美国加州数学 6年级(英文原版)endmat
六年级美国大联盟计算专题讲义(含题目翻译答案解析)
六年级美国大联盟第一阶段-计算专题（教师版）学生/课程年级学科授课教师日期时段核心内容美国大联盟——计算专题课型null教学目标null重、难点null导学一知识点讲解 1、四舍五入专业词汇总结：tenth：十分位 hundredth：百分位 thousandth：千分位ten 十 hundred 百千 thousand million 百万 billion 十亿round to：四舍五入到round to the nearest tenth 四舍五入到十分位round to the nearest ten 四舍五入到十位例题1. [单选题] [近似数及其求法] [难度：★★★ ] （2016 年第 2 题）To the nearest ten, 54.545=.A .50 B. 54.5 C. 54.6 D. 60【参考答案】A【题目解析】54.545保留到整十数是.2. [ 单选题 ] [ 近似数及其求法 ] [ 难度：★★★ ] (2015 年第 23 题）The number N when rounded to the nearest hundredth is 20.16. When rounded to the nearest thousandth, N is at mostA.20.159B.20.160C.20.164D.20.165【参考答案】C【题目解析】数字 N 四舍五入到百分位是20.16，当它四舍五入到千分位最大可能是我爱展示1. [单选题] [近似数及其求法] [难度：★★★ ] （2011 年第 3 题）What is 0.3456 rounded to the nearest hundredth?A.0.34B.0.35C.0.345D.0.346【参考答案】B【题目解析】0.3456四舍五入到百分位是多少？2. [单选题] [近似数及其求法] [难度：★★★ ] （2011 年第 10 题）(8.426 rounded to the nearest tenth )× （7531 rounded to the nearest hundred ）=A.6300B.63450C.63750D.64005【参考答案】A【题目解析】8.426四舍五入到十分位乘7531四舍五入到百位等于多少知识点讲解 2、分数运算专业词汇总结：reciprocal：倒数 fraction:分数 a unit fraction: 分数单位 numerator：分子denominator：分母whole number：整数eg: This must be a whole number between-120 and127. integer number:整数eg: I demand that you give me a positive integer.例题1. [单选题] [分数计算] [难度：★★★ ]A. B. C. D.【参考答案】B2. [单选题] [分数计算] [难度：★★★ ] （2016 年第18 题）The reciprocal ofplus the square of minus the cube of isA. B. C. D.【参考答案】C【题目解析】的倒数加上的平方减去的立方是3. [单选题] [分数计算] [难度：★★★ ] （2015 年第 6 题）How many numbers have their reciprocals equal to themselves?A.0B.1C.2D.3【参考答案】B【题目解析】有多少个数字的倒数等于它本身4. [单选题] [分数计算] [难度：★★★ ] （2011 年第12 题）(The reciprocal of)÷(the reciprocal of )=A.1B. C. D.【参考答案】B【题目解析】的倒数除以的倒数等于？5.[单选题] [分数计算] [难度：★★★ ] （2016 年第 29 题）A unit fraction is a fraction whose numerator is 1 and whose denominator is whole number. The number of unit fractions between and isA.18B.19C.20D.21【参考答案】A【题目解析】大小在到之间的，分子是1且分母是整数的分数有多少个？6.[分数计算] [难度：★★★★ ] （2011 年第 40 题）Find the fraction number with the smallest possible integer numerator that is between andAnswer:【参考答案】【题目解析】找出在和之间最小整数分子的分数我爱展示1. [单选题] [分数计算] [难度：★★★ ]A. B. C. D.【参考答案】B2. [单选题] [分数计算] [难度：★★★ ] （2015年第15题）B.4 D.8A. C.【参考答案】A3. [单选题] [分数计算] [难度：★★★ ] （2014 年第 15 题）A.2B.3C.D.【参考答案】A4. [单选题] [分数计算] [难度：★★★ ] （2012 年第 9 题）A. B. C. D.【参考答案】C5. [单选题] [分数计算] [难度：★★★ ] （2014 年第 6 题）Multiplying a number by is the same a s dividing it by ( )A.0.667B.0.75C.1.5D.1.667【参考答案】C【题目解析】一个数乘相当于这个数除以（）.6. [单选题] [分数计算] [难度：★★★ ] （2014 年第 34 题）将 0.75 转换为分数，这些分数的分子和分母都是＜100 的正整数。
美国六年级数学教材
美国六年级数学教材美国六年级数学教材，很多国内的学生希望通过先学习美国六年级数学教材为以后走出国门做准备，目前美国的欧桥国际学院已经进入中国，可以通过欧桥学习美国六年级数学。
下面是美国六年级数学教材简介：COURSE DESCRIPTION6th grade math as an introductory middle level math course. Students will learn about statistical thinking and organizing data. Students also will learn about problem solving, exponents, and order of operations. Students will also learn basic Algebra and Geometry. By the end of this course students should also be able to perform operations using numbers other than whole numbers. This includes working with decimals, fractions, and mixed numbers. Students will learn to convert fractions to decimals and decimals to fractions. They should also understand how to multiply, divide, add, and