1. Splash Screen Chapter 1 Place Value and Number Sense Click the mouse or press the space bar to continue. Chapter 1 Place Value and Number Sense Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 1-1Lesson 1-1Number Patterns Lesson 1-2Lesson 1-2Problem-Solving Strategy: Use the Four-Step Plan Lesson 1-3Lesson 1-3Place Value Through 1,000 Lesson 1-4Lesson 1-4Place Value Through 10,000 Lesson 1-5Lesson 1-5Problem-Solving Investigation: Use the Four-Step Plan Lesson 1-6Lesson 1-6Compare Numbers Lesson 1-7Lesson 1-7Order Numbers Lesson 1-8Lesson 1-8Round to the Nearest Ten and Hundred Lesson 1-9Lesson 1-9Round to the Nearest Thousand 1 1 Place Value and Number Sense

3. Lesson 1 Menu Five-Minute Check Main Idea and Vocabulary California Standards Example 1: Find and Extend a Number Pattern Example 2: Real-World Example Example 3: Find and Extend a Number Pattern 1-1 Number Patterns

4. 1-1 Number Patterns Lesson 1 MI/Vocab I will find patterns in numbers. pattern

5. 1-1 Number Patterns Lesson 1 Standard Standard 3NS1.1 Count, read, and write whole numbers to 10,000.

6. The pattern shows that 4 is added to each number. Lesson 1 Ex1 1-1 Number Patterns Answer: The missing number is 24. Identify the pattern in 8, 12, 16, 20, __. What is the missing number? 24

7. A.Add 4; 28 B.Add 7; 30 C.Add 6; 30 D.Add 6; 28 Lesson 1 CYP1 1-1 Number Patterns 1.A 2.B 3.C 4.D Identify the pattern in 6, 12, 18, 24, __. What is the missing number?

8. Lesson 1 Ex2 Adam rode his bike 2 miles on Monday, 4 miles on Tuesday, and 6 miles on Wednesday. If the pattern continues, how many miles will he ride on Thursday? 1-1 Number Patterns Each day Adam rides his bike 2 more miles than the day before. 8 8 Answer: So, Adam will ride 8 miles on Thursday.

9. Lesson 1 CYP2 Maria delivered 3 pizzas on Monday, 6 pizzas on Tuesday, and 9 pizzas on Wednesday. If the pattern continues, how many pizzas will Maria deliver on Thursday? 1-1 Number Patterns A.11 pizzas B.12 pizzas C.13 pizzas D.14 pizzas

10. Lesson 1 Ex3 Notice that 10 is subtracted from each number. Answer: The missing numbers are 80 and 60. 1-1 Number Patterns Identify the pattern in 100, 90, __, 70, __, 50. What are the missing numbers? 8060

11. Lesson 1 CYP3 1-1 Number Patterns A.Subtract 5; 50 and 40 B.Subtract 10; 50 and 40 C.Subtract 5; 45 and 30 D.Subtract 10; 50 and 30 Identify the pattern in 60, 55, __, 45, __, 35. What are the missing numbers?

12. End of Lesson 1

13. Lesson 2 Menu Five-Minute Check (over Lesson 1-1) Main Idea California Standards Example 1: Problem-Solving Strategy 1-2 Problem-Solving Strategy: Use the Four-Step Plan

14. 1-2 Problem-Solving Strategy: Use the Four-Step Plan Lesson 2 MI/Vocab I will use the four-step plan to solve problems.

15. 1-2 Problem-Solving Strategy: Use the Four-Step Plan Lesson 2 Standard Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant and irrelevant information, sequencing and prioritizing information, and observing patterns.

