Multiplication can be represented by:

Name __________________ × * 4b (a number next to variable)

Algebraic Equations/Number Sentences Division can be represented by:
Classwork I
÷ or /
Identify the part of each equation below that is indicated by an arrow and
write your answer on the line below each problem.

1. 25 * y = 100 2. 7 + 9 = 4 + 12 3. 12 / 4 = 3

_________________ __________________ __________________

Identify each item below as either an expression or an equation. Circle your

answer for each problem.
4. 9+t 5. 16 = 4 + 12 6. 18 / 6
expression expression expression
equation equation equation

For any expression above, what would be needed to turn the expression into an
equation?
_____________________________________________________________________

Identify each equation below as either true (balanced) or false (unbalanced).

Circle your answer for each problem. Show work below each problem that
proves equation is true or false.
7. 12 – 5 = 6 8. 5 x 2 = 5 + 5 9. 7 + 2 = 2 x 7
true true true
false false false

Solve each algebraic equation below for k.

10. 18 – k = 5 11. k x 5 = 20 12. 6 + 8 = 2 * k
k = _____ k = _____ k = _____
NJ Center for Teaching and Learning ~1~ www.njctl.org
 Multiplication can be represented by:
× * 4b (a number next to variable)
Algebraic Equations/Number Sentences
Division can be represented by:
Homework I
or / ÷
Identify the part of each equation below that is indicated by an arrow and
write your answer on the line below each problem.

13. 25 - p = 18 14. n = 9 x 5 15. 9 + k = 30/3

_________________ __________________ __________________

Identify each item below as either an expression or an equation. Circle your

answer for each problem.
16. 8*2=8+8 17. 102 18. 3 = 24/w
expression expression expression
equation equation equation

Choose an expression above and turn that expression into an equation. Write
equation below.
_____________________________________________________________________

Identify each equation below as either true (balanced) or false (unbalanced).

Circle your answer for each problem. Show work below each problem that
proves equation is true or false.
19. 8 – 2 = 19 - 13 20. 6 x 2 = 2 + 2 + 2 21. 5+6-3=2x4
true true true
false false false

Solve each algebraic equation below for w.

22. 1 + w = 14 23. w - 8 = 21 24. 18 = 6 * w

w = _____ w = _____ w = _____

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Name __________________
Algebraic Equations/Number Sentences
Classwork II

Evaluate each expression below when p = 6.

25. 5xp 26. p+3-5 27. (p * 4) + p
Solution: ______ Solution: ______ Solution: ______

In order for the algebraic equations below to be true, what whole number
must replace the variable in each equation?
28. 8 + c = 11 + 7 29. q * 5 = 30 + 5 30. 12 – t = 6 + 6

c = _____ q = _____ t = _____

31. Write 3 algebraic equations below that are true when h = 4?

___________________ __________________ ___________________

Algebraic Equations/Number Sentences

Homework II

Evaluate each expression below when k = 8.

32. (k / 2) + 6 33. 3*k 34. (9 – k) + (26 – k)
Solution: ______ Solution: ______ Solution: ______

In order for the algebraic equations below to be true, what whole number
must replace the variables in each equation?
35. j x j = 20 + 5 36. 32 - 7 = 25 / f 37. u + 36 = 7 x 7

j = _____ f = _____ u = _____

38. Write 3 expressions below that equal 40 when w = 7?

___________________ __________________ ___________________

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Name __________________
Problem Solving
Classwork I

39. Choose the algebraic equation that represents the numbers/words

below. Circle the correct response.
a. Fifteen is the same value as a number plus 8.

15 + 8 = j 15 = j + 8 1+5=8 15 = j - 8

b. Thirty plus 5 is seven times a number.

30 + 5 = 7 + g 30 = 5 x 7 30 x 5 = 7g 30 + 5 = 7g

c. A number subtracted by 7 gives you 6.

n-7=6 7-n=6 n=7–6 n-6=7

Circle the algebraic equation or equations that would correctly organize the
important information in each of the application/word problems below.

40. KAYLEE exercised for 3 days this week. She ran for 35 minutes on
Monday, 24 minutes on Tuesday, and 38 minutes on Thursday. How
much time did she spend running this week?

a. 3 + 35 + 24 + 38 = t b. 35 + 24 = 38 + t

c. t = 35 + 24 + 38 d. 35 + 24 + 38 = t

41. QUIGLEE had soccer camp 3 hours a day for 2 weeks this past
summer. He also went on a trip to Massachusetts for 2 weeks. How
many total hours did QUIGLEE spend at soccer camp this summer?

a. 3+7= h b. 3 x 14 = h c. h = 14 + 14 + 14

d. 3x2=h e. 3 x 4 = h
NJ Center for Teaching and Learning ~4~ www.njctl.org
 K.E.Y.S.
Read the word problems below, underline the important information, and
create an algebraic equation to solve each one.
42a. KAYLEE is buying a birthday present for QUIGLEE. She has $40 in
her wallet. The gift costs $7 and she gives the cashier a 20 dollar bill.
How much money will the cashier give back to her?

Algebraic Equation: ______________________________________

43a. QUIGLEE is getting ready for his birthday party. He has 12 guests
coming to the party and each guest will receive 3 party favors. How
many party favors does QUIGLEE need to buy?

Algebraic Equation: ______________________________________

K.E.Y.S.
Use the algebraic equations you created above to solve each problem.
Show all work neatly below each problem.

42b. KAYLEE is buying a birthday present for QUIGLEE. She has $40 in
her wallet. The gift costs $7 and she gives the cashier a 20 dollar bill.
How much money will the cashier give back to her?

Solution:__________________________________________________

43b. QUIGLEE is getting ready for his birthday party. He has 12 guests
coming to the party and each guest will receive 3 party favors. How
many party favors does QUIGLEE need to buy?

Solution:__________________________________________________

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Problem Solving
Homework I

44. Choose the algebraic equation that represents the numbers/words

below. Circle the correct response.
a. Seven is 9 less than a number.

7 -9=p 7=9-p 7=9+p 7=p-9

b. A number divided by 5 gives you 6.

q/6=5 q/5=6 qx5=6 q5 = 6

c. A number subtracted by 4 is the same value as 15

15 = 4 - m m = 15 - 4 m - 4 = 15 m - 15 = 4

Circle the algebraic equation or equations that would correctly organize the
important information in each of the application/word problems below.

45. KAYLEE received her scores on 3 math quizzes. On Quiz #1 she

scored 86%. On Quiz #2 she scored 78%. KAYLEE scored 94% on
her 3rd quiz. What is the difference between her highest and lowest
quiz scores?

a. d = 94 - 3 b. 86 + 78 + 94 = d

c. d = 94 - 78 d. 94 – 86 = d

46. QUIGLEE has a bag of 16 lollipops. He wants to share them equally

between himself and 2 friends. How many lollipops will they each get?

a. 16/2 = c b. 16 x 2 = c c. c = 16 + 16 + 16

d. 16 + 2 = c e. c = 16/3
NJ Center for Teaching and Learning ~6~ www.njctl.org
 K.E.Y.S.
Read the word problems below, underline the important information, and
create an algebraic equation to solve each one.
47a. KAYLEE had $50 is her savings account. She worked for 7 hours
and was paid $4 per hour (each hour). KAYLEE decided to put the
money she was paid into her savings account. What is the total
amount of money in her savings account now?

Algebraic Equation: ______________________________________

48a. QUIGLEE bought a new pair of running shoes for $132. KAYLEE saw
the same pair of running shoes on sale at Target for $98. How much
money would QUIGLEE have saved if he had gone to Target?

Algebraic Equation: ______________________________________

K.E.Y.S.
Use the algebraic equations you created above to solve each problem.
Show all work neatly below each problem.

47b. KAYLEE had $50 is her savings account. She worked for 7 hours
and was paid $4 per hour (each hour). KAYLEE decided to put the
money she was paid into her savings account. What is the total
amount of money in her savings account now?

Solution:__________________________________________________

48b. QUIGLEE bought a new pair of running shoes for $132. KAYLEE saw
the same pair of running shoes on sale at Target for $98. How much
money would QUIGLEE have saved if he had gone to Target?

