to State

Grade 6 Correlated Standards

• Aligned with NCTM
Standards
- Number & Operations
- Algebra
EMC 3019
- Geometry
- Measurement
- Data Analysis &
Probability
• Reproducible pages for:
- Drill & practice
- Applications & word
problems
- Math tests
• Test prep
• Timed tests
• Reproducible flashcards

0
60
6
55
55 5
10

15

20
35
35 25
30
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e
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E- an
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En
 Basic Math Skills is divided into the following sections, which correspond to the strands
of the NCTM content standards:
• Number and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis and Probability
Each section includes a variety of reproducible pages that reinforce basic math skills
taught at the sixth-grade level. These pages include:
• Games, puzzles, and mazes
• Drill and practice pages
• Problem solving and application practice
• Tests in standardized format
Also included is a resource section of materials that may be used to monitor,
reinforce, and assess learning:
• Timed math tests
• Class record sheet
• Test answer form
• Awards
• Reproducible practice cards for multiplication and division facts

Writing: Wes Tuttle EMC 3019

Content Editing: Chyrl Light Photocopying the pages in this book
Copy Editing: Sonny Bennett is permitted for single-classroom use only.
Art Direction: Cheryl Puckett Making photocopies for additional classes
Cover Design: Wendy Crockett
Design/Production: Olivia Trinidad
or schools is prohibited.
For information about other Evan-Moor products, call 1-800-777-4362,
fax 1-800-777-4332, or visit our Web site, www.evan-moor.com.
Congratulations on your Entire contents © 2003 EVAN-MOOR CORP.
purchase of some of the 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.
finest teaching materials Visit teaching-standards.com to view a
in the world. Correlated correlation of this book’s activities to your
to State Standards state’s standards. This is a free service.
CPSIA: Printed by McNaughton & Gunn, Saline, MI USA. [9/2009]
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 Table of Contents
Number and Operations
• Overview................................................................................................................. 4
• Computation with whole numbers ........................................................................... 5
• Computation with fractions .................................................................................... 19
• Computation with decimals ................................................................................... 40
• Percents and their equivalencies ............................................................................. 62
• Number theory .................................................................................................... 83

Algebra
• Overview ............................................................................................................103
• Function tables ....................................................................................................104
• Number lines and the coordinate system ..............................................................118
• Order of operations .............................................................................................132
• Solving equations ................................................................................................139

Geometry
• Overview ............................................................................................................153
• Identify congruent shapes using transformational geometry ...................................154
• Identify lines of symmetry in two-dimensional shapes ............................................161
• Classify angles as acute, right, or obtuse ................................................................168
• Identify characteristics of three-dimensional solids .................................................175

Measurement
• Overview ............................................................................................................182
• Customary and metric measurement .....................................................................183
• Calculate elapsed time .........................................................................................197
• Measure angles using a protractor ........................................................................204
• Perimeter, area, and volume ................................................................................211

Data Analysis and Probability

• Overview ............................................................................................................239
• Construct and interpret graphs .............................................................................240
• Analyze data using range, mean, median, and mode .............................................247
• Compute theoretical probabilities for simple chance events......................................254
• Utilize counting techniques, tree charts, and organized lists
to determine all possible combinations .................................................................261

Resources and Answer Key

• Overview ............................................................................................................268
• Timed math tests .................................................................................................269
• Class record sheet ................................................................................................277
• Test answer form .................................................................................................278
• Awards ...............................................................................................................279
• Practice cards ......................................................................................................280
• Answer key .........................................................................................................286

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

1
 Introduction
Basic Math Skills is based on current NCTM standards and is designed to support any
math curriculum that you may be using in your classroom. The standard strands
(Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and
Probability) and skills within the strand are listed on the overview page for each section
of the book. The skill is also shown at the bottom of each reproducible page.

Opportunities to practice the process standards (Problem Solving, Reasoning and Proof,
Communication, Connections, and Representations) are also provided as students
complete the various types of activities in this resource book.

Basic Math Skills is to be used as a resource providing practice of skills already introduced
to students. Any page may be used with an individual child, as homework, with a small
group, or by the whole class.

Skill Practice
Each skill is covered in a set of six reproducible pages that include the following:

Tongue Twister Pair Me Up

Complete each
#5Name _____ ____________ Draw a line connec
Name ____________
__________
ds Name __________
W at Has Fifty Hea
addition proble __________ ting the congruent
correct answ m below. Write _______ turned in their orientat shapes. The shapes
tongue twiste
er. The letters
r completed,
will spell out
the letter on
a tongue twiste
the line above
the
Wh congruent shape
ion. For each shape
that is rotated 90
that doesn’t have
might be flipped or
a partner, draw a
try to say it three r. Once you have
aand No Tails? degrees.

“Fun” Activities
times fast. Good the
Luck! ponding letter above each
write the corres
on below. Then
A 2.4 ÷ 2 = 1.2 Answer each questi answer to the riddle.
__________ will spell out the
O 0.5 ÷ 0.2 = answer. The letters
__________
D 2 ÷ 5 = al form of
 ?
What is the decim

Skills are practiced

__________ A
R 0.1 ÷ 0.5 = of 0.25?
__________
E 2.4 ÷ 4 = B What is the fraction form
__________
T t form of
 ?
1.26 ÷ 0.6 =
__________ C What is the percen
H

as students complete
28.8 ÷ 6 =
__________ al form of 40%?
W 0.96 E What is the decim
÷ 0.3 = _____
L _____ n form of 75%?
1.2 ÷ 0.4 =
__________ F What is the fractio
Y 0.18 ÷ 0.2 = t form of 0.9?
__________ H What is the percen

0.2 0.6 0.4

M
O
What is the decim
al form of

What is the fractio

n form of 80%?
43%?

riddles, mazes,
t form of 0.09?
A What is the percen

codes, and other

S
3 0.6 1.2 al form of 80%?
2.1 4.8 0.6 T What is the decim
0.2
n form of 30%?
0.9 X What is the fractio
0.6 3

game-oriented
3 2.5 3.2
3 0.6 1.2 2.1 4.8 0.6 0.2



 
0.5


0.5 0.8 50% 90% 0.4 9%

activities.
0.43
Demonstrate Identify congruent
©2003 by Evan-Mo division of decimal ©2003 by Evan-Moor
© shapes using transforma
or Corp. • Basic s to the thousan , and percents Corp. • Basic Math tional geometry
Math Skills, Grade dths as divisors t fractions, decimals Skills, Grade 6 •
6 • EMC 3019 Calculate equivalen
ions
69 EMC 3019
Number & Opera Number & Operat
Geometry 159
tions 55 6 • EMC 3019
Math Skills, Grade
r Corp. • Basic
©2003 by Evan-Moo

__ Compute M
Name ________
____________
Complete
y Data
Follow Your Orders Name ______________________ Circle Graph hundred stude
nts in the sixth
grade about
their favorite
the following
chart.
Name ___
___ _________
_______
yed the two
Simplify each of the following math expressions using the order of operations. Mr. Call surve results:
. Here are the
flavor of soda students
Root beer: 50

Drill and Practice Order of Operations

1. Do whatever is inside the parenthesis first.
2. Then, do multiplication and division from left to right.
3. The last step is to do addition and subtraction from left to right.
Cola: 70 stude

Lemon lime:
nts

34 students

students
Grape: 16 stude

Cherry: 20 stude
nts

nts

Orange: 10

These pages contain

a sectio n
and color each
. Make a key
1. 9 11. 18 graph below your graph.
+ 5 − 3 = ___________ ÷ 6 + 5 = ___________ ete the circle data and match
ation to compl key match the
Use the inform colors on your
Be sure the
different color.
2. 5 × 8 − 4 = ___________ 12. 6 + 3 × 2 = ___________

straightforward 3. 8 − 3 × 2 = ___________ 13. 4 × 5 + 5 = ___________ Favo rite Flav

or of Soda
1.
Set of Dat

15, 23, 23,

24, 26
a
Range
Mean Median
Mode

practice of the skill.

4. 5 × 9 + 4 = ___________ 14. 18 − 5 ÷ 5 = ___________ 25%
17% Cola
2. 1, 2, 4,
5. 5 + 9 × 4 = ___________ 15. 20 + 4 ÷ 2 = ___________ Root Beer 4, 4, 5,
8, 9
Lemon Lime
5%
6. 6 ÷ 3 + 4 = ___________ 16. 4 × 3 + 6 = ___________ Grape
3. 6, 6, 6,
6, 6, 6,
6
8% Orange
7. 5 + 4 × 3 = ___________ 17. 15 − 4 × 3 = ___________ Cherry 4. 21, 23, 25,
28, 32, 39
10%
8. 6 + 4 × 3 = ___________ 18. 5 × 2 ÷ 5 = ___________
35% 5. 40, 45,
50, 55, 60,
65, 70
9. 15 ÷ 3 − 2 = ___________ 19. 18 + 2 × 3 = ___________

Analyze data
10. 5 + 5 − 3 = ___________ 20. 6 × 3 − 4 = ___________
250 utilizing range
, mean, medi
Data Ana an, and mode
Evan-Moor Corp. lysis & Probabili
6 • ©2003 by
interpret graphs Skills, Grade ty
Order of Operations Construct and EMC 3019 •
Basic Math
EMC 3019
bility • Basic Math
sis & Proba Skills, Grade
134 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp. 242 Data Analy 6 • ©200
3 by Evan-
Moor Corp.

2 EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

 __
____
____
____
____
e ____ ” next
Nam a “C d
Write rrect an
ec ked. t in co

iz eds
ch
to be y that he
go
Venn Diagrams Factor T
’s Qu
ntly.
iz an
d it ne next to
an
ne di
ffere Name ____________________ rees
Toby
”
ng qu rite a “√ have do __ Facto
llowi .W
the fo correct he shou
ld for LCM r tre
following es can be us
ed to fin
pleted he got at _ number is an examp Name
com at ou t wh ____ 18. le of a d the prime ______
To by
ch ite
m th
a hint
ab ____ The Venn Diagram shows the first
6 multiples of 2 and 4. The center factor factoriza ______
to ea ite Toby Date shows the common multiples. The
Lease Common Multiple (LCM)
section tree us
ed to fin tion of any
number.
______
____
wr __ − 2 of 2 and 4 is 4. d the pri
then ____ __ = 5 x
me fac Th
torizatio e
____ 3 n of the 18
____ x =
____ 6.
____ Multiples of 2
8 Multiples of 4
Name 8 6 10 4 2 × 9

Application/Word Problem
4 = 4 12 16 8
x+ 8 - 17 2 20
1. 4 = 5 = 5 2 × 3
4 - x+ 17 -
Draw
a factor
x + 4 5 = × 3
x = 7. 5 - 12
tre e to find
x + x = the pri
me fac
Write the first 5 multiples of each 1. torizatio
number in the Venn Diagram. Write

Activities
12 common multiples in the center the n of ea
5 = 5 section. Circle the LCM. 15 ch of the
x− 12 - 20 follow
5 = 18 = 18
2. ing nu
mbers
2. 5 - 7 x+ 20 + .
x - x = 18 =
1. 2, 3 14
8. 18 + x = 38 3.
x +
25

Students use the skill to

13
7 +
x= 7
13 - 49
x = 33 = 33 4.
3. 7 + 6 x+ 49 -
7 - x =
9. 33 = 24
33 - x = 16 2.
x + 3, 5 5.

problem solve and explore

45
5
8 = 8 6.
x− 5 + 64
8 = 34 = 34 80
4. 8 + 13 x+ 64 -
x - x =
10. 34 =
34 - x = 30
x +

real-life situations.
7.
x 3. 2, 5 32
5 =
4 + x ion
ctio 8.
5. 9 = or subtra 143 40
ad dition bra
using eb
Alge
equa
tions 9.
on e-step 16
Solve

C 3019
• EM
de 6 Calculat
lls, Gra e prim
sic Ma
th Ski 86 e factoriz
ation for
rp. •
Ba Calculate Least Common Multiple
(LCM) for up to three numbers Numb numbers
Co less than 25 er & Op less
n-Moor ©2003 by Evan-Moor Corp. • Basic eratio than 250
by Eva Math Skills, Grade 6 • EMC 3019 ns
©2003 Number & Operations 101
EMC 301
9 • Bas
ic Mat
h Skill
s, Gra
de 6 •
©2003
by Eva
n-Moor
Corp.

__
____
____
____
____
e ____
Nam to
ured
the na
il, meas
Math Test Name ______________________
Math Tes
Te st swer
. length
of
t is the quarter inc
h?
Fill in
t
Math
ct an 5. Wha the
corre arest Fill in the circle next to the correct answer. circle
to the ate the ne s For Nu
ne
xt to the
xt estim inche
∏ 1

cle ne best For Numbers 1 through 4, use the following For Numbers 5 through 8, use the following mbers correct Name

Math Test
ht? lines of 1 through answer. __
the cir is the
lowing r from lef
t to rig inche
s symme ______
´ 2

8, identif
Fill in the fol pe hes
function table. The input stays the same, but function table. The input stays the same, but circle
next to
try eac
h figur y how ______
______
h of this pa Å 1 inc
ured
to the output is different for each problem. Fill in the output is different for each problem. Fill in the cor e many __
1. Whic
width
of
hes meas rect ans has. Fill in the 6.
2 inc nail, the circle ne×t to the correct rule for each output the circle ne×t to the correct rule for each output wer.
for the Ç 1.
hes of the column. column.
Å 3 incinches s
length
t is the half centi
meter
?
Å 0 line
Å 1 line
s of sym
Ç 30 centimeter s Wha Ç 2 line

A test in standardized
6. arest
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of sym
∏ 20 0 centimeter the ne s Input Output Output Output Output Input Output Output Output Output of sym
metry ∏ 3 line me
the be
st ur meter ∏ 2 line me ´ 4 line s of sym try
´ 20 ing is to yo 7 centi s of sym try metry
door s ∏ ´ 3 line
s 3 7 1 1 7 10 5 4 20 5
follow t of the meter metry s of sym
h of the heigh meter 5 centi s of sym metry
centi s ´
6 10 4 2 13 20 10 6 40 15 7.
Å 3

metry
2. Whic ate for the inche
s meter ured
to
12 16 10 4 25 30 15 8 60 25
2.
estim centi meas Å 0 line
room? ∏ 48 t Ç 4
 nail, Å 0 line

format is provided for

class 7 fee of the 15 19 13 5 31 50 25 12 100 45 Ç 1 line s of sym
rds ´ to length meter
? Ç 1 line s of sym metry
Å 6 yafeet meas
ured
Wha
t is the half centi
∏ 2 line of sym
metry ∏ 2 line of sym
me
s of sym try
Ç 15 nail, 7. arest 1. What is the rule for the output in Column #1? 5. What is the rule for the output in Column #5? me ´ 3 line
of the the ne ´ 3 line s of sym try metry
length inch? ters Å ×2 +1 ∏ +4 Å +5 ∏ + 10 metry s of sym
t is the ntime s of sym metry
3. Whanearest quart
er ∏ 6 ce meter
s Ç ×2 −2 ´ −4 Ç ÷2 ´ ×3 3. metry 8.
centi
ters
´ 5


each skill.
the ntime Å 0 line
1 
 inche
s
Å 5 ce meter
s
ured
to 2. What is the rule for the output in Column #2? 6. What is the rule for the output in Column #6? Å 0 line Ç 1 line s of sym
centi meas metry
Ç 4

∏ Ç 1 line s of sym
hes nail, Å ∏ Å ∏ metry ∏ 2 line of sym
inche
s
´ 2
 inc of the ? −3 −1 ÷5 + 2 − 14
∏ 2 line of sym me
s of sym try
Å 3
 length me ´ 3 line
ured
to meter Ç −2 ´ +0 Ç −6 ´ ÷ 2− 1 s of sym try metry
inche
s
meas t is the half centi ´ 3 line s of sym
Ç 2  nail, Wha metry
8. arest s of sym metry
of the the ne meter
s 3. What is the rule for the output in Column #3? 7. What is the rule for the output in Column #7? 4. metry
length h? centi 9.
∏ 4
 meters
Draw
t is the quarter inc Å ÷3 ∏ −4 Å ×2 ∏ × 3− 10 an obj
Wha Å 0 line ect or
4. arest ters nti Ç ´ Ç ´
one line letter tha
the ne ntime ´ 4 ce −2 ÷2+1 + 10 + 20 s of sym of sym t has exa
Å 5
 meters
hes
ce Ç 1 line metry where
the line
metry.
Put a ctly
∏ 1 
inc ∏ 2 line of sym of sym dotted
nti me line
inche
s
Ç 3 ce n
s lon
4. What is the rule for the output in Column #4? 8. What is the rule for the output in Column #8? s of sym try metry
´ 2

s ´ 3 line exists.
inche meter metry
Å 2 
6 ce nti Å +4 ∏ +7 Å ÷2 ∏ ÷ 10 + 4 s of sym
hes that is Ç ×2+1 ´ × 3− 2 Ç ÷2+5 ´ −5 5. metry
Ç 2 inc tangle wide.
a rec s
10. Draw meter Å 1 line 10.
centi Draw
s? and 3 Ç 2 line s of sym an obj
meter 9. 10. metry symme ect tha
t has no
3 centi Julia is making a function machine. She Tabitha is making a different function ∏ 3 line of sym
me try. line
hes or says that the output is 5 if the input is 2. machine. She says that the output is 7 if the
th s of sym try s of
2 inc _ ´ 4 line
orter, ____ metry
is sh ____
t
rement
What are two rules that she could be used input is 10. What are two rules that could
d e s of sym
9. Which
____
____
linear
measu 189 for her function machine? used for her function machine?
metry
____ ts of nt
en
______ metric
uni
surem
____ and Mea
____ cus tomary
Utilize
9
C 301
6 • EM
Grade Write rules for a function table in the form of an expression ©2003
Skills, by Eva
Math n-Moor
• Basic 17
11 Corp.
Corp. ©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra • Basic
Math Skill Identify
n-Moor s, Gra lines of
by Eva de 6 •
EMC 301
symmet
©2003 9
ry in two
-dim ensiona
l shap
es
Geome
try 167

Additional Resources Awards

The following additional resources are also provided:

• Timed math tests
• Class record sheet
• Test answer form
• Awards
• Reproducible practice cards for multiplication and
division facts
©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Awards 279

Name
______
___ ______
Time: ______
______ ___
__
8M10

8M12
©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

Numb
8M11
8M9

er Cor
18 ÷ rec t: ___
3 = ___ ______
____ _
Timed
Math Timed Tests — Class Record Sheet 8÷ 2
= ___
____
42 ÷
7 = ___
____
Divisio
Test 5
n Facts
40 ÷1
h cts

h acts

12 ÷
h acts

h acts

0= ___ 80 ÷
s

6 = ___
Name
10

8 = ___
s
ug Fa

____
10

12
11

____
ug F

ug F

ug F

36 ÷ ____
ts

ts

th 3 ×

ro ×

30
ro ×

ro ×

9 = ___ ÷ 6= 27 ÷
cts

cts
ac

ac

3 = ___ 30 ÷
+ t1

Name
th t 4

÷ t5

÷ t6

______
+ t2

____
th t 7

th 7

3 = ___
-F

Student Names
-F

e
ro

Fa

Fa

Math Test Pag

_ ___
st

70 ÷1
st

_ ___
s

16 ÷
s

_
Te
Te

72 ÷
Te

Te

Te

0= ___
Te

Te

Te

____ 4 = ___ 9 = ___ 63 ÷

____ 7 = ___
____ e ´
6. Å Ç ∏
36 ÷
Math Test Pag
4 = ___ 7÷ 7 ____
7÷ 1 20 ÷
= ___ ´
1. Å Ç ∏
____ ____ = ___ 5 = ___
____
2÷ 1 ____ ´
6. Å Ç ∏
= ___ 8÷ 4 10 ÷ 50 ÷1
= ___ 5 = ___
©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

____ 0= ___ ´
1. Å Ç ∏
____
8M5

´
8M6

8M8
8M7

____
7. Å Ç ∏
30 ÷1 42 ÷ ____
0= ___ 45 ÷
6 = ___ 0÷ 7 ´
2. Å Ç ∏
____ ___ 5 = ___ =
90 ÷ _ ____ ______ ´
9 = ___
____
6÷ 3
= ___ 48 ÷
6 = ___ 9÷ 1
_
´ 7. Å Ç ∏
2. Å Ç ∏ ´
____ = ___
8. Å Ç ∏
8÷ 8 ____ ____
2÷ 2 16 ÷
= ___ ´
3. Å Ç ∏
____ = ___ 2 = ___ 14 ÷
____ 7 = ___
____ ´
8. Å Ç ∏
36 ÷ 0 ÷10= ____
6 = ___ 32 ÷ 48 ÷
8 = ___ ´
3. Å Ç ∏
____ ______ 8 = ___
49 ÷ _ ____ ____
7 = ___ 0÷ 9 15 ÷ ´ 9.
25 ÷
____
35 ÷
= ______
_
5 = ___
____
4 ÷ 4=
______
_
4. Å Ç ∏
5 = ___ 20 ÷1 9.
7 = ___ 28 ÷ ´
4. Å Ç ∏
____ ____ 0= ___ 4 = ___
45 ÷ ____ ____
9÷ 9 ´ 10.
5. Å Ç ∏
9 = ___ = ___ 24 ÷ 27 ÷
____ ____ 4 = ___ 9 = ___
©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

7M10

7M12

70 ÷1 ____
7M11

____
7M9

0= ___ 4÷ 1 56 ÷ 10.
´
5. Å Ç ∏
____ = ___ 8 = ___ 10 ÷
____ ____ 2 = ___
64 ÷ 12 ___ _
8 = ___ ÷ 2= 50 ÷ 9÷ 3
____ ______ 5 = ___ = ___
54 ÷ 60 ÷ _ ____ ____
6 = ___
____ 6 = ___
____
35 ÷
5 = ___
____
100÷1
0= ___ Name
0÷ 1 30 ÷ ____
= ___ 4÷ 2
____ 5 = ___ = ___ 56 ÷
Name e
Math Test Pag
____ ____ 7 = ___
18 ÷ 24 ÷ ____
6 = ___ 6 = ___ 54 ÷ 90 ÷1
____ 9 = ___ 0= ___ e ´
6. Å Ç ∏
____
Math Test Pag
6÷ 2 ___ _ ____
6÷ 1 32 ÷ ´
1. Å Ç ∏
= ___ = ___ 4 = ___ 8÷ 1
____ ____ = ___
____ ´
6. Å Ç ∏
20 ÷ 0÷ 3 ____
2 = ___ 28 ÷
= ___ 21 ÷ ´
1. Å Ç ∏
____ 7 = ___ 3 = ___ ´
7. Å Ç ∏
____ ____
©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

©2003 by Evan–Moor Corp. • EMC 3019

12 ÷ 40 ÷ ____
´
2. Å Ç ∏
3 = ___ 24 ÷
7M5

7M6

7M8
7M7

____ 8 = ___ 8 = ___ 72 ÷

____ 8 = ___ ´
7. Å Ç ∏
5÷ 5 63 ÷ ____ ____
= ___ 9 24 ÷ 40 ´
2. Å Ç ∏
= 3 ÷ ´
8. Å Ç ∏
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16 ÷ _ ____ ____
81 ÷ ´
3. Å Ç ∏
8 = ___ 9 = ___ 21 ÷ 6÷ 6
____ 7 = ___ = ___ ´
8. Å Ç ∏
____ ____
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20 ÷ ´
3. Å Ç ∏
= ___ 2 = ___ 4 = ___ 60 ÷1
____ ____ 0= ___
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15 ÷ 14 ÷
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033 by Eva ____ ____ 4 = ___
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• Bas 40 ÷ 5= 18 ÷
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de 6 • _ ____ ©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Practice
Resources
Cards
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by Evan-M
©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Resources 277 273 Math Skills, Grade
6 • ©2003
EMC 3019 • Basic

278 Answer Form

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

3
 Number and Operations
Computation with whole numbers
Demonstrate multiplication of whole numbers up to a four-digit number
multiplied by a two-digit number .............................................................. 5
Demonstrate division of whole numbers up to two-digit divisors ..................... 12

Computation with fractions

Demonstrate addition and subtraction of fractions including
mixed numbers and unlike denominators ................................................. 19
Demonstrate multiplication of fractions including mixed numbers ................... 26
Demonstrate division of fractions including mixed numbers ............................ 33

Computation with decimals

Demonstrate addition and subtraction of decimals to the thousandths ............. 40
Demonstrate multiplication of decimals to the thousandths ............................ 47
Demonstrate division of decimals to the thousandths as divisors ..................... 54

Percents and their equivalencies

Utilize percents ............................................................................................ 61
Calculate equivalent fractions, decimals, and percents .................................... 68
Compare values using <, >, <
_,>
_ , and = ................................................. 75

Number theory
Calculate prime factorization for numbers less than 250 ................................. 82
Calculate Greatest Common Factor (GCF) for up to three numbers
less than 150 ......................................................................................... 89
Calculate Least Common Multiple (LCM) for up to three numbers
less than 25 ........................................................................................... 96

4 EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

Tongue Twister #1 Name ______________________

Complete each multiplication problem.

Write the corresponding letter on the line
above the answer. The letters will spell
out a tongue twister. Try to say it quickly
three times.

A 24 × 73 =
1,752 L 412 × 21 =

B 81 × 94 = N 329 × 89 =

D 32 × 95 = R 104 × 53 =

E 38 × 72 = S 210 × 42 =

H 40 × 102 = T 2,952 × 15 =

I 804 × 18 = U 4,201 × 20 =

7,614 8,652 84,020 2,736 7,614 14,472 5,512 3,040 8,820

14,472 29,281 7,614 8,652 84,020 2,736

A
7,614 14,472 5,512 3,040 7,614 1,752 44,280 4,080 8,820

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 5 • EMC 3018 Number & Operations 5
Riddle Name ______________________

What do you get if you cross a rug with a banana?

To solve the riddle, complete each multiplication problem below. Then write the
corresponding letter above each product. The letters will spell out the solution to
the riddle.

A 83 × 93 = 7,719 P 842 × 21 =

C 20 × 42 = R 432 × 11 =

E 50 × 40 = S 519 × 25 =

I 500 × 20 = T 1,240 × 30 =

L 429 × 19 =

A
7,719 840 7,719 4,752 17,682 2,000 37,200

12,975 8,151 10,000 17,682 17,682 2,000 4,752

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

6 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s the Product? Name ______________________

Find the product of each of the following.

1. 25 × 64 = ___________ 6. 94 × 51 = ___________

2. 42 × 94 = ___________ 7. 44 × 72 = ___________

3. 47 × 11 = ___________ 8. 64 × 37 = ___________

4. 82 × 64 = ___________ 9. 39 × 14 = ___________

5. 72 × 24 = ___________ 10. 29 × 57 = ___________

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 7
What’s the Product II? Name ______________________

Find the product of each of the following.

1. 12 × 95 = __________ 6. 980 × 79 = __________

2. 48 × 61 = __________ 7. 500 × 64 = __________

3. 157 × 92 = __________ 8. 510 × 94 = __________

4. 426 × 42 = __________ 9. 1,054 × 42 = _________

5. 519 × 71 = __________ 10. 2,469 × 22 = _________

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

8 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Jackson Middle School Name ______________________

Solve each problem.

1. At Jackson Middle School, there are 24 classrooms. Each classroom has

35 chairs. How many chairs are in the school?

________________________________________________________________

2. The school is purchasing new chairs for all its classrooms. If each chair
costs $19, what will be the total of the new chairs?

________________________________________________________________

3. There are 32 teachers at Jackson Middle School. The average teacher

has been teaching for 12 years. About how many years have all the
teachers been teaching in all?

________________________________________________________________

4. At Jackson Middle School, there are 22 homeroom classes. In each

homeroom class, there are about 27 students. How many students attend
Jackson Middle School?

________________________________________________________________

5. Each of the students bought a school T-shirt for $7.00. How much money
was collected for the T-shirts?

________________________________________________________________

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 9
Snack Shop Name ______________________

Solve each problem.

1. The students are counting the snacks at the Snack Shop. Tim counts
32 cases of soda. If there are 24 sodas in each case, how many sodas are
there?

________________________________________________________________

2. Shirley counted 30 packages of cupcakes. Each package has one dozen

cupcakes. How many cupcakes are there?

________________________________________________________________

3. Julie counted 15 bags of candy. Each bag has 108 pieces of candy. How
many pieces of candy are there?

________________________________________________________________

4. Ian counted 2 large bags of paper cups and 1 large bag of paper plates.
Each large bag has 280 cups or plates. How many cups and plates are
there in all?

________________________________________________________________

5. Of the four students listed above, who counted the largest number of
items?

________________________________________________________________

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

10 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. 28 × 19 = 9. Jared stacked 16 boxes of pens. There are

Å 280 ∏ 300 144 pens in each box. How many pens did
Jared stack?
Ç 530 ´ 532
___________________________________
2. 72 × 40 =
Å 288 ∏ 2,800 ___________________________________
Ç 2,880 ´ 298
___________________________________
3. 16 × 27 =
Å 171 ∏ 432 10. Write a story problem that would require
Ç 423 ´ 189 the student to multiply 12 × 26 to solve the
problem.
4. 942 × 51 =
Å 48,042 ∏ 4,320 ___________________________________

Ç 5,652 ´ 765 ___________________________________

5. 754 × 82 = ___________________________________
Å 61,828 ∏ 7,540
Ç 61,808 ´ 7,828

6. 264 × 41 =
Å 1,320 ∏ 10,824
Ç 492 ´ 10,560

7. 4,634 × 52 =
Å 240,968 ∏ 230,170
Ç 9,268 ´ 23,170

8. 1,690 × 80 =
Å 13,520 ∏ 13,500
Ç 1,352 ´ 135,200

Demonstrate multiplication of whole numbers up to a four-digit number multiplied by a two-digit number

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 11
Tongue Twister #2 Name ______________________

Complete each division problem. Write the corresponding letter on the line above
the answer. The letters will spell out a tongue twister. Try to say it quickly three
times.

C 35 ÷ 7 = 5 O 48 ÷ 8 =

E 49 ÷ 7 = R 50 ÷ 5 =

I 16 ÷ 8 = S 63 ÷ 7 =

K 24 ÷ 6 = U 33 ÷ 11 =

L 8 ÷ 8 =

1 3 4 7 1 2 4 7 9

C
1 2 5 6 10 2 5 7

Demonstrate division of whole numbers up to two-digit divisors

12 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
How Do Pigs
g Sayy Name ______________________

Good-bye?
To answer the riddle, draw a straight line between
b t each division problem on the
left and its answer on the right. Each line will go through at least one number.
Write the corresponding letter on the line above each number. The letters will
spell out the solution to the riddle.

A 280 ÷ 28 • • 3

D 210 ÷ 15 • • 5

E 1,342 ÷ 61 • 9 • 7
17
G 238 ÷ 14 •
11 12 • 8

H 210 ÷ 6 • 2 • 10
13
I 408 ÷ 51 • • 11
4 6
K 45 ÷ 15 • 8 • 12
15 7
N 912 ÷ 48 • • 14
5
O 99 ÷ 9 • 10 16 • 17
14
1 3
S 294 ÷ 42 • • 19

T 552 ÷ 46 • • 22

W 245 ÷ 49 • • 35

1 2 3 4
A
5 6 7 8 9 10 11

12 13 14 15 16 17
Demonstrate division of whole numbers up to two-digit divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 13
Let’s Divide Name ______________________

Complete each of the following division problems.

1. 1,575 ÷ 63 = ___________ 6. 2,952 ÷ 72 = ___________

2. 832 ÷ 52 = ___________ 7. 7,200 ÷ 9 = ___________

3. 658 ÷ 14 = ___________ 8. 1,104 ÷ 23 = ___________

4. 798 ÷ 19 = ___________ 9. 3,220 ÷ 46 = ___________

5. 3,528 ÷ 49 = ___________ 10. 78,182 ÷ 97 = __________

Demonstrate division of whole numbers up to two-digit divisors

14 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Divide and Conquer Name ______________________

Complete each of the following division problems.

1. 2,450 ÷ 49 = ___________ 6. 817 ÷ 19 = ___________

2. 3,692 ÷ 71 = ___________ 7. 7,095 ÷ 33 = ___________

3. 2,320 ÷ 29 = ___________ 8. 26,040 ÷ 62 = __________

4. 480 ÷ 48 = ___________ 9. 2,842 ÷ 58 = ___________

5. 38,080 ÷ 40 = __________ 10. 34,358 ÷ 82 = __________

Demonstrate division of whole numbers up to two-digit divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 15
What’s My Number Name ______________________

(Division)?
Use the clues to find each number.

1. • If divided by 10, the remainder is 2.

• If divided by 4, the remainder is 0.
• It is less than 50.
• The sum of the digits is 5. __________

2. • If divided by 3, the remainder is 1.

• If divided by 100, the remainder is 0.
• It has three digits.
• It is less than 400. __________

3. • If divided by 25, the remainder is 0.

• If divided by 8, the remainder is 5.
• It is more than 500.
• It is less than 600. __________

4. • If divided by 3, the remainder is 0.

• If divided by 53, the remainder is 0.
• It is more than 300.
• It is less than 500.

What are TWO possible numbers so far? ________ and _________

Write a clue to narrow it down to just one of the numbers.

Demonstrate division of whole numbers up to two-digit divisors

16 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Distribution and Name ______________________

Displays
Solve each problem.

1. Tim wants to put 600 marbles into bags. If he puts 30 marbles in each bag,
how many bags will he need?

________________________________________________________________

2. Yessenia has a collection of 327 trolls. She wants to display them on

shelves in her room. She thinks that 26 trolls will fit on each shelf.
How many shelves does she need to display all her trolls?

________________________________________________________________

3. Kellie has a collection of 1,942 stamps. She has figured that 48 stamps
will fit nicely on each side of a page. How many pages does she need to
display all the stamps if she puts them on both sides of the paper?

________________________________________________________________

4. Frank has been collecting baseball cards and now has 3,750. He is putting
them in display sheets that allow him to put 18 in each sheet, 9 on each side
of the sheet. How many display sheets does he need to put all his cards in
sheets?

________________________________________________________________

5. Rudy has packages of Chewies to share with his class. He has 20

packages, and each package has 45 pieces. If there are 29 people in his
class and he wants to divide the chewies as evenly as possible among
them, how many pieces of candy should each person get?

________________________________________________________________

Demonstrate division of whole numbers up to two-digit divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 17
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. 49 ÷ 7= 9. Luis has 2,528 baseball cards. He is putting
Å 6 ∏ 8 them into a book, and each page will hold
Ç 7 ´ 9 18 cards. How many pages does he need
to put all his cards into the book?
2. 56 ÷ 8 =
___________________________________
Å 6 ∏ 8
Ç 7 ´ 9 ___________________________________

3. 48 ÷ 6 =
Å 6 ∏ 8 10. There are 476 students at Jackson School.
Ç 7 ´ 9 They are all going on a field trip along
with 35 additional sponsors (teachers and
4. 45 ÷ 5 = parents). If each bus holds 60 people, how
Å 6 ∏ 8 many buses do they need for the field trip?
Ç 7 ´ 9 ___________________________________

5. 250 ÷ 25 =
___________________________________
Å 1 ∏ 100
Ç 10 ´ none of the above

6. 884 ÷ 34 =
Å 20 ∏ 26
Ç 206 ´ none of the above

7. 1,188 ÷ 54 =
Å 1,080 ∏ 22
Ç 202 ´ none of the above

8. 3,087 ÷ 63 =
Å 49 ∏ 56
Ç 252 ´ none of the above

Demonstrate division of whole numbers up to two-digit divisors

18 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What do you get if you cross a tape measure

with a steamroller?
To solve the riddle, complete each of the following problems. Then write the
corresponding letter on the line in front of each problem. Read the letters from
top to bottom and they will spell out the solution to the riddle.

______ 2
 + 3
 = ________

______ 2  + 1  = ________ 5
 A
A
______ 7
 − 2
5
= ________
4
 E
______ 8
 − 3  = ________
5  F
______ 2
 + 3  = ________
4
 L
______ 2
 + 2
 = ________

______ 6
 − 1  = ________ 5
 T
______ 9  − 4
 = ________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 19
Which Is Faster, Name ______________________

Hot or Cold?
To solve the riddle, complete each of the following problems. Then write the
corresponding letter on the line in front of each problem. Read the letters from
top to bottom starting on the left and they will spell out the solution to the riddle.

H

______ 2
 + 2
 = _________
4 ______ 1
 + 1
 = ________
______ 2  + 2  = _________
______ 3
 + 2
 = ________ ______ 6
 − 2  = ________
______ 3 + 2
 = _________
______ 1
 + 2 = _________
______ 2
 + 2
 = _________
______ 5
 − 1
 = ________
______ 1
 + 2  = ________
______ 7 − 3
 = _________
______ 4  − 1  = ________
______ 3
 + 2  = ________
3 A 5
 S
______ 3
 + 2
 = ________
______ 5
 − 1
 = ________ 3
 B 5  T
______ 7  − 1
 = ________ 3  C 6 U
______ 8
 − 3
 = ________
3  D 6
 Y
______ 8
 − 2  = ________

______ 5
 − 1  = ________

4 E
______ 5
 − 2  = ________ 4
 H
______ 8
 − 3  = ________
4  L
______ 5  − 2 = _________
______ 2
 +  = _________ 4  N
______ 3
 + 2
 = ________
5
 O
______ 1
 + 2
 = ________
______ 3  +  = _________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators
20 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Sum Fractions Name ______________________

Find the sum of each of the following problems.

1. 2
 + 4  = ___________ 6.
 +
 = ___________

2. 5  + 2  = ___________ 7.  + 
= ___________

3. 4  + 2  = ___________ 8.  +
 = ___________

4. 2  + 4  = ___________ 9. 1
+ 2
 = ___________

5. 4 
+ 3 = ___________ 10. 6
+ 4  = ___________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 21
Fraction Difference Name ______________________

Find the difference of each of the following.

1.  −  = ____________ 6. 2  − 1  = ___________

2.  −
 = ____________ 7. 6
− 1

= ___________

3.  −
 = ____________ 8. 4  − 1
 = ___________

4.  −
 = ____________ 9. 8  − 3
 = ___________

5.
−
 = ____________ 10. 9
 − 4
 = ___________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators
22 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Cooking in the Kitchen Name ______________________

Solve each problem.

1. Jimmy is baking a cake. The recipe calls for a total of 1
 cups

of sugar. One of the first steps asks him to put
 cup of sugar
into the bowl. Then later on, he is supposed to put the rest of the
sugar in, but he doesn’t know how much to put in. How much
sugar is left to put in at the end? __________
2. Suzanne is making a batch of cookies. She is trying to figure out
how big of a bowl she needs. She knows the recipe calls for
2
 cups of flour, 1
 cups of sugar, 1
 cups of butter,
 cup
of peanut butter, and about  cup of other stuff. How many cups
of ingredients does she need her bowl to hold? __________
3. Ian is baking cookies, and he made 18 cookies from the first
2
 cups of the batter. If he started with 10 cups of batter, how
much batter is left? How many cookies will he be able to make
from the 10 cups of batter? __________
4. Brandon is making pancakes. He made 4 pancakes from the first
 cup of batter. He started with 2
 cups of batter. How much
batter does he have left? __________
5. Julie is making some brownies and has just a little oil left.
The recipe calls for 1
 cup of oil. She has only  cup of oil.
She is going to substitute applesauce for the remaining oil.
How much applesauce does she need to add to her recipe? __________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 23
Fabric World Name ______________________

Solve each problem.