16. 1-2 Problem-Solving Strategy: Use the Four-Step Plan Lesson 2 Standard Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

17. Lesson 2 Ex1 Daniela’s family went to a zoo. They learned that a roadrunner is 1 foot tall. An African elephant is 12 feet tall. How much taller is an African elephant than a roadrunner? 1-2 Problem-Solving Strategy: Use the Four-Step Plan

18. Lesson 2 Ex1 Understand What facts do you know? The roadrunner is 1 foot tall. The African elephant is 12 feet tall. What do you need to find? Find how much taller an African elephant is than the roadrunner. 1-2 Problem-Solving Strategy: Use the Four-Step Plan

19. Lesson 2 Ex1 Plan To find out how much taller the African elephant is than the roadrunner, subtract. 1-2 Problem-Solving Strategy: Use the Four-Step Plan

20. Lesson 2 Ex1 Solve Answer: So, the elephant is 11 feet taller than the roadrunner. 1-2 Problem-Solving Strategy: Use the Four-Step Plan 12 1 – 11

21. Lesson 2 Ex1 Check Since addition and subtraction are inverse operations, you can use addition to check subtraction. So, the answer is correct. 1-2 Problem-Solving Strategy: Use the Four-Step Plan

22. End of Lesson 2

23. Lesson 3 Menu Five-Minute Check (over Lesson 1-2) Main Idea and Vocabulary California Standards Example 1: Identify Place Value Example 2: Real-World Example Example 3: Write Numbers 1-3 Place Value Through 1,000 Place Value

24. 1-3 Place Value Through 1,000 Lesson 3 MI/Vocab/Standard 1 I will read, write, and identify place value of whole numbers through thousands. digit place value standard form expanded form word form

25. 1-3 Place Value Through 1,000 Lesson 3 Standard Standard 3NS1.3 Identify place value for each digit in numbers to 10,000. Standard 3NS1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

26. Lesson 3 Ex1 Identify the place value of the underlined digit in 2,657. Then write the value of the digit. Create a place value chart. 1-3 Place Value Through 1,000 Answer: The underlined digit is 6. It is in the hundreds place, so its value is 600. 2657

27. Lesson 3 CYP1 What is the value of the underlined digit in the number 3,498? 1-3 Place Value Through 1,000 A.9 B.9,000 C.900 D.90

28. Lesson 3 Ex2 The length of the Golden Gate Bridge is 8,981 feet. Identify the place value of the underlined digit. Then write its value. Create a place value chart. 1-3 Place Value Through 1,000 Answer: The underlined number, 8, is in the tens place. It has a value of 80. 8981

29. Lesson 3 CYP2 1-3 Place Value Through 1,000 A.7 B.70 C.700 D.7,000 What is the value of the underlined digit in the number 5,743?

30. Lesson 3 Ex3 The length of one main cable on the Golden Gate Bridge is 7,650 feet. Write 7,650 in three ways. 1-3 Place Value Through 1,000 The place value chart shows 7,650. 7650 Answer: Standard Form: 7,650 Expanded Form: 7,000 + 600 + 50 Word Form: seven thousand six hundred fifty

31. Lesson 3 CYP3 1.A 2.B 3.C 4.D 1-3 Place Value Through 1,000 A.three thousand four seven six B.three four seventy-six C.three thousand four hundred seventy-six D.thirty-four seventy-six 3,476 written in word form looks like which of the following?

32. End of Lesson 3

33. Lesson 4 Menu Five-Minute Check (over Lesson 1-3) Main Idea and Vocabulary California Standards Example 1: Place Value Example 2: Place Value Example 3: Write and Read Numbers 1-4 Place Value Through 10,000

34. 1-4 Place Value Through 10,000 Lesson 4 MI/Vocab I will read, write, and identify place value of whole numbers through ten thousands. period

35. 1-4 Place Value Through 10,000 Lesson 4 Standard 1 Standard 3NS1.3 Identify place value for each digit in numbers to 10,000. Standard 3NS1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

36. Lesson 4 Ex1 Identify the place of the underlined digit in 54,062. Then write its value. 1-4 Place Value Through 10,000 Create a place value chart. 54062 Answer: The underlined digit, 5, is in the ten thousands place. So, its value is 50,000.

