Grade... · Web viewRelate patterns in models to similar patterns in standard form and word form of whole numbers. The first three models ... The length of the Kumon River is 12,584

West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Week 1April 29 – May 3

Learning Standards5.1 Use place value to represent whole numbers and decimals.5.3 Add, subtract, multiply, and divide to solve meaningful problems.5.4 Estimate to determine reasonable results

Major Concepts: Place Value Value of digits depends on

the place in the number Addition and subtraction

are connected. Addition names the whole and subtraction names a missing part.

Multiplication is repeated addition.

Division is “fair sharing” or repeated subtraction

Compare and order numbers

Processes: Problem Solving Model Thinking about learning and making

connections Use accountable talk by using the language

of mathematics Using Base 10 to represent numbers

Learning Standard Instruction Resources Math Stations Assessment

5.1A use place value to read, write, compare, and order whole numbers through 999,999,999,999

5.1B use place value to read, write, compare, and order decimals through the thousandths place

5.4A Round whole numbers and decimals through tenths to approximate reasonable results in problem situations

5.3A Use addition and subtraction to solve problems involving whole numbers and decimals.

The focus for the rest of the year is to prepare students for entry into 5th grade. The teacher will focus on 5th grade concepts and demonstrate and compare what they learned in 4th grade and how it is expanded on in 5th grade.

This is also the time to continue building on students’ ability to quickly multiply facts 0 – 12. If they have not learned their facts build this into your daily routine.

Key Vocabulary: whole number, decimal, fraction, estimate, compare, order, billion, tenths, hundredths, thousandths, reasonable

Place Value: Whole Numbers

Read and write whole numbers through the billions place.

Use a model to recognize patterns in representations of place value.

Example:

The teacher will use a 5th grade text book for problem solving or create real-life problems using the appropriate learning standards.

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com/

enVision eTools

http://www.softschools.com/math/games/

Students will begin to create a math game that will be shared and played the last week of school. To begin the project, present students with several games. Discuss the math used in each of the games. Next discuss your expectations of students’ games and a class rubric for evaluating the games.

Students will work with a partner to create a game that uses math in problem solving. Students may make their game board on cardboard, poster board, or other heavy material. Students must write the instructions for playing and provide all necessary materials for the playing the game.

Teacher made test

The teacher will use current data to group and reteach students.

Readiness Standards = Red Supporting Standards = Green All other Standards = BluePage 1

https://www.pearsonsuccessnet.com/

https://www.pearsonsuccessnet.com/

West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013

Relate patterns in model to place value chart.

Example:

Relate patterns in models to similar patterns in standard form and word form of whole numbers.

The first three models (cube, long, flat) represent the three digits in the units period, the next three models (cube, long, flat) represent the three digits of the thousands period, and so on.

The models of ones, tens, and hundreds are repeated in each period.

Comma follows the name of each period in word form.

Example:Ask the students, “How can the number thirty-two billion, fifteen million, six hundred five thousand, one hundred twenty be written in standard form?”



Prompt students to place digits in the appropriate period and then combine periods to form the whole number.

Word formBillions

thirty-two billion,H T O3 2

Millionsfifteen million,H T O

0 1 5

Thousandssix hundred five

thousand,H T O6 0 5

Unitsone hundred twentyH T O

1 2 0

Answer: 32,015,605,120

Example:Ask the students, “How can we read the number 4,035,895,208?”

Prompt the students to place the digits of the number 4,035,895,208 in the place value chart.


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Answer: “Four billion, thirty-five million, eight hundred ninety-five thousand, two hundred eight.”

Use an instructional strategy such as a place value chart to write whole numbers.

Example:Ask the students, “How can the number64,392,776 be written in words?”

Prompt the students to place the digits of the number 64,392,776 in the place value chart.

Identify and name the periods.

Answer: “Sixty-four million, three hundred ninety-two thousand, seven hundred seventy-six.”

Use expanded notation to represent numbers and the individual values of digits within a number.