1. Ricky was buying some fabric to make his vampire costume.

He found one piece of fabric that was 2  yards long and another
one that was 1
 yards long. He wasn’t worried about the seam,
but he needs 4 yards of fabric. Does he have enough with these
two pieces? Why or why not? __________
2. Helen is making new throw pillows to put on her bed. She needs
6 yards of fabric. She found one color that had 2
 yards, another
with 1
 yards, and a third with 1  yards. Does she have enough
fabric? Why or why not? __________
3. Mary Alice has 15
 yards of ribbon. She needs 2
 yards for one
project and 3  yards for another. She needs 9 yards for her last
project and she’s wondering if there’s enough. Does she have
enough left? Why or why not? __________
4. Brian found
 spool of thread in his mom’s sewing box. He found
another spool in a junk drawer that had
 of the thread used up.
He found a third spool in the garage with
 of the spool left. Does
he have more than one full spool? Why or why not?
__________
5. Derrick is making new curtains for his bedroom. The fabric he
wants for the windows is 3  yards long, and he wants to put
up 1  yards of fabric on each of his 3 windows. Does he have
enough? Why or why not? __________

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators
24 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer. Simplify your answer if possible.

1.
 +

= 8. 4 
− 2  =
Å  ∏
Å 2  " ∏ 1 "
Ç 
´ 
Ç 2  ´ 2 

2.  +  =
9. Sally has two papers that she wants to
Å 1  ∏  tape end to end. She hopes that the total
length is at least 24
 inches long. One
Ç  ´

piece of paper is 12  inches long and

the other one is 11  inches long. Will the
3. 3 
+ 2  =
papers taped together be long enough?
Å 5  ∏ 5  Why or why not?
Ç 5  ! ´ 5 
___________________________________

4. 5  + 4
 = ___________________________________
Å 9
 ∏ 9  ___________________________________
Ç 9  ´ 10

10. Jimmy started with a string that was
5.  −  = 25
 feet long. He cut off a piece to give
Å 
∏  to his friend that was 6  feet long.
How much string does Jimmy have left?
Ç 1 ´ 
___________________________________
6. 5  − 2  =
___________________________________
Å 3  ∏ 3
Ç 3  ___________________________________
´ 3


7. 5 
− 2  =
Å 3  ∏ 2

Ç 3
 ´ 2 

Demonstrate addition and subtraction of fractions including mixed numbers and unlike denominators

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 25
What Never Gets Name ______________________

Locked Out?
To solve this riddle, complete each of the following multiplication problems. Then
write the corresponding letter on the line in front of the problem. The letters will
spell out the solution to the riddle when read from bottom to top, starting from
right.

S

_____
 ×
 = _____ _____ 2  ×
 = _____  A
_____ 
×
 = _____ _____

× 2
 = _____
_____ 
× 2 = _____
E
_____ 1
 ×
 = _____ _____ 1 
×
 = _____
_____ 3 ×

= _____  G
_____ 1
 ×  = _____ _____ 2 ×
 = _____
 H
_____ 1  ×
 = _____ _____  ×  = _____
_____ 1  ×
 = _____ _____

×
 = _____
 I
_____ 1 ×
 = _____
_____ 2 × 
= _____ _____
 × 1  = _____  K

_____ 
×
 = _____ 
N
_____ 2  ×
 = _____
_____ 1 ×  = _____
 O
_____ 1  ×
 = _____
 P
_____ 2 ×
 = _____
_____

× 4 = _____
 S

_____
 ×
 = _____  T
_____
 × 2 = _____
_____ 5 ×
 = _____
 Y

Demonstrate multiplication of fractions including mixed numbers

26 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tongue Twister #3 Name ______________________

Complete each of the following multiplication problems. Then write the

corresponding letter on the line in front of the problem. The letters will spell out a
tongue twister. How many times can you say it in 15 seconds?

S

______
 × 2 = ________

______  × 3 = ________  A
______ 2
 ×
 = ________
 C
______
 × 2 = ________  E
______ $ × 5 = ________  F

 H
______  × 2 = ________

______ 1
 ×
 = ________
 I

______ 
×  = ________
 P

______
 ×
 = ________
 S
# U
______
×  = ________
 " Y
______ 1
 ×
 = ________

______ 
× 1
 = ________

______

× 1  = ________

______
 ×  = ________

Demonstrate multiplication of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 27
Fraction Products Name ______________________

Complete each multiplication problem. Write your answer in simplest form.

1. 
×
 = ___________ 11.
×  = ___________

2.
 ×  = ___________ 12. 
×  = ___________

3.
 ×  = ___________ 13.  ×  = ___________

4. 
×  = ___________ 14.  ×  = ___________

5.  ×  = ___________ 15.  × 
= ___________

6.  ×
 = ___________ 16.
 ×  = ___________

7.
 × 
= ___________ 17. 
×
 = ___________

8.  ×
 = ___________ 18.  ×  = ___________

9.  ×  = ___________ 19.  ×
= ___________

10.  ×
 = ___________ 20.  ×  = ___________

Demonstrate multiplication of fractions including mixed numbers

28 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Multiply My Fraction Name ______________________

Complete each multiplication problem. Write your answer in simplest form.

1. 1 
× 3  = ___________ 6. 4
 × 3
 = __________

2. 2  × 3 = ___________ 7. 2
 × 4
 = __________

3. 4  ×
 = ___________ 8. 3  × 2
= __________

4. 3 
× 2  = __________ 9. 5
 × 3  = __________

5. 1 
× 2  = __________ 10. 2
 × 2
= __________

Demonstrate multiplication of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 29
What’s My Fraction Name ______________________

(Multiplication)?
Use the clues to find each number.

1. • My fraction is a mixed number.

• When my fraction is multiplied by  ,
the product is 1
 .
_________

2. • My fraction is a mixed number.

• When my fraction is divided by 
,
the answer is 8
 .
_________

3. • My fraction is a mixed number.

• When my fraction is multiplied by
 ,
the product is 1 
.
_________

4. • My fraction is NOT a mixed number.

• My fraction is equivalent to
 .
• When my fraction is divided by
 ,
the answer is 1
 .
• The numerator of my fraction is a 4. _________

Demonstrate multiplication of fractions including mixed numbers

30 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tim’s Painting Name ______________________

Tim is painting several different surfaces and needs to know the area needing
paint so that he can buy the correct amount of paint. For each of the following
rectangles, multiply the length by the width to find the area needing paint.

1. Tim wants to paint one side of a door that is 6
 feet tall and
3 feet wide. What is the area of the door? _________

2. Tim wants to paint a tabletop that is 6  feet by 3  feet.

What is the area of the tabletop? _________

3. Tim wants to paint a sign with dimensions of 20 inches by

14
 inches. What is the area of the sign? _________

4. Tim wants to paint a shelf in his bedroom. The top of the shelf
measures  foot by 2  feet. If he paints the top and the
bottom of the shelf, what is the total area to be painted? _________

5. Tim wants to paint the ceiling in his bedroom. The room is

rectangular in shape. The length of the room is 13
 feet and
the width is 10  feet. What is the area of the ceiling to be
painted? _________

Demonstrate multiplication of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 31
Math Test Name ______________________

Fill in the circle next to the correct answer. If possible, simplify each fraction.

1.
 ×
 = 8. 1  × 1
 =
Å 
∏ 
Å & ∏ 1 &
Ç
 ´
 Ç 2 & ´ 2 &

2. 
×  =
9. Show all the steps when you multiply the
Å 1

∏
 following problem.
Ç 1 % ´ 2 
3  × 3 =

3.
×  =
Å &# ∏ 
Ç
 ´


4. 2 
× 3 =
Å 6 
∏ 21

10. Juan needs to find the area of a picture he
plans to paint. The canvas is 9
 inches
Ç 3
 ´ 7
 across by 12
 inches high. He knows that
he has to multiply the length by the width
5. 4 × 5
 = to get the area. What is the area of the
canvas?
Å 20
 ∏ 5

___________________________________
Ç 21
 ´ 1


___________________________________
6. 3
 × 1
 =
Å 5 ∏ 4
Ç 3
 ´ 4

7. 7 
× 3  =
Å 27
 ∏ 27

Ç 21
 ´ 21 

Demonstrate multiplication of fractions including mixed numbers

32 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What do you call a horse that stays up very late?

To solve the riddle, complete each division problem below. Then write the
corresponding letter on the line in front of each problem. The letters will spell out
the solution when read from top to bottom.

A
______  ÷
 =

1
_______

______
 ÷  = _______

______
÷ 
= _______

______  ÷  = _______
1
 A
______  ÷
 = _______
2 E
______
÷  = _______

______  ÷
 = _______
G
______
 ÷
 = _______
1
 H
______
÷
 = _______
1
 I
______
÷ 
= _______
2  M

 N

4
R

1

T

Demonstrate division of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 33
What Must You Pay Name ______________________

When You Go to School?

Complete each division problem below and simplify the answer. Then write the
corresponding letter on the line in front of the problem. The letters will spell out
the solution to the riddle when read from top to bottom.

______
 ÷ 1 = _________

______
 ÷
 = _________

______ 
÷
= _________

______  ÷ 3 = _________

______
 ÷  = _________

______
 ÷ 1 = _________

______ 
÷ 
= _________

______
 ÷  = _________

______
 ÷  = _________

 A
 N

 E  O
 I 
T

Demonstrate division of fractions including mixed numbers

34 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Fraction Division Name ______________________

Complete each of the following division problems. Write your answer in simplest
form.

1.
 ÷
 = _______ 6.  ÷  = ______ 11.  ÷  = _______

2.  ÷  = ______ 7. 
÷  = ______ 12.  ÷  = _______

3. 
÷
 = _______ 8.  ÷
 = ______ 13.  ÷ 
= _______

4.
÷  = ______ 9.  ÷  = ______ 14.  ÷  = ______

5. 
÷

= ______ 10.  ÷  = _______ 15.

÷  = _______

Demonstrate division of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 35
Fraction Division II Name ______________________

(with Mixed Numbers)

Complete each of the following division problems. Write your answer in simplest
form.

1. 2

÷ 1
 = _______ 6. 4
 ÷ 6  = _______ 11. 7 ÷ 2
 = _______

2. 3  ÷ 1
 = _______ 7. 3
 ÷ 4
 = _______ 12. 8
 ÷ 4

= _______

3. 2
 ÷ 1
 = _______ 8. 7
 ÷ 8 = _______ 13. 9

÷ 6 
= _______

4. 3 
÷ 1

= _______ 9. 5 ÷ 2
 = _______ 14. 7
 ÷ 6
 = _______

5. 2  ÷ 3  = _______ 10. 1
 ÷ 6 = _______ 15. 4

÷ 2  = _______

Demonstrate division of fractions including mixed numbers

36 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Pizza Parlor Name ______________________

Solve each problem.

1. Tim has one-half of a pizza that he wants to divide equally between

two people. Draw a picture of this problem and tell how much pizza
each will get. Write the math sentence that goes with the problem.

_________

2. George has three-fourths of a pizza. He is going to divide it into six

equal pieces. Draw a picture of this problem and tell how much of
the whole pizza each slice will be. Write the math sentence that goes
with the problem.

_________

3. Kelley has two whole pizzas. She is going to divide all of the pizzas
into pieces that are one-third of a whole pizza. Draw a picture of this
problem and tell how many pieces she can make. Write the math
sentence that goes with the problem.

_________

4. Linda has five and one-third pizzas. She is going to divide them
between some people who each request one and one-third pizzas.
Draw a picture of this problem and tell how many one and one-third
pizzas she can make. Write the math sentence that goes with the
problem.

_________

Demonstrate division of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 37
What’s My Fraction Name ______________________

(Division) ?
Use the clues to find each number.

1. • My fraction is NOT a mixed number.

• When my fraction is divided by  , the answer

is
.
__________

2. • My fraction is NOT a mixed number.

• When my fraction is divided by 1
 , the

answer is &% .
__________

3. • My fraction is a mixed number.

• When my fraction is divided by 1
 , the

answer is 1 % .
__________

4. • My fraction is a mixed number.

• When my fraction is divided by 1 

, the
answer is 1  .

__________

Demonstrate division of fractions including mixed numbers

38 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer. If possible, simplify the fraction.

1. 
÷
 = 8. 1  ÷  =
Å
 ∏ 1 Å 1  ∏ )
Ç 2 ´ 
Ç 1  ´ 1 

2.  ÷ 
=
9. Show all the steps to complete the
Å % ∏ 1  following problem.
Ç 1  ´ 
3 
÷ 2
 =

3.  ÷  =
Å  ∏ 
Ç
 ´ 

4.
÷  =
Å % ∏ 1

10. Jimmy has three and one-half pizzas. He
wants to divide them into pieces that are
Ç
 ´ 
each one-fourth of a pizza. How many
slices will he get? Draw a picture of this
5. 1

÷ 
=
situation and write the math sentence being
Å 1

∏ 
shown.

Ç
 ´ 2 ___________________________________

6. 4  ÷ 2  = ___________________________________
Å 1
 ∏ 1

Ç 8
 ´ 

7. 4 ÷ 2

=
Å 2

∏ 2
Ç 1 # ´

(

Demonstrate division of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 39
Tongue Twister #4 Name ______________________

Complete each addition problem below. Write the corresponding letter on the line
above the correct answer. The letters will spell out a tongue twister. Try to say it
fast three times. Good Luck!

A 3.5 + 2.6 = 6.1 M 6.39 + 0.2 =

B 2.1 + 4.26 = N 5.5 + 0.04 =

I 5.2 + 0.42 = P 4.9 + 0.24 =

L 4.20 + 1.31 = U 4.2 + 1.02 =

A
5.14 5.51 6.1 5.62 5.54 6.36 5.22 5.54

5.14 5.51 5.22 6.59 6.36 5.22 5.54

Demonstrate addition and subtraction of decimals to the thousandths

40 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What do you get if you cross a cat and a lemon?

Complete each problem below. Write the letter that corresponds to the answer on
the line in front of the problem. The letters will spell out the solution to the riddle
if read from bottom to top.

S
______ 2.5 + 2.802 = _________ 5.302
______ 5.11 + 0.192 = _________ 5.285 A
______ 5.2 + 0.05 = _________
5.361 O
______ 3.426 + 2.1 = _________
5.526 P
______ 8.6 − 3.09 = _________
5.51 R
______ 8.45 − 3.2 = _________

______ 9.421 − 4.06 = _________ 5.302 S

______ 3.4 + 1.902 = _________ 5.25 U

______ 5.12 + 0.165 = _________

Demonstrate addition and subtraction of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 41
Sum Decimals Name ______________________

Complete each of the following addition problems.

1. 2.0 + 3.5 = __________ 11. 4.2 + 8.49 = __________

2. 5.0 + 6.4 = __________ 12. 4.52 + 6.62 = __________

3. 2.3 + 4.0 = __________ 13. 5.42 + 9.5 = __________

4. 1.9 + 2.0 = __________ 14. 5.106 + 4.51 = _________

5. 3.4 + 9.0 = __________ 15. 5.0 + 6.125 = __________

6. 1.2 + 5.6 = __________ 16. 5.424 + 9.81 = _________

7. 5.4 + 9.4 = __________ 17. 12.4 + 5.216 = _________

8. 6.7 + 2.9 = __________ 18. 5.42 + 95.41 = _________

9. 9.5 + 4.6 = __________ 19. 5.0 + 5.106 = __________

10. 1.2 + 5.16 = __________ 20. 6.0 + 0.009 = __________

Demonstrate addition and subtraction of decimals to the thousandths

42 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Decimal Difference Name ______________________

Complete each of the following subtraction problems.

1. 5.2 − 4.1 = ___________ 11. 5.0 − 1.61 = ___________

2. 6.8 − 4.3 = ___________ 12. 8.0 − 4.16 = ___________

3. 8.7 − 2.1 = ___________ 13. 8.49 − 5.06 = __________

4. 6.5 − 2.0 = ___________ 14. 5.1 − 3.161 = __________

5. 4.6 − 0.5 = ___________ 15. 8.9 − 0.006 = __________

6. 8.2 − 6.1 = ___________ 16. 8.0 − 4.189 = __________

7. 4.2 − 2.6 = ___________ 17. 6.1 − 4.23 = ___________

8. 7.9 − 4.3 = ___________ 18. 6.4 − 5.4 = ___________

9. 8.8 − 0.25 = ___________ 19. 5.1 − 2.11 = ___________

10. 4.3 − 2.16 = ___________ 20. 8.0 − 0.009 = __________

Demonstrate addition and subtraction of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 43
Book Costs Name ______________________

Solve each problem.

1. Georgia is buying three books. They cost $14.00, $15.95 and

$17.50. What is the total cost of the three books?
_________

2. Sally bought three books at the store yesterday, one for herself
and two for her mother. The total bill came to $45.90 prior to tax.
The book that Sally bought for herself cost $17.95. What was the
total for the two books she bought for her mother?
_________

3. Walker Book Store can purchase a book for $12.93 and then sell
the same book for $14.50. How much profit do they make from the
sale of this book?
_________

4. Timothy bought four books and one journal. The books cost
$4.95, $5.75, $10.25, and $14.99. The total of the five items was
$44.39. How much was the journal?
_________

5. Patricia bought a book at the store for a certain amount. She got
$2.00 from her mom to buy the book, $3.25 from her dad, and
$4.00 from her older sister. Patricia had to kick in the last $2.49.
How much did the book cost?
_________

Demonstrate addition and subtraction of decimals to the thousandths

44 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Stormy Decimals Name ______________________

Solve each problem.

1. The first day of the snowstorm, there were 9.2 centimeters

of snow. During the second day of the storm, another
18.2 centimeters fell. If the total snowfall for the three-day _________
snowstorm was 39.1 centimeters, how much snow fell on the
third day?

2. The tornado that came through Lucerne caused 1.32 million

dollars worth of damage. The same tornado went on to Smithville
and caused another 3.221 million dollars worth of damage. What
was the total damage caused by this tornado? _________

3. The total rainfall for two days was 11.9 inches. The first day’s total
was 5.4 inches less than the second day’s. How much rain fell on
each day? _________
4. Greeley experienced an unusual amount of hail during last week’s
storm. There were 6.1 inches of hail, and with that came an
additional 1.2 inches of rain. The next day, there was 4.2 inches
of hail and only 0.9 inch of rain. The third day didn’t have any hail,
but had 2.8 inches of rain. What was the total amount of rain for _________
the three days?

5. South Fork had an ice storm come through that left 0.35 inch of
ice on every car windshield. The sun came out for a little while
and melted 0.2 inch of ice away, but then another ice storm came
through and left an additional 0.39 inch of ice on the windshield.
What was the total amount of ice on the windshield at the end of
_________
this ice storm?

Demonstrate addition and subtraction of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 45
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. 4.5 + 0.7 = 9. Shelley’s roof has three layers of shingles
Å 5.2 ∏ 4.12 on it. The bottom layer is 0.24 inch thick.
Ç 4.2 ´ 4.7 The second and third layers are each
0.21 inch thick. What is the total thickness
of the three layers of shingles?
2. 2.3 + 0.42 =
Å 6.5 ∏ 2.72
Ç 0.65 ´ 2.45 ___________________________________

3. 9.45 + 0.095 = ___________________________________

Å 9.14 ∏ 9.54
Ç 10.4 ´ 9.545
10. When Tina woke up this morning, there was
25.4 centimeters of snow on the ground.
4. 16.2 + 1.62 =
By noon, there was only 8.3 centimeters
Å 17.64 ∏ 17.82 of snow left on the ground. How much had
Ç 32.4 ´ 3.24 melted between the time Tina woke up
and noon?
5. 3.5 − 1.3 =
Å 2.2 ∏ 2.5
Ç 2.3 ´ 25.0 ___________________________________

6. 4.2 − 1.9 =
Å 3.7 ∏ 3.3
Ç 2.3 ´ 2.7

7. 6.3 − 4.09 =
Å 2.39 ∏ 2.29
Ç 2.21 ´ 2.31

8. 5.1 − 0.008 =
Å 5.102 ∏ 5.092
Ç 5.002 ´ 5.992

Demonstrate addition and subtraction of decimals to the thousandths

46 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Trivia #1 Name ______________________

What is the world’s largest animal? To figure out what kind of animal this is, solve
each of the multiplication problems below. Write the letter that corresponds to the
answer on the line in front of each problem. The letters will spell out the answer
to the trivia question.

A
______ 0.7 × 0.4 = 0.28
_______

______ 0.2 × 0.3 = _______

______ 0.9 × 0.4 = _______

0.28 A 13.26 H
______ 1.2 × 0.6 = _______

______ 4.3 × 0.09 = _______ 0.06 B 0.36 L

0.387 E 0.72 U
______ 1.2 × 1.3 = _______
1.56 W
______ 5.1 × 2.6 = _______

______ 1.4 × 0.2 = _______

______ 0.6 × 0.6 = _______

______ 1.29 × 0.3 = _______

Demonstrate multiplication of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 47
What Year Do Frogs Name ______________________

Like Best?
Complete each of the multiplication problems below. On the line above the
product, write the letter that corresponds to the problem. The letters will spell out
the solution to the riddle.

A 2.3 × 5.2 = 11.96

__________ L 3.08 × 4.02 = __________

A 4.0 × 1.2 = __________ P 2.94 × 9.2 = __________

E 5.2 × 0.8 = __________ R 2.001 × 5.0 = __________

E 1.07 × 5.2 = __________ Y 9.0 × 0.004 = __________

12.3816 4.16 4.8 27.048

A
0.036 5.564 11.96 10.005

Demonstrate multiplication of decimals to the thousandths

48 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Decimal Multiplication Name ______________________

Complete each of the following multiplication problems.

1. 4.5 × 2.1 = ___________ 11. 12.3 × 0.061 = _________

2. 1.2 × 6.3 = ___________ 12. 1.2 × 1.003 = __________

3. 5.0 × 2.6 = ___________ 13. 4.9 × 1.106 = __________

4. 8.0 × 1.9 = ___________ 14. 6.05 × 5.2 = ___________

5. 1.3 × 9.0 = ___________ 15. 1.23 × 0.006 = _________

6. 1.6 × 9.4 = ___________ 16. 6.0 × 9.126 = __________

7. 6.2 × 6.1 = ___________ 17. 5.0 × 6.421 = __________

8. 9.0 × 1.26 = ___________ 18. 5.263 × 5.26 = _________

9. 2.0 × 4.42 = ___________ 19. 9.321 × 1.23 = _________

10. 1.2 × 6.25 = ___________ 20. 0.233 × 4.562 = ________

Demonstrate multiplication of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 49
Decimal Multiplication II Name ______________________

Complete each of the following multiplication problems.

1. 2.2 × 3.0 = ___________ 11. 9.9 × 5.42 = ___________

2. 8.6 × 4.0 = ___________ 12. 4.16 × 6.23 = __________

3. 1.0 × 5.3 = ___________ 13. 1.2 × 6.23 = ___________

4. 5.0 × 2.3 = ___________ 14. 31.2 × 0.006 = _________

5. 6.9 × 6.5 = ___________ 15. 0.006 × 0.003 = ________

6. 1.2 × 6.4 = ___________ 16. 8.2 × 5.016 = __________

7. 8.2 × 6.5 = ___________ 17. 1.3 × 6.0 = ___________

8. 11.0 × 5.2 = ___________ 18. 2.294 × 3.0 = __________

9. 2.6 × 6.2 = ___________ 19. 6.2 × 5.12 = ___________

10. 37.2 × 1.1 = ___________ 20. 3.29 × 1.009 = _________

Demonstrate multiplication of decimals to the thousandths

50 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s My Decimal Name ______________________

(Multiplication)?
Use the clues to find each decimal number.

1. • My number has three digits.

• When it is divided by 0.3, the answer is 19.1.

• There are digits in the ones place, the tenths __________

place, and the hundredths place.

2. • My number has three digits.

• When it is divided by 0.03, the answer is 87.

• There are digits in the ones place, tenths __________

place, and the hundredths place.

3. • My number has four digits.

• When it is divided by 0.6, the answer is 7.29.

• There are digits in the ones place, tenths

place, hundredths place, and thousandths __________
place.

4. • My number has five digits, two to the left of the

decimal and three to the right.

• When it is divided by 0.5, the answer is

152.49. __________

Demonstrate multiplication of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 51
Multiplication Name ______________________

with Money
Solve each problem.

1. Chuck’s class is going on a field trip this next Thursday. There are
95 students going on the field trip, and each one is paying their
teacher $3.75. How much money will be collected? ________

2. Rodney and his class are collecting money for a local charity.
They figure if each of the 28 students in their class brings in
$3.58, then they will reach their goal. What do you think the
class’s goal is? Why?
________

3. The school store is selling 280 pencils for $0.15 each and
250 erasers for $0.10 each. If they sell all of these items,
can they pay a bill they have for $75.00? Why or why not?
________

4. Frank is teaching a lesson about money to 12 first-grade students.

Each student has a bowl with the following coins in it:
6 quarters, 15 dimes, 20 nickels, and 15 pennies. What is the total
value of the money for all 12 students?
________

5. Raquel is buying 23 new CDs. The average price of the CDs is

$14.95. What is the total value of the 23 CDs?
________

Demonstrate multiplication of decimals to the thousandths

52 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. 0.2 × 3.0 = 9. Deirdre is buying 5 CDs for $14.95 each.
Å 6.0 ∏ 0.06 How much will the 5 CDs total?
Ç 0.6 ´ 0.23
___________________________________

2. 5.0 × 0.4 =
___________________________________
Å 0.2 ∏ 0.05
Ç 2.0 ´ 0.02
10. What is my number? When it is divided by
3. 0.2 × 0.4 = 2.45 the answer is 3.21.
Å 0.08 ∏ 0.8
Ç ´ ___________________________________
8.0 0.24

___________________________________
4. 0.6 × 0.8 =
Å 4.8 ∏ 0.48
Ç 0.048 ´ 48.0

5. 1.2 × 5.2 =
Å 60.0 ∏ 224.0
Ç 6.0 ´ 6.24

6. 6.42 × 0.25 =
Å 16.05 ∏ 16.5
Ç 1.65 ´ 1.605

7. 1.052 × 0.1 =
Å 1.052 ∏ 0.1052
Ç 10.52 ´ 0.01052

8. 1.2 × 2.311 =
Å 2.7732 ∏ 277.32
Ç 0.27732 ´ 27.732

Demonstrate multiplication of decimals to the thousandths

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 53
Where Do Cows Go Name ______________________

on Vacation?
To answer the riddle, complete each division problem on the left side of the
paper. Draw a straight line between each problem and its answer on the right.
Each line you draw will go through a number. Match the corresponding letter in
front of each problem with the numbered lines at the bottom of the page.
The letters will spell out the solution to the riddle.

K 0.6 ÷ 0.3 • • 30.0

M 0.5 ÷ 0.2 • • 4.0

3
O 1.2 ÷ 0.3 • 1
• 0.5
5 7
O 2.1 ÷ 0.3 • • 2.5
2 6
O 1.8 ÷ 0.06 • • 5.0
4
R 0.25 ÷ 0.5 • • 2.0

Y 0.25 ÷ 0.05 • • 7.0

O
1 2 3 4 5 6 7

Demonstrate division of decimals to the thousandths as divisors

54 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tongue Twister #5 Name ______________________

Complete each division problem below. Write the corresponding letter on the line
above the correct answer. The letters will spell out a tongue twister. Once you
have the tongue twister completed, try to say it fast three times. Good luck!

A 2.4 ÷ 2.0 = 1.2

__________ O 0.5 ÷ 0.2 = __________

D 2.0 ÷ 5.0 = __________ R 0.1 ÷ 0.5 = __________

E 2.4 ÷ 4.0 = __________ T 1.26 ÷ 0.6 = __________

H 28.8 ÷ 6.0 = __________ W 0.96 ÷ 0.3 = __________

L 1.2 ÷ 0.4 = __________ Y 0.18 ÷ 0.2 = __________

0.2 0.6 0.4

A
3.0 0.6 1.2 2.1 4.8 0.6 0.2

0.9 0.6 3.0 3.0 2.5 3.2

3.0 0.6 1.2 2.1 4.8 0.6 0.2

Demonstrate division of decimals to the thousandths as divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 55
Decimal Division Name ______________________

Complete each of the following division problems. Do not give a remainder!

Continue dividing until you get a decimal answer.

1. 1.2 ÷ 0.3 = __________ 6. 1.1776 ÷ 0.23 = ________

2. 0.96 ÷ 1.6 = __________ 7. 9.18 ÷ 2.7 = __________

3. 3.25 ÷ 2.5 = __________ 8. 7.752 ÷ 1.9 = _________

4. 0.464 ÷ 0.16 = ________ 9. 282.24 ÷ 42 = _________

5. 10.2 ÷ 2.0 = __________ 10. 15.922 ÷ 3.8 = _______

Demonstrate division of decimals to the thousandths as divisors

56 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Decimal Division II Name ______________________

Complete each of the following division problems. Do not give a remainder!

Continue dividing until you get a decimal answer.

1. 6.72 ÷ 2.1 = ____________ 6. 1.1477 ÷ 4.99 = __________

2. 23.0 ÷ 5.0 = ____________ 7. 10.78 ÷ 98.0 = __________

3. 17.836 ÷ 3.43 = __________ 8. 192.0 ÷ 0.96 = __________

4. 1.5696 ÷ 0.24 = __________ 9. 15.897 ÷ 4.542 = __________

5. 13.552 ÷ 6.16 = __________ 10. 6.3388 ÷ 1.219 = ________

Demonstrate division of decimals to the thousandths as divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 57
Store Sales Name ______________________

Solve each problem.

1. One case of chips comes with 48 little bags inside. The case costs
the store $16.80. How much did each bag cost? _________
If the store sells a case of chips for $24.00, how much profit will
the store make on each bag? _________

2. One box of peanuts comes with 24 bags inside. The box costs
$8.16. How much did each bag cost? _________
If the store sells a box of peanuts for $12.00, how much profit will
the store make on each bag? _________

3. A case of soda has 24 cans or 4 six-packs. One case of orange

soda costs $7.44. A six-pack of orange soda costs $1.92.
Which is the better price per soda? _________
How much could be saved by buying 24 cans of the better-priced
soda? _________

Demonstrate division of decimals to the thousandths as divisors

58 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s My Number Name ______________________

(Division with Decimals)?

Use the clues to find each decimal number.

1. • My number has three digits.

• The digits add up to 9.
• When multiplied by 0.3, the answer is 3.78. __________

2. • My number has three digits.

• The sum of the digits is 15.
• The digits are all different odd numbers.
• If divided by 0.25, the answer is a whole
number.
• The number is greater than 3 and less than 4. __________

3. • My number is more than 10 and less than 20.

• It has 3 digits.
• The sum of the digits is 11.
• If multiplied by 0.7, the answer is 10.22. __________

4. • My number has four digits.

• All the digits are odd numbers.
• It is less than 20, but more than 10.
• The ones digit and the tenths digit are
the same.
• The sum of the digits is 12.
• The hundredths digit is four more than the
digit in the tens place.
• If multiplied by 0.2, the answer is 2.67. __________

Demonstrate division of decimals to the thousandths as divisors

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 59
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. 0.8 ÷ 2.0 = 9. Shelley has 16.5 ounces of frosting that
Å 4.0 ∏ 40.0 she wants to divide into 4 equal servings
Ç 0.04 ´ 0.4 to frost four different cupcakes. How many
ounces of frosting should she put on each
cupcake? (Give the answer in decimal form,
2. 9.0 ÷ 0.3 =
with no remainders.)
Å 3.0 ∏ 30.0
Ç 300.0 ´ 0.3
___________________________________

3. 0.6 ÷ 0.2 = ___________________________________

Å 3.0 ∏ 30.0
Ç 300.0 ´ 0.3
10. A case of candy bars contains 24 bars.
4. 3.0 ÷ 1.2 = If the case costs $8.88, what is the cost
per candy bar?
Å 2.5 ∏ 0.4
Ç 25.0 ´ 0.25 ___________________________________

5. 13.02 ÷ 3.1 = ___________________________________

Å 0.042 ∏ 4.2
Ç 0.42 ´ 42.0

6. 4.68 ÷ 5.2 =
Å 9.0 ∏ 0.09
Ç 0.9 ´ 0.009

7. 0.096 ÷ 1.2 =
Å 80.0 ∏ 0.8
Ç 8.0 ´ 0.08

8. 2.63 ÷ 5.26 =
Å 2.0 ∏ 0.02
Ç 5.0 ´ 0.5

Demonstrate division of decimals to the thousandths as divisors

60 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What’s the time when the clock strikes thirteen?

To solve the riddle, solve each problem below. Write the letter that corresponds
to the answer in front of the problem. When completed, read the solution from
top to bottom, starting on the left.

T
_____ 50% of 120 = _____ 60 _____ 50% of 14 = _____

_____ 25% of 40 = _____

_____ 50% of 32 = _____
_____ 10% of 90 = _____
_____ 25% of 60 = _____
_____ 50% of 30 = _____
_____ 25% of 100 = _____

_____ 100% of 60 = _____

_____ 75% of 40 = _____
_____ 10% of 50 = _____
_____ 30% of 40 = _____

_____ 75% of 60 = _____ _____ 20% of 25 = _____

_____ 75% of 20 = _____ _____ 50% of 60 = _____

_____ 50% of 120 = _____ _____ 70% of 50 = _____

7 A 10 I 16 N
30 C 35 K 5 O
15 E 12 L 60 T
45 G 9 M 25 W

Utilize percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 61
Why Is Tennis a Name ______________________

Waiter’s Favorite Sport?

To solve the riddle, solve each problem below. Write the corresponding letter in
front of the problem. When completed, read the solution from bottom to top,
starting from the right.

E
_____ 20% of 50 = _____ 10 _____ 50% of 24 = _____
5 C
_____ 10% of 50 = _____ _____ 10% of 100 = _____
10 E
_____ 75% of 12 = _____ _____ 25% of 28 = _____
32 H
_____ 50% of 14 = _____ _____ 50% of 26 = _____
9 I
_____ 40% of 50 = _____ _____ 50% of 40 = _____
14 M
_____ 25% of 40 = _____ _____ 10% of 60 = _____
15 N
_____ 20% of 60 = _____ _____ 25% of 56 = _____
13 O
_____ 20% of 45 = _____
_____ 75% of 16 = _____ 6 P
_____ 25% of 36 = _____ _____ 100% of 60 = _____ 20 R
_____ 100% of 32 = _____ _____ 50% of 18 = _____ 12 S
60 T
7 V

Utilize percents
62 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Percents I Name ______________________

Answer the following questions about percent.

1. What is 100% of 25? 11. What is 100% of 42?

2. What is 10% of 60? 12. What is 25% of 20?

3. What is 25% of 48? 13. What is 70% of 90?

4. What is 70% of 50? 14. What is 75% of 36?

5. What is 75% of 32? 15. What is 10% of 50?

6. What is 90% of 40? 16. What is 10% of 70?

7. What is 20% of 35? 17. What is 40% of 60?

8. What is 50% of 32? 18. What is 90% of 70?

9. What is 40% of 55? 19. What is 50% of 24?

10. What is 25% of 64? 20. What is 50% of 82?

Utilize percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 63
Percents II Name ______________________

What is 50% of each number?

1. 6 3. 28

2. 50 4. 300

What is 25% of each number?

5. 8 7. 16

6. 48 8. 120

What is 40% of each number?

9. 5 11. 80

10. 95 12. 110

What is 75% of each number?

13. 8 15. 24

14. 68 16. 200

Utilize percents
64 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
On Sale! Name ______________________

Solve each problem. Be sure to show your work on each problem.

1. Tim found a new jacket on sale. The original price was $96.
The tag said that it was 25% off. What was the sale price?

_________

2. Julia was shopping at a store that advertised 50% off everything.

She found a new CD player originally priced at $76. What was
the sale price?
_________

3. Roberto bought a new shirt that was 25% off. The original price
was $60. How much did he save?
_________

4. Amy Beth found a new pair of shoes that were 30% off the original
price. The original price was $60. How much did she save?

_________

5. Andy and his brother found a new video game advertised at

25% off. They split the cost of the new game between the two of
them. The original price was $60. How much did each of them
pay with the discount? _________

Utilize percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 65
Car Sales Name ______________________

Solve each problem.

1. Tim is planning to buy a used car for $5,000. The tax on the new
car is 6%. How much will he pay for the car including tax?
_________
2. Dorothy and her twin sister will split the cost of a car when they
are 16. Their parents have agreed to pay 10% of the cost of the
car. If they buy a car for $7,500, how much will each sister pay?
_________

3. Jack’s parents and grandparents have each offered to pay a

portion of his new car that costs $9,000. His grandparents will pay
10%, and his parents will pay 20%. How much will Jack have to
pay?
_________

4. Juanita’s older sister Ramona is buying a car that she will share
with her mom. They have figured that Ramona will use the car
about 20% of the time, so she will pay 20% of the cost of the car.
Her mom will pay the remaining amount. The car costs $12,000.
How much of the car’s cost will each of them pay? _________

5. Tim is thinking about getting a new car, and he wants to know

what his insurance costs will be. He will have to pay 13% of the
cost of the car annually as his insurance costs. He is considering
two different cars: one that costs $15,000 and one that costs
$8,000. What would his monthly insurance costs be for each _________
vehicle?

Utilize percents
66 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. What is 100% of 25? 9. Tim found a jacket that was 25% off. The
Å 25 ∏ 20 original price was $45.00. What was the
Ç 5 ´ 50 sale price?

___________________________________
2. What is 25% of 24?
Å 25 ∏ 6 ___________________________________
Ç 12 ´ 4

10. Jennifer saw a new CD player that was

3. What is 50% of 16?
10% off. The original price was $72.00.
Å 50 ∏ 8 How much will she save?
Ç 16 ´ 4
___________________________________
4. What is 50% of 64?
___________________________________
Å 8 ∏ 64
Ç 16 ´ 32

5. What is 75% of 32?

Å 75 ∏ 25
Ç 24 ´ 16

6. What is 10% of 90?

Å 10 ∏ 8
Ç 9 ´ 7

7. What is 80% of 40?

Å 32 ∏ 30
Ç 40 ´ 20

8. What is 90% of 200?

Å 90 ∏ 18
Ç 9 ´ 180

Utilize percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 67
Tongue Twister #6 Name ______________________

Answer each question below. Then write the corresponding letter above each
answer. The letters will spell out a tongue twister. Try to say it fast three times.

B What is the fraction form of 0.5? M What is the percent form of 0.48?

C What is the decimal form of 30%? N What is the fraction form of 30%?

D What is the percent form of 0.8? R What is the decimal form of 70%?

E What is the fraction form of 0.4? S What is the percent form of 0.08?