subtract decimals, fractions, and mixed numbers.CHAPTERS–GeometryIdentify the Parts of a SolidAreas of Quadrilaterals & TrianglesParts of Geometric FiguresConstructing Geometric FiguresAreas of PolygonsCircumference and Area of a CircleSimilar TrianglesRadius and DiameterCircumference and AreaIdentifying Parts of a CircleOrdered PairsAreas on the Coordinate PlaneAreas of Irregular PolygonsVolume of a Rectangular PrismSupplementary, Complementary and Vertical Angles Geometry Test–Number SystemOperations on Mixed NumbersUsing Positive and Negative Numbers to Describe Quantities Division of FractionsUsing Positive and Negative Numbers to Describe Quantities Graphing PointsExponents: Prime FactorizationMultiples and Least Common MultiplesFactors and Greatest Common FactorAdd, Subtract, Multiply and Divide DecimalsMulti-Digit DivisionIdentifying FactorsComparing and Ordering Numbers in Different FormsIntegers: Addition and SubtractionAbsolute ValueComparing and Ordering NumbersEstimating PercentsIdentifying PercentsReciprocalsOperations on Mixed NumbersRational Numbers on a Number LineRadicals: Inverse RelationshipsExponential FormCoordinate GeometryMultiply Multi-Digit DecimalsFractions, Decimals and PercentsMultiply and Divide FractionsMultiplying DecimalsDividing with Decimals–Expressions amd EquationsDescribing Relationships Using Independent and Dependent Variables Equivalent ExpressionsProving Expressions are EquivalentExpressions Involving ExponentsDescribing Relationships Using Independent and Dependent Variables Proving Expressions are EquivalentEquivalent ExpressionsExpressions Involving ExponentsExpressions with ExponentsTranslating Verbal Expressions into InequalitiesSolving Two-Step EquationsWriting Algebraic ExpressionsSolving One-Step EquationsTranslating Verbal ExpressionsEvaluate Expressions with Rational NumbersOrder of OperationsTranslating Mathematical SentencesExpressions amd Equations Test–Statistics and ProbabilityStatistical vs. Non-Statistical QuestionsSummary StatisticsMedian, Mode and RangePredicting Experiment ResultsCompare Summary Statistics Dependent Events Frequency T ablesCounting Principle Interpreting GraphsVenn DiagramsMaking Predictions Using Data Statistics and Probability Test。
美国纽约六年级知识点英语
美国纽约六年级知识点英语In the sixth grade of elementary school in New York, students learn various knowledge points in English. This article will introduce someof these key points, covering grammar, vocabulary, reading, and writing skills.Grammar:Grammar plays a crucial role in English language learning. In the sixth grade, students delve deeper into grammar rules and expand their usage. They study verb tenses, such as simple past, present perfect, and future, and learn about sentence structures, including simple, compound, and complex sentences. Additionally, they explore parts of speech, including nouns, pronouns, verbs, adjectives, and adverbs. Mastering these grammar concepts helps students develop their language fluency and accuracy.Vocabulary:Expanding vocabulary is essential for effective communication. In the sixth grade, students learn new words through various methods, such as reading books, taking vocabulary quizzes, and participating in vocabulary