37. Lesson 4 CYP1 1-4 Place Value Through 10,000 A.400 B.4,000 C.40,000 D.4 What is the value of the underlined digit in the number 64,582?

38. Lesson 4 Ex2 Write the number 41,093 in three ways. Answer: Standard Form: 41,093 Expanded Form: 40,000 + 1,000 + 90 + 3 Word Form: forty-one thousand, ninety-three 1-4 Place Value Through 10,000

39. Lesson 4 CYP2 1-4 Place Value Through 10,000 A.57,000 + 257 B.50,000 + 7,000 + 200 + 50 + 7 C.fifty-seven thousand two hundred fifty-seven D.fifty-seven and two fifty-seven Which is a correct representation of the number 57,257 written in expanded form?

40. Lesson 4 Ex3 Refer to the chart below. Write the width of Saturn in expanded form. 1-4 Place Value Through 10,000 Answer: 72,368 = 70,000 + 2,000 + 300 + 60 + 8

41. Lesson 4 CYP3 1-4 Place Value Through 10,000 A.30,000 + 1,000 + 500 + 10 + 8 B.70,000 + 2,000 + 300 + 60 + 8 C.50,000 + 1,000 + 300 + 3 D.80,000 + 6,000 + 800 + 20 + 2 Using the chart, write the width of Jupiter in expanded form.

42. End of Lesson 4

43. Lesson 5 Menu Five-Minute Check (over Lesson 1-4) Main Idea California Standards Example 1: Problem-Solving Investigation 1-5 Problem-Solving Investigation: Use the Four-Step Plan

44. 1-5 Problem-Solving Investigation: Use the Four-Step Plan Lesson 5 MI/Vocab Use the four-step plan to solve a problem.

45. 1-5 Problem-Solving Investigation: Use the Four-Step Plan Lesson 5 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant and irrelevant information, sequencing and prioritizing information, and observing patterns.

46. 1-5 Problem-Solving Investigation: Use the Four-Step Plan Lesson 5 Standard 1 Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

47. Lesson 5 Ex1 DERRICK: My sister gave me drawing paper for my birthday. There were 32 sheets. I want to make it last 8 days. YOUR MISSION: Find how many sheets Derrick can use each day if he uses the same number of sheets each day. 1-5 Problem-Solving Investigation: Use the Four-Step Plan

48. Lesson 5 Ex1 Understand What facts do you know? There are 32 sheets of paper. Derrick wants it to last for 8 days. What do you need to find? Find how many sheets he can use each day. 1-5 Problem-Solving Investigation: Use the Four-Step Plan

49. Lesson 5 Ex1 Plan You know the total number of sheets of paper and how many days they need to last. You can show this using counters. 1-5 Problem-Solving Investigation: Use the Four-Step Plan

50. Lesson 5 Ex1 Solve Use 32 counters to represent the 32 sheets of paper. Make 8 equal groups of counters, placing them one at a time into each group until the counters are gone. 1-5 Problem-Solving Investigation: Use the Four-Step Plan

51. Lesson 5 Ex1 Solve 1-5 Problem-Solving Investigation: Use the Four-Step Plan Answer: Each group has 4 counters. So, he can use 4 sheets of paper each day. day 1day 2day 3day 4day 5day 6day 7day 8

52. Lesson 5 Ex1 Check Look back at the problem. 1-5 Problem-Solving Investigation: Use the Four-Step Plan 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 32 So, the answer is correct.

53. End of Lesson 5

54. Lesson 6 Menu Five-Minute Check (over Lesson 1-5) Main Idea and Vocabulary California Standards Example 1: Use a Number Line Example 2: Use a Place Value Chart Example 3: Use a Place Value Chart 1-6 Compare Numbers

55. 1-6 Compare Numbers Lesson 6 MI/Vocab I will compare numbers through ten thousands. is greater than ( ) is less than ( ) is equal to ( )

56. 1-6 Compare Numbers Lesson 6 Standard Standard 3NS1.2 Compare and order whole numbers to 10,000.

