.1 ( ,-.' Research Note 83-36

,c Classroom Materials for

-c Job-Related BSEP II Program oC

Wendy McGuire and Roy Avant

McFann-Gray & Associates, Inc.

Judy Howard

Monterey Peninsula Unified School District

Jack H. Hiller, Contracting Officer's Representative

Submitted by

James A. Thomas, Chief

PRESIDIO OF MONTEREY FIELD UNIT

and

Harold F. O'Neil, Jr., Director

TRAINING RESEARCH LABORATORY

DTIC

ELECTEV

_ __S JAN 1 7184 )

- U. S. Army

Research Institute for the Behavioral and Social Sciences

. .--. I , September 1983

Approved for public release: distribution unlimited.

i This report, as submitted by the contractor. has been clered for release to Defense Technical Information Center

(DTIC) to comply with regulatory requirements. It has been given no primary distribution other than to DTIC I Jand will be available only through DTIC or other reference services such as the National Technical Information Service (NTIS). The views, opinions. and/or findings contained in this report r@ those of the outhor(s) and .

should not be construed as an official Department of the Army position, policy, or decision, unless so designated by other official documentation.

,-*,* * .:-'. '-%" ' . - ' e" * . ,.-- :--...-.:-
,*, - UNCLASWIFIED " . " SECURITY CLASSIFICATION OF THIS PAGE (len Does Entered REPORT DOCUMENTATION PAGE READ INSTRUCTIONS

BEFORE COMPLETING FORM

I. REPORT NUMBER 2. GOVT ACCESSION NO. 3. RECIPIENT*S CATALOG NUMBER

ARI Research Note 83-36 E1O E/R CVR

' 4. TITLE (And Subtitle) S. TYPE OF REPORT & PERIOD COVERED

Technical

CLASSROOM MATERIALS FOR JOB-RELATED September 1981-September 1982

BSEP II PROGRAM S. PERFORMING ORG. REPORT NUMBER

MGA-0878-MRO 7. AUTHOR(e) 1. CONTRACT OR GRANT NUMBER(e)

Avant, R., McGuire, W., and Howard, J. MDA903-79-C-0194

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT, TASK

McFann-Gray & Associates, Inc. AREA A WORK UNIT NUMBERS

Building T104, P.O. Box 5705 2Q263743A794

Presidio of Monterey, CA 93940

II. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

U.S. Army Research Institute for the Behavioral September 1983

and Social Sciences 13. NUMBEROF PAGES

5001 Eisenhower Avenue, Alexandria, VA 22333 777 14. MONITORING AGENCY NAME & ADDRESS(It dlffermt from Controlllng Office) IS. SECURITY CLASS. (of this report)

UNCLASSIFIED

IS. DECLASSIFICATION/DOWNGRADING

SCHEDULE

I. DISTRIBUTION STATEMENT (of this Report)

Approved for public release; distribution unlimited.

17. OISTRIBUTION STATEMENT (of the abstract entered In Block 20, it different from Report)

IS. SUPPLEMENTARY NOTES

Contracting officer's representative was Dr. Jack H. Hiller.

19. KEY WORDS (Continue on reveree etde If neceesary end Identity by block number)

Adult literacy Language skills

Basic skills Math skills

Functional literacy Reading training

Job skills training Math training .,"

ABT'IACT (C.nth.oem everve ad lN tneaw md Identify by block nunlbt)

" ; This volume, which contains prototypeEj II classroom materials, is

one of three documents describing the development of a management system for integrating BSEP II training and unit training The other two documents include ARI Research Report 1346, Management Systqm for Integrating Basic Skills

IT Training and Unit Training Programs, which d scribes the total research effort and reports the results of a field test, at ARI Research Note 83-38,

BSEP II Lesson Developer's Guide.

DD Uhl.w473 m oNTIor ,.NOV65ISOSOLETE UNCLASSIFIED

SECURITY CLASSIFICATION OF THIS PAGE (When Date Entered)

IWO

- 4. . .%~ * . ~ * . . - *~A.
CLASSROOM MATERIALS FOR JOB-RELATED BSEP II PROGRAM

CONTENTS

Page

BASIC SKILLS MODULES .. ... ...... ....... ....... ... 1

Language Course .. ... ...... ....... ....... ..... 1

Capitalization .. ... ...... ....... ....... .... Punctuation .. ...... ...... ....... ......... 23

Grammar. ... ....... ...... ....... ....... 67

Math Course .. ... ...... ....... ....... ...... 207

*Math Concepts .. ...... ...... ....... ....... 207

Whole Numbers .. ...... ...... ....... ....... 245

Fractions. ... ....... ....... ....... ..... 357

Decimals .. ... ....... ...... ....... ...... 451

Percents .. ... ...... ....... ....... ...... 497

Measures .. ... ....... ...... ....... ...... 523

Story Problems. .. ..... ....... ....... ...... 549

Reading Course. ... ....... ...... ....... ..... 617

Locators and Visuals .. ... ....... ...... ....... 617

LEARNING STRATEGIES MODULES. ... ....... ....... ...... 687

Reading Comprehension. ... ....... ....... ...... 687

Memory Skills .. ...... ...... ....... ....... 737 jConcentration Management .. ... ....... ...... ..... 751

Test Wiseness.........................769

Study Skills Questionnaire .. ... ...... ....... ... 781

ieon -For - 7

Sato,.e

Aet A
W -3" - -. IX 7WS S ~ S -*.*. .~. -- - - .. S~

Name

MOMlILE PREVIEW

CAPITALIZATION

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines may have an error.

Example: the squad leader, SGT thomas, held inspection. 1, 5

Numbers of

words that

should be

capitalized:

1. The black history club held a meeting last friday 1

2. at stilwell hall. They are planning some seminars 2.

3. for june. one will be a music appreciation course 3.

4. featuring african music. There will also be a 4.

5. course titled "tracing your roots" for people who 5.

6. want to find out about their ancestors. james gordon, 6.

7. mr. earl roswell, and a doctor of history from the 7.

8. university of california will conduct the classes. 8.

9. The famous black poet, valerie raines, will read 9.

10. some of her poetry. One poem, titled "it wasn't 10.

11. quite clear", contains the lines: 11.

12. i probably should know 12.

13. what you said to me, 13.

14. but i don't want to hear 14.

15. that you're leaving me. 15.

16. This poem appears in ms. raines' book, new sense. 16.

1

" , ' "-. .- " " -" " .- "- .- " .. '-"""" " k-- -, "' ' -'.". " .""-",''-",-'"" ,' -.'.'"" ', "" "" "'"'

',- ."
Name

ANSWER KEY/DIAGNOSTIC

MMl)LE PREVIEW

CAPITALIZATION

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines may have an error.

Example: the squad leader, SGT thomas, held inspection. 1, 5

1. The black history club held a meeting last friday 1. 2,3,4:4/9:3

2. at stilwell hall. They are planning some seminars 2. 2,3:2

3. for June. one will be a music appreciation course 3. 2:3/3:1

4. featuring african music. There will also be a 4. 2:4

5. course titled "tracing your roots" for people who 5. 3,4,5:5

6. want to find out about their ancestors. james gordon, 6. 8,9:2

7. mr. earl roswell, and a doctor of history from the 7. 1:6/2,3:2

8. university of california will conduct the classes. 8. 1,3:2

'. 9. The famous black poet, valerie raines, will read 9. 3:4/5,6:2

1 10. some of her poetry. One poem, titled "it wasn't 10. 8,9:8

11. quite clear", contains the lines: 11. 1,2:8

12. i probably should know 12. 1:8

13. what you said to me, 13. 1:8

14. but i don't want to hear 14. 1:8/2:2

15. that you're leaving me. 15. 1.8

16. This poem appears in ms, raines' book, new sense. 16. 5:6/6:2/8,9:7

READING THE ANSWER KEY/DIAGNOSTIC:

Numbers of words which should be capitalized (and the number written in

the answer blank) are typed in straight numerals followed by a colon. The

underlined, script number following the colon is the number of the activity sheet

which should be assigned if the proper word or words are not indicated in the

answer blank. For lines which diagnose more than one type of capitalization

problem on the same line, the types of problems are separated by a slash (/).

Thus, for Item 3, if the 2nd word is not listed in the answer blank, assign

Activity Sheet 3; and if the 3rd word in the same line is not indicated

in the answer blank, assign Activity Sheet I

i~

2
Name________________

MODULE RECORD SHEET

CAPITALIZATION

OBJECTIVE: Given any sentence, capitalize all the words which should be capitalized, according to the rules for capitals.

* SAMPLE TEST ITEMS:

1. Underline all words which should be capitalized in the following

sentence:

a. My brother's name is sgt. peter jones.

2. Count from the left of each line to determine the number of each

* word that should be capitalized. Write the number or numbers on

* the short line to the right. Be careful! Not all lines may have

an error in them.

a. I delivered the papers to captain Whitman and a. 6

b. the lieutenant at company b. b. 4,5

INTRODUCTION TO CAPITALS:

Capitals are used to set off words that are special in some way. For

instance, the first word of every sentence is capitalized. So is the pronoun

"I",1 and any proper noun in a sentence. The activity sheets will tell you

how to use capitals in sentences. Work through all the activity sheets

that have been circled below. You can check your own work using the

Checklists your teacher has shown you. If you have any questions about

why a word should or should not be capitalized, ask your teacher. When you

are through with all the activity sheets and are sure you understand

all the rules for capitals, ask to take the Module* Review.

ACTIVITY SHEETS (Do those that are circled)

1. Initial Capitals 1A lB

V.2. Proper Namies and Nouns 2A 2B

3. Days, Months, and Holidays 3A 3B

4. Spe cial Groups, Events, 4A 4B

Religions, and Races

5. Languages and Course Titles 5A 5B

6. Honorifics 6A 6B

7. Book and Magazine Titles 7A 7B

8. Lines and Titles of Poetry 8A 8B

3
Name

MODULE REVIEW

CAPITALIZATION

Instructions: Count from the left of each line to determine the number of

each word that should be capitalized. Write the number or numbers on the short

line to the right. Be careful! Not all the lines may have an error.

Example: the squad leader, SGT thomas, held inspection. 1, 5

Numbers of

words that

should be

capitalized:

1. king junior college will start its new semester i

2. on monday, may 10th. The courses include three 2.

3. history classes, chemistry 101, and a literature 3.

4. course featuring mexican folk tales. You can 4.

5. also take french or spanish. doctor jane parker 5.

6. will conduct a poetry seminar. The works of 6.

7. mr. robert frost will be featured. he wrote a 7.

8. famous poem called, "the road not taken", which 8.

9. ends with these lines: 9.

10. two roads diverged in a wood, and I -- 10.

11. i took the one less traveled by, 11.