games. They focus on developing their understanding of synonyms, antonyms, homophones, and context clues. Moreover,students practice using new words in sentences and engage in activities that enhance their word recognition skills.Reading:Reading is an integral part of the English curriculum in the sixth grade. Students read a wide range of texts, including short stories, articles, and novels. They practice reading comprehension by identifying main ideas, making inferences, and drawing conclusions. Moreover, they learn to analyze text structures, such as cause and effect, compare and contrast, and sequence of events. Through extensive reading, students sharpen their critical thinking abilities and improve their overall language proficiency.Writing:Developing writing skills is crucial for expressing oneself effectively. In the sixth grade, students focus on different genres of writing, such as narratives, descriptive essays, persuasive texts, and informative reports. They learn to organize their ideas coherently, use transitional words, and apply proper punctuation. Additionally, students enhance their editing skills, paying attention to spelling, grammar, and sentence structure. Through frequent writing exercises, students become proficient in expressing their thoughts and ideas in a clear and organized manner.Listening and Speaking:Effective communication involves both listening and speaking skills. In the sixth grade, students engage in various activities that promote active listening and speaking. They participate in class discussions, oral presentations, and debates. Through these activities, students learn to express their opinions, ask questions, and engage in meaningful conversations. Additionally, they practice listening to audio recordings, dialogues, and speeches to improve their listening comprehension skills.Overall, the sixth-grade English curriculum in New York aims to provide students with a solid foundation in grammar, vocabulary, reading, writing, listening, and speaking skills. By developing these essential language skills, students can effectively communicate and navigate the English language with confidence and fluency.。
北美六年级数学试卷答案
一、选择题（每题2分，共20分）1. 下列哪个数是质数？A. 15B. 19C. 20D. 25答案：B2. 一个长方形的长是8厘米，宽是5厘米，它的周长是多少？A. 13厘米B. 18厘米C. 23厘米D. 26厘米答案：D3. 下列哪个数是偶数？A. 7B. 12C. 15D. 21答案：B4. 如果一个三角形的两边长分别是3厘米和4厘米，那么第三边的长度可能是多少？A. 2厘米B. 5厘米C. 7厘米D. 9厘米答案：B5. 下列哪个图形是平行四边形？A. 正方形B. 三角形C. 矩形D. 梯形答案：C6. 一个圆柱体的底面半径是3厘米，高是4厘米，它的体积是多少？A. 36π立方厘米B. 48π立方厘米C. 60π立方厘米D. 72π立方厘米答案：C7. 下列哪个分数大于1？A. 1/2B. 3/4C. 5/6D. 7/8答案：D8. 一个班级有30名学生，其中有18名女生，那么男生有多少人？A. 12人B. 15人C. 18人D. 20人答案：B9. 下列哪个数是整数？A. 3.14B. 2.5C. 4.7D. 5答案：D10. 一个梯形的上底是5厘米，下底是10厘米，高是7厘米，它的面积是多少？A. 35平方厘米B. 42平方厘米C. 49平方厘米D. 56平方厘米答案：B二、填空题（每题2分，共20分）11. 2 + 3 × 4 = ______答案：1412. 8 - 5 ÷ 2 = ______答案：5.513. 7 × 6 ÷ 3 = ______答案：1414. 100 ÷ 5 × 2 = ______答案：4015. 16 ÷ 4 + 3 = ______答案：716. 2/3 + 1/4 = ______答案：11/1217. 5/6 - 1/3 = ______答案：1/218. 3/4 × 2/3 = ______答案：1/219. 4/5 ÷ 1/2 = ______答案：8/520. 5/8 + 3/8 = ______答案：1三、解答题（每题10分，共30分）21. 一个正方形的边长是6厘米，求它的周长和面积。
美国加州小学数学教材编写特点研究
美国加州小学数学教材编写特点研究【摘要】本文主要通过结合美国在2000年颁布的《原则和标准》，对美国加州的小学数学教材――California Mathematics的教材编写特色进行分析。
其中，笔者单以“数与运算”部分的内容为主要研究对象。
