in solving them: pages 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24
Reason abstractly and quantitatively: pages 13, 14, 15, 17, 18, 19, 21, 22, 23, 24
Construct viable arguments and critique the reasoning of others: pages 12, 16, 20
Model with mathematics: pages 12, 13, 14, 15, 17, 18, 19, 21, 22, 24
Attend to precision: pages 15, 19, 24
Look for and make use of structure: pages 13, 14, 15, 17, 18, 19, 21, 22, 23, 24

© Evan-Moor Corp. • EMC 3082 • Math Fundamentals 11

Math Models Solve Word Problems
Solving one-step word problems

You can put together, take apart, or compare to solve one-step

word problems.

These are some examples:

Put Together ?
Jamal collects rocks. He has 12 9
12 gray rocks and 9 brown rocks. gray brown
How many rocks does Jamal
have in all?
12 + 9 = 21 rocks in all

Take Apart 21
Jamal had 21 rocks. He gave 3 ?
3 rocks to Dan. How many rocks
does he have left?
21 – 3 = 18 rocks left

Compare 12
Jamal has 12 gray rocks. He ? 9
has 9 brown rocks. How many
more gray rocks than brown
rocks does Jamal have? 12 – 9 = 3 more gray rocks
Think

What other types of math models can be used to put together,

take apart, or compare? Explain your thinking.

CCMS Use addition and subtraction to solve one-step word problems.

12 2.OA.A.1 Math Fundamentals • EMC 3082 • © Evan-Moor Corp.
Name Solve Word Problems
Solving one-step word problems

1
Draw a picture or a model for the word problem.
Then write a number sentence to solve the problem.
Example
3
Aldo saw 15 birds in a tree.
Some birds flew away.
12 birds were left. 10 11 12 13 14 15
How many birds flew away?

? birds 15 – 3 = 12

Choose and draw

a model that works Work Space
for each problem.
❶ Mrs. Garcia's class has 24
students. 13 students are girls.
How many students are boys?

boys

❷ Matt had 30 marbles. His mom

gave him 20 more. How many
marbles does he have altogether?

marbles

Use addition and subtraction to solve one-step word problems. CCMS

© Evan-Moor Corp. • EMC 3082 • Math Fundamentals 2.OA.A.1 13
Name Solve Word Problems
Solving one-step word problems

2
Draw a picture or a model for each word problem.
Then write a number sentence to solve the problem.

Work Space

❶ Ben saved 27 dimes. His sister

saved 10 dimes. How many more
dimes did Ben save than his
sister?

dimes

❷ At recess, 18 children started

a kickball game. Soon, 6 more
children came. How many
children played kickball
altogether?

children

❸ Today, Mom and I picked 39

apples. We used 7 apples to
make a pie. How many apples
were left?

apples

CCMS Use addition and subtraction to solve one-step word problems.

14 2.OA.A.1 Math Fundamentals • EMC 3082 • © Evan-Moor Corp.
Name Solve Word Problems
Solving one-step word problems

Read the Problem

41 people were on a bus.

15 people got off at the bus stop.
How many people were still on the bus?

Think About It
❶ You will find out how many people the bus.
◯ got off ◯ got on ◯ were still on

❷ Mark the number sentence that tells about the problem.

◯ ? = 41 + 15 ◯ ? = 41 – 15 ◯ 41 + 15 = ?

Solve the Problem

❸ Use this work space.

❹ people were still on the bus.