12. and that has made all the difference. 12.

13. The textbook for the class is titled, 13.

14. american poets, old and new. the class 14.

15. will be held at the monterey cultural center. 15.

44
ANSWER KEY/DIAGNOSTIC Name__

MODULE REVIEW

CAPITALIZATION

Instructions: Count from the left of each line to determine the number of

each word that should be capitalized. Write the number or numbers on the short

line to the right. Be careful: Not all the lines may have an error.

Example: the squad leader, SGT thomas, held inspection. 1, 5 '

1. king junior college will start 'ts new semester 1. 1,2,3:2,4

2. on monday, may 10th. The courses include three 2. 2,3:3

3. history classes, chemistry 101, and a literature 3. (1):5/3:5

4. course featuring mexican folk tales. You can 4. 3:4

5. also take french or spanish. doctor jane parker 5. 3,5:5/6:6/7,8:2

6. will conduct a poetry seminar. The works of 6. G):5

7. mr. robert frost will be featured. he wrote a 7. 1:6/2,3:2/7:1

8. famous poem called, "the road not taken", which 8. 4,5,6,7:8

9. ends with these lines: 9. none

0. two roads diverged in a wood, and I -- 10. 1:8

1. i took the one'less traveled by, 11. 1:8

2. and that has made all the difference. 12. 1:8

3. The textbook for the class is titled, 13. none

14. american poets, old and new. the class 14. 1,2,3,5:7/6:1

'15. will be held at the monterey cultural center. 15. 6,7,8:2,4

READING THE ANSWER KEY/nIAGNOSTIC:

Numbers of words which should be capitalized (and the number written in

the answer blank) are typed in straight numerals followed by a colon. The

underlined, script number following the colon is the number of the activity

sheet which should be assigned if the proper word or words are not indicated

in the answer blank. For lines which diagnose more than one type of

capitalization problem, the types of problems are separated by a slash (I).

If a straight-typed numeral appears within a circle (CD ), that word

should not appear on the answer blank. If it does appear, the indicated

activity sheet should be assigned. Thus, for Item 3, if the 1st word is

indicated in the answer blank, assign Activity Sheet 5; if the 3rd word is

not indicated in the answer blank, assign Activity Sheet 5.

5
Capitalization

Activity Sheet 1A Name_______________

Initial Capitals

F Capitalize the first word of every sentence.

Instructions: Underline every word that should be capitalized in the

following sentences.

Example: your protective mask will keep you from breathing dangerous gases.

1. rick is carrying his protective mask. j2. he has seen a cloud of white smoke.

3. he must put on his mask.

4. he has nine seconds to put on his mask.

5. rick also has a hood.

6. he must put that on in six seconds.

7. he is wearing a helmet.

8. first, he must remove the helmet.

9. he can hold the helmet between his knees.

10. he can also hang the helmet from the muzzle of his rifle.

6
Capitalization

Activity Sheet 2A Name

Proper Names and Proper Nouns

Ii

A proper name or a proper noun is a word that refers to a particular person or

thing. For instance, "the man" could refer to anyone, but the word "Mike" refers

to a particular man named Mike. The word "island" is a general or common noun,

but "Alcatraz Island" is a particular place.

Capitalize every proper noun in a sentence. Make sure you always capitalize

the word "I" in a sentence, because it refers to a particular person, yourself.

Instructions: Underline every word that should be capitalized in the

following sentences.

*Example: We were inspected by sergeant ford and the lieutenant.

(Note: You need to capitalize sergeant ford because the title and name refer

to a particular person. But lieutenant is not capitalized, because it could refer

to any lieutenant.)

1. I'm stationed at fort ord, california.

2. Jim and i enlisted at the same time.

3. The u.s. army made us both infantrymen.

4. We went out for maneuvers with a platoon from c company.

5. My platoon was defending north merrilis hill.

6. The other platoon was attacking from camp huffman.

7. They were so good that they were Almost on top of jim's position before

we saw them.

8. Our platoon sergeant, SGT martinez, ordered us to throw smoke.

4 9. You should have seen those c company guys scramble for their gas masks.

10. They gave away their positions, and we pushed them all the way back to

camp huffman.

. .
Capitalization

Activity Sheet 3A Name

Days, Months, and Holidays

a The names of days and months are always capitalized. Also, the names of

special days such as holidays are capitalized.

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all lines have an error on them.

Example: a. The 24th of february is ash wednesday. a. 4, 6, 7

b. It is a religious holiday. b. none

Numbe f

words at

shoult

capitz ed:

1. On the last tuesday of each month, SGT Farris 1.

2. makes out his training calendar for the next month. 2.

3. It tells us, for instance, what we will do each 3.

4. day in february. Yesterday was wednesday, and 4.

5. SGT Farris gave me his new training calendar 5.

6. to type. This training calendar is for the 6.

7. month of april. The day after easter is a 7.

8. training holiday. We don't get palm sunday 8.

9. off, however. The line companies are going to 9.

10. the rifle range for two days starting on tuesday. 10.

11. We have motor stables every wednesday afternoon. 11.

12. Starting on the last thursday morning, we will be 12.

13. doing runs with full gear. Those runs will 13.

14. continue into the month of June. 14.

8
Capitalization

* Activity Sheet 4A Name____ ___________

Special Groups, Events,I

The names of special groups are always capitalized. These can be the p names of clubs, like Weight Watchers, or of religious groups, like Mormons,

or of races or ethnic groups, like American Indians. Also, any event which

is special is capitalized. The word "marathon", which is a long race, is not

#q capitalized when it appears alone, but the Boston Marathon is a particular race

* and it is capitalized.

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines have an error in them.

Example: a. My club, the west end athletic club, went to a. 4,5,6,7

b. see the superbowl game last year. b. 3,4

K Numbers of

words that

should be

capitalized:

1. My community has a group called the cultural 1. _____

2. awareness committee that sponsors several clubs. 2. _____

3. The polynesian club is very active. Besides people 3. ____

* 4. from the Hawaiian Islands, there are several samoans 4. _____

5. in the group. The african roots club is another 5. _____

6. active group. It is for people who are interested 6. _____

7. in black culture and history. There are several 7. _____

8. religious clubs, such as the christian seekers club. 8. _____

9. Jews and buddhists also have special clubs. Next 9. _____

10. month, the clubs are holding "cultural awareness day". 10. _____

11. A special "black art auction" will be held. 11. _____

12. Several clubs will sponsor the annual "international dinner", 12. _____

13. which will feature foods from different cultures and lands. 13. _____
Capitalization

* Activity Sheet 5A Name__________________

Languages and Specific Courses

*Names of languages, such as Russian and German, are always capitalized. I

School subjects such as biology are not capitalized, but specific courses such

as Biology 201 or Modern Poetry are capitalized.

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines have an error in them.

Example: a. The three courses I took were chinese, a. 7

b. creative writing, and a physics course. b. 1,2

Numbers of

words that

should be

capitalized:

1. Danny is taking english and math classes in 1.______

2. night high school. His friend, Anne, is 2. _____

* 3. taking spanish. Danny speaks spanish very well, 3.______

4. so he sometimes helps Anne. In return, she helps 4.______

5. him with his math course, algebra 101. The night 5.______

6. high school also has courses in french and 6. _____

7. history. Danny took history 201 last year. He 7.______

8. doesn't like history courses as much as he likes 8. _____

9. english courses. However, he needs to take a 9.______

10. course called history of western europe next 10. _____

*11. semester. He would rather take english literature 11. _____

12. or a math course. Anne has promised to help him next 12. _____

13. semester so he can finish history 205 with a good grade. 13. _____

41
P.7

Capitalization

Activity Sheet 6A Name

Honorifics

Honorifics are special titles given to people. They are always capitalized.

Sometimes common nouns are used as honorifics. For instance, the word "captain" is a common noun, so it isn't capitalized. But if you use it to refer to a specific

person, such as Captain Black, then it must be capitalized because it is an honorific.

Instructions: Count from the left oi each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be carefull Not all lines may have an error in them.

Example: a. The preacher at our church is reverend Walter Dobbs. a. 7

Numbers of

words that

should be

capitalized:

i. Many people have titles in front of their names, 1.

2. such as doctor Johnson. Titles such as 2.

3. captain Smith are called honorifics. They show 3.

4. honor to someone who has a special position, such 4.

5. as general Brown. Honorifics are often abbreviated 5.

6. or shortened, like the word "mister" is abbreviated 6.

7. in the title "mr. Thompson". Other honorifics are 7.

8. not usually abbreviated, such as lord Nelson. The 8.

9. honorific to be used when talking to a judge is "your 9.

10. honor". A judge's name might be written, "the honorable 10.

11. Sandra Day O'Connor". She might also be called 11.

12. "judge O'Connor", because the word "judge" can be an 12. _ _ 4d

13. honorific. The word "sergeant" is abbreviated 13. _

14. in the title, sgt. Williams. The superintendent of 14.

15. a school might be called superintendent Rossini. 15.
Capitalization

Activity Sheet 7A Name_____ __________

Book and Magazine Titles

Magazine titles, such as"Sunset"and"Ntoa Geographic'; are always capitalized.

All the important words in book titles are capitalized, but not the little or unimportant ones. For instance, all the words in the book title The Way West are

important, so they are all capitalized. But in the book title The Prime of Miss

Jean Brodie, the word "of" is not important, so it is not capitalized.

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all lines may have an error in them.

Example: a. The newest issue of "playboy" has a good a. 5

b. article on sailing. b. none

Numbers of

words that

should be

capitalized:

1. Manuals such as the soldier's manual of common tasks 1. _____

2. can help you learn your Army job. Some books deal 2. _____

3. with specific jobs, too, like a book called the 3. _____

4. uniform plumbing code. Even magazines such as 4. _____

5. "mechanics illustrated" can teach you more about 5. _____

6. your job. One manual which helps clerks and supplymen 6. _____

7. is called the army maintenance management schedule. 7. _____

8. There is a popular cookbook called the joy of cooking. 8._____

9. The magazine called "car and driver" is a good one for 9.______

10. auto buffs. A book which helps people to budget is 10. _____

11. called how to manage money. An Army manual called land 11. _____

12. navigation is very useful for troops in the field. You 12. _____

13. can find many good Army texts, like one called rifle 13. _____

14. marksmanship, in your MOS library. Magazines like 14. _ ___

15. "popular electronics" and others to help you in your job 15. _____

16. can be found in your local library or bookstore. 16. _____

12
Capitalization

Activity Sheet 8A Name_____ __________

Lines and Titles of Poetry

Icapitalized. Poem titles are like book titles. All the important words should be

Also, the first word of every line of poetry should be capitalized. j

Instructions: Count from the left of each line to determine the number

/ of each word that should be capitalized. Write the number or numbers on the

-. short line to the right. Be careful! Not all the lines may have an error in them.

