Great Start Lessons Maths Guide Book 2021 Grade 4 - 6 No.1.docx

GREAT START MATH PROGRAM
PRACTICE BOOK

Grade 4 – 6

By Mr. Troy Nestor
Gr8Start_Lessons
Grade 4 – 6

To the Family
This book will help your child practice the math concepts and skills
that have been explored in the classroom. As you assist your child
to complete each page, you have an opportunity to become involved
in your child’s mathematical learning.
The left page of each lesson contains a summary of the main
concepts and terminology of the lesson. Use this page with your
child to review the work done in class. The right page contains
practice.
Here are some ways you can help:
 With your child, read over the Quick Review, then the I Do –

We Do, followed by the You do Practice and finally the Challenge
Quiz – Stretch Your Thinking. Encourage your child to talk about
the content and explain it to you in his or her own words.

 Read the instructions with (or for) your child to ensure your child
understands what to do.

 Encourage your child to explain his or her thinking.

 Some of the pages require specific materials. You may wish to
gather items such as a centimetre ruler, index cards, a measuring
tape, scissors, a small calculator, and paper clips.

Many of the Practice sections contain games that will also improve
your child’s math skills. You may have other ideas for activities
your child can share with the rest of the class.

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TABLE OF CONTENTS

Note to Parents and Students...............................................................................................................1
TABLE OF CONTENTS .......................................................................................................................2
GLOSSARY OF TERMS .......................................................................................................................3
UNIT 1 – Number Sense .......................................................................................................................7

Our Number System...........................................................................................................................7
Representing Numbers ..................................................................................................................8
Representing Numbers in different forms .................................................................................9
Problem Solving Strategy ...........................................................................................................11

UNIT 1 – Number Sense .....................................................................................................................16
Basic Math operations ......................................................................................................................16
Order of Operations......................................................................................................................16
Challenge Quiz ..................................................................................................................................18
Representing Numbers ..................................................................................................................8

Appendix – Additional Facts .............................................................................................................20

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GLOSSARY OF SPECIAL TERMS IN MATH  PLEASE TAKE NOTE

This section includes a glossary of terms, symbols and formulas. It also
includes a collection of common and significant mathematical patterns.
These are key foundation topics or concepts you need to know.

Special Terms: All you need to be able to Spell

1 – One 11 – Eleven 30 – Thirty 009 – and nine

2 – Two 12 – Twelve 40 – Forty 004 - four

3 – Three 13 – Thirteen 50 – Fifty 017 – and seventeen

4 – Four 14 – Fourteen 60 – Sixty 082 – eighty two

5 – Five 15 – Fifteen 70 – Seventy 1200 – twelve hundred

6 – Six 16 – Sixteen 80 – Eighty 4900 – forty nine hundred

7 – Seven 17 – Seventeen 90 – Ninety

8 – Eight 18 – Eighteen 100 - Hundred

9 – Nine 19 – Nineteen 1 000 – Thousand

10 – Ten 20 – Twenty 1 000 000 - Million

Twice =2 times or (n + n)  2 x n
= Couple/Double

Thrice = 3 times or (n + n + n)  3 x n
= Triple

Quadruple: 4 times or (n + n + n + n)  4 x n
Quintuple = 5 times or (n + n + n + n)  5 x n

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Special Terms: Ordinal / Position – in order, …

1 – First – 1st 11 – Eleventh 11th 21 – twenty first 21st
2 – Second 2nd 12 – Twelfth 12th 22 – twenty second 22nd
3 – Third 3rd 13 – Thirteenth 13th 23 – twenty third 23rd
4 – Fourth 4th 14 – Fourteenth 14th 24 – twenty forth 24th
5 – Fifth 5th 15 – Fifteenth 15th
6 – Sixth 6th 16 – Sixteenth 16th
7 – Seventh 7th 17 – Seventeenth 17th
8 – Eighth 8th 18 – Eighteenth 18th
9 – Ninth 9th 19 – Nineteenth 19th
10 – Tenth 10th 20 – Twentieth 20th