本文以静态研究为主要研究方式，采用文献研究法、内容分析法、统计法等方法，对该教材中“数与运算”知识的编写理念、内容和呈现形式进行定性和定量分析。
从研究中笔者发现，California Mathematics版教材的编写特色主要在于：严格按照《原则和标准》的要求进行编写；知识内容的编排上符合布鲁姆“螺旋式上升”的教材编写要求，整套教材的内容循序渐进，符合儿童认知发展规律；素材选择重视知识的实际运用和问题解决，并以问题解决为主线进行整章的编写；在文本设计、图片选取方面，文字与图片比重协调，配图考究。
总的来说，整套教材的编写严谨细致，具有实际效用。
【关键词】 CM版小学数学教材；数与运算；编写特点【作者简介】牛梦雪，天津市津南区小站第六小学教师。
一、导论“为什么我们的学校总是培养不出杰出人才？”著名的钱学森之问困扰着一代代的教育工作者。
教材作为教师进行教学的好帮手，在教学过程中扮演着重要的角色。
笔者欲通过对美国小学数学教材的研究来探索：到底美国的小学教材有何特点？其在编写过程中能否达到“螺旋上升式”的教材编写要求？笔者认为，从1989年美国出台《学校数学的课程与评价标准》，历经1991年《数学教学专业标准》，1995年《学校数学教育的评估标准》，再到2000年《原则和标准》的正式出版，美国小学数学教材在编写中所面临的问题，以及美国数学教育改革走过的风雨历程或能为我国的课程改革提供一定的借鉴作用。
虽然我国对教材的研究和评价已日趋成熟，但由于各国各地区在不断进行着课程的改革和教材的优化，故对教材的研究始终是一个富有探索空间的领域。
在《原则和标准》中，将数学教育的标准归纳为以下几个部分：数与运算、代数、几何、度量、数据分析与概率、问题解决、推理与证明、交流、关联和表征，共十个大类。
美国加州数学6年级(英文原版)brief-toc
Authors Day•Frey•Howard•Hutchens Luchin•McClain•Molix-Bailey Ott•Pelfrey•PriceVielhaber•WillardAu th or sDa y•Fr ey•Ho wa rd•Hutch en s Lu ch in•M cClai n•M ol ix-Baile y Ot t•Pe lfr ey•Pr iceVi elh ab er•Will ar dStart Smart: Be a Better Problem SolverUnit 1 Algebra and FunctionsIntroduction to Algebra and FunctionsIntegersAlgebra: Linear Equations and FunctionsUnit 2Number Sense: FractionsFractions, Decimals, and PercentsApplying FractionsUnit 3Algebra and Number Sense: Proportions and PercentsRatios and ProportionsApplying PercentsUnit 4Statistics, Data Analysis, and ProbabilityStatistics: Analyzing DataProbabilityUnit 5 Geometry and MeasurementGeometry: PolygonsMeasurement: Two- and Three-Dimensional FiguresStandards ReviewLooking Ahead to Grade 7: Geometry and MeasurementiiiContributing AuthorViken HovsepianProfessor of MathematicsRio Hondo CollegeWhittier, CaliforniaAuthorsRhonda J. Molix-BaileyMathematics ConsultantMathematics by DesignDeSoto, TexasRoger Day, Ph.D.Mathematics DepartmentChairPontiac Township HighSchoolPontiac, IllinoisPatricia Frey, Ed.D.Math Coordinator atWestminster CommunityCharter SchoolBuffalo, New YorkArthur C. HowardMathematics TeacherHouston ChristianHigh SchoolHouston, TexasDeborah A. Hutchens,Ed.D.PrincipalChesapeake, VirginiaBeatrice LuchinMathematics ConsultantLeague City, Texasiv Meet the Authors at Aaron HauptContributing AuthorDinah ZikeDinah-Might Activities, Inc.San Antonio, TexasKay McClain, Ed.D. Assistant Professor Vanderbilt University Nashville, TennesseeJack M. Ott, Ph.D. Distinguished Professor of Secondary Education EmeritusUniversity of South Carolina Columbia, South Carolina Ronald Pelfrey, Ed.D. Mathematics Specialist Appalachian RuralSystemic Initiative and Mathematics Consultant Lexington, KentuckyJack Price, Ed.D. Professor Emeritus California State Polytechnic University Pomona, CaliforniaKathleen Vielhaber Mathematics Consultant St. Louis, MissouriTeri Willard, Ed.D. Assistant ProfessorDepartment of Mathematics Central Washington UniversityEllensburg, WashingtonvAaron HauptCalifornia Mathematics Advisory BoardCarol CronkMathematics Program SpecialistSan Bernardino City Unified School DistrictSan Bernardino, California David J. Chamberlain Secondary Mathematics Resource TeacherCapistrano Unified School DistrictSan Juan Capistrano, CaliforniaCheryl L. AvalosMathematics Consultant Retired TeacherHacienda Heights, California Ilene FosterTeacher