Solution:__________________________________________________

NJ Center for Teaching and Learning ~7~ www.njctl.org

Name __________________
Problem Solving
Classwork II

Look at the word problems below and the algebraic equation that is given to
solve each one. Create another algebraic equation for each problem that
can also be used to solve the problem.
49. There are 56 children going to summer camp. One van holds 7
children. How many vans will be needed to bring all children to
summer camp? ALGEBRAIC EQUATION: 56 ÷ 7 = v
Choose (circle) one item in each column to create a second, complete
algebraic equation that could be used to solve the problem.
7 + 7 < 7
56 - 56 = 56
n * n >
÷

Algebraic Equation you created: ________________________

50. You are trying to find the total hours in one week. Your friend says
there are 12 hours in half of a day. How can you find the total hours in
one week? ALGEBRAIC EQUATION: h = 24 + 24 + 24 + 24 + 24 +24 + 24
Choose (circle) one item in each column to create a second, complete
algebraic equation that could be used to solve the problem.
12 + 12 < 12
24 - 24 = 24
r * r > r
7 ÷ 7 168
14 14 84

Algebraic Equation you created: ________________________

NJ Center for Teaching and Learning ~8~ www.njctl.org

51. Use everything you learned about problem solving (K.E.Y.S) to solve
the problem below.
Your teacher has a sheet of stickers.
 She/he gives QUIGLEE 6 stickers.
 She/he gives KAYLEE 4 more than QUIGLEE.
 Your teacher gives you 5 times (5x) as many stickers as KAYLEE.
Your teacher now has 12 stickers left on the sheet.

A. How many stickers did you and KAYLEE each receive? Show or
explain how you arrived at each answer in the box below.

Solution:_______________________________________________
_______________________________________________________

B. How many stickers were on the sheet before any were given away?

Solution:_______________________________________________
________________________________________________________
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Problem Solving
Homework II
52. Look at the word problems below (Part A & B) and create an algebraic
equation that you could use to solve each problem. Then use your
algebraic equation to find solutions to both parts.
A. There are 12 packages of white board markers in a large box. Each
package contains 4 markers. Each package costs $3. How many
markers are in one large box? Show all your work in the boxes.
Choose (circle) one item in each column to create an algebraic equation.
12 + 12 < 12
4 - 4 = 4
3 * 3 > 3
g ÷ g g

Algebraic Equation (Part A): ________________________

Solution to Part A:_____________________________________

B. Your teacher ordered 5 large boxes of markers for the classroom.

How many markers were ordered altogether? Create your own
algebraic equation for this problem on the line below.

Algebraic Equation (Part B): _________________________

Solution to Part B:_____________________________________

NJ Center for Teaching and Learning ~ 10 ~ www.njctl.org
53. Use everything you learned about problem solving (K.E.Y.S) to solve
the problem below.
KAYLEE is using her birthday money to buy items at the mall.
 She spends $8 on a new science fiction book.
 She buys a new shirt that costs twice as much as her book.
 She then buys a pair of sunglasses that costs half as much as the
combined cost of the book and the new shirt.
After buying these items, KAYLEE has $11 dollars remaining.

A. How much did KAYLEE pay for the new shirt and the pair of
sunglasses? Show or explain how you arrived at each answer in the
box below.

Solution:_______________________________________________
_______________________________________________________

B. How much total birthday money did she have before going shopping?

Solution:_______________________________________________
_______________________________________________________
NJ Center for Teaching and Learning ~ 11 ~ www.njctl.org
Name __________________
Place Value/Number Sense Through the Millions
Classwork I

54. Is the number 49 even or odd? Explain your answer.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

55. Circle all of the even numbers in the list below:

55 23 26 103 1220 994

56. How many ten dollar bills and one dollar bills would you need to make
the following numbers. NOTE: Use the smallest amount of bills possible.

a. 48 ten dollar bills _________ one dollar bills__________

b. 90 ten dollar bills _________ one dollar bills__________
c. 7 ten dollar bills _________ one dollar bills__________
d. 100 ten dollar bills _________ one dollar bills__________

57. Use the place value information to write each number in standard form.

a. 7 hundreds and 5 tens Standard Form: ________________

b. eight ones and 9 tens Standard Form: ________________

c. 5 ones and six hundreds Standard Form: ________________

58. Fill in the missing part of each statement below.

a. 1 hundred is 10 times as much as 1 ____________.

b. 1 thousand is _________ times as much as one hundred.
c. 1 million is ten times as much as one ____________.
NJ Center for Teaching and Learning ~ 12 ~ www.njctl.org
59. Use the place value chart below to answer questions a through d.
NOTE: Tally marks represent how many of each place value we have.

Millions Hundred Ten Thousands Hundreds Tens Ones

Thousands Thousands

a. What is this number in standard or numeric form? _______________

b. If you have 7 more ones, what will the new number be? Use the place
value chart above to show your work.

New number in standard form = _________________

c. Look at the place value chart above. If you keep the tally marks in the
ten thousands place and erase the remaining tally marks in the other
place values, what number would you have?
_________________

d. What number would be 10 times larger than the number you wrote in
part c?
_________________________

60. Complete the following equations/number sentences.

a. 10 x 6 tens = ______ tens = _______ hundreds

b. 10 x 10 tens = ______ tens = ______ hundreds = _____thousands

c. 20 x 10 tens = ______ tens = ______ hundreds = _____ thousands

NJ Center for Teaching and Learning ~ 13 ~ www.njctl.org

Place Value/Number Sense Through the Millions
Homework I

61. Is the number 58 even or odd? Explain your answer.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

62. Circle all of the odd numbers in the list below:

121 2210 27 63 374 32 1,135

63. How many ten dollar bills and one dollar bills would you need to make
the following numbers. NOTE: Use the smallest amount of bills possible.

a. 35 ten dollar bills _________ one dollar bills__________

b. 80 ten dollar bills _________ one dollar bills__________

c. 9 ten dollar bills _________ one dollar bills__________

d. 120 ten dollar bills _________ one dollar bills__________

64. Use the place value information to write each number in standard form.

a. 9 hundreds and 3 tens Standard Form: ________________

b. 10 tens and six ones Standard Form: ________________
c. 20 ones and four hundreds Standard Form: ________________

65. Fill in the missing part of each statement below.

a. 2 thousand is _____ times as much as 1 hundred.
b. 1 ten thousand is ten times as much as one _________.
c. 1 million is _____ times as much as 1 thousand.

NJ Center for Teaching and Learning ~ 14 ~ www.njctl.org

66. Use the place value chart below to answer questions a through d.
NOTE: Tally marks represent how many of each place value we have.

Millions Hundred Ten Thousands Hundreds Tens Ones

Thousands Thousands

a. What is this number in standard or numeric form? _______________

b. If you have 6 more hundreds, what will the new number be? Use the
place value chart above to show your work.

New number in standard form = _________________

c. Look at the place value chart above. If you keep the tally marks in the
millions place and erase the remaining tally marks in the other place
values, what number would you have?
_________________

d. What number would be 10 times larger than the number you wrote in
part c?
_________________________

67. Complete the following equations/number sentences.

a. 10 x 8 tens = ______ tens = _______ hundreds

b. 10 x 5 hundreds = ________ hundreds = _______ thousands

c. 10 x 10 hundreds = ________ hundreds = _______ thousands =

________ ten thousands
NJ Center for Teaching and Learning ~ 15 ~ www.njctl.org
 Place Value:
Place Value/Number Sense Through the Millions Location of a digit
Classwork II Value:
How much a digit is worth

For each problem below, circle the correct word for part A and number for
part B to complete the statements.
68. The number 453 multiplied by 10

a. The number 5 in the resulting product is in the ______ place.

ones tens hundreds thousands ten thousands

b. The value of this digit in the resulting product is _________.

5 50 500 5,000 50,000

69. The number 28 multiplied by 10

a. The number 8 in the resulting product is in the ______ place.

ones tens hundreds thousands ten thousands

b. The value of this digit in the resulting product is _________.