G What is the decimal form of 14%? T What is the fraction form of 0.9?

H What is the percent form of
 ? U What is the decimal form of 29%?

I What is the fraction form of 0.75? W What is the percent form of
 ?

L What is the decimal form of
 ?

 50% 0.7

 
 0.125    80%

48%  0.3

 0.125
25%

 0.29 0.14 0.125  8%

Calculate equivalent fractions, decimals, and percents

68 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Has Fifty Heads Name ______________________

and No Tails?
Answer each question below. Then write the corresponding letter above each
answer. The letters will spell out the answer to the riddle.

A What is the decimal form of
 ?

B What is the fraction form of 0.25?

C What is the percent form of
 ?

E What is the decimal form of 40%?

F What is the fraction form of 75%?

H What is the percent form of 0.9?

M What is the decimal form of 43%?

O What is the fraction form of 80%?

S What is the percent form of 0.09?

T What is the decimal form of 80%?

X What is the fraction form of 30%?

0.5
    
 

0.43 0.5 0.8 50% 90% 0.4 9%

Calculate equivalent fractions, decimals, and percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 69
That’s Equivalent Name ______________________

Complete the table below so that each row shows three representations of the
same value.

Fraction Decimal Percent

1.
 0.25 25%
2. 0.5 50%

3. 

4. 75%

5. 0.8

6.

7.


8. 37.5%

9. 0.9

10. 0.625

Calculate equivalent fractions, decimals, and percents

70 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
That’s Equivalent, Too Name ______________________

Complete the table below so that each row shows three representations of the
same value.

Fraction Decimal Percent

1. 50%

2.


3. 0.875

4.


5. 62.5%

6. 

7. 0.3

8. 0.75

9. 90%

10. 0.375

Calculate equivalent fractions, decimals, and percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 71
Sales Name ______________________

Solve each problem.

1. Helena was shopping and found a suit that she really liked.
The sale at the store was 40% off. In order to figure out how much
the discount was, she needed to convert the percent into
a decimal. What is 40% as a decimal?
________

2. Fred found a jersey that he really liked that was

off. At another
store, he found the same jersey listed at the same original price,
but it was discounted 15% off. Which was the better buy
(cheaper for Fred)? ________

3. Tax for Northglenn City is calculated at 6.5%. Shawn is working

at a convenience store with his mom and needs to convert the
percent into a decimal to input it on his calculator. What decimal
number should he use?
________

4. Jasmine used her calculator to find the percent of discount

that she got when she bought a sweater. The calculator read
0.4117647. What percent discount was the sweater?
(Round the value to the nearest percent.)
________

5. Steven saw a sweatshirt at one store for
 off. He saw the

same sweatshirt at another store discounted by 25%, and he is
wondering which one is cheaper. What additional information do
you need to answer this question? If you had this information, ________
how would these discounts compare?

Calculate equivalent fractions, decimals, and percents

72 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Spelling Tests Name ______________________

1. Julia got 19 out of the 20 spelling words on her test.

What percent did she get correct? ________

2. Hector got 12 out of the 20 spelling words on his test.

What percent did he get wrong? ________

3. Rebecca got 17 out of the 20 spelling words on her test.

What percent did she get correct? ________

4. Edward got 19 out of the 25 spelling words on his test.

What percent did he get correct? ________

5. Regina got 24 out of the 25 spelling words on her test.

What percent did she get wrong? ________

6. Wesley got 40% of the words on his spelling test correct.

What fraction of the words did he get correct? ________

7. Waldo got 50% of the words on his spelling test correct.

What fraction of the words did he get correct? ________

8. Aaron got 25% of the words on his spelling test correct.

What fraction of the words did he get correct? ________

Calculate equivalent fractions, decimals, and percents

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 73
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. What is the decimal form of
 ? 8. What is the percent form of  ?
Å 0.25 ∏ 0.12 Å 9% ∏ 10%
Ç 0.5 ´ 0.1 Ç 90% ´ 91%

2. What is the decimal form of 25%?

9. Give two other values that are equivalent
Å 2.5 ∏ 0.25 to 25%.
Ç 0.025 ´ 25.0 ___________________________________

3. What is the decimal form of

? ___________________________________
Å 0.25 ∏ 0.4
Ç 0.2 ´ 0.5 10. Explain how to change a decimal into
a percent.
4. What is the fraction form of 75%?
___________________________________
Å
 ∏ 
___________________________________
Ç  ´ 
___________________________________
5. What is the fraction form of 0.8?

Å
 ∏ 

Ç  ´ 

6. What is the fraction form of 20%?

Å
∏


Ç  ´ 

7. What is the percent form of 0.15?

Å 15% ∏ 1.5%
Ç 0.15% ´ 150%

Calculate equivalent fractions, decimals, and percents

74 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Did Noah Use Name ______________________

to See in the Dark?

To solve the riddle, complete each of the following math sentences with either the
<, =, or > symbol. Then draw a straight line from the problem to the correct
symbol. Each line will pass through at least one number. Write the letter that
corresponds to each number on the line(s) at the bottom of the page. The letters
will spell out the solution to the riddle.

D 14 27 • 5

F 5.2 5.02 • • <

8
G 8.1 8.11 • 1
7 3
H 7 7.0 •
9
I 2
 2.3 • 4 6
• =
2
L 3
 3.5 •
O 4.2 1
 •
10
S 6
 6
 • 11 • >
T 5

5.20 •

1 2 3 4 5 6 7 8 9 10 11

Compare values using <, >, <

_, >
_, and =

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 75
What Relation Is a Name ______________________

Doorstep to a Doormat?
To solve the riddle, complete each
of the following math sentences
with either the <, =, or > symbol.
Then draw a straight line from the
problem to the correct symbol.
Each line will pass through at least
one number. Write the letter that
corresponds to each number on
the line(s) at the bottom of the
page. The letters will spell out the
solution to the riddle.

A 3
 3.48 •
E 4.8 4  • • <
5
F 8
 8
 • 3 6
4 11
H 4.4 4
•
9
P 2  2.65 • 10 • =
7 1
R 3 
3.85 •
8

S 4.32 4
 • 2 • >
T 7

7.20 •

1 2 3 4 5 6 7 8 9 10 11

Compare values using <, >, <

_, >
_, and =
76 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Inequalities: Name ______________________

True or False?
Next to each math sentence, write True if the sentence is correct, and False if the
sentence is NOT correct.

1. 5 < 8 11. 4.32 < 4.23

2. 4 = 4.0 12. 8.51 _

> 8.5

3. 3.3 > 3.4 13. 9.2 > 9.29

4. 2.15 > 2.3 14. 4.9 < 6.5

5. 5.16 < 6.2 15. 4.5 <

_ 4.15

6. 6.4 _
> 9.2 16. 6.5 > 6.95

7. 6.5 <
_ 6.50 17. 4.2 _
> 3.99

8. 4.2 < 4.21 18. 88.2 < 8.92

9. 9.05 = 9.5 19. 4.169 <

_ 41.6

10. 4.2 <

_ 4.21 20. 15.42 = 15.402

Compare values using <, >, <

_, >
_, and =

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 77
Inequalities Name ______________________

Complete each problem with one of the following symbols: <, =, or >

1. 2.63 2.603 11. 63.25 63.25

2. 5.2 5.3 12. 10.8 8.912

3. 4.9 4.19 13. 5.2 14.9

4. 3.2 3.20 14. 264.2 264.9

5. 4.5 4.05 15. 429.5 430.9

6. 6.2 6.9 16. 516.3 516.8

7. 4.15 4.5 17. 520 520.0

8. 9.8 10.2 18. 640.5 645.5

9. 6.3 6.93 19. 420.9 420.89

10. 4.1 4.10 20. 1,509.266 1,510.12

Compare values using <, >, <

_, >
_, and =
78 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Sign Me Up Name ______________________

1. Normando can’t remember the difference between the following two

symbols: < and <
_. Write a note to Normando explaining the difference
between them.

________________________________________________________________

2. Mary has the problem 6.14 ___ 6.2. She is supposed to write a symbol
on the line that makes a true math sentence. She reasons that 614 is much
larger than 62, so it must be a > symbol. Write a note to Mary telling her if
you agree with her or not and why.

________________________________________________________________

3. Lucy was confused about the following math sentence: 4.8 ___ 4.80. She
was asked to list more than one symbol that could be used to complete the
math sentence correctly. List all the symbols she could use.

________________________________________________________________

4. Luke has the problem 7.50 ___ 7
 . He is supposed to write a symbol

on the line that makes a true math sentence. He reasons that in terms of
money, 50 cents is the same as a half-dollar, so it must be an = symbol.
Write a note to Luke telling him if he is correct or not and why.

________________________________________________________________

Compare values using <, >, <

_, >
_, and =

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 79
Better Buy Name ______________________

In each of the following situations, determine which one is the better buy or the
cheaper purchase. Write the values from the problem in a math sentence using
the < or > symbols.

1. Rachel saw two different CD players. One was originally priced

at $75 and was
 off. The other one was originally priced at $90
and was 30% off. Find the final price of each CD player, and then
list them in order from the cheapest to most expensive using the _________
correct inequality symbol.

2. Charity saw two different videos. One was originally priced at $30
and was

off. The other was originally priced at $20 and was
 off. Find the final price of each video, and then list them in
order from the cheapest to most expensive using the correct _________
inequality symbol.

3. Ben was shopping for a new video game and saw two different
sales. One had an original price of $45 and was  off. The other
was originally priced at $70 and was
 off. Find the final price of
each jacket, and then list them in order from the cheapest to most _________
expensive using the correct inequality symbol.

4. Ed and Cindy wanted to buy their father a new sweater for

Father’s Day. They found two different sales and didn’t know
which was better. One had an original price of $49 and was
20% off. The other store had one originally priced at $62 and was

 off. Find the final price of each sweater, and then list them _________
in order from the cheapest to most expensive using the correct
inequality symbol.

5. Jennifer, Kellie, and George each bought a new jacket. Jennifer’s

was originally priced at $80 and was 15% off. Kellie’s was
originally priced at $75 and was  off. George’s was originally
priced at $90 and was

off. Find the final price of each jacket,
and then list them in order from the cheapest to most expensive _________
using the correct inequality symbol.

Compare values using <, >, <

_, >
_, and =
80 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. Which math sentence is true? 6. Which symbol could complete the following?
Å 5.30 = 5.3 4.116 ___ 4.12
Ç 6.2 = 6.201 Å <
_
∏ 5.03 = 5.3 Ç =
´ 15.2 = 1.52 ∏ >
_
´ any of the above
2. Which math sentence is true?
Å 5.4 > 5.51 7. Which of the following is NOT true?
Ç 2.49 > 2.5 Å 8.5 > 8.49
∏ 3.52 > 3.49 Ç 9.3 < 9.29
´ 6.12 > 6.23 ∏ 4.19 >
_ 4.155
´ 19.25 <_ 19.250
3. Which math sentence is true?
Å 5.16 < 5.151 8. Which of the following is NOT true?
Ç 5.49 < 5.481 Å 41.285 <
_ 41.285
∏ 13.0 < 12.99 Ç 15.261 < 15.262
´ 2.19 < 2.2 ∏ 51.254 >
_ 51.26
´ 4.162 > 4.1
4. Which symbol could complete the following?
4.7 ___ 4.24
Å <
_
9. Use the numbers 3.5 and 3.51 and the >
symbol to write a true math sentence.
Ç =
∏ >
_
´ ___________________________________
any of the above

5. Which symbol could complete the following? 10. Use the numbers 15.82 and 15.8201 and
2.6 ___ 2.600 the < symbol to write a true math sentence.
Å <
_
Ç = ___________________________________
∏ >
_
´ any of the above

Compare values using <, >, <

_, >
_, and =

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 81
Riddle Name ______________________

What happened when the frog parked its car

in a “No Parking” zone?
Find the prime factorization for each number below. Then write the corresponding
letter on the line in front of the number. The letters will spell out the solution when
read from bottom to top, starting on the right.

Y 2×2
_____ 4 = ________ _____ 21 = ________ 2×3 A
_____ 6 = ________ _____ 25 = ________ 2×5 A
_____ 9 = ________ _____ 27 = ________ 3×5 A
_____ 10 = ________ 5×5 A
_____ 30 = ________
2×2×3 D
_____ 12 = ________ _____ 32 = ________
2×2×2×2×2 I
_____ 15 = ________
2×3×3 O
_____ 18 = ________
3×7 S
_____ 20 = ________
2×2×5 T
2×3×5 T
3×3 W
3×3×3 W
2×2 Y

Calculate prime factorization for numbers less than 250

82 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Has Six Legs, Name ______________________

but Can’t Walk?

Find the prime factorization for each number below. Then write the corresponding
letter on the line in front of the number. The letters will spell out the solution when
read from bottom to top.

S
_____ 25 = ________ 5×5
_____ 27 = ________
2×2×3 A
_____ 28 = ________
_____ 12 = ________ 2×2×2×2×2×2 E
_____ 16 = ________ 2×3×5 F
2×3×3×5 H
_____ 30 = ________
2×2×2×3×3 I
_____ 42 = ________
2×2×7 N
_____ 25 = ________ 2×3×7 O
_____ 48 = ________
2×2×2×2 P
_____ 72 = ________
2×2×2×2×3 R
_____ 12 = ________
_____ 16 = ________ 5×5 S
3×3×3 T
_____ 64 = ________
_____ 64 = ________
_____ 48 = ________
_____ 90 = ________
_____ 27 = ________

Calculate prime factorization for numbers less than 250

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 83
Prime Factorization I Name ______________________

Find the prime factorization for each of the following numbers.

1. 25 = ___________________ 11. 30 = ___________________

2. 32 = ___________________ 12. 8 = ____________________

3. 64 = ___________________ 13. 12 = ___________________

4. 50 = ___________________ 14. 76 = ___________________

5. 48 = ___________________ 15. 80 = ___________________

6. 49 = ___________________ 16. 9 = ____________________

7. 24 = ___________________ 17. 10 = ___________________

8. 16 = ___________________ 18. 36 = ___________________

9. 72 = ___________________ 19. 27 = ___________________

10. 68 = ___________________ 20. 81 = ___________________

Calculate prime factorization for numbers less than 250

84 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Prime Factorization II Name ______________________

Find the prime factorization for each of the following numbers.

1. 200 = __________________ 11. 204 = __________________

2. 198 = __________________ 12. 120 = __________________

3. 105 = __________________ 13. 210 = __________________

4. 180 = __________________ 14. 175 = __________________

5. 168 = __________________ 15. 144 = __________________

6. 102 = __________________ 16. 147 = __________________

7. 160 = __________________ 17. 225 = __________________

8. 184 = __________________ 18. 121 = __________________

9. 108 = __________________ 19. 156 = __________________

10. 132 = __________________ 20. 215 = __________________

Calculate prime factorization for numbers less than 250

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 85
Factor Trees Name ______________________

Factor trees can be used to find the prime factorization of any number. The following
is an example of a factor tree used to find the prime factorization of the number 18.

18
2 × 9
2 × 3 × 3
Draw a factor tree to find the prime factorization of each of the following numbers.

1. 15 2. 14 3. 25

4. 24 5. 45 6. 80

7. 32 8. 40 9. 16

Calculate prime factorization for numbers less than 250

86 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Dividing by Primes Name ______________________

You can find the prime factorization of a number by dividing by prime numbers as
shown below.

2 12
2 6
3
The prime factorization of 12 is 2 × 2 × 3.

Divide by prime numbers to find the prime factorization of each number.

1. 18 2. 20 3. 24

4. 15 5. 30 6. 22

7. 27 8. 60 9. 48

Calculate prime factorization for numbers less than 250

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 87
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 8, find the prime 6. 42
factorization of the given number. Å 3×7
Ç 2×3×3×7
1. 24
∏ 2×3×7
Å 2×2×2×3 ´ 2×2×3×7
Ç 2×2×3×3
∏ 2×2×3×5 7. 21
´ 2×3×3×5 Å 3×7
Ç 2×3×3
2. 60
∏ 2×3×5
Å 2×2×2×3 ´ 2×7
Ç 2×2×3×3
∏ 2×2×3×5 8. 54
´ 2×3×3×5 Å 2×3×3×3
Ç 2×2×3
3. 36
∏ 2×3×3×5
Å 2×2×3 ´ 2×2×3×3
Ç 2×2×3×3
∏ 2×2×2×3
´ 2×3×3 9. Draw a factor tree to find the prime
factorization of 20.
4. 45
Å 3×5×5
Ç 2×3×5
∏ 3×5
´ 3×3×5

5. 30
Å 2×2×3 10. Divide by primes to find the prime
Ç 2×3×5 factorization of 30.
∏ 2×2×3×5
´ 2×3×3×5

Calculate prime factorization for numbers less than 250

88 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tongue Twister #7 Name ______________________

Find the Greatest Common Factor (GCF) for each pair of numbers. Then write
the corresponding letter above each answer. The letters will spell out a tongue
twister. Try to say it fast three times.

A GCF of 25 and 30 = M GCF of 16 and 26 =

E GCF of 35 and 42 = O GCF of 12 and 15 =

F GCF of 30 and 50 = R GCF of 64 and 16 =

I GCF of 24 and 56 = S GCF of 12 and 28 =

L GCF of 7 and 15 = Y GCF of 18 and 54 =

10 1 7 5 4

10 1 18

10 16 3 2

10 1 8 7 4

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 89
What Is Served Name ______________________

but Never Eaten?

To solve the riddle, find the GCF
(Greatest Common Factor) for
each of the following sets of
numbers. Then write the
corresponding letter in front of the
set of numbers. The letters will
spell out the solution when read
from bottom to top.

______ What is the GCF of 10 and 15?

______ What is the GCF of 5 and 20?

______ What is the GCF of 7 and 9?

1 A
______ What is the GCF of 4 and 14? 2 B
3 E
______ What is the GCF of 16 and 24?
4 I
______ What is the GCF of 12 and 20?

______ What is the GCF of 14 and 21?

5 L

______ What is the GCF of 28 and 7? 6 M

______ What is the GCF of 12 and 15? 7 N
______ What is the GCF of 18 and 45? 8 S
9 T
______ What is the GCF of 11 and 21?

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150
90 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s Your GCF? Name ______________________

Find the Greatest Common Factor (GCF) for each of the following sets of
numbers.

1. 2, 4 = 11. 6, 15 =

2. 3, 9 = 12. 10, 15 =

3. 5, 15 = 13. 20, 24 =

4. 4, 12 = 14. 32, 60 =

5. 6, 8 = 15. 100, 120 =

6. 4, 6 = 16. 90, 140 =

7. 3, 5 = 17. 100, 125 =

8. 2, 10 = 18. 99, 144 =

9. 4, 11 = 19. 18, 102 =

10. 5, 7 = 20. 22, 97 =

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 91
What’s Your GCF II? Name ______________________

Find the Greatest Common Factor (GCF) for each of the following sets of
numbers.

1. 5, 10, 25 = 6. 25, 45, 130 =

2. 6, 10, 18 = 7. 17, 34, 106 =

3. 12, 24, 48 = 8. 23, 46, 138 =

4. 18, 27, 90 = 9. 32, 48, 96 =

5. 30, 90, 120 = 10. 100, 120, 144 =

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150
92 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Brendan’s Test Name ______________________

Brendan took a test on Greatest Common Factors. His work is below, and you
need to be the teacher and check his paper. If he got it correct, write a C next to
the problem. If he got it wrong, make a check mark and write the correct answer
next to the check mark.

1. GCF of 8 and 16 is 4
2. GCF of 5 and 10 is
5
3. GCF of 14 and 21 is
7
4. GCF of 10 and 15 is
5
5. GCF of 7 and 15 is 7
6. GCF of 8 and 20 is
4
7. GCF of 20 and 23 is 4
8. GCF of 15 and 30 is
5
9. GCF of 42 and 14 is 7
10. GCF of 15 and 20 is 5

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 93
Reducing Fractions Name ______________________

One way to reduce fractions to their lowest terms is to find the GCF of the
numerator and the denominator. Then divide both by the GCF and you have
reduced the fraction into lowest terms.

GCF of 4 and 20 is 4. Divide both the numerator and denominator by 4.

4 = 4 ÷ 4 = 1
20 20 ÷ 4 5

Find the GCF of each numerator and denominator and reduce the fraction.

1.
 = 6.  =

2.   = 7.   =

3.   = 8.
 =

4.
 = 9.  =

5.  = 10.

=

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150
94 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. What does GCF stand for? 7. What is the GCF of 15, 40, and 30?
Å Greatest Continuous Figure Å 10
Ç Geometric Circular Figure Ç 3
∏ 5
∏ General Combination Factor ´ 120
´ Greatest Common Factor
8. What is the GCF of 3, 4, and 12?
2. What is the GCF of 3 and 6? Å 3
Å 1 Ç 1
Ç 3 ∏ 2
∏ 18 ´ 12
´ 6

3. What is the GCF of 8 and 12? 9. What are all the common factors of 24
Å 8 and 32?
Ç 2 ___________________________________
∏ 4
´ 24 ___________________________________

4. What is the GCF of 15 and 32?

Å 1 10. What is the GCF of 24 and 32? Why?
Ç 2
___________________________________
∏ 3
´ 5
___________________________________
5. What is the GCF of 9 and 27?
___________________________________
Å 1
Ç 3
∏ 27
´ 9

6. What is the GCF of 16, 8, and 12?

Å 4
Ç 2
∏ 8
´ 48

Calculate Greatest Common Factor (GCF) for up to three numbers less than 150

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 95
Trivia #2 Name ______________________

How many teeth can a shark grow in its lifetime?

To find the answer, determine the Least Common Multiple (LCM) for each set of
numbers below. Then write the corresponding letter on the line above the LCM.
The letters will spell out the answer.

A What is the LCM of 1 and 5? _____ R What is the LCM of 18 and 3? _____

D What is the LCM of 2 and 3? _____ S What is the LCM of 14 and 2? _____

E What is the LCM of 3 and 9? _____ T What is the LCM of 3 and 5? _____

F What is the LCM of 1 and 11? _____ U What is the LCM of 1 and 7? _____

H What is the LCM of 16 and 2? _____ W What is the LCM of 2 and 5? _____

N What is the LCM of 17 and 1? _____ Y What is the LCM of 8 and 2? _____

O What is the LCM of 13 and 1? _____

15 10 9 17 15 8

11 13 7 18

15 16 13 7 14 5 17 6

Calculate Least Common Multiple (LCM) for up to three numbers less than 25
96 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s Best for Name ______________________

a Sick Bird?
To solve the riddle,
find the Least Common
Multiple (LCM) for each
set of numbers. Then
write the corresponding
letter on the line above
the LCM. The letters will
spell out the solution to
the riddle.

A LCM of 2 and 4 = _______ T LCM of 7 and 3 = _______

E LCM of 5 and 6 = _______ T LCM of 22 and 4 = _______

E LCM of 3 and 9 = _______ T LCM of 16 and 3 = _______

M LCM of 5 and 3 = _______ W LCM of 10 and 8 = _______

N LCM of 6 and 8 = _______

44 40 9 4 21 15 30 24 48

Calculate Least Common Multiple (LCM) for up to three numbers less than 25

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 97
LCM I Name ______________________

Find the Least Common Multiple (LCM) for each set of numbers below.

1. 2, 8 = 6. 20, 24 =

2. 4, 7 = 7. 18, 24 =

3. 5, 8 = 8. 7, 13 =

4. 10, 15 = 9. 2, 17 =

5. 12, 16 = 10. 15, 22 =

Calculate Least Common Multiple (LCM) for up to three numbers less than 25
98 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
LCM II Name ______________________

Find the Least Common Multiple (LCM) for each set of numbers below.

1. 2, 4, 6 = 6. 4, 9, 24 =

2. 3, 6, 9 = 7. 2, 15, 20 =

3. 2, 4, 7 = 8. 4, 12, 15 =

4. 1, 6, 9 = 9. 6, 8, 10 =

5. 3, 5, 10 = 10. 3, 5, 11 =

Calculate Least Common Multiple (LCM) for up to three numbers less than 25

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 99
LCD Name ______________________

Tim’s teacher mentioned that he would need to use the concept of Least
Common Multiples (LCM) when adding and subtracting fractions with unlike
denominators. She said that he would need to look at the denominators of all the
fractions and find the Least Common Denominator (LCD) for the fractions that
are being added or subtracted. Look at each set of fractions below and find the
LCD (the LCM of the denominators).

1.  ,  __________ 6. 
 ,   __________

2.  ,  __________ 7.
 ,   __________

3.  ,  __________ 8.  , 
__________

4.
 ,   __________ 9.  ,   __________

5.
 ,  __________ 10.   ,
  __________

Calculate Least Common Multiple (LCM) for up to three numbers less than 25
100 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Venn Diagrams Name ______________________

for LCM
The Venn diagram shows the first 6 multiples of 2 and 4. The center section
shows the common multiples. The Least Common Multiple (LCM) of 2 and 4 is 4.

ltip les of 2 Multiples of 4

Mu 8
6 10 4 8
2 12 16 20

Write the first 5 multiples of each number in the Venn diagram. Write the
common multiples in the center section. Circle the LCM.

1. 2, 3 lti ples of 2 Multiples of 3

Mu

2. 3, 5 ltip les of 3 Multiples of 5

Mu

3. 2, 5 lti ples of 2 Multiples of 5

Mu

Calculate Least Common Multiple (LCM) for up to three numbers less than 25

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 101
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. What does LCM stand for? 7. What is the LCM of 4, 6, and 9?
Å Lowest Computed Multiple Å 36
Ç Least Computed Measurement Ç 216
∏ Least Common Multiple ∏ 1
´ Longitudinal Cartesian Measurement ´ 12

2. What is the LCM of 3 and 4? 8. What is the LCM of 12, 15, and 16?
Å 12 Å 180
Ç 3 Ç 2,880
∏ 4 ∏ 1
´ 1 ´ 240

3. What is the LCM of 2 and 10?

Å 2
9. What are the first seven multiples of 4 and
the first seven multiples of 7?
Ç 10
∏ 5 ___________________________________
´ 20
___________________________________
4. What is the LCM of 9 and 12?
Å 72 ___________________________________
Ç 3
∏ 1
´ 36 10. What is the LCM of 4 and 7?

___________________________________
5. What is the LCM of 24 and 36?
Å 72 ___________________________________
Ç 12
∏ 24
___________________________________
´ 36

6. What is the LCM of 2, 3, and 5?

Å 2
Ç 30
∏ 1
´ 60

Calculate equivalent fractions, decimals, and percents

102 Number & Operations EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Algebra
g
Function Tables
Complete a function table (input/output table) with up to two operations ........... 104
Write rules for a function table in the form of an expression .............................. 111

Number Lines and the Coordinate System

Locate points on a number line ....................................................................... 118
Locate and plot ordered pairs on a coordinate graph ........................................ 125
Order of operations ........................................................................................ 132

Equations
Solving one-step equations using addition or subtraction .................................. 139
Solving one-step equations using multiplication or division ............................... 146

Ordering Decimals Name ______________________ Tongue Tw

_________
_______
Use the number line to help put the following ten numbers in order from smallest Solve eac
is ter # 10
___ h equatio
Name ___ to largest. First, place each point on the number line and label it. After all the answer on n given bel Name ___
_________
Geese
ls in ow. Then _________
ten anima the
can you say line. The letters will write the lett

Sheep and
mom saw points have been plotted on the number line, list the numbers in order from _
se. Julie’s sheep and the tongue spell out a er that cor
ep and gee how many smallest to largest. twister in tongue twis responds
with she to guess le below. to the
on a farm ed Julie ction tab le. 15 second ter. How ma
mother live 32 leg s. She ask e ma de the fun fun ction tab ______ x s? ny times
her l of Juli e’s
1. Julie and and they had a tota her mother’s question,animals. Complete Juli + 5 = 8,
x = ______
the corral To answer ld equal
10
______ x _
re were. ns that wou ______ 5
geese the
put in all the
combinatio
tal Nu mb er of Legs − 4 = 2,
x = ______ − x = 2,
x = ______
She To is ______ 3 _ ______ x _
Rule + x = 6, + 3 = 9,
Geese (G) (4 × S) +
(2 × G) x = ______
_
x = ______
Sheep (S) (2 × 1) =
______ x
+ 5 = 9, ______ x
− 2 = 1,
_
(9 × 5) + (1) = x = ______ x = ______
(45) + 5.2 4.2 5.5 ______ 5 _ ___ ___ x + _
1 46 − x = 3, 5 = 13,
9 x = ______ x = ______
______ x _ ______ 7 _
− 4 = 3, + x = 12,
2
4.9 5.8 6.2 x = ______
_ x = ______
______ 15 ______ x _
8 + x = 25, + 8 = 10,
x = ______ x = ______
_ ______ x _
3 3.8 6.5 4.8 + 3 = 10,
x = ______
7 _
______ x
− 5 = 5,
x = ______
6
4 4.7 ______ 12
− x = 3,
_
x = ______
_
5
5 2 A 8 P
6
3 E 9 S
4
4 G 10 T
7 5 H
3
3 4 5 6 7 6 L
8
2 7 N
9
1 ral?
in the cor
mother see
e’ss m
e
e did Juli
eesse
many gee _______ Locate points
po on a num er Solve one-
and how _________ 140 step
p equa
quattions
ions
ny sheep _________ operatio
ns
123 using addi
tion orr subt
How ma _ ______ up to two Algebra Algebra raction
___ ___ ______ table with 109 p. • Basic Math Skills, Grade 6 • EMC 3019
tion
_________ plete a func Algebra
_________
Com

M 3019
• EMC
Riddle Name ______________________ Graph It Name __________________
EMC 3019
• Basic Math
Skills, Grad
e 6 • ©200
3 by Evan
e6 -Moor Corp
Skills, Grad ____ .
Basic Math Plot each of the ordered
©2003 by
Evan-Moo
r Corp. •
What do you get if you cross an elephant the corresponding letter.
pairs of numbers on the
graph. Label each point
with
with a crow?
155
Solve each equation given below. Then write the corresponding letter on the line 14
above the solution. The letters will spell out the answer to the riddle. 13
12
11
10

B x + 4 = 12, x = R x − 7 = 12, x = 9
8
7
E x − 5 = 10, x = S 14 − x = 8, x = 6
5
F x + 5 = 7, x = T x + 5 = 23, x = 4
3
H x + 7 = 19, x = 2
1
K x − 5 = 32, x = -15 -14 -13 -12-11-10 -9 -8
-7 -6 -5 -4 -3 -2 -11 0
1 2 3 4 5 6 7 8
-1 9 10 11 12 13 14 15
L 7 + 3 = x, x = -2
-3
N 9 + x = 23, x = -4
-5
O 8 − 5 = x, x = -6
-7

P 19 − x = 12, x = -8
-9
-10
-11
-12
-13
-14
-15

10 3 18 6 3 2

(2, 5) A (-2, 5)
8 19 3 37 15 14 E (-13, -8) I
(3, 7) B (-5, -8) F (-8, 9) J
18 15 10 15 7 12 3 14 15 (4, -2) C (-10, -12) G
(10, -12) D (12, 14)
7 3 10 15 6
H

Solve one-step equations using addition or subtraction

Locate and plot ordered
©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 139 ©2003 by Evan-Moor Corp.
pairs on a coordinate graph
• Basic Math Skills, Grade
6 • EMC 3019
Algebra 127

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 103
What Runs Around Name ______________________

the Garden Without Moving?

Complete each function table using the given rule. On the line above the output
value, write the corresponding letter from the chart. The letters will spell out the
answer to the riddle.

Rule is ×3 +2 Rule is ×2 −3
Input Output Input Output
2 8 2 1
4 A 4 E
9 C 9 F
12 E 11 N

14 15 38 19 29 5

Complete a function table with up to two operations

104 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tongue Twister #8 Name ______________________

Complete each function table using the given rule. On the line above the output
value, write the corresponding letter from the chart. The letters will spell out a
tongue twister. How many times can you say it in 20 seconds?

Rule is ×2 −1 Rule is ÷2 +1
Input Output Input Output
4 7 4 3
9 A 10 C
10 A 12 E
14 C 16 L

Rule is ×3 +2
Input Output
2 8
4 L
6 M
9 N
10 S

6 14 7 19 29

27 9 17 20 32

Complete a function table with up to two operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 105
Function Tables I Name ______________________

Complete each of the following function tables using the given rule.

1. Rule = +27 2. Rule = −15 3. Rule = +4 −3

Input Output Input Output Input Output
1 25 4
11 19 15
16 15 23
23 13 34

4. Rule = ×2 +3 5. Rule = ÷2 +1 6. Rule = ×3 −5

Input Output Input Output Input Output
2 4 19
4 16 40
9 13 8
15 38 1

7. Rule = ×3 −12 8. Rule = ÷3 −2 9. Rule = ×5 +1

Input Output Input Output Input Output
12 12 16
8 15 21
3 5 41
3 39 51

Complete a function table with up to two operations

106 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Function Tables II Name ______________________
(with positive rational numbers)
Complete each of the following function tables using the given rule.

1. Rule = +2.45 2. Rule = −3.25 3. Rule = +1 −3

Input Output Input Output Input Output
3 5 5
2.1 6.19 13
4.16 7.4 19
5.2 3.5 20

4. Rule = ×2 +1
 5. Rule = ÷2 +1 6. Rule = ×3.2 +4.9

Input Output Input Output Input Output
5 8 1.2
1
 12 0.8
3
 15 2
1
 15.5 10.02

7. Rule = ÷2 +6.41 8. Rule = ×
 +
 9. Rule = ×
 +


Input Output Input Output Input Output
4 3 8
5 6 9
8 9 13
11.91 4
 8


Complete a function table with up to two operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 107
Pathways Name ______________________ P
Helen’s family is planning to put a paving stone path through their garden. H
They want the path to look like this: T

They aren’t sure how long the path will be, so they created a function table to determine the T
number of gray and white stones that would be needed for different lengths of the path. There n
are two outputs in the table, one for the number of gray stones and the other for the number a
of white stones. Helen wrote the rules for each output column in the table. Help Helen by w
completing the table for her. The first row has been completed for you. c

Total Length of Path Number of Gray Stones Number of White Stones

Input Rule = input ×2 +2 Rule = input −2
11 stones 24 9

15 stones

20 stones

45 stones

100 stones

240 stones

64

122

60

150

Complete a function table with up to two operations

108 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Sheep and Geese Name ______________________

Julie and her mother live on a farm with sheep and geese. Julie’s mom saw 10 animals in the
corral, and they had a total of 32 legs. She asked Julie to guess how many sheep and geese
there were. To answer her mother’s question, Julie made the function table below. She put in
all the combinations that would equal 10 animals. Complete Julie’s function table.

Total Number of Legs

Sheep (S) Geese (G) Rule is
(4 × S) + (2 × G)
(9 × 4) + (2 × 1) =
9 1 (36) + (2) =
38

8 2

7 3

6 4

5 5

4 6

3 7

2 8

1 9

How many sheep and how many geese did Julie’s mother see in the corral?

_____________________________________________________________
Complete a function table with up to two operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 109
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use this function table for Numbers 1 through 4. Use this function table for Numbers 5 through 8.

Rule = ÷2 +4 Rule = ×3 −5
Input Output Input Output
2 5 5. 6
1. 4 6. 1
2. 7
7. 10
3. 16
4. 22.5
8. 70

1. What is the output if the input is 4? 5. What is the output if the input is 6?
Å 2 ∏ 8 Å 18 ∏ 13
Ç 6 ´ 10 Ç 23 ´ 4

2. What is the output if the input is 7? 6. What is the output if the input is 1?
Å 6 ∏ 6.5 Å 3 ∏ 8
Ç 7 ´ 7.5 Ç 2 ´ −2

3. What is the input if the output is 16? 7. What is the input if the output is 10?
Å 24 ∏ 16 Å 5 ∏ 15
Ç 20 ´ 12 Ç 10 ´ 20

4. What is the input if the output is 22.5? 8. What is the input if the output is 70?
Å 26.5 ∏ 36 Å 70 ∏ 75
Ç 37 ´ 18.5 Ç 25 ´ 50

9. Draw a function table with three inputs and 10. Draw a function table with three inputs and
three outputs using the rule ×6 −4. three outputs using the rule ÷2 +1.

Complete a function table with up to two operations

110 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Color Is a Shout? Name ______________________

Write the rule used to complete each function table. Remember that the rule
must be true for all inputs and outputs in the given table. Then write the
corresponding letter from the function table on the line above the rule. The
letters will spell out the solution to the riddle.

E Rule = H Rule =
Input Output Input Output
1 5 1 0
2 10 2 0
3 15 3 0
4 20 4 0

L Rule = L Rule =
Input Output Input Output
1 0 1 −1
2 1 2 0
3 2 3 1
4 3 4 2

O Rule = Y Rule =
Input Output Input Output
1 4 1 3
2 5 2 4
3 6 3 5
4 7 4 6

+2 ×5 −2 −1 +3 ×0

Write rules for a function table in the form of an expression

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 111
What Is the Best Day Name ______________________

to Cook Bacon and Eggs?

Write the rule used to complete each function table. Remember that the rule
must be true for all inputs and outputs in the given table. Then write the
corresponding letter from the function table on the line above the rule. The
letters will spell out the solution to the riddle.

A Rule = D Rule =
Input Output Input Output
3 6 2 0
4 7 6 0
6 9 10 0
8 11 12 0

F Rule = R Rule =
Input Output Input Output
4 2 3 7
5 3 5 9
9 7 7 11
10 8 8 12

Y Rule = Y Rule =
Input Output Input Output
1 2 6 2
7 14 9 3
10 20 21 7
12 24 30 10

−2 +4 ×2 ×0 +3 ÷3

Write rules for a function table in the form of an expression

112 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s My Rule? Name ______________________

Look at each function table and determine the rule for each. The rule must work
for each input value.

1. Rule = 2. Rule = 3. Rule =

Input Output Input Output Input Output
1 2 1 −3 1 3
2 3 2 −2 2 5
3 4 3 −1 3 7
4 5 4 0 4 9

4. Rule = 5. Rule = 6. Rule =

Input Output Input Output Input Output
1 −1 2 6 3 2
2 2 6 14 6 3
3 5 7 16 9 4
4 8 10 22 12 5

7. Rule = 8. Rule = 9. Rule =

Input Output Input Output Input Output
8 3 16 49 1 0
10 4 19 58 2 2
15 6.5 22 67 5 8
19 8.5 25 76 7 12

Write rules for a function table in the form of an expression

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 113
What’s My Rule II? Name ______________________

Look at each function table and determine the rule for each. The rule must work
for each input value.

1. Rule = 2. Rule = 3. Rule =

Input Output Input Output Input Output
1 6 1 −7 1 4
2 7 2 −6 2 7
3 8 3 −5 3 10
4 9 4 −4 4 13

4. Rule = 5. Rule = 6. Rule =

Input Output Input Output Input Output
1 3 2 2 3 −1
2 8 4 3 9 1
3 13 5 3.5 12 2
4 18 9 5.5 18 4

7. Rule = 8. Rule = 9. Rule =

Input Output Input Output Input Output
2 2 3 0 9 99
4 4 5 0 10 110
6 6 6 0 11 121
9 9 11 0 12 132

Write rules for a function table in the form of an expression

114 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Guess the Rule Name ______________________

1. Leslie is making a function machine. She says that the output is

24 when the input is 6. What are two different rules that could be used for
her function machine?

