Answer Key



Parents’ Information Page

Math is a cumulative discipline; each course builds upon previous concepts with more complexity, more integration, and more independent work. This Summer Math Packet was created to provide extra practice on needed skills to enhance your child’s success in the coming school year.

Here are some ways you can support your child’s efforts:

← Please review the Summer Math Packet with your child.

← Help your child create a timeline for work completion. Your child should complete one unit before moving on to the next. These units do NOT include an entire year’s curriculum. The objectives were carefully chosen to highlight key concepts in the 6th grade curriculum.

← Provide a quiet, organized work space to help your child stay focused.

← It’s ok if you or other adults provide assistance.

← Calculators should not be used unless otherwise indicated.

← Try to make time to review your child’s work at the end of each unit.

o Answer sheets are included in this parent information packet.

← Remind your child to return their Summer Math Packet to their math teacher the first week of school.

← You can access your textbook online at   

See the Textbook Navigation Page for more information.

← If you have any questions, you can reach me at Kristen.wolf@

Thank you for encouraging your child to work on math over the summer!

Level 6 (Course 1)

|Sections |Indicator Number |Content Standard/Indicators |

|  |MA.600.10 |KNOWLEDGE of ALGEBRA, PATTERNS and FUNCTIONS |

|1-6 |MA.600.10.20 |Write an algebraic expression to represent unknown quantities using one unknown and one operation using whole numbers, |

| | |fractions, or decimals |

|1-6 |MA.600.10.25 |Evaluate an algebraic expression using one unknown and one operation using whole numbers, fractions, and decimals |

|1-5 |MA.600.10.30 |Evaluate numeric expressions using order of operations, with no more than 4 operations and whole numbers |

|9-2; 9-3; 9-4 |MA.600.10.45 |Determine the unknown in a linear equation with one operation and positive whole number coefficients, using decimals |

|  |MA.600.20 |KNOWLEDGE of GEOMETRY |

|  |MA.600.20.10 |Identify and describe diagonal line segments |

|13-4 |MA.600.20.15 |Compare or classify triangles as scalene, equilateral or isosceles |

|13-4b |MA.600.20.20 |Compare or classify triangles as equiangular, obtuse, acute, or right |

|  |MA.600.20.25 |Use the concept of the sum of angles in any triangle is 180° to determine the third angle measure of a triangle given two |

| | |angle measures without a diagram |

|4-6 |MA.600.20.30 |Identify and describe the parts of a circle (circumference, radius, or diameter) |

|4-6 |MA.600.20.35 |Identify and compare the relationship between the parts of a circle using radius, diameter, and circumference |

|13-3 |MA.600.20.50 |Identify, or describe angle relationships using perpendicular bisectors or angle bisectors |

|  |MA.600.30 |KNOWLEDGE of MEASUREMENT |

|12-1 |MA.600.30.10 |Measure length to the nearest 1/16 inch using a ruler |

|14-2a; 14-2 |MA.600.30.20 |Estimate and determine the area of a triangle with whole number dimensions |

|14-5 |MA.600.30.25 |Estimate and determine the volume of rectangular prisms with whole number dimensions |

|  |MA.600.30.30 |Estimate and determine the area of composite figures using no more than four polygons (triangles or rectangles) with whole |

| | |number dimensions |

|  |MA.600.30.35 |Determine the missing side of a quadrilateral given the perimeter using whole number dimensions |

|  |MA.600.30.40 |Determine the missing measure of a square or rectangle given the area using whole number dimensions |

|  |MA.600.40 |KNOWLEDGE of STATISTICS |

|2-1 |MA.600.40.05 |Organize and display data to make frequency tables with no more than 5 categories or ranges of numbers and total frequencies |

| | |of no more than 25 |

|2-1 |MA.600.40.10 |Interpret frequency tables with no more than 5 categories or ranges of numbers and frequencies of no more than 25 |

|2-5 |MA.600.40.15 |Organize, and display the data for a given situation to make stem and leaf plots using no more than 20 data points and whole |

| | |numbers |

|2-3 |MA.600.40.30 |Interpret circle graphs using no more than 5 categories and whole numbers or percents |

|2-6; 2-7 |MA.600.40.35 |Determine the measures of central tendency (mean,median, and mode) and the range |

|  |MA.600.50 |KNOWLEDGE of PROBABILITY |

|11-1; 11-2 |MA.600.50.10 |Determine the probability of one simple event comprised of equally likely outcomes with a sample space of 10, 20, 25, or 50 |