8 80 800 8,000 80,000

70. Fill in the blank with the number that makes each statement true.

a. 9,560 is _______________ more than 9,460

b. 87,004 is _______________ more than 77,004

c. 410,456 is _______________ less than 410,476

d. You would need to add _____________ to 63,468 to get 64,468

NJ Center for Teaching and Learning ~ 16 ~ www.njctl.org
 Place Value:
Place Value/Number Sense Through the Millions Location of a digit
Homework II Value:
How much a digit is worth

For each problem below, circle the correct word for part A and number for
part B to complete the statements.
71. The number 1,429 multiplied by 10

a. The numeral 2 in the resulting product is in the ______ place.

ones tens hundreds thousands ten thousands

b. The value of this digit in the resulting product is _______.

2 20 200 2,000 20,000

72. The number 93 multiplied by 100

a. The number 9 in the resulting product is in the ______ place.

ones tens hundreds thousands ten thousands

b. The value of this digit in the resulting product is _________.

9 90 900 9,000 90,000

73. Fill in the blank with the number that makes each statement true.

a. 856 is _______________ less than 866

b. You would need to subtract __________ from 7,034 to equal 6,934

c. 2,180,243 is _______________ more than 2,080,243

d. You would need to add _____________ to 98,321 to equal 98,421

NJ Center for Teaching and Learning ~ 17 ~ www.njctl.org
Name __________________
Read and Represent Multi-Digit Numbers
Classwork I

74. Use numbers and words on the lines below each number to group the
following numbers into ones, tens, hundreds, thousands, ten-
thousands, hundred- thousands, and millions:
Example: 678 is 6 hundreds, 7 tens, 8 ones

a. 593 b. 9,617 c. 14,833

__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________

d. 4,300,710 e. 106,905 f. 2,897,920

__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________

75. Write the following numbers in words (word form):

a. 827
____________________________________________________________

b. 104,439
____________________________________________________________

____________________________________________________________

c. 2,430,288
____________________________________________________________

____________________________________________________________

NJ Center for Teaching and Learning ~ 18 ~ www.njctl.org

76. Write the number in standard form for the following:

a. 7 thousands, 5 hundreds, 4 tens, 8 ones __________________

b. 5 thousands, 3 hundreds, 2 ones________________________

c. 3 hundred thousands, 9 ones ___________________________

Read and Represent Multi-Digit Numbers

Homework I

77. Use numbers and words on the lines below each number to group the
following numbers into ones, tens, hundreds, thousands, ten-
thousands, hundred- thousands, and millions:
Example: 678 is 6 hundreds, 7 tens, 8 ones

a. 865 b. 19,325 c. 8,401

__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________

d. 5,354,980 e. 543,008 f. 4,000,406

__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________
__________________ __________________ ____________________

78. Write the following numbers in words:

a. 11,902
____________________________________________________________

____________________________________________________________

NJ Center for Teaching and Learning ~ 19 ~ www.njctl.org

b. 7,403,210
____________________________________________________________

____________________________________________________________

c. 3,999,349
____________________________________________________________

____________________________________________________________

79. Write the number in standard form for the following:

a. 2 million, 3 ten thousands, 9 one thousands, 8 tens, 4 ones __________

b. 6 hundred thousands, 2 tens, 9 ones _________

Read and Represent Multi-Digit Numbers

Classwork II

80. Write the following numbers in expanded form: NOTE: You do not have
to use all of the boxes.

a. 927 + + +

b. 1204
+ + +

81. If you have several dimes, which would be the best way to
count them? Circle the correct answer below.
a. 5,10,15,20,25
b. 10, 20, 30, 40
c. 25, 50, 75, 100,125
NJ Center for Teaching and Learning ~ 20 ~ www.njctl.org
82. Every Saturday a drawing is held at the ball park. Every 50th
ticket receives a free T-shirt. The last three winners held tickets 27,702;
27,752; 27,802. What would be the next winning ticket number?
___________ Why? ________________________________________
_________________________________________________________

83. Joe said that the value of the 7 in the number 1734 is different
from the value of 7 in the number 1874. Is he right? _______
Explain your answer _________________________________
__________________________________________________

84. Write the numbers in standard form.

a. 6,000 + 600 + 40 + 6 = _________________________

b. 200,000 + 10,000 + 1,000 + 900 + 9 = __________________

c. 5,000,000 + 4,000 + 500 + 90 + 5 = ____________________

d. 8,000,000 + 400,000 + 400 + 40 + 4 = ___________________

e. 300,000 + 90,000 + 2,000 + 800 + 80 + 8 = _______________

Read and Represent Multi-Digit Numbers

Homework II

85. Write the following numbers in expanded form:

a. 439,450 _________ +________ +________ + ________ +_____

b. 1,309,006 __________ +__________ +__________ +__________

86. Robert said that the value of the 8 in the number 8003 is different from
the value of 8 in the number 9890. Is he right? ______________ Explain
your answer ________________________________________________________
_____________________________________________________________________
____________________________________________________________
NJ Center for Teaching and Learning ~ 21 ~ www.njctl.org
87. Write the numbers in standard form.

a. 700,000 + 900 + 30 = _________________________

b. 4,000,000 + 30,000 + 800 + 90 + 3 = __________________

c. 600,000 + 70,000 + 9,000 + 5 = ____________________

d. 80,000,000 + 50,000 + 4,000 + 10 = ___________________

e. 30,000 + 900 + 8 = _______________

88. The number below is written in word form. Represent this number in
three additional ways.

Four million six hundred five thousand seven hundred twenty

a. Standard Form: _____________________________________

b. Number and Word Form:

___________________________________________________

___________________________________________________

c. Expanded Form:
____________________________________________________

89. Why do we use commas when writing number in standard form?

___________________________________________________

___________________________________________________

___________________________________________________

NJ Center for Teaching and Learning ~ 22 ~ www.njctl.org

Name __________________
Analyze Number Lines Using Number Sense
Classwork I
90. Identify the important parts of a number line. b

a
a. __________________

b. __________________

Why is a number line useful? _________________________________

________________________________________________________
________________________________________________________

91. Use the number line below to find the number that is exactly halfway
between 60 and 90.

60 90

a. Number halfway between = ________

b. What scale did you use to help you with this problem?
______________________________________________________

c. Find the following using the number line shown above.

Minimum: _____________ Maximum: _____________

Range: ______________
NJ Center for Teaching and Learning ~ 23 ~ www.njctl.org
92. QUIGLEE’s aunt is 45 years old. His grandmother is 85 years old.
QUIGLEE has a cousin whose birthday is today. Her age will be
exactly between the ages of QUIGLEE’s aunt and grandmother. How
old is QUIGLEE’s cousin today? Use the number line below to show
your work.

Solution:_______________________________________________

Analyze Number Lines Using Number Sense

Homework I

93. Use the number line below to find the number that is exactly halfway
between 250 and 1,000.

250 1,000

a. Number halfway between = ________

b. What scale did you use to help you with this problem?
______________________________________________________

c. Find the following using the number line shown above.

Minimum: _____________ Maximum: _____________

Range: ______________

NJ Center for Teaching and Learning ~ 24 ~ www.njctl.org

94. KAYLEE made $360 dollars in June. She made $120 July. KAYLEE
just received her August paycheck. The amount shown on this check
is exactly between the amounts on her June and July checks. She
already had $450 in her bank account. How much does she now have
in her account after depositing her June, July and August paychecks?

Use the number line above and show additional work in this box.

Solution:_______________________________________________

Analyze Number Lines Using Number Sense

Classwork II

Using the numbers given, determine the interval on each number line. Use
this interval to find the number that is asked for.

95. Label the tick mark on the number line below that represents the
number 200.
a b c d e f g h i j k l m n

0 300

a. The tick mark that represents the number 200 is _________.

b. What interval did you use to solve this problem? _________
NJ Center for Teaching and Learning ~ 25 ~ www.njctl.org
 96. Between what two tick marks would you find the number 6,400?

a b c d e f g h i j k l m

2,000 8,000

a. The number 6,400 is located between tick marks ___ and ___.

b. What interval did you use to solve this problem? _________

97. What number does the dot “?” on the number line below represent?
The dot is halfway between the tick marks.

0 ? 100

a. The dot represents the number _________ .

b. What interval did you use to solve this problem? _________

c. Answer the following questions using the number line above.