57. Lesson 6 Ex1 Brianna sold 7 bracelets at the arts-and-crafts fair. Jeremy sold 12 bracelets. Which one sold fewer bracelets? You can use a number line to compare 7 and 12. 1-6 Compare Numbers

58. Lesson 6 Ex1 7 is to the left of 12 Answer: So, Brianna sold fewer bracelets. 1-6 Compare Numbers 7 is less than 12 7 < 12 12 is to the right of 7 12 is greater than 7 12 > 7

59. Lesson 6 CYP1 1-6 Compare Numbers A.Louise B.Ajeya Louise bought 2 bags of apples. Ajeya bought 5 bags of apples. Who bought more apples?

60. Lesson 6 Ex2 In June, Danilo rode his bike 78 miles. He rode his bike 72 miles in July. During which month did Danilo ride his bike more? Step 1 Line up the numbers by place value. 1-6 Compare Numbers 78 7 2

61. Lesson 6 Ex2 Step 2 Compare. Start with the greatest place value position. 1-6 Compare Numbers 78 72

62. Lesson 6 Ex2 1-6 Compare Numbers Since 2 is less than 8, the number 72 is less than 78. So, 72 < 78. Answer: Danilo rode his bike more in the month of June.

63. Lesson 6 CYP2 1-6 Compare Numbers A.Monday B.Tuesday C.Wednesday D.Thursday Irvin walked 5 miles on Monday, 7 miles on Tuesday, 3 miles on Wednesday, and 8 miles on Thursday. On which day did he walk the farthest?

64. Lesson 6 Ex3 Which is greater, 762 or 1,239? You need to compare 762 and 1,239. Line up the numbers. Then compare. Answer: 1 thousand is greater than 0 thousands, so, 1,239 > 762. 1-6 Compare Numbers 1239 2 67

65. Lesson 6 CYP3 1-6 Compare Numbers A.548 B.2,465 C.neither Which is greater, 548 or 2,465?

66. End of Lesson 6

67. Lesson 7 Menu Five-Minute Check (over Lesson 1-6) Main Idea California Standards Example 1: Order Least to Greatest Example 2: Order Greatest to Least 1-7 Order Numbers

68. 1-7 Order Numbers Lesson 7 MI/Vocab I will use a number line and place value to order numbers through ten thousands.

69. 1-7 Order Numbers Lesson 7 Standard 1 Standard 3NS1.2 Compare and order numbers to 10,000.

70. Lesson 7 Ex1 The third grade at Harper sold raffle tickets. Mr. Pond’s class sold 187 tickets. Mrs. Fisher’s class sold 145 and Mrs. Sen’s class sold 176 tickets. Order the numbers from least to greatest. 1-7 Order Numbers

71. Lesson 7 Ex1 1-7 Order Numbers Answer: The order from least to greatest is 145, 176, 187. 18 7 145 17 6 Use a place value chart to line up the numbers by their place value. Compare from the left.

72. Lesson 7 CYP1 1-7 Order Numbers A.130, 400, 368, 211 B.130, 211, 368, 400 C.400, 368, 211, 130 D.211, 130, 400, 368 Which of the following shows numbers listed from least to greatest?

73. Lesson 7 Ex2 Namid delivers 87 newspapers on Sundays, 42 newspapers on Mondays, and 57 newspapers on Tuesdays. Order the numbers from greatest to least. 1-7 Order Numbers

74. Lesson 7 Ex2 1-7 Order Numbers Answer: The order from greatest to least is 87, 57, 42. 87 42 57 Use a place value chart to line up the numbers by their place value. Compare from the left.

