Monday – Time

TEKS: 2.9G - Students will be able to read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.3.7C – Students will be able to determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes.

Directions: Write the time that the analog clock is showing on the digital clock or draw the missing hands on the analog clock to show the time that is on the digital clock.

  1. 2.
  1. 4.

Directions: Use the given tools to solve the problem.

  1. Steve left his house at 7:00am. It took him 30 minutes to get to work. What time did he arrive at work?
  1. Donna wanted to see a movie that started at 6:00pm. If the movie lasts two hours, what time will it end?
  1. Amanda knew she had to be at school at 8:00am. If it takes her 45 minutes to get ready and 15 minutes to get to school, what time should she get up?

Tuesday – Money

TEKS: 3.4C – Students will be able to determine the value of a collection of coins and bills.

Directions: Write the amount of money shown in the picture. Be sure to use the correct symbols and labels.

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Wednesday – Place Value

TEKS: 3.2A – Students will be able to compose and decompose numbers up to 100,000 as a sum of so many ten thousand, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate. 3.2D – Students will be able compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, < and =.

Directions: Fill in the missing parts on the chart.

Standard Form / Expanded Form / Word Form
2,485
5,000 + 600 + 80 + 9
One thousand four hundred sixty-five
12,842
50,000 + 2,000 + 800 + 40 + 7

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Directions: Make the comparison statement true by writing the correct symbol for less than, greater than or equal to inside the circle.

  1. 2,6853,063
  1. 8,1989,189
  1. 21,5191,592
  1. 71,1241,200
  1. 8,731 3,517

Directions: Put the following groups of numbers in order from least to greatest.

  1. 1,245 5,123 3,246

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  1. 6,521 4,213 4,312

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  1. 91,650 19,650 10,950

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  1. 5,424 4,524 5,244

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  1. 21,500 31,500 15,300

______

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______

Thursday – Place Value

TEKS: 2.2E – Students will be able to locate the position of a given whole number on an open number line.

2.2F – Students will be able to name the whole number that corresponds to a specific point on a number line.

Directions: Use a dot to show where the given number should go on a number line. Or write the number that the dot on the number line represents.

  1. 950

940 990 1,040

  1. ______

500 1,500

  1. 1,115

1,100 1,150 1,200

  1. ______

4,200 5,200

  1. 11,845

10,825 11,875

  1. ______

35,000 35,500 40,000

  1. 5,600

5,100 6,100

  1. ______

12,200 13,200

  1. 6,470

6,410 6,510

  1. ______

25,000 26,000

My child has explained his/her homework to me. He/she has told me his/her strategies to solve each problem and has shown his/her thinking.

Parent Signature: ______Date: ______