Example: a. The last line of the poem called "mending wall" is: a. 8,9

b. he says again, "Good fences make good neighbors". b. 1

Numbers of

words that

should be

capitalized:

1. This short poem, called "fire and ice", was1._____

2. written by Robert Frost, an American poet: 2. _ ___

3. some say the world will end in fire, 3. _____

4. some say in ice. 4. _____

9 5. from what I've tasted of desire 5. _____

6. I hold with those who favor fire. 6. _____

7. but if it had to happen twice, 7. ____

8. I think I know enough of hate 8. _____

9. to say that for destruction, ice 9. _____

10. is also great 10. _____

11. and would suffice. 1._____

S .
CHECK SHEET2

Capitalization

Activity Sheet 1A Name_________________

Initial Capitals

Capitalize the first word of every sentence.

Instructions: Underline every word that should be capitalized in the

* following sentences.

Example: your protective mask will keep you from breathing dangerous gases.

*1. rick is carrying his protective mask.

2. he has seen a cloud of white smoke.

3. he must put on his mask.

4. he has nine seconds to put on his mask.

5. rick also has a hood.

6. he must put that on in six seconds.

7. he is wearing a helmet.

8. first, he must remove the helmet.

9. he can hold the helmet between his knees.

10. he can also hang the helmet from the muzzle of his rifle.

0

144

I_
CHECK SHEET

Capitalization

Activity Sheet 2A Name

Proper Names and Proper Nouns

A proper name or a proper noun is a word that refers to a particular person or

thing. For instance, "the man" could refer to anyone, but the word "Mike" refers

to a particular man named Mike. The word "island" is a general or common noun,

but "Alcatraz Island" is a particular place.

Capitalize every proper noun in a sentence. Make sure you always capitalize

the word "I" in a sentence, because it refers to a particular person, yourself.

Instructions: Underline every word that shoul6 be capitalized in the

following sentences.

Example: We were inspected by sergeant ford and the lieutenant.

(Note: You need to capitalize sergeant ford because the title and name refer

to a particular person. But lieutenant is not capitalized, because it could refer

to any lieutenant.)

1. I'm stationed at fort ord, california.

2. Jim and i enlisted at the same time.

3. The u.s. army made us both infantrymen.

4. We went out for maneuvers with a platoon from c company.

5. My platoon was defending north merrilis hill.

6. The other platoon was attacking from camp huffman.

7. They were so good that they were almost on top of jim's position before

we saw them.

8. Our platoon sergeant, SGT martinez, ordered us to throw smoke.

9. You should have seen those c company guys scramble for their gas masks.

10. They gave away their positions and we pushed them all the way back to

camp huffman.

a°.

'p
CHECK SHEET

Capitalization

Activity Sheet 3A Name

Days, Months, and Holidays

The names of days and months are always capitalized. Also, the names of

special days such as holidays are capitalized.

Instructions: Count from the left of each line to deter-mine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful: Not all lines have an error on them.

Example: a. The 24th of february is ash wednesday. a. 4, 6, 7

b. It is a religious holiday. b. none

Niubers of

words that

should be

capitalized:

1. On the last tuesday of each month, SGT Farris 1. 4

*2. makes out his training calendar for the next month. 2. none

3. It tells us, for instance, what we will do each 3. none

4. day in february. Yesterday was wednesday, and 4. 3, 6

5. SGT Farris gave me his new training calendar 5. none

6. to type. This training calendar is for the 6. none

7. month of april. The day after easter is a 7. 3, 7

8. training holiday. We don't get palm sunday 8. 6, 7

9. off, however. The line companies are going to 9. none

10. the rifle range for two days starting on tuesday. 10. 9

11. We have motor stables every wednesday afternoon. 11. 6

12. Starting on the last thursday morning, we will be 12. 5

13. doing runs with full gear. Those runs will 13. none

14. continue into the month of june. 14. 6

16
-; -. l P -. 6 -v a - a. .;

l: - . %a.. ..- -.- P. .~ .~ . .

 . 

A 

. 

.r 

; 

I CHECK SHEET

Capitalization

Activity Sheet 4A Name

Special Groups, Events,

Religions, and Races

The names of special groups are always capitalized. These can be the

names of clubs, like Weight Watchers, or of religious groups, like Mormons,

or of races or ethnic groups, like American Indians. Also, any event which

is special is capitalized. The word "marathon", which is a long race, is not

capitalized when it appears alone, but the Boston Marathon is a particular race

and it is capitalized.

Instructions: Count from the ltft of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful: Not all the lines have an error in them.

Example: a. My club, the west end athletic club, went to a. 4,5,6,7

b. see the superbowl game last year. b. 3,4

Numbers of

words that

should be

capitalized:

1. My community has a group called the cultural 1 8

N 2. awareness committee that sponsors several clubs. 2. 1, 2

3. The polynesian club is very active. Besides people 3. 2, 3

4. from the Hawaiian Islands, there are several samoans . 8

5. in the group. The african roots club is another 5. 5, 6, 7

6. active group. It is for people who are interested 6. none

7. in black culture and history. There are several 7. 2

8. religious clubs, such as the christian seekers club. 8. 6, 7, 8

9. Jews and buddhists also have special clubs. Next 9. 3

10. month, the clubs are holding "cultural awareness day". 10. 6, 7, 8

11. A special "black art auction" will be held. 11. 3, 4, 5

12. Several clubs will sponsor the annual "international dinner", 12. 7, 8

13. which will feature foods from different cultures and lands. 13. none

-17 4l

• l
CHECK SHEET

Capitalization

Activity Sheet 5A Name_________________

Languages and Specific Courses

Names of languages, such as Russian and German, are always capitalized.

School subjects such as biology are not capitalized, but specific courses such

as Biology 201 or Modern Poetry are capitalized.

- - Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines have an error in them.

Example: a. The three courses I took were chinese, a. 7

b. creative writing, and a physics course. b. 1,2

* '~.jNumbers of

words that

should be

capitalized:

.1. Danny is taking english and math classes in 1. 4

2. night high school. His friend, Anne, is 2. none

3. taking spanish. Danny speaks spanish very well, 3. 2, 5

4. so he sometimes helps Anne. In return, she helps 4. none

5. him with his math course, algebra 101. The night 5. 6

6. high school also has courses in french and 6. 7_____

7. history. Danny took history 201 last year. He 7. 4_____

8. doesn't like history courses as much as he likes 8. none

9. english courses. However, he needs to take a 9. 1

10. course called history of western europe next 10. 3, 5, 6

11. semester. He would rather take english literature 11. 6, 7

12. or a math course. Anne has promised to help him next 12. none

*. 13. semester so he can finish history 205 with a good grade. 13. 6

.r~ .G
CHECK SHEET

Capitalization

Activity Sheet 6A Name

Honorifics

Honorifics are special titles given to people. They are always capitalized.

Sometimes common nouns are used as honorifics. For instance, the word "captain"

is a common noun, so it isn't capitalized. But if you use it to refer to a specific

person, such as Captain Black, then it must be capitalized because it is an honorific.

Instructions: Count from the left of each line to determine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful:- Not all lines may have an error in them.

Example: a. The preacher at our church is reverend Walter Dobbs. a. 7

Numbers of

words that

should be

capitalized:

1. Many people have titles in front of their names, 1. none

2. such as doctor Johnson. Titles such as 2. 3

3. captain Smith are called honorifics. They show 3. 1

* 4. honor to someone who has a special position, such 4. none

5. as general Brown. Honorifics are often abbreviated 5. 2

6. or shortened, like the word "mister" is abbreviated 6. none

7. in the title "mr. Thompson". Other honorifics are 7. 4

8. not usually abbreviated, such as lord Nelson. The 8. 6

9. honorific to be used when talking to a judge is "your 9 11

10. honor". A judge's name might be written, "the honorable 10. 1, 8, 9

11. Sandra Day O'Connor". She might also be called 11. none

12. "judge O'Connor", because the word "judge" can be an 12. 1

13. honorific. The word "sergeant" is abbreviated 13. none

14. in the title, sgt. Williams. The superintendent of 14. 4

15. a school might be called superintendent Rossini. 15. 6

:19

_4.

-.
CHECK SHEET

* Capitalization , Activity Sheet 7A Name __

Book and Magazine Titles

Magazine titles, such as"Sunset"and"National Geographiec are always capitalized.

All the important words in book titles are capitalized, but not the little or unimportant ones. For instance, all the words in the book title The Way West are

important, so they are all capitalized. But in the book title The Prime of Miss

Jean Brodie, the word "of" is not important, so it is not capitalized.

Instructions: Count from the left of each line to determine the number

of each word that should be capitaliaed. Write the number or numbers on the

short line to the right. Be careful! Not all lines may have an error in them.

Example: a. The newest issue of "playboy" has a good a. 5

b. article on sailing. b. none

Numbers of

words that

should be

capitalized:

1. Manuals such as the soldier's manual of common tasks 1. 5,6,8,9

2. can help you learn your Army job. Some books deal 2. none

3. vith specific jobs, too, like a book called the 3. none

4. uniform plumbing code. Even magazines such as 4. 1,2,3

5. "mechanics illustrated" can reach you more about 5. 1,2

6. your job. One manual which helps clerks and supplymen 6. none

7. is called the army maintenance management schedule. 7. 3,4,5,6,7

8. There is a popular cookbook called the joy of cooking. 8. 7,8,10

9. The magazine called "car and driver" is a good one for 9. 4,6

10. auto buffs. A book which helps people to budget is 10. none

11. called how to manage money. An Army ranual called land 11. 2,4,510

12. navigation is very useful for troops in the field. You 12. 1

13. can find many good Army texts, like one called rifle 13. 10

14. marksmanship, in your MOS library. Magazines like 14. 1

15. "popular electronics" and others to help you in your job 15. 1,2

16. can be found in your local library or bookstore. 16. none

20

-_A,
-7 V7.U W . --- -

CHECK SHEET

Capitalization

Activity Sheet 8A Nam e________________

Lines and Titles of Poetry

Poem titles are like book titles. All the important words should be

capitalized. Also, the first word of every line of poetry should be capitalized.

Instructions: Count from the left of each line to deter-mine the number

of each word that should be capitalized. Write the number or numbers on the

short line to the right. Be careful! Not all the lines may have an error in them.