75. Lesson 7 CYP2 1-7 Order Numbers A.27, 56, 89, 99 B.56, 27, 89, 99 C.89, 27, 56, 99 D.99, 89, 56, 27 Which of the following shows numbers listed from greatest to least?

76. End of Lesson 7

77. Lesson 8 Menu Five-Minute Check (over Lesson 1-7) Main Idea and Vocabulary California Standards Example 1: Round to the Nearest Ten Example 2: Round to the Nearest Ten Example 3: Round to the Nearest Hundred Example 4: Round to the Nearest Hundred 1-8 Round to the Nearest Ten and Hundred

78. 1-8 Round to the Nearest Ten and Hundred Lesson 8 MI/Vocab I will round numbers to the nearest ten and hundred. round

79. 1-8 Round to the Nearest Ten and Hundred Lesson 8 Standard 1 Standard 3NS1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

80. The closest ten less than 24 is 20. Lesson 8 Ex1 Marco drank 24 ounces of water today. Round 24 to the nearest ten. 1-8 Round to the Nearest Ten and Hundred The closest ten greater than 24 is 30. Use a number line from 20 to 30. Answer: Since 24 is closer to 20 than to 30, round 24 to 20.

81. Lesson 8 CYP1 1-8 Round to the Nearest Ten and Hundred A.30 B.40 C.35 D.45 Paco had 37 crayons. Round 37 to the nearest ten.

82. Lesson 8 Ex2 LaToya walked 65 miles this week. Round 65 to the nearest ten. 1-8 Round to the Nearest Ten and Hundred The closest ten less than 65 is 60. The closest ten greater than 65 is 70. Use a number line from 60 to 70.

83. Lesson 8 Ex2 1-8 Round to the Nearest Ten and Hundred Notice that 65 is exactly between 60 and 70. When this happens, round up. Answer: So, 65 will round to 70.

84. Lesson 8 CYP2 1-8 Round to the Nearest Ten and Hundred A.50 B.40 C.60 D.30 Imani made 45 baskets during the basketball game. Round 45 to the nearest ten.

85. Lesson 8 Ex3 The goldfish tank at the pet store was filled with 117 goldfish. Round 117 to the nearest hundred. 1-8 Round to the Nearest Ten and Hundred The closest hundred less than 117 is 100. The closest hundred greater than 117 is 200. Use a number line from 100 to 200, counting by tens. Answer: 117 is closer to 100 than to 200. Round 117 to 100. 117

86. Lesson 8 CYP3 1-8 Round to the Nearest Ten and Hundred A.350 B.400 C.300 D.450 The swing holds 342 pounds. Round 342 to the nearest hundred.

87. Lesson 8 Ex4 Shawn collected 1,489 stamps. Round 1,489 to the nearest hundred. 1-8 Round to the Nearest Ten and Hundred The closest hundred less than 1,489 is 1,400. The closest hundred greater than 1,489 is 1,500. Use a number line from 1,400 to 1,500, counting by tens.

88. Lesson 8 Ex4 1-8 Round to the Nearest Ten and Hundred Answer: 1,489 is closer to 1,500 than to 1,400. Round 1,489 to 1,500. 1,489

89. Lesson 8 CYP4 1-8 Round to the Nearest Ten and Hundred A.1,700 B.1,000 C.2,000 D.1,600 Robyn and her class collected 1,671 cans of food for the food drive. Round 1,671 to the nearest hundred.

90. End of Lesson 8

91. Lesson 9 Menu Five-Minute Check (over Lesson 1-8) Main Idea California Standards Key Concept: Rounding Whole Numbers Example 1: Use Rounding Rules Example 2: Use a Number Line Example 3: Use Rounding Rules 1-9 Round to the Nearest Thousand

92. 1-9 Round to the Nearest Thousand Lesson 9 MI/Vocab I will round numbers to the nearest thousand.