|11-4; 11-5 | |outcomes and express the probability of the event as a decimal |

| 11-1b |MA.600.50.20 |Analyze the results of a probability experiment with no more than 30 outcomes to make predictions and express the experimental|

| | |probability as a fraction, decimal, or percent |

|  |MA.600.60 |NUMBER RELATIONSHIPS and COMPUTATION |

| |MA.600.60.05 |Read, write, and represent whole numbers using exponential form using powers of 10 |

|8-1 |MA.600.60.10 |Read, write, and represent integers |

|5-6; 5-7; |MA.600.60.15 |Identify and determine equivalent forms of proper fractions, as decimals, percents, and ratios |

|10-5;10-6 | | |

|5-5; 5-6; 5-7 |MA.600.60.20 |Compare and order fractions and decimals, alone or mixed together, including no more than 4 proper fractions or decimals |

|6-3 - 6-6 |MA.600.60.35 |Add and subtract fractions and mixed numbers and express answers in simplest form |

|7-2; 7-3 |MA.600.60.40 |Multiply fractions and mixed numbers and express answers in simplest form |

|4-1; 4-2 |MA.600.60.45 |Multiply decimals, no more than 3-digits by a 2-digit decimal |

|4-3 |MA.600.60.50 |Divide decimals using no more than 5 digit decimal by whole number of no more than 2-digits without adding zeroes |

|10-7a; 10-7 |MA.600.60.55 |Determine 10, 20, 25, or 50 percent of whole number |

|9-1a; 9-1 |MA.600.60.65 |Use the distributive property to simplify numeric expressions using whole numbers |

|4-1 |MA.600.60.70 |Estimate to determine the product of a decimal (with no more than a 3 digits) and a whole number (2 digit) |

|4-3 |MA.600.60.75 |Estimate to determine the quotient of a decimal with no more than 4 digits in the dividend and divided by a 2-digit whole |

| | |number |

Textbook Navigation Page

To get to the online version of the book:

1.) Go to   

2.) Click Online Student Edition

3.) Enter the following information:

Username: MAC104

Password: STaspEdUw2

4.) Click on Table of Contents – this will bring up

each section of the book. Click on the Section,

followed by the chapter you want. Continue to

use the Bookmark side bar to navigate through

the book and its pages.

**Note: You can not print the book. It is

copyrighted by the publisher. This is for viewing

purposes only.

ANSWER KEY – FOR PARENT USE ONLY!!!

Unit: Knowledge of Algebra, Patterns, and Functions

Objective: Write algebraic expressions

Textbook Section: 1-6

Page: 4

1. n + 1/2

2. n - .7

3. .21 - n

4. n + 46

5. j + 65

6. s – 5/8

Unit: Knowledge of Algebra, Patterns, and Functions

Objective: Evaluate algebraic expressions

Textbook Section: 1-6

Page: 5

1. 165

2. 108

3. 24

4. 75

5. 18

6. 61

Unit: Knowledge of Algebra, Patterns, and Functions

Objective: Evaluate numeric expressions

Textbook Section: 1-5

Page: 6

1. 95

2. 43

3. 7

4. 256

5. 8

6. 468

Unit: Knowledge of Algebra, Patterns, and Functions

Objective: Determine unknown in linear equation (add/subtract)

Textbook Section: 9-2, 9-3, & 9-4

Page: 7

1. g = 7

2. s = 41

3. m = 7

4. k = 14.0 or 14

5. w = 15.75

6. g = 53.50

Unit: Knowledge of Algebra, Patterns, and Functions

Objective: Determine unknown in linear equation (multiply/divide)

Textbook Section: 9-2, 9-3, & 9-4

Page: 8

1. x = 9

2. k = 72

3. b = .71

4. n = 38.85

5. m = 7.06

6.) p = 34.71

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Unit: Knowledge of Geometry

Objective: Identify & describe diagonals

Textbook Section: NONE

Page: 9

1. no

2. [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic], [pic]

3. [pic] or [pic] or [pic] or [pic]

4. [pic] or [pic], [pic] or [pic], [pic] or [pic], [pic] or [pic], [pic] or [pic]

5. draw a line segment from A to C or from B to D

6. draw a line segment from A to C, D, E, F, & G … draw a line segment from B to D, E, F, G, & H … draw a line segment from C to E, F, G, H, & A … draw a line segment from D to F, G, H, A, & B … draw a line segment from E to G, H, A, B, & C … draw a line segment from F to H, A, B, C, & D … draw a line segment from G to A, B, C, D, & E … draw a line segment from H to B, C, D, E, & F

Unit: Knowledge of Geometry

Objective: Compare & classify triangles

Textbook Section: 13-4

Page: 10

1. 6 cm … 6 cm

2. 5 in.