Special Terms: Fraction Denominators

1 – Whole 11 – Eleventh 30 – Thirtieth
2 – Half 12 – Twelfth 40 – Fortieth
3 – Third 13 – Thirteenth 50 – Fiftieth
4 – Fourths / Quarter 14 – Fourteenth 60 – Sixtieth
5 – Fifth 15 – Fifteenth 70 – Seventieth
6 – Sixth 16 – Sixteenth 80 – Eightieth
7 – Seventh 17 – Seventeenth 90 – Ninetieth
8 – Eighth 18 – Eighteenth 100 - Hundredth
9 – Ninth 19 – Nineteenth 25 – twenty-fifths
10 – Tenth 20 – Twentieth 36 – thirty sixths

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Special Terms Commonly Used Math Terms

Once = 1 time or n Difference – to subtract, minus, take away
= single/one/per/each/average/a Sum – to add, total, altogether
Product – to multiply, times
Twice =2 times or (n + n)  2 x n Quotient – answer to a division, (whole or
= Couple/Double decimal)
Remainder – amount left, rest,
Thrice = 3 times or (n + n + n)  3 x n Equivalent – equal
= Triple Per – for every, each, one, a ...

Quadruple: 4 times or (n + n + n + n)  4 x n No. = Number

Quintuple = 5 times or (n + n + n + n)  5 x n Nos. = Numbers

... 2 more than a number. ..... = 2 + n Ans. = Answer

... 2 times more. ........... = (n + n) + n Descending – decrease, go down, highest to
smallest (big – small)
... a number increase by 3...... = n + 3
... a number decreased by 2 ... = n – 2 Ascending – increase, go up, lowest to
... 4 fewer than a number = n – 4 highest (small – big)
... 13 less than a number = n – 13
Greater Than / More than ... >
Dozen .....................= 12
Less Than ... <
Score ......................= 20
Therefore - ∴
Decade.....................= 10 years

Century .....................= 100

Gross .....................= (12 x 12) = 144

Millennium .....................= 1 000

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UNIT 1 - NUMBER SENSE  QUICK CHECK

Quick Check - Online At Home At School

Our Number System is called –

(i) The Decimal Number System
(ii) Hindu Arabic Number System
(iii) Base Ten (10) Number System

Why Base Ten?

- Our number system is made up of Digits. A digit is a symbol used to

write a number. There are 10 digit NUMERALS in ours. The numerals

are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.

- Each Numeral (digit) has its own FACE VALUE.

- We use a digit numeral to form other numbers, such as we use 2 and

5 to form 25 and 52, ...

Using the digits from 0 – 5 only once;

(a) Write the largest possible 3 Digit number: Draw 3 dashes (3 digits)
___ ___ ___ Then place the numerals in Descending Order (big – small)
5 4 3_

(b)Write the smallest possible 5 Digit number: Draw 5 dashes (5 digits)
___ ___ ___ ___ ___ Then place the numerals in Ascending Order (small – big )

_1 0 3_ 4 5 _ DO NOT start with Zero (0)

WE DO SKILLS  TRY THIS OUT WITH A FRIEND OR PEERS

1. Using the digits from 0 – 8 only once;
(i) Write the smallest possible 4 Digit number that ends with 2. ____________

(ii)Write the largest possible 6 Digit number with a 7 in Ones place.
_____________________________

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YOU DO PRACTICE  TRY THIS OUT ON YOUR OWN – COMPARE WITH A FRIEND LATER

2. Using the digits from 1 – 8 only once;
(i) Write the greatest possible number using the 5 in the hundred
thousand place.
(ii) Write the least number possible with 6 in the millions place.

3. Use the digits in our number system only once to write the smallest
possible 5-digit EVEN number which starts with the largest ODD
numeral and ending with a number > 4

4. Use the digits in our number system only once to write the largest
possible 4-digit ODD number which starts with the smallest EVEN
numeral and ending with a number < 7

CHALLENGE QUIZ – STRETCH YOUR THINKING   

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UNIT 1 - NUMBER SENSE  QUICK CHECK

Quick Check - Online At Home At School

Reading & Representing Whole Number

(i) Use Base Ten Blocks

(ii) Use a Place Value Chart

(iii) Use Words (Word Form) and Standard Form (Figures)
Word Form: 1 453 – One thousand, four hundred and fifty-three

(iv) Expanded Form
- Total Value: 1 000 + 400 + 50 + 3
- Face by Place Value: (1 x 1 000) + (4 x 100) + (5 x 10) + (3 x 1)
- Face by Place Value: 1 Thousand + 4 hundreds + 5 Tens + 3 Ones
- Powers of Ten: (1 x 103) + (4 x 102) + (5 x 101) + (3 x 100)

WE DO SKILLS  TRY THIS OUT WITH A FRIEND OR PEERS

Read, Then Write each number from Word Form to Standard Form

Seventeen thousand and fourteen 1st: cross out and put a comma below the periods
of thousand or million
Seventeen tho,usand and fourteen
17, __ __ __ 0 2nd: underline the word (s) the come before the
1st period; Say it, then write it down with the
17, __ _1_ _4_ Ans. 17, _0_ _1_ _4_ comma, followed by 3 dashes.