Maximum: ________________ Minimum: ________________

Range: __________________

NJ Center for Teaching and Learning ~ 26 ~ www.njctl.org

Analyze Number Lines Using Number Sense
Homework II
Using the numbers given, determine the interval on each number line. Use
this interval to find the number that is asked for.

98. Label the tick mark on the number line below that represents the
number 450.
a b c d e f g h i j k l m

200 500

a. The tick mark that represents the number 450 is _________.

b. What interval did you use to solve this problem? _________

99. Between what two tick marks would you find the number 775?

a b c d e f g h i j k

500 1,000

a. The number 775 is located between tick marks ___ and ___.

b. What interval did you use to solve this problem? _________

100. What number does the dot “?” on the number line below represent?
The dot is halfway between the tick marks.

5,600 ? 7,000

a. The dot represents the number _________ .

b. What interval did you use to solve this problem? _________

NJ Center for Teaching and Learning ~ 27 ~ www.njctl.org
Name __________________
Compare Numbers
Classwork I

101. The symbol ( >) means ____________________________

102. What symbol represents the opposite of the above? _______

103. Compare the following numbers:

a. 102,045 _____ 102,104 b. 4365 _____4385
c. 178 _____ 177 d. 3,001,887 _____ 3,001,877
e. 87 _____ 101 f. 191 _____ 201

104. Choose the relation symbol ( < , = , >) that makes each problem below
true and write it on the space provided.

a. 7 hundreds + 8 tens ______ 80 + 70

b. 8,507 _______ 8,000 + 50 + 7

c. 60 tens and 50 ones ______ 65

Compare Numbers
Homework I

105. What is a relation symbol? __________________________________

____________________________________________________________

106. Compare the following numbers:

a. 6,304 _____ 6,034 b. 5400 _____ 5410

c. 334 _____ 334 d. 4,343,344 _____ 4,344,344
e. 7,890 _____ 7,889 f. 645,003 _____645,030

NJ Center for Teaching and Learning ~ 28 ~ www.njctl.org

107. Check the box next to each problem to indicate whether it is true or
false.
TRUE FALSE
a. 9 thousands + 5 ones > 9,050 a

b. 260 = 26 tens b

c. 70 + 400 + 1 < 481 c

d. 40 tens and 10 ones > 401 d

108. Place the following numbers/words on the blank spaces and then
insert the appropriate relation symbols in between the blank spaces to
compare the numbers. NOTE: Organize the numbers in the best way
possible so that how they compare is easy to understand.

a. 784 943 874

__________ __________ __________

b. 50 tens 500 5 hundreds

__________ __________ __________

c. 1 million 75 1,000,750 175,000

__________ __________ __________

NJ Center for Teaching and Learning ~ 29 ~ www.njctl.org

Name __________________
Order Numbers
Classwork I
109. Use the number line to plot these numbers: 25, 19, 28, and 17
in order.

a. What interval did you use to plot these numbers? ___________

110. Write the numbers in order from least to greatest.

a. 48, 56, 42, 50 _________________________________________

b. 201, 194, 197, 191 ______________________________________

c. 1383, 1381, 1385, 1380___________________________________

d. 3,464,681; 3,454,861; 3,444,168; 3,442,618

______________________________________________________

111. Circle the list (row) that is in order from greatest to least?
a. 9,879 9,897 9,789 9,798
b. 9,789 9,798 9,879 9,897
c. 9,897 9,879 9,798 9,789

112. Four friends are planting flowers. Alan planted 89 flowers, Barb
planted 63, Lucy 72, and Beth planted 88 flowers. Write the
friends in order from least number of flowers planted to the
greatest number planted. ________________________________

____________________________________________________

NJ Center for Teaching and Learning ~ 30 ~ www.njctl.org

Order Numbers
Homework I

Use the number lines to plot the sequence of numbers (make up your own
scale):

113. 134, 143, 159, 200, 161

a. What interval did you use to plot these numbers? ___________

114. 591, 593, 655, 689, 582

a. What interval did you use to plot these numbers? ___________

115. 110,211; 111,211; 110,101; 111,200

a. What interval did you use to plot these numbers? ___________

116. Rosa wrote the math sentence: 62 - ? = 39

Write Rosa's math sentence using only words. __________________

____________________________________________________________
What number would replace the question mark to make the sentence
true? __________
NJ Center for Teaching and Learning ~ 31 ~ www.njctl.org
Order Numbers
Classwork II
117. List the numbers from the table below from greatest to least.
Hundred Ten
Millions Thousands Thousands Thousands Hundreds Tens Ones
1 5 8 5 3 0 3
1 5 6 5 7 6 3
1 5 6 5 6 5 3
______________________________________________________

What is the first place-value position in which the digits are different?
____________________________________________

118. KAYLEE is learning about symbols. She uses symbols to write the
Number sentence/algebraic equation shown. ? + 7 = 13
Write KAYLEE's number sentence using only words. _____________
____________________________________________________

Circle the number(s) that make KAYLEE's equation true.

0 1 3 6 10 23 45

119. QUIGLEE wrote the number sentence: ? < 30

Write 5 numbers that makes QUIGLEE’s sentence true.

_______, ______, ______, ______, ______

Write 4 numbers that make QUIGLEE’s sentence false.

_____, _____, ______, ______

120. Why can’t QUIGLEE’s number sentence be called an equation?_____

____________________________________________________________

121. Fill in three numbers to make this statement true.

_________ > __________ < __________
NJ Center for Teaching and Learning ~ 32 ~ www.njctl.org
Order Numbers
Homework II

122. Write the numbers from the table below from least to greatest.
__________________________________________________________
___________________________________________________________

Hundred Ten
Millions Thousands Thousands Thousands Hundreds Tens Ones
8 3 0 3 2 9 9
8 3 0 3 1 0 0
8 3 0 3 1 5 3
8 3 0 3 2 8 9

a. What is the first place - value position in which the digits are different?
_______________________________________________

b. Add your own number in the last row that is less than the original least number

123. Fill in three numbers to make this statement true.

_________ < __________ < __________

124. QUIGLEE wrote the number sentence: ? - 8 > 30

Write 5 numbers that makes QUIGLEE’s sentence true.

_______, ______, ______, ______, ______

Write 4 numbers that make QUIGLEE’s sentence false.

_____, _____, ______, ______

NJ Center for Teaching and Learning ~ 33 ~ www.njctl.org

Name __________________
Round Numbers
Classwork I

125. Use the number line below to round the following numbers. Write
each number on the number line for parts a, b, and c.
HINT: Find the number exactly halfway between the two numbers
shown on the number line and write it on the line below.

160 170
_______

a. Round 163 to the nearest ten . ___________

b. Round 168 to the nearest ten. ___________

c. Round 165 to the nearest ten. ____________

126. Round each of the numbers below to the nearest ten. Create your
own number lines to help you.

a. 8,980 ____________ b. 293 ___________

c. 878,777_____________ d. 29,455 ___________

NJ Center for Teaching and Learning ~ 34 ~ www.njctl.org

127. Tell the place value for the digit 8 in each number.

384 ______________ 5812_____________ 28,545 ______________

128. Use the number line below to round the following numbers. Write
each number on the number line for parts a, b, and c.
HINT: Find the number exactly halfway between the two numbers
shown on the number line and write it on the line below.

100 200
_______

a. Round 150 to the nearest hundred . ___________

b. Round 138 to the nearest hundred. ___________

c. Round 161 to the nearest hundred. ____________

129. Round the number to the place value of the underlined digit.

a. 232 ________________ b. 9,688 ________________

c. 100,923 _______________ d. 10,499 _______________

e. 483,150 _______________ f. 107,090 _______________

130. Fill in the missing words. To round 9870 to the nearest hundred, look
at the _______________place. Since the number is ______________
than 5, round ___________________________.