3. 3 cm, 5 cm, 6 cm

4. isosceles

5. draw a triangle (not to scale) with 3 equal sides … label the vertices with 3 consecutive letters … mark each side to show congruency … name each side as a line segment … all 3 sides have the same length

6. draw a triangle (not to scale) with 3 unequal sides … label the vertices with 3 consecutive letters … name each side as a line segment … sides have different lengths.

Unit: Knowledge of Geometry

Objective: Compare & classify triangles

Textbook Section: 13-4 b

Page: 11

1. right

2. equiangular

3. obtuse

4. acute

5. obtuse … obtuse angle is greater than 90(

6. equiangular … all angles are 60( … only need to measure an angle 1 time and use that measurement again 2 more times

Unit: Knowledge of Geometry

Objective: Sum of angles in a triangle = 180(

Textbook Section: NONE

Page: 12

1. 45(

2. 30(

3. 35(

4. 60( / 60( / 60(

5. No … 120( + 50( + 20( = 190( … sum of angles must equal 180( … this is 10( too much

6. 55(

Unit: Knowledge of Geometry

Objective: Identify & describe parts of a circle

Textbook Section: 4-6

Page: 13

1. radius: [pic] or [pic], diameter: [pic], point A or point B

2. center point = W, point V & X are on the circle where the diameter line intersects,

diameter : [pic]

3. [pic] and [pic] or [pic] and [pic]

4. radii:[pic], [pic], [pic], and [pic], diameters: [pic], and [pic]

5. each circle should have a center point, a diameter line, and 2 points on the circle

6. each circle should have a center point, a diameter line, and 2, 3, or 4 points on the circle.

Unit: Knowledge of Geometry

Objective: Identify & compare parts of a circle

Textbook Section: 4-6

Page: 14

1. d = 14cm, C = 43.96 cm

2. r = 9 in, C = 56.52 in

3. 31.4 = circumference, 5 cm = radius,

10 cm = diameter

4. diameter / radius, circumference / diameter, radius / diameter

5. 3.14 x 12 = 37.68 ft

6. No … 121 ( 2 = 60.5 … measuring over 61 inches would be .5 inch too much

Unit: Knowledge of Geometry

Objective: Identify & describe angle relationships

Textbook Section: 13-3

Page: 15

1. XYM and MYZ

2. 62(, 62(

3. perpendicular bisector, congruent, 90(

4. [pic], [pic] & [pic], AML & LMB & BMN & NMA, 18 mm

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Unit: Knowledge of Measurement

Objective: Measure the length to the nearest 1/16 inch using a ruler

Textbook Section: 12-1

Page: 16

1. [pic]

2.) [pic]

3.) [pic]

4.) [pic]

5.) [pic]

6.) [pic]