93. 1-9 Round to the Nearest Thousand Lesson 9 Standard Standard 3NS1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

94. Lesson 9 Key Concept 1 1-9 Round to the Nearest Thousand

95. Step 1 Underline the digit in the place to be rounded. In this case, the 4 is in the thousands place. Lesson 9 Ex1 A newspaper stand sold 4,850 magazines last month. Round to the nearest thousand. 1-9 Round to the Nearest Thousand 4,850 Step 2 Look at the 8, the digit to the right of the underlined digit. 4,850

96. Step 3 This digit is greater than 5, so add 1 to the underlined digit. Lesson 9 Ex1 1-9 Round to the Nearest Thousand 5,850 Step 4 Replace all digits after the underlined digit with zeros. 5,000 Answer: Since 4,850 is closer to 5,000 than to 4,000, round 4,850 to 5,000.

97. Lesson 9 CYP1 1-9 Round to the Nearest Thousand A.3,400 B.3,500 C.3,000 D.4,000 Antonio sold 3,417 ride tickets at the carnival last week. Round to the nearest thousand.

98. Lesson 9 Ex2 The book store sold 6,238 books this month. Round to the nearest thousand. 1-9 Round to the Nearest Thousand The closest thousand less than 6,238 is 6,000. The closest thousand greater than 6,238 is 7,000. Answer: Since 6,238 is closer to 6,000 than to 7,000, round 6,238 to 6,000.

99. Lesson 9 CYP2 1-9 Round to the Nearest Thousand A.1,000 B.2,000 C.1,700 D.1,800 Zy-Aeria and Lin sold 1,765 raffle tickets at the open house. Round to the nearest thousand.

100. Lesson 9 Ex3 The movie theater sold 2,513 tickets over the weekend. To the nearest thousand, about how many tickets were sold? 1-9 Round to the Nearest Thousand Step 1 Underline the digit in the place to be rounded. In this case, the 2 is in the thousands place. 2,513 Step 2 Look at the 5, the digit to the right of the underlined digit. 2,513

101. Lesson 9 Ex3 1-9 Round to the Nearest Thousand Step 3 This digit is 5, so change the underlined digit by rounding up 1. 3,513 Step 4 Replace all digits after the underlined digit with zeros. 3,000 Since 2,513 is closer to 3,000 than to 2,000, round 2,513 to 3,000. Answer: About 3,000 tickets were sold.

102. Lesson 9 CYP3 1-9 Round to the Nearest Thousand A.7,000 gallons B.7,500 gallons C.8,000 gallons D.7,600 gallons Jamie’s new pool holds 7,544 gallons of water. To the nearest thousand, about how many gallons will the pool hold?

103. End of Lesson 9

104. 1 1 Place Value and Number Sense 1 1 CR Menu Five-Minute Checks Math Tool Chest Image Bank Place Value

105. 1 1 Place Value and Number Sense IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

106. 1 1 Place Value and Number Sense IB 1

107. 1 1 Place Value and Number Sense IB 2

108. 1 1 Place Value and Number Sense IB 3

109. 1 1 Place Value and Number Sense IB 4

110. 1 1 Place Value and Number Sense 1 1 5Min Menu Lesson 1-1 Lesson 1-2Lesson 1-2(over Lesson 1-1) Lesson 1-3Lesson 1-3(over Lesson 1-2) Lesson 1-4Lesson 1-4(over Lesson 1-3) Lesson 1-5Lesson 1-5(over Lesson 1-4) Lesson 1-6Lesson 1-6(over Lesson 1-5) Lesson 1-7Lesson 1-7(over Lesson 1-6) Lesson 1-8Lesson 1-8(over Lesson 1-7) Lesson 1-9Lesson 1-9(over Lesson 1-8)

111. 1 1 Place Value and Number Sense 5Min 1-1 A.< B.> C.= Compare. Replace each with, or =. 64 102

112. 1 1 Place Value and Number Sense 5Min 1-2 A.> B.= C.< Compare. Replace each with, or =. 301 313