Example: a. The last line of the poem called "mending wall" is: a. 8,9

b. he says again, "Good fences make good neighbors". b. 1

Numbers of

words that

should be i capitalized:

1.. This short poem, called "fire and ice", was 1. 5,7

2. written by Robert Frost, an American poet: 2. none

3. some say the world will end in fire, 3. 1

4. some say in ice. 4. 1

5. from what I've tasted of desire 5. 1

*6. I hold with those who favor fire. 6. none

7. but if it had to happen twice, 7. 1

8. I think I know enough of hate 8. none

9. to say that for destruction, ice 9. _____

10. is also great 10

11. and would suffice. 11 1

21
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.4] Name '-

MOrULE PREVIEW

I

PUNCTUATION

Instructions: Decide which punctuation mark is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

? " 1 2 3 4 5

1. "What" asked SGT Thomas. "Did 0 0 0 * 0 0 0 0

I hear you say that '? 12345

2. you dont have a helmet?" 0 0 0 0 0 0 0 0 0

?? 1 2 3 4 5 *1. "Men " said SGT Paine, "today 1. 0 0 0 0 0) 0 0 0 0 0

2. were going to learn something 2. 0 0 0 0 0 0 0 0 0 0

? ' 1 2 3 4 5

3. about masking. Of course it's 3- 0 0 0 0 0 0 0 0 0 0 ?" ' 1 2 3 4 5

4. very important. First of all 4. 0 0 0 0 C 0 0 0 0 0

how many of you brought

S, 1 2 3 4 5

5. your masks today " he continued. 5. 0 0 0 0 0 0 0 0 0 0 ? * 1 2 3 4 5

6. Of twenty men there only 6. o 6 0 0 0 0 0 0-

1 2 3 4 5

7. one, Williams didn't raise his 7. 0 0 0 0 6 0 0 0 0 0

?I 1 2 3 4 5

8. hand. "Williams" shouted the platoon 8. o 0 0 0 0 0 0 0 0 0 ., 1 2 3 4 5

9. sergeant. Where's your mask?" Williams 9. O 0 0 0 0 0 0 0 0 0

' 1 l 2 3 4 5

10. said "I don't know. It 10. 0 0 0 0 0 0 0 0 0 0

? ' 1 2 3 4 5

11. was on PVT Romeros bun''.." 1. 0 0 0 0 0 0 0 0 0 0

PVT Romero said, "I found " ' 1 2- 3 4 5

12. a mask an MI7Al, on 12. 0 0 0 0 0 0 0 0 0 0 ? 11 ' 1 2 3 4 5

13. my bunk but it wasn't 13. O 0 0 0 0 0 0 0

S23 '2-
.-",L """ . ."-'"'-' '" " . ."'- ". ".. . . . . . . . . . . .. -.~~~~~~ .. - nvb,*1.....,...... . . . . . ." " . .I

Punctuation

Module Preview, Continued

Name

Missing Closest

Punctuation Word

Mark Number

14. marked sir. That was over - 14. 0 0 0 0 0 0 0 0 0 0 7 1 1 1 2 3 4 5

15. two weeks ago, on Monday 15. 0 0 0 0 0 0 0 0 0 0

March 22. I turned the

? 1 2 3 4 5

16. ;,? mask in at the Co 16. 0 0 0 0 C 0 0 0 0 0 "1 1 1 2 3 4 5

17. . 1

17. Orderlys office." The sergeant sIout.ed, 17 0 0 0 0 0 0 0 0 0

,"- ',' 1 ' ,n . 1 12345 2 003 4 5

18. "Williams Go back to the 18. 0 0 0 0 0 0 0 0 0 0 ,, 1 2 3 4 5

19. company area. Get your mask 1q. 0 0 0 6 0 0 0 0 0 0 ? "1 . 1l 2 3 4 5

20. web gear hood, and carrier! 20. 0 0 0 0 0 0 0 0 0 0

J.-

0.,

",24

' . %,,

S-'..._ " " " i/ - "" " ' " " . . " "" 4.. ".- " . - - .. ' + . , o . '' + -" ," " " , " .L W _ ' , - _ , : I '' '
PUNCTUATION MODULE

PREVIEW ANSWER KEY AND DIAGNOSTIC

Instructions: Decide which punctuation mark is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

IF WRONG,

1 2345 ASSIGN:

1. "Men ' said SGT Paine, "today 0 ? * 0 0 0 0 0 0 0 0 1. 4,8,13 I

2. were going to learn something 0 0 0 0 0 0 0 0 2. 11,13

1 2 3 4 5 3 5,13

3. about masking. Of course it's 00000 1 0 1 2 0 3 4 05 4. 5,13

4. very important. First of all 00 0 0 0 0 0 0 5

how many of you brought S " , . ! 1 2 3 4 5 5. 9,13

5. your masks today " he continued. 0 0 0 0 0 0 * 0 0 "

? " 1 1 2 3 4 6 5,13

6. Of twenty men there only 00 ! 0 0 000 $ 0 " ? "'1 2 3 4 5 7 . 3,13

7. one, Williams didn't raise his 0 0 0 0 4 001 3 

? ,, 1 1 2 3 4 5

8. hand. "Williams" shouted the platoon 0 0 0 0 * 000 8. 1,9,13 S? 

' 0 02345

1 2 3 4 5

9. sergaant. Where's your mask?" Williams 0 ? 0 0 9 1 2 0 0 3 4 0 9. 9,13 5 I . 8 1

10. said "I don't know. It 00 ' 1 2 0 10. 8,13 • * ' 1 2 34 5

11. was on PVT Romeros bunk." 0 0 0 0 0 0 0 0 * 0 11. 10,13

PVT Romero said, "I found

12. a mask an M17Al, on 00 0 0 1 2 00 12. 3,

' 1 2 3 4 5

13. my bunk but it wasn't 0 0 0 0 * 0 ! 0 0 0 13. 7,13

L% 

l . . . 325 4*I. . $ . *.* ... -a.-

- . ."a
-,...... A -..- 5

PUNCTUATION

PREVIEW ANSWER KEY & DIAGNOSTIC

CONTINUED

IF WRONG, ASSIGN:

14. marked sir. That was over 0 0 0 0 0 0 0 0 14. 4,13 . , , 1 2 3 4 5 15. 6,13

15. two weeks ago, on Monday 0 0 0 0 $ 0 0 0 0 0

March 22. I turned the

-? " ' 2 31 4 5 16 12,13

16. mask in at the Co 0 0 0 C 0 0 0 0 6 "

, " • ' 1 2 3 4 5 17 10,13

17. Orderlys +? office." The sergeant shouted, 0 0 0 0 0 0 0 0 0

I .I 12 3 4 5 18. "Williams Go back to the 0 0 1 2 0 0 18. 1,13

19. company area. Get your mask (O 0O 00 0 0 19. 2,13

20. web gear hood, and carrier! 0 ?" '12 2 0 3 4 0 0 5 20. 7,13 7

'2

*1

26
MODULE RECORD SHEET

PUNCTUATION

OBJECTIVE: Given any sentence, punctuate it properly according to the rules

for punctuation.

*SAMPLE TEST ITEMS:

1. Determine which punctuation mark has been left out of the

following sentence:?

a. "Watch out for the.-truck " he shouted. 0 0 9 0 Q

2. Count from the left to find the number of the

word closest to the punctuation mark that has

been left out. 1 2 3 45 6 7

a. "Watch out for the truck " he shouted. 0 0 0 0 *0 0

INTRODUCTION TO PUNCTUATION

Punctuation marks are the "road signs" of sentences. They tell you where to

slow down or stop. They also tell you which parts of the sentence belong together,

and they help to make the sentence clearer. The activity sheets will tell you

how to use punctuation in sentences. Work through all the activity sheets that

have been circled below. You can check your own work using the Checklists your

teach-er has shown you. If you have any questions about punctuation, ask your teacher. When you are through with all the activity sheets and are sure you

understand all the rules for punctuation, ask to take the Module Review.

ACTIVITY SHEETS (Do those that are circled)

1. End Punctuation IA lB

2. Commas in Series 2A 2B

3. Commas: Appositives 3A 3B

4. Commas: Direct Address 4A 4B

5. Commas:. Introductory Words and Parenthetical 5A 5B 4' ExpreSSions

6. Commas: Dates and Addresses 6A 6B

7. Commas: Phrases, Clauses, and Compound 7A 7B

Sentences

8. Commas: Quotes 8A 8B

9. Quotations 9A 9B

10. Apsrpe:Ownership10 1B

11. Apostrophes: Contractions 11A 11B

12. Abbreviations 12A 12B

13. Punctuation Practice 13A 13B

27
a *| - , C .- . ,- :. - - . , - . ..- ,-. . . "- ,- -- *'- i - - - - y - ..--.- *. - '- .'

Name

MODULE REVIEW

PUNCTUATION

Instructions: Decide which punctuation mark (if any) is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

? " 1 2 3 4 5

1. "What" asked SGT Thomas. "Did 0 0 0 * 0 0 0 0 0 0

I hear you say that '? ". 2 3 4 5

2. you dont have a helmet?" 0 0 0 0 0 0 0 0 0 0

---------------------------------------------------------------------------------------------- -,, . ? 1 2 3 4 5

1. Last year I decided to 0 0 0 0 0 0 0 0 0 0

buy a new car. I 1 2-34 5

2. wanted one with five speeds 2. 0 0 0 0 0 0 0 0 0 0

? " ' 1 2 3 4 5

3. mag wheels, and fuel injection 3. 0 0 0 0 0 0 0 0 0 0

I found the car I

? 1 2 3 4 5 4. wanted but it cost too 4. 0 0 0 0 0 0 0 0 0

much. So I went to

' . 1 2 3 4 5

5. A.C.S and told the man 5. 0 0 0 0 0 0 0 0 0 0

1 1 2 3 4 5

6. there "I need a car 6. 0 0 0 0 0 0 0 0 0 0

4 ? " ' 1 2 3 4 5

7. loan sir." He said, "You 0 0 0 0 C 0 0 0 0 0

need . to go to the ? " '1 2 3 4 5 0 0o 60 ooooo00

8. Federal Credit Union. Theyll help ? 0i 

' 1 2 3 4 5

9. you." I drove my brothers 0 0 0 0 0 0 0 0 0 0

car to the Credit Union,

? "1 2 3 4 5

10. located at the Main PX 10. 0 0 0 o 0 0 0 0 0

28
Name

Module Review (Continued)

Punctuation Missing Closest

Punctuation Word Mark Number

? ,,r. 1 2 3 4 5

11. Fort Ord, California. May 1 II. 0 0 0 0 0 0 0 0 0 0 ,,? 1 2 3 4 5

12. help you" asked the woman 12.0 0 0 0 0 0 0 0 0

? 1 2 3 4 5

13. there. "Yes please," I answered. 13 0 0 0 0 0 0 0 0 0 0

?""d' 1 2 3 4 5 14. "Id like to get a I. 0 0 6 C 0 0 0 0 0

15. loan for a car a 15.0 0 0 0 0 0 0 0 0 0

16. used one." "elshtod16 F) 160 0 0 0 o 0 0 0 f 0 0 1 0 0 2 0 0 3 0 4 05 0 0

" 1 2 3 4 5

17. me, you need to bring 17.0 0 6 6 0 0 0 0 0 o

? ' 1 2 3 4 5

18. in a pay voucher and 18. 0 0 0 0 0 0 0 0 0

you must fill out these ,. ? 1 2 3 4 5

19. forms" Thecar, a red 19.0 0 0 0 0 0 0 0 0 0

? 1 2 3 4 5

20. 1977 Scirocco is now mine. 20.0 0 0 0 0 0 0 0 0 0

2..9

•. '

-

4.oC ... " "'- . "", w ""..,", -"*"'"- . ,. ,".' ". .*.. .""." " -.. _. .'-."- -.. ' ".
2*.