131. In 2010, the U.S. Census stated that the population of Houston, TX.
was 775,230. Round the population to the nearest hundred.
______________
NJ Center for Teaching and Learning ~ 35 ~ www.njctl.org
Round Numbers
Homework I

132. Round each of the numbers below to the nearest hundred. Create
your own number line below each problem to help you.

a. 789 ____________ b. 7,249 ___________

c. 65,081 _____________ d. 800,057 ___________

133. Round the number to the place value of the underlined digit.

a. 619 ________________ b. 4,555 ________________

c. 122,668 _______________ d. 99,006 _______________

e. 385,481 _______________ f. 4,209,438 _______________

134. Tell the place value for the digit 1 in the following numbers:

a. 1,989,340 ________________ b. 819,323 __________________

c. 912 ____________________ d. 1,459 ____________________

135. When you round numbers you first look for the _______________to
round to. Then you look to the (direction) ___________ and if the number is
between 5-9 you _____________________________.
NJ Center for Teaching and Learning ~ 36 ~ www.njctl.org
136. Amy and Delilah went bowling. Amy's scores were 102, 97, and 115.
Delilah's scores were 107, 88, and 97. Each girl added their own scores up
by first rounding to the nearest hundred.

Delilah said she was the overall winner, but Amy said by rounding their
scores and adding them up they were tied.
Which girl is correct?_____________________

Explain your reasoning_________________________________________

____________________________________________________________

____________________________________________________________

Round Numbers
Classwork II

137. Use the number line below to round the following numbers. Write
each number on the number line for parts a, b, and c.
HINT: Find the number exactly halfway between the two numbers
shown on the number line and write it on the line below.

2,000 3,000
_______

a. Round 2,501 to the nearest thousand . ___________

b. Round 2,399 to the nearest thousand. ___________

c. Round 2,099 to the nearest thousand. ____________

NJ Center for Teaching and Learning ~ 37 ~ www.njctl.org

138. Round each of the numbers below to the nearest thousand. Create
your own number lines to help you.

a. 1,287 ____________ b. 21,493 ___________

c. 9,457,333_____________ d. 733,500 ___________

139. Tell the place value for the digit 4 in each number.

a. 1,467,278 ________________ b. 40,671 _________________

140. Use the number line below to round the following numbers. Write
each number on the number line for parts a, b, and c.
HINT: Find the number exactly halfway between the two numbers
shown on the number line and write it on the line below.

70,000 80,000
_______

a. Round 70,600 to the nearest ten thousand . ___________

b. Round 78,000 to the nearest ten thousand. ___________

c. Round 74,894 to the nearest ten thousand. ____________

NJ Center for Teaching and Learning ~ 38 ~ www.njctl.org

141. Round the number to the place value of the underlined digit.

a. 8,432 ________________ b. 11,787 ________________

c. 5,100,678 _______________ d. 924,999 _______________

e. 67,200 _______________ f. 2,907,092 _______________

142. Circle the possible digits that could fill in the blank place value in
each of the numbers below. The digits that fill in the blank must
make the statement true.

a. 14__,000 rounded to the nearest ten thousand is 140,000

0 1 2 3 4 5 6 7 8 9

b. 356,__00 rounded to the nearest thousand is 357,000

0 1 2 3 4 5 6 7 8 9

c. 6,3__3,789 rounded to the nearest ten thousand is 6,380,000

0 1 2 3 4 5 6 7 8 9

143. There were 24,879 people at the soccer game last Saturday. This
Saturday 21,567 people attended. About how many more people
attended the soccer game last Saturday?
Round to the nearest ten thousand when estimating. Show your work
below.

Does your answer make sense? ____________________________

Explain why you chose yes or no.____________________________
_______________________________________________________
NJ Center for Teaching and Learning ~ 39 ~ www.njctl.org
Round Numbers
Homework II

144. Round each of the numbers below to the nearest ten thousand.
Create your own number line below each problem to help you.

a. 79,000 ____________ b. 861,000 ___________

c. 1,465,050 _____________ d. 9,805,781 ___________

145. Round the number to the place value of the underlined digit.

a. 8,742 ________________ b. 424,675 ________________

c. 811,111 _______________ d. 8,509,608 _______________

e. 289,000 _______________ f. 7,492,000 _______________

146. Tell the place value for the digit 8 in the following numbers:

a. 1,989,340 ________________ b. 819,323 __________________

c. 812 ____________________ d. 1,458 ____________________

147. Circle the possible digits that could fill in the blank place value below.
The digits that fill in the blank must make the statement true.

a. 9,35__,874 rounded to the nearest ten thousand is 9,360,000

0 1 2 3 4 5 6 7 8 9
NJ Center for Teaching and Learning ~ 40 ~ www.njctl.org
Round Numbers
Classwork III

148. Use the number line below to round the following numbers. Write
each number on the number line for parts a, b, and c.
HINT: Find the number exactly halfway between the two numbers
shown on the number line and write it on the line below.

2,900 3,000
_______

a. Round 2,910 to the nearest hundred. ___________

b. Round 2,940 to the nearest hundred. ___________

c. Round 2,951 to the nearest hundred. ____________

149. Round each of the numbers below to the nearest thousand. Create
your own number lines to help you.

a. 89,622 ____________ b. 2,459,050 ___________

c. 9,635_____________ d. 683,500 ___________

150. Tell the place value for the digit 9 in each number.

a. 6,467,978 ______________ b. 95,673 ___________________

NJ Center for Teaching and Learning ~ 41 ~ www.njctl.org
151. Round the number to the place value of the underlined digit.

a. 9,532 ________________ b. 91,682 ________________

c. 956,678 _______________ d. 8,999 _______________

e. 1,499,000 _______________ f. 920,992 _______________

152. There are 451 students at QUIGLEE’s school. There are 521
students at KAYLEE’s school. About how many more students
attend KAYLEE’s school?
QUIGLEE wants to round to the nearest hundreds to compare the
schools. Is this the best way for him to estimate to find an
approximate difference? ___________________________________
Explain your answer.______________________________________
_______________________________________________________

Give QUIGLEE a strategy that would help him find an estimate that
would make more sense. Show your work in the space below and
explain your strategy in words on the lines below.

_______________________________________________________
_______________________________________________________

NJ Center for Teaching and Learning ~ 42 ~ www.njctl.org

Round Numbers
Homework III

153. Round each of the numbers below to the nearest ten thousand.
Create your own number line below each problem to help you.

a. 98,000 ____________ b. 891,000 ___________

c. 4,795,874 _____________ d. 999,999 ______________

154. Round the number to the place value of the underlined digit.

a. 9,500 ________________ b. 8,000,695 ______________

c. 98,989 _______________ d. 564,604 _______________

e. 9,000 _______________ f. 1,766,287 _______________

155. The following numbers were rounded to what place value? Write the
place value on the line provided.

a. 989,340 is about 1,000,000 b. 857,347 is about 857,000

_______________________ _______________________
It was rounded to this place value. It was rounded to this place value.

c. 69,875 is about 70,000 d. 323,876 is about 323,900

_______________________ _______________________
It was rounded to this place value. It was rounded to this place value.
NJ Center for Teaching and Learning ~ 43 ~ www.njctl.org
Patterns
Classwork I

156. Rose runs 3 miles every morning. By Monday evening, she

has run 3 miles. By Tuesday evening, she has run 6 miles for
the week, and by Wednesday she has run 9 miles. How many
miles will she have run by Sunday evening?_______________

Explain____________________________________________

___________________________________________________

157. What would be the rule for the table listed below? __________

__________________________________________________

Fill in the missing values in the table.

x y
3 9
4 12
5
6 18
7 21

158. If you use the following rule, what would be the output number for
each of these machines? RULE = Subtract 12

input 40 input 65 input 80

output ________ output ______ output _______

NJ Center for Teaching and Learning ~ 44 ~ www.njctl.org
Patterns
Homework I

159. Ricky runs 2 miles every morning. By Monday evening, he

has run 2 miles. By Tuesday evening, he has run 4 miles for
the week, and by Wednesday he has run 6 miles. How many
miles will he have run by Sunday evening?_______________
Explain____________________________________________

___________________________________________________

160. What would be the rule for the table listed below? __________

__________________________________________________

Fill in the missing values in the table.

x y
4 20
5 25
30
7
8

161. If you use the following rule, what would be the output number for
each of these machines? RULE = Multiply by 4

input 10 input 7 input 4

output ________ output ______ output _______

NJ Center for Teaching and Learning ~ 45 ~ www.njctl.org
Patterns
Classwork II

162. Fill in the missing numbers in the following patterns/sequences.

a. 20, 17, ____ , 11, 8 b. 76, ____ , 84, 88, 92

c. 8, 16, 24, ____, 40, 48 d. 32, 16, 8, 4, ___

163. Look at the function table below. Create three equations that explain
what is happening in the table as you go from column x to column y.
Locate the rule in each of the equations and circle it.