113. 1 1 Place Value and Number Sense 5Min 1-3 A.< B.> C.= Compare. Replace each with, or =. 486 461

114. 1 1 Place Value and Number Sense 5Min 1-4 A.> B.= C.< Compare. Replace each with, or =. 172

115. 1 1 Place Value and Number Sense 5Min 1-5 A.= B.< C.> Compare. Replace each with, or =. 124 56

116. 1 1 Place Value and Number Sense 5Min 1-6 A.> B.= C.< Compare. Replace each with, or =. 883 961

117. 1 1 Place Value and Number Sense 5Min 2-1 Identify the pattern. Then find the missing number. (over Lesson 1-1) 2, 4, ___, 8 A.add 5; 9 B.add 2; 6 C.add 3; 7 D.add 2; 3

118. 1 1 Place Value and Number Sense 5Min 2-2 A.add 4; 9 B.add 10; 20 C.add 5; 20 D.add 2; 17 Identify the pattern. Then find the missing number. (over Lesson 1-1) 5, 10, 15, ___, 25

119. 1 1 Place Value and Number Sense 5Min 2-3 Identify the pattern. Then find the missing number. (over Lesson 1-1) 6, 9, ___, 15 A.add 3; 12 B.subtract 3; 6 C.subtract 2; 7 D.add 5; 14

120. 1 1 Place Value and Number Sense 5Min 2-4 A.subtract 11; 9 B.subtract 2; 18 C.add 4; 24 D.subtract 4; 16 Identify the pattern. Then find the missing number. (over Lesson 1-1) 8, 12, 16, 20, ___

121. 1 1 Place Value and Number Sense 5Min 3-1 A.3 barrettes B.12 barrettes C.4 barrettes D.2 barrettes Solve. Use the four-step plan strategy. Juanita bought 8 barrettes on Thursday and 6 on Friday. Then she bought 4 more barrettes on Saturday. If the pattern continues, how many barrettes will she buy on Sunday? (over Lesson 1-2)

122. 1 1 Place Value and Number Sense 5Min 4-1 A.tens; 80 B.hundreds; 200 C.tens; 200 D.thousands; 3,000 Identify the underlined digit in 3,280. Then write the value of the underlined digit. (over Lesson 1-3)

123. 1 1 Place Value and Number Sense 5Min 4-2 A.tens; 1 B.thousands; 6,000 C.hundreds; 200 D.tens; 90 Identify the underlined digit in 6,291. Then write the value of the underlined digit. (over Lesson 1-3)

124. 1 1 Place Value and Number Sense 5Min 4-3 A.thousands; 1,000 B.tens; 2 C.tens; 70 D.ones; 2 Identify the underlined digit in 1,072. Then write the value of the underlined digit. (over Lesson 1-3)

125. 1 1 Place Value and Number Sense 5Min 4-4 A.ones; 10 B.hundreds; 500 C.hundreds; 1,000 D.ones; 0 Identify the underlined digit in 1,510. Then write the value of the underlined digit. (over Lesson 1-3)

126. 1 1 Place Value and Number Sense 5Min 5-1 A.ten thousands; 40,000 B.thousands; 40,000 C.ten thousands; 30,000 D.hundreds; 900 Identify the place of the underlined digit in 34,908. Then write the value of the digit. (over Lesson 1-4)

127. 1 1 Place Value and Number Sense 5Min 5-2 A.hundreds; 400 B.hundreds; 800 C.hundreds; 700 D.tens; 80 Identify the place of the underlined digit in 47,832. Then write the value of the digit. (over Lesson 1-4)

128. 1 1 Place Value and Number Sense 5Min 5-3 A.thousands; 9,000 B.ten thousands; 90,000 C.ten thousands; 9,000 D.hundreds; 900 Identify the place of the underlined digit in 90,500. Then write the value of the digit. (over Lesson 1-4)