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dashes. If there’s another period repeat step 2.

YOU DO PRACTICE  TRY THIS OUT ON YOUR OWN – COMPARE WITH A FRIEND LATER

1. Fifty-four thousand three hundred ten

Standard Form: _____________________________________
Expanded Form:
Total Value: ___________________________________________________________

Place Value: ___________________________________________________________

______________________________________________________________________

Place Value: ___________________________________________________________

______________________________________________________________________

Powers of Ten (10): _____________________________________________________

2. One hundred thousand two hundred three

Standard Form: _____________________________________
Expanded Form:

Total Value: ___________________________________________________________

Place Value: ___________________________________________________________

______________________________________________________________________

Place Value: ___________________________________________________________

______________________________________________________________________

Powers of Ten (10): _____________________________________________________

3. Write in Word Form each of the following:

(a) 20074: ___________________________________________________________
______________________________________________________________________
(b) 856029: ___________________________________________________________
______________________________________________________________________
(c) 9013145: ___________________________________________________________
______________________________________________________________________

You Do Practice  Try these out on your Notebooks

(a) Eighty-eight hundred (c) Eight hundred and sixteen thousand and seven

(b) Fifty-four thousand three hundred ten (d) Nine million twelve thousand thirteen

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UNIT 2 – WHOLE NUMBER OPERATION

Quick Check Online At At
Home School

We can use the BUCKS strategy to Solving Problems

Solve

Sam has a half dozen mangoes. Kim has 7 more than him but Joy has twice as many
as Kim. How many mangoes do they have in all?

Sam has a half dozen mangoes. Kim has 7 more than him but Joy has twice as many

as Kim. How many mangoes do they have in all?

Solution: doz.=12
Sam: 12 ÷ 2 = 6
+
Kim: 6 + 7 = 13

Joy: 13 x 2 = 26

∴ the total amt.: 26 + 13 + 6 = 45

Ans. is 45 mangoes

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WE DO SKILLS  TRY THIS OUT WITH A FRIEND OR PEERS

Marcus collected a Score and eight Stamps which was half as many as
Kate. Paul collected 9 fewer than Kate. Bob collected 35 which was a dozen
more than what Joe got. How many Stamps did they collect in all?

Mr. James sold a half Gross melon in May which was 13 fewer than what
was sold in June. July’s sale recorded a Score and three dozen.
Calculate the total number of melons sold for the 3 months.

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YOU DO PRACTICE  TRY THIS OUT ON YOUR OWN – COMPARE WITH A FRIEND LATER

4. Carla’s grade 5 class contains 24 chairs. Brian’s class has 15 more than hers. What
is the total number of chairs in the two classes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________

5. Jessica’s Mom bought 2 dozen glasses. Cindy’s mom bought 15 fewer than hers.
How many glasses were purchased in all?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________

6. Joel’s brother Jim, collected 7 Score crayfishes. Joel collected twice that amount.
What is the total number of crayfishes collected by the brothers?
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
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7. Carla’s sister was given twice as many sweets as her. If Carla received two score
and a dozen. What is the total number received by both she and her sister?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

8. Paula’s grandma sold 17 less mangoes than Henry’s grandma who sold a Gross
more than Stevie’s Grandma. If the smallest amount sold was 125, how many
were sold in all?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

9. Lara made 12 runs in a cricket match. Lindy made twice more than her, and Tara
made twice Carla’s amount. What is the total number of chairs in the two classes?
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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10. There are twelve more students in Ms. Andy’s class than in Mr. Brian’s.
Mrs. Jay’s’ class has four fewer students than Ms. Guy’s. Mr. Andy’s is the
smallest with 10 students. Mr. Brian’s class is twice the size of Mrs. Andy’s.
How many students are there in e ach class.?
List the amounts in the descending order of magnitude.
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

11. Carla and her three friends were shooting hoops. Carla made the fewest, Sonia
made two more than Carla but Lindy made twice more than Carla. The second
largest score was 16. What was the total amassed score?
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______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
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CHALLENGE QUIZ – STRETCH YOUR THINKING   

Jessie has $120 on Monday. His money was reduced by $30 on Tuesday. On
Wednesday he was given $48 more than Tuesday and on Thursday and Friday he
received the total of Monday and Wednesday. By the end of the week how much
money had Jessie?