Specialist– MathematicsPomona Unified School DistrictPomona, CaliforniaEppie Chung K-6 TeacherModesto City Schools Modesto, California William M. Bokesch Rancho Bernardo High SchoolSan Diego, California Patty Brown TeacherJohn Muir Elementary Fresno, CaliforniaLisa Marie Cirrincione Middle School Teacher Lincoln Middle School Oceanside, CaliforniaGrant A. Fraser, Ph. D.Professor of Mathematics California State University, Los AngelesLos Angeles, CaliforniaGlencoe wishes to thank the following professionals for their invaluable feedback during the development of the program. They reviewed the table of contents, the prototype of the Teacher Wraparound Edition, and the California Standards Review chapter.viSuzanne Bocskai Freire TeacherKingswood Elementary Citrus Heights, California Arthur K. Wayman, Ph. D.Professor EmeritusCalifornia State University, Long BeachLong Beach, California Beverly Wells First Grade TeacherMineral King Elementary SchoolVisalia, CaliforniaFrances Basich Whitney Project Director, Mathematics K-12Santa Cruz County Office of EducationCapitola, CaliforniaJohn McGuire Associate Principal Pacific Union School Arcata, CaliforniaBeth Holguin TeacherGraystone Elementary San Jose, CaliforniaJuvenal Martinez Dual Immersion/ESL InstructorAeolian Elementary Whittier, CaliforniaDonna M. Kopenski, Ed. D.Mathematics Coordinator K-5City Heights Educational CollaborativeSan Diego, California Kasey St. James Mathematics Teacher Sunny Hills High School Fullerton, CaliforniaKelly Mack6th Grade Teacher Captain Jason Dahl ElementarySan Jose, CaliforniaDr. Donald R. PriceTeacher, Adjunct Professor Motivational Speaker Rowland Unified School DistrictRowland Heights, CaliforniaviiConsultantsGlencoe/McGraw-Hill wishes to thank the following professionals for their feedback. They were instrumental in providing valuable input toward the development of this program in these specific areas.Mathematical ContentGrant A. Fraser, Ph. D.Professor of MathematicsCalifornia State University, Los AngelesLos Angeles, CaliforniaArthur K. Wayman, Ph. D.Professor EmeritusCalifornia State University, Long BeachLong Beach, CaliforniaDifferentiated Instruction Nancy Frey, Ph. D.Associate Professor of LiteracySan Diego State UniversitySan Diego, CaliforniaEnglish Language Learners Mary Avalos, Ph. D.Assistant Chair, Teaching and Learning Assistant Research ProfessorUniversity of Miami, School of EducationCoral Gables, FloridaJana Echevarria, Ph. D.Professor, College of EducationCalifornia State University, Long BeachLong Beach, CaliforniaJosefina V. Tinajero, Ph. D.Dean, College of EducationThe University of Texas at El PasoEl Paso, TexasGifted and TalentedEd ZaccaroAuthorMathematics and science books for gifted children Bellevue, Iowa Graphing CalculatorRuth M. CaseyMathematics TeacherDepartment ChairAnderson County High School Lawrenceburg, KentuckyJerry CumminsFormer PresidentNational Council of Supervisors of Mathematics Western Springs, IllinoisLearning DisabilitiesKate Garnett, Ph. D.Chairperson, CoordinatorLearning DisabilitiesSchool of EducationDepartment of Special EducationHunter College, CUNYNew York, New YorkMathematical Fluency Jason MutfordMathematics InstructorCoxsackie-Athens Central School