Check Your Work

❺ Do your answers make sense? ◯ yes ◯ no

Use addition and subtraction to solve one-step word problems. CCMS

© Evan-Moor Corp. • EMC 3082 • Math Fundamentals 2.OA.A.1 15
 *Sample from Math Fundamentals Grade 3*
Solve Problems with
Solve Problems with
Multiplication
Solve and
Problems Division
with
Multiplication and Division
Domain
Multiplication and Division Unit Contents
Operations
Domainand Algebraic Thinking Unit Contents
Interpreting products of whole numbers
Operations and Algebraic Thinking Math models 12
Domain Interpreting
Unit Contents products of whole numbers
Cluster Skill practice 1 13
Operations and Algebraic Thinking
Math models 12
Represent
Clusterand solve problems involving multiplication Skill practice
Interpreting 2
products of whole numbers 14
Skill practice 1 13
and division. Problem-solving
Math models activity 15
12
Represent and solve problems involving multiplication Skill practice 2 14
Cluster Skill practice 1 activity quotients 13
and division. Interpreting whole-number
Problem-solving 15
Standards
Represent in Cluster
and solve problems involving multiplication Skill practice
Math models2 14
16
and division. Interpreting whole-number quotients
Problem-solving 15
3.OA.A.1
StandardsInterpret products of whole numbers.
in Cluster Skill practice 3 activity 17
Math models 16
Skill practice
Interpreting 4
whole-number quotients 18
3.OA.A.1 Interpret products
3.OA.A.2
Standards in Cluster
of whole
whole-number numbers.
quotients of whole Skill practice 3 17
numbers. Problem-solving
Math models activity 19
16
3.OA.A.2 Interpret
Interpret products
whole-number quotients of whole
Skill practice 4 18
3.OA.A.1 of whole numbers. Skill
Solving practice 3 activity
word problems
Problem-solving within 100 17
19
3.OA.A.3
numbers. Use multiplication and division within 100 to solve
word problems
3.OA.A.2 in situations
Interpret involving
whole-number equal groups,
quotients arrays,
of whole
Skill practice
Math models 4 18
20
3.OA.A.3 Use multiplication Solving word problems within 100
and measurement
numbers. quantities. and division within 100 to solve Problem-solving
Skill practice 5 activity 19
21
word problems in situations involving equal groups, arrays, Math models 20
3.OA.A.4
and measurement
3.OA.A.3 Determinequantities.
the unknown
Use multiplication wholewithin
and division number100in to
a solve Skill practice
Solving 6
word problems within 100 22
Skill practice 5 21
multiplication
word problemsorindivision equation
situations relating
involving equalthree whole
groups, arrays, Problem-solving
Math models activity 23
20
3.OA.A.4 Determine the unknown whole number in a Skill practice 6 22
numbers.
and measurement quantities. Skill practice 5 activity 21
multiplication or division equation relating three whole Relating three whole
Problem-solving numbers 23
numbers. Determine the unknown whole number in a
3.OA.A.4 Skill practice
Math models 6 22
24
Relating three whole numbers
Problem-solving 23
multiplication or division equation relating three whole Skill practice 7 activity 25
numbers. Math models 24
Skill practice
Relating 8
three whole numbers 26
Skill practice 7 25
Skill
Math practice
models 9 27
24
Skill practice 8 26
Problem-solving
Skill activity 28
25
Skill practice
practice 79 27
Skill practice 8 activity
Problem-solving 26
28
Skill practice 9 27
Problem-solving activity 28

Mathematical Practices in This Unit

Mathematical
Make Practices
sense of problems in This in
and persevere Unit
solving them: pages 15, 19, 21, 22, 23, 27, 28
Reason
Make abstractly
sense and quantitatively:
of problems and persevere pagessolving
13, 14,them:
15, 17, 18, 19,
pages 15, 21,
19,22,
21, 23,
22, 25,
23, 26,
27, 27,
28 28
Mathematical Practices in This inUnit
Construct viable arguments
Reason abstractly and critique
and quantitatively: the13,
pages reasoning
14, 15, of 18, 19,pages
17,others: 21, 22,12,23,
15,25,
16,26,
19,27,
20,2823, 24, 28
Make sense of problems and persevere in solving them: pages 15, 19, 21, 22, 23, 27, 28
Model withviable
Construct mathematics:
arguments pages 13, 14, 15,
and critique the17, 18, 19, of
reasoning 21,others:
22, 23,pages
25, 26,12,27,
15,2816, 19, 20, 23, 24, 28
Reason abstractly and quantitatively: pages 13, 14, 15, 17, 18, 19, 21, 22, 23, 25, 26, 27, 28
Attend to precision:
Model with pages pages
mathematics: 15, 19,13,
23,14,
2815, 17, 18, 19, 21, 22, 23, 25, 26, 27, 28
Construct viable arguments and critique the reasoning of others: pages 12, 15, 16, 19, 20, 23, 24, 28
Look fortoand
Attend make use
precision: of structure:
pages 15, 19, 23,pages
28 13, 14, 15, 17, 18, 19, 21, 22, 23, 25, 26, 27, 28
Model with mathematics: pages 13, 14, 15, 17, 18, 19, 21, 22, 23, 25, 26, 27, 28
Look
Look for
for and
and express
make use regularity in repeated
of structure: reasoning:
pages 13, pages
14, 15, 17, 18,15,
19,19,
21, 23,
22, 28
23, 25, 26, 27, 28
Attend to precision: pages 15, 19, 23, 28
Look for and express regularity in repeated reasoning: pages 15, 19, 23, 28
Look for and make use of structure: pages 13, 14, 15, 17, 18, 19, 21, 22, 23, 25, 26, 27, 28
Look for and Corp.
© Evan-Moor express regularity
• EMC 3083 • in repeated
Math reasoning: pages 15, 19, 23, 28
Fundamentals 11
© Evan-Moor Corp. • EMC 3083 • Math Fundamentals 11
 Solve Problems with
Math Models Multiplication and Division
Interpreting products of whole numbers

You can describe the number of objects that make up a product.