Example:Ask the students, “How can we write the number 25,803,756 in expanded form?”

Use grid paper to organize the digits.

Represent the number 25,803,756 in expanded notation. Use 1” grid paper.



Cut into strips to represent horizontally. (Do not use strips with a value of 0.)

Answer: 20,000,000 + 5,000,000 + 800,000 + 3,000 + 700 + 50 + 6Use an instructional strategy such as a place value chart to write numbers in standard form.

Example:Ask the students, “How can we write 200,000 + 4,000 + 300 + 8 in standard form?”

Prompt the students to place the 2 in the hundred-thousands place on the place value chart, the 4 in the thousands place on the place value chart, the 3 in the hundreds place on the place value chart, and the 8 in the ones place on the place value chart.

Or students may write digits on grid paper aligning the


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013digits on the right.

2 0 0 0 0 00 0 0 0 0

4 0 0 03 0 0

0 0+ 82 0 4 3 0 8

Answer: 204,308

Use an instructional strategy such as a place value chart to determine the value of a given digit in a number.

Example:Ask the students, “What is the value of the digit 8 in the number 32,850,045,695?”

Prompt the students to place the digits of the number 32,850,045,695 in the place value chart.

Billions Millions Thousands UnitsH T O H T O H T O H T O

3 2 8 5 0 0 4 5 6 9 5

Answer: The digit 8 is in the hundreds place of the millions period. Eight one hundred millions is 800,000,000.

Compare whole numbers through the billions place.

Use an instructional strategy such as a place value chart to compare numbers.



Example:Ask the students, “How can we compare the numbers 25,750,089 and 25,750,809?”Prompt the students to place the digits of the numbers 25,750,089 and 25,750,809 in the place value chart.

Prompt the students to examine each digit, starting with the largest place value, the ten-millions place. Both numbers have the same values in the ten-millions place, the millions place, the hundred-thousands place, the ten-thousands place, and the thousands place. The second number has a greater digit in the hundreds place.

Compare the number by looking at each period. The millions period is equal (25 = 25). The thousands period is equal (750 = 750). The unit’s period is different. (89 < 809).

Answer: 25,750,809 is larger than 25,750,089.

Example:Ask the students, “How can we compare 41,031,840 and 50,452,890 using symbols such as <, >, or =?”

Prompt the students to align the numbers vertically and compare the values of each digit, starting with the largest place value.

41,031,84050,452,890

Answer: 50,452,890 > 41,031,840


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013 Order whole numbers through the billions place.

Use an instructional strategy such as aligning numbers vertically to compare the digits of numbers and order the numbers.

Example:Ask the students, “How can we arrange the following numbers in order from greatest to least?”

235,859; 362,262; and 253,859

Prompt the students to line the numbers up vertically and examine each place value, starting with the largest place value.

235,859362,262253,859

Prompt the students to compare the digits in the largest place value, the hundred-thousands place.

235,859362,262253,859

The second number has the greatest value in the hundred-thousands place; therefore, it represents the largest number. Since the other 2 numbers have the same value in the hundred-thousands place, prompt the students to examine the next largest place, the ten-thousands place.

235,859253,859

The second number has a larger value in the ten-thousands place. Therefore, it is the second largest


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013number.

Answer: 362,262; 253,859; 235,859

Addition & Subtraction of Whole Numbers

Round whole numbers to approximate reasonable results in problem situations.

Example:Commonwealth Elementary is collecting empty soda cans. The results are shown in the table.

Commonwealth’s Can Collection

Grade LevelNumber of Cans Collected (First Week)

Kindergarten 368First 436Second 342Third 587Fourth 654Fifth 678

About how many cans were collected in the first week? Prompt students to determine that quantities are

being combined. (addition) Prompt students to determine that they are

being asked to find an approximate amount so rounding and mental math is appropriate.

Answer: 3,100

Prompt the students to explain their solution process for the above example and why their answer is reasonable.

Possible Answer: We rounded each of the numbers to the nearest hundred.