District Coxsackie, New YorkPre-APDixie RossAP Calculus TeacherPflugerville High SchoolPflugerville, TexasReading and VocabularyDouglas Fisher, Ph. D.Director of Professional Development and ProfessorCity Heights Educational CollaborativeSan Diego State UniversitySan Diego, CaliforniaLynn T. HavensDirector of Project CRISSKalispell School DistrictKalispell, MontanaviiiMariana AlwellTeacher & Mathematics Coach Garden Gate Elementary Cupertino, CaliforniaCheryl AndersonDistrict Mathematics Resource Teacher Cupertino School District Cupertino, CaliforniaAimey BaldermanMathematics TeacherTommie Kunst Junior High School Santa Maria, CaliforniaKristine A. BanfeMathematics TeacherHyde Middle SchoolCupertino, CaliforniaDianne ChrismanMathematics TeacherCoronado High SchoolCoronado, CaliforniaPatricia Elmore6th Grade Mathematics Teacher Heritage Intermediate School Fontana, CaliforniaJill FettersMathematics TeacherTevis Jr. HighBakersfield, CaliforniaRosalee HrubicStaff Development Specialist, Secondary MathematicsRiverside Unified School District Riverside, California Derrick Chun Kei HuiCertified BCLAD Mathematics TeacherNatomas Middle SchoolSacramento, CaliforniaRobin IngramMathematics Instructor/Department ChairAlta Sierra Intermediate SchoolClovis, CaliforniaDebra C. LonsoMathematics TeacherDover Middle SchoolFairfield, CaliforniaRoxanne ManchaMathematics Department ChairCrystal Middle SchoolSuisun City, CaliforniaMary Beth MoonMathematics Teacher/Consulting TeacherEarl Warren Jr. High SchoolBakersfield, CaliforniaGrainne O’MalleyMiddle School Mathematics CoordinatorCrossroad Middle SchoolSanta Monica, CaliforniaCandice RichardsMathematics TeacherNewport Mesa Unified School DistrictCosta Mesa, CaliforniaSteven RobitailleMathematics InstructorTrabuco Hills High SchoolMission Viejo, CaliforniaRudy C. SassMathematics ChairOrangeview Junior High SchoolAnaheim, CaliforniaDavid SchickMathematics TeacherWangenheim Middle SchoolSan Diego, CaliforniaJames Douglas ShermanPre-Algebra/Algebra Instructor, 7th/8thgradeMiller Middle SchoolSan Jose, CaliforniaCharles P. TootsMathematics Department ChairspersonLe Conte Middle SchoolLos Angeles, CaliforniaJudith VincentTeacherCavitt Junior High SchoolGranite Bay, CaliforniaCarrie M. Wong6th/7th Mathematics TeacherTaylor Middle SchoolMillbrae, CaliforniaEach California Reviewer reviewed at least two chapters of theStudent Edition, giving feedback and suggestions for improvingthe effectiveness of the mathematics instruction.California Reviewersix。
小学6年级袋鼠数学2019竞赛题
(A) 1
(B) 2
(C) 3
(D) 6
(E) 9
3
Singapore Math Kangaroo Contest 2019 – Primary 6 / Grade 6
Question 13 Pia plays with a yardstick consisting of 10 sticks shown below. Which of the following figures cannot be formed with the yardstick?
(A)
(B)
(C)
(D)
(E)
Question 2 The Mayan people wrote numbers with dots and bars. A dot is written for 1 and a bar for 5. How did they write 17?
(A)
(B)
(C)
(D)
(A) 7
(B) 8
(C) 9
(D) 10
(E) 11
Question 12 Riri the frog usually eats 5 spiders a day. When Riri is very hungry, she eats 10 spiders a day. She ate 60 spiders in 9 days. How many days was she very hungry during these 9 days?
Question 7 How many 2 × 2 squares
are there in the figure below?