Here is an example: 3x4= ? product

We can also say, “3 groups of 4 equals ? .”

This is one way to show it:

We can see that

3x4= 12
or

3 groups of 4 = 12

Think Can skip counting be used to solve 4 x 6 = ?

Explain your thinking.

CCMS Interpret products of whole numbers.

12 3.OA.A.1 Math Fundamentals • EMC 3083 • © Evan-Moor Corp.
 Solve Problems with
Name Multiplication and Division
Interpreting products of whole numbers
1
Write the multiplication equation that goes with each picture.
Example
4 x 2 = 8
groups number number
in each in all
group

❶
x =
groups number number
in each in all
group

❷
x =
groups number number
in each in all
group

❸
x =
groups number number
in each in all
group

❹
x =
groups number number
in each in all
group

Interpret products of whole numbers. CCMS

© Evan-Moor Corp. • EMC 3083 • Math Fundamentals 3.OA.A.1 13
 Solve Problems with
Name Multiplication and Division
Interpreting products of whole numbers
2
Draw a picture that shows the group or groups for each equation.
Then write the product.
Work Space
❶
1x6=
group number
in each
group

❷
2x5=
groups number
in each
group

❸
4x5=
groups number
in each
group

❹
7x3=
groups number
in each
group

❺
2x9=
groups number
in each
group

CCMS Interpret products of whole numbers.

14 3.OA.A.1 Math Fundamentals • EMC 3083 • © Evan-Moor Corp.
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 *Sample from Math Fundamentals Grade 4*
Use the Four Operations
Use the Four Operations
to Solve Problems
to Solve Problems
Domain Unit Contents
Operations
Domainand Algebraic Thinking Unitmultiplication
Using Contents to compare
Operations and Algebraic Thinking Math models 12
Cluster Using multiplication to compare
Skill practice 1 13
Math models 12
Use the four operations with whole numbers to solve problems.
Cluster Skill practice 14
Skill practice 2
1 13
Use the four operations with whole numbers to solve problems. Skill practice
practice 2
3 15
Skill 14
Standards in Cluster Problem-solving 16
Skill practice 3 task 15
4.OA.A.1
Standards Interpret a multiplication equation as a comparison.
in Cluster Interpreting remainders
Problem-solving task to find solutions 16
Represent verbal statements of multiplicative comparisons as
4.OA.A.1 Interpret
multiplication a multiplication equation as a comparison.
equations. Math models 17
Interpreting remainders to find solutions
Represent verbal statements of multiplicative comparisons as
18
Math models4
Skill practice
4.OA.A.2 Multiply
multiplication or divide to solve word problems involving
equations. 17
multiplicative comparison. Skill practice
practice 4
5 19
4.OA.A.2 Multiply or divide to solve word problems involving
Skill 18
20
Skill practice 5 task
Problem-solving
4.OA.A.3 Solve
multiplicative multistep word problems posed with whole
comparison. 19
numbers and having whole-number answers using the four Solving multistep word
4.OA.A.3 Solve multistep wordinproblems posed with whole Problem-solving task problems 20
operations, including problems which remainders must be
numbers and having whole-number answers using
interpreted. Represent these problems using equations with the four Mathmultistep
models word problems 21
Solving
aoperations, including problems in which remainders must be 22
Math models6
letter standing for the unknown quantity. Assess the Skill practice
interpreted. Represent theseusing
problems using equationsand
with 21
reasonableness of answers mental computation
Skill practice
practice 6
7 23
aestimation
letter standing for the
strategies unknown
including quantity. Assess the
rounding. Skill 22
Problem-solving 24
reasonableness of answers using mental computation and
Skill practice 7 task 23
estimation strategies including rounding.
Problem-solving task 24