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013The smallest number rounds to 300. If we add 300 six times, we would get 1,800. The largest amount rounds to 700. If we add 700 six times, we would get 4,200. Our estimate is between the smallest amount possible and the largest amount possible, so it is a reasonable estimate.

Example:The length of the Kumon River is 12,584 miles. The Kawa River is 8,649 miles long. About how much longer is the Kumon River than the Kawa River?

Answer: 4,000 miles

Example:There were 24,230 volunteers at the 2000 Olympics and 27,895 volunteers at the 2004 Olympics. About how many people volunteered at both Olympics?

Answer: 50,000 people

Use addition and subtraction to solve problems involving whole numbers.

Example:Milby Middle School sells candies to raise money for its spring carnival. The students in sixth grade sold $978 worth of candy; the students in seventh grade sold $1,081 worth of candy; and the students in eighth grade sold $1,325 worth of candy. How much money did the sixth and seventh grade students raise?

Answer: $2,059

Example:Trammel Construction Company earned $272,676 in 2003 and $324,243 in 2004. What is the difference in the company’s earnings in 2003 and 2004?


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Answer: $51,567

Estimate to solve problems involving whole numbers.

Example:Cowell Daily News delivered 56,362 newspapers in April. If it wants to deliver a total of 100,000 newspapers by the end of August, about how many newspapers does it still need to deliver?

Understanding the Problem: Ask the students to restate the problem using

their own words. Ask the students, “What is our goal for this

problem?”

Possible Answer: “We are to determine the numbers of newspapers needed to meet the goal.”

Making a Plan: Ask the students, “Since we are finding the

estimated number of newspapers, what procedures should we use?”

Ask the students, “Which operation(s) will we use to find the solution?”

Possible Answer: “We will need to use rounding to help us estimate the number of newspapers needed to meet the goal. Since we know the total number of papers and we are being asked to find what part of the papers still need to be delivered, we need to subtract.”

Carrying out the Plan: Ask the students, “How are you going to solve

the problem?”


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Possible Answer: “We will round 56,362 to 60,000 and subtract 60,000 from 100,000.”

Evaluating for Reasonableness: Ask the students, “How do you know that your

answer makes sense?”

Possible Answer: “About 60,00 of the papers had been delivered. If we added about 40,000 more papers we would get a total of 100,000. That number matches the total number of papers to be delivered.”


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Week 2 and 3May 6 – May 10May 13 – May 17

Learning Standards5.3 Add, subtract, multiply, and divide to solve meaningful problems.5.4 Estimate to determine reasonable results.5.5 Make generalizations based on observed patterns and relationships.

Major Concepts: Addition and subtraction

are connected. Addition names the whole and subtraction names a missing part.

Multiplication is repeated addition.

Division is “fair sharing” or repeated subtraction

Compare and order numbers

Processes: Problem Solving Model Thinking about learning and making

connections Use accountable talk by using the language

of mathematics Using Base 10 to represent numbers


5.4ARound whole numbers and decimals through tenths to approximate reasonable results in problem situations.

5.4BEstimate to solve problems where exact answers are not required.

5.3BUse multiplication to solve problems involving whole numbers (no more than three digits

Key Vocabulary: decimal, tenth, approximate, reasonable, estimate

Rounding and Estimation: Whole Numbers

Use rounding to estimate solutions for problems involving multiplication of whole numbers.

Example:The Warren stadium is divided into41 sections. There are 248 seats in each section. What is the estimated capacity of the stadium?

Possible Strategy:Round 41 to 40 and 248 to 250. Multiply 40 x 250.

Answer: 10,000 seats

The teacher will use a 5th grade text book for problem solving or create real-life problems using the appropriate learning standards.

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:

https://www.pearsonsuccessnet.com/snpapp/learn/navigateIDP.do?method=toc&newServiceId

http://www.softschools.com/math/geometry/

Students will continue to create their math games.

Teacher made test

The teacher will use current data to group and reteach concepts to struggling students.