(A) 5
(B) 6
英文分级读物书单
给大家把推荐的英文等级读物列一下，大家根据自己的情况来选择吧。
适合自己的才是最好的。
我们会一一介绍这些经典书目的。
1.razkid reading a-z2.机灵狗故事乐园3.ready reader（机灵狗外文版）4.mathenglish5.SCOTT FORESMAN Decodable.Readers是拼读ELL.Readers是English Language LearnerLeveled.Readers.是分级别阅读Leveled.Science.Readers.是科学知识Social.Studies.Leveled.Readers.是社交知识6.Heinemann7.HARCOURT8.【Macmillan/McGraw - Hill】《加州教材》美国加州教材小学1-6年纪的数学（Mathematics),科学（Science) 和语文（Treasures)三门课的全部内容这套教材语文是 TREASURES，是由 Macmillan和McGraw - Hill 两大教育巨头出版公司共同出版的教科书。
是加州教育系统用于课堂教学的主要课本。
9.《The Berenstain Bears - First Time Books》10.Heinemann出版的英文原版11.彩绘英文童书12.《苏斯博士系列》13.ARNOLD LOBEL 【作/画者简介】艾诺·洛贝尔（ArnoldLobel）是美国当代最尊重儿童智慧的作家，他的作品除了温馨、趣味之外，对于传统被认为是高层次思考才能接触的哲学论题，例如：勇气、意志力、友谊的本质、恐惧、智慧等，都能够用具体的形象，说闲话的语气，数落出来，让读者常常会发出“啊！”的感叹。
艾诺·洛贝尔的作品，每一篇都可以作为儿童哲学的教材。
他1933年5月29日生，1987年12月4日离开这个世界。
他离开这个世界时，在纽约时报登了一则启事，大意是说：“如果你想念我，请不要设立什么基金会、奖学金、纪念碑之类的，请您看我的书，因为我就在里面”。
Arizona Grade 6 Mathematics Sample Test
4
What is the absolute value of the coordinate of the point shown on the number line?
–5
•
–4 –3 3 4
0
5
A B C D
5
What is the value of the expression?
2 + 7(3.8 − 1.4)
Assessment Section Arizona Department of Education 1535 West Jefferson Street, Bin #6 Phoenix, Arizona 85007 Deputy Associate Superintendent of Assessment: Roberta Alley Tel: (602) 542-5031 Fax: (602) 542-5467 Testing Inquiries: Testing@
January 2010
Directions:
Read each problem and select the best answer.
1
2
3
2 What represents a ratio? 3 A 30% B 0.33 C 60% D 0.67 cube shown has a volume of 125 cm3. The What is the area of the base of the cube? 5 cm A 15 cm2 B 20 cm2 C 25 cm2 D 30 cm2 There are 3 classes of 22 students making ice cream sundaes. A sundae can be made using one of 3 syrups and one of 3 candy toppings. Each student makes one sundae. Which expression can be used to find the total number of sundaes made by the students? A 3 x 22 B 32 x 22 C 3 x 3 x 22 D 32 x 9 x 22
小学六年级全英文数学试卷
Section 1: Multiple Choice (40 points)1. What is the value of 7² - 3 × 4?A) 25B) 27C) 31D) 372. Simplify: 8 ÷ 2 + 3 × 2A) 11B) 12C) 13D) 143. Solve for x: 2x + 5 = 19A) 7B) 8C) 9D) 104. Which of the following fractions is equivalent to 4/6?A) 2/3B) 3/4C) 4/5D) 5/65. What is the perimeter of a rectangle with a length of 12 cm and a width of 8 cm?A) 20 cmC) 28 cmD) 32 cm6. If 3/4 of a class of 24 students are girls, how many girls are in the class?A) 18B) 19C) 20D) 217. Solve for y: 3y - 7 = 11A) 4B) 5C) 6D) 78. What is the area of a triangle with a base of 10 cm and a height of 6 cm?A) 30 cm²B) 60 cm²C) 90 cm²D) 120 cm²9. Simplify: 5/8 + 3/4A) 1 1/8B) 1 1/4C) 1 3/810. If a number is increased by 20% and then decreased by 20%, what is the final percentage change?A) 0%B) 4%C) 20%D) 40%Section 2: Short Answer (60 points)11. Solve the following equations:a) 4x + 3 = 19b) 2(3x - 5) = 1612. Write the following mixed numbers as improper fractions:a) 3 1/4b) 5 3/813. Simplify the following expressions:a) 8 × (5 - 3)b) 12 ÷ (4 + 2)14. Calculate the following percentages:a) 15% of 80b) 25% of 15015. Solve the following word problems:a) A school library has 120 books. If 40 books are taken out by students, how many books are left in the library?b) A rectangle has a length of 18 cm and a perimeter of 56 cm. What is the width of the rectangle?Section 3: Extended Response (100 points)16. Write a detailed explanation of how to find the area of a circle. Include the formula and an example.17. Create a word problem involving a mixture of addition, subtraction, multiplication, and division. Solve the problem step by step and explain your thought process.18. Describe how to find the mean, median, and mode of a set of numbers. Provide an example to illustrate each concept.Total Points: 200Good luck, students! Show your knowledge and skills in mathematics!。
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Inside the back cover of your math book is a Mathematics Chart that lists formulas and symbols that are used in the book.