________________________________________________________________

2. Robert is making a function machine. He says that the output is

15 when the input is 18. What are two different rules that could be
used for his function machine?

________________________________________________________________

3. Juanita is making a function machine. She says that the output is

20 when the input is 12. What are two different rules that she could
be thinking of?

________________________________________________________________

4. Juan is thinking of a function machine. He says that the output is

2 when the input is 8. What are two different rules that could be used
for his function machine?

________________________________________________________________

5. Akiko is making a function machine. She says that the output is

8 when the input is 20. What are two different rules that could be
used for her function machine?

________________________________________________________________

? ? ?
Write rules for a function table in the form of an expression

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 115
Pathways and Rules Name ______________________

George and his family are laying a path through their garden using colored
paving stones. They would like the pathway to be three stones wide and for the
stones to alternate gray and white. Here is an example of what they are planning.

They created a function table with the length of the path as input. There are two
outputs, one for the number of gray stones and one for the number of white stones.
George has figured out the first few examples. He also noticed that there are 2 rules
for each outcome: one rule if the input number is even, and another rule if the input
number is odd. Find the rule for each output column when the input is an odd number.
Then find the output for a path that is 100 stones long.

Total Length of the Path Number of Gray Stones Number of White Stones
Input If the input is even, the If the input is even, the
rule is: ×3 ÷2 rule is: ×3 ÷2

If the input is odd, the rule is: If the input is odd, the rule is:
__________ __________

5 stones 8 7

8 stones 12 12

11 stones 17 16

100 stones

Write rules for a function table in the form of an expression

116 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, use the function table For Numbers 5 through 8, use the function table
below. The input stays the same, but the output below. The input stays the same, but the output
is different for each column. is different for each column.

1 2 3 4 5 6 7 8
Input Output Output Output Output Input Output Output Output Output
3 7 1 1 7 10 5 4 20 5
6 10 4 2 13 20 10 6 40 15
12 16 10 4 25 30 15 8 60 25
15 19 13 5 31 50 25 12 100 45

1. What is the rule for the output in column #1? 5. What is the rule for the output in column #5?
Å ×2 +1 ∏ +4 Å +5 ∏ +10
Ç ×2 −2 ´ −4 Ç ÷2 ´ ×3

2. What is the rule for the output in column #2? 6. What is the rule for the output in column #6?
Å −3 ∏ −1 Å ÷5 +2 ∏ − 14
Ç −2 ´ +0 Ç −6 ´ ÷ 2 −1

3. What is the rule for the output in column #3? 7. What is the rule for the output in column #7?
Å ÷3 ∏ −4 Å ×2 ∏ ×3 −10
Ç −2 ´ ÷ 2 +1 Ç +10 ´ +20

4. What is the rule for the output in column #4? 8. What is the rule for the output in column #8?
Å +4 ∏ +7 Å ÷2 ∏ ÷10 +4
Ç × 2 +1 ´ × 3 −2 Ç ÷2 +5 ´ −5

9. Julia is making a function machine. She 10. Tabitha is making a different function
says that the output is 5 if the input is 2. machine. She says that the output is 7 if
What are two rules that could be used for the input is 10. What are two rules that
her function machine? could be used for her function machine?

Write rules for a function table in the form of an expression

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 117
Tongue Twister #9 Name ______________________

Look at each value given below. Locate the value on the number line and write
the corresponding letter above the number line. The letters will spell out a tongue
twister when read from left to right. How many times can you say it in 15
seconds?

−12 E −5 F −16 R
−14 E 2 I 20 S
18 E 15 I 4 T
−19 F 13 L 0 U
10 F −3 R

E
-20 -15 -10 -5 0 5 10 15 20

Locate points on a number line

118 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s White on Name ______________________

the Outside and Acts Badly?

Look at each value given below. Locate the value on the number line and write
the corresponding letter above the number line. The letters will spell out the
solution to the riddle.

8  A 10  D 5
M

2 A 4  H 9  N

4
 A 13
H 8 S

12  C 12 I 10  W

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Locate points on a number line

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 119
Where’s the Point Name ______________________

with Integers?
Plot each of the following points on the number line. Be sure to label each point
with the corresponding letter.

−4 A 15 E 0 H
7 B −18 F 20 I
−12 C 2 G −7 J
8 D

-20 -15 -10 -5 0 5 10 15 20

Locate points on a number line

120 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Where’s the Point Name ______________________

with Fractions and Decimals?

Plot each of the following points on the number line. Be sure to label each point
with the corresponding letter.

4  A 2.75 F

7.9 B 9 
G

5   C 11   H

14  D 13.2 I

8.5 E 6.55 J

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Locate points on a number line

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 121
Ordering Fractions Name ______________________

Use the number line to help order the following ten numbers from smallest to
largest. First, place each point on the number line and label it. After all the points
have been plotted on the number line, list the numbers in order from smallest to
largest.

3  4  6 

6  5  5 

3 
6  4 

5 

3 4 5 6 7

Locate points on a number line

122 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Ordering Decimals Name ______________________

Use the number line to help order the following ten numbers from smallest to
largest. First, place each point on the number line and label it. After all the points
have been plotted on the number line, list the numbers in order from smallest to
largest.

5.2 4.2 5.5

4.9 5.8 6.2

3.8 6.5 4.8

4.7

3 4 5 6 7

Locate points on a number line

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 123
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use this number line for Numbers 1 through 4. Use this number line for Numbers 5 through 8.

A B CD A B C D

0 5 10 −4 0 4

1. Which point is located at 6  ? 5. Which point is located at −1?

Å point A ∏ point C Å point A ∏ point C

Ç point B ´ point D Ç point B ´ point D

2. Which point is located at 1  ? 6. Which point is located at 3?

Å point A ∏ point C Å point A ∏ point C

Ç point B ´ point D Ç point B ´ point D

3. Which point is located at 7  ? 7. Which point is located at 1?

Å point A ∏ point C Å point A ∏ point C

Ç point B ´ point D Ç point B ´ point D

4. Which point is located at 7 

? 8. Which point is located at −3?

Å point A ∏ point C Å point A ∏ point C

Ç point B ´ point D Ç point B ´ point D

9. Draw a number line and number it from 10. Draw another number line and number it
0 to 5. Write an X on the value of 2.2 and from −3 to +3, with 0 right in the middle.
a Y on the value of 3.9. Write an S on the value of −1 and a W
on the value of 2.

Locate points on a number line

124 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Favorite Pet Name ______________________ F
Plot the ordered pairs of numbers in the order in which they are listed and P
connect them with straight lines. Start each new set of points with a new line. c
155
14
13
122
11
100
9
8
7
6
5
4
3
2
1
-15 -14 -13 -12 -11 -10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
-1
-2
-3
-4
-5
-6
-7
-8
-9
-100
-11
-122
-13
-14
-155

 (−2, −10) (−1, −10) (−1, −9) (1, −9) (1, −10) (2, −10) (2, −7) (1, −7) (1, −8) (−1, −8) (−1, −7)
(−2, −7) (−2, −10) line ends
 (7, −11) (7, −7) (6, −2) (5, 0) (4, −2) (3, −4) (1, −6) (−1, −6) (−3, −4) (−4, −2) (−5, 0) (−6, −2)
(−7, −7) (−7, −11) line ends
 (−1, −4) (1, −4) (1, −2) (−1, −2) (−1, −4) line ends
 (2, 2) (2, 3) (4, 3) (4, 2) (2, 2) line ends
 (−2, 2) (−2, 3) (−4, 3) (−4, 2) (−2, 2) line ends
 (5, 0) (6, 6) (7, 2) (8, 1) (9, 1) (10, 2) (10, 7) (9, 9) (7, 10) (3, 11) (−3, 11) (−7, 10) (−9, 9) (−10, 7)
(−10, 2) (−9, 1) (−8, 1) (−7, 2) (−6, 6) (−5, 0) line ends

Locate and plot ordered pairs on a coordinate graph

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 125
Transport Name ______________________ T
Plot the ordered pairs of numbers in the order in which they are listed and
connect them with straight lines. Start each new set of points with a new line. c
155
14
13
12
11
10
9
8
7
6
5
4
3
2
1
-15 -14 -13 -12 -11 -10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
-11
-12
-13
-14
-15

 (−14, −4) (14, −4) line ends

 (−9, −2) (−8, −4) (−6, −4) (−5, −2) line ends
 (−8, −2) (−6, −2) line ends
 (5, −2) (6, −4) (8, −4) (9, −2) line ends
 (6, −2) (7, −3) (8, −2) line ends
 (2, 4) (2, −2) line ends
 (8, 1) (5, 3) (3, 3) (3, 1) (8, 1) line ends
 (1, 1) (1, 3) (−2, 3) (−4, 1) (1, 1) line ends
 (11, −1) (13, −1) (13, −2) (−11, −2) (−11, 0) (−10, 1) (−6, 1) (−2, 4) (5, 4) (9, 1) (11, 1) (11, −2) line ends
Locate and plot ordered pairs on a coordinate graph
126 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Graph It Name ______________________

Plot each of the ordered pairs of numbers on the graph. Label each point with
the corresponding letter.

155
14
13
12
11
10
9
8
7
6
5
4
3
2
1
-15 -14 -13 -12 -11 -10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
-11
-12
-13
-14
-15

(2, 5) A (−2, 5) E (−13, −8) I

(3, 7) B (−5, −8) F (−8, 9) J
(4, −2) C (−10, −12) G

(10, −12) D (12, 14) H

Locate and plot ordered pairs on a coordinate graph

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 127
Graph It, Too Name ______________________

Plot each of the ordered pairs of numbers on the graph. Label each point with
the corresponding letter.

155
14
13
12
11
10
9
8
7
6
5
4
3
2
1
-15 -14 -13 -12 -11 -10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
-11
-12
-13
-14
-15

(5, 4) A (−8, −2) E (−14, 8) I

(9, 8) B (−12, −10) F (10, −14) J
(14, −5) C (7, 0) G
(−5, 4) D (0, −4) H

Locate and plot ordered pairs on a coordinate graph

128 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
New Deli Name ______________________

Pictured here is a map of New Deli. Use the map to answer the questions below.

10
9
8
Y
7

X 6
5
4
3
W
2
1
-10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
-6
M
-7
-8
-9
-10

1. If the X is the town’s grocery store, what is the ordered pair for
that location? ________

2. The City Bank is located at (9, 4) and the Town Food Court is
located at (4, 9). Which letter is represented for each business? ________

3. The M is the New Deli School. What is the ordered pair for that
location? ________

4. Patrick lives at the intersection of (−2, −4) and Whitney lives at the
intersection of (6, −8). Plot each of their homes on the map and
label Patrick’s house P and Whitney’s house W.

5. How many blocks is it for Patrick to walk to Whitney’s house

without cutting diagonally through a block? ________

Locate and plot ordered pairs on a coordinate graph

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 129
North Bend Name ______________________

Pictured here is a map of North Bend. Use the map to answer the questions below.

10
9
8
Y
W 7
6
5
4
3
2
1
-10 -9 - 8 -7 - 6 - 5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
M
-6
-7

X -8
-9
-10

1. If the X is the town’s elementary school, what is the ordered pair

for that location? ________
2. The City Market is located at (2, 8) and the Town Bank is located
at (−4, 7). Which letter is represented for each business? ________
3. The North Bend Middle School is located at (−3, 8). Plot that on
the map and label it N.

4. Beth lives at the intersection of (−9, 4) and Shirley lives at the

intersection of (4, −5). Plot each of their homes on the map,
label Beth’s house B and Shirley’s house S.

5. How many blocks is it for Beth to walk to Shirley’s house without ________
cutting diagonally through a block?

6. Make up three other businesses that might be in the town of North ________
Bend. Plot each one on an intersection on the map. Give the ________
ordered pair for each business’s location. ________
Locate and plot ordered pairs on a coordinate graph
130 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, use this graph. For Numbers 5 through 8, use this graph.
6 A 3
5 X 2
4 D 1 Y
3 C -3 -2 -1 0 1 2 3
2 -1
Z
1 B -2
0 -3 W
1 2 3 4 5 6

1. Which point is located at (4, 6)? 5. What is the ordered pair for point W?
Å point A ∏ point C Å (3, 3) ∏ (−3, 3)
Ç point B ´ point D Ç (3, −3) ´ (−3, −3)
2. Which point is located at (2, 3)? 6. What is the ordered pair for point X?
Å point A ∏ point C Å (3, 2) ∏ (−3, 2)
Ç point B ´ point D Ç (3, −2) ´ (−3, −2)
3. Which point is located at (6, 4)? 7. What is the ordered pair for point Y?
Å point A ∏ point C Å (2, 1) ∏ (−2, 1)
Ç point B ´ point D Ç (2, −1) ´ (−2, −1)
4. Which point is located at (4, 1)? 8. What is the ordered pair for point Z?
Å point A ∏ point C Å (2, 1) ∏ (−2, 1)
Ç point B ´ point D Ç (2, −1) ´ (−2, −1)

9. Plot point W at (3, 5) and point Z at (4, 3) 10. Plot point A at (−2, 1) and point B at (0, −2)
on this graph. on this graph.
6 3
5 2
4 1
3 -3 -2 -1 0 1 2 3
2 -1
1 -2
0 -3
1 2 3 4 5 6
Locate and plot ordered pairs on a coordinate graph

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 131
Riddle Name ______________________

What do you get if you cross a daffodil

with a calculator?
Simplify each of the following math Order of Operations
expressions using the order of operations. 1. Do whatever is inside the
Then write the corresponding letter on the parentheses first.
line in front of the expression. The letters 2. Next, do multiplication and
will spell out the solution to the riddle division from left to right.
when read from bottom to top, starting 3. The last step is to do addition and
on the right. subtraction from left to right.

______ 7 + 4 × 2 = ________
______ 4 ÷ 2 × 7 = ________
______ 26 − (9 − 2) = ________
______ 23 − 3 × 2 = ________
______ 6 × (3 + 1) = ________
______ 5 + 6 × 2 = ________
______ 20 + 10 ÷ 5 = ________
______ 9 + 2 × 5 = ________
______ 14 + 1 × 3 = ________
______ 26 − 6 ÷ 3 = ________ ______ 15 + 4 × 2 = ________
______ 5 × 2 + 9 = ________ ______ 50 − 4 × 5 = ________
______ 8 × 4 − 5 = ________
______ 30 − 9 ÷ 3 = ________
______ 12 ÷ 3 + 1 = ________
______ 15 × (3 − 3) = ________
______ 16 − 4 ÷ 4 = ________ 27 A 23 L 14 T
24 E 17 O 5 U
______ 14 + 2 × 3 = ________
30 F 0 Q 22 W
______ 19 − (10 − 5) = ________
20 H 19 R
______ 18 × 6 ÷ 2 = ________
______ 25 − 15 ÷ 5 = ________
54 I 15 S

Order of operations
132 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Is a Sleepingg Name ______________________

Prehistoric Monster Called?

Simplify each of the following math expressions using the order of operations.
Then write the corresponding letter on the line in front of the expression. The
letters will spell out the solution to the riddle when read from bottom to top.

Order of Operations
1. Do whatever is inside the parentheses first.
2. Next, do multiplication and division from left to right.
3. The last step is to do addition and subtraction from left to right.

______ 9 + 4 × 2 − 3 = _______
21 A
______ 15 − 9 ÷ 3 + 4 = _______ 33 D
______ 4 × 2 + 5 × 3 = _______
14 E
______ 7 × 2 − 9 ÷ 3 = _______

______ 4 + 6 × 3 ÷ 2 = _______ 26 I
______ 3 × 5 + 16 ÷ 2 = _______ 11 N
______ 5 + (5 − 3) × 3 = _______
23 O
______ 2 + 5 × 4 + 4 = _______

______ 9 × 9 ÷ 3 + 6 = _______ 16 R

______ 38 − (5 × 4 − 3) =_______
13 S

10 U

Order of operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 133
Follow Your Orders Name ______________________

Simplify each of the following math expressions using the order of operations.

Order of Operations
1. Do whatever is inside the parentheses first.
2. Next, do multiplication and division from left to right.
3. The last step is to do addition and subtraction from left to right.

1. 9 + 5 − 3 = ___________ 11. 18 ÷ 6 + 5 = ___________

2. 5 × 8 − 4 = ___________ 12. 6 + 3 × 2 = ___________

3. 8 − 3 × 2 = ___________ 13. 4 × 5 + 5 = ___________

4. 5 × 9 + 4 = ___________ 14. 18 − 5 ÷ 5 = ___________

5. 5 + 9 × 4 = ___________ 15. 20 + 4 ÷ 2 = ___________

6. 6 ÷ 3 + 4 = ___________ 16. 4 × 3 + 6 = ___________

7. 5 + 4 × 3 = ___________ 17. 15 − 4 × 3 = ___________

8. 6 + 4 × 3 = ___________ 18. 5 × 2 ÷ 5 = ___________

9. 15 ÷ 3 − 2 = ___________ 19. 18 + 2 × 3 = ___________

10. 5 + 5 − 3 = ___________ 20. 6 × 3 − 4 = ___________

Order of operations
134 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Follow Your Orders Name ______________________

Again
Simplify each of the following math expressions using the order of operations.

Order of Operations
1. Do whatever is inside the parentheses first.
2. Next, do multiplication and division from left to right.
3. The last step is to do addition and subtraction from left to right.

1. 9 × (5 + 3) = 11. 17 − (5 − 3) =

2. 6 ÷ (6 − 3) = 12. 16 × (4 × 2) =

3. 15 − (10 ÷ 2) = 13. 18 ÷ (6 ÷ 3) + 5 =

4. 25 ÷ (10 − 5) = 14. 25 × (6 + 3 − 7) =

5. 4 × 5 + 6 ÷ 2= 15. 45 − (5 × 5 + 10) =

6. 4 × (5 + 6) ÷ 2 = 16. 16 + 90 ÷ 9 ÷ 5 =

7. 8 + 4 × 3 ÷ 2= 17. 80 − 5 × 5 =

8. 15 ÷ (4 × 6 ÷ 8) = 18. 4 × 5 + 5 − 6=

9. 9 × 5 − 4 + 14 = 19. 8 × 10 − 8 ÷ 4 =

10. 9 × 5 − (4 + 14) = 20. 12 + 8 × 4 − 4 × (3 + 3) =

Order of operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 135
Confusion with Name ______________________

Order of Operations
1. Timothy solved two problems and says that they have the same answer.

a) 5 × 4 − 3 + 2 = b) 5 × 4 − (3 + 2) =

20 − 5 = 15 20 − 5 = 15

Do you agree with Timothy? Write him a note stating if you agree or not and why.
Include in your note the correct answer for each problem.

________________________________________________________________

2. Francine saw the following problem and was confused about the parentheses.

7 + (5 × 3) − 8

She understood the order of operations, but was asked the question, “Are the
parentheses necessary in this problem? If the parentheses were gone, wouldn’t
you solve the problem the same way?” Please write a note to Francine stating if
you agree or not with her thinking and why. Include in your note the correct answer
for the problem.

________________________________________________________________

3. Drew saw the following problem and was confused about where to start.

90 − (5 + 4 × 3) + 30

He knew that he should start inside the parentheses, but didn’t know what he
should do first, 5 + 4 or 4 × 3. Write a note to Drew stating the steps he should
follow to solve the problem. Include in your note the correct solution and answer for
the problem.

________________________________________________________________

Order of operations
136 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Order of Operations Name ______________________

with Formulas
Julie’s older sister is working a geometry homework problem. She is finding the
area of a trapezoid.
Base 1 (b1)

Height (h)

Base 2 (b 2)
Her sister explains that the formula for finding the area of the trapezoid is

A =
 × (b1 + b 2) × h
This formula means that you first add the lengths of the two bases (since they are in parentheses)
and then multiply that sum by
 . Then you multiply the result by the height. This gives you the
area of the trapezoid.

Use this formula and follow the order of operations to complete the table below for the area of
three different trapezoids.

Base 1 Base 2 Height Area

Trapezoid 1 4 inches 6 inches 3 inches

Trapezoid 2 5 inches 8 inches 4 inches

Trapezoid 3 10 inches 15 inches 6 inches

Order of operations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 137
Math Test Name ______________________

Simplify each of the following expressions. Fill in the circle next to the correct answer.
1. 28 ÷ 4 + 3 = 7. 12 ÷ 3 + 4 × 3 =
Å 4 Å 4
Ç 7 Ç 16
∏ 10 ∏ 12
´ 11 ´ 13

2. 6 − 3 × 2 = 8. 12 − (4 × 2 + 2) + 3 × 5 =
Å 6 Å 17
Ç 0 Ç 16
∏ 1 ∏ 15
´ 5 ´ 14

3. 5 × 3 + 6 =
Å 15
9. Write an e×pression with at least three
numbers and any operations you choose
Ç 45
that has an answer of 5.
∏ 20
´ 21

4. 3 + 5 × 2 = ___________________________________
Å 13
Ç 16 ___________________________________
∏ 10
´ 8
10. Write an e×pression that when simplified
5. 7 × (5 + 2) = equals 10. The e×pression may have any
Å 7 numbers in it, but it must have at least one
Ç 37 multiplication sign, one addition sign, and
∏ 49 one subtraction sign.
´ 56

6. 12 ÷ (4 − 2) =
___________________________________
Å 6
Ç 2 ___________________________________
∏ 1
´ 0

Order of operations
138 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What do you get if you cross an elephant

with a crow?
Solve each equation given below. Then write the corresponding letter on the line
above the solution. The letters will spell out the answer to the riddle.

B x + 4 = 12, x = R x − 7 = 12, x =
E x − 5 = 10, x = S 14 − x = 8, x =
F x + 5 = 7, x = T x + 5 = 23, x =
H x + 7 = 19, x =
K x − 5 = 32, x =
L 7 + 3 = x, x =
N 9 + x = 23, x =
O 8 − 5 = x, x =
P 19 − x = 12, x =

10 3 18 6 3 2

8 19 3 37 15 14

18 15 10 15 7 12 3 14 15

7 3 10 15 6

Solve one-step equations using addition or subtraction

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 139
Tongue Twister #10 Name ______________________

Solve each equation given below. Then write the letter that corresponds to the
answer on the line. The letters will spell out a tongue twister when read from left
to right. How many times can you say it in 15 seconds?

______ x + 5 = 8, x = _______ ______ 5 − x = 2, x = _______

______ x − 4 = 2, x = _______ ______ x + 3 = 9, x = _______

______ 3 + x = 6, x = _______ ______ x − 2 = 1, x = _______

______ x + 5 = 9, x = _______ ______ x + 5 = 13, x = _______

______ 5 − x = 3, x = _______ ______ 7 + x = 12, x = _______
______ x − 4 = 3, x = _______ ______ x + 8 = 10, x = _______
______ 15 + x = 25, x = _______ ______ x + 3 = 10, x = _______
______ x − 5 = 5, x = _______

______ 12 − x = 3, x = _______

8 P
2 A
9 S
3 E
10 T
4 G
5 H
6 L
7 N

Solve one-step equations using addition or subtraction

140 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Solve It with Addition Name ______________________

and Subtraction
Solve each of the following equations. Show all your work.

Add the same value to each side. Or subtract the same value from each side.
x − 6 = 3 x + 2 = 7
x − 6 + 6 = 3 + 6 x + 2 − 2 = 7 − 2
x=9 x=5

1. x + 4 = 5, x = 11. x − 5 = 12, x =

2. x + 8 = 12, x = 12. x − 4 = 7, x =

3. x + 5 = 5, x = 13. x − 8 = 13, x =

4. x + 2 = 11, x = 14. x − 3 = 14, x =

5. x + 6 = 21, x = 15. x − 10 = 30, x =

6. 5 + x = 8, x = 16. x + 45 = 75, x =

7. 4 + x = 13, x = 17. x − 48 = 50, x =

8. 9 + x = 13, x = 18. 35 + x = 45, x =

9. 5 + x = 26, x = 19. 29 + x = 49, x =

10. 6 + x = 19, x = 20. x − 23 = 50, x =

Solve one-step equations using addition or subtraction

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 141
Solve It with Addition Name ______________________

and Subtraction II
Solve each of the following equations. Show all your work.

Add the same value to each side. Or subtract the same value from each side.
x − 6 = 3 x + 2 = 7
x − 6 + 6 = 3 + 6 x + 2 − 2 = 7 − 2
x=9 x=5

1. x + 5 = 9, x = 11. x − 9 = 15, x =

2. x + 3 = 8, x = 12. x − 15 = 15, x =

3. x + 8 = 12, x = 13. x − 36 = 39, x =

4. x + 15 = 15, x = 14. x − 56 = 0, x =

5. x + 36 = 41, x = 15. x − 28 = 49, x =

6. 7 + x = 15, x = 16. x + 16 = 45, x =

7. 23 + x = 35, x = 17. x − 37 = 29, x =

8. 46 + x = 98, x = 18. 69 + x = 72, x =

9. 25 + x = 34, x = 19. 26 + x = 35, x =

10. 35 + x = 42, x = 20. x − 64 = 16, x =

Solve one-step equations using addition or subtraction

142 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Toby’s Quiz Name ______________________

Toby completed the following quiz, and it needs to be checked. Write a C next to
each item that he got correct. Write a √ next to any that he got incorrect, and
then write Toby a hint about what he should have done differently.

Toby
Name ________________________
__
1. x + 4 = 8 6. x = 5 − 2
x + 4 - 4 = 8 - 4 x = 3
x = 4

2. x − 5 = 12 7. x + 5 = 17
x - 5 - 5 = 12 - 5 x + 5 - 5 = 17 - 5
x = 7 x = 12

3. 7 + x = 13 8. x + 18 = 20
7 - 7 + x = 13 - 7 x + 18 + 18 = 20 + 18
x = 6 x = 38

4. x − 8 = 5 9. x + 33 = 49
x - 8 + 8 = 5 + 8 x + 33 - 33 = 49 - 33
x = 13 x = 16

5. 4 + 5 = x 10. x + 34 = 64
9 = x x + 34 - 34 = 64 - 34
x = 30

Solve one-step equations using addition or subtraction

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 143
Mystery Number Name ______________________

Use the following clues to determine the mystery number. For each one, write an
equation and then solve the equation.

1. When 3 is added to my number, the sum is 6. When 49 is subtracted from my number,

38. What is my number? the difference is 15. What is my number?

2. When 15 is subtracted from my number, 7. When 22 is subtracted from my number,

the difference is 45. What is my number? the difference is 54. What is my number?

3. When my number is added to 18, the 8. When 55 is added to my number, the

sum is 30. What is my number? sum is 108. What is my number?

4. When 36 is subtracted from my number, 9. When my number is subtracted from 25,

the difference is 85. What is my number? the difference is 7. What is my number?

5. When 62 is added to my number, the 10. When my number is added to 653, the sum
sum is 130. What is my number? is 1,637. What is my number?

Solve one-step equations using addition or subtraction

144 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Solve each of the following equations for x. Fill in the circle next to the correct answer.

1. x + 5 = 8 5. x − 7 = 23
Å x =3 ∏x = 8 Å x =7 ∏x = 23
Ç x =5 ´x = 13 Ç x = 16 ´x = 30

2. x + 7 = 15 6. x − 37 = 50
Å x =7 ∏x = 15 Å x = 13 ∏x = 50
Ç x =8 ´x = 22 Ç x = 37 ´x = 87

3. 9 +x = 23 7. 25 − x = 18
Å x =9 ∏x = 23 Å x = 7 ∏x = 25
Ç x = 14 ´x = 32 Ç x = 18 ´x = 43

4. x − 5 = 8 8. 42 + x = 91
Å x =3 ∏x = 8 Å x = 42 ∏x = 91
Ç x =5 ´x = 13 Ç x = 49 ´x = 133

9. Write the equation for the following 10. Solve the equation you have written in #9.
sentence: If 15 is subtracted from a
number, then the difference is equal to 8.

Solve one-step equations using addition or subtraction

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 145
What is Glue-Covered Name ______________________

Aspirin Good For?

Solve each equation given below. Then write the corresponding letter on the line
above the solution. The letters will spell out the answer to the riddle.

4y means 4 times y.
Hint: 4y

A 4y = 20, y = L 3y = 60, y =

C 3y = 24, y = M y ÷ 4 = 20, y =

D 5y = 60, y = N y ÷ 1 = 3, y =

E y ÷ 4 = 16, y = P 9y = 18, y =

G y ÷ 3 = 9, y = S y ÷ 5 = 10, y =

H y ÷ 5 = 15, y = T 7y = 7, y =

I 8y = 56, y = W 6y = 90, y =

5 80 5 3 15 7 1 75

5 50 2 20 7 1 1 7 3 27

75 64 5 12 5 8 75 64

Solve one-step equations using multiplication or division

146 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tongue Twister #11 Name ______________________

Solve each equation given below. Then write the corresponding letter on the line
in front of the equation. The letters will spell out a tongue twister when read from
top to bottom. How long does it take you to say it fast three times?

4y means 4 times y.
Hint: 4y y

______ 3y = 18, y = _________

______ 4y = 12, y = _________ 1 C

______ 7 ÷ y = 7, y = _________ 2 E
______ 12 ÷ y = 3, y = _________
3 I
______ 4y = 36, y = _________
4 K
______ 24 ÷ y = 4, y = _________
5 O
______ 5y = 15, y = _________

______ 6 ÷ 6 = y, y = _________ 6 P
______ 16 ÷ y = 4, y = _________ 7 S
______ 30 ÷ 5 = y, y = _________
8 T
______ 45 ÷ y = 9, y = _________

______ 7 ÷ y = 7, y = _________
9 Y
______ 28 ÷ y = 7, y = _________

______ 4y = 8, y = _________

______ 5y = 40, y = _________

______ 49 ÷ y = 7, y = _________

Solve one-step equations using multiplication or division

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 147
Solve It with Name ______________________

Multiplication and Division

Solve each of the following equations. Show all your work.

Multiply both sides by the same number. Or divide both sides by the same number.
y÷ 2 = 3 2y = 8
y ÷ 2 × 2 = 3 × 2 2y ÷ 2 = 8 ÷ 2
y = 6 y = 4

1. 4y = 12 8. y ÷ 3 = 5 15. 3y = 45

2. 5y = 40 9. y ÷ 5 = 5 16. y ÷ 4 = 20

3. 3y = 18 10. y ÷ 6 = 2 17. 4y = 64

4. 6y = 36 11. 1y = 7 18. y ÷ 3 = 15

5. 8y = 24 12. 7y = 7 19. 3y = 21

6. y ÷ 4 = 5 13. y ÷ 5 = 25 20. y ÷ 2 = 14

7. y ÷ 8 = 6 14. 5y = 100 21. 8y = 72

Solve one-step equations using multiplication or division

148 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Solve It with Name ______________________

Multiplication and Division II

Solve each of the following equations. Show all your work.

Multiply both sides by the same number. Or divide both sides by the same number.
y ÷2=3 2y = 8
y ÷2×2=3×2 2y ÷ 2 = 8 ÷ 2
y=6 y=4

1. 6y = 24 8. y÷1=7 15. 4y = 32

2. 3y = 18 9. y÷8=6 16. y ÷ 5 = 20

3. 9y = 54 10. y÷4=0 17. 2y = 14

4. 12y = 48 11. 7y = 35 18. y÷6=5

5. 3y = 33 12. 3y = 24 19. 4y = 160

6. y÷7=2 13. y ÷ 6 = 12 20. y ÷ 9 = 18

7. y÷3=9 14. 9y = 45 21. y ÷ 5 = 200

Solve one-step equations using multiplication or division

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 149
Jessica’s Quiz Name ______________________

Jessica completed the following quiz, and it needs to be checked. Write a C next
to each item that she got correct. Write a √ next to any that she got incorrect, and
then write a hint about what she should have done differently.

Jessica
Name ________________________
1. 4y = 20 6. y÷5= 2
4y ÷ 4 = 20 ÷ 4 y ÷ 5(5) = 2(5)
y = 5 y = 10

2. 5y = 45 7. 7y = 35
5y ÷ 5 = 45 ÷ 5 7(7)y = 35(7)
y = 9 y = 245

3. y ÷ 6 = 24 8. 12y = 48
y ÷ 6 ÷ 6 = 24 ÷ 6 12y ÷ 12 = 48 ÷ 12
y = 4 y = 4

4. 7y = 7 9. y÷8= 4
7y ÷ 7 = 7 ÷ 7 y ÷ 8(8) = 4(8)
y = 1 y = 32

5. y ÷ 3 = 18 10. y ÷ 4 = 28
y ÷ 3(3) = 18(3) y ÷ 4 ÷ 4 = 28 ÷ 4
y = 54 y = 7

Solve one-step equations using multiplication or division

150 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Mystery Number Name ______________________

(with One-Step Equations)

Use the following clues to determine the mystery number. For each one, write the
equation for each sentence and then solve the equation.

1. When 3 is multiplied by my number, the 6. When my number is multiplied by 12, the

product is 36. What is my number? product is 108. What is my number?

2. When my number is divided by 8, the 7. When my number is divided by 15, the

quotient is 3. What is my number? quotient is 5. What is my number?

3. When my number is multiplied by 8, the 8. When 15 is multiplied by my number, the

product is 48. What is my number? product is 345. What is my number?

4. When 30 is multiplied by my number, the 9. When my number is divided by 25, the

product is 90. What is my number? quotient is 12. What is my number?

5. When my number is divided by 3, the 10. When my number is multiplied by 8, the

quotient is 5. What is my number? product is 208. What is my number?

Solve one-step equations using multiplication or division

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Algebra 151
Math Test Name ______________________

Solve each of the following equations for x. Fill in the circle next to the correct answer.

1. 6 x = 18 5. 8 x = 24
Å 2 ∏ 6 Å 2 ∏ 24
Ç 3 ´ 108 Ç 3 ´ 192

2. 5 x = 20 6. 5x = 0
Å 4 ∏ 20 Å 0 ∏ 5
Ç 5 ´ 120 Ç 1 ´ 10

3. x ÷ 4 = 8 7. x ÷ 6 = 48
Å 2 ∏ 40 Å 1 ∏ 7
Ç 32 ´ 48 Ç 6 ´ 288

4. x ÷ 3 = 12 8. x ÷ 1 = 9
Å 1 ∏ 12 Å 0 ∏ 9
Ç 4 ´ 36 Ç 1 ´ 10

9. Write the equation for the following 10. Solve the equation you wrote in #9.
sentence: If 5 is multiplied by an unknown
number, then the product is equal to 80.

Solve one-step equations using multiplication or division

152 Algebra EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 G
Geometry
t
Identify congruent shapes using transformational geometry ............................. 154

Identify lines of symmetry in two-dimensional shapes ...................................... 161

Classify angles as acute, right, or obtuse.......................................................... 168

Identify characteristics of three-dimensional solids ........................................... 175

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Identify congruent shapes using transformational geometry

156 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

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©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 153
Tongue Twister #12 Name ______________________

Look at each figure in the box. Find the shape at the bottom of the page that is
congruent to the white region. Write the corresponding letter on the line above
the congruent shape. The letters will spell out a tongue twister. Try to say it fast
three times.

?
Identify congruent shapes using transformational geometry
154 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s a Cat’s Favorite Name ______________________

Television Show?
Look at each figure in the box. Find the shape at the bottom of the page that is
congruent to the white region. Write the corresponding letter on the line above
the congruent shape. The letters will spell out the solution to the riddle.

Identify congruent shapes using transformational geometry

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 155
Transformations Name ______________________

Look at each pair of shapes. Determine how the shape is transformed from the one on
the left to the one on the right. It could be turned (rotated), slid (translated), or flipped
(reflected). Some of the transformations could have happened in more than one way.
In each case, list all possible ways that the transformation could have happened.

1.
________________

2.
________________

3.
________________

4.
________________

5.
________________

6.
________________

Identify congruent shapes using transformational geometry

156 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Transform Me Name ______________________

For each of the following figures, sketch what the figure will be after the given
transformation.

1. Translate to the right.

2. Rotate to the left 90 degrees.

3. Reflect about the dashed line.

4. Translate to the right.

5. Reflect about the dashed line.

Identify congruent shapes using transformational geometry

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 157
Quilts Name ______________________

1. Shelley made this quilt. Her friend, Julie, wants to make a quilt that is identical
to Shelley’s quilt. If they both start with the same first square in the top left corner,
describe to Julie how all the other pieces are changed from the original square.
Use the words rotated (turned), translated (slid), or reflected (flipped).

Original
_______________ ______________

_______________ ______________

_______________ ______________

2. Timothy is making a cool quilt that can only be read by reading the message
using a mirror. He would like the message to read, “Here lies Timothy, the world’s
best basketball player!” Write the message for him in the space below. The first
two words are written for you to get you started.

seil ereH

Identify congruent shapes using transformational geometry

158 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Pair Me Up Name ______________________

Draw a line connecting the congruent shapes. The shapes might be flipped or
turned in their orientation. For each shape that doesn’t have a partner, draw
a congruent shape that is rotated 90 degrees.

Identify congruent shapes using transformational geometry

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 159
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, use these figures. For Numbers 5 through 8, tell how the shapes
are transformed.
D
A B 5. Å turned (rotated)
C Ç flipped (reflected)
1. Which figure is congruent to the white region? ∏ slid (translated)
´ slid or flipped
Å figure A
Ç figure B
∏ figure C
´ figure D 6. Å turned (rotated)
Ç flipped (reflected)
2. Which figure is congruent to the white region? ∏ slid (translated)
Å figure A ´ any of the above
Ç figure B
∏ figure C
´ figure D
7. Å turned (rotated)
3. Which figure is congruent to the white region?
Ç flipped (reflected)
∏ slid (translated)
Å figure A ´ turned or slid
Ç figure B
∏ figure C
´ figure D
8. Å turned (rotated)
4. Which figure is congruent to the white region? Ç flipped (reflected)
Å figure A ∏ slid (translated)
Ç figure B ´ turned or flipped
∏ figure C
´ figure D

9. Write your name. Then slide your name to 10. Write your age on the left side of the
the right and write it again (label it slide). dashed line. Then write your age flipped
across the line.

Identify congruent shapes using transformational geometry

160 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Is a Kangaroo’s
g Name ______________________

Favorite Year?
Draw the lines of symmetry in each of the figures. (For one figure, watch the
shading and make sure that your line is still a line of symmetry). Then draw a
straight line between the figure on the left and the number of lines of symmetry
on the right. The line will go through one letter. Write that letter on the line in front
of the figure. The letters will spell out the solution to the riddle when read from
top to bottom.

A
• • 0 lines of symmetry

L
• E • 1 line of symmetry

• • 2 lines of symmetry
P
• E • 3 lines of symmetry
Y
• • 4 lines of symmetry
A
A
• • more than 4 lines of symmetry
R
•

Identify lines of symmetry in two-dimensional shapes

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 161
What Happened to the Name ______________________

Cowardly Human Cannonball?