Equation 1:_______________________ x y
5 20
8 23
Equation 2:_______________________
11 26
14 29
Equation 3:_______________________ 17 32

164. Look at the equation below. Using the rule in this equation, fill in each
row of the function table with numbers that make this equation true.

C D
C * 6 = D

NJ Center for Teaching and Learning ~ 46 ~ www.njctl.org

Patterns
Homework II

165. Fill in the missing numbers in the following patterns/sequences.

Write the rule below each pattern/sequence.

a. 48, 24, 12, 6, ___ b. 1935, 1923 , ____, 1899, 1887

Rule: ___________ Rule: ___________

c. 1, 4, 9, 16, ___, 36 d. 1, 3, 2, 4, 3, ___, ___

Rule: ___________ Rule: ___________

166. Look at the function table below. Create two equations that explain
what is happening in the table as you go from column x to column y.
Locate the rule in each of the equations and circle it. Fill in the
missing boxes in the function table.

x y
Equation 1:_______________________ 81 60
95 74
Equation 2:_______________________ 85
120
136 115

167. Look at the equation below. Using the rule in this equation, fill in each
row of the function table with numbers that make this equation true.

F G
F / 2 = G

NJ Center for Teaching and Learning ~ 47 ~ www.njctl.org

Number Sense and Algebraic Concepts Review

Multiple Choice – Circle the correct answer for each question.

1) In the algebraic equation shown below, what is another name for the
letter q?
8+q=5x7

a. operation
b. variable
c. relation symbol

2) Solve the following algebraic equation: 9 * 5 = w + 10

a. 45
b. 55
c. 35
d. 95

3) KAYLEE and QUIGLEE are preparing for a race. KAYLEE ran 5

kilometers a day for one week. QUIGLEE ran 3 kilometers a day for
two weeks. Who ran more miles? Show all work below.
a. KAYLEE
b. QUIGLEE
c. Both ran the same distance

4) Look at question #3. What is the difference between the total

distances KAYLEE and QUIGLEE ran?
a. 2 kilometers
b. 1 kilometer
c. 5 kilometers
d. 7 kilometers

NJ Center for Teaching and Learning ~ 48 ~ www.njctl.org

 5) If you had twelve stuffed animals, would you have an even number to
share with a friend?
a. Yes
b. No

6) What is the place value of the 6 in the number 396,754?

a. Hundreds
b. Thousands
c. Ten thousands
d. Hundred Thousands

7) What is the place value of the 1 in the number 15,263?

a. Hundreds
b. Thousands
c. Ten thousands
d. Hundred Thousands

8) Which number has a digit in its thousands place that is less than 8?
a. 9,443
b. 9,743
c. 9,741
d. 7,442

9) Identify the pattern in the following numbers. 3, 6, 12, 24, ………

What are the next three numbers in the pattern?
a. 30, 36, 42
b. 48, 96, 192
c. 18, 12, 6

10) If you had several nickels, which is the best way to count them?
a. 10, 20, 30, 40
b. 25, 50, 75, 100
c. 5 ,10, 15, 20
NJ Center for Teaching and Learning ~ 49 ~ www.njctl.org
 11) Which symbol means less than?
a. =
b. <
c. >

12) Kyle and Tina are playing a number guessing game. Kyle wrote the
following two clues about his number.
* It has six digits * It is halfway between 530,000 and 540,000
What is Kyle’s number?
a. 533,000
b. 535,000
c. 534,000
d. 535

13) What symbol should be used to compare these two numbers?

9,529 9,509?
a. = b. < c. >

14) Three friends compared the money they had in their pockets. Enrique
had $25.25, Leslie had $23.50 and Amy had $27. Which of the
following correctly compares the money?
a. 27 > 25.25 > 23.50
b. 25.25 > 23.50 > 27
c. 27 < 23.50 < 25.25

15) What is 1,552 rounded to the nearest hundred?

a. 2,000
b. 1,500
c. 1,600
d. 1,550

NJ Center for Teaching and Learning ~ 50 ~ www.njctl.org

 16) What is 1,473,462 rounded to the nearest thousand?
a. 1,470,000
b. 1,473,000
c. 1,473,500
d. 1,500,000

17) What is the expanded form for the number 64,021?

a. 60,000 + 4,000 + 20 + 1
b. 60,000 + 4,000 + 200 + 1
c. 6,000 + 4,000 + 200 + 1

18) What is the standard form for 700,000 + 90,000 + 300 + 10

a. 79,310
b. 793,010
c. 790,310
d. 7,900,310

Short Constructed Response - Write the correct answer for each question.

19) Madison went shopping for a new book bag. The yellow book bag was
$16.95 and the red book bag was $12.48. Which price is an odd
number? _____________________________________

20) Write the number 345,902 in words.

_______________________________________________

21) Round 3,987 to the nearest hundred.

______________________________________________

NJ Center for Teaching and Learning ~ 51 ~ www.njctl.org

 22) If there are 149,762 different types of animals and insects on the Earth,
round this amount to the nearest ten thousand.
_______________________________________________________

23) List the following numbers from least to greatest. 32,311; 31,231;
32,113; 32,131
________________________________________________________
_____________________

24) What is the missing number in the following pattern?

42, 35, 28, , 14, 7

25) Identify the pattern in the table below.

Visitors to the Amusement Park

Month Total Visitors
June 420
July 440
August 460
September 480
October 500

Explain the rule of the pattern and how the numbers changed.
_________________________________

What were the Total Visitors for the months of April and May?
_________________________________

NJ Center for Teaching and Learning ~ 52 ~ www.njctl.org

 26) Identify the pattern in the function table. What is the rule for this
pattern? ________________
x y
2 12
4 24
6 36
8 48

Extended Constructed Response - Answer all part of the questions.

27) Use the number line to plot the sequence of the numbers below.
(make up your own scale)

________________________________________________________

871, 845, 880, 855, 851

Now write the five numbers from least to greatest on this space.

___________________________________

Next, add two more numbers to the number line. Now write the new
order of the seven numbers from least to greatest on this space.

___________________________________

28) What would be the tenth shape if this pattern continued?

______________

Explain how you got your answer.

________________________________________________________
________________________________________________________
________________________________________________________
NJ Center for Teaching and Learning ~ 53 ~ www.njctl.org
ANSWER KEY
Number Sense and Algebraic Concepts Unit

TOPIC 1: Algebraic Equations/Number Sentences

Classwork I :
1. variable
2. equals sign (relation symbol)
3. operation (division sign)
4. expression
5. equation
6. expression
An equals sign and a solution would be necessary to turn an expression into an equation.
7. False ( 7 does not equal 6)
8. True (10 = 10)
9. False (9 does not equal 14)
10. k = 13
11. k = 4
12. k = 7

Homework I :
13. equals sign (relation symbol)
14. operation or operator (multiplication sign)
15. variable
16. equation
17. expression
18. Equation
Answers may vary (students could turn the expression 102 to equation 102 = 10 x 10
19. True ( 6=6)
20. False (12 does not equal 6)
21. True (8=8)
22. w = 13
23. w = 29
24. w = 3

Classwork II :
25. Solution = 30
26. Solution = 4
27. Solution = 30
28. c = 10
29. q = 7
30. t = 0
31. Answers may vary (possible answers: h + 3 = 7 or 0 = h*0 or 2 x 2 = h)

NJ Center for Teaching and Learning ~ 54 ~ www.njctl.org

Homework II :
32. Solution = 10
33. Solution = 24
34. Solution = 19
35. j = 5
36. f = 1
37. u = 13
38. Answers may vary (Possible answers: 33+w or (w*5) + 5 or 47 – w)

TOPIC 2: Problem Solving

Classwork I :
39. a. 15 = j + 8
b. 30 + 5 = 7g
c. n–7=6

40. C and D
41. B and C
42.a. Algebraic Equation: 20 – 7 = m or 7 + m = 20
43.a. Algebraic Equation: 12 x 3 = p (or p= 12 + 12 + 12)
42.b. SOLUTION: The cashier will give KAYLEE back $13.
43.b. SOLUTION: QUIGLEE will need to buy 36 party favors.