Mathematical Practices in This Unit

Make sense of problems
Mathematical and persevere
Practices in This in solving them: pages 14, 15, 16, 18, 19, 20, 22, 23, 24
Unit
Reason abstractly
Make sense and quantitatively:
of problems and persevere pages 14, 15,them:
in solving 16, 18, 19, 14,
pages 20, 15,
22, 16,
23, 18,
24 19, 20, 22, 23, 24
Model
Reasonwith mathematics:
abstractly pages 13, 14,
and quantitatively: 15, 14,
pages 16, 15,
18, 16,
19, 18,
20, 19,
23 20, 22, 23, 24
Attend to precision:
Model with page 13
mathematics: pages 13, 14, 15, 16, 18, 19, 20, 23
Look fortoand
Attend expresspage
precision: 13 in repeated reasoning: page 15
regularity

Look for and express regularity in repeated reasoning: page 15

© Evan-Moor Corp. • EMC 3084 • Math Fundamentals 11
© Evan-Moor Corp. • EMC 3084 • Math Fundamentals 11
 Use the Four Operations
Math Models to Solve Problems
Using multiplication to compare

The examples below show you how to compare two quantities.

You can use a diagram

Randy has 5 stamps. Jen has 4 times as many stamps.

How many stamps does Jen have? “4 times as many” means
I need to multiply.
Randy 5
4 x 5 = 20
Jen 5 5 5 5

answer: 20 stamps

You can use a number line

Brian’s lizard is 6 inches long. Lupe’s lizard is 3 times longer. “3 times longer” means
How long is Lupe’s lizard? I need to multiply.
3 x 6 = 18

0 6 12 18
answer: 18 inches long

You can use counters

Paige has 4 beads. Kyle has 2 times as many beads as “2 times as many” means I multiply.
Paige. Sydney has 2 more beads than Paige. How many
2x4=8
beads do Kyle and Sydney have?
Paige “2 more than” means I add.
Kyle 2+4=6
Sydney

answer: Kyle has 8 beads. Sydney has 6 beads.

You can use division

A right whale is 4 times as long as a narwhal. A length of 60 feet

If a right whale is 60 feet long, how long is a narwhal? divided into 4 equal parts
will give me the answer.
60
? ? ? ? 60 4 = 15
I know it’s correct
60 = 4 x narwhal because 4 x 15 = 60.

answer: 15 feet long

12 Math Fundamentals • EMC 3084 • © Evan-Moor Corp.

 Use the Four Operations
Name
to Solve Problems

1
Circle to show whether each comparison is an example of multiplication or addition.
Draw a model to support your answer. Then write a matching equation.
Example 7 years is 4 more than 3 years multiplication addition

3 4 4+3=7

❶ 8 books is 4 times as many as 2 books multiplication addition

❷ 15 beads is 5 more than 10 beads multiplication addition

❸ 20 cents is 8 more than 12 cents multiplication addition

❹ 21 inches is 3 times longer than 7 inches multiplication addition

➎ 48 ants is 4 times as many as 12 ants multiplication addition

Interpret a multiplication equation as a comparison. CCMS

Multiply or divide to solve word problems involving 4.OA.A.1
© Evan-Moor Corp. • EMC 3084 • Math Fundamentals multiplicative comparison. 4.OA.A.2 13
 Use the Four Operations
Name
to Solve Problems

2
For each problem, draw a model and write and solve one or more equations.
Example Yesterday Sara read 12 pages.
Jamal read 3 times as many pages.
How many pages did Jamal read?
equation: 12 x 3 = 36 0 12 24 36

answer: 36 pages

❶ Ryan saved 4 dollars last month. With his birthday coming up, he hopes
to save 20 times as much this month. How much money does Ryan want
to save this month?

equation:

answer:

❷ Kamran’s cat weighs 11 pounds. Lin’s dog weighs 5 times as much.

How much does her dog weigh?

equation:

answer:

❸ Ms. Pham’s pear tree is 5 years old. Her apple tree is 3 times older
than her pear tree. Her cherry tree is 7 years older than her apple tree.
How old are the apple and cherry trees?

equations:

answers:

CCMS Interpret a multiplication equation as a comparison.