Draw the lines of symmetry in each of the figures. Then draw a straight line between
the figure on the left and the number of lines of symmetry on the right. The line will
go through one letter. Write that letter on the line in front of the figure. The letters will
spell out the solution to the riddle when read from top to bottom.

•
H • 0 lines of symmetry
O
• G • 1 line of symmetry

• E • 2 lines of symmetry
T
• • 3 lines of symmetry

F
I • 4 lines of symmetry
• E
• more than 4 lines of symmetry
•
R
• D

Identify lines of symmetry in two-dimensional shapes

162 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
You Draw the Lines Name ______________________

For each of the following figures, draw the lines of symmetry. If there are no lines
of symmetry, write the word none next to the figure. If there are line(s) of
symmetry, write the number of lines next to the figure.

1. 5. 1

2. 6. 2

3. 7. 3

4. 8. 4

Identify lines of symmetry in two-dimensional shapes

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 163
You Draw the Lines II Name ______________________

For each of the following figures, draw in the lines of symmetry. If there are no
lines of symmetry, write the word none next to the figure. If there are line(s) of
symmetry, write the number of lines next to the figure.

1. 5. 1

2. 6. 2

3. 7. 3

4. 8. 4

Identify lines of symmetry in two-dimensional shapes

164 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Symmetry Around Us Name ______________________

Look around you and find objects that have lines of symmetry. Complete the
chart below, sketching and describing one object in each row.

Characteristics Sketch of Object Description of Object

Exactly 1 line of symmetry

Exactly 2 lines of symmetry

Exactly 3 lines of symmetry

Exactly 4 lines of symmetry

More than 4 lines of symmetry

No lines of symmetry

Identify lines of symmetry in two-dimensional shapes

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 165
Symmetric Words Name ______________________

and Numbers
Lisa was helping her younger sister with some reading and math flash cards.
She noticed that some of the cards have a line of symmetry.

Draw a line of symmetry on all the word cards that are symmetric. Circle the word cards that
are not symmetric.

1. MOM 2. DAD 3. SIS

4. ANNA 5. OTTO 6. POP

7. YOYO 8. TOT 9. WOW

Draw a line of symmetry on all the math cards that are symmetric. Circle the math cards that
are not symmetric.

10. 8 + 8 11. 3 − 3 12. 6 + 6

13. 4 + 4 14. 6 − 6 15. 8 − 8

16. 9 + 9 17. 3+0+3 18. 8+0+8

Identify lines of symmetry in two-dimensional shapes

166 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 8, identify how many lines of symmetry each figure has.

1. Å 0 lines of symmetry 5. Å 1 line of symmetry

Ç 1 line of symmetry Ç 2 lines of symmetry
∏ 2 lines of symmetry ∏ 3 lines of symmetry
´ 3 lines of symmetry ´ 4 lines of symmetry

2. Å 0 lines of symmetry 6. Å 1 line of symmetry

Ç 1 line of symmetry Ç 2 lines of symmetry
∏ 2 lines of symmetry ∏ 3 lines of symmetry
´ 3 lines of symmetry ´ 4 lines of symmetry

3. Å 0 lines of symmetry 7. Å 0 lines of symmetry

Ç 1 line of symmetry Ç 1 line of symmetry
∏ 2 lines of symmetry ∏ 2 lines of symmetry
´ 3 lines of symmetry ´ 3 lines of symmetry

4. Å 0 lines of symmetry 8. Å 0 lines of symmetry

Ç 1 line of symmetry Ç 1 line of symmetry
∏ 2 lines of symmetry ∏ 2 lines of symmetry
´ 3 lines of symmetry ´ 3 lines of symmetry

9. Draw an object or letter that has exactly 10. Draw an object that has no lines of
one line of symmetry. Draw a dotted line symmetry.
where the line of symmetry exists.

Identify lines of symmetry in two-dimensional shapes

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 167
Trivia #3 Name ______________________

A group of wolves is called a pack. What is a group of bears called?

Draw a straight line between the angles on the left and the type of angle on the
right. Each letter will go through at least one number. Write the letter on the
corresponding line(s). The letters will spell out the solution to the question.

E •
3

H • • acute angle
2

6
L •
• right angle
4 5
S •
1
• obtuse angle
T •

U •

1 2 3 4 5 6

Classify angles as acute, right, or obtuse

168 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Is Green and Name ______________________

Makes a Loud Noise?

Draw a straight line between the angles on the left and the type of angle on the
right. Each letter will go through at least one number. Write the letter on the
corresponding line(s). The letters will spell out the solution to the riddle.

A •

1
F • • acute angle
2

G •
5 7
H • 6 • right angle

4
N •
9

O • • obtuse angle

3
8
R •

1 2 3 4 5 6 7 8 9

Classify angles as acute, right, or obtuse

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 169
Am I Right? Name ______________________

Classify each of the following angles as right, acute, or obtuse.

1. 5.

2. 6.

3. 7.

4. 8.

Classify angles as acute, right, or obtuse

170 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Am I a Cute Angle? Name ______________________

Classify each of the following angles as right, acute, or obtuse.

1. 5.

2. 6.

3. 7.

4. 8.

Classify angles as acute, right, or obtuse

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 171
The Angles Around Us Name ______________________

Look around you and find examples of angles. To list just a few examples, think
of the angle the wall in your classroom makes with the floor, or the angle that the
edges of your desk or table make, or the angles that the legs on an easel make.
On the chart, describe the angle and then draw a sketch of it.

Description of Angle Description of Object Sketch of Object

right

right

right

acute

acute

acute

obtuse

obtuse

obtuse

Classify angles as acute, right, or obtuse

172 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Large
g Angles
g in Name ______________________

the World of Ice Skating

Richard has heard of angles being used with ice-skating, and he has some
questions for you to figure out.

1. He has heard of people doing “a 180.” What does that mean in relation to a
person ice-skating? What does that mean in terms of angle measurement?

________________________________________________________________

2. Another thing he heard someone do was “a 360.” What does that mean
in relation to ice-skating? What does that mean in terms of angle
measurement?

________________________________________________________________

3. Keeping those concepts in mind, what do you think “a 270” would look like?
Draw a sketch of someone ice-skating, looking down on him or her from
above. Draw what direction this person would be facing initially, and then
what direction he or she would be facing after turning 270 degrees. Does it
matter if the skater turns to the right or the left?

________________________________________________________________

4. Keeping those concepts in mind, what do you think “a 540” would look like?
Draw a sketch of someone ice-skating, looking down on him or her from
above. Draw what direction the skater would be facing initially, and then what
direction he or she would be facing after turning 540 degrees. Does it matter if
the skater turns to the right or the left?

________________________________________________________________

5. If a person does a triple turn, how many degrees has he or she rotated?

________________________________________________________________

Classify angles as acute, right, or obtuse

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 173
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. An angle that measures 78 degrees 7. What type of angle is this?
is . Å an acute angle
Å an acute angle ∏ a right angle Ç an obtuse angle
Ç an obtuse angle ´ a straight angle ∏ a right angle
´ a straight angle
2. An angle that measures 125 degrees
8. What type of angle is this?
is .
Å an acute angle
Å an acute angle ∏ a right angle Ç an obtuse angle
Ç an obtuse angle ´ a straight angle ∏ a right angle
´ a straight angle
3. An angle that measures 90 degrees
is .
9. Draw a simple picture of a house with a
Å an acute angle ∏ a right angle front door and two windows. Identify all
Ç an obtuse angle ´ a straight angle the angles in the picture and label them
as acute, obtuse, or right angles.
4. An angle that measures 100 degrees
is .

Å an acute angle ∏ a right angle

Ç an obtuse angle ´ a straight angle

5. What type of angle is this?

Å an acute angle
Ç an obtuse angle
∏ a right angle 10. Write your name. Identify any angles in
´ a straight angle each letter of your name and label them as
acute, obtuse, or right angles.
6. What type of angle is this?
Å an acute angle
Ç an obtuse angle
∏ a right angle
´ a straight angle

Classify angles as acute, right, or obtuse

174 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s Full of Holes Name ______________________

and Holds Water?

Draw a straight line from each term on the left with its definition on the right.
Each line will go through at least one number. Write the corresponding letter on
the line above the number. The letters will spell out the solution to the riddle.

A= cone • • A 3-dimensional figure with two congruent,

parallel bases that are polygons.

E= cylinder • 1 • A 3-dimensional figure whose base is

6 a polygon and whose other faces are
triangles that share a common vertex.

G= edge • 3 • A point on a 3-dimensional figure where

three or more faces meet.
9
N= face • • A solid figure with flat faces that are
7 polygons.

O= polyhedron • 8 • A plane shape that serves as one side of

a solid figure.
5
P= prism • • A 3-dimensional figure with a circular
base and one vertex.

S= pyramid • • A 3-dimensional figure with a curved

2 surface where all points are the same
4 distance from a point called the center.

T= sphere • 10 • The line segment where two faces of

a solid figure meet.

W = vertex • • A 3-dimensional figure with two parallel

and congruent circles as bases.

1 2 3 4 5 6 7 8 9 10

Identify characteristics of three-dimensional solids

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 175
What Stays Hot Name ______________________

in the Refrigerator?
Draw a straight line from each figure on the left with the correct number of faces
that figure has. Each line will go through a number. Write the corresponding letter
on the line above the number. The letters will spell out the solution to the riddle.

A = •

D = • • 4 faces

1
5
M = • • 5 faces
7

R = • 6 • 6 faces

4 2
S = • • 7 faces

3
T = • • 8 or more faces

U = •

1 2 3 4 5 6 7

Identify characteristics of three-dimensional solids

176 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
3-Dimensional Figures Name ______________________

Complete the following chart by listing how many faces, edges, and vertices
each of the given shapes have. Don’t forget to count the faces, edges, and
vertices on the backside that you can’t see in the figure.

Number of Number of Number of

Figure Faces Edges Vertices

6 12 8

6 12 8

5 9 6

5 8 5

7 12 7

Do you notice a pattern in the numbers listed above? There is a pattern known as Euler’s Law. See if
you can recognize the relationship. Write a description of the pattern below.

Identify characteristics of three-dimensional solids

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 177
Nets Name ______________________

For each of the following figures, draw the net. Remember that a net is the flat
drawing as if you were to cut along the edges of the figure and lay the faces out
flat. The first one has been drawn for you as an example. Also notice that there
are many different ways to draw a net.

1. 4.

2. 5.

3. 6.

Identify characteristics of three-dimensional solids

178 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Tetrahedrons and Name ______________________

Octahedrons
The tetrahedron and the octahedron are special three-dimensional figures.
Cut out each net below to make the figures. Then complete the chart to find out
what makes them special.

Tetrahedron Octahedron

Number of faces

Shape of faces

Number of vertices

Number of faces that

meet at each vertex

Tetrahedron Octahedron

Identify characteristics of three-dimensional solids

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 179
Structures Name ______________________

1. Look around your classroom. What three-dimensional figure do the walls,

the ceiling, and the floor make? How many faces does it have (how many
walls, ceilings, and floors are there)? How many edges does it have
(look for the lines where the wall and ceiling meet, for example)? How many
vertices does it have (look for the corners)?

________________________________________________________________

2. Look at the Egyptian pyramid. How many faces does it have?

How many edges? How many vertices?

________________________________________________________________

3. Look at the picture of a school with one floor across the whole building and
then a second floor on just one end. How many faces does it have? How
many edges? How many vertices?

________________________________________________________________

Identify characteristics of three-dimensional solids

180 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, select the appropriate Use the following figure to answer Numbers 5
term for each definition of a three-dimensional through 9.
figure.

1. One base that is a circle and one vertex

Å pyramid ∏ cone
Ç prism ´ cylinder

2. Two bases that are parallel and congruent

polygons and sides that are parallelograms
5. How many faces does this solid have?
Å 3 ∏ 5
Å pyramid ∏ cone
Ç 4 ´ 6
Ç prism ´ cylinder
6. How many edges does this solid have?
3. Two parallel and congruent circles as
bases Å 4 ∏ 8
Ç 6 ´ 10
Å pyramid ∏ cone
Ç prism ´ cylinder 7. How many vertices does this solid have?

4. One base that is a polygon, with Å 3 ∏ 5

triangular sides that meet at a common Ç 4 ´ 6
vertex
8. What is the shape of the base?
Å pyramid ∏ cone
Ç prism ´ cylinder
Å triangle ∏ circle
Ç square ´ hexagon

9. Draw a picture of what the net would look 10. Sketch a picture of a rectangular prism.
like for this solid if each of the faces were
laid out flat.

Identify characteristics of three-dimensional solids

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 181
 M
Measurement
t
Customary and metric measurement
Utilize customary and metric units of linear measurement ................................183
Find conversions between units within a system of linear measurement .............190
Calculate elapsed time ...................................................................................197
Measure angles using a protractor ...................................................................204

Perimeter, area, and volume

Find perimeter of polygons ............................................................................211
Find area of rectangles, squares, and triangles .................................................218
Find area and circumference of circles .............................................................225
Calculate volume of rectangular and triangular prisms .....................................232

___ _________
_______ Elapsed Time I Name ______________________
Name ___
Best Complete the following chart calculating the elapsed time for each row.

W hat’s the ut into Cakes? t half of a

T hi n g to P following
straws to
the neares
above the
each of the on the line
measure ding letter le.
the riddle, correspon n to the ridd
To solve te the solutio
r. Then wri spell out
the
centimete letters will centimete
rs
ent. The
measurem

rs
E centimete

rs Starting Time Ending Time Elapsed Time

centimete
H 1. 5:15 am 5:55 am
rs
centimete 2.
O 6:30 pm 7:15 pm

rs 3.
centimete 3:15 pm 4:20 pm
R
4. 6:07 am 8:32 am
rs
centimete
T 5. 4:15 am 8:07 am
rs
U centimete 6. 7:15 am 8:00 pm
7. 5:15 pm 6:09 pm
Y
8. 9:06 am 3:16 pm
9. 10:10 am 2:15 pm
9
8 7

3
 10. 4:40 pm 9:02 am

8
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5

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Determine 3
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1. 1 meter = centimeters
2.
2
1. 5 7 5
4
3
3 2. 2 kilometers = meters 3.
5 7
2
3. 6 centimeters = millimeters 4.
2
7 2
4.
3. 3
3 7
17 4. 150 centimeters = meters
8 7 5. 12 5

15
5. 6 hectometers = meters 4 6.
3
6. 4 3 7
5. 5 4
6
5 6 6. 8 decimeters = centimeters
5
7.
9 8
5
7. 1  meters = centimeters 8.
8.
6 3
7
7. 7 10
4 8. 0.5 hectometers = meters 4
4 9 9
7
14
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13 9. 3 kilometers = centimeters
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182 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Animal Name ______________________

Doesn’t Play Fair?

To solve the riddle, measure each of the following pencils to the nearest quarter
inch. Then write the corresponding letter on the line above the measurement.
The letters will spell out the solution to the riddle.

A inches

C inches

E inches

H inches

S inches

T inches

Z inches

2 2
 3
 4  4  5
 2 3


Utilize customary and metric units of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 183
What’s the Best Name ______________________

Thing to Put into a Cake?

To solve the riddle, measure each of the following straws to the nearest
half centimeter. Then write the corresponding letter on the line above the
measurement. The letters will spell out the solution to the riddle.

E centimeters

H centimeters

O centimeters

R centimeters

T centimeters

U centimeters

Y centimeters

3
 8 7
 9

8
 5
 5
 8
 10


Utilize customary and metric units of linear measurement

184 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Art Supplies Name ______________________

Measure the length of each of the following objects to the nearest quarter inch.

1. inches

2. inches

3. inches

4. inches

5. inches

6. inches

7. inches

8. inches

9. inches

10. inches

Utilize customary and metric units of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 185
Candy Store Name ______________________

Measure the length of the pepermint sticks to the nearest half centimeter.

1. centimeters

2. centimeters

3. centimeters

4. centimeters

5. centimeters

6. centimeters

7. centimeters

8. centimeters

9. centimeters

10. centimeters

Utilize customary and metric units of linear measurement

186 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Standard Measurement Name ______________________

Around Us
Find the objects listed below and first estimate their lengths in standard
measurement. After you have written all the estimates, go back with a ruler and
measure the actual lengths of the items to the nearest quarter inch. Good luck
with your estimation.

Estimation of the Actual measurement

Object object’s length of the object’s length

Length of your math book

Length of your desk from the

left side to the right side

Length of your pencil

Diagonal length of this paper

Length of your pinky finger

Length of your shoe

Height of your chair from the

floor to the top of the back

Length of your arm from your

elbow to your wrist

Utilize customary and metric units of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 187
Metric Measurement Name ______________________

Around Us
Find the objects listed below and first estimate their lengths in metric
measurement. After you have written all the estimates, go back with a ruler and
measure the actual lengths of the items to the nearest millimeter. Good luck with
your estimation.

Estimation of the Actual measurement

Object object’s length of the object’s length

Length of your math book

Length of your desk from the

left side to the right side

Length of your pencil

Diagonal length of this paper

Length of your pinky finger

Length of your shoe

Height of your chair from the

floor to the top of the back

Length of your arm from your

elbow to your wrist

Utilize customary and metric units of linear measurement

188 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. Which of the following is the best estimate 5. What is the length of the nail, measured to
for the width of this paper from left to right? the nearest quarter inch?
Å 3 inches
Ç 30 inches
∏ 20 centimeters Å 1 inches ∏ 1
 inches
´ 200 centimeters Ç 2 inches ´ 2
 inches

2. Which of the following is the best estimate 6. What is the length of the nail, measured to
for the height of the door to your classroom? the nearest half centimeter?
Å 6 yards ∏ 48 inches
Ç 15 feet ´ 7 feet
Å 3
 centimeters ∏ 7 centimeters
3. What is the length of the nail, measured to Ç 4
 centimeters ´ 5 centimeters
the nearest quarter inch?
7. What is the length of the nail, measured to
the nearest half centimeter?

Å 3
 inches ∏ 1  inches
Ç 2  inches ´ 2
 inches Å 5 centimeters ∏ 6 centimeters

4. What is the length of the nail, measured to

Ç 4
 centimeters ´ 5
 centimeters
the nearest quarter inch?
8. What is the length of the nail, measured to
the nearest half centimeter?

Å 2
 inches ∏ 1  inches
Å 5
 centimeters ∏ 4
 centimeters
Ç 2 inches ´ 2
 inches
Ç 3 centimeters ´ 4 centimeters

9. Which is shorter, 2 inches or 3 centimeters? 10. Draw a rectangle that is 6 centimeters long
and 3 centimeters wide.
___________________________________

Utilize customary and metric units of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 189
Tongue Twister #13 Name ______________________

Complete each math sentence below with a value that makes the sentence true.
Then write the corresponding letter in front of the math sentence. The letters will
spell out a tongue twister when read from bottom to top, starting from the right.
Try to say it fast three times.

______ feet = 48 inches ______ feet = 2  yards

______ feet = 24 inches ______ 1 yard = feet

______ 36 feet = yards ______  foot = inches

______ feet = 3 yards ______ 144 inches = feet

______ 96 inches = feet ______ yards = 15 feet

______ feet = 120 inches ______ inches =  foot

______ feet = 3
 yards

______ 288 inches = yards

______ yards = 54 feet ______ 5 yards = feet

______ inches =
 foot ______ yards = 6 feet

______ inches = 2 feet ______ 1 foot = inches

______ 60 inches = feet ______ feet = 60 inches

______ yards = 24 feet ______ 30 feet = yards

______ 360 inches = yards

5 A 24 I 3 O 10 T
12 C 2 K 8 R 9 U
18 E 6 L 4 S 15 Y

Find conversions between units within a system of linear measurement

190 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What’s plastic, runs on batteries,

and counts cattle?
Complete each math sentence below with a value that makes the sentence true.
Then write the corresponding letter in front of the math sentence. The letters will
spell out the solution to the riddle when read from top to bottom.

______ centimeters = 400 millimeters

______ 1 decimeter = centimeters 40 A

______ meters = 200 centimeters
10 C
______ 40 meters = dekameters
20 L
______ dekameters = 1 hectometer
2 O
______ 30 millimeters = centimeters

______ centimeters = 2 decimeters

1 R

______ 400 millimeters = centimeters 30 T

______ 3 hectometers = dekameters 3 U
______ kilometers = 2,000 meters 4 W
______ dekameters = 100 decimeters

Find conversions between units within a system of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 191
Convert My Standards Name ______________________

Complete each of the following to make a true math sentence.

1. 4 yards = feet 6. 3 miles = yards

2. 1 mile = feet 7. 5 yards = inches

3. 24 inches = feet 8. 1.5 miles = feet

4. 7 feet = inches 9. 8 feet = yards

5. 21 feet = yards 10. 6 miles = yards

Find conversions between units within a system of linear measurement

192 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Convert My Metrics Name ______________________

Complete each of the following to make a true math sentence.

1. 1 meter = centimeters

2. 2 kilometers = meters

3. 6 centimeters = millimeters

4. 150 centimeters = meters

5. 6 hectometers = meters

6. 8 decimeters = centimeters

7. 1  meters = centimeters

8. 0.5 hectometers = meters

9. 3 kilometers = centimeters

10. 5.2 centimeters = millimeters

Find conversions between units within a system of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 193
Races Name ______________________

1. Timothy ran 100 yards in 21 seconds and Juan ran 25 feet in 8 seconds.
Who was running faster and why?

________________________________________________________________

2. Harold ran 100 meters in 25 seconds. Gerald ran 1 kilometer in 4 minutes

15 seconds. Who was the faster runner? Justify your response.

________________________________________________________________

3. Frances walked 10 meters while Darcy walked 1,200 centimeters. Who

walked farther? Why?

________________________________________________________________

4. Rachel and her brother Mark were running in the 10-kilometer race. When
Rachel crossed the finish line, Mark was 120 meters behind her. How much
of the race had Mark already completed?

________________________________________________________________

5. Marcos was running in a race that started at one goal line on a football
field and ended at the other end, 100 yards away. Marcos came in second.
When the first place runner crossed the finish line, Marcos had 8 feet left to
go in the race. How far had Marcos already run?

________________________________________________________________

Find conversions between units within a system of linear measurement

194 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Sewing Name ______________________

1. Tom and his brother are sewing a pirate costume for a play that Tom is in.
They have 3
 yards of fabric, and the pattern calls for 10 feet. Do they
have enough fabric? Why or why not?

________________________________________________________________

2. Patricia made six square pillows to give to her grandmother for her
birthday. She would like to put a ribbon around the perimeter of each pillow.
The pillows are each 2 feet by 2 feet. If the ribbon comes in packages
containing 2 yards, how many packages of ribbon does she need?

________________________________________________________________

3. Melanie is making a bedspread and is going to trim the edges with fringe.
She wants fringe around the two sides and the foot of the bed, but not up by
her pillows. The bedspread is 8 feet by 8 feet. In addition, she wants to put
fringe around all four sides of the two shams she has made. The shams are
24 inches by 40 inches. The fringe comes in packages that contain 4 yards.
How many packages of fringe does she need?

________________________________________________________________

4. Brandon is making curtains for his room. The window is 150 centimeters
across and 75 centimeters high. The fabric available is 1 meter wide and as
long as needed. How much fabric do you think Brandon should order and why?

________________________________________________________________

5. Julie is making a miniature couch for her grandfather’s dollhouse. The

couch is 13 millimeters by 28 millimeters. She is going to put a thin gold trim
around the perimeter of the couch after putting on the new fabric. How many
centimeters of gold trim does she need?

________________________________________________________________

Find conversions between units within a system of linear measurement

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 195
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. Which of the following is equivalent to 6. Which of the following is equivalent to
3 yards? 10 decimeters?
Å 3 feet Å 1 centimeter
Ç 6 feet Ç 1 meter
∏ 72 inches ∏ 1 hectometer
´ 9 feet ´ 100 meters

2. Which of the following is equivalent to 7. Which of the following is equivalent to

1 mile? 100 dekameters?
Å 1,000 yards Å 1 kilometer
Ç 500 feet Ç 1 hectometer
∏ 5,280 feet ∏ 1 meter
´ 100 yards ´ 1 centimeter

3. Which of the following is equivalent to 8. Which of the following is equivalent to

48 inches? 10 millimeters?
Å 3 feet Å 1 meter
Ç 4 feet Ç 1 centimeter
∏ 2 yards ∏ 1 decimeter
´ 3 yards ´ 1 dekameter

4. Which of the following is equivalent to

12 feet? 9. List two lengths that are equivalent to
36 inches.
Å 60 inches
Ç 108 inches
∏ 3 yards ___________________________________
´ 4 yards
___________________________________
5. Which of the following is equivalent to
100 centimeters? 10. List two lengths that are equivalent to
100 centimeters.
Å 1 meter
Ç 1 kilometer
∏ ___________________________________
1 decimeter
´ 1 hectometer
___________________________________

Find conversions between units within a system of linear measurement

196 Measurements EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What would you get if all the cars in the United

States were painted red?
To solve the riddle, calculate the elapsed time using the given starting and
ending times. Then write the corresponding letter on the line. The letters will spell
out the solution when read from bottom to top.

_______ starting time of 6:07 A.M. and ending time of 9:54 A.M.
A 2 hours
_______ starting time of 8:19 P.M. and ending time of 12:26 A.M.
C 2 hours
_______ starting time of 10:12 A.M. and ending time of 1:29 P.M. 7 minutes

_______ starting time of 4:59 P.M. and ending time of 9:56 P.M.
D 2 hours
_______ starting time of 7:27 P.M. and ending time of 9:27 P.M. 27 minutes

_______ starting time of 11:10 A.M. and ending time of 2:57 P.M. E 2 hours
47 minutes
_______ starting time of 4:09 A.M. and ending time of 8:26 A.M.
I 3 hours
_______ starting time of 3:15 A.M. and ending time of 5:15 A.M.
17 minutes
_______ starting time of 8:52 P.M. and ending time of 10:59 P.M.
N 3 hours
47 minutes
_______ starting time of 8:38 P.M. and ending time of 11:05 P.M.
O 4 hours
_______ starting time of 6:34 A.M. and ending time of 9:21 A.M. 7 minutes

_______ starting time of 4:42 P.M. and ending time of 8:59 P.M. R 4 hours
17 minutes

_______ starting time of 5:17 A.M. and ending time of 7:17 A.M. T 4 hours
57 minutes

Calculate elapsed time

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 197
Riddle Name ______________________

What lies on the ground one hundred feet in the air?

To solve the riddle, calculate the elapsed time using the starting and ending
times. Then write the corresponding letter on the line. The letters will spell out
the solution when read from bottom to top.

_______ starting time of 7:07 A.M. and ending time of 10:45 A.M.

_______ starting time of 8:29 P.M. and ending time of 11:47 P.M.
A 3 hours
_______ starting time of 10:17 A.M. and ending time of 1:55 P.M.
C 3 hours
_______ starting time of 4:53 P.M. and ending time of 9:41 P.M. 8 minutes

_______ starting time of 8:13 P.M. and ending time of 12:41 A.M.
D 3 hours
_______ starting time of 12:10 A.M. and ending time of 5:28 A.M. 18 minutes

_______ starting time of 8:53 A.M. and ending time of 1:31 P.M.
E 3 hours
38 minutes
_______ starting time of 3:21 A.M. and ending time of 6:59 A.M.

_______ starting time of 8:42 P.M. and ending time of 11:50 P.M. I 4 hours
28 minutes

_______ starting time of 6:32 P.M. and ending time of 9:50 P.M.
N 4 hours
38 minutes
_______ starting time of 9:03 A.M. and ending time of 12:03 P.M.

_______ starting time of 7:53 P.M. and ending time of 11:31 P.M. P 4 hours
48 minutes
_______ starting time of 3:25 P.M. and ending time of 6:43 P.M.

T 5 hours
18 minutes
_______ starting time of 9:27 A.M. and ending time of 12:27 P.M.

Calculate elapsed time

198 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Elapsed Time I Name ______________________

Complete the following chart by calculating the elapsed time for each row.

Starting Time Ending Time Elapsed Time

1. 5:15 A.M. 5:55 A.M.
2. 6:30 P.M. 7:15 P.M.
3. 3:15 P.M. 4:20 P.M.
4. 6:07 A.M. 8:32 A.M.
5. 4:15 A.M. 8:07 A.M.
6. 7:15 A.M. 8:00 P.M.
7. 5:15 P.M. 6:09 P.M.
8. 9:06 A.M. 3:16 P.M.
9. 10:10 A.M. 2:15 P.M.
10. 4:40 P.M. 9:02 A.M.

Calculate elapsed time

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 199
Elapsed Time II Name ______________________

Complete the following chart by filling in all empty spaces.

Starting Time Ending Time Elapsed Time

1. 7:15 A.M. 9:00 A.M.
2. 5:20 P.M. 6:15 P.M.
3. 11:00 A.M. 3:08 P.M.
4. 5:45 A.M. 2 hours 20 minutes
5. 8:42 P.M. 1 hour 8 minutes
6. 5:14 A.M. 5 hours 55 minutes
7. 7:19 P.M. 2 hours 7 minutes
8. 9:15 A.M. 1 hour 47 minutes
9. 5:19 A.M. 9:17 P.M.
10. 8:15 P.M. 14 hours 42 minutes

Calculate elapsed time

200 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Finish Times Name ______________________

Answer the questions below.

1. Ian started reading a book at 3:45 P.M. He finished reading at

5:15 P.M. How long did he read his book? ________
2. Jackie started walking to school at 7:20 A.M. She arrived at school
at 8:10 A.M. On the way, she stopped for 3 minutes to pet a dog.
How long was she walking? ________
3. Harry began his exercises at 5:40 A.M. He jogged for 30 minutes
and then did push-ups and sit-ups for another 14 minutes.
At what time did he finish? ________
4. Angel went out to walk her three dogs. She left her house 20
minutes after her favorite TV show ended. The show ended at
4:00 P.M. She walked for 42 minutes and then returned to her
house. At what time did she return?
________
5. Aaron was told to do 30 minutes of his homework before he went
outside to play basketball. He started his homework at
3:42 P.M. and ended at 4:10 P.M. Did he complete the 30 minutes
of homework that he was supposd to? Explain your answer. ________
6. Luke left his house to play at a friend’s house at 9:35 A.M.
He played football and video games with his friend most of the
day. He finally returned home at 4:28 P.M. How long had Luke
been gone? ________
7. Matthew was baking some cupcakes. He was supposed to bake
them for 20 to 22 minutes. He put them into the oven at 3:52 P.M.
and pulled them out at 4:14 P.M. Did they cook long enough? ________
8. Marsadie went on a bike ride. She was keeping track of her
exercise and got to color in a star on her chart for every
15 minutes of exercise. She left at 4:20 P.M. and returned home
from her bike ride at 5:10 P.M. How many stars did she color in?
________

Calculate elapsed time

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 201
Baking Name ______________________

Answer the questions below.

1. Wes made a cake that needed to bake for 23 minutes. He put the
cake in the oven at 4:48 P.M. At what time did he take the cake out ________
of the oven?

2. Julie is making some cookies. Each batch of cookies bakes for

12 minutes, and she can put 12 cookies in the oven at a time. If
the recipe makes 72 cookies and she starts baking the cookies
at 5:15 P.M., at what time will she finish baking the last batch of
cookies? (Assume that there is no lag time between each batch ________
of cookies since she has two cookie sheets and can prepare one
while the other one is baking.)

3. Raymond put 24 brownies into the oven at 8:08 P.M. and took
them out of the oven at 8:32 P.M. They were perfect! His mother
wanted to bake the same brownies and asked Raymond how long
he baked the brownies. How long did Raymond bake them? ________
4. Jessica made a casserole for dinner that she wants to serve hot
out of the oven at 6:15 P.M. when her father gets home from work.
The casserole needs to bake for 40 minutes. At what time should
she put the casserole into the oven? ________
5. Naomi is baking some bread for her family and wants it to be
done 45 minutes before they have dinner so that it can cool down
before slicing it. They want to eat dinner at 5:30 P.M. The bread
needs to bake for 55 minutes. At what time should she put the ________
bread into the oven?

6. J.D. is making cookies to take to his school tomorrow. The recipe

makes 84 cookies, and he can put 12 cookies on a cookie sheet.
He only has one cookie sheet, so after baking each batch, he
needs about 2 minutes to get the next pan ready before it goes
into the oven. If each batch of cookies bakes for 14 minutes and ________
he starts baking at 7:17 P.M., at what time will the last batch of
cookies finish baking?

Calculate elapsed time

202 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. How much time elapses between 6. Julie is baking a cake for 55 minutes. If she
5:15 A.M. and 5:45 A.M.? put the pan into the oven at 9:10 A.M., at
Å 30 minutes what time should she take it out of the oven?
Ç 5 hours Å 9:55 A.M.
∏ 15 minutes Ç 10:00 A.M.
´ 1 hour ∏ 10:10 A.M.
´ 10:05 A.M.
2. How much time elapses between
4:45 A.M. and 6:17 A.M.? 7. Juanita is baking some rolls and wants
Å 2 hours 32 minutes them to be served hot out of the oven at
Ç 1 hour 28 minutes 6:15 P.M. The rolls take 22 minutes to bake,
∏ 1 hour 32 minutes so when should she put them into the oven?
´ 32 minutes Å 5:53 P.M.
Ç 6:37 P.M.
3. How much time elapses between ∏ 6:35 P.M.
11:50 A.M. and 1:10 P.M.? ´ 6:22 P.M.
Å 2 hours 20 minutes
Ç 1 hour 10 minutes 8. Kendra took her dog for a walk. She left
∏ 2 hours 10 minutes at 6:15 A.M. and returned home at 7:05 A.M.
´ 1 hour 20 minutes How long did she walk her dog?
Å 50 minutes
4. How much time elapses between Ç 10 minutes
9:15 A.M. and 10:45 P.M.? ∏ 45 minutes
Å 1 hour 30 minutes ´ 1 hour 10 minutes
Ç 13 hours 30 minutes
∏ 30 minutes
´ 1 hour 15 minutes
9. Glenn is making shortbread and it needs
to bake for 42 minutes. He wants to take it out
5. Tim is baking cookies for 13 minutes. If he of the oven at 7:15 P.M. At what time should
puts them into the oven at 5:48 P.M., at what he put the shortbread into the oven?
time should he take them out of the oven?
___________________________________
Å 6:00 P.M.
Ç 6:01 P.M. 10. Seth started playing basketball at 9:15 A.M.
∏ 5:13 P.M. and played until 3:45 P.M. How long did he
´ 5:51 P.M. play basketball?

___________________________________

Calculate elapsed time

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 203
Riddle Name ______________________

What is smashing and comes between

morning and afternoon?
To solve the riddle, measure each of the following angles with a protractor (to the
nearest 5°). Then write the corresponding letter on the line above the angle
measure. The letters will spell out the solution to the riddle.

10° 155° 170° 160° 20° 30°

15° 165° 25° 10° 150°

Measure angles using a protractor

204 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Can Be Right
g Name ______________________

but Never Wrong?

To solve the riddle, measure each of the following angles with a protractor (to the
nearest 10°). Then write the corresponding letter on the line above the angle
measure. The letters will spell out the solution to the riddle.

10° 30° 50° 60° 40° 20°

10° 70° 60° 80° 90°

Measure angles using a protractor

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 205
What’s My Angle Name ______________________

Measure I?
Using a protractor, measure each of the following angles to the nearest 5°.

1. 5.

2. 6.

3. 7.

4. 8.

Measure angles using a protractor

206 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s My Angle Name ______________________

Measure II?
Using a protractor, measure each of the following angles to the nearest 5°.

1. 5.

2. 6.

3. 7.

4. 8.

Measure angles using a protractor

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 207
The Angles Around Us Name ______________________

Look around you and find examples of angles listed in the chart below. Think
about the angle where two walls meet, or the edges of your desk, or the angle
between the wall and the floor, etc. Write a description of each given angle, and
then sketch it.

Angle Description of the Object Sketch of the Object

30°

45°

60°

90°

120°

135°

150°

Measure angles using a protractor

208 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Magnification Name ______________________

The figure below is a model, and you need to create a copy of it that is twice as large. In order
to do this, start out by labeling each side a different letter of alphabet. Then measure the
length of each side. Double each length and draw a straight line on another piece of paper that
is the doubled length and label it with the corresponding letter. Continue doing this until all
sides have been measured and a new line twice as long has been drawn and labeled.

Now cut out each line segment with scissors and lay them out roughly in the same pattern as
they were below. The last step is to measure each angle in the original figure and arrange the
new lines with the same angle measurement. After you have completed this, tape your new
figure down so it won’t shift anymore.

Measure angles using a protractor

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 209
Math Test Name ______________________

Fill in the circle next to the correct answer.

1. What is the measure of this angle? 5. What is the measure of this angle?
Å 45° Å 150°
Ç 55° Ç 145°
∏ 135° ∏ 30°
´ 120° ´ 90°

2. What is the measure of this angle? 6. What is the measure of this angle?
Å 80° Å 115°
Ç 85° Ç 105°
∏ 95° ∏ 125°
´ 145° ´ 75°

3. What is the measure of this angle? 7. What is the measure of this angle?
Å 185° Å 150°
Ç 175° Ç 140°
∏ 35° ∏ 145°
´ 5° ´ 40°

4. What is the measure of this angle? 8. What is the measure of this angle?
Å 25° Å 105°
Ç 160° Ç 85°
∏ 155° ∏ 75°
´ 175° ´ 95°

9. Draw an angle that measures 45°. 10. Draw an angle that measures 120°.

Measure angles using a protractor

210 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Is the Most Name ______________________

Slippery Country in the World?

Find the perimeter of each of the following polygons. Then write the letter that
corresponds to the perimeter on the line next to the figure. The letters will spell
out the answer to the riddle.

10
______
16 C 34 R
4
24 E 36 S
______ 6
28 G 42 T
11

32 M
6
______
6
4
4 4
______
4 4

4
______
3 3
6

______ 8 3
2
6
Find the perimeter of polygons

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 211
Tongue Twister #14 Name ______________________

Find the perimeter of each of the

following polygons. Then write the
letter that corresponds to the perimeter
8 A 16 D 26 L
on the line below the figure. The letters
will spell out a tongue twister. Try to 9 B 18 E 27 N
say it fast three times.
10 C 24 K 28 R

6
3 3 2
3 2 2

10
1.5 6 10
3 2
3
3 1 3 8

2
3
6
8 1 2.5 9 9
3 3
4
4.5 9
2
6

10
6 6 1 5
2.5
3
2 3
6
4

Find the perimeter of polygons

212 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Perimeters, Please Name ______________________

Determine the perimeter of each of the following figures.

1. 5
2.
3 7

3. 4.
7
17
8 3

15

5. 5
6. 3
4 4
5 5
6
5

7. 7
8.
7
4 4 6

7
9

12
9. 10. 13

12 7

Find the perimeter of polygons

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 213
More Perimeters Name ______________________

Determine the perimeter of each of the following figures.

1. 2.