Homework I :
44.a. 7 = p – 9
b. q/5 = 6
c. m – 4 = 15

45. C
46. E
47.a. Algebraic Equation: (7x4) + 50 = m or 50 + (7x4) = m
48.a. Algebraic Equation: 132 – 98 = S
47.b. SOLUTION: KAYLEE now has $78 in her savings account.
48.b. SOLUTION: QUIGLEE would have saved $34.

Classwork II :
49. Algebraic Equation: n * 7 = 56 or 56 ÷ n = 7
50. Algebraic Equation: 7 * 24 = r or 12 x 14 = r
51.A. SOLUTION: KAYLEE received 10 stickers and I received 50 stickers.
B. SOLUTION: There were 78 total stickers on the sheet before any were given
away.

NJ Center for Teaching and Learning ~ 55 ~ www.njctl.org

Homework II :
52.A. Algebraic Equation: 12 x 4 = g (or 4 x 12 = g)
Solution to part A: There are 48 markers in one large box.
52.B. Algebraic Equation: 5 x 48 = m
Solution to part B: 240 markers were ordered altogether for the classroom.

53.A. SOLUTION: KAYLEE spent $16 on the new shirt and $12 on the pair of
sunglasses. The total for these two items was $28.
53.B. SOLUTION: KAYLEE had $47 of birthday money before she went shopping.

TOPIC 3: Place Value/Number Sense Through the Millions

Classwork I :
54. The number 49 is ODD. You only have to look at the ones place value to determine
if a number is even or odd. The digit 9 is odd because you can’t make only pairs with
this number. One will be left over after making 4 pairs. The tens place is always even
since the digit represents groups of 10 (The 4 in this number is 4 groups of 10 = 40).

55. EVEN numbers: 26 , 1220, 994

56.a. tens = 4 ones = 8
b. tens = 9 ones = 0
c. tens = 0 ones = 7
d. tens = 10 ones = 0
57.a. 750 b. 98 c. 605
58.a. ten b. 10 c. 100,000
59.a. 21,703 b. 21,710 c. 20,000 d. 200,000

60.a. 60 tens = 6 hundreds

b. 100 tens = 10 hundreds = 1 thousands
c. 200 tens = 20 hundreds = 2 thousands

Homework I :
61. The number 58 is EVEN. You only have to look at the ones place value of a number
to determine if it is even. The digit 8 is even because you can make 4 pairs and
nothing is left over.
62. ODD numbers: 121, 27, 63, 1,135
63.a. tens = 3 ones= 5
b. tens=8 ones = 0
c. tens = 0 ones = 9
d. tens = 12 ones =0

NJ Center for Teaching and Learning ~ 56 ~ www.njctl.org

 64. a. 930 b. 106 c.420
65. a. 20 b. thousand c. 1,000

66. a. 6,032,504 b. 6,033,104 c. 6,000,000 d. 60,000,000

67.a. 80 tens = 8 hundreds

b. 50 hundreds = 5 thousands
c. 100 hundreds = 10 thousands = 1 ten thousands

Classwork II:
68. 453 x 10 = 4,530 a. hundreds b. 500
69. 28 x 10 = 280 a. tens b. 80
70. a. 100 b. 10,000 c. 20 d. 1,000

Homework II:
71. 1,429 x 10 = 14,290 a. hundreds b. 200
72. 93 x 100 = 9,300 a. thousands b. 9,000
73.a. 10 b. 100 c. 100,000 d. 100

TOPIC 4: Read and Represent Multi-Digit Numbers

Classwork I :
74. a. 5 hundreds, 9 tens, 3 ones
b. 9 thousands, 6 hundreds, 1 ten, 7 ones
c. 1 ten thousands, 4 thousands, 8 hundreds , 3 tens, 3 ones
d. 4 millions, 3 hundred thousands, 7 hundreds, 1 ten
e. 1 hundred thousands, 6 thousands, 9 hundreds, 5 ones
f. 2 millions, 8 hundred thousands, 9 ten thousands, 7 thousands, 9 hundreds,
2 tens
75. a. Eight hundred twenty-seven
b. One hundred four thousand four hundred thirty-nine
c. Two million four hundred thirty thousand two hundred eighty-eight

76. a. 7,548 b. 5,302 c. 300,009

Homework I :
77. a. 8 hundreds, 6 tens, 5 ones
b.1 ten thousands, 9 thousands, 3 hundreds, 2 tens, 5 ones
c. 8 thousands, 4 hundreds, 1 one
d. 5 millions, 3 hundred thousands, 5 ten thousands, 4 thousands, 9 hundreds, 8 tens
e. 5 hundred thousands, 4 ten thousands, 3 thousands, 8 ones
f. 4 millions, 4 hundreds, 6 ones
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 78. a. Eleven thousand nine hundred two
b.Seven million four hundred three thousand two hundred ten
c. Three million nine hundred ninety-nine thousand three hundred forty-nine

79. a. 2,039,084 b. 600,029

Classwork II :
80. a. 900 + 20 + 7 b. 1,000 + 200 + 4
81. B
82. Next Ticket: 27,852 Why? Every 50th ticket wins so this means you add 50 to each
ticket number to find the next ticket in the sequence.
83. Yes Explain: In 1,734 the value of the 7 is 700. In 1,874 the value of the
7 is only 70.
84. a. 6,646 b. 211,909 c. 5,004, 595 d. 8,400,444 e. 392,888
Homework II :
85.a. 400,000 + 30,000 + 9,000 + 400 + 50
b. 1,000,000 + 300,000 + 9,000 + 6
86. Yes Explain: In the number 8,003 the value of the 8 is 8,000. In the number 9,890,
the value of the 8 is 800.
87. a. 700,930 b. 4,030,893 c. 679,005 d. 80,054,010 e. 30,908
88. a. 4,605,720
b.4 millions, 6 hundred thousands, 5 thousands, 7 hundreds, 2 tens
c. 4,000,000 + 600,000 + 5,000 + 700 + 20
89. It separates place values into families (i.e. thousands, millions) and makes it easier to
read large numbers in standard form.

TOPIC 5: Analyze Number Lines Using Number Sense

Classwork I :
90. a. tick marks b. interval (scale)
Answers may vary: A number line helps you organize numbers. They are especially
important when creating graphs ( x and y axes with a scale)
91. a. 75
b. SCALE: each interval is 5
c. Minimum: 60 Maximum: 90 Range: 30 (90-60)
92. QUIGLEE’S cousin in 65 years old. (interval is 5 on number line below, could use 10)

45 85
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Homework I :
93. a. 625
b. SCALE: each interval is 50
c. Minimum: 250 Maximum: 1,000 Range: 750 (1000 – 250)

94. SOLUTION: KAYLEE now has $1,170 in her bank account.

Scale used on number line below is an interval of 20. The number in the
middle is 240 and this represents her August paycheck.
120 + 360 + 240 + (450 amount already in bank account) = 1,170

120 360
Classwork II :
95. a. i (this represents 200 on the number line)
b. interval is 25
96. a. between tick marks i and j (i represents 6,000 and j represents 6,500)
b. interval is 500
97. a. 25 b. interval = 10 c. Maximum: 100 Minimum: 0 Range 100

Homework II :
98. a. k b. Interval = 25
99. a. between f and g b. Interval = 50
100. a. 6,150 (between 6,100 and 6,200) b. Interval = 100

TOPIC 6: Compare Numbers

Classwork I :
101. greater than
102. <
103.
a.102,045 __<__ 102,104 b. 4365 __<__4385
c. 178 __>__ 177 d. 3,001,887 __=__ 3,001,877
e. 87 __<__ 101 f. 191 __<__ 201
104. a. > b. > c. >

Homework I :
105. A relation symbol is a symbol that compares two expressions.