PUNCTUATION MODULE

MODULE REVIEW DIAGNOSTIC

Instructions: Decide which punctuation mark (if any) is left out of each line.

Mark it in the answer space to the right. Then count from the left and determine

the number of the word closest to where the missing mark belongs. Mark your

answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example: Missing Closest

Punctuation Word

Mark Number

. 1 2 3 4 5

1. "What" asked SGT Thomas. "Did 0 0 0 * 0 4 0 0 0

I hear you say that ? 11 12345

2. you dont have a helmet?" 0 0 0 0 0 0 0 0 0 0

IF WRONG, ASSIGN:

1. Last year I decided to 1 2 3 4 5 1 -17,13

buy a new car. I

? " . ' 1 2- 3 4 5 2. 2,13

2. wanted one with five speeds 0 0 0 0 0 0 0 0 0 0 " '1 1

1 2 3 3. 1,13

3. mag wheels, and fuel injection 0 0 * 0 0 0 0 0 0 0

I found the car I

" , 1 l 2 3 4 5

4. wanted but it cost too 0 0 6 0 0 S 0 0 0 0 4. 7,13

much. So I went to ? * 1 2 3 4 5 12,13

5. A.C.S and told the man 0 0 0 0 0 0 0 0

1 2 3 4 5 6. 8,13

6. there "I need a car 0 0 0 , 0 0 0 0 0 ? , 1 2 3 4 5 7 . 4,13

7. loan sir." He said, "You 0 0 0 0 6 0 0 0 0 0 "

need to go to the ? ' 1 2 3 4 5 8 11 13

8. Federal Credit Union. Theyll help; 0 0 0 * 0 0 0 * 8 ? "1 ' 2 3 4 5 9 . 1,13

9. you." I drovemy brothers 0 0 0 0 0 2 00,13

car to the Credit Union, S?"' 1 2 3 4 5 10. 6,13

10. located at the Main PX 0 . 0 0 0 0 0 0

30

...

-_ - .*..** *
Missing Closest

Punctuation Word

Mark Number IF WRONG, ASSIGN:

,, If 1 2 3 4 5

11. Fort Ord, California. May I 0 * 0 0 0 0 0 0 * 0 11. 9,13

?- of I - 2 3 4 5 12. 1,9,13

12. help you" asked the woman 4 0 0 0 0 0 * 0 0 0

"11 1 2 3 4 5 1 . 5 1 13. there. "Yes please," I answered. 0 0 0 1 2 3 4 0 13. 5,13

' 1 2 3 4 14. 11,13

14. "Id like to get a 0 0 0 0 0 0 0 0

1 " 9, . . ' 1 2 3 4 5 15 3,13 15. loan for a car a 0 0 * 0 0 0 0 0 0 0

16. used one." "Well" she told 0 ? 0 050080,1301 2 3 4 5 16 

17. me, you need to bring 0 0 6 0 11" 0 1 * 2 0 3 0 4 0 5 17. 1 . 9,13 7 1

18. in a pay voucher and 0 0 0 0 0 0 0 6 0 1.71

you must fill out these

19. fors" The car, a red 0 0 S. 0 0 ?1 0 0 2 0 0 3 4 0 0'5 19. 1,13

? ' . ! , 1 2 3 4 5

20. 1977 Scirocco is now mine. 0 0 0 0 0 0 S 0 0 0 20. 3,13

31

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- O , , . " -. . -. - - . . " .

CHECK SHEET

Punctuation

Activity Sheet 1A

End Punctuation Name

When you write a sentence, you always have to end it with a punctuation

mark. There are only three punctuation marks that you can use at the end of

a sentence. They are the period, the question mark, and the exclamation point.

A period is used at the end of a sentence that

tells you something or tells you to do something.

O This is called a declarative sentence. You use

periods more than you use question marks or

exclamation points.

4 .A question mark is used at the end of a sentence that

asks a question. This is the only time it is used. 0

An exclamation point is used at the end of a sentence

that exclaims. A sudden emotion like joy, fear,

* happiness, pain, or anger, is an exclamation.

Another kind of exclamation is a sentence that talks

about sudden feeling or emphasizes something. An

S exclamation point is used to make a sentence more

important.

A., Here are samples of the three kinds of sentences:

"Declarative" sentence: It is raining today. We are

Use a period, going on maneuvers.

Question. Use a When will the rain stop?

question mark. Should we wear our ponchos?

Exclamation. Use an This must be a hurricane!

exclamation point. Let's get out of here!

onInstructions: Read the sentences below. Decide which punctuation mark each

one needs; a period, a question mark, or an exclamation point. Then circle the

correct punctuation mark to the right of the sentence.

Example: 1. Is it Friday . 0

2. I need a new fatigue jacket ?

>,3. Watch out?

1. What should you do if a soldier is bleeding . 1

2. Check for more than one wound ? ?

3. Cut the clothing away from the wound ?) I

32

i.
Punctuation

Activity Sheet lA

End Punctuation Name_______________

When you write a sentence, you always have to end it with a punctuation

mark. There are only three punctuation marks that you can use at the end of

a sentence. They are the period, the question mark, and the exclamation point.

A period is used at the end of a sentence that

tells you something or tells you to do something. / ~ 0This is called a declarative sentence. You use

periods more than you use question marks or

exclamation points.

A question mark is used at the end of a sentence that ( asks a question. This is the only time it is used.

An exclamation point is used at the end of a sentence

that exclaims. A sudden emotion like joy, fear, I happiness, pain, or anger, is an exclamation. U Another kind of exclamation is a sentence that talks

Vabout sudden feeling or emphasizes something. An

exclamation point is used to make a sentence more

important.

Here are samples of the three kinds of sentences:

"Declarative" sentence. It is raining today. We are

Use a period, going on maneuvers.

Question. Use a When will the rain stop?

question mark. Should we wear our ponchos?

Exclamation. Use an This must be a hurricane!

exclamation point. Let's get out of here!

Instructions: Read the sentences below. Decide which punctuation mark each

one needs; a period, a question mark, or an exclamation point. Then circle the

correct punctuation mark to the right of the sentence.

Example: 1. Is it Friday G

2. I need a new fatigue jacket QD ?

3. Watch out ?

1. What should you do if a soldier is bleeding . ?

2. Check for more than one wound . ?

3. Cut the clothing away from the wound . ?

33

.... . 7
VIC T7 17 4 .-. 1 ... .. -

Punctuation

Activity Sheet 1A

End Punctuation continued Name__________________

4. Be careful ?

5. If you touch the wound, you could make it

dirtier ?

6. Take a pressure dressing from the kit ?

7. How do you unwrap it ?

8. Twist it to break the paper wrapper ?

9. Don't get it dirty ?

10. Put the clean side against the wound?

1.1. Which is the clean side ?

12. It is the side that is white?

13. Tie the bandage onto the wound ?

14, Is he still bleeding?

15. He might bleed to death ?

16. Press on the top of the bandage with your hand. ?

17. Keep pressing for 5-10 minutes ?

18. You can also tie a thick pad over the bandage ?

19. What else should I do ?

20. Elevate the wounded part ?

21. Use digital pressure ?

22. Don't ever use that tourniquet unless you

really need to?

43
Punctuation

Activity Sheet 2A_____ ________

Commas in Series Name_______________

Commas tell you to pause when you are reading a sentence. They set off

words or groups of words and help to make the sentence clear. One way to use

commas is to separate words in a series. When you have a list of things in

a sentence, you separate the things in the list by using commas.

For instance, if you read this sentence:

The soldiers were issued ammo clips web belts and helmet liners.

Can you tell how many things were issued to the soldiers?

But if you put in commas, the sentence is clear:

The soldiers were issued ammo clips, web belts, and helmet liners.

Instructions: The sentences below are written in short lines. They need

commas to set off things in a series. Decide where the commas go. Then count from the left of each line and write down the number of each word that needs

a comma after it. Write the numbers on the short line to the right. Be careful!

Some of the lines don't need commas. If a line doesn't need a comma, write

"1none" in the answer blank.

Example: A first aid kit has a case dressing 7, 8

burn mixture and an envelope cover 2

* ~1. Four ways to stop bleeding are to use a pressure bandage 1. ______

use digital pressure elevate the wound and use a_______

tourni quet._______

2. You need to unwrap the bandage put it on the wound 2. ______

wrap it around and tie it in place. ______

3. You can use a rock log helmet or boots to elevate 3._______

the limb._______

* ~4. Don't elevate a broken arm or leg because it can cause 4.~______

pain increase shock or damage nerves. _______

5. Some digital pressure points are in the wrist elbow 5._______

shoulder upper arm and neck._______

6. Don't use a tourniquet unless you already tried direct 6. ______

pressure elevation and digital pressure._______

35

~a~~? ~* . . .. . I-
Punctuation

* Activity Sheet 3A

Commas: Appositives Nane_________________

An appositive is a word or a group of words that tells you more about

aomething in a sentence. It makes you "more positive" of what the sentence

is talking about. If you read the words:

SP4 SMITH IS ON LEAVE.

You might not really know who is on leave. There are a lot of 5P4

Smiths in the Army. But if you read,

SP4 SMITH, OUR SQUAD LEADER, IS ON LEAVE.

then you are more positive about who the sentence is talking about.

You use commas to set off an appositive. Use a comma between the appositive

and the rest of the sentence. If the appositive comes in the middle of the

sentence, you use one comma in front of it and another comma after it.

LokInstructions: Read the sentences below. They are written in short lines.

Lokfor the appositives. When you find one, decide where the commas go. Then

count from the beginning of each line and write down the numbers of any words

that need commas after them. Be Careful! Some of the sentences might not have

an appositive.

Example: This weapon a LAW can be used against tanks. 2, 4

1. The LAW a one-man weapon should be checked before you 1.

fire it.

2. Pull out the pull pin a s 11 pin with a ring. 2.

3. Rotate the rear cover a cap over the end downward. 3.

4. The sling assembly for carrying the launcher will 4.

fall free.