8 6

6
12

3. 4.
13
4
5
6.2
12

5. 7 6.
4

7 5 5
7
7
7

7. 8.5 8. 9.2

7.2 7.2 6.4

11.5
8.5

9. 10.. 9


7  6  6 

7  9


Find the perimeter of polygons

214 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Polygon My World Name ______________________

Look around you to find an example of each of the following polygons in your
classroom, at home, on the playground, or somewhere in the world around you.
You may only use any one object once in the chart. Complete the chart by
sketching the object, measuring each side of the polygon, and then computing its
perimeter.

Polygon Sketch and Measurements Perimeter

right triangle

acute triangle

obtuse triangle

rectangle

parallelogram

square

quadrilateral

rhombus

trapezoid

Find the perimeter of polygons

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 215
Perimeter Puzzles Name ______________________

Draw a sketch of each of the following polygons using the given clues. Label the
length of each side on your drawing.

1. The first polygon has the following characteristics:

• It has a perimeter of 16 inches.
• It has four right angles.
• The length is 2 more than the width.

2. The second polygon has the following characteristics:

• It has a perimeter of 14 centimeters.
• It has four sides.
• Three sides are congruent.
• One side is 2 centimeters longer than each of
the other three sides.

3. The third polygon has the following characteristics:

• It has a perimeter of 16 inches.
• It has more than 4 right angles.
• It has six sides.
• The lengths of all the sides are even numbers.
• All sides are either 2 inches or 4 inches long.
• Two of the sides are congruent, while the other
four sides are also congruent.

4. The fourth polygon has the following characteristics:

• It has a perimeter of 20 centimeters.
• It has five sides.
• It has two pairs of congruent sides that are consecutive
numbers in their lengths.
• The side that isn’t congruent to any other side is
6 centimeters long.
• The shortest sides are adjacent to the side that is
6 centimeters in length.

5. The fifth polygon has the following characteristics:

• It has a perimeter of 14 centimeters.
• It has three sides.
• Two of the sides are congruent.
• One side is 2 more than each of the other two congruent sides.

Find the perimeter of polygons

216 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use the following four figures to answer 5. What is the perimeter of this figure?
Numbers 1 through 3. Å 81 units 9

5
8 Ç 36 units
∏ 9 units 9
4 5 ´ 18 units

Figure A Figure B 6. What is the perimeter this figure?

Å 5.4 units 4.2
5 Ç 5.04 units
10 1.2
∏ 10.8 units
5 6 ´ 50.4 units

8 7. What is the perimeter of this figure?

Figure C Figure D Å 25 units 13
1. Which figure has a perimeter of
Ç 156 units
5
26 inches?
∏ 78 units
´ 30 units 12
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D 8. What is the perimeter of this figure?

2. Which figure has a perimeter of

Å 35 units 10

24 inches?
Ç 42 units 7 3
∏ 39 units 8 2
Å Figure A ∏ Figure C ´ 46 units 5 3
Ç Figure B ´ Figure D
8
3. Which figure has a perimeter of
20 inches? 19. Draw a figure with a perimeter of 20 units.
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D

4. What is the perimeter of this figure?

Å 20 units 10. Draw a figure with a perimeter of 15 units.
Ç 24 units 4
∏ 10 units
´ 14 units 6

Find the perimeter of polygons

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 217
Tongue Twister #15 Name ______________________

Find the area of each of the following polygons. Then write the corresponding
letter on the line below the figure. The letters will spell out a tongue twister. Try to
say it fast three times.

4
4
10 4
2 6

2
2
6
4

5 8 5
5 8
1

8 A 20 K

10 C 24 P

16 E 30 S

Find the area of rectangles, squares, and triangles

218 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s Worse Than Name ______________________

a Giraffe with a Sore Throat?

Find the area of each of the following figures. Then write the corresponding letter
on the line above the area. The letters will spell out the answer to the riddle.
6 5
4 2
A 3 5 C D
4
3 2
6 4
5 5
E 3 3 F 3 H I
6

5
5
L 14 N O 5 P 4
4
4
2
4
4.25 11.5
4
S 4 4 T 2 W
4.25

6 24 18 8 23 10 20 18 14 18

16 10 23 15

6 23 15 28 18 23 18
’ 17

12 25 25 23

Find the area of rectangles, squares, and triangles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 219
Give Me Your Area Name ______________________

Determine the area of each of the following figures.

1. 7 2. 4

6 4

3. 4.
8
3 5

5. 12
6.
5 4
8

7. 15 8.

15 18

18

21
9. 10.

21 9

12

Find the area of rectangles, squares, and triangles

220 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Give Me Your Area II Name ______________________

Determine the area of each of the following figures.

1. 2. 10
6

10
5

3. 9 4.
6 4
6

5. 9 6.
7 16

14

7. 12 8.
12
12

13

9. 3.5 10.
3.5 7

11

Find the area of rectangles, squares, and triangles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 221
Tile the Room Name ______________________

The figure below is a scale drawing of Jim’s bedroom. His parents are installing
tile on the floor and want to know how many square feet of tile they need. How
many square feet do they need? Write your answer and explain how you solved
the problem.
10 feet

10 feet

18 feet

3 feet
22 feet

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Find the area of rectangles, squares, and triangles

222 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Carpet the Room Name ______________________

The figure below is a scale drawing of the TV room at Cindy’s house. Her family
is installing new carpet and wants to know how much carpet they need, but they
also know that carpet is sold by the square yard. How many square yards do
they need? Write your answer and explain how you solved the problem.

9 feet

6 feet
23 feet

3 feet

10 feet

19 feet
____________________________________________________________

____________________________________________________________

____________________________________________________________

Find the area of rectangles, squares, and triangles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 223
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use the following four figures to answer 5. What is the area of this figure?
Numbers 1 through 3. Å 8.1 square units 4.1
5 8 Ç 4.3 square units
2
∏ 4.2 square units
4 5 ´ 8.2 square units

Figure A Figure B 6. What is the area of this figure?

9
Å 90 square units
5 Ç 18 square units
10 9
∏ 81 square units
5 6 ´ 36 square units

8 7. What is the area of this figure?

Figure C Figure D Å 16 square units
1. Which figure has an area of 40 square
Ç 15 square units 3
units?
∏ 8 square units
´ 7.5 square units 5
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D 8. What is the area of this figure?
4
2. Which figure has an area of 24 square
Å 32 square units
2
units?
Ç 20 square units
∏ 56 square units 6
Å Figure A ∏ Figure C ´ 48 square units
Ç Figure B ´ Figure D 8

3. Which figure has an area of 25 square 9. Draw a figure that has area of 16 square
units? units.
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D

4. What is the area of this figure?

10. Draw two different figures that each have
Å 30 square units
an area of 15 square units.
Ç 20 square units
5
∏ 11 square units
´ 22 square units
6

Find the area of rectangles, squares, and triangles

224 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Is Always Flyingg Name ______________________

and Never Goes Anywhere?

To solve the riddle, find the area of each circle
below. After you have computed each area, write
the letter that corresponds to the area on the
line below the figure. The letters will spell out the
solution to the riddle.

Remember that you can use the following formula to

find the area of a circle:

Area = pi times radius squared

A = × r2 π
Use 3.14 as the value of pi for these problems.

radius = 2 radius = 4 radius = 6 diameter = 4 radius = 5

A 12.56 square units B 28.26 square units

F 50.24 square units G 78.5 square units

L 113.04 square units M 153.86 square units

S 200.96 square units

Find the area and circumference of circles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 225
What Do You Give a Name ______________________

Seasick Elephant?
To solve the riddle, find the circumference of each circle
below. After you have computed each circumference, write
the corresponding letter on the line below the figure. The
letters will spell out the solution to the riddle.

Remember that you can use the following formula:

Circumference = pi times diameter OR

Circumference = 2 times pi times radius
C = π × d OR C = 2 × π × r
Use 3.14 as the value of pi for these problems.

r=8 r=4 r=2 d = 12 r = 10 d = 22

r=7 r=3 r=9 d = 14 r=7 d = 10

E 12.56 units L 25.12 units N 37.68 units P 50.24 units T 62.8 units

F 18.84 units M 31.4 units O 43.96 units R 56.52 units Y 69.08 units

Find the area and circumference of circles

226 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Areas of Circles Name ______________________

Find the area of each of the following circles.

Remember that you can use the following formula to find the area of a circle:

Area = pi times radius squared

A = × r2 π
Use 3.14 as the value of pi for these problems.

1. radius = 3 in. 2. radius = 4 in.

3. radius = 6 cm 4. radius = 7 cm

5. radius = 9 in. 6. radius = 10 in.

7. diameter = 4 cm 8. diameter = 10 in.

9. diameter = 16 cm 10. diameter = 9 in.

Find the area and circumference of circles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 227
Circumference of Circles Name ______________________

Find the circumference of each of the following circles.

Remember that you can use the following formula:

Circumference = pi times diameter OR
Circumference = 2 times pi times radius
π
C = × d OR C = 2 × × r π
Use 3.14 as the value of pi for these problems.

1. radius = 1 cm 2. radius = 2 cm

3. radius = 6 in. 4. radius = 4 cm

5. radius = 9 in. 6. radius = 7 in.

7. diameter = 6 cm 8. diameter = 20 in.

9. diameter = 16 cm 10. diameter = 10 in.

Find the area and circumference of circles

228 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
The Woodshop Name ______________________

For each of the following questions, write the answer and show your work.
Use 3.14 as the value for pi in these problems.

1. Patricia is making 5 stools with circular seats that are each 12 inches in diameter.
She wants to paint the tops of all the stools bright red, but needs to know the area
she will paint. What is the total area of the tops of all 5 stools?

________________________________________________________________

2. Heather made a round picture frame that is 20 inches in diameter. She wants to
wrap a gold ribbon around the outside of the frame one time and needs to know
how long the ribbon should be. How long does the ribbon need to be?

________________________________________________________________

3. Troy made some blocks for his younger brother to play with. Eight of the blocks
are cylinders, and he would like to glue a yellow ribbon around the top and bottom
of each cylinder to decorate them. The radius of each block is 3 centimeters. How
much ribbon does he need to complete his project?

________________________________________________________________

4. Robert completed a plant stand that has a round top. The top is 24 centimeters in
diameter and is painted gold. He wants to glue a silver trim around the outer edge
of the top and needs to know how long the trim should be. How much silver trim
does Robert need?

________________________________________________________________

5. Ian is using 15 washers to create a collage for his art class. He is making the
collage in his woodshop class, and he wants to cover each of the washers with
some gold leaf, but because of the cost of gold leaf, he doesn’t want to buy extra.
He wants to cover the entire washer, including the center hole. He measures one
of the washers and finds the diameter to be 14 millimeters. What is the total area of
all the washers that needs to be covered with gold leaf?

________________________________________________________________

Find the area and circumference of circles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 229
Baking Name ______________________

For each of the following questions, give your answer with some justification or
reasoning for why it is correct. Use 3.14 as the value for pi in these problems.

1. Jelena has two cakes that she is getting ready to frost. She has two tubs
of frosting: butter cream and chocolate. The tub of chocolate has more
frosting, so she wants to use the chocolate on the cake that has the larger
surface area on top. One cake is a 16 inch by 8 inch rectangular cake.
The other cake is a circular cake with a diameter of 10 inches. Which cake
should she frost with chocolate?

________________________________________________________________

2. Jimmy made a cake that he just finished frosting. It is a round cake with a
radius of 8 inches. He would like to run a strand of red licorice around the
circumference of the cake and wonders if the 3 feet of licorice that he has is
enough. Is the licorice long enough?

________________________________________________________________

3. Tara made 36 cookies that are each 4 inches in diameter. She would like
to pair the cookies and put frosting in between to make cookie sandwiches.
She needs to know the area that she will be frosting. What is the area of half
of the cookies if she puts frosting on half and then sets the other cookies on
top of them?

________________________________________________________________

4. Larry is making a pizza that is 18 inches in diameter. He is using a recipe

that calls for a  pound of cheese for each 40 square inches of pizza. How
much cheese does he need to cover the 18-inch pizza?

________________________________________________________________

Find the area and circumference of circles

230 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use the following four figures to answer 6. If a circle has a radius of 5 inches, what is
Numbers 1 through 4. its area?
4 5 Å 78.5 square inches
Ç 15.7 square inches
∏ 31.4 square inches
Figure A Figure B
´ 69 square inches

6 7 7. If a circle has a diameter of 8 inches, what

is its circumference?
Å 12.56 inches
Figure C Figure D Ç 200.96 inches
1. Which figure has a circumference of ∏ 50.24 inches
31.4 centimeters? ´ 25.12 inches
Å Figure A ∏ Figure C
8. If a circle has a radius of 7 inches, what is
Ç Figure B ´ Figure D
its circumference?
2. Which figure has a circumference of Å 153.86 inches
37.68 centimeters? Ç 43.96 inches
Å Figure A ∏ Figure C
∏ 21.98 inches
Ç Figure B ´ Figure D
´ 149.27 inches

3. Which figure has an area of

9. Theodore is baking a round cake. He wants
153.86 square centimeters?
to put a licorice rope around the outside
Å Figure A ∏ Figure C of the cake and needs to know how long it
Ç Figure B ´ Figure D should be. If the cake has a diameter of
12 inches, how long should the licorice
4. Which figure has an area of rope be?
113.04 square centimeters?
Å Figure A ∏ Figure C ____________________________________
Ç Figure B ´ Figure D
10. Denise has a stool with a circular seat on
5. If a circle has a diameter of 6 inches, what top. The diameter of the seat is 14 inches,
is its area? and she wants to know the area of the top
in order to cover the seat. What is the area
Å 18.84 square inches
of the seat top?
Ç 37.68 square inches
∏ 28.26 square inches
´ 9.42 square inches ___________________________________

Find the area and circumference of circles

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 231
What Does a Skunk Name ______________________

Do When It Gets Angry?

Determine the volume of each figure. Then write the corresponding letter on the
line above the appropriate volume. (Only the number is listed, but remember that
all units for volume are cubic units.) The letters will spell out the answer to the
riddle.

A 3 E
2 1 3
2 5

I 4 K 3
6
2
4 1

N 4
R 3
4
2
5 2

S T
4 6
3
4
4 4

32 36 24 12 32 64 15 64

12 64 36 32 20 18

Calculate the volume of rectangular and triangular prisms

232 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What Are Gegs? Name ______________________

Determine the volume of each figure. Then write the corresponding letter on the
line above the appropriate volume. (Only the number is listed, but remember that
all units for volume are cubic units.) The letters will spell out the answer to the
riddle.

A B C 5
4 3 6
5 4 2
5
3

D E 4 G
7 5
4
3 4 5
5
6

L M 8
4
5
2
4 7

R S
7 4
2 7
6 3

84 50 42 60 112 36 40 64 63

64 125 125 84

Calculate the volume of rectangular and triangular prisms

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 233
Turn Up the Volume Name ______________________

a Centimeter
Determine the volume of each of the following prisms.

1. 2.
3 cm
5 cm
3 cm 2 cm
5 cm
4 cm

3. 4.
2 cm
2 cm 7 cm
2 cm
5 cm
12 cm

5. 6.

4 cm
7 cm 6 cm
3 cm
9 cm
8 cm

7. 8.

3 cm 10 cm 9 cm

4 cm 12 cm 14 cm

Calculate the volume of rectangular and triangular prisms

234 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Turn Up the Name ______________________

Volume an Inch
Determine the volume of each of the following prisms.

1. 2.

2 in. 9 in. 5 in.

4 in. 5 in.
5 in.

3. 4.

8 in.
4 in.
8 in.
6 in. 8 in.
8 in.

5. 6.

10 in.
8 in.

4 in. 8 in.
9 in. 7 in.

7. 8.

5 in. 5 in.
12 in. 8 in.
6 in. 7 in.

Calculate the volume of rectangular and triangular prisms

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 235
Shipping Boxes Name ______________________

1. Super Buy is getting ready to ship out several boxes of candles. The candles are
each in a box that is 4 inches by 4 inches and 10 inches tall. The clerks will fit as
many boxes as possible into each shipping crate. The shipping crate is 24 inches
by 32 inches by 20 inches. What is the maximum number of candles that will fit into
the shipping crate?

________________________________________________________________

2. Super Buy also has a shipment of snow globes to go out. They are in a box
shaped like a cube that is 1 inch on each side. How many snow globes will fit into a
shipping box that is 20 inches by 36 inches by 12 inches?

________________________________________________________________

3. Super Buy has many shipping boxes like the one pictured. The triangle has a
base of 8 inches and a height of 7 inches. The distance between the two triangles
is 20 inches. They would like to ship popcorn in this box and are wondering if a bag
that contains 550 cubic inches of popcorn will fit inside. Will it all fit inside this box?
Why or why not?

________________________________________________________________

4. Super Buy has another shipping box that is shaped like a cube, with 8 inches on
each side. Will this box hold the 550 cubic inches of popcorn? Why or why not?

________________________________________________________________

Calculate the volume of rectangular and triangular prisms

236 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Here’s the Volume, Name ______________________

Give Me the Dimensions

Use the following clues to figure out the dimensions of each prism.

1. The first rectangular prism has the following characteristics:

• It has a volume of 108 cubic inches.
• The length and width of the base are identical.
• The height is half of the length.
What are the dimensions of this rectangular prism?
_______
2. The second rectangular prism has the following characteristics:
• It has a volume of 70 cubic inches.
• The sum of the three lengths is 14.
• The width is 2 less than the length.
• The length is 5 more than the height. _______
What are the dimensions of this rectangular prism?

3. The third prism is a triangular prism and has the following

characteristics:
• It has a volume of 360 cubic inches.
• The base of the triangle is twice the height of the triangle.
• The difference between the height of the prism and the
height of the triangle is 4 inches.
• The height of the prism is 10 inches. _______
What are the dimensions of this triangular prism?

4. The fourth prism is a triangular prism and has the following

characteristics:
• It has a volume of 900 cubic inches.
• Two of the dimensions are consecutive even numbers.
• Two of the dimensions are multiples of 5.
• All the dimensions are less than 16, but greater than 6.
• All the lengths are different.
• The base of the triangle is five more than the height of the triangle. _______
What are the dimensions of this triangular prism?

Calculate the volume of rectangular and triangular prisms

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Measurement 237
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use the following four figures to answer 6. What is the volume of a rectangular prism
Numbers 1 through 4. that is 4 inches by 3 inches by 8 inches?
Å 15 cubic inches ∏ 32 cubic inches
10
8 Ç 12 cubic inches ´ 96 cubic inches
8 4
9
8
Figure A Figure B 7. What is the volume of a rectangular prism
that is 5 inches by 5 inches by 7 inches?
Å 25 cubic inches ∏ 17 cubic inches
8 8 6
5
Ç 35 cubic inches ´ 175 cubic inches
7 8
Figure C Figure D 8. What is the volume of a triangular prism
1. Which figure has a volume of 240 cubic where the base of the triangle is 4 inches,
inches? the height of the triangle is 5 inches, and
the height of the prism is 8 inches?
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D Å 80 cubic inches ∏ 40 cubic inches
Ç 20 cubic inches ´ 160 cubic inches
2. Which figure has a volume of 360 cubic
inches?
Å Figure A ∏ Figure C
9. Draw a solid that has a volume of 32 cubic
inches and label the dimensions.
Ç Figure B ´ Figure D

3. Which figure has a volume of 224 cubic

inches?
Å Figure A ∏ Figure C
Ç Figure B ´ Figure D

4. Which figure has a volume of 512 cubic

inches?
Å Figure A ∏ Figure C 10. Given these two boxes, tell which has
Ç Figure B ´ Figure D a larger volume and why. Box 1 is a
rectangular prism that is 5 inches by
7 inches by 9 inches. Box 2 is a cube
5. What is the volume of a cube that is that is 7 inches on each side.
5 centimeters on each edge?
Å Box 1 Box 2
25 cubic centimeters
Ç 125 cubic centimeters 7
5
∏ 100 cubic centimeters 9
7
´ 30 cubic centimeters 7 7

Calculate the volume of rectangular and triangular prisms

238 Measurement EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Data Analysis and Probability
Data and graphs
• Construct and interpret graphs ........................................................... 240
• Analyze data utilizing range, mean, median, and mode ....................... 247

Probability
• Compute theoretical probabilities for simple chance events ................... 254

• Utilize counting techniques, tree charts, and organized lists

to determine all possible combinations ............................................... 261

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Find the mode of each of the following sets of data.

13. 24, 26, 30, 32, 32, 35, 47, 52, 55 15. 15, 16, 17, 19, 20, 21, 22, 25, 29

14. 18, 19, 19, 20, 21, 21, 22, 25 16. 16, 24, 13, 19, 21, 24, 15, 29, 23

_________
_ Analyze data utilizing range, mean, median, and mode Bag s of Prob
Name ___
_________ ©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 249
There is a
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Classroom nt sixth gra green ma colored ma _________

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©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 239
Riddle Name ______________________

What is bought by the yard and worn by the foot?

To find the answer to this riddle, follow the steps below.

1. This table represents the sports students like to watch on TV. Use it to draw a double bar
graph that represents the information on the empty graph below.

Football Basketball Soccer Baseball

Boys 10 4 11 3
Girls 5 9 12 1

12 A
C
10 E
H
8 I
M
6 N
P
4 R
T
2 W
U
0
Football Basketball Soccer Baseball

2. Each line below has a sport and a gender listed under it. This corresponds to one of the bars you
drew on the graph. Go to the top of each bar and look horizontally to the right and you will see a
letter. Write this letter on the corresponding line and it will spell out the answer to the riddle.

soccer soccer basketball football football baseball

boys girls boys girls boys boys

Construct and interpret graphs

240 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What goes from New York to California

without moving?
To solve the riddle, answer
each of the questions below.
Then write the corresponding
letter above the answer to the
question. The letters will spell CO OH
out the answer to the riddle. KS MO
KY

Math Test Scores

Stem Leaves A What is the mode of this data?

4 9 G What is the highest score?

5 58
6 69 H What is the median of this data?
7 2688
8 24678 I How many math test scores
9 245678889 are there?
10 00
W What is the lowest score?

Y What is the range of this data?

98 87 25 100 87 49 98 51

Construct and interpret graphs

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 241
Circle Graph Name ______________________

Mr. Call surveyed the 200 students in the sixth grade about their favorite flavor of
soda. Here are the results:

Cola: 70 students Root beer: 50 students

Lemon-Lime: 34 students Grape: 16 students

Orange: 10 students Cherry: 20 students

Use the information to complete the circle graph below. Make a key and color each section
a different color. Be sure the colors on your key match the data and your graph.

Favorite Flavor of Soda

17% 25%
Cola

5% Root Beer
Lemon-Lime
8% Grape
Orange

10% Cherry

35%

Construct and interpret graphs

242 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Box and Whisker Name ______________________

Olivia collected the following data about students in her class and their percents
on the last spelling test.

64 76 78 85 85 85 86 88 94 100

She put the data into a Box and Whisker Plot by following these directions:

1. Order the data from least to greatest value.

2. Mark the lowest value and the greatest value.
3. Mark the median of the data.
4. Mark the median of the lower half of the data (the lower quartile).
5. Mark the median of the upper half of the data (the upper quartile).
6. Draw a box around the median values.

This is what her Box and Whisker Plot looked like:

64 78 85 88 100

60 70 80 90 100

Now it’s your turn. Follow the same directions to construct a Box and Whisker plot for this data
about students in Olivia’s class and their percents on the last math test.

80 72 100 80 70 84 88 90 98 78

60 70 80 90 100

Construct and interpret graphs

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 243
Bathtub Name ______________________

The following line graph represents the depth of water in a bathtub as it is filling
up and then draining. At the bottom of the page, describe what happens at each
interval on the graph. Then add the appropriate labels on each axis and number
each axis according to your story.

3
5
2
1

1. _________________________________________________
_________________________________________________
2. _________________________________________________
_________________________________________________
3. _________________________________________________
_________________________________________________
4. _________________________________________________
_________________________________________________
5. _________________________________________________
_________________________________________________

Construct and interpret graphs

244 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Classroom Tests Name ______________________

The following five box and whisker plots show five different sixth-grade classes
and their performance on a recent state test.

Mr. Smith’s Class:

500 550 600 650 700 750

Mrs. Sparkman’s Class:

500 550 600 650 700 750

Mr. Johnson’s Class:

500 550 600 650 700 750

Mr. Richard’s Class:

500 550 600 650 700 750

Mrs. Martino’s Class:

500 550 600 650 700 750

Use the box and whisker plots to answer the questions.

1. Even though the boxes are the same for Mrs. Sparkman’s class and Mr. Johnson’s class,
list two ways they are different. Include in your statements what that means in regard to
each class’s performance on the test.

________________________________________________________________

2. List three ways that Mr. Richard’s class and Mrs. Martino’s class are different.
Again, include in your statements what that means in regard to each class’s
performance on the test.

________________________________________________________________

3. Which class do you think did the best on the test, and why?

________________________________________________________________
Construct and interpret graphs

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 245
Math Test Name ______________________

Fill in the circle next to the correct answer.

Use the circle graph to answer Numbers 1 5. What was the lowest test score?
through 3. Å 0 Ç 1 ∏ 9 ´ 49

Favorite Flavor Use the box and whisker plot to answer

of Soda Numbers 6 through 8.
Orange

Grape

Cherry
225 250 275 300 325

1. If there were 40 children surveyed, about

how many liked cherry the best? 6. What was the median score of the data?
Å 10 ∏ 20 Å 235 Ç 245 ∏ 255 ´ 275
Ç 15 ´ 30
7. What was the highest score?
2. About how many children liked grape? Å 235 Ç 245 ∏ 255 ´ 275
Å 2 ∏ 10
Ç 5 ´ 15 8. What was the median of the lower half of
the data?
3. About how many more children liked Å 235 Ç 260 ∏ 245 ´ 275
orange compared to grape?
Å 1 ∏ 10
Ç ´ 9. Make a box and whisker plot to represent
5 15
the following test scores:
Use the stem and leaf plot to answer 20, 22, 23, 26, 27, 27, 28, 31, 34, 39
Numbers 4 and 5.
Math Test Scores
Stem Leaves
4 9 10. Make a stem and leaf plot to represent the
5 following test scores:
6 59 72, 75, 80, 85, 89, 90, 95, 96, 96, 99, 99
7 599
8 012456788
9 02224555889
10 001

4. What is the median score on the math test?

Å 87 Ç 92 ∏ 88 ´ 95
Construct and interpret graphs
246 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What did the banana do when the chimp chased it?

To solve the riddle, answer each of the following questions about the given data.
Then write the corresponding letter on the line in front of the question. The letters
will spell out the answer to the riddle when read from top to bottom.

Data Set 1: 41, 43, 43, 43, 44, 45, 49

Data Set 2: 15, 17, 18, 21, 24, 24, 28
Data Set 3: 15, 24, 36, 38, 38, 42, 45

_______ What is the mode of the third data set?

_______ What is the mean of the first data set?

43 A
_______ What is the range of the third data set? 24 B
30 E
_______ What is the mode of the second data set?
8 I
_______ What is the median of the first data set?

_______ What is the median of the second data set?

44 H
_______ What is the second smallest value in the first data set? 34 L
_______ What is the mean of the second data set? 21 N
_______ What is the mode of the first data set? 13 P

_______ What is the second largest value in the third data set?
42 S
_______ What is the range of the second data set? 38 T
_______ What is the mean of the third data set?

_______ What is the range of the first data set?

_______ What is the median of the third data set?

Analyze data utilizing range, mean, median, and mode

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 247
What Is a Goose’s Name ______________________

Favorite Fruit?
To solve the riddle, answer each of the following questions
about the given data. Then write the corresponding letter on
the line in front of the question. The letters will spell out the
answer to the riddle when read from bottom to top.

Data Set 1: 50, 57, 65, 75, 78, 78, 80, 82, 90, 95
Data Set 2: 22, 23, 23, 23, 25, 29, 33, 33, 35, 44
Data Set 3: 69, 69, 69, 69, 69, 73, 73, 73, 73, 83

_______ What is the median of the first data set?

_______ What is the mean of the first data set?

_______ What is the range of the third data set? B= 71

_______ What is the mode of the second data set?
E = 27 or 69 or 75
_______ What is the range of the first data set?

_______ What is the mode of the third data set? G= 72

_______ What is the median of the third data set?

I = 14
_______ What is the median of the second data set?

_______ What is the mode of the first data set?

O= 22 or 29

_______ What is the mean of the second data set? R= 23 or 45

_______ What is the range of the second data set?

S = 78
_______ What is the mean of the third data set?

Analyze data utilizing range, mean, median, and mode

248 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
What’s Your Range? Name ______________________

Find the range of each set of data.

1. 5, 7, 8, 8, 15, 16, 23
3. 42, 51, 53, 54, 57, 59, 60, 61, 61
2. 22, 24, 26, 31, 38, 41, 45, 62
4. 15, 16, 11, 19, 41, 20, 39, 24, 27, 25

Find the mean of each set of data.

5. 5, 8, 9, 11, 12, 15
7. 25, 26, 29, 31, 33, 35, 38, 39
6. 15, 18, 18, 19, 20, 23, 24, 25, 27
8. 8, 15, 16, 7, 9, 18, 26, 13, 14

Find the median of each set of data.

9. 1, 3, 5, 6, 7, 9, 9
11. 15, 17, 19, 20, 23, 29
10. 2, 4, 5, 9, 10, 12
12. 28, 21, 26, 32, 33, 18

Find the mode of each set of data.

13. 24, 26, 30, 32, 32, 35, 47, 52, 55

15. 15, 16, 17, 19, 20, 21, 22, 25, 29
14. 18, 19, 19, 20, 21, 21, 22, 25
16. 16, 24, 13, 19, 21, 24, 15, 29, 23

Analyze data utilizing range, mean, median, and mode

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 249
Compute My Data Name ______________________

Complete the following chart.

Set of Data Range Mean Median Mode

1. 15, 23, 23, 24, 26

2. 1, 2, 4, 4, 4, 5, 8, 9

3. 6, 6, 6, 6, 6, 6, 6

4. 21, 23, 25, 28, 32, 39

5. 40, 45, 50, 55, 60, 65, 70

Analyze data utilizing range, mean, median, and mode

250 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Survey the Class Name ______________________

1. Survey at least 20 of your classmates using one of the following questions:

• How old is your mother?

• How old is your father?

• Think about all the drinks that you consume in a day. About how many
times do you swallow?

• How many people live on your block in all?

• How much TV do you watch in an average month?

• How many times does your heart beat in one minute?

• Write your own question that has a numerical answer.

________________________________________________________________

2. Calculate the range, mean, median, and mode for your data.

________________________________________________________________

3. What does the range tell you about your data?

________________________________________________________________

4. Considering the mean, median, and mode, which would you say is the best one
to describe the “average” of your data? Why would you select that measure?

________________________________________________________________

Analyze data utilizing range, mean, median, and mode

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 251
Change the Data Name ______________________

The following data set represents scores on a recent spelling test out of a
possible 50 points. Use the data set to answer the questions.

20, 22, 28, 30, 30, 30, 32, 35, 35, 38, 40, 44, 46, 46, 48, 48, 48, 48, 49, 50

1. What value could you add to the data set to create two different modes?

________________________________________________________________

2. What value could you add to the data to create a range of 40? Is there another
value that would also accomplish this task? If so, how many other values would
accomplish this same task?

________________________________________________________________

3. What is the mean of the original data set?

________________________________________________________________

4. Is it possible to add one test score to the data and change the mean value to 40?

________________________________________________________________

5. What is the median of the original data set?

________________________________________________________________

6. What value could you add to the data to create a different median? Is there
another value that would also accomplish this task? If so, how many other values
would accomplish this same task?

________________________________________________________________

Analyze data utilizing range, mean, median, and mode

252 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, use the following data: 7. What is the mode of the data set?
Å 25 ∏ 0
25, 27, 28, 29, 29, 30, 32, 35, 35 Ç 30 ´ there is no mode

1. What is the mean of the data set?

8. What is the median of the data set?

Å 29 ∏ 31
Å 40 ∏ 45
Ç 30 ´ 32
Ç 50 ´ 83

2. What is the range of the data set?

For Numbers 9 and 10, use the following data:
Å 25 ∏ 15
Ç 10 ´ 35
40, 42, 44, 44, 46, 48, 50
3. What is the mode of the data set?
Å 29 ∏ both 29 and 35 9. What value could you add to the data
Ç 35 ´ there is no mode set to get a different median value? What
is the new median after you add your new
4. What is the median of the data set? value?
Å 29 ∏ 32 ___________________________________
Ç 30 ´ 35
___________________________________
For Numbers 5 through 8, use the following data:
___________________________________
25, 30, 40, 50, 72, 83
10. What value could you add to get a mean
of exactly 46? Explain how you solved this
5. What is the mean of the data set? problem.
Å 30 ∏ 50 ___________________________________
Ç 40 ´ 45
___________________________________
6. What is the range of the data set?
Å 58 ∏ 25 ___________________________________
Ç 62 ´ 83

Data Analysis and Probability: Analyze data utilizing range, mean, median, and mode

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 253
Riddle Name ______________________

What time is it when an elephant sits on your car?

Look at each of the figures below and compute the requested probability. Look
for that value at the bottom of the page and write the corresponding letter on the
line above the value. The letters will spell out the solution to the riddle.

On this spinner, On a standard six-sided die,

E P (A) N P (one)
A B
M P (A or B) O P (number less than seven)

A P (B)
A C I P (three or four)

T P (D) R P (one, two, three, or five)

C P (anything but 1)

M N
On this spinner,

O W P (vowel)
Q P G P (M, N, or Q)

0
 
 0 1.0   0


0.5 0.2
0.25 

Compute theoretical probabilities for simple chance events

254 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What is the difference between a bus driver

and a cold?
To solve the riddle, look at each of the figures below and compute the requested
probability. Look for that value at the bottom of the page and write the corresponding
letter on the line above the value. The letters will spell out the answer to the riddle.

On a standard six-sided die, When flipping a coin,

W P (one or two) H P (heads)

E P (number less than six) P P (heads or tails)

N P (three) O P (ears)

S P (two, three, four, or five)

On this spinner,
blue
blue
T P (red)
yellow
red K P (blue)
orangee
R P (primary color)

0


0
  0.2


;
 
 1.0  0.2 0.5

0
 

  
 1 

0.2


0 

Compute theoretical probabilities for simple chance events

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 255
Probability Name ______________________

Determine the probability of each event.

When rolling a standard six-sided die, what is the probability of getting…?

1. a3
2. a2
3. a 4 or a 5
4. an odd number
5. an even number
6. a7

When flipping a coin, what is the probability of getting…?

7. heads
8. tails

When spinning this spinner, what is the probability of getting…?

9. white
blue
10. red white
11. brown
red

12. red, white, or blue red

white
blue

Compute theoretical probabilities for simple chance events

256 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Bags of Probability Name ______________________

There is a bag with 18 colored marbles inside. There are 6 white marbles,
2 green marbles, 1 red marble, and 9 blue marbles inside the bag. If one
marble is selected at random, what is the probability that it will be…?

1. green

2. white

3. blue

4. red

There is a bag with 9 tiles. The tiles have the following letters, one letter on
each tile: A, B, C, E, G, H, I, L, and O. If one tile is selected at random, what
is the probability that it will be…?

5. the letter B

6. the letter H G
A B
I H
7. a vowel C E
O
L
8. a consonant

There is a bag with 8 colored tiles. The tiles include 2 red, 3 orange, 2 blue,
and 1 green. If one colored tile is selected at random, what is the probability
that it will be…?

9. green

10. red or blue

11. purple

12. orange, blue, green, or red

Compute theoretical probabilities for simple chance events

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 257
Spinners Name ______________________

Use the following clues to determine what spinner is being described. Draw the
spinner for each set of clues.

1. The first spinner has the following facts:

P (1) =

P (2) =

P (3) =


2. The second spinner has the following facts:

P (red) =

P (red, blue, or green) = 1
P (red or blue) = 

3. The third spinner has the following facts:

P (A, B, or C) = 1
P (B) = P (C) = 

4. The fourth spinner has the following facts:

P (white) =

P (red) =

P (blue or green) =

P (blue) = P (green)

5. The fifth spinner has the following facts:

P (1, 2, 3, 4, or 5) = 1
P (2) = P (3) = P (4)
P (2) = P (1) + P (5)
P (1) =

P (1) = P (5)

Compute theoretical probabilities for simple chance events

258 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Dice Name ______________________

Each of the following scenarios describes a six-sided die. Your task is to tell what is
on each of the six sides, listing the six numbers in order from smallest to largest.

1. The first six-sided die has the following facts:

P (even number) =

P (odd number) = 
P (7) =

P (3) =

P (4) =


2. The second six-sided die has the following facts:

P (even number) = 1
P (number less than 25) = 1
P (10) = P (20) = P (2) = P (16) =

The sum of six sides is 68.
P (number greater than 12) =

Each side has a different number.

3. The third six-sided die has the following facts:

P (odd number) =

P (6) =

Three numbers are consecutive odd numbers.
The sum of all six sides is 27.

4. The fourth six-sided die has the following facts:

P (odd number) =

P (number larger than 4) = 1
P (number smaller than 16) = 1
The sum of all six sides is 65.
P (10) =

One side is twice another side.
One side is three times another side.
P (12) = P (13) =

Compute theoretical probabilities for simple chance events

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 259
Math Test Name ______________________

Fill in the circle next to the correct answer.

For Numbers 1 through 4, use this spinner. 6. What is the probability of drawing a
black marble at random from the bag?
Denver Seattle
Å
 Ç
 ∏  ´ 
San Diego Tallahassee
For Numbers 7 and 8, use this die.
1. What is the probability of landing on Denver
when you spin the spinner?

Å
 Ç
 ∏
 ´

7. What is the probability of getting a 3
2. What is the probability of landing on when you roll the die?
Tallahassee when you spin the spinner?
Å
 Ç
 ∏  ´

Å
 Ç
 ∏
 ´

8. What is the probability of getting an
3. What is the probability of landing on Denver even number when you roll the die?
or San Diego when you spin the spinner?
Å 1 Ç  ∏
 ´

Å
 Ç
 ∏
 ´ 0

4. What is the probability of landing on 9. Draw a spinner where P (A) =
 , P (B) =
 ,

New York when you spin the spinner? and P (C) =
 .

Å
 Ç
 ∏
 ´ 0

For Numbers 5 and 6, use this bag of marbles.

10. On the spinner you drew in Number 9, what

is P (A or B)?

___________________________________
5. What is the probability of drawing a white
marble at random from the bag?

Å
 Ç
 ∏  ´ 

Compute theoretical probabilities for simple chance events

260 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Riddle Name ______________________

What is the difference between

an umbrella and a chatterbox?
Find the number of combinations that can be made with the items
listed. Then write the corresponding letter on the line above the
correct number. The letters will spell out the answer to the riddle.