4.OA.A.1 Multiply or divide to solve word problems involving
14 4.OA.A.2 multiplicative comparison. Math Fundamentals • EMC 3084 • © Evan-Moor Corp.
 Use the Four Operations
Name
to Solve Problems

3
For each problem, draw a model and write and solve one or more equations.
Hint: Using division can help solve a multiplication problem.
Example A large box holds 3 times as many apples as a
small box does. If a large box holds 45 apples, 45
how many apples does a small box hold?
? ? ?
equation(s): 3 x ? = 45 45 3 = ?

answer: 15 apples

❶ Luke and Emma picked apples. Luke picked twice as many apples
as Emma did. If Luke picked 26 apples, how many did Emma pick?

equation(s):

answer:

❷ A baker bakes 3 times as many apple pies as apple cakes. If she

bakes 120 apples pies, how many apple cakes does she bake?

equation(s):

answer:

❸ A grocer has 5 times as many red apples as green apples. If he

has 60 red apples, how many green apples does he have?

equation(s):

answer:

Interpret a multiplication equation as a comparison. CCMS

Multiply or divide to solve word problems involving 4.OA.A.1
© Evan-Moor Corp. • EMC 3084 • Math Fundamentals multiplicative comparison. 4.OA.A.2 15
 Use the Four Operations
Name
to Solve Problems
Using multiplication to compare

Read Analyze Solve Check As you work on the problem, draw a model if you need to.

Problem
❶ Mrs. Hernandez bought 3 packs of pens for her class. The first pack had 30 gold pens.
The pack of green pens had twice as many as the gold pack. The pack of erasable pens
had 10 fewer pens than the green pack. How many pens did Mrs. Hernandez buy?

Answer

Workspace

CCMS Multiply or divide to solve word problems involving

4.OA.A.2 multiplicative comparison.
16 4.OA.A.3 Solve multistep word problems posed with whole numbers. Math Fundamentals • EMC 3084 • © Evan-Moor Corp.
 *Sample from Math Fundamentals Grade 5*
Use Numerical Expressions
Domain Unit Contents
Operations and Algebraic Thinking Using grouping symbols and order of
operations
Cluster Math models 12
Write and interpret numerical expressions. Skill practice 1 13
Skill practice 2 14
Standards in Cluster Skill practice 3 15
5.OA.A.1 Use parentheses, brackets, or braces in numerical Skill practice 4 16
expressions, and evaluate expressions with these symbols. Problem-solving task 17
5.OA.A.2 Write simple expressions that record calculations Writing expressions to record calculations
with numbers, and interpret numerical expressions without
evaluating them. Math models 18
Skill practice 5 19
Skill practice 6 20
Skill practice 7 21
Problem-solving task 22

Mathematical Practices in This Unit

Make sense of problems and persevere in solving them: pages 17, 22
Reason abstractly and quantitatively: pages 16, 17, 19, 20, 21, 22
Construct viable arguments and critique the reasoning of others: pages 13, 14, 15, 16, 20
Model with mathematics: pages 13, 14, 15, 16, 17, 19, 20, 22
Attend to precision: pages 13, 14, 15, 16, 17, 19, 20, 21, 22

© Evan-Moor Corp. • EMC 3085 • Math Fundamentals 11

Math Models Use Numerical Expressions
Using grouping symbols and order of operations

The examples below show how to use the order of operations:

parentheses; brackets; × and ÷ left to right; + and – left to right.

You can circle each part of the expression in order

Use the order of operations to simplify.

Example 1
This expression has a lot of operations! I’ll circle each operation
2×4 –3+1 as I go to help keep track. Since there are no grouping symbols,
I’ll do the operations in order. First, I look for multiplication and
8−3 +1= division. I’ll circle 2 × 4 and simplify it as 8. Second, I’ll do the
addition and subtraction from left to right. I’ll circle 8 – 3,
5+1 =6 which becomes 5. Then I’ll circle 5 + 1 and simplify it as 6.

Example 2

2 × 4 – (3 + 1) This expression has parentheses that group 3 + 1, so I do

that part first. There are no more groupings, so I’ll look for
2×4 –4= multiplication and division next. I’ll multiply 2 × 4, which is 8.
Then I’m left with subtracting 8 – 4.
8–4 =4 The order of operations in a math expression is like grammar
rules for the order of words in a sentence!

You can show each operation on a model

Use the order of operations to simplify.

This expression has two groupings.
2 × [ (4 – 3) + 1 ] I simplify the part in parentheses first,
and I can draw a model of it: 4 circles with
3 crossed out to show subtraction.
2 × [1 + 1] = Next, I do the part in brackets, adding
1 to the previous result. I draw another
2×2 =4 circle. I have just one operation left,
2 × 2, so I draw my model a second time,
showing 4 circles.

12 Math Fundamentals • EMC 3085 • © Evan-Moor Corp.

Name Use Numerical Expressions

1
Use the order of operations to simplify each expression. Circle the part you simplify in each step.
Example 4 + 10 ÷ 5 – 1
4+2 –1=
6–1 =5

❶ 8+3×6 ❷ 10 × 4 + 8 ❸ 24 ÷ 3 – 2 × 4

❹ 20 ÷ 5 × 4 ❺ 6×2+3×4 ❻ 45 – 4 × 10 – 3

❼ Circle the model steps that

match 12 – 6 ÷ 2.