5. Pull sharply backward on the rear sight cove~r a box over _______

the rear sight to extend the launcher.______

6. Try to push it back together to check that it is locked. 6.

7. Put the launcher a tube about 3 feet long on your 7. _____

shoulder.

8. Check and clear the backblast area the area behind you. 8. _____

9. Move the safety handle to ARM. 9.

10. Keep it pointed down range the direction of the enemy 10.

while it is on your shoulder.

36
Punctuation

Activity Sheet 4A

Commas: Direct Address Name___ ___________

When you talk to people in a sentence, you use commas to set off their names.

If the name or the title of the person comes in the middle of the sentence, you

need to put a comma in front of it and another comma after it.

Instructions: Read the sentences below. When a sentence talks to someone, figure

out where the commas should go. Then count from the left and write down the

numbers of any words that need commas after them.

Example:

"What time is the formation SGT Johnson?" 5

1. "All right men here's what we're going to do today. _____

* 2. Rodriguez you go down to supply and get some paint. ______

3. The brushes Collins are in the storeroom.______

4. Smith and Brubaker you start policing the area.______

5. It's up to you Washington to mow the grass.______

*6. You two Thomas and Avila help paint the rocks

by the path.______

* ~7. Jones and Simmons you trim the trees.______

8. The bushes by the north door are your problem Paige. ______

9. Franklin you pull weeds and rake up the grass._____

10. You come with me to headquarters Tafua and we'll

get those new signposts."______

37
Punctuation

Activity Sheet 5A

Coimias: Introductory Words and

Parenthetical Expressions N ame_____________

Commas are used to set off words that don't really relate to the rest of

the sentence. These can be introductory words like "nowor "oh" or "yes".

They can also be parenthetical expressions or extra thoughts of the writer's, like "in my opinion" or "I think". These words don't really make much difference

in the sentence. They are just extra words, so you set them off with commas.

Instructions: Read the lines below. If you find any introductory words or

parenthetical expressions, they will need commas. Count from the left of

each line and write the number of each word that needs a comma after it.

Write the numbers on the answer spaces to the right. Be careful! Some lines

don't have an answer space next to them. There aren't any commas missing in

these lines.

Example:

Actually the M17Al mask is a very1

important piece of equipment. You

need to check it I think every time 4, 6

you go on maneuvers.

You have nine seconds I believe________

to put on your mask. First you ________

hold your breath. No don't drop ________

your helmet. Hold it between your

knees I think. Your mask carrier________

the book says should be opened with _________

your left hand. Take the mask out_________

of course with your right hand. Next ________

slide your thumbs up inside the mask

to open it. After that you put your ________

chin in the chin pocket and pull the

head harness over your head. Seal

and clear the mask of course and check ___________

for leaks. Yes it's an easy task if ________

you practice.

38
I-Punctuation

Activity Sheet 6A

Commas: Dates and Addresses Name_________________

Use commas when you write a date or an address that has more than one

part. How do you tell if it has more than one part? Here are the parts

of a date:

Examples:

The day The date The year

Tuesday May 10 1969

Friday March 23 1982

If you use any of these parts alone, you don't need to use commas.

But, if you use two or more parts, you need to put a comma after every

part. For instance, look at this sentence:

F The message I sent on Monday was lost.

You don't need commas around the date because the sentence uses only one

part of a date. But in this sentence

The message I sent on Monday, April 5, was lost.J

You need commas after every part of the date.

The same rule is used for addresses. Here are some parts of addresses.

*Street Name and Number The Apt. Number The Town The State & Zip Code

708 Lexington Avenue Apartment #3 Monterey California 93940

If you use just one part, like this,

"He moved to 708 Lexington Avenue last weekend."

You can see you don't need any commas after the address. But in

this sentence - eigo prmn otry

"H moedt 708 LxntnAvenue, Aatet3, MneyCalifornia,

You need commas after every address part.

A A

INI
S Punctuation

Activity Sheet 6A

Commas: Dates and Addresses Name_______________

continued

Instructions: Read the lines below. You will find some places where you

need commas. Count from the beginning of the line and write down the number

of any word that should have a comma after it. Write the numbers on the

answer spaces to the right. Be careful! Some of the lines don't need any

commnas. If you find a line like that,, write "none" on the answer space.

Example: :

I moved from 1177 Front Street Jackson MIississippi 6,7,8_____

*to Fort Ord this year. It was on February 5 1982 10,11

that the moving van came. I got here on the next none

Friday in the afternoon, none

On June 3 1980 I graduated ________

from high school. I went to _______

school at Pueblo High 1452 ________

Diamond Drive Los Alamos New Mexico________

87544. I decided to go into________

the Army, so on June 15 I went ________

to the recruiting station. It is

at 11 Pajaro Street Santa Fe New Mexico. _______

After I joined the Army, I trained at ________

Fort Riley Kansas. Then on January ________

6 1982 I was transferred to ________

Fort Ord for more training. This year, ________

I will go to Kaiserslautern________

Germany. I am supposed ________

to arrive there on September 14. ____

".40

.4 47
Punctuation

Activity Sheet 7A

Commas: Phrases, Clauses, and

Compound Sentences Name_________________

A comma is a road sign in a sentence. It tells you to slow down or

pause. An easy way to tell where you should put the commas in a sentence

is to say the sentence out loud. You can feel the pauses.

Commas separate the parts of a ientence. They separate phrases or clauses,

and they separate the parts of a compound sentence. A compound sentence is one

that is made out of two smaller sentences. It needs a comma to separate the

ideas.

Look at these sentences. Each one needs a comma for a different reason.

.. 1. When PVT Herrera finished shooting, his sergeant praised him.

You need a comma here after the introductory clause.

You can feel the pause. If you did not have a pause,

it would sound like PVT Herrera was shootino his

sergeant!

2. Expecting a bad storm, we all took our raincoats.

In this sentence, the first phrase explains the second

part. You can feel the pause. You put a comma after

an introductory phrase that explains the rest of the

3. We ran all the way to the parade ground, but First Platoon got there

before we did.

This is really two short sentences. They are linked

together by the word "but". You need a comma to

"'A separate the two short sentences. You can feel

the pause.

Instructions: Read the sentences on the next page. Say them to yourself

V and feel the pauses. You will need to put commas after introductory phrases and clauses. You will also need them between the two halves of a compound A sentence. When you find a place that needs a comma, count from the beginning

of the line. Find the number of the word that needs a comma after it. Put

the number in the answer space to the right.

41

* %1% ~. %a *.% .. . . ... ,. . . . . . . .
W-E' . W. -. -Z * 

W 4 V~.' '- - - -

Punctuation

Activity Sheet 7A

Commas: Phrases, Clauses, and

Compound Sentences Name________________

Conti nued

1. When you are firing the LAW you have to meet the standards. ________

2. You will need to fire at stationary targets and you will need

to fire at moving targets. ____

.43. Of three rockets fired at stationary targets two must hit .4 the target.

4. Of four rockets fired at moving targets two must hit

the target. _____

5. There are two sights and both sights flip up. _____

6;. The rear sight is a peepsight but the front sight is

a clear plastic leaf. _____

7. Even though there are stadia lines on the front sight you

should not use them. _____

8. Because they are not accurate they are no longer used. _____

9. When you are sighting on stationary targets place the correct

range cross on the center of the target.______

10. For slow moving targets put the correct lead cross on the

S. ~center of mass. ______

11. Targets moving at 5 MPH or less are slow and targets moving

at more than 5 MPH are fast. _____

12. For slow targets the lead cross is on the center of mass. _____

13. For fast targets the lead cross is on the front edge of

the target. ______

14. An oblique target may move faster than 5 MPH but you

aim as if it were a slow target.______

44
Punctuation

Activity Sheet BA

Commas: Quotes Name______________

When you write down exactly what someone has said, that is called a

qut.You use a commira after the phrase that introduces a quote. You also

use cormmas if you interrupt the quote with any kind of phrase.

Instructions: Read the sentences below and decide where the commas go.

Count from the beginning of each line and write down the number of each word

that should have a comma after it. Write your answers in the answer spaces.

Examples:

1. "That" he said "is an M16Al rifle." 1, 3

2. The soldier asked "Where are the spare ammo clips?"

3

1. The squad leader asked "What are the four lifesaving measures?" _______

2. "Well" said PVT Williams "the first one is to open the airway." _______

3. SP4 Samoa said "That's not quite right."_______

4. "You must also" he said "restore the breathing and heartbeat." _______

5. "Okay" said SGT Perez "now what are the other three steps?" ________

6. PVT Tarpey said "The second one is to stop the bleeding." _______

7. "Right" added PVT Donaldson "and then you prevent shock." _______

8. "Telast lifesaving measure" said SP4 Figueroa "is to dress

9. The squad leader asked him "Why do you do that?" ________

10. Figueroa answered "To avoid infection." _______

443
Punctuation

Activity Sheet 9A

Quotations Name________________

When you write down what a person said, that is called a quote or a

quotation. There are two kinds of quotes. The first is called the indirect

quotation. It tells what a person said without using his or her exact words.

The second kind is called a direct quotation. It uses the exact words that

the person said.

Here are samples of the two kinds of quotes:

1. The sergeant told four men to Dolice UD the company area.

This is an indirect quotation. It tells you what the sergeant said without

using his exact words.

2. The sergeant said, "You four men police up the company area."

* This a direct quotation. It tells you the exact words the sergeant

said.

When you write a direct quotation, you need to use quotation marks. Use

them at the beginning and the end of a quotation. You also need to use them

if the quote is interrupted or broken in two parts. They set off the exact

words somebody said from the rest of the sentence.

Here are some rules about quotations and quotation marks.

1. Always start a direct quotation with a capital letter.

Example: Danny said, "Let's go down to the snack bar."

2. If a quote is interrupted in the middle of a sentence, don't start the

second part with a capital letter.

Example: "Hurry up," said Danny, "we don't have much time."

3. Always put commas or periods inside closing quotation marks. If the

quotation is a question or an exclamation, then you put the question

mark or exclamation point inside the quotation marks. Otherwise, it

goes outside.

Example: "Okay," said Tom, "I'm coming."

"Watch out for the truck!" yelled Danny.

Did you hear the truck driver say, "I'm sorry"?

* 4. If a direct quote is more than one sentence long, you only have to put

quotation marks at the very beginning and the very end.

Example: He said, "I'm sorry I almost backed into you. I didn't

look in my rear view mirror."

44
Punctuation N ame___________________

Activity Sheet 9A

Quotations - continued3

Instructions: Read the sentences below. Put the quotation marks where

they belong. If you see a capital letter that should he a small letter, cross

it out and put a small letter above it. If you see a small letter that should -~ be a capital, cross it out and put the capital letter above it.