Student Handbook 667
What If I Forget a Vocabulary Word?
The English-Spanish Glossary provides a list of important, or difficult, words used throughout the textbook. It provides a definition in English and Spanish as well as the page number(s) where the word can be found.
Use Divisibility Rules
Determine whether 972 is divisible by 2, 3, 4, 5, 6, 9, or 10. 2: Yes; the ones digit, 2, is divisible by 2. 3: Yes; the sum of the digits, 9 + 7 + 2 = 18, is divisible by 3. 4: Yes; the number formed by the last two digits, 72, is divisible by 4. 5: No; the ones digit is not 0 or 5. 6: Yes; the number is divisible by 2 and 3. 9: Yes; the sum of the digits, 18, is divisible by 9. 10: No; the ones digit is not 0.
What If I Have Trouble with Word Problems?
The Mixed Problem Solving portion of the book provides additional word problems that use the skills presented in each chapter. These problems give you real-world situations where the math can be applied.
Eclipse Studios
Built-In Workbooks
Prerequisite Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 668 Extra Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679 Mixed Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . 715
Reference
English-Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . 727 Selected Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 749 Photo Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 776 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 777 Mathematics Chart . . . . . . . . . . . . . . . . Inside Back Cover
1. Divisibility Patterns 2. Place Value and Decimals 3. Comparing and Ordering Decimals 4. Rounding Decimals 5. Estimating with Decimals 6. Adding and Subtracting Decimals 7. Multiplying Decimals 8. Powers of Ten 9. Dividing Decimals 10. Mixed Numbers and Improper Fractions 11. Measuring and Drawing Angles
15. 8,901
16. 462
17. 270
18. 1,005
19. 32,221
20. 8,340
21. 920
22. 50,319
23. 64,042
24. 3,498
25. MEASUREMENT Jordan has 5,280 feet of rope. Can he cut the rope into 9-foot pieces and use all of the rope? Explain.
What If I Need to Find Something Quickly?
The Index alphabetically lists the subjects covered throughout the entire textbook and the pages on which each subject can be found.
• 2 if the ones digit is divisible by 2. • 3 if the sum of the digits is divisible by 3. • 4 if the number formed by the last two digits is divisible by 4. • 5 if the ones digit is 0 or 5. • 6 if the number is divisible by both 2 and 3. • 9 if the sum of the digits is divisible by 9. • 10 if the ones digit is 0.
Exercises
Use divisibility rules to determine whether the first number is divisible by the second number.
1. 447; 3
2. 135; 6
3. 240; 4
4. 419; 3
5. 831; 3
6. 4,408; 4
What If I Need to Check a Homework Answer?
The answers to the odd-numbered problems are included in Selected Answers. Check your answers to make sure you understand how to solve all of the assigned problems.
666
A Student Handbook is the additional skill and reference material found at the end of books. The Student Handbook can help answer these quells
Prerequisite Skills
Divisibility Patterns
In 54 ÷ 6 = 9, the quotient, 9, is a whole number. So, we say that 54 is divisible by 6. You can use the following rules to determine whether a number is by 2, 3, 4, 5, 6, 9, and 10. A number is divisible by:
What If I Need More Practice?
You, or your teacher, may decide that working through some additional problems would be helpful. The Extra Practice section provides these problems for each lesson so you have ample opportunity to practice new skills.
668 Prerequisite Skills
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