West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013times two digits without technology).

5.14BUse a problem-solving model, with guidance, that incorporates understanding to the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

5.3CUse division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology.)

5.5CIdentify prime and composite numbers using concrete models and patterns in factor pairs

5.14DUse tools such as

Example:In 1 minute, Kayla can twirl a hula-hoop 34 times around her waist. If Kayla twirls a hula-hoop for 46 minutes, how many times will the hula-hoop go around her waist?

Possible Strategy:Use partial products.

34 x46

204 ← 34 x 6+1,360 ← 34 x 40 1,564

Example:There are 143 rows in the local symphony hall. If each row has 46 seats, how many people can sit in the symphony hall?


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013real objects, manipulatives, and technology to solve problems

5.3DIdentify prime factors of a whole number and common factors of a set of whole numbers.

Possible Strategy:Use partial products.

Example:The senior students from Austin High School are doing a car wash to raise money for their trip to the state capital. They are charging $16 per car wash. If the students washed 68 cars on Saturday, how much money did they earn?

Understanding the Problem:Ask the students to restate the

problem using their own words. Ask the students, “What are we trying to find

out?”

Possible Answer: “We are trying to find the total amount of money that the senior students earned from washing cars.”

Making a Plan: Ask the students, “What is the important

information in the problem?” Ask the students, “Which operation(s) will be

useful in determining the answer?”

Possible Answer: “The students earn $16 for each car they wash, and they have washed 68 cars. That means that they will receive 68 equal groups of 16 dollars. We


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013need to multiply to find the answer.”

Carrying out the Plan: Ask the students, “How are you going to solve

the problem?”

Possible Answer: “We can multiply 16 times 68. This will give us $1,088.”

Evaluating for Reasonableness:Ask the students, “How can we be sure that our answer is

reasonable?”

Possible Answer: “We can use rounding to help us approximate the product. For example, $16 can be rounded to 20. The 68 can be rounded to 70. The product of 20 x 70 is 1,400. The answer is close to the estimated amount. Therefore, our answer is reasonable.”

Division: Whole Numbers

Use division to solve problems involving whole numbers.

Example:Gable and his 4 friends found 154 coins in the attic. If each of Gable’s friends gets the same number of coins, how many coins will each friend get?

Possible Strategy:Use a division algorithm.



Answer: 38 coins

Example:Chelsea is planning the seating arrangements for a banquet. If each table can seat 12 people, how many tables will Chelsea need to seat the648 guests who will be attend the banquet?

Answer: 54 tables

Identifying Prime and Composite Numbers

Identify prime and composite numbers using concrete models.

Use concrete models such as color tiles to represent prime and composite numbers.Example:Prompt the students to use concrete models such as color tiles to represent all of the possible arrays of the number 13.



Answer: The number 13 has 2 arrays:1 x 13, 13 x 1.

Prompt the students to use concrete models such as color tiles to represent all of the possible arrays of the number 6.

Answer: The number 6 has 4 arrays:1 x 6, 6 x 1, 2 x 3, 3 x 2.

Explain that prime numbers are numbers that can be represented with only 2 arrays and have exactly 2 factors: 1 and the number.

Explain that composite numbers are numbers that can be represented with more than 2 arrays and have more than 2 factors.



Ask the students “How many arrays does 13 have?”Answer: 2: 13 x 1 and 1 x 13.Ask the students, “How many factors does 13 have?”Answer: 2: 1 and 13.

Ask the students, “Is 13 a prime number or a composite number?”Answer: Prime

Ask the students “How many arrays does 6 have?”Answer: 4: 1 x 6, 6 x 1, 2 x 3, and 3 x 2.

Ask the students, “How many factors does 6 have?”Answer: 4: 1, 2, 3, and 6.

Ask the students, “Is 6 a prime number or a composite number?”Answer: Composite.

Identify prime and composite numbers using patterns in factor pairs.

Example:Ask the students, “Does the factor pair (2,9) represent a prime or composite number?”

Answer: A composite number.