Example: Well "said SGT Johnson, Yhe SQT is next week.*

a picture of the front sight, and said, the curved lines are called stadia lines.

They're not accurate, so don't use them. When PVT Williams heard SGT Ames say

* that, he looked closely at the sight. PVT Williams asked, what are the cross

marks on the edges of the sight? SGT Ames saw where PVT Williams was pointing.

Hecudsethe cosmrsclearly. They are lead crosses, said SGT Ames,

*and they help you apply lead to a moving target. SGT Ames picked up a piece

of chalk so he could write on the blackboard. He said, first, you figure your

a. range. Then, you put the correct range line on the target. He drew a great big

* picture of a LAW sight and a big picture of a tank on the board. PVT Ruiz

watched him. Where do we aim? asked PVT Ruiz. SGT Ames pointed at the picture

of the tank. Usually the center of mass, he said. On a stationary target, he

4 continued, You put the range line on the center of mass. PVT Soames raised his

hand. What do you do, asked PVT Soames, If the target is moving? SGT Ames

made two little cross marks on the picture of the tank. If it is a slow target,

said Ames, You put the lead cross on the center of ma~ss. But if it is a fast

target, you put the lead cross on the front edge. SGT Ames put down his chalk.

Are there any other questions? he asked.

44
Punctuation

V. Activity Sheet 10A

Apostrophes: Ownership Name________________

Apostrophes are used to show ownership or possession. They are

used with nouns or pronouns.

There are two ways to use apostrophes with nouns (that is, names of things).

1. If the noun talks about one--person or thing, you make it

possessive by adding 's.

the rifle belonging to the soldier = the soldier's rifle

the tail belonging to the dog = the dog's tail

the car belonging to Ron = Ron's car

2a. If the noun talks about more than one person or thing, and it ends

in s, you just stick an apostrophe on the end.

the tails belonging to the dogs =the dogs' tails

2b. If the noun talks about 'more than one person or thing, and it

doesn't end in s, you put an 's on the end.

the helmets of the men = the men's helmets

the toys of the children = the children's toys

When you use pronouns, some of them are already possessive. They do not

need an apostrophe. These pronouns are:

his, hers, its, ours, theirs, yours, and whose.

For other pronouns you need to add -'s.

His is better than ours. (Doesn't need apostrophes)

Everyone's leave was cancelled. (needs 's.)

Nobody's equipment was lost.(needs 's).

* Instructions: Read the sentences below. Put a line under every word that

should show ownership. Then put what you would do to it in the answer space

to the right. If you need to add an apostrophe, write ' in the blank. If you

need to add an apostrophe and an s write 's in the blank. And if the word

doesn't need to be changed, write nothing in the blank.

Examples: Za mask has a broken lens. 'S

The officers houses are being painted. _______

Is this hat yours?7 nohne

46
Punctuation

* Activity She; 10A

Apostrophes: Ownership Name_________________

Continued

* 1. SGT Polk platoon went to the field._____

2, His men were practicing for their SQT. _______

3. SP4 Riley squad practiced with grenades. _______

4. The men grenade launchers need to be cleaned. _______

5. All the hand grenades pins were bent._______

6. It is everyone job to keep the equipment clean. _______

7. Several soldiers grenade launchers misfired.________

8. SP4 Riley men did well at throwing the hand grenades. _______

9. SGT Polk showed them a grenade launcher barrel._______

10. Its edge was bent and a shell would not fit into it. ________

S11. He warned the men to keep their equipment in good

condition. ________

44
Punctuation

Activity Sheet 11A

Apostrophes: Contractions Name

Contractions are two words that have been made into one word. They are -~ easy to learn. Just put an apostrophe wherever you take out letters.

Here are some examples of contractions:

can not = can't * - do not = don't

he will = he'll

You can see that the apostrophe takes the place of the letters that have

been left out.

Contractions are easy, but you have to be careful with them. For instance,

its is the possessive form of it. But it's means it is. Don't get them confused. '.1 IHere are some words that look the same when they are possessives or contractions:

John's going - John is going (contraction)

* John's hat = the hat belonging to John (possessive)

The soldier's on duty - the soldier is on duty (contraction)

The soldier's rifle = the rifle belonging to the soldier (possessive)

Instructions: Read the words below. For the first ten, decide what two

words were used to make the contraction. Then write the two words in the

answer space. For the second ten, look at the two words. Then make a contraction

N and write it in the answer space.

Examples: weire we are

she will she'll

1. isn't________ 11. we have__________

2. he's __________ 12. Jim is_________

3. they're __________ 13. they had _________

4. weren't __________ 14. do not_________

5. let's ______ ____ 15. he .:3ul d ________

6. who's ___________ 16. did not__________

7. we'll ______ ____ 17. it is__________

B. can't _____ ____ 18. 1 shall_________

9. you're __________ 19. must not _________

10. doesn't __________ 20. would not _________

48
. ..-- . -. . .-

4

Punctuation

Activity Sheet 12A

Abbreviations Name

Abbreviations are words or phrases that are shortened. Sometimes

abbreviations are two or three letters long, or even longer. Sometimes

they are only one letter.

When an abbreviation is only one letter long it is called an initial.

This is because it is the first (orinitial) letter of a word. Sometimes, an

abbreviation is three or four initials in a row.

You need to put a period after every abbreviation and after every

initial. If an abbreviation is two or more initials in a row, you need to

put a period after every one.

Instructions: Here is a list of abbreviations and what they stand for.

Put in the periods where they belong.

Example: street = st.

senior = sr.

United States Marine Corps = U.S.M.C,

1. advertisement = ad 16. Master of Ceremonies = M C

2. anonymous anon 17. Medical Doctor = M D

3. attorney = atty 18. Military Police = M P

4. avenue = ave 19. Mister = Mr

5. Bachelor of Arts = B A 20. Mistress = Mrs

6. boulevard = blvd 21. number no

7. Cash on Delivery = C 0 D 22. ounce = oz

8. column = col' 23. paid = pd

9. dozen = doz 24. Police Department = P D

10. Doctor = Dr 25. post meridian (afternoon) = p m

11. department = dept 26. quart = qt

12. et cetera (and so forth) = etc 27. Reverend = Rev

13. foot = ft 28. senior = Sr

14. inch = in 29. street = st

15. light= lt 30. Saint St

31. United States of America U S A

49

,.. ......

4 ,,*** 4 -' ,* ,, 4 -,4' # ', ,'4, , , ' .4 '-4', " .4. -. • , -. . -. . -,.*
Punctuation

Activity Sheet 13A

Punctuation Practice Name

On this page, you can practice what you have learned about punctuation. The

kinds of punctuation you need to know in order to work this page are:

End punctuation Apostrophes

Commas Punctuating Abbreviations

Quotation Marks

You have learned all these kinds of punctuation on the Activity Sheets you

did. So this page will be easy to figure out.

Instructions: Decide which punctuation mark (if any) is left out of each

line. Mark it in the answer space to the right. Then count from the left and

determine the number of the word Closest to where the missing mark belongs. Mark your answer in the answer space to the right. NOTE: Some lines are not numbered and are not items.

Example:

,?, 1 2 3 4 5 . "Why do you think " asked 0 0 0 0 0

SGT Murphy, "that they are . , , 1 2345

2. called the four lifesaving methods? 0 0 0 * 0 0 0 0 0 

*

? . 1 11 1 2 3 4 5

1. SGT Murphy said, "On Tuesday 0 0 0 0 0 0 0 0 0 0

May 12, you have your

2o' , 1 2 3 4 5

2. SQT He looked riht at 0 0 6 0 0 0 0 0 0 0

3. me and said, "Lets see 0 0 0 0 0 0 0

. 9? , ' 1 2 3 4 5

4. if SP4 Wilsons squad can 0 0 0 0 0 0 0 0 0 0

tell us how to control

? Well1 2 3 4 5

5. bleeding." "Well, I started, "my 0 0 0 0 0 0 0. 0 00

? . , ' " 1 2 3 4 5

6. men studied that sir, so 0 0 0 0 0 0 0 0 0 0

? i ! 1 2 3 4 5 7. were ready." PVT Riley said, 0 0 0 0 0 0 0 0

"? 2 3 4 5

8. The first method is to o " 1 2 3 4 5 1 1 ? 1 2 3 4 5

9. apply a pressure dressing." Right," 0 0 6 0 0 0 0 0 0 0 "1 1 ? 1 2 3 4 5

10. I told him "Now, can 0 0 0,0 0 0 0 0 0

you tell the sergeant what

? 1 2 3 4 5

11. the second method is PVT 0 0 0 0 0 0 0 0 0 0 , ? 1 2 3 4 5

12. Riley " He said, "It is, 0 0 o 0 0 0 0 0 0 ? 2 3 4 5

13. 1 think to elevate the 0 0 0 00 0 0 0 0 0

50
Punctuation

Activity Sheet 13A

Punctuation Practice

Continued Name

JI

Missing Closest

Punctuation Word

Mark Number

,,? 1 2 3 4 5

14. wounded part. "Good," I said. 0 0 0 0 0 ) 0 0 0

? 1 2 3 4 5

15. "What is the third method - 0 0 0 0 0 0 0 0 0

? 1 2 3 4 5

16. PVT Lee " "Use digital pressure," 0 0 ( 0 0 0 0 0 0 0

? 2 3 4 5

17. he said without delay. "Now 0 0 0 0 0 0 0 0 0 0

? " 1 2 3 4 5

18. PVT Lee," I asked, can 0 0 0 0 0 0 0 0 0

you give me the fourth

1 2 3 4 5

19. method?" He said, "Its to 0 6 0 0 0 0 0 0 0 0

? 1 2 3 4 5

20. use a tourniquet. But, he 0 ? 0 0 0 0 1 0 2 0 00

21. added, "you dont use the 0 0 0 0 0 0 0

tourniquet unless the first three

" ' 6 3 4 5 22. methods don't work do you?" 6 0 0 1234 0 

1 2 3 4 5

23. "Right," I said. And why 0 0 00 0 0 0 0 0 0 •? "1 1 1 2 3 4 5

24. not " "Because," said Lee, "the 0 0 " 0 0 1 3 4 5

tourniquet can damage blood vessels

7 " ' 1 2 3 t 5

25. and nerves." "Great " exclaimed SGT 0 0 0 0 0 0 0 0 0 . ? it ! 1 1 2 3 4 5

26. Murphy. You men really know 0 0 0 0 0 0 0 0 0 0

? " ' 1 2 3 4 5

27. your stuff. Now lets see 0 0 0 0 0 0 0 0 0 0

what the rest of the

• " platoon knows."

51

a..
r~ A .. . . .- . .