A 2 different turkeys and 2 different types of stuffing =

B 3 different colors of sheets in 2 different patterns =
C 2 different cups with 2 different saucers with 2 different plates =
E 3 colors of thread with 3 different patches =
H 5 different colors of carpet with 2 different colors of paint =
L 3 different colored pants and 4 different shirts =
M 7 different types of meat and 2 different types of bread =
N 5 different colors of paper with 3 different colors of glitter =
O 8 different types of sandwiches and 2 different drinks =
P 9 types of plates and 2 different colors =
R 5 types of cars and 4 different colors =
S 7 different types of cheese and 3 different kinds of crackers =
T 3 different kinds of bread, 4 different kinds of meat, and 2 different types of cheeses =
U 9 different kinds of shovels with 3 different-sized handles =
Y 4 types of ice-cream cones and 7 ice-cream flavors =

28 16 27 8 4 15

21 10 27 24 4 15

27 14 6 20 9 12 12 4 27 18

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 261
What Did the Puddle Name ______________________

Say to the Rain?

On the line at the end of each list, write the number of
combinations that can be made with the items listed.
Then write the corresponding letter on the line in front of
the list. The letters will spell out the answer to the riddle
when read from the bottom up.

_____ 6 types of plates and 2 different colors

_____ 4 different colors of lights and 4 different wattages
_____ 5 different colors of paper with 3 different colors of glitter
_____ 2 different types of cones, 4 different flavors of ice cream, with 4 different sizes
_____ 6 different styles of umbrellas and 2 different colors
_____ 2 different colored pants, 4 different shirts, and 2 different types of shoes
_____ 3 colors of thread with 6 different patches
_____ 5 different colors of carpet with 2 different colors of paint and 3 different styles
of trim

_____ 17 different colors of sheets in only 1 pattern

_____ 5 different types of meat and 3 different types of bread

_____ 5 different colors of cars, 2 different styles, and 2 different makes

_____ 3 different colors of sheets with 3 different sizes in 2 different patterns
_____ 2 different cups with 4 different saucers with 3 different plates
_____ 5 different computers and 2 different sizes of monitors

10 D 15 I 17 N 20 P 30 S
12 E 16 M 18 O 24 R 32 T
Utilize counting techniques, tree charts, and organized lists to determine all possible combinations
262 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Trees Name ______________________

Tree diagrams are very useful in showing combinations of items. The tree
diagram below shows the number of different combinations of cars that can be
created from two colors of paint (red and green) and two colors of interior (white
and black). Each “branch” lists one possible combination. For example, the top
branch shows the car with red paint and white interior. There are a total of four
different combinations on this tree diagram.

White
Red
Black
White
Green
Black

Draw a tree diagram for each of the following situations and tell how many combinations there
are for each. You may need to use another sheet of paper.

1. Four colors of shirts (green, blue, red, and white) and two pairs of pants (blue and black)

combinations

2. Two colors of paper (white and yellow), two colors of glitter (silver and gold), and two
different stamps (a bear and a horse)

combinations

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 263
Organized Lists Name ______________________

Organized lists are very useful in showing combinations of items. This organized list
demonstrates the number of different cars that can be created from two colors of
paint (red and green) and two colors of interior (white and black). Each row lists one
possible combination of car. For example, the top row shows the car with red paint
and white interior. There are a total of four different combinations in this list.

Color of Paint Color of Interior

Red White
Red Black
Green White
Green Black

Make an organized list for each of the following situations and tell how many combinations
there are for each. You may need to use another sheet of paper.

1. Three colors of shirts (denim, white, and red) and two types of pants (blue jeans
and white slacks)

combinations

2. Two types of tacos (chicken and beef), two types of salsa (mild and hot), and
three sizes of drinks (small, medium, and large)

combinations

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations
264 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Counting Principle Name ______________________

One way to determine the number of

combinations is known as the counting
principle. This principle is a method of
multiplying the number of possibilities of
particular events to find out how many
different ways the events can happen
together. For example, if there are 5 shirts and
3 pairs of pants, we can make 15 different
outfits since 5 times 3 equals 15.

Use this same method to determine the

number of combinations for each of the
following situations:

1. 5 ice-cream flavors and 3 kinds of cones

2. 6 colors of shirts and 2 different styles

3. 4 colors of paper and 3 colors of markers

4. 6 colors of paint and 4 kinds of paper

5. 7 kinds of meat, 3 kinds of cheese, and 2 kinds of bread

6. 8 colors of sports jerseys, 9 numbers, and 2 lengths of sleeves

7. Choose one of the above situations and show the number

of combinations another way (for example, an organized
list or a tree diagram).

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 265
Basketball Jerseys Name ______________________

Ian and Brandon are playing on a basketball team. They are on one of four
different teams. There are eight players on each team, and each player has been
assigned a number from one to eight.

1. How many different jerseys are needed in all? Are they all different?

________________________________________________________________

2. In the space below, draw a tree diagram to show the different combinations of jerseys.

3. On the back of this sheet of paper, show the same set of jerseys in an organized list.

4. Which method do you prefer to display the set of jerseys? Why?

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations
266 Data Analysis & Probability EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Math Test Name ______________________

Fill in the circle next to the correct answer.

On a piece of paper, write an organized list to 6. How many different sandwiches can be
show all the possible combinations of three made with three different meats, three
shirts (red, blue, and green), two pants (blue and different cheeses, and two different breads?
black), and two pairs of shoes (tennis shoes and Å 3 Ç6 ∏ 9 ´ 18
cowboy boots). Use this list to answer Numbers
1 through 4. 7. How many different posters can be
made with three different colors of paper,
1. How many times do black pants appear four different colors of markers, and three
on the list? different kinds of stickers?
Å 1 ∏ 3 Å 36 Ç 12 ∏ 48 ´ 9
Ç 2 ´ 6
8. How many different pillows can be
2. How many times does the outfit with the made with nine different fabrics, three
red shirt, black pants, and tennis shoes different colors of lace trim, and only one
appear on the list? kind of thread?
Å 1 ∏ 3 Å 9 Ç 27 ∏ 1 ´ 54
Ç 2 ´ 6

3. How many combinations are there in all? 9. Draw a tree diagram to represent the
Å 2 ∏ 6 number of combinations of 2 colors of paint
Ç 3 ´ 12 (yellow and blue) and three colors of paper
(white, black, and red).
4. If you added one more pair of shoes to
the list, how many additional combinations
would that create?
Å 1 ∏ 12
Ç 6 ´ 15
10. Make an organized list for Number 9’s
problem.
5. How many different single-scoop
ice-cream cones can be made with two
different cones and three different flavors
of ice cream?
Å 1 ∏ 3
Ç 2 ´ 6

Utilize counting techniques, tree charts, and organized lists to determine all possible combinations

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Data Analysis & Probability 267
 Resources
Timed math tests ..............................................................................................269

Class record sheet .............................................................................................277

Test answer form ...............................................................................................278

Awards ............................................................................................................279

Practice cards ...................................................................................................280

Answer key ......................................................................................................286

Page 152
1. B
2. A 6. A
Page 159
Test 5 3. B 7. D
Timed 4. D 8. C
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______

16 90 degrees. doesn’t flipped or

have a partner,
draw a

Page 154
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©2003 by
Evan-Moor

5 = __
Corp. • Identify
congruent

= ____ 4 = __
Basic Math

9÷ 1
Skills, Grade shapes using
6 • EMC transformation
3019 al geometry

40 ÷10 16 ÷ 10 ÷ Geometry
159

___ _____ _____ Page 157

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268 Resources EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Name ________________________ Timed Test 1
Addition/Subtraction Facts
Time: ________ Number Correct: __________

6 − 6 = _______ 7 + 8 = _______ 1 + 5 = _______ 2 − 1 = _______

11 − 3 = _______ 2 + 3 = _______ 8 − 3 = _______ 9 + 0 = _______

7 + 3 = _______ 7 − 7 = _______ 7 + 5 = _______ 8 − 2 = _______

3 + 8 = _______ 16 − 7 = _______ 8 − 0 = _______ 16 − 9 = _______

10 + 1 = _______ 10 − 9 = _______ 14 − 5 = _______ 5 + 7 = _______

9 + 8 = _______ 2 + 7 = _______ 10 + 3 = _______ 14 −10= _______

12 − 2 = _______ 6 − 3 = _______ 12 − 7 = _______ 3 +10= _______

0 + 7 = _______ 13 − 6 = _______ 9 + 5 = _______ 14 − 8 = _______

13 −10= _______ 4 + 1 = _______ 18 −10= _______ 3 + 1 = _______

3 + 6 = _______ 6 + 6 = _______ 3 + 9 = _______ 10 − 1 = _______

10 +10= _______ 12 − 4 = _______ 7 + 9 = _______ 9 − 4 = _______

8 − 1 = _______ 4 + 3 = _______ 5 − 3 = _______ 10 + 4 = _______

4 + 5 = _______ 6 − 4 = _______ 10 − 5 = _______ 6 + 5 = _______

9 − 9 = _______ 0 + 0 = _______ 2 + 6 = _______ 12 − 9 = _______

2 + 2 = _______ 10 − 7 = _______ 1 +10= _______ 3 + 2 = _______

7 − 4 = _______ 17 − 8 = _______ 19 −10= _______ 8 + 1 = _______

12 − 3 = _______ 6 + 4 = _______ 8 + 8 = _______ 10 − 6 = _______

15 − 9 = _______ 8 + 3 = _______ 1 + 2 = _______ 1 + 0 = _______

5 + 8 = _______ 9 − 2 = _______ 5 + 5 = _______ 1 − 0 = _______

10 + 0 = _______ 8 + 2 = _______ 10 + 6 = _______ 6 − 1 = _______

7 − 6 = _______ 9 + 3 = _______ 4 + 9 = _______ 10 − 3 = _______

10 −10= _______ 2 + 9 = _______ 5 + 9 = _______ 6 + 2 = _______

5 + 6 = _______ 11 − 5 = _______ 7 − 2 = _______ 2 − 2 = _______

0 + 8 = _______ 14 − 4 = _______ 9 − 8 = _______ 9 − 6 = _______

4 − 2 = _______ 18 − 9 = _______ 18 − 8 = _______ 11 −10= _______

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Timed Tests 269
 Name ________________________ Timed Test 2
Addition/Subtraction Facts
Time: ________ Number Correct: __________

17 − 9 = _______ 4 − 4 = _______ 2 +10= _______ 5 − 4 = _______

11 − 1 = _______ 5 + 3 = _______ 6 − 5 = _______ 15 − 6 = _______

6 + 7 = _______ 6 +10= _______ 0 + 6 = _______ 11 − 4 = _______

3 + 0 = _______ 3 + 4 = _______ 13 − 7 = _______ 5 + 0 = _______

9 − 7 = _______ 0 +10= _______ 17 −10= _______ 7 + 0 = _______

1 + 9 = _______ 0 + 9 = _______ 6 + 8 = _______ 1 + 7 = _______

3 − 3 = _______ 4 − 3 = _______ 8 +10= _______ 1 + 6 = _______

9 +10= _______ 6 − 2 = _______ 0 + 5 = _______ 4 − 1 = _______

5 − 1 = _______ 6 + 9 = _______ 2 + 8 = _______ 5 − 0 = _______

11 − 6 = _______ 10 − 4 = _______ 5 + 4 = _______ 4 + 8 = _______

7 − 5 = _______ 10 + 5 = _______ 4 + 4 = _______ 10 − 0 = _______

15 − 8 = _______ 7 + 6 = _______ 15 − 5 = _______ 9 − 5 = _______

0 + 4 = _______ 10 − 2 = _______ 1 + 4 = _______ 5 +10= _______

3 − 2 = _______ 8 − 5 = _______ 4 +10= _______ 3 − 0 = _______

3 + 7 = _______ 2 + 1 = _______ 10 − 8 = _______ 9 + 9 = _______

15 − 7 = _______ 6 + 0 = _______ 16 −10= _______ 9 + 7 = _______

14 − 6 = _______ 7 + 2 = _______ 13 − 3 = _______ 5 + 2 = _______

19 − 9 = _______ 3 + 5 = _______ 7 +10= _______ 7 − 1 = _______

0 + 1 = _______ 8 + 4 = _______ 6 − 0 = _______ 2 + 4 = _______

8 + 6 = _______ 9 + 2 = _______ 0 − 0 = _______ 11 − 7 = _______

7 − 3 = _______ 15 −10= _______ 9 + 4 = _______ 12 − 5 = _______

7 + 7 = _______ 10 + 8 = _______ 14 − 9 = _______ 9 − 3 = _______

5 − 2 = _______ 9 − 1 = _______ 13 − 5 = _______ 1 + 8 = _______

8 − 4 = _______ 16 − 6 = _______ 2 + 0 = _______ 12 − 8 = _______

11 − 9 = _______ 4 + 6 = _______ 13 − 9 = _______ 3 − 1 = _______

270 Timed Tests EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Name ________________________ Timed Test 3
Multiplication Facts Through 10s
Time: ________ Number Correct: __________

5 × 4 = _______ 3 × 7 = _______ 4 × 5 = _______ 7 × 6 = _______

1 × 6 = _______ 5 ×10= _______ 4 × 4 = _______ 2 × 9 = _______

5 × 1 = _______ 7 × 4 = _______ 0 ×10= _______ 10 × 0 = _______

9 × 8 = _______ 6 × 5 = _______ 10 × 2 = _______ 3 ×10= _______

2 × 8 = _______ 9 × 3 = _______ 6 × 4 = _______ 3 × 3 = _______

1 × 9 = _______ 8 × 6 = _______ 0 × 6 = _______ 7 × 7 = _______

10 × 6 = _______ 2 × 7 = _______ 0 × 8 = _______ 8 × 4 = _______

3 × 5 = _______ 7 ×10= _______ 6 × 1 = _______ 0 × 9 = _______

2 × 3 = _______ 1 × 0 = _______ 3 × 0 = _______ 6 × 3 = _______

10 × 8 = _______ 4 × 3 = _______ 4 × 6 = _______ 2 × 2 = _______

5 × 7 = _______ 6 × 8 = _______ 5 × 2 = _______ 0 × 4 = _______

9 × 6 = _______ 7 × 3 = _______ 2 ×10= _______ 7 × 0 = _______

8 × 1 = _______ 3 × 2 = _______ 9 × 1 = _______ 6 × 6 = _______

7 × 2 = _______ 5 × 8 = _______ 6 ×10= _______ 9 × 7 = _______

3 × 4 = _______ 2 × 5 = _______ 8 × 7 = _______ 8 ×10= _______

0 × 1 = _______ 8 × 5 = _______ 7 × 1 = _______ 5 × 6 = _______

4 × 0 = _______ 7 × 5 = _______ 9 × 4 = _______ 9 × 0 = _______

10 × 5 = _______ 4 × 2 = _______ 8 × 8 = _______ 3 × 9 = _______

1 × 2 = _______ 2 × 6 = _______ 2 × 4 = _______ 6 × 7 = _______

3 × 6 = _______ 7 × 8 = _______ 4 × 1 = _______ 9 × 5 = _______

4 ×10= _______ 10 ×10= _______ 5 × 5 = _______ 3 × 8 = _______

1 × 4 = _______ 8 × 3 = _______ 7 × 9 = _______ 6 × 2 = _______

4 × 8 = _______ 5 × 9 = _______ 10 × 4 = _______ 9 × 9 = _______

8 × 9 = _______ 2 × 1 = _______ 6 × 9 = _______ 0 × 2 = _______

6 × 0 = _______ 0 × 5 = _______ 2 × 0 = _______ 1 × 3 = _______

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Timed Tests 271
 Name ________________________ Timed Test 4
Multiplication Facts Through 10s
Time: ________ Number Correct: __________

4 × 8 = _______ 9 × 2 = _______ 5 × 1 = _______ 7 × 1 = _______

4 ×10= _______ 8 × 0 = _______ 1 × 5 = _______ 6 ×10= _______

3 × 3 = _______ 9 × 5 = _______ 3 × 9 = _______ 8 × 7 = _______

10 × 6 = _______ 9 × 8 = _______ 10 × 1 = _______ 9 × 9 = _______

6 × 4 = _______ 5 × 6 = _______ 6 × 7 = _______ 10 × 2 = _______

2 × 1 = _______ 3 × 8 = _______ 7 × 5 = _______ 0 × 5 = _______

6 × 8 = _______ 10 × 0 = _______ 10 × 4 = _______ 1 × 6 = _______

8 × 3 = _______ 10 × 5 = _______ 6 × 2 = _______ 10 ×10= _______

3 × 5 = _______ 6 × 9 = _______ 5 × 8 = _______ 0 × 9 = _______

4 × 2 = _______ 7 × 6 = _______ 7 × 4 = _______ 4 × 5 = _______

1 × 7 = _______ 2 ×10= _______ 1 × 9 = _______ 9 × 7 = _______

0 × 3 = _______ 8 × 4 = _______ 7 ×10= _______ 5 × 2 = _______

5 × 3 = _______ 4 × 6 = _______ 4 × 4 = _______ 6 × 5 = _______

8 × 2 = _______ 4 × 1 = _______ 5 × 7 = _______ 3 × 2 = _______

9 ×10= _______ 7 × 3 = _______ 9 × 4 = _______ 6 × 6 = _______

3 × 1 = _______ 7 × 2 = _______ 10 × 8 = _______ 8 × 6 = _______

2 × 4 = _______ 8 × 9 = _______ 2 × 3 = _______ 9 × 1 = _______

6 × 0 = _______ 3 ×10= _______ 1 × 3 = _______ 4 × 3 = _______

2 × 7 = _______ 4 × 7 = _______ 4 × 0 = _______ 8 × 5 = _______

8 × 1 = _______ 9 × 6 = _______ 2 × 6 = _______ 7 × 7 = _______

5 × 4 = _______ 3 × 6 = _______ 2 × 5 = _______ 6 × 3 = _______

2 × 2 = _______ 2 × 9 = _______ 1 × 8 = _______ 2 × 8 = _______

0 × 0 = _______ 1 ×10= _______ 0 ×10= _______ 1 × 0 = _______

1 × 1 = _______ 9 × 0 = _______ 5 × 5 = _______ 10 × 3 = _______

2 × 0 = _______ 5 × 9 = _______ 0 × 7 = _______ 1 × 4 = _______

272 Timed Tests EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Name ________________________ Timed Test 5
Division Facts
Time: ________ Number Correct: __________

18 ÷ 3 = _______ 42 ÷ 7 = _______ 80 ÷ 8 = _______ 30 ÷ 3 = _______

8 ÷ 2 = _______ 12 ÷ 6 = _______ 27 ÷ 3 = _______ 63 ÷ 7 = _______

40 ÷10= _______ 30 ÷ 6 = _______ 72 ÷ 9 = _______ 20 ÷ 5 = _______

36 ÷ 9 = _______ 16 ÷ 4 = _______ 7 ÷ 1 = _______ 50 ÷10= _______

70 ÷10= _______ 7 ÷ 7 = _______ 10 ÷ 5 = _______ 0 ÷ 7 = _______

36 ÷ 4 = _______ 8 ÷ 4 = _______ 45 ÷ 5 = _______ 9 ÷ 1 = _______

2 ÷ 1 = _______ 42 ÷ 6 = _______ 48 ÷ 6 = _______ 14 ÷ 7 = _______

30 ÷10= _______ 6 ÷ 3 = _______ 16 ÷ 2 = _______ 48 ÷ 8 = _______

90 ÷ 9 = _______ 2 ÷ 2 = _______ 32 ÷ 8 = _______ 4 ÷ 4 = _______

8 ÷ 8 = _______ 0 ÷10= _______ 15 ÷ 5 = _______ 28 ÷ 4 = _______

36 ÷ 6 = _______ 0 ÷ 9 = _______ 20 ÷10= _______ 27 ÷ 9 = _______

49 ÷ 7 = _______ 35 ÷ 7 = _______ 24 ÷ 4 = _______ 10 ÷ 2 = _______

25 ÷ 5 = _______ 9 ÷ 9 = _______ 56 ÷ 8 = _______ 9 ÷ 3 = _______

45 ÷ 9 = _______ 4 ÷ 1 = _______ 50 ÷ 5 = _______ 100÷10=_______

70 ÷10= _______ 12 ÷ 2 = _______ 35 ÷ 5 = _______ 56 ÷ 7 = _______

64 ÷ 8 = _______ 60 ÷ 6 = _______ 4 ÷ 2 = _______ 90 ÷10= _______

54 ÷ 6 = _______ 30 ÷ 5 = _______ 54 ÷ 9 = _______ 8 ÷ 1 = _______

0 ÷ 1 = _______ 24 ÷ 6 = _______ 32 ÷ 4 = _______ 21 ÷ 3 = _______

18 ÷ 6 = _______ 6 ÷ 1 = _______ 28 ÷ 7 = _______ 72 ÷ 8 = _______

6 ÷ 2 = _______ 0 ÷ 3 = _______ 24 ÷ 8 = _______ 40 ÷ 4 = _______

20 ÷ 2 = _______ 40 ÷ 8 = _______ 24 ÷ 3 = _______ 6 ÷ 6 = _______

12 ÷ 3 = _______ 63 ÷ 9 = _______ 21 ÷ 7 = _______ 60 ÷10= _______

5 ÷ 5 = _______ 81 ÷ 9 = _______ 20 ÷ 4 = _______ 12 ÷ 4 = _______

16 ÷ 8 = _______ 18 ÷ 2 = _______ 14 ÷ 2 = _______ 18 ÷ 9 = _______

0 ÷ 5 = _______ 15 ÷ 3 = _______ 40 ÷ 5 = _______ 3 ÷ 3 = _______

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Timed Tests 273
 Name ________________________ Timed Test 6
Division Facts
Time: ________ Number Correct: __________

24 ÷ 8 = _______ 64 ÷ 8 = _______ 10 ÷ 2 = _______ 10 ÷ 1 = _______

36 ÷ 9 = _______ 30 ÷10= _______ 32 ÷ 4 = _______ 25 ÷ 5 = _______

24 ÷ 3 = _______ 0 ÷ 8 = _______ 9 ÷ 1 = _______ 20 ÷ 4 = _______

42 ÷ 7 = _______ 4 ÷ 1 = _______ 30 ÷ 3 = _______ 36 ÷ 4 = _______

36 ÷ 6 = _______ 40 ÷ 8 = _______ 35 ÷ 5 = _______ 24 ÷ 4 = _______

56 ÷ 8 = _______ 20 ÷ 5 = _______ 56 ÷ 7 = _______ 50 ÷ 5 = _______

80 ÷10= _______ 5 ÷ 1 = _______ 40 ÷10= _______ 0 ÷ 1 = _______

28 ÷ 4 = _______ 12 ÷ 3 = _______ 40 ÷ 5 = _______ 6 ÷ 2 = _______

2 ÷ 2 = _______ 8 ÷ 4 = _______ 16 ÷ 8 = _______ 16 ÷ 4 = _______

10 ÷ 5 = _______ 8 ÷ 8 = _______ 9 ÷ 3 = _______ 12 ÷ 2 = _______

72 ÷ 8 = _______ 0 ÷ 6 = _______ 12 ÷ 4 = _______ 20 ÷ 2 = _______

35 ÷ 7 = _______ 18 ÷ 2 = _______ 21 ÷ 7 = _______ 70 ÷10= _______

18 ÷ 6 = _______ 49 ÷ 7 = _______ 9 ÷ 9 = _______ 81 ÷ 9 = _______

32 ÷ 8 = _______ 60 ÷ 6 = _______ 30 ÷ 5 = _______ 54 ÷ 6 = _______

8 ÷ 2 = _______ 54 ÷ 9 = _______ 6 ÷ 3 = _______ 27 ÷ 3 = _______

6 ÷ 1 = _______ 7 ÷ 7 = _______ 14 ÷ 2 = _______ 12 ÷ 6 = _______

90 ÷10= _______ 7 ÷ 1 = _______ 48 ÷ 6 = _______ 27 ÷ 9 = _______

5 ÷ 5 = _______ 70 ÷ 7 = _______ 21 ÷ 3 = _______ 20 ÷10= _______

63 ÷ 9 = _______ 30 ÷ 6 = _______ 48 ÷ 8 = _______ 0 ÷ 4 = _______

15 ÷ 5 = _______ 72 ÷ 9 = _______ 2 ÷ 1 = _______ 45 ÷ 9 = _______

42 ÷ 6 = _______ 45 ÷ 5 = _______ 0 ÷10= _______ 18 ÷ 3 = _______

6 ÷ 6 = _______ 50 ÷10= _______ 100÷10=_______ 63 ÷ 7 = _______

40 ÷ 8 = _______ 0 ÷ 3 = _______ 40 ÷ 4 = _______ 4 ÷ 4 = _______

14 ÷ 7 = _______ 18 ÷ 9 = _______ 16 ÷ 2 = _______ 80 ÷ 8 = _______

15 ÷ 3 = _______ 24 ÷ 6 = _______ 0 ÷ 5 = _______ 28 ÷ 7 = _______

274 Timed Tests EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Name ________________________ Timed Test 7
Multiplication Facts Through 11s
Time: ________ Number Correct: __________

9 × 7 = _______ 10 × 6 = _______ 3 × 1 = _______ 8 × 3 = _______

5 × 5 = _______ 8 ×11= _______ 2 × 8 = _______ 9 × 6 = _______

4 × 7 = _______ 5 × 2 = _______ 7 ×10= _______ 5 ×11= _______

1 × 6 = _______ 10 ×10= _______ 2 × 4 = _______ 9 × 8 = _______

11 × 4 = _______ 4 ×10= _______ 4 × 9 = _______ 9 × 9 = _______

2 ×10= _______ 11 × 8 = _______ 7 × 8 = _______ 5 × 7 = _______

1 × 3 = _______ 10 × 9 = _______ 9 × 2 = _______ 2 ×11= _______

1 ×11= _______ 6 ×11= _______ 7 × 2 = _______ 7 × 3 = _______

5 ×10= _______ 2 × 1 = _______ 7 × 4 = _______ 5 × 6 = _______

6 × 5 = _______ 3 × 9 = _______ 8 × 5 = _______ 10 × 8 = _______

11 × 6 = _______ 3 ×11= _______ 5 × 9 = _______ 8 ×10= _______

2 × 3 = _______ 11 × 5 = _______ 6 × 4 = _______ 7 × 7 = _______

7 ×11= _______ 9 × 4 = _______ 11 × 3 = _______ 11 ×11= _______

5 × 3 = _______ 2 × 6 = _______ 4 × 6 = _______ 1 × 5 = _______

4 × 8 = _______ 4 × 3 = _______ 11 × 1 = _______ 6 ×10= _______

1 × 9 = _______ 8 × 1 = _______ 2 × 5 = _______ 6 × 2 = _______

6 × 7 = _______ 10 × 4 = _______ 1 × 8 = _______ 8 × 8 = _______

3 × 4 = _______ 3 × 2 = _______ 1 × 4 = _______ 5 × 1 = _______

3 × 6 = _______ 5 × 8 = _______ 7 × 5 = _______ 4 ×11= _______

8 × 9 = _______ 11 × 9 = _______ 10 ×11= _______ 9 × 1 = _______

10 × 3 = _______ 4 × 1 = _______ 11 × 2 = _______ 6 × 6 = _______

1 × 7 = _______ 9 ×10= _______ 6 × 9 = _______ 3 × 7 = _______

4 × 4 = _______ 3 ×10= _______ 1 × 2 = _______ 5 × 4 = _______

3 × 3 = _______ 6 × 1 = _______ 7 × 9 = _______ 3 × 5 = _______

11 × 7 = _______ 11 ×10= _______ 9 ×11= _______ 6 × 3 = _______

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Timed Tests 275
 Name ________________________ Timed Test 8
Multiplication Facts Through 12s
Time: ________ Number Correct: __________

4 × 7 = _______ 8 ×12= _______ 3 × 4 = _______ 3 × 6 = _______

5 × 6 = _______ 9 × 5 = _______ 2 × 8 = _______ 9 ×11= _______

7 × 8 = _______ 4 ×11= _______ 9 × 2 = _______ 4 ×12= _______

3 × 3 = _______ 2 × 6 = _______ 6 × 2 = _______ 11 ×10= _______

8 ×10= _______ 2 ×12= _______ 3 ×11= _______ 1 × 8 = _______

12 × 9 = _______ 8 × 4 = _______ 9 × 6 = _______ 7 ×11= _______

3 × 8 = _______ 3 ×10= _______ 2 × 9 = _______ 4 ×10= _______

9 × 9 = _______ 12 × 8 = _______ 2 ×11= _______ 6 × 1 = _______

1 ×10= _______ 8 × 3 = _______ 1 ×11= _______ 5 × 3 = _______

4 × 9 = _______ 9 × 8 = _______ 8 × 9 = _______ 12 ×11= _______

6 × 3 = _______ 3 × 5 = _______ 12 × 2 = _______ 7 × 4 = _______

8 × 2 = _______ 2 × 2 = _______ 11 × 1 = _______ 9 × 3 = _______

5 ×10= _______ 1 ×12= _______ 3 × 2 = _______ 10 × 9 = _______

11 ×12= _______ 5 × 8 = _______ 6 × 8 = _______ 12 ×10= _______

10 × 2 = _______ 11 ×11= _______ 10 × 7 = _______ 2 × 5 = _______

11 × 8 = _______ 7 × 9 = _______ 11 × 9 = _______ 7 × 3 = _______

6 ×10= _______ 7 ×12= _______ 8 × 7 = _______ 7 ×10= _______

2 ×10= _______ 9 × 7 = _______ 3 × 9 = _______ 11 × 6 = _______

11 × 7 = _______ 3 × 7 = _______ 6 × 6 = _______ 10 × 5 = _______

8 × 5 = _______ 2 × 4 = _______ 12 × 7 = _______ 5 × 4 = _______

11 × 5 = _______ 12 × 6 = _______ 7 × 6 = _______ 10 ×10= _______

6 × 5 = _______ 11 × 2 = _______ 12 ×12= _______ 11 × 3 = _______

1 × 9 = _______ 2 × 7 = _______ 8 × 6 = _______ 4 × 8 = _______

1 × 4 = _______ 11 × 4 = _______ 4 × 5 = _______ 1 × 3 = _______

9 × 1 = _______ 4 × 2 = _______ 4 × 1 = _______ 1 × 1 = _______

276 Timed Tests EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Student Names

Te
st
+ 1
/−
Fa
ct
Te s
st
+ 2
/−
Fa
ct
s
Te
st
Th 3
ro ×
ug Fa

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

h cts
Te 10
st s
Th 4
ro ×
ug F
h act
10 s
Te s
s
÷ t5
Fa
ct
s
Te
st
÷ 6
Fa
ct
s
Te
st
Th 7
ro ×
ug F
h act
Math Timed Tests—Class Record Sheet

11 s
Te s
st

Resources
Th 8
ro ×
ug F
h act
12 s
s

277
 Name Name
Math Test Page Math Test Page

1. Å Ç ∏ ´ 5. Å Ç ∏ ´ 1. Å Ç ∏ ´ 5. Å Ç ∏ ´
2. Å Ç ∏ ´ 6. Å Ç ∏ ´ 2. Å Ç ∏ ´ 6. Å Ç ∏ ´
3. Å Ç ∏ ´ 7. Å Ç ∏ ´ 3. Å Ç ∏ ´ 7. Å Ç ∏ ´
4. Å Ç ∏ ´ 8. Å Ç ∏ ´ 4. Å Ç ∏ ´ 8. Å Ç ∏ ´

9. 10. 9. 10.

Name Name
Math Test Page Math Test Page

1. Å Ç ∏ ´ 5. Å Ç ∏ ´ 1. Å Ç ∏ ´ 5. Å Ç ∏ ´
2. Å Ç ∏ ´ 6. Å Ç ∏ ´ 2. Å Ç ∏ ´ 6. Å Ç ∏ ´
3. Å Ç ∏ ´ 7. Å Ç ∏ ´ 3. Å Ç ∏ ´ 7. Å Ç ∏ ´
4. Å Ç ∏ ´ 8. Å Ç ∏ ´ 4. Å Ç ∏ ´ 8. Å Ç ∏ ´

9. 10. 9. 10.

278 Answer Form EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 Awards

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Awards 279
280
5M5 5M9 6M5 6M9

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

5M6 5M10 6M6 6M10

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

5M7 5M11 6M7 6M11

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

5M8 5M12 6M8 6M12

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

 7M5 7M9 8M5 8M9
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

7M6 7M10 8M6 8M10

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

7M7 7M11 8M7 8M11
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

7M8 7M12 8M8 8M12

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

281
282
9M5 9M9 10M5 10M9

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

9M6 9M10 10M6 10M10

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

9M7 9M11 10M7 10M11

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

9M8 9M12 10M8 10M12

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

 11M5 11M9 12M5 12M9
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

11M6 11M10 12M6 12M10

©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

11M7 11M11 12M7 12M11
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

11M8 11M12 12M8 12M12

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

283
284
10 0
0C90 10 0
0C50 10
0C10 9C63

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

10 0
0C80 10 0
0C40 10
0C0 4
9C54
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

10
0C70 10 0
0C30 9C18 5
9C45
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

10 0
0C60 10 0
0C20 9C72 9C36
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

 9C27 8C64 8C32 8C0
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

9C18 6
8C56 8C24 9
7C49
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019

9C9 8CC48 8C16 7C72
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

9C0 0
8C40 8C8 5
7C35

Practice Cards
©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019 ©2003 by Evan-Moor Corp. • EMC 3019

285
 Answer Key
Page 5: Bluebirds in blue birdbaths Page 14 Page 15
1. 25 1. 50
Page 6: A carpet slipper 2. 16 2. 52
3. 47 3. 80
4. 42 4. 10
Page 7 Page 8
5. 72 5. 952
1. 1,600 1. 1,140 6. 41 6. 43
2. 3,948 2. 2,928 7. 800 7. 215
3. 517 3. 14,444 8. 48 8. 420
4. 5,248 4. 17,892 9. 70 9. 49
5. 1,728 5. 36,849 10. 806 10. 419
6. 4,794 6. 77,420
7. 3,168 7. 32,000 Page 16 Page 17
8. 2,368 8. 47,940
9. 546 9. 44,268 1. 32 1. 20 bags
10. 1,653 10. 54,318 2. 100 2. 13 shelves
3. 525 3. 21 pages
4. 318 and 477; 4. 209 sheets
Page 9 Answers will vary. 5. 31 pieces
1. 840 chairs
2. $15,960
Page 18
3. 384 years
1. B 6. C
4. 594 students
2. B 7. C
5. $4,158
3. C 8. A
4. D 9. 141 pages
Page 10 10. 9 buses
5. B
1. 768 sodas
2. 360 cupcakes
3. 1,620 pieces of candy Page 19: Flat feet
4. 840 cups and plates
5. Julie Page 20: Hot, because you can catch a cold

Page 21 Page 22
Page 11
1. 7 1. 
1. D 2. 7  2. 
2. B
3. C 3. 7  3.

4. A 4. 7  4. 
5. A
5. 7  5.

6. C
7. A 6.
 6. 1 
8. D 7.   7. 5 
9. 2,304 pens
10. Answers will vary, but should require students 8.  8. 3 
to multiply 12 x 26. 9. 4
 9. 5

10. 11
 10. 4 
Page 12: Luke likes licorice

Page 13: With hogs and kisses

286 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 23 Page 29
1. 1  cups 1. 5  6. 15  
2. 6
 cups 2. 8  7. 9 
3. 7  cups left; 72 cookies 3. 2  8. 10  
4. 1  cups 4. 10   9. 19  
5.
 cup 5. 3   !" 10. 7

Page 24 Page 30 Page 31

1. Yes, 4
%  yards 1. 1   1. 18   square feet
2. No, 5
  yards 2. 3  2. 25 square feet
3. 290 square inches
3. Yes, 9
  yards 3. 4 
4. 4 square feet
4. Yes; 1
  spools of thread 4. &  5. 144 square feet
5. No, needs 5   yards
Page 32
Page 25 1. A 6. A
6. B 2. C 7. C
1. C
7. D 3. B 8. D
2. A
3. B 8. C 4. D 9.   ' ×  ( = &  ' = 11  
4. D 9. Yes, 24   inches 5. B 10. 114   square
5. A 10. 18
  feet inches

Page 26: A piano; it has eighty-eight keys Page 33: A nightmare

Page 27: Spicy fish sauce Page 34: Attention

Page 28 Page 35 Page 36

1.
 11. 1  1. 1  1. 1

2. ) 12.  2. / 2. 2 

3. & 3. 2
3.
* 13. 1 
4. 1  4. 3
4. + 14. 1
5. 3 5.
0
5. ,) 15.  6. 1  6.   "
6. - 16.  7.  7. !
7.
 17.  8. 4 8. 

8.
) 18.  9. 3  9. 2
9.   . 19.  10. & 10. -
10.   20.  11.   11. 3
12.  12. 2 %
13. 1  13. 1   !
14. , 14. 1
1
15.  15. 2

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 287
Page 37 Page 43
Pizza Parlor Name ______________________
11. 3.39
Solve each problem. 1. 1.1
2. 2.5 12. 3.84
1. Tim has one-half of a pizza that he wants to divide equally between
two people. Draw a picture of this problem and tell how much pizza
each will get. Write the math sentence that goes with the problem.
3. 6.6 13. 3.43
 ÷ 2 = 
_________ 4. 4.5 14. 1.939
2. George has three-fourths of a pizza. He is going to divide it into six
5. 4.1 15. 8.894
equal pieces. Draw a picture of this problem and tell how much of
the whole pizza each slice will be. Write the math sentence that goes
with the problem.
6. 2.1 16. 3.811
 ÷ 6 = 
_________
7. 1.6 17. 1.87
3. Kelley has two whole pizzas. She is going to divide all of the pizzas
into pieces that are one-third of a whole pizza. How many can she
8. 3.6 18. 1
create? Draw a picture of this problem and tell how many thirds she
can make. Write the math sentence that goes with the problem.

9. 8.55 19. 2.99

2 ÷  = 6
_________
10. 2.14 20. 7.991
4. Linda has five and one-third pizzas. She is going to divide them
between some people that each request one and one-third pizzas.
Draw a picture of this problem and tell how many one and one-third
pizzas she can make. Write the math sentence that goes with the
problem.