❽ Draw a model of 16 – 5 × 2 + 1.

Simplify the expression.

❾ Kara and Lee simplified 10 × 4 + 8 ÷ 2. Kara got 24 and Lee got 44. Who is correct?

Explain how you know.

Evaluate expressions. CCMS

© Evan-Moor Corp. • EMC 3085 • Math Fundamentals 5.OA.A.1 13
Name Use Numerical Expressions

2
Use the order of operations to simplify each expression. Circle the part you simplify in each step.
Example 10 × ( 16 ÷ 2 ) – 6
10 × 8 – 6 =
80 – 6 = 74

❶ 16 – (10 ÷ 2) ❷ 36 ÷ (4 + 5) ❸ 24 ÷ (10 – 6) × 3

❹ 11 – (5 – 2) + 2 ❺ 16 + (32 ÷ 8) – 6 ❻ 42 – (18 ÷ 9) × 5

❼ Circle the correct set of steps to solve (9 + 8) – (4 + 3).

9 + 8 = 17 9 + 8 = 17
4+3=7 17 − 4 = 13
17 − 7 = 10 13 + 3 = 16

❽ Draw a model of 8 + (4 ÷ 2).

Simplify the expression.

❾ Hayley says that (15 + 6) – 3 is the same as 15 + 6 – 3. Do you agree?

Explain your thinking using pictures, numbers, or words.

CCMS Use parentheses, and evaluate expressions with these symbols.

14 5.OA.A.1 Math Fundamentals • EMC 3085 • © Evan-Moor Corp.
Name Use Numerical Expressions

3
Use the order of operations to simplify each expression. Circle the part you simplify in each step.
Example [ (4 + 5) × 2 ] ÷ 3
[ 9×2] 3=
18 3 = 6

❶ 2 + [ (6 – 3) × 5 ] ❷ [ (8 + 2) ÷ 5 ] × 11 ❸ 20 + [ (10 – 7) × 9 ]

❹ 7 × [ (9 – 5) ÷ 4 ] ❺ [ 15 – (4 + 7) ] × 8 ❻ 36 ÷ [ 14 – (6 + 4) ]

❼ Compare the expressions to the model. Circle the two expressions that have
the same value as the model.

A. (8 + 24) ÷ (4 × 2)

B. 8 + [ (24 ÷ 4) × 2 ]

C. [ (8 + 24) ÷ 4 ] × 2

D. 8 + 24 ÷ 4 × 2

What is the value of the model?

How do the parentheses and brackets affect the value of each expression?

Use parentheses and brackets, and evaluate expressions with CCMS

© Evan-Moor Corp. • EMC 3085 • Math Fundamentals these symbols. 5.OA.A.1 15
Name Use Numerical Expressions

4
Place parentheses in each equation to get the value shown.
Example 7 + 8 – 3 × 2 = 17 7 + (8 – 3) × 2 = 17

❶ 5 + 6 × 3 + 1 = 29 ❺ 18 – 2 + 9 – 3 = 4

❷ 5 + 6 × 3 + 1 = 34 ❻ 18 – 2 + 9 – 3 = 22

❸ 27 ÷ 3 – 2 + 6 = 33 ❼ 32 – 2 × 3 + 6 = 96

❹ 27 ÷ 3 – 2 + 6 = 1 ❽ 32 – 2 × 3 + 6 = 14

❾ Keisha saw 7 bicycles and 8 tricycles at a store. She wrote this 2 × (7 + 8) × 3

expression to show how many wheels there were in all.

What error did she make?

Write the expression correctly, and then write how many wheels there were.

❿ Notepads and pens cost 2 dollars each. Nate bought 3 notepads and (3 + 4) × 2
4 pens. Circle the expression that describes how many dollars he paid.
3 + (4 × 2)
Explain how you know.

CCMS Use parentheses, and evaluate expressions with these symbols.

5.OA.A.1 Write simple expressions that record calculations with numbers.
16 5.OA.A.2 Math Fundamentals • EMC 3085 • © Evan-Moor Corp.
 Use Numerical Expressions
Name Using grouping symbols and order
of operations

Read Analyze Solve Check As you work on the problem, draw a model if you need to.