Unit: Knowledge of Measurement

Objective: Area of triangle

Textbook Section: 14-2 a & 14-2

Page: 17

2. A = 17.5 cm2

3. A = 36 cm2

4. A = 121 cm2

5. A = 169 cm2

6. 2, Milk Chocolate, A = 36 in2

3, Yellow, A = 38.5 in2

1, Dark Chocolate, A = 34 in2

4, White, A = 40.5 in2

7. (875 x 2)( 35 = 50 ft

Unit: Knowledge of Measurement

Objective: Volume of rectangular prism

Textbook Section: 14-5

Page: 18

1. V = 432 cm3

2. V = 3213 cm3

3. V = 46,475 cm3

4. V = 46,725 cm3

5. V = 9,072 in3

6. dimensions of box: 14 + 2 = 16,

9 + 2 = 11, 3 + 2 = 5, 16 x 11 x 5,

V = 880 in3

Unit: Knowledge of Measurement

Objective: Area of composite figures

Textbook Section: NONE

Page: 19

1. A = 500 cm2

2. A = 276 cm2

3. A = 604 cm2

4. A = 252 cm2

5. 1 decoration = 2 rectangles + 2 triangles = 133 sq ft A= 133 ft2

4 of them = 4 x 133 = 532 ft2

6. A = 1,197 ft2

Unit: Knowledge of Measurement

Objective: Missing side of quadrilateral

Textbook Section: NONE

Page: 20

1. 9 cm

2. 15 cm

3. 44 cm

4. 51 cm

5. No … 360 – 90 – 110 – 100 = 60 ft … the fourth side should be 60 ft

6. 319 ft, it is longer than the 294 ft side

Unit: Knowledge of Measurement

Objective: Missing measure of square or rectangle

Textbook Section: NONE

Page: 21

1. 9 cm

2.) 13 cm

3. 18 cm

4. 15 cm

5. 21 ft

6. 86 min.

Unit: Knowledge of Statistics

Objective: Frequency Tables

Textbook Section: 2-1

Page: 22

1.

|Favorite Foods |

|Food |Tally |Frequency |

|Pizza |llll lll |8 |

|Taco |llll l |6 |

|Hamburger |llll |4 |

|Hot Dog |ll |2 |

|Chicken |llll |4 |

2.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Unit: Knowledge of Statistics

Objective: Interpret frequency tables

Textbook Section: 2-1

Page: 23

1. 10, 30, 0 4 3 2 1

2. 9 – 4 = 5, (6 + 9) – 1 = 14, Vanilla & Chocolate Chip

Unit: Knowledge of Statistics

Objective: Stem-and-leaf plots

Textbook Section: 2-5

Page: 24

1.)

2 2

3 3 4

4 1 4 4 7 8

5 1 5 5

2.)

2 1 1 2 3

3 7

4 9 9

5 1 2

6 1 5

3.)

1 8 9

2 4 9

3 4 4 4

4 2 5 7

5 0 0

4.)

6 2

7 2 7 9

8 3 7 7 7

9 1 3 8 8 9

10 0 1

**Note: Students may choose any numbers for the key. It doesn’t have to be the numbers shown but they must have a key.

Unit: Knowledge of Statistics

Objective: Interpret circle graphs

Textbook Section: 2-3

Page: 25

1. Asia

Australia, Europe

20 – 7 =13% smaller

30 – 16 = 14% larger

Australia, Europe, Antarctica,

South America, North America, Africa,

Asia

2. Ontario

Huron & Michigan

10 – 8 = 2% larger

Michigan & Erie or Huron & Erie

Superior

Unit: Knowledge of Statistics

Objective: Mean, Median, Mode, & Range

Textbook Section: 2-6 & 2-7

Page: 26

1. Mean = 5

Median = 5

Mode = 6

Range = 7

2. Mean = 13

Median = 13

Mode = 7

Range = 14

3. Mean = 30

Median = 30

Mode = 32

Range = 22

4. Mean = 143

Median = 148

Mode = 157

Range = 33

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Unit: Knowledge of Probability

Objective: Probability / simple event / equal outcomes

Textbook Section: 11-1, 11-2, 11-4, & 11-5

Page: 27

1. lions – 0.30, tigers – 0.40, bears – 0.30

2. cherry – 0.30, blue raspberry – 0.10, lemon – 0.35

3. (41 – 50) – 0.16

(1 – 10) – 0.12

(21 – 30) – 0.36

(11 – 20) – 0.24

Unit: Knowledge of Probability

Objective: Probability: fraction, decimal, percent

Textbook Section: 11-1b

Page: 28

1. red - [pic], 0.32, 32%

blue - [pic], 0.16, 16%

white - [pic][pic], 0.44, 44%

green - [pic], 0.08, 8%

2. pink – [pic], 0.27, 27%

green – [pic], 0.23, 23%

yellow – [pic], 0.10, 10%

purple – [pic], 0.17, 17%

white – [pic], 0.20, 20%

black – [pic], 0.03, 3%

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Unit: Number Relationships and Computation