Example:Ask the students, “Does the factor pair (1,19) represent a prime or composite number?”

Identify Prime Factors of a Whole Number and Common Factors of a Set of Whole Numbers

Identify prime factors of a given whole number.

Use an instructional strategy such as a factor tree to identify the prime factors of a whole number.


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Example:What are the prime factors of 24?

Answer: 2 x 2 x 2 x 3

Example:

Answer: 2 x 2 x 2 x 3

Identify the common factor of a set of whole numbers.

Prompt the students to list the factors of whole numbers in order to determine the common factors of a set of numbers.Example:


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Ask the students, “What are the common factors of 10 and 15?”

Prompt the students to list the factors of 10 and 15.

Factors of 10: 1, 2, 5, 10

Factors of 15: 1, 3, 5, 15

Prompt students to identify the common factors.

Answer: 1, 5


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Week 4 through 6May 20 – June 7

Learning Standards5.1 Use place value to read, write, compare, and order whole numbers and decimals.5.3 Add, subtract, multiply, and divide to solve meaningful problems.5.4 Estimate to determine reasonable results.

Major Concepts1. Decimals are another way of

writing fractions.2. The base-ten place-value

system extends infinitely in two directions to tiny values as well as large values.

Processes:1. Addition and subtraction with decimals are based

on the concept of adding and subtracting the numbers in like position values.

2. Multiplication and division of two numbers will produce the same digits, regardless of the positions of the decimal point.


5.1BUse place value to read, write,compare, and order decimalsthrough the thousandths place.

5.4ARound whole numbers anddecimals through tenths toapproximate reasonable results inproblem situations.5.14BUse a problem-solving model,with guidance, that incorporatesunderstanding to the problem,making a plan, carrying out theplan, and evaluating the solutionfor reasonableness.

5.3AUse addition and

Key Vocabulary: decimal, tenths, hundredths, thousandths

Place Value: DecimalsRead and write decimals through the thousandths place.Use an instructional strategy such as aplace value chart to read decimal numbers.

Example:Ask the students, “How can we read the decimal number 2.56?”Prompt the students to place the digits of the decimal number 2.56 in the place value chart.Ones • Tenths Hundredths Thousandths 2 • 5 6Answer: “Two and fifty-six hundredths.”

Use an instructional strategy such as a place value chart to write decimal numbers in words.

Example:Ask the students, “How can the number68.073 be written in words?”Prompt the students to place the digitsof the decimal number 68.073 in theplace value chart.Tens Ones • Tenths Hundredths Thousandths

6 8 • 0 7 3Answer: “Sixty-eight and seventy-three

enVision Topic

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:


Students will continue to create their math games

Games will be shared and played the last 3 days of school.

1. Teacher made assessment

2. The teacher will use the data to group and reteach as needed.





West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013subtraction tosolve problems involving wholenumbers and decimals

5.14CSelect or develop an appropriateproblem-solving strategyincluding drawing a picture,looking for a pattern, systematicguessing and checking, acting itout, making a table, working asimpler problem, or workingbackwards to solve a problem.

thousandths.”Prompt the students to use an instructional strategy such as a place value chart to write decimal numbers in expanded form.Example:Ask the students, “How can the decimalnumber 3.807 be recorded in expandednotation?”Prompt the students to place the digits of the decimal number 3.807 in the place value chart.

Ones • Tenths Hundredths Thousandths

3 • 8 0 7Answer: 3 + 0.8 + 0.007

Prompt the students to use an instructional strategy such as a place value chart to write an expandeddecimal number in standard form.

Example:Ask the students, “How can we write 8 + 0.02 + 0.006 in standard form?”

Prompt the students to place each value of 8 + 0.02 + 0.006 in the correct place in the place value chart.Ones • Tenths Hundredths Thousandths

8 • 0 2 6Answer: 8.026

Prompt the students to use an instructional strategy such as a place value chart to describe the value ofindividual digits in a decimal number.