Problem
❶ Janna said, “Look, I used three 3s and two operations to
Janna’s expression
make 12.” Mei said, “I also used three 3s and two operations,
but I got 6.” Damian said, “I did the same thing, too, but my (3 × 3) + 3 = 12
answer is 18.” What expressions did Mei and Damian write?

Answer

Workspace

Use parentheses, and evaluate expressions with these symbols. CCMS

© Evan-Moor Corp. • EMC 3085 • Math Fundamentals 5.OA.A.1 17
 *Sample from Math Fundamentals Grade 6*
Use Ratios to Solve Problems
Domain Unit Contents
Ratios and Proportional Relationships Using ratios to describe relationships
Math models 12
Cluster
Skill practice 1 13
Understand ratio concepts and use ratio reasoning to solve
problems. Skill practice 2 14
Skill practice 3 15
Standards in Cluster Problem-solving task 16
6.RP.A.1 Understand the concept of a ratio and use ratio Understanding unit rates
language to describe a ratio relationship between two
quantities. Math models 17
Skill practice 4 18
6.RP.A.2 Understand the concept of a unit rate a/b associated
with a ratio a : b with b ≠ 0, and use rate language in the Skill practice 5 19
context of a ratio relationship. Skill practice 6 20
6.RP.A.3. Use ratio and rate reasoning to solve real-world Problem-solving task 21
and mathematical problems, e.g., by reasoning about tables of Representing ratios with percent
equivalent ratios, tape diagrams, double number line diagrams,
or equations. Math models 22
Skill practice 7 23
6.RP.A.3.a Make tables of equivalent ratios relating quantities
with whole-number measurements, find missing values in the Skill practice 8 24
tables, and plot the pairs of values on the coordinate plane. Skill practice 9 25
Use tables to compare ratios.
Problem-solving task 26
6.RP.A.3.b Solve unit rate problems including those involving
Using ratios to convert measurements
unit pricing and constant speed.
Math models 27
6.RP.A.3.c Find a percent of a quantity as a rate per 100; solve
problems involving finding the whole, given a part and the
Skill practice 10 28
percent. Skill practice 11 29
6.RP.A.3.d Use ratio reasoning to convert measurement units; Problem-solving task 30
manipulate and transform units appropriately when multiplying
or dividing quantities.

Mathematical Practices in This Unit

Make sense of problems and persevere in solving them: pages 15, 16, 20, 21, 24, 26, 29, 30
Reason abstractly and quantitatively: pages 13, 14, 15, 16, 18, 19, 20, 21, 24, 25, 26, 29, 30
Construct viable arguments and critique the reasoning of others: pages 14, 15, 24
Model with mathematics: pages 13, 14, 20, 23, 24, 29
Attend to precision: pages 13, 14, 18, 19, 23, 24, 25, 28, 29
Look for and make use of structure: pages 14, 15, 18, 19, 20, 25, 28
Look for and express regularity in repeated reasoning: pages 15, 18

© Evan-Moor Corp. • EMC 3086 • Math Fundamentals 11

Math Models Use Ratios to Solve Problems
Using ratios to describe relationships

The examples below show how you can compare amounts using ratios.

You can draw a picture

Mt. Atos Middle School has a ratio of 5 boys for

A ratio compares two quantities.
every 6 girls. Write this as a ratio. Then draw It means that every time you have
how a class of 22 students might be seated. one quantity, you have the other
5 one as well. There are several ways
5 to 6, 5 : 6, or 6 to write a ratio: in words, with a
colon, or as a fraction. Use your
GGGGGG favorite! Drawing a picture of the
BBBBB quantities being compared helps
GGGGGG me “see” the ratio.
BBBBB

You can draw a diagram

For every 9 dogs at a shelter, 2 bags of dog food I need to write the
are eaten. Write this information as a ratio. numbers in the same
order that I want to
dogs compare the things,
bags of food which is dogs to bags.

9
9 to 2, 9 : 2, or 2

You can read a table

Nick is making cookies. Look at the table. What is

Since I’m comparing amounts of
the ratio of eggs to cups of flour? eggs to flour, I’ll put the numbers
in that order. I can use any
Number Number Amount row as long as both numbers
of Batches of Eggs of Flour are from the same row.
1 2 3 cups
2 4 6 cups
3 6 9 cups
2
2 to 3, 2 : 3, or 3

12 Math Fundamentals • EMC 3086 • © Evan-Moor Corp.

Name Use Ratios to Solve Problems

1
Circle the correct way or ways to write the ratio.
Example 2 rulers for every 3 students
3 2
2 to 3 3:2 5 3

❶ 3 ounces of sugar for every 8 ounces of cocoa ❸ 3 cookie sheets per batch of cookie dough
5 0 3
3:5 3 to 8 8 5 to 8 1:3 3 3 to 1 4

❷ 5 correct answers for every mistake ❹ 7 dollars profit per 2 videos sold
5 2
5:1 1 to 5 1 5 to 6 2:7 7 to 2 7:2 7

Read the problem. Then answer the questions.

