Homeschool Math Blog

As many of you are preparing for school work again, please take note (and bookmark!) these comprehensive worksheet lists that include most math topics for any given grade: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Best of all, the worksheets are free! They are dynamically generated so you get a different one every time you click on the link. You can also save them to your device and edit them in your favorite word processor. Also, I recently formatted the above pages so they look good on mobile devices.

163 pages 147 lesson pages 218 pages 179 lesson pages 5-A contents and samples 5-B contents and samples Finally it is ready! I know some folks have been waiting for the 5-B part to get finished, and now it is here! Math Mammoth Grade 5 complete curriculum consists of two student worktexts (A and B), a separate answer key for each, chapter tests and an end-of-year test, cumulative reviews, and an easy worksheet maker (Internet access required) to make extra practice worksheets when needed. The two books (worktext part A and part B) for 5th grade deal with multi-digit multiplication and long division simple equations problem solving place value with large numbers and the judicious use of calculator all operations with decimals statistics and graphing all fraction operations geometry: classifying and drawing triangles & quadrilaterals; calculating the area of rectangles, triangles, parallelograms, and compound figures; surface area and volume of rectangular prisms introduction to int...

I feel students need to get grounded conceptually in this topic. So many times, all they learn about decimal division are the rules of how to go about decimal division when using long division, and it becomes an "empty" skill - a skill that lacks the conceptual foundation. So for starters, we can do two different kinds of mental math division problems. Division by a whole number - using mental math Here it is easy to think, "So much is divided between so many persons". 0.9 ÷ 3 is like "You have nine tenths and you divide it between three people. How much does each one get?" The answer is quite easy; each person "gets" 0.3 or three tenths. And... remember ALWAYS that you can check division problems by multiplication. Since 3 × 0.3 = 0.9, we know the answer was right. 0.4 ÷ 100 turns out to be an easy problem if you write 0.4 as 0.400: 0.400 ÷ 100 is like "You have 400 thousandths and you divide it between 100 people; how much does each one ...

Finally! Grade 5-A is available for the LightBlue Series (the complete curriculum series). The part A of 5th grade focuses on multi-digit multiplication and long division simple equations problem solving place value with large numbers and the judicious use of a calculator all operations with decimals statistics and graphing Please see the table of contents and samples for a complete lesson list, and read more info here .

Some worksheet-related news from HomeschoolMath.net site: Grade 5 worksheets - ready-made worksheets, yet different (randomly generated) each time. Decimal worksheets generator just got better. Now you can let the number of decimals vary randomly in the problems. Also includes a bunch of ready-made worksheets that you generate just by clicking on links. Addition worksheet generator got better also. Now you can set the range individually for addends 3-6, and randomly switch all the addends (previously only addends 1 and 2). This page also has some links to click on to make worksheets readily, without actually bothering with the generator itself.

Problem: If a:b = 1:3 and b:c = 3:4, find a:c. Two ratios are given, third is to be found. This is very very simple. The picture shows the two given ratios as blocks. We can see that a is one block and c is four blocks, so the ratio a:c is 1:4. You don't need an image for that, of course, since the original ratios are so easy. If a:b=1:3 and b:c=3:4, b being the same in both cases, we can write the ratio a:b:c as 1:3:4 right off. But what if the numbers weren't so friendly? What if it said this way: If a:b = 1:3 and b:c = 5:7, find a:c. This is solvable in various ways. I'll use equivalent ratios, in other words change the given ratios to equivalent ratios until we find ones where the b 's are the same. In the first ratio, 1:3, b is 3. In the other ratio, 5:7, it is 5. We can make those to be 15 by changing the ratios to equivalent ratios - which is done in an identical manner as changing fractions to equivalent fractions. 1:3 = 5:15 and 5:7 = 15:21. Now the ratio o...

Updated with solutions! Today I want to highlight a square problem I saw at MathNotations . I hope Dave Marain doesn't mind me showing this picture and problem on my blog... I have no problem acknowledging it's from his blog. I COULD just tell you all to "go read it at Dave's blog.... BUT I don't feel that's the best way, IF I want you to think about this. I can just guess that most of the folks would feel too lazy to click on the link and go read it there (would you?). So I want to show it here. Figures not drawn to scale! And this is important! Now here's the question: Does the given information in each diagram guarantee that each is a square? If you don't think so, your mission is to draw a quadrilateral with the given information but that clearly does NOT look like a square. The IDEA is to make our students THINK LOGICALLY, or practice their deductive reasoning skills. A great little problem. The answers: Figure 1 is not necessarily a square. The u...

Divide the face of the clock into three parts with two lines so that the sum of the numbers in the three parts are equal. Let's first understand the problem. We need to draw lines into the clock face. It doesn't say the lines need to end in the center or go through the center. The lines could seemingly go many various ways. Again, to help a student who can't even get started, just tell them to draw some lines into the clock face. Here's one example: Of course this is not a solution since it does not fulfill the condition that the sum of the numbers in the three parts needs to be equal. But it gets you started. You have some lines, so you can ask the student to add the numbers in the three parts and verify the sums are NOT equal. How do we make the sums to be equal? Just random trying would take a long time. The KEY to this problem is that since the sum in each of the three parts is equal, if you add those three sums, you will get the sum of all the numbers in the clock ...

How many addition signs should be put between digits of the number 987654321 and where should we put them to get a total of 99? This is a fifth grade problem taken from Word Problems for Kids by Canada's SchoolNet. The first step, as always, is to understand the problem. The student needs to know what is an "addition sign" and a "digit". We're simply asked to put plus signs in between those numbers and add them up, and try to come up with 99. Then, after we have a basic idea of what the problem is about, is the time to do something. You know, often the child may say, "I don't know how to start. I have no idea what to do!" But in this case, as often happens, you'll get somewhere as soon as you'll do something. It's really simple: put some plus signs in there and just see what happens. Let's simply put the plus sign in between every digit: 9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45. Great, we got something. We got 45 which is too ...

I hope you're not tired of hearing this.... but this is what I've been busy with lately. Just as of today, I got Math Mammoth Grade 5 worksheets ready and available for purchasing. Like the others, there are two separate books, A and B, plus answer keys. Price for the whole package is $10. And that includes 123 quality math worksheets all total. Click the link to see sample worksheets. And, I've also set up a volume discount for any of my math books : For order totals at least $34 - a 20% discount. For order totals at least $50 - a 25% discount. For order totals at least $70 - a 30% discount. Use coupon code 8A2301338 when ordering to get these discounts.