5  ÷ 1 = 4
_________ Page 44 Page 45
Demonstrate division of fractions including mixed numbers

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Number & Operations 37
1. $47.45 1. 11.7 cm
2. $27.95 2. 4.541 million dollars
3. $1.57 3. 3.25 inches and
Page 38 4. $8.45 8.65 inches
4. 4.9 inches
1.  3. 1  5. $11.74
5. 0.54 inches
2.  4. 2 
Page 46
1. A 6. B
Page 39 2. C 7. B
3. D 8. C
1. C 9. 0.66 inches
2. B 4. C
5. A 10. 17.1 centimeters
3. A
4. C
5. D Page 47: A blue whale
6. A
7. B
Page 48: Leap year
8. A
9.   2 ÷   =   2 ×  =   . = 1    Page 49 Page 50
10. 3   ÷   = 14; illustrations will vary
1. 9.45 1. 6.6
2. 7.56 2. 34.4
Page 40: Plain bun, plum bun 3. 13 3. 5.3
4. 15.2 4. 11.5
Page 41: A sour puss 5. 11.7 5. 44.85
6. 15.04 6. 7.68
7. 37.82 7. 53.3
Page 42
8. 11.34 8. 57.2
1. 5.5 11. 12.69 9. 8.84 9. 16.12
2. 11.4 12. 11.14 10. 7.5 10. 40.92
3. 6.3 13. 14.92 11. 0.7503 11. 53.658
4. 3.9 14. 9.616 12. 1.2036 12. 25.9168
5. 12.4 15. 11.125 13. 5.4194 13. 7.476
6. 6.8 16. 15.234 14. 31.46 14. 0.1872
7. 14.8 17. 17.616 15. 0.00738 15. 0.000018
8. 9.6 18. 100.83 16. 54.756 16. 41.1312
9. 14.1 19. 10.106 17. 32.105 17. 7.8
10. 6.36 20. 6.009 18. 27.68338 18. 6.882
19. 11.46483 19. 31.744
20. 1.062946 20. 3.31961

288 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 51 Page 61: Time to get a new clock
1. 5.73
2. 2.61 Page 62: It improves his service
3. 4.374
4. 76.245
Page 63 Page 64
1. 25 1. 3
Page 52
2. 6 2. 25
1. $356.25 3. 12 3. 14
2. $100 ($100.24) 4. 35 4. 150
3. No, the total is $67 5. 24 5. 2
4. $49.80 6. 36 6. 12
5. $343.85 7. 7 7. 4
8. 16 8. 30
Page 53 9. 22 9. 2
6. D 10. 16 10. 38
1. B 11. 42 11. 32
2. B 7. C
8. A 12. 5 12. 44
3. A 13. 63 13. 6
4. C 9. $74.75
10. 7.8645 14. 27 14. 51
5. D 15. 5 15. 18
16. 7 16. 150
Page 54: Moo York 17. 24
18. 63
Page 55: Red leather, yellow leather 19. 12
20. 41

Page 56 Page 57
Page 65
1. 4 1. 3.2
2. 0.6 2. 4.6 1. $72
3. 1.3 3. 5.2 2. $38
4. 2.9 4. 6.54 3. $15
5. 5.1 5. 2.2 4. $18
6. 5.12 6. 0.23 5. $22.50 each
7. 3.4 7. 0.11
8. 4.08 8. 200 Page 66
9. 6.72 9. 3.5 1. $5,300
10. 4.19 10. 5.2 2. $3,375
3. $6,300
Page 58 Page 59 4. $2,400 and $9,600
1. 35¢, 15¢ profit 1. 12.6 5. $162.50 and $86.67
2. 34¢, 16¢ profit 2. 3.75
3. by the case; 24¢ 3. 14.6 Page 67
4. 13.35 1. A 6. B
2. C 7. A
Page 60 3. C 8. D
6. B 4. D 9. $33.75
1. D 10. $7.20
2. C 7. D 5. B
3. A 8. D
4. A 9. 4.125 ounces Page 68: Three blind mice blew bugles
5. C 10. 37¢

Page 69: A box of matches

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 289
Page 70 Page 71 Page 75: Floodlights
1. 25% 1.   , 0.5
Page 76: Stepfarther
2.  2. 0.125, 12.5%
3. 0.7, 70% 3. !  , 87.5% Page 77 Page 78
4.   , 0.75 4. 0.25, 25% 1. True 1. >
5. & , 80% 5.   , 0.625 2. True 2. <
3. False 3. >
6. 0.4, 40% 6. 0.7, 70%
4. False 4. =
7. 0.125, 12.5% 7.
  , 30% 5. True 5. >
6. False 6. <
8.   , 0.375 8.   , 75% 7. True 7. <
9.
,  , 90% 9.
,  , 0.9 8. True 8. <
9. False 9. <
10.   , 62.5% 10.   , 37.5% 10. True 10. =
11. False 11. =
Page 72 12. True 12. >
13. False 13. <
1. 0.4 14. True 14. <
2.  off 15. False 15. <
3. 0.065 16. False 16. <
4. 41% 17. True 17. =
5. Need the original prices for each store; if they 18. False 18. <
were the same prices, then the sales prices 19. True 19. >
would also be the same. 20. False 20. <

Page 73 Page 79
1. 95% 1. Answers will vary.
2. 40% 2. Answers will vary: Mary is incorrect; she
could compare 614 to 620.
3. 85%
3. < _, and =
_, >
4. 76% 4. Luke is correct
5. 4%
Page 80
6. 
1. $56.25 < $63
7.  2. $18 < $24
8.  3. $40.50 < $52.50
4. $39.20 < $41.33
5. $67.50 < $68 < $72
Page 74
1. B
Page 81
2. C
1. A 6. A
3. C
2. C 7. B
4. D
3. D 8. C
5. A
4. C 9. 3.51 > 3.5
6. C
5. D 10. 15.82 < 15.8201
7. A
8. B
9.  and 0.25 Page 82: It was toad away
10. Answers will vary, for example, move
the decimal point two places to the right. Page 83: Three pairs of pants

290 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 84 Page 86
1. 5×5
1. 15 2. 14 3. 25
2. 2×2×2×2×2 3 × 5 2 × 7 5 × 5
3. 2×2×2×2×2×2
4. 2×5×5
5. 2×2×2×2×3
4. 24 5. 45 6. 80
6. 7×7 2 × 12 3 × 15
2 × 40

7. 2×2×2×3 2 × 2 × 6 3 × 3 × 5
2 × 2 × 20
2 × 2 × 2 × 10
8. 2×2×2×2 2 × 2 × 2 × 2 2 × 2 × 2 × 2 × 5

9. 2×2×2×3×3
7. 32 8. 40 9. 16
10. 2 × 2 × 17 2 × 16
2 × 30 2 × 8
11. 2×3×5 2 × 2 × 8
2 × 2 × 2 × 4 2 × 2 × 10 2 × 2 × 4
12. 2×2×2 2 × 2 × 2 × 2 × 2 2 × 2 × 2 × 5 2 × 2 × 2 × 2
13. 2×2×3
14. 2 × 2 × 19
Page 87
15. 2×2×2×2×5
16. 3×3 1. 2 18 2. 2 20 3. 2 24
17. 2×5 3 9 2 10 2 12

18. 2×2×3×3 3 5 2 6

19. 3×3×3 3

20. 3×3×3×3 4. 3 15 5. 2 30 6. 2 22

5 3 15 11
Page 85 5

1. 2×2×2×5×5
2. 2 × 3 × 3 × 11 7. 3 27 8. 2 60 9. 2 48

3. 3×5×7 3 9 2 30
2 24
2 12
4. 2×2×3×3×5 3 3 15 2 6

5. 2×2×2×3×7 5 3

6. 2 × 3 × 17
7. 2×2×2×2×2×5 Page 88
8. 2 × 2 × 2 × 23 6. C 10. 2 30
1. A
9. 2×2×3×3×3 7. A
2. C 3 15
10. 2 × 2 × 3 × 11 8. A
3. B 5
11. 2 × 2 × 3 × 17 9. 20
4. D
12. 2×2×2×3×5
5. B 2 10
13. 2×3×5×7
14. 5×5×7 2 2 5
15. 2×2×2×2×3×3
16. 3×7×7 Page 89: Fleas fly from flies
17. 3×3×5×5
18. 11 × 11 Page 9: A tennis ball
19. 2 × 2 × 3 × 13
20. 5 × 43 Page 91
1. 2 11. 3
2. 3 12. 5
3. 5 13. 4
4. 4 14. 4
5. 2 15. 20
6. 2 16. 10
7. 1 17. 25
8. 2 18. 9
9. 1 19. 6
10. 1 20. 1

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 291
Page 92 Page 93 Page 100
1. 5 1. 8 1. 15 6. 60
2. 2 2. C 2. 35 7. 120
3. 12 3. C 3. 6 8. 45
4. 9 4. C 4. 20 9. 99
5. 30 5. 1 5. 45 10. 144
6. 5 6. C
7. 1 7. 1 Page 101
8. 23 8. 15
9. 16 9. 14 2 3
10. 4 10. C 1. 2, 3 6
4 8 9
10 12 15
Page 94 Page 95
3 5
1.
 1. D 2. 3, 5 6 9 15 10 20
2. B 12 25
2.

3. C
3.
 3. 2, 5 2 10 5
4. A 4 15
6
4.  5. D
8 20 25
5.  6. A
6.
 7. C Page 102
7.  8. B 1. C 7. A
8. D
9. 1, 2, 4, 8 2. A
8.
 3. B 9. 4, 8, 12, 16, 20,
10. 8 24, 28 and 7, 14, 21,
9.
 4. D
28, 35, 42, 49
5. A
10.  6. B 10. 28

Page 96: Twenty-four thousand Page 104: A fence

Page 97: Tweatment Page 105: Clean clams

Page 98 Page 99 Page 106 Page 107

1. 8 1. 12 1. 28, 38, 43, 50 1. 5.45, 4.55, 6.61, 2.75
2. 28 2. 18 2. 10, 4, 0, –2 2. 1.75, 2.94, 4.15, 6.75
3. 40 3. 28
3. 5, 16, 24, 35 3. 3, 11, 17, 22
4. 30 4. 18
5. 48 5. 30 4. 7, 11, 21, 33 4. 11
 , 4
 , 8, 0
6. 120 6. 72 5. 3, 9, 24, 20 5. 5, 7, 8.5, 29
7. 72 7. 60 6. 52, 15, 19, –2 6. 8.74, 7.46, 11.3, 1.6
8. 91 8. 60 7. 24, 12, 5, – 3 7. 8.41, 8.91, 10.41, 11
9. 34 9. 120 8. 2, 3, 21, 11 8. 1
 , 2
 , 3
 , 12
10. 330 10. 165 9. 5, 4, 8, 10 9. 4
 , 5, 7, 16

292 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 108 Page 115
Total Length of Path Number of Gray Stones Number of White Stones Answers will vary, for example:
(Input) Rule = input ×2 +2 Rule = input −2
1. ×4, ×3 +6, +18
11 stones (example) 24 9
2. −3, ÷2 +6, ÷3 +9
15 stones 32 13
3. +8, ×2 −4, ÷2 +14
20 stones 42 18 4. ÷4, −6, ×2 −14
45 stones 92 43 5. −12, ÷2 −2, ÷5 ×2
100 stones 202 98

240 stones 482 238

Page 116
31 64 29

60 122 58 Total Length of the Path Number of Gray Stones Number of White Stones

62 126 60 (Input) If the input is even, the rule If the input is even, the rule
is: ×3 ÷2 is: ×3 ÷2
152 306 150 If the input is odd, the rule is: If the input is odd, the rule is:

×3 +1 ÷2 ×3 −1 ÷2
5 stones 8 7
Page 109 Total Number of Legs
8 stones 12 12
Sheep (S) Geese (G) Rule is
(4 × S) + (2 × G)
(9 × 4) + (2 × 1) = 11 stones 17 16
9 1 (36) + (2) =
38 100 stones 150 150
8 2 36
7 3 34
Page 117
6 4 32
5 5 30 1. C 5. B
4 6 28 2. B 6. A
3. A 7. A
3 7 26
4. B 8. D
2 8 24
1 9 22 9. Answers will vary, for example: ×2 +1, +3, ×3 −1
10. Answers will vary, for example: −3, ÷2 +2, ÷5 +5
Page 110
6. D Page 118: Free fruit flies
1. B
2. D 7. A
3. A 8. B Page 119: A ham sandwich
4. B 9. Answers will vary.
5. C 10. Answers will vary. Page 120
F C J A H G BD E I
Page 111: Yell-oh
-20 -15 -10 -5 0 5 10 15 20

Page 112: Fry-day

Page 121
Page 113 Page 114 F A C J B E G H I D
1. +1 1. +5
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
2. −4 2. −8
3. ×2 +1 3. ×3 +1
4. ×3 −4 4. ×5 −2
Page 122
5. +1 ×2 5. ÷2 +1
6. ÷3 +1 6. ÷3 −2 3  , 3  , 4   , 4   , 5  , 5  , 5  , 6  ,
7. ÷2 −1 7. times 1 or plus zero
6  , 6 
8. ×3 +1 8. times zero or
9. ×2 −2 minus itself
9. × 11

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 293
Page 123 Page 127
3.8, 4.2, 4.7, 4.8, 4.9, 5.2, 5.5, 5.8, 6.2, 6.5 155
14
13
H
12
11
Page 124 J
10
9
8
1. B 5. B 7
6
B
E
2. A 6. D 5
4
A
3
3. D 7. C 2
1
4. C 8. A -15 -14 -13 -12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -11 0
-1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

-2
-3
C
X Y
9. -4
-5
-6
0 1 2 3 4 5 I F -7
-8
-9
S W -10

10. G -11
-12 D
-13
−3 −2 −1 0 1 2 3 -14
-15

Page 125 Page 128

155 155
14 14
13 13
12 12
11 11
10 10
9
9
8 8 B
7 7
6 I 6
5
5
4
D 4 A
3 3
2 2
1 1
G
-15 -14 -13 -12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -11 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 -15 -14 -13 -12-11-10 -9 -8 -7 -6 -5 -4 -3 -2 -11 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
-1
-1
-2
E -2
-3
-3
-44 H
-4
-5 -5
C
-66 -6
-7 -7
-88 -8
-99
-10
F -9
-10
-11 -11
-12 -12
-13
-13
-14 -14 J
-15 -15

Page 129
Page 126
1. (−5, 6)
155
14
2. City Bank is W, Town Food Court is Y
13
12 3. (6, −5)
11
10 4. 10
9
8
7
9
8
Y
6 7
5
4
X 6
5
3
2
4
3
W
1
2
-15 -14 -13 -12-11-10
1 -9 -8 -7 -6 -5 -4 -3 -2 -11 0 1 2 3 4 5 6 7 8 9 10 111 12 13 14 15 1
-1
-2 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-3 -1
-4 -2
-5 -3
-6
P-4
-7
-8
-5
-6
M
-9
-7
-10
-11 -8
-9
W
-12
-13 -10
-14
-15

5. 12 blocks

294 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 130 Page 135
1. (− 4, − 8) 1. 72 11. 15
2. City Market is Y and Town Bank is W 2. 2 12. 128
3. 10 13. 14
10
9
4. 5 14. 50
N 8
Y 15. 10
W 7
6 5. 23
3. 5
6. 22 16. 18
B 4
3
2 7. 14 17. 55
4. 1
8. 5 18. 19
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-1
-2 9. 55 19. 78
-3
10. 27 20. 20
-4
M
-5
-6
S
-7
X -8
-9 Page 136
-10

1. Disagree; explanations will vary, for example,

5. 22 blocks in problem a, you do the subtraction before
6. Answers will vary. the addition (left to right), but in b, you do the
addition before the subtraction (because of the
Page 131 parentheses). The answer to a is 19 and the
answer to b is 15.
1. A 5. B
2. C 6. C 2. Agree; explanations will vary, for example,
3. D 7. A with or without the parenthesis, you do the
4. B 8. D multiplication in this problem first. The answer
is 14 for both problems.
6 3
9. 10.
0 3. Answers will vary, for example, do multiplication
5 W 2
4 A 1
before addition, so start with the 4 x 3. The
3 Z answer is 103.
-33 -22 -11 0 1 2 3
2 -11
1 -22
B Page 137
0 -33 Trapezoid 1 = 15 square inches
1 2 3 4 5 6
Trapezoid 2 = 26 square inches
Trapezoid 3 = 75 square inches
Page 132: A flower with square roots
Page 138
Page 133: A dinosnore
1. C
2. B
Page 134 3. D
1. 11 11. 8 4. A
2. 36 12. 12 5. C
3. 2 13. 25 6. A
4. 49 14. 17 7. B
5. 41 15. 22 8. A
6. 6 16. 18 9. Answers will vary.
7. 17 17. 3 10. Answers will vary.
8. 18 18. 2
9. 3 19. 24 Page 139: Lots of broken telephone poles
10. 7 20. 14
Page 140: Elegant elephants

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 295
Page 141 Page 142 Page 146: A man with a splitting headache
1. 1 1. 4
2. 4 2. 5 Page 147: Picky pickpockets
3. 0 3. 4
4. 9 4. 0
Page 148 Page 149
5. 15 5. 5
6. 3 6. 8 1. 3 1. 4
7. 9 7. 12 2. 8 2. 6
8. 4 8. 52 3. 6 3. 6
9. 21 9. 9 4. 6 4. 4
10. 13 10. 7 5. 3 5. 11
11. 17 11. 24 6. 20 6. 14
12. 11 12. 30 7. 48 7. 27
13. 21 13. 75 8. 15 8. 7
14. 17 14. 56 9. 25 9. 48
15. 40 15. 77 10. 12 10. 0
16. 30 16. 29 11. 7 11. 5
17. 98 17. 66 12. 1 12. 8
18. 10 18. 3 13. 125 13. 72
19. 20 19. 9 14. 20 14. 5
20. 73 20. 80 15. 15 15. 8
16. 80 16. 100
17. 16 17. 7
Page 143 18. 45 18. 30
2. is incorrect; he should have added 5 to each 19. 7 19. 40
side. 20. 28 20. 162
21. 9 21. 1,000
8. is incorrect, he should have subtracted 18 from
each side.
Page 150
All others are correct.
3. is incorrect, she should have multiplied by 6 on
both sides.
Page 144
7. is incorrect, she should have divided by 7 on
1. x + 3 = 38; x = 35 both sides.
2. x − 15 = 45; x = 60
3. 18 + × = 30; x = 12 10. is incorrect, she should have multiplied by 4 on
4. x − 36 = 85; x = 121 both sides.
5. x + 62 = 130; x = 68
6. x − 49 = 15; x = 64 All others are correct.
7. x − 22 = 54; x = 76
8. x + 55 = 108; x = 53 Page 151
9. 25 − x = 7; x = 18
1. 3x
x = 36; x = 12
10. 653 + x = 1,637; x = 984
2. x ÷ 8 = 3; x = 24
3. 8x
x = 48; x = 6
Page 145 4. 30xx = 90; x = 3
1. A 6. D 5. x ÷ 3 = 5; x = 15
2. B 7. A 6. 12xx = 108; x = 9
3. B 8. B 7. x ÷ 15 = 5; x = 75
4. D 9. x − 15 = 8 8. 15xx = 345; x = 23
5. D 10. x = 23 9. x ÷ 25 = 12; x = 300
10. 8x
x = 208; x = 26

296 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 152 Page 159
6. A Pair Me Up Name ______________________

1. B Draw a line connecting the congruent shapes. The shapes might be flipped or

2. A 7. D turned in their orientation. For each shape that doesn’t have a partner, draw a
congruent shape that is rotated 90 degrees.

3. B 8. C
4. D 9. 5x
x = 80
5. B 10. x = 16

Page 154: Do thick tinkers think?

Page 155: Mews at Ten

Page 156
1. rotated 90° Identify congruent shapes using transformational geometry

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 159

2. rotated 90° or reflected

3. rotated 90°
4. translated, rotated 180° or reflected
5. rotated 180° or reflected Page 160
6. rotated 90° 1. B 6. D
2. C 7. B
Page 157 3. A 8. A
Transform Me Name ______________________
4. D 9. Answers will vary.
For each of the following figures, sketch what the figure will be after the given
transformation.
5. A 10. Answers will vary.
1. Translate to the right.

Page 161: A leap year

2. Rotate to the left 90 degrees.

3. Reflect about the dashed line.

Page 162: He got fired

4. Translate to the right.

Page 163
1. 4 5. 1
5. Reflect about the dashed line.

2. 1 6. 1
3. 3 7. 2
4. 1 8. none
Identify congruent shapes using transformational geometry

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Geometry 157

Page 164
1. 2 5. 3
Page 158 6. 4
Quilts
2. 4
Name ______________________

3. none 7. none
1. Shelley made this quilt. Her friend, Julie, wants to make a quilt that is identical
to Shelley’s quilt. If they both start with the same first square in the top left corner,
describe to Julie how all the other pieces are changed from the original square.
4. 2 8. 4
Use the words rotated (turned), translated (slid), or reflected (flipped).

Original
_______________ Rotated 90°
______________

Page 165
Rotated 90° Translated
_______________ ______________
Answers will vary.
Translated
_______________ Rotated 90°
______________

2. Timothy is making a cool quilt that can only be read by reading the message
using a mirror. He would like the message to read, “Here lies Timothy, the world’s
best basketball player!” Write the message for him in the space below. The first
two words are written for you to get you started.

,yhtomiT seil ereH

tseb s’dlrow eht
!reyalp llabteksab

Identify congruent shapes using transformational geometry

158 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 297
Page 166 4. Answers will vary; No, it does not matter which
Symmetric Words Name ______________________
way you turn.
and Numbers
Lisa was helping her younger sister with some reading and math flash cards.
She noticed that some of the cards have a line of symmetry. 5. 1,080 degrees
Draw a line of symmetry on all the word cards that are symmetric. Circle the word cards that
are not symmetric.

1. MOM
O 2. DAD 3. SIS
Page 174
4. ANNA 5. OTTO
T 6. POP
1. A 6. B
7. YOYO 8. TOT
O 9. WOW
O 2. B 7. A
Draw a line of symmetry on all the math cards that are symmetric. Circle the math cards that
are not symmetric. 3. C 8. A
10. 8 + 8 11. 3 − 3 12. 6 + 6 4. B 9. Answers will vary.
5. C 10. Answers will vary.
13. 4 + 4 14. 6 − 6 15. 8 − 8

16. 9 + 9 17. 3+0+3 18. 8+0+8

Page 175: A wet sponge
Identify lines of symmetry in two-dimensional shapes
166 Geometry EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.

Page 176: Mustard

Page 167 Page 177 Number of Number of Number of

Figure Faces Edges Vertices
1. C 6. A
2. D 7. C 6 12 8
3. A 8. A
4. B 9. Answers will vary. 6 12 8
5. D 10. Answers will vary.
5 9 6
Page 168: Sleuth
5 8 5
Page 169: A frog horn
7 12 7

Page 170 Page 171 Number of faces + vertices − number of edges = 2

1. obtuse 1. acute
2. acute 2. obtuse Page 178 1. 4.

3. obtuse 3. obtuse
4. acute 4. obtuse
5. acute 5. obtuse
6. obtuse 6. acute 2. 5.

7. right 7. right
8. obtuse 8. acute

Page 172 3. 6.

Answers will vary.

Page 173
1. Answers will vary. For example, someone
Page 179
turning halfway around a circle; 180 degrees
2. Answers will vary. For example, someone Tetrahedron Octahedron
turning all the way around in a circle; 360 Number of faces 4 8
degrees Shape of faces equilateral triangle equilateral triangle
3. Answers will vary; yes, it does matter which Number of vertices 4 6
way you turn. Number of faces that
meet at each vertex 3 3

298 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 180 Page 191: A Cow-culator
1. Answers will vary.
2. 5 faces, 8 edges, and 5 vertices Page 192 Page 193
3. 8 faces, 18 edges, and 12 vertices
1. 12 1. 100
2. 5,280 2. 2,000
Page 181 3. 2 3. 60
1. C 6. C 4. 84 4. 1.5
2. B 7. C 5. 7 5. 600
3. D 8. B 6. 5,280 6. 80
4. A 9. Answers will vary. 7. 180 7. 175
5. C 10. Answers will vary. 8. 7,920 8. 50
9. 2  9. 300,000
10. 10,560 10. 52
Page 183: A cheetah

Page 184: Your teeth Page 194

Answers will vary. Examples:
Page 185 Page 186 1. Timothy, because he went 300 feet in
21 seconds while it would have taken Juan
1. 5   inches 1. 5   centimeters
96 seconds to run the same 300 feet
2. 3   inches 2. 13   centimeters
3. 4 inches 3. 4 centimeters 2. Harold, because it would take him only
4 minutes 10 seconds to run one kilometer at
4. 3   inches 4. 9   centimeters
his current rate, 5 seconds faster than Gerald
5. 2   inches 5. 12 centimeters
3. Darcy, because she walked 12 meters
6. 5   inches 6. 8   centimeters
7. 6 centimeters 4. 9,880 meters
7. 4   inches
8. 10 centimeters 5. 292 feet
8. 1   inches
9. 7   centimeters
9. 2   inches 10. 11 centimeters
10. 3 inches Page 195
1. Yes, they have 10   feet
2. 8 packages
Page 187
3. 4 packages
Answers will vary. 4. Answers will vary, but should be at least
1   meters.
Page 188 5. 8.2 centimeters
Answers will vary.
Page 196
Page 189 1. D 5. A
2. C 6. B
1. C 5. C
3. B 7. A
2. D 6. C
4. D 8. B
3. B 7. D
4. A 8. D 9. Answers will vary. (e.g., 1 yard, 3 feet)
10. Answers will vary. (e.g., 1 meter,
9. 3 centimeters
1,000 millimeters)
10. Any rectangle that measures 6 centimeters by
3 centimeters.
Page 197: A red car-nation
Page 190: Tacky tractor trailer trucks
Page 198: A dead centipede

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 299
Page 199 Page 206 Page 207
1. 40 minutes 1. 90° 1. 110°
2. 45 minutes 2. 135° 2. 115°
3. 1 hour 5 minutes 3. 75° 3. 130°
4. 2 hours 25 minutes 4. 125° 4. 30°
5. 3 hours 52 minutes 5. 45° 5. 120°
6. 12 hours 45 minutes 6. 145° 6. 160°
7. 54 minutes 7. 55° 7. 35°
8. 6 hours 10 minutes 8. 140° 8. 145°
9. 4 hours 5 minutes
10. 16 hours 22 minutes Page 208
Answers will vary.
Page 200
1. 1 hour 45 minutes Page 209
2. 55 minutes
3. 4 hours 8 minutes Magnification should have all angles the same size
4. 8:05 A.M. as the original and all sides twice as long as the
5. 9:50 P.M. original.
6. 11:09 A.M.
7. 5:12 P.M. Page 210
8. 7:28 A.M.
1. A
9. 15 hours 58 minutes
2. C
10. 5:33 A.M.
3. B
4. A
Page 201 5. D
1. 1 hour 30 minutes 6. B
2. 47 minutes 7. B
3. 6:24 A.M. 8. C
4. 5:02 P.M. 9. Any angle that measures 45.
5. No, because it is only 28 minutes. 10. Any angle that measures 120 degrees.
6. 6 hours 53 minutes
7. Yes, 22 minutes Page 211: Greece
8. 3 stars
Page 212: Bad black bran bread
Page 202
1. 5:11 P.M. 4. 5:35 P.M.
Page 213 Page 214
2. 6:27 P.M. 5. 3:50 P.M.
6. 9:07 P.M. 1. 16 units 1. 40 units
3. 24 minutes
2. 28 units 2. 24 units
3. 40 units 3. 30 units
Page 203 4. 20 units 4. 20.4 units
1. A 6. D 5. 20 units 5. 28 units
2. C 7. A 6. 17 units 6. 21 units
3. D 8. A 7. 22 units 7. 31.4 units
4. B 9. 6:33 P.M. 8. 22 units 8. 27.1 units
5. B 10. 6 hours 30 minutes 9. 48 units 9. 29   units
10. 40 units 10. 32 units
Page 204: A lunch break
Page 215: Answers will vary.

Page 205: A right angle

300 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 216 Page 222: 246 square feet with justification
5 in.
4 cm 4 cm
1. 3 in. 3 in.
4. Page 223: 34   square yards with justification
3 cm 3 cm
6 cm
5 in. Page 224
3 cm 1. B 5. D
4 cm 4 cm
2. 3 cm 3 cm 5. 2. D 6. C
6 cm
3. C 7. D
5cm 4. A 8. A
2 in. 9. Any figure with an area equal to
2 in.
3. 4 in. 2 in. 16 square units.
2 in. 10. Any figure with an area equal to
4 in 15 square units.

Page 217 Page 225: A flag

1. B 5. B
2. D 6. C Page 226: Plenty of room
3. C 7. D
4. A 8. D Page 227
9. Any figure with a perimeter of 20 units. 1. 28.26 square inches
10. Any figure with a perimeter of 15 units. 2. 50.24 square inches
3. 113.04 square centimeters
Page 218: Ape cakes 4. 153.86 square centimeters
5. 254.34 square inches
6. 314 square inches
Page 219: A centipede with athlete’s foot 7. 12.56 square centimeters
8. 78.5 square inches
Page 220 9. 200.96 square centimeters
1. 42 square units 10. 63.585 square inches
2. 16 square units
3. 24 square units Page 228
4. 20 square units 1. 6.28 centimeters
5. 60 square units 2. 12.56 centimeters
6. 16 square units 3. 37.68 inches
7. 225 square units 4. 25.12 centimeters
8. 162 square units 5. 56.52 inches
9. 441 square units 6. 43.96 inches
10. 54 square units 7. 18.84 centimeters
8. 62.8 inches
Page 221 9. 50.24 centimeters
1. 30 square units 10. 31.4 inches
2. 100 square units
3. 54 square units Page 229
4. 12 square units 1. 565.2 square inches
5. 63 square units 2. 62.8 inches
6. 112 square units 3. 301.44 cm
7. 144 square units 4. 75.36 cm
8. 78 square units 5. 2,307.9 square millimeters
9. 12.25 square units (or 23.079 square cm)
10. 38.5 square units

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 301
Page 230 3. triangle has a base of 12 inches and height of
1. Rectangle, because it is 128 square inches, 6 inches; the height of the prism is 10 inches
while the other is 78.5 square inches. 4. triangle has a base of 15 inches and height of
10 inches; the height of the prism is 12 inches
2. No, he needs 50.24 and only has 36 inches.
3. 226.08 square inches Page 238
4. around 1   pounds 1. D
2. B
Page 231 3. C
4. A
1. B 5. C 5. B
2. C 6. A 6. D
3. D 7. D 7. D
4. C 8. B 8. A
9. 37.68 inches 9. Any figure with a volume of 32 cubic inches.
10. 153.86 square inches 10. Box 2 since it is 343 cubic inches compared
to 315 cubic inches.

Page 232: It raises a stink

Page 240: Carpet

Page 233: Scrambled eggs

Page 241: A highway

Page 234
Page 242
1. 45 cubic centimeters
2. 40 cubic centimeters Circle graph should show the following: Cola 35%,
3. 8 cubic centimeters Root Beer 25%, Lemon Lime 17%, Grape 8%,
4. 420 cubic centimeters Orange 5%, Cherry 10%
5. 42 cubic centimeters
6. 216 cubic centimeters Page 243
7. 60 cubic centimeters 70 78 82 90 100

8. 756 cubic centimeters

60 70 80 90 100
Page 235
1. 72 cubic inches Page 244
2. 125 cubic inches
Answers will vary, for example:
3. 192 cubic inches
4. 512 cubic inches 1. Turn on water and fill tub to   full.
5. 360 cubic inches 2. Turn water off and soak in tub.
6. 224 cubic inches 3. Water too cold; add hot water.
7. 180 cubic inches 4. Water too hot; add cold water.
8. 140 cubic inches 5. Drain tub.

Page 236 Page 245

1. 96 1. Answers will vary, for example, the median
2. 8,640 in Sparkman’s class is higher, or Johnson’s
3. Yes, it holds 560 cubic inches. range is much broader than Sparkmans class.
4. No, it only holds 512 cubic inches. 2. Answers will vary, for example, Richard’s class
has a smaller range, or scores are clustered
Page 237 closer together in Richard’s class, or the upper
score in Martinez’s class is much higher.
1. 6 × 6 × 3
2. 5 × 7 × 2 3. Answers will vary.

302 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
Page 246 Page 253
1. C 5. D 1. B 5. C
2. B 6. C 2. B 6. A
3. C 7. D 3. C 7. D
4. C 8. C 4. A 8. C

9. Any value greater than 44 will work; new

9. median values will vary depending on value
20 25 30 35 40
selected.
Test Scores 10. 54 with explanation
10. Stem Leaves
7 25 Page 254: Time to get a new car
8 059
9 056699 Page 255: One know the stops,
the other stops the nose
Page 247: The banana split
Page 256 Page 257
Page 248: Gooseberries 1.  1. 
2.  2. 
Page 249
3.  3. 
9. 6
1. 18
10. 7 4.  4.
%
2. 40
3. 19 11. 19.5 5.  5. 
4. 30 12. 27
6. 0 6. 
13. 32
5. 10
14. 19 and 21 (bimodal) 7.  7. &
6. 21
7. 32 15. no mode 8.  8. 
16. 24
8. 14 9.  9. 
10.  10. 
Page 250 11. 0
11. 0
1. 11, 22.2, 23, 23
12. 1 12. 1
2. 8, 4.625, 4, 4
3. 0, 6, 6, 6
4. 18, 28, 26.5; none Page 258
5. 30, 55, 55; none
1. Any circular spinner with   labeled 1,  
Page 251 labeled 2, and   labeled 3.
Answers will vary 2. Any circular spinner with   labeled red, 
labeled blue, and   labeled green.
Page 252
1. 30 3. Any circular spinner with  labeled A, 
labeled B, and  labeled C.
2. 10 (only one since 60 isn’t a possible test score)
3. 38.35 4. Any circular spinner with   labeled red,  
4. No, it would have to be 73 and that isn’t a labeled white,   labeled blue, and   labeled
possible test score. green.
5. 39 5. Any circular spinner with   labeled 2,  
6. Any value between 0 and 50 except 39; 50 labeled 3,   labeled 4,   labeled 1, and 
values can accomplish the goal. labeled 5.

©2003 by Evan-Moor Corp. • Basic Math Skills, Grade 6 • EMC 3019 Answer Key 303
Page 259 Page 265
1. 3, 3, 4, 4, 7, 7 1. 15
2. 2, 8, 10, 12, 16, 20 2. 12
3. 1, 3, 5, 6, 6, 6 3. 12
4. 5, 10, 10, 12, 13, 15 4. 24
5. 42
Page 260 6. 144
7. Answers will vary.
1. B 5. D
2. C 6. B
3. A 7. D Page 266
4. D 8. C 1. 32; Yes, they are all different.

9. Any spinner with  A,  B, and  C.

2.
1
2
3 3. Team Player Number


4 Team 1 1
10. P (A or B) = Team 1
5 Team 1 2
6
7 Team 1 3
8
Page 261: You can shut an umbrella up 1
Team 1 4
2 Team 1 5
3 Team 1 6
4
Page 262: Drop in sometime Team 2 5 Team 1 7
6 Team 1 8
7
Blue 8 Team 2 1
Page 263 Green Black 1 Team 2 2
2
Blue 3 Team 2 3
Blue Black 4
Team 3 Team 2 4
Blue 5 Team 2 5
Red Black
6
7 Team 2 6
Blue 8
White Team 2 7
Black 1
Team 2 8
2
3 Team 3 1
8 combinations 4
Team 4 Team 3 2
5
Silver Bear 6 Team 3 3
Horse 7
White Bear 8 Team 3 4
Gold Horse Team 3 5
Bear Team 3 6
Silver Horse Team 3 7
Yellow Bear Team 3 8
Gold Horse 4. Answers will vary.
8 combinations

Page 264 Color of Shirt Type of Pants Page 267

Denim Blue Jeans
Denim White Slacks
White Blue Jeans 1. D
White White Slacks
Red Blue Jeans
2. A
Red White Slacks 3. D
6 combinations
4. B
5. D
Type of Taco Type of Salsa Size of Drink 6. D
Chicken Mild Small 7. A
Chicken Mild Medium
Chicken Mild Large
8. B
Chicken Hot Small
Chicken Hot Medium
9. 10. Color of Color of
Chicken Hot Large White Paint Paper
Beef Mild Small Yellow Black Yellow White
Beef Mild Medium
Beef Mild Large
Red Yellow Black
Beef Hot Small White Yellow Red
Beef Hot Medium
Beef Hot Large Blue Black Blue White
Red Blue Black
12 combinations Blue Red

304 Answer Key EMC 3019 • Basic Math Skills, Grade 6 • ©2003 by Evan-Moor Corp.
 The Author

Wes Tuttle
Wes began his teaching career as a junior high mathematics
teacher in California. After completing a master’s degree in gifted
education at the University of Northern Colorado, Wes coordinated
the gifted program and taught at Christa McAuliffe Elementary
School in Greeley, Colorado. He served as the school’s Teacher
on Special Assignment, developing curriculum guidelines and
monitoring compliance with state and national standards. In addition
to serving as a principal, Wes coordinates district math curriculum
development and delivery and is completing his doctorate in
educational leadership.

About Evan-Moor Educational Publishers

Who We Are Who We Became

• At Evan-Moor, we are proud that our • Evan-Moor now offers over 450 titles.
products are written, edited, and tested by Our materials can be found in over 1,500
professional educators. educational and trade book stores around
• Evan-Moor’s materials are directed to the world.
teachers and parents of Prekindergarten • We mail almost 2 million catalogs a year to
through sixth-grade students. schools and individual teachers.
• We address all major curriculum areas • Our Web site www.evan-moor.com offers
including: 24-hour service and the ability to download
reading social studies thematic units many of our titles.
writing geography arts & crafts • Evan-Moor is located in a 20,000-square-
math science foot facility in Monterey, California, with a
How We Began staff of nearly 60 professionals.
• In 1979, Joy Evans and Jo Ellen Moore were
Our Mission
team-teaching first grade in a Title I school.
They decided to put ideas that worked for Now, as then, we are dedicated to helping
their students into a book. They joined with children learn. We think it is the world’s most
Bill Evans (Joy’s brother) to start Evan-Moor important job, and we strive to assist teachers
Educational Publishers with one book. and parents in this essential endeavor.
• Bill and Joy’s parents’ garage served as the
warehouse and shipping facility. TM

• The first catalog was a folded 8 1⁄2" x 11"

sheet of paper!
Helping Children Learn
It’s the ultimate resource for math skills practice!
Each book is divided into sections by NCTM
content standards: Number & Operations, Algebra,
Geometry, Measurement, Data Analysis & Probability.
Reproducible pages include games & puzzles, drill
& practice, problem solving & application, and tests
in standardized formats. Also included is a resource
section with timed tests, reproducible number facts
flash cards, a class record sheet, a test answer form, Grade 1 EMC 3014 Grade 4 EMC 3017
and awards. 304 pages each. Grade 2 EMC 3015 Grade 5 EMC 3018
Grade 3 EMC 3016 Grade 6 EMC 3019

Daily Word Problems

The premise behind Daily Word Problems is simple
and straightforward—frequent, focused practice leads Grade 1 EMC 3001
to mastery and retention of the skills practiced. Each Grade 2 EMC 3002
book in the series has 36 weekly sections. Each week’s Grade 3 EMC 3003
problems center on a theme. Monday through Thursday
Grade 4 EMC 3004
contain a one- or two-step word problem. Friday’s
Grade 5 EMC 3005
format is more extensive and may require multiple steps.
A scope and sequence chart details the specific skills and Grade 6+ EMC 3006
shows when they are practiced. 112 pages each.

Daily Math Practice

Based on current NCTM standards, these books are
grade appropriate, educationally sound, and designed Grade 1 EMC 750
to support your curriculum. Grade 2 EMC 751
• 36 weekly sections per book Grade 3 EMC 752
• Practice five items a day Monday through Thursday Grade 4 EMC 753
• Friday’s lesson contains a more extensive problem
Grade 5 EMC 754
that emphasizes reasoning and communication in
mathematics
Grade 6+ EMC 755
• Answer key and scope and sequence chart included
• 112 pages each

ISBN 9781596737037 EMC 3019i