❺ Kenji was told to set the table

using a 2 : 1 ratio of forks to
knives. Draw one place setting.

❻ The science teacher divided the class into groups of 5 to do an experiment. To set up for the
experiment, the teacher is pushing desks and chairs together using a 3-to-5 ratio of desks
to students. Draw how the desks and chairs will look for 20 students.

Use ratio language to describe a ratio relationship between CCMS

© Evan-Moor Corp. • EMC 3086 • Math Fundamentals two quantities. 6.RP.A.1 13
Name Use Ratios to Solve Problems

2
Read the problem. Then use the diagram, graph, or table to answer the questions.
Example Mr. Lindemuth’s social studies class is making models with salt clay. salt
He represented the amount of salt and flour in this diagram. flour
Students can make as much clay as they need.

What is the ratio of salt to flour? 3:2

How much of each ingredient might a student use? 3 cups salt and 2 cups flour

Read the problem. Then answer the questions. Draw models as needed.

➊ Nadia started her garden with 18 tomato plants in 2 rows. Later, she added more
plants until she had 45 plants in 5 rows.

Write the two ratios of plants to rows.

Did the number of plants per row change? Explain your answer.

➋ Raj found this scale on a map: 1 cm : 15 km. What does this ratio mean?

If two cities are 3 cm apart on the map, how far apart are the actual cities?

➌ Max’s neighbor pays him $15 to feed her dog, Relationship Ratio
Scout, for 3 days while she is out of town.
Max wants to know how much he makes dollars for days
each day and how long it takes to earn
a dollar. Complete the table.
days for dollars

Compare the two ratios. What do you

notice about them?

CCMS Use ratio language to describe a ratio relationship between

14 6.RP.A.1 two quantities. Math Fundamentals • EMC 3086 • © Evan-Moor Corp.
Name Use Ratios to Solve Problems

3
Read the problem. Then answer the questions. Draw models as needed.
At a pet shelter, the ratio of bags of cat food to cats is 1 to 14. Bags Number
Example of Food of Cats
Complete the table to show how much cat food to buy
depending on the number of cats. 1 14
2 28
Someone donated 10 bags of cat food.
3 42
How many cats will this feed? 140 4 56

➊ Joyce currently has 9 rabbits separated into 3 pens.

What is the ratio of rabbits to pens?

How many rabbits would be in each pen?

If she gets 6 more rabbits, and all the rabbits lived

in 5 pens, would the ratio of rabbits to pens change?

Why or why not?

➋ Jason found 2 similar recipes for hot chocolate.

One said to add sugar to cocoa using the ratio 2 : 1.
The other recipe recommended a ratio of 3 : 2.
Which recipe will make the sweetest hot chocolate?

Explain how you know using models, words, or numbers.

➌ Alder Knoll School maintains a student-to-teacher ratio of 25 to 1.

There are currently 12 teachers at the school. How many students are there?

The town of Alder Knoll is growing fast. If a new school

opens for 175 students, how many teachers must be hired?

Use ratio language to describe a ratio relationship between

two quantities. CCMS
6.RP.A.1
© Evan-Moor Corp. • EMC 3086 • Math Fundamentals Use ratio and rate reasoning to solve real-world and
mathematical problems. 6.RP.A.3 15
 Use Ratios to Solve Problems
Name
Using ratios to describe relationships

Read Analyze Solve Check As you work on the problem, draw a model if you need to.

Problem
❶ Eva is buying fish for her aquarium. She was told to buy no
more than 1 inch of fish per 2 gallons of water. To calculate
inches of fish, she measures the length of each fish she
wants to buy and adds the lengths.

Her tank holds 13 gallons. She wants to buy three 1 21 - inch

neons and four 2-inch pearl danios. Will these fish fit? If so,
show how you know. If not, state which fish she could buy.

Answer

Workspace

Use ratio language to describe a ratio relationship between two

CCMS quantities.
6.RP.A.1
16 6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical
problems.
Math Fundamentals • EMC 3086 • © Evan-Moor Corp.