106. a. 6,304 __>__ 6,034 b. 5400 __<__5410

c. 334 __=__ 334 d. 4,343,344 __<__ 4,344,344
e. 7,890 __>__ 7,889 f. 645,003 __<__ 645,030
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 107. a. False b. True c. True d. True
108. a. Answers may vary 784 < 874 < 943
b. 50 tens = 500 = 5 hundreds
c. 1,000,750 > 1 million 75 > 175,000

TOPIC 7: Order Numbers

Classwork I :
109. Plot 17, 19, 25, 28
a. Interval = 1

17 19 25 28

110. a. 42, 48, 50, 56

b. 191, 194, 197, 201
c. 1380, 1381, 1383, 1385
d. 3,442,618 ; 3,444,168 ; 3,454,861; 3,464,681

111. C
112. Barb, Lucy, Beth, Alan (63, 72, 88, 89)

Homework I :
113. Plot: 134, 143, 159, 161, 200 a. Interval = 5

130 135 200

114. Plot: 582, 591, 593, 655, 689 (find minimum and maximum) a. Interval = 10

580 700

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 115. Plot: 110,101; 110, 211; 111,200; 111,211 a. Interval = 100

110,100 111,000 111,300

116. Sixty-two minus what is thirty-nine (there are other possible ways to say equals)
23 would replace the question mark to make the sentence true.

Classwork II :
117. 1,585,303 ; 1,565,763 ; 1,565, 653
Ten Thousands
118. What plus seven equals thirteen
CIRCLE the number 6 (only number to make equation true)

119. Answers may vary (possible answers to make sentence true: 1,2,3,4,5)
Answers may vary (possible answers to make sentence false: 30, 31, 32, 33)

120. There is no EQUALS symbol

121. Answers may vary (possible answer 10 > 5 < 6)

Homework II :
122. 8,303,100; 8,303,153; 8,303,289; 8,303,299
a. Hundreds
b. Answers will vary

123. Answers will vary (possible answer: 2 < 4 < 6)

124. Answers will vary (possible answers to make sentence true: 40, 50, 60, 70, 80)
Answers will vary (possible answers to make sentence false: 20, 10, 9, 8)

TOPIC 8: Round Number

Classwork I :
125. Exact midpoint of number line = 165 a. 160 b. 170 c. 170
126. a. 8,980 b. 290 c. 878,780 d. 29,460
127. tens hundreds thousands
128. Exact midpoint of number line = 150 a. 200 b. 100 c. 200
129. A. 200 b. 9,690 c. 100,920 d. 10,500 e. 483,200 f. 107,090

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 130. …look at the tens place. Since the number is greater than 5, round up.

131. 775,200

Homework I :
132. a. 800 b. 7,200 c. 65,100 d. 800,100
133. a. 620 b. 4,600 c. 122,700 d. 99,010 e. 385,500 f. 4,209,440
134. a. millions b. ten thousands c. tens d. thousands
135. …look for the place value to round to. Then you look to the (direction) right and if
the number is between 5-9 you round up.
136. Amy is correct EXPLAIN: By rounding to the nearest hundred both girls have a
total of 300 points. Therefore, by rounding to this place value and adding the scores
up Amy is correct. Both girls are tied. Delilah said she is the overall winner, but if
the exact scores are added up, Amy has a total score of 314 points and Delilah only
has 292 points.

Classwork II :
137. Exact midpoint of number line = 2,500 a. 3,000 b. 2,000 c. 2,000
138. a. 1,000 b. 21,000 c. 9,457,000 d. 734,000
139. hundred thousands ten thousands
140. Exact midpoint of number line = 75,000 a. 70,000 b. 80,000 c. 70,000
141. A. 8,000 b. 12,000 c. 5,100,000 d. 920,000 e. 67,000 f. 2,910,000

142. a. 0,1,2,3,4 b. 5,6,7,8,9 c. 8

143. NO Explain: When rounding to the ten thousands, the answer to the problem is
zero (20,000 – 20,000). That estimate shows that both Saturdays were the same
and the approximate difference cannot be determined.

Homework II :
144. a. 80,000 b. 860,000 c. 1,470,000 d. 9,810,000
145. a. 9,000 b. 420,000 c. 810,000 d. 8,510,000 e. 290,000 f. 7,492,000
146. a. ten thousand b. hundred thousand c. hundreds d. ones
147. 5,6,7,8, and 9

Classwork III
148. Exact midpoint of number line = 2,950 a. 2,900 b. 2,900 c. 3,000
149. a. 90,000 b. 2,460,000 c. 10,000 d. 684,000
150. a. hundreds b. ten thousands
151. a. 10,000 b. 92,000 c. 1,000,000 d. 9,000 e. 1,500,000 f. 920,000

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 152. No Explain: Rounding to the nearest hundred will make QUIGLEE’s estimate
500 – 500. This estimate is 0 and does not show about how many more students
attend KAYLEE’s school.
A better estimate would be to round the numbers to the tens place.
520 - 450 = about 70 more students.

Homework III :
153. a. 100,000 b. 900,000 c. 4,800,000 d. 1,000,000
154. a. 10,000 b. 8,000,700 c. 99,000 d. 560,000 e. 9,000 f. 1,766,300
155. a. hundred thousands b. thousands c. ten thousands d. hundreds

TOPIC 9: Patterns
Classwork I :
156. SOLUTION: 21 miles EXPLAIN: The rule is +3 for this problem. The first
three days of the week (numbers in the sequence) are given: 3, 6, 9,
Using the rule, you continue the pattern until Sunday: 3, 6, 9, 12, 15, 18, 21

157. The rule for the table is Multiply by 3

158. Output = 28 Output = 53 Output = 68

Homework I :
159. SOLUTION: 14 miles EXPLAIN: The rule is +2 for this problem. The first
Three days of the week (numbers in the sequence) are given: 2, 4, 6,
Using the rule, you continue the pattern until Sunday: 2, 4, 6, 8, 10, 12, 14

160. The rule for the table is Multiply by 5 X=6 Y = 35 and 40

161. Output = 40 Output = 28 Output = 16

Classwork II :
162. a. 14 b. 80 c. 32 d. 2
163. Answers may vary (rule should be circled, but is underlined in each equation below.)
Possible choices: 5 + 15 = 20 8 + 15 = 20 11+15 = 20

164. Answers may vary. If student starts

with C = 1 in the equation, table C D
would be filled in as shown. 1 6
2 12
3 18
4 24
5 30

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Homework II :
165. a. 3 Rule: ÷2
b. 1911 Rule: -12
c. 25 Rule: multiply each number by itself or the sequence of square
numbers in increasing order.
d. 5 and 4 Rule: + 2 then -1
166. Answers may vary (rule should be circled, but is underlined in each equation below.)
Possible choices: 81 – 21 = 60 95 – 21 = 74
FILL in Table: X = 106 Y = 99

167. Answers will vary. If student starts with

F = 2 in the equation, table would be filled
as shown.
F G
2 1
4 2
6 3
8 4

Number Sense and Algebra Review Answer Key

1) B 6) B 11) B 16) B
2) C 7) C 12) B 17) A
3) A 8) D 13) C 18) C
4) D 9) B 14) A
5) A 10) C 15) C
19) $16.95 is odd price of book bag
20) Three hundred forty-five thousand, nine hundred two
21) 4,000
22) 150,000 animals and insects
23) 31,231; 32,113; 32,131; 32,311
24) 21
25) The numbers increase by 20 from June to Sept. Total Visitors April (380) May
(400)
26) Multiply by 6
27) Scale will vary….least to greatest 845, 851, 855, 871, 880….Add two
numbers…Varied answers Example: 842, 845, 851, 855, 871, 875, 880
28) Triangle….The pattern is arrow, triangle, triangle, square. This group of four
repeats itself, making the tenth shape a triangle.

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