129. 1 1 Place Value and Number Sense 5Min 5-4 A.tens; 2 B.ones; 0 C.ones; 2 D.tens; 0 Identify the place of the underlined digit in 72,002. Then write the value of the digit. (over Lesson 1-4)

130. 1 1 Place Value and Number Sense 5Min 6-1 A.15 hours B.16 hours C.2 hours D.4 hours Use the four-step plan to solve. Paloma has 20 pages to read. She reads 5 pages an hour. How many hours will it take her to finish 20 pages? (over Lesson 1-5)

131. 1 1 Place Value and Number Sense 5Min 6-2 (over Lesson 1-5) A.4 days B.16 days C.14 days D.3 days Use the four-step plan to solve. Emilio worked 32 hours last week. He worked 8 hours each day. How many days did Emilio work?

132. 1 1 Place Value and Number Sense 5Min 7-1 (over Lesson 1-6) A.< B.= C.> Compare. Write >, <, or =. 430 403

133. 1 1 Place Value and Number Sense 5Min 7-2 (over Lesson 1-6) A.< B.> C.= Compare. Write >, <, or =. 56 65

134. 1 1 Place Value and Number Sense 5Min 7-3 (over Lesson 1-6) A.= B.> C.< Compare. Write >, <, or =. 1,212

135. 1 1 Place Value and Number Sense 5Min 7-4 (over Lesson 1-6) A.> B.< C.= Compare. Write >, <, or =. 763 709

136. 1 1 Place Value and Number Sense 5Min 8-1 A.46, 49, 63 B.49, 63, 46 C.46, 63, 49 D.63, 49, 46 Order the numbers from least to greatest. (over Lesson 1-7) 46, 63, 49

137. 1 1 Place Value and Number Sense 5Min 8-2 (over Lesson 1-7) A.294, 279, 299 B.279, 294, 299 C.299, 279, 294 D.279, 299, 294 Order the numbers from least to greatest. 294, 279, 299

138. 1 1 Place Value and Number Sense 5Min 8-3 (over Lesson 1-7) A.893, 748, 562 B.896, 748, 562 C.748, 562, 893 D.562, 748, 896 Order the numbers from greatest to least. 748, 893, 562

139. 1 1 Place Value and Number Sense 5Min 8-4 (over Lesson 1-7) A.202, 2,100, 1,200 B.202, 1,200, 2,100 C.2,100, 1,200, 202 D.2,100, 202, 1,200 Order the numbers from greatest to least. 1,200, 202, 2,100

140. 1 1 Place Value and Number Sense 5Min 9-1 A.60 B.7 C.70 D.6 Round 67 to the nearest ten. (over Lesson 1-8)

141. 1 1 Place Value and Number Sense 5Min 9-2 A.20 B.2 C.88 D.80 Round 82 to the nearest ten. (over Lesson 1-8)

142. 1 1 Place Value and Number Sense 5Min 9-3 A.260 B.50 C.200 D.300 Round 255 to the nearest ten. (over Lesson 1-8)

143. 1 1 Place Value and Number Sense 5Min 9-4 A.400 B.410 C.500 D.420 Round 419 to the nearest ten. (over Lesson 1-8)

144. 1 1 Place Value and Number Sense 5Min 9-5 A.580 B.500 C.600 D.80 Round 588 to the nearest hundred. (over Lesson 1-8)

145. 1 1 Place Value and Number Sense 5Min 9-6 A.1,200 B.1,230 C.1,000 D.230 Round 1,230 to the nearest hundred. (over Lesson 1-8)

146. 1 1 Place Value and Number Sense 5Min 9-7 A.700 B.650 C.50 D.600 Round 653 to the nearest hundred. (over Lesson 1-8)

147. 1 1 Place Value and Number Sense 5Min 9-8 A.1,700 B.1,000 C.1,780 D.1,800 Round 1,781 to the nearest hundred. (over Lesson 1-8)

148. End of Custom Shows This slide is intentionally blank.