Example:Ask the students, “What is the value of the digit 7 in the decimal number 23.087?”Prompt the students to place the decimal number 23.087 in the place value chart.


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Ones • Tenths Hundredths Thousandths

5 • 0 8 7

5 • 0 7 8

equal equal 8 > 7

Prompt the students to look at the values of the digits in each place and compare the values.

Answer: 5.087 > 5.078.

Prompt the students to use an instructional strategy such as comparing the value of digits in decimal numbers in order to compare them.

Example:Arrange the following numbers from least to greatest:

6.085; 6.850; 6.805

Prompt the students to line the numbers up vertically and examine each place value, starting with the largest place value.

In the ones place, all three numbers have the same value.

Prompt the students to look at the next largest place value.

In the tenths place, the first number has the smallest


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013value; therefore, it is the smallest number.

Since the other two numbers have the same value in the tenths place, prompt students to look at the next largest place value.

In the hundredths place, the second number has a greater value. Therefore, it is the second largest number, leaving the last number the least number.

Answer: 6.085; 6.805; 6.850

Tens Ones • Tenths Hundredths Thousandths

2 3 • 0 8 7

Answer: 7 thousandths

Compare and order decimals through the thousandths place.

Prompt the students to use an instructional strategy such as a place value chart to compare decimalnumbers.

Example:Ask the students, “Which number is greater, 5.087 or 5.078?”

Prompt the students to place the digits of the number 5.087 and the number 5.078 in the place value chart.

Round Decimals Through Tenths to Approximate


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013Reasonable Results

Solve problems involving rounding decimals through tenths to approximate reasonable results.

Example:Mr. Jackson purchased a bag of potatoes that weighed 13.29 pounds and a bag of apples that weighed 15.65 pounds. About how much more did the bag of apples weigh than the potatoes, to the nearest tenth of a pound?

Understanding the Problem: Ask the students to restate the problem using

their own words. Ask the students, “What are we trying to find

out?”

Possible Answer: “We need to find the difference in the weight of the bag of apples and the bag of potatoes. We will need to round the 2 weights to the nearest tenths place.”

Making a Plan: Ask the students, “What steps or procedures will

we need to follow to determine the solution?” Ask the students, “Which operation(s) will be

useful to us in determining the answer?”

Possible Answer: “We will round 13.29 to 13.3, and round 15.65 to 15.7. Then, we will subtract the two numbers.”

Carrying out the Plan: Ask the students, “How will you solve the

problem?”

Possible Answer: “We will subtract the weight of the bag


West-Orange Cove ISD 4th Grade Mathematics – 6th Six Weeks 2012 - 2013of potatoes from the weight of the bag of apples.”

Evaluating for Reasonableness: Ask the students, “How can we be sure that our

answer makes sense?”

Possible Answer: “Since the bag of apples weighs 15.65 pounds and the bag of potatoes weighs 13.29 pounds, we can round the weights to 16 and 13. The difference between 16 and 13 is 3, which is close to our estimated answer of 2.4 pounds.”

Example:To train for the upcoming race, Todd ran 2.9 miles on Monday, 5.4 miles on Wednesday, 7.3 miles on Friday, and 5.8 miles on Sunday. About how many miles did Todd run to train for the upcoming race?

Answer: 21 miles

Addition and Subtraction: Decimals

Use addition and subtraction to solve problems involving decimals.

Example:

Suzie and Wanda are competing in the long jump. Suzie’s jump measured 2.70 meters, and Wanda’s jump is 0.35 meters longer than Suzie’s. How long was Wanda’s jump?

Answer: 3.05 meters



Example:

Albert went to the store to buy supplies for a camping trip. His sleeping bag costs $29.99, the tent costs $78.50, and the cooking gear costs $49.89. If Albert gave the cashier $200.00 to pay for the three items, how much change would he receive?

Answer: $41.62




Documents

Grade... · Web viewRelate patterns in models to similar patterns in standard form and word form of whole numbers. The first three models ... The length of the Kumon River is 12,584