PARENTS - Help your child keep their

~ Rising Fifth Grade Summer Math Menu ~ July ~

mathematical thinking skills sharp! The activities on the menus provide opportunities to have brief, daily mathematics experiences. Most activities were designed for students to complete mentally and talk about with you. It is not always necessary to write something down while working through these questions. In mathematics, there are many ways of finding solutions, even to basic computation exercises. It is important for students to learn to talk about mathematics. They should ask questions, explain their thinking, and justify their reasoning. As your child completes the activities, ask:  How did you think about this?  Why did that work?  Does this remind you of anything else?  Is there another way you could think about this?  Why does that make sense?  Can you explain why/how you did that? Feel free to modify the daily activities to make them more or less challenging to meet your child’s needs. Materials described in the activity can be substituted with materials readily available in your house. On the back of this page, you will find a list of strategies to help with basic facts. When your child cannot immediately recall a fact, remind them to use one of these strategies to help build fact fluency.

Chesterfield County Public Schools Mathematics Department

Practice your How many times can 10 How many inches of multiplication and be subtracted from 110? string are in three yards division facts for x 4 and of string? ÷ 4. Use the double, double strategy. Estimate by rounding each factor to the nearest 10. 24 X 12 45 X 16 51 X 37 84 X 33

Practice your If 4 apples cost 80¢, how Can you find more than multiplication and much does a dozen one way to solve this? division facts for x 6 and apples cost? 25 x 12 =_____ ÷ 6.

Practice your In what year will you multiplication and double your current age? division facts for x 2 and ÷ 2.

Add the 10 digits in your phone number. Can you divide the sum by 2 without a remainder?

What do you notice about the sum when you add two even numbers? Two odd numbers? An even and an odd number?

Round each number to the nearest tenth.

Using all four of the digits 5, 6, 7, and 9, and any of the four operations, can you make the number 24? Can you make 36? Are there any numbers between 1 and 10 that you can’t make?

0.43 3.67 12.79 123.57 Ex. 46.36  46.4

Practice your multiplication and division facts for x 9 and ÷ 9. Use the “related to 10’s strategy.”

Choose one activity What is the value of the today and record the digit 8 in each number? start and stop time. Calculate the elapsed 6,834 time for the activity. (Ex. 482 time you wake up and go 68,974 to sleep) 189,637 8,036,475 0 l---------------------l 1 List the following fractions on the number line from least to greatest. 1/2, 3/4, 1/4, 1/8 How many sides does each of the following polygons have?     

Quadrilateral Octagon Decagon Pentagon Hexagon

Name the factors of 24. Which factors are odd and which are even?

Name 4 fractions equivalent to 3/4.

~ Rising Fifth Grade Summer Math Menu ~ August ~ Practice your multiplication and division facts for x 10 , ÷ 10, x 5 and ÷ 5.

Multiply 63 by 5.

Name some capital letters that when printed have at least one pair of parallel lines. Can you find any that have two pairs of parallel lines?

Say all the multiples of I have a machine that 3 starting with zero and adds 16 to every ending at 45. number I put in. If 172 comes out, what number did I put in? If 111 comes out, what number did I put in?

Is a 3-gallon pitcher large enough to hold 25 pints of juice? Explain.

What number is 10 more than 4,492? What number is 300 more than 4,830? What number is 500 more than 4,654?

I am thinking of an even number. It is greater than 7 x 6 and less than 6 x 10. It has a factor of 7. What number could I be?

Imagine you are sharing 1 giant cookie among yourself and 5 friends. If you share it fairly, what fraction will each friend receive?

What number am I? The digits in my number are 3, 8, 4, and 1. I am odd. I have a 4 in my hundreds place. I am less than 2,000.

What is the smallest Multiply: fractional value you can 23 x 100 make using the digits 2, 66 x 1,000 3 and 4?

Practice your Add the following multiplication and fractions: division facts for x 7 and ÷ 7. Use a helping  2/4 + 1/4 = fact strategy.  3/6 + 1/2 =  9/15 + 7/15 =  1/2 + 1/4 =

Practice your multiplication and division facts for x 3 and ÷ 3. Use a helping fact strategy.

12 ÷ 2 36 ÷ 2

24 ÷ 2 48 ÷ 2

What’s your strategy? Do you see a pattern?

Make the largest and smallest numbers you can using the digits 4, 1, 7, 8, and 2. Find the difference. Find the sum.

Estimate the following in inches: your height, length of your foot, distance from your elbow to the tip of your little finger. What time is it now? What time will it be in 45 minutes?

Practice your multiplication and division facts for x 8 and ÷ 8. Use a helping fact strategy.

Complete as many activities as you can. Check off boxes as you complete each activity. Return to your teacher in the fall. Student Name Chesterfield County Public Schools Mathematics Department

Parent Signature

Basic Fact Strategies for Multiplication and Division