6th Grade Math Sandoval/Balderas 1

CC1 CHAPTER 2:Closure/Review

Chapter 2 Test Tuesday10/18/2016

NOTE: THIS REVIEW IS DUE MONDAY OCTOBER 17TH 2016.

Name : ______Date: ______Period: ______

Solve each problem as completely as you can. The table at the end of this closure section provides answers to these problems. It also tells you where you can find additional help and practice on problems like them.

CL 2-91.Aruni found an incomplete multiplication table puzzle. Help him fill in the empty boxes.

CL 2-92.Copy the dot pattern at right onto your paper.

  1. Draw the 4thand 5thfigures.
  1. How many dots would be inthe 30thfigure? Explain howyou know.

CL 2-93.The stemandleaf plot below contains the age of each of the United States presidents (as of 2011) at the time of his inauguration. Use it to answer the questions that follow.

a.How old was the oldest president at the time of inauguration? ______

b.How old was the youngest? ______

CL 2-94.On your paper, copy the histogram at right, which represents some of the data about U.S. presidents from problem CL293.

a.Fill in the missing bar. How did you decide how tall the bar should be?

b.How many U.S. presidents wereyounger than 50 years old at thetime of their inauguration?

c.How many U.S. presidents are represented by this data?

CL 2-95.Remember that factors are numbers that multiply to give a particular product. If necessary, refer to your work in Lesson 1.2.4 for a reminder about factors. Hint: Use the “Rainbow strategy”.

For example: List all the factors of 8: 1,2,4,8

a.List all of the factors of 16.

b.List all of the factors of 18.

CL 2-96.Placethe digits 4, 7, 5, 6, and 8 in the boxes below to make the largest and smallest sums possible.

LARGEST SUM SMALLEST SUM


CL 2-97.Draw a Venn diagram to represent the following situation. Then use your diagram to answer the questions below.

Out of 50 students, 15 are taking English and 30 are taking chemistry. Of those students taking English and chemistry, 6 are in both classes.

a.How many students are taking chemistry and not English?______

b.How many students are taking English and not chemistry? ______

c.How many students are taking neither of the classes? ______

CL 2-98.Considerthe rectangle shown below.Note: 1yard=3feet

a.What is the area of the rectangle in square yards?In square feet? Show how you know.

b.What is the perimeter of the rectangle in yards?In feet?

CL 2-99.Complete these generic rectangles. Then write a numerical sentence showing the original multiplication problem and the product.

a.

Numerical sentence: ______

Product (answer to the multiplication):______

b.

Numerical sentence: ______

Product (answer to the multiplication):______

Extra Practice:

  1. Find the greatest common factor (GCF) for the following sets of numbers (you could use “upside down division”)
  • 12 and 18
  • 20 and 50
  1. Use the Distributive Property to rewrite each of the products shown below and then simplify. See if you can do it without drawing rectangles first.

a)5(6 + 9)=

b ) 11(2 + 5)=

In your CC1 math ebook, please study the following math notes.

  • Lesson 2.1.2 - Displays of Data
  • Lesson 2.2.1 - Histograms and Stem-and-Leaf Plots
  • Lesson 2.2.2 – Area
  • Lesson 2.2.3 – Area, Restangles, and Square Units
  • Lesson 2.3.2 – Multiplication Using Generic Rectangles
  • Lesson 2.3.3. – Greatest Common Factor
  • Lesson 2.3.4 – Distributive Property

Chapter 2:Mathematical Vocabulary

The following is a list of vocabulary found in this chapter. Some of the words have been seen in a previous chapter. Make sure that you are familiar with the terms below and know what they mean and know how to represent it with a picture/example. For more information, refer to the glossary in your CC1 CPM ebook..Complete the missing items to the chart.

Word/Palabra / Definition/Definicion / Picture/example Ejemplo
area/area
expression/expresion
Histogram/histograma
operation/operacion
unit of measure/unidad de medida
bar graph/grafica de barra
generic rectangle/rectangulo generic
Inch/pulgada
Perimeter/perimetro
venn diagram/diagrama de Venn
Centimeter/centimetro
greatest common factor (GCF)
mayor factor comun
Length/largo
Stem-and-Leaf Plot/grafica
Tallo y hoja