In May Andre collect 2 gross kilograms of bananas, in June the amount collected
was 4 score 3 dozen kilograms less. However, in July he collected thrice the
amount in May. Calculate the sum collect for three months.

Ali, Kim and Tom shared 45 bananas between them so that Ali had 5 more than
Tom and Kim gets twice Tom’s share. How many did Ali have?

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UNIT 1 - NUMBER SENSE  QUICK CHECK

Great Start Lesson with Mr. Nestor

Quick Check - BasNiocnO-ropuetirnaetQiounesstions Online At Home At School

Week 1

We must be able to work with and solve question or even expressions and

equ1a. tiFoinndsthue msiisnsingg vtahluees4 Basic math Operations Reading (+, ÷, ×, –)

(a) 4 15 (a) 8 3 (a) 9

5 (b) (c)

15 + 3 (m) + (m) 2 (e )

6 4. 8 00.

76

15

15 15 15

Sometimes you may hear of BODMAS / BOMDAS / PEDMAS/ PEMDAS

What do they all mean? Do the research…..

WE DO SKILLS  TRY THIS OUT WITH A FRIEND OR PEERS

Solve each expression. Use the order of operations.

(a) 15 + 7 x 2 = _____ (e) 24 ÷ 12 x 9 = ____
(b) 34 – 6 ÷ 3 = ______ (f) 30 + 30 ÷ 6 = ____
(c) 30 ÷ (2 +3) = ______ (g) 8 – (14 ÷ 7) x 4 = ____
(d) 2 x 3 – 3 + 4 = ______ (h) 10 – 12 ÷ 3 +2 = ____

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EXPLORE  TRY THIS OUT WITH A FRIEND OR PEERS

Complete each of the equation below to make the correct by using the
basic Math Operations.

For each question use two signs from here (+, ÷, ×, –,)

(a) 9 .... 2 = 3 .... 4 (b) 8 .... 1 = 5 .... 3 (c) 3 .... 4 = 15 .... 3

(d) 24 .... 12 < 3 .... 0 (e) 7 .... 4 = 15 .... 3 (f) 9 .... 9 = 7 .... 0

(g) 6 .... 0 = 15 .... 9 (h) 42 .... 6 = 15 .... 8 (i) 12 .... 2 >10 .... 1

(j) 64 .... 8 = 56 .... 7 (k) 27 .... 3 = 9 .... 0 (l) 5 .... 5 = 8 .... 2

(m) 16 .... 8 = 6 .... 3 (n) 7 .... 4 = 15 .... 3 (o) 9 .... 9 = 7 .... 0

Use brackets to make each number sentence TRUE.

(a) 2 x 3 + 6 = 18 (e) 15 ÷ 3 + 5 = 1
(b) 5 + 4 ÷ 3 = 3 (f) 30 + 30 ÷ 6 = ____
(c) 6 + 8 ÷ 2 = 10 (g) 5 x 12 ÷ 6 – 2 =15
(d) 12 + 10 ÷ 11 = 2 (h) 20 – 12 ÷ 3 + 4 – 5 = 4

CHALLENGE QUIZ – STRETCH YOUR THINKING   

(a) 82 ÷ (4 + 3) x 5 (b) 15 ÷ 3 – 2 x 2 (c) 4 + 5 x 2 3

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CHALLENGE QUIZ – STRETCH YOUR THINKING   

1. (a) Study the diagram below. A + B + C = 32.
Find the value of each letter.

C
B

A

Answer A: B: C:

2. What is the valuable of M, N and P?

If M×N×P＝24 M×N＝6 and N×P＝12,

Answer M: ______ N: _______ P: _______

3. Ryan went to the movies. He bought a movie ticket for $13.50,
2 sodas for $4.50, and 2 boxes of popcorn at $6.00 each.
What was his expenditure at the movies?

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APPENDIX – ADDITION FACTS   
How do we Read our Numbers?

- We use the face value by the place value to read our
numbers.

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