Objective: Exponential form using powers of 10

Textbook Section: NONE

Page: 29

1. 3 x 104 + 1 x 103 + 5 x 102 + 1 x 101 +

9 x 10 0

2.) 1 x 104 + 5 x 102 + 9 x 101 + 7 x 10 0

3.) 9 x 104 + 5 x 102 + 7 x 10 0

4.) 62,415

5.) 20,390

6.) 63,500

Unit: Number Relationships and Computation

Objective: Read, write, & represent integers

Textbook Section: 8-1

Page: 30

1.) +75

2.) -15

3.) -10

4.) +290

5.) -3

6.) -12

Unit: Number Relationships and Computation

Objective: Equivalent proper fractions and decimals

Textbook Section: 5-6, 5-7, 10-5, & 10-6

Page: 31

1. 0.95

2.) 0.875

3.) 0.1875

4.) 0.675

5.) 0.75

6.) 0.60

Unit: Number Relationships and Computation

Objective: Equivalent proper fractions and percents

Textbook Section: 5-6, 5-7, 10-5, & 10-6

Page: 32

1. 85%

2.) [pic]

3.) 75%

4.) [pic]

5.) 96%

6.) [pic]

Unit: Number Relationships and Computation

Objective: Equivalent proper fractions and ratios

Textbook Section: 5-6, 5-7, 10-5, & 10-6

Page: 33

1.) [pic]

2.) [pic]

3.) [pic]

4.) 4

5.) [pic]

6.) [pic]

Unit: Number Relationships and Computation

Objective: Compare & order fractions & decimals

Textbook Section: 5-5, 5-6, & 5-7

Page: 34

1.) [pic], [pic], [pic]

2.) [pic], 0.78, 0.8

3.) [pic], [pic], [pic]

4.) [pic], 0.25, [pic]

5.) [pic], [pic], [pic]

6.) [pic]

Unit: Number Relationships and Computation

Objective: Add & subtract fractions and mixed numbers

Textbook Section: 6-3, 6-4, 6-5, & 6-6

Page: 35

1.) 1

2.) [pic]

3.) 4[pic]

4.) 2[pic]

5.) 4[pic] yards

6.) 12[pic] pounds

Unit: Number Relationships and Computation

Objective: Multiply fractions and mixed numbers

Textbook Section: 7-2 & 7-3

Page: 36

1. [pic]

2.) [pic]

3.) 3[pic]

4.) 7 [pic]

5.) 6[pic]

6.) 5[pic]

Unit: Number Relationships and Computation

Objective: Multiply decimals

Textbook Section: 4-1 & 4-2

Page: 37

1. 0.60

2.) 15.18

3.) 0.24

4.) 39.45

5.) $16.80

6.) $106.50

Unit: Number Relationships and Computation

Objective: Divide decimals

Textbook Section: 4-3

Page: 38

1. 3.125

2.) 6.424

3.) 21.5

4.) 0.375

5.) $5.30

6.) $0.59

Unit: Number Relationships and Computation

Objective: Determine 10, 20, 25, or 50 percent of a whole number

Textbook Section: 10-7a & 10-7

Page: 39

1.) 13

2.) 60

3.) 5

4.) 3.5

5.) 50

6.) $2.49

Unit: Number Relationships and Computation

Objective: Use distributive property to simplify numeric expressions

Textbook Section: 9-1a & 9-1

Page: 40

1.) a

2.) b

3.) d

4.) b

5.) c

6.) d

Unit: Number Relationships and Computation

Objective: Estimate to determine the product of a decimal.

Textbook Section: 4-1

Page: 41

1.) 6 X 2 = 12

2.) 1 X 4 = 4

3.) 3 X 10 = 30

4.) 13 X 7 = 91

5.) 3 X 40 = 120

6.) 6 X 6 = 36

Unit: Number Relationships and Computation

Objective: Estimate to determine the quotient of a decimal

Textbook Section: 4-3

Page: 42

1.) 35 rounds to 40; 196.5 rounds to 200;

200 ÷ 40 = 5

2.) 14 rounds to 10; 37.1 rounds to 40;

40 ÷ 10 = 4

3.) 7.49 rounds to 10; 14 rounds to 10;

10 ÷ 10 = 1

4.) 89.904 rounds to 90; 34 rounds to 30;

90 ÷ 30 = 3

5.) 13 rounds to 10; 75.90 rounds to 80;

80 ÷ 10 = $8

6.) 16 rounds to 20; 43.29 rounds to 40;

40 ÷ 20 = $2

-----------------------

Leaf

Leaf

Stem

|Customer Locations |

|Direction |Tally |Frequency |

|North |llll lll |8 |

|East |llll l |6 |

|South |llll l |6 |

|West |llll |4 |

Leaf

Stem

Stem

Leaf

Stem

4 7 = 47

3 7 = $37

5 0 = 50

10 0 = 100

................
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