CHECK SHEET

Punctuation

Activity Sheet lA

End Punctuation continued Name_____________

4. Be careful ? 0

5. If you touch the wound, you could make it

dirtier C

6. Take a pressure dressing from the kit C

7. How do you unwrap it

8. Twist it to break the paper wrapperC ?

*9. Don't get it dirty ?0

10. Put the clean side against the wound 1

11.. Which is the clean side .0 !

12. It is the side that is white?

13. Tie the bandage onto the wound?

14., Is he still bleedi ng

15. He might bleed to death?

16. Press on the top of the bandage with your hand?

* 17. Keep pressing for 5-1 miueC ?

18. You can also tie a thick pad over the bandage Q ?

19. What else should I do.0

20. Elevate the wounded part?

21. Use digital pressure ?

22. Don't ever use that tourniquet unless you

*really need to?

52
* CHECK SHEET

Punctuation

Activity Sheet 2A

Commas in Series Name_______________

Commas tell you to pause when you are reading a sentence. They set off

words or groups of words and help to make the sentence clear. One way to use

commas is to separate words in a series. When you have a list of things in

a sentence, you separate the things in the list by using commas.

For instance, if you read this sentence:

The soldiers were issued ammo clip's web belts and helmet liners.

Can you tell how many things were issued to the soldiers?

But if you put in commas, the sentence is clear:

The soldiers were issued ammo clips, web belts, and helmet liners.

Instructions: The sentences below are written in short lines. They need

commas to set off things in a series. Decide where the commas go. Then count

from the left of each line and write down the number of each word that needs

a comma after it. Write the numbers on the short line to the right. Be careful!

Some of the lines don't need commas. If a line doesn't need a comma, write

"1none" in the answer blank.

* Example: A first aid kit has a case dressing 7, 8

burn mixture and an envelope cover 2

1. four ways to stop bleeding are to use a pressure bandage . 1

use digital pressure elevate the wound and use a 3, 6

tourniquet, none

2. You need to unwrap the bandage put it on the wound 2. 6, 11

wrap it around and tie it in place. 3

3. You can use a rock log helmet or boots to elevate 5. 6. 7

the limb, none

4. Don't elevate a broken arm or leg because it can cause 4. none

pain increase shock or damage nerves. 1, 3

5. Some digital pressure points are in the wrist elbow 5- 8, 9 shoulder uprarm adneck. 1,_____3 _

6. Don't use a tourniquet unless you already tried direct 6. none

pressure elevation and digital pressure. 1, 2

53
CHECK SHEET

Punctuation

Activity Sheet 3A

Commas: Appositives Name_________________

An 'appositive is a word or a group of words that tells you more about

* something in a sentence. It makes you "more positive" of what the sentence

is talking about. If you read the words:

a SP4 SMITH IS ON LEAVE.

You might not really know who is on leave. There are a lot of SP4

Smiths in the Army. But if you read.

SP4 SMITH, OUR SQUAD LEADER, IS ON LEAVE.

then you are more positive about who the sentence is talking about.

You use commas to set off an appositive. Use a comma between the appositive

and the rest of the sentence. If the appositive comes in the middle of the

sentence, you use one comma in front of it and another comma after it.

.Instructions: Read the sentences below, They are written in short lines.

Look for the appositives. When you find one, decide where the commas go. Then

count from the beginning of each line and write down the numbers of any words

that need commas after them. Be Careful! Some of the sentences might not have

an appositive.

Example: This weapon a LAW can be used against tanks. 2-A 4

1. The LAW a one-man weipon should be checked before you 1. 2, 6

fire it.

2. Pull out the pull pin a small pin with a ring. 2. 5

3. Rotate the rear cover a cap over the end downward. 3. 4,9

4. The sling assembly for carrying the launcher will 4. none

fall free.

5. Pull sharply backward on the rear sight cover a box over 5. 8

the rear sight to extend the launcher. 3

6. Try to push it back together to check that it is locked. 6. none

7. Put the launcher a tube about 3 feet long on your 7. 3, 9

shoulder.

8. Check and clear the backblast area the area behind you. 8. 6

9. Move the safety handle to ARM. 9. none

10 Kepit pointed down range the direction of the enemy 10. 5, 10

while it is on your shoulder.

54

'.%
.4

CHECK SHEET

Punctuation

Activity Sheet 4A

Commas: Direct Address Name_______________

When you talk to people in a sentence, you use commas to set off their names.

If the name or the title of the person comes in the middle of the sentence, you

need to put a commna in front of it and another comma after it.

Instructions: Read the sentences below. When a sentence talks to someone, figure

out where the commas should go. Then-count from the left and write down the

numbers of any words that need commas after them.

Example:

"What time is the formation SGT Johnson?" 5

1. "All right men here's what we're going to do today. 2, 3

2. Rodriguez you go down to supply and get some paint. 1

3. The brushes Collins are in the storeroom. 2, 3

4. Smith and Brubaker you start policing the area. 3

5. It's up to you Washington to mow the grass. 4, 5

6. You two Thomas and Avila help paint the rocks

by the path. 2, 5

7. Jones and Simmons you trim the trees.I

8. The bushes by the north door are you problem Paige. 9

9. Franklin you pull weeds and rake up the grass. 1

10. You come with me to headquarters Tafua and we'll

get those new signposts." 6, 7

55
CHECK SHEET

Punctuation

Activity Sheet SA

Cormas: Introductory Words and

Parenthetical Expressions Name____________

Commas are used to set off words that don't really relate to the rest of

the sentence. These can be introductory words like "now"o "oh" or "yes".

vThey can also be parenthetical expressions or extra thoughts of the writer's,

like "in my opinion" or "I think". These words don't really make much difference

in the sentence. They are just extra words, so you set them off with commas.

Instructions: Read the lines below. If you find any introductory words or

parenthetical expressions, they will need commas. Count from the left of

each line and write the number of each word that needs a comma after it.

Write the numbers on the answer spaces to the right. Be careful! Some lines

don't have an answer space next to them. There aren't any commas missing in

these lines.

Example:

Actually the M17Al mask is a very1

important piece of equipment. You

need to check it I think every time 4, 6

you go on maneuvers.

You have nine seconds 1 believe 4, 6

to put on your mask. First you 6

hold your breath. No don't drop 4

your helmet. Hold it between your

knees I think. Your mask carrier 1- 6

the book says should be opened with 3

-Jyour left hand. Take the mask out 7

of course with your right hand. Next 2. 7

slide your thumbs up inside the mask

to open it. After that you put your 5

chin in the chin pocket and pull the

head harness over your head. Seal

and clear the mask of course and check 4- 6

for leaks. Yes it's an easy task if 3

you practice.

56

*~ c.. 9 * .d- g
~ CHECK SHEET

Punctuation ________________

Commas: Dates and Addresses Name_______________

continuedJ

Instructions: Read the lines below. You will find some places where you

need commas. Count from the beginning of the line and write down the number

of any word that should have a comma after it. Write the numbers on the

answer spaces to the right. Be careful! Some of the lines don't need any

commas. If you find a line like that, write "none" on the answer space.

Example- ____

I moved from 1177 Front Street Jackson Mississippi 6,7,8

to Fort Ord this year. It was on February 5 1982 10,11

that the -ioving van came. I got here on the next none

Friday in the afternoon, none

On June 3 1980 I graduated 3. 4

from high school. I went to none

school at Pueblo High 1452 4

Diamond Drive Los Alamos New Mexico 2, 4

87544. 1 decided to go into none

4the Army, so on June 15 1 went none

to the recruiting station. It is none

at 11 Pajaro Street Santa Fe New Mexico. 4, 6

After I joined the Army, I trained at none

4Fort Riley Kansas. Then on January 2

4Fort Ord for more training. This year, none

1 will go to Kaiserslautern 5

Germany. I am supposed none

to arrive there on September 14. none

57

06-* . . .. .. .. . . . .
CHECK SHEET

Punctuation

Activity Sheet 7A

Commas: Phrases, Clauses, and

Compound Sentences Name_______________

Continued

1. When you are firing the LAW you have to meet the standards. 1. 6

2. You will need to fire at stationary targets and you will need

to fire at moving targets. 2. 8

3. Of three rockets fired at stationary targets two must hit

the target. 3. 7

4. Of four rockets fired at moving targets two must hit

the target. 4. 7

5. There are two sights and both sights flip up. 5. 4

6. The rear sight is a peepsight but the front sight is

a clear plastic leaf. 6. 6

7. Even though there are stadia lines on the front sight you

should not use them. 7. 10

8. Because they are not accurate they are no longer used. 8. 5

9. When you are sighting on stationary targets place the correct

krange cross on the center of the target. 9

10. For slow moving targets put the correct lead cross on the

center of mass. 10. 4

11. Targets moving at 5 MPH or less are slow and targets moving

.1at more than 5 MPH are fast. 11. 9

12. For slow targets the lead cross is on the center of mass. 12.- 3

13. For fast targets the lead cross is on the front edge of

the target. 13. 3

14. An oblique target may move faster than 5 MPH but you14

*1aim as if it were a slow target.14 9

58
CHECK SHEET

* Punctuation

Activity Sheet 8A

Commas: Quotes Name________________

When you write down exactly what someone has said, that is called a

quote. You use a comma after the phrase that introduces a quote. You also

use commras if you interrupt the quote with any kind of phrase.

Instructions: Read the sentences below and decide where the commas go.

Count from the beginning of each lih6 and write down the number of each word

that should have a comma after it. Write your answers in the answer spaces.

Examples:

1. "That" he said "is an M16Al rifle." 1, 3

2. The soldier asked "Where are the spare ammo clips?"

3

1. The squad leader asked "What are the four lifesaving measures?"4

3. P4 Samoa said "That's not quite right." 3_______

4."You must also" he said "restore the breathing and heartbeat." 3, 5

5."Okay" said SGT Perez "now what are the other three steps?" 1, 4

6.PVT Tarpey said "The second one is to stop the bleeding."

7."Right" added PVT Donaldson "and then you prevent shock." 1, 4

8."The last lifesaving measure" said SP4 Figueroa "is to dress

and bandage the wound." 4, 7

9. The squad leader asked him "Why do you do that?" 5

10. Figueroa answered "To avoid infection." 2

59
CHECK SHEET

Punctuation Name

Activity Sheet 9A

Quotations - continued

Instructions: Read the sentences below. Put the quotation marks where

they belong. If you see a capital letter that should be a small letter, cross

it out and put a small letter above it. If you see a small letter that should

be a capital, cross it out and put the capital letter above it.

Example: Well, said SGT JonoYeSQT is next week.

Okay, said SGT Ames, 7ou're going te learn how to aim the LAW. He showed us

a picture of the front sight, and said,"he curved lines are called stadia lines.

They're not accurate, so don't use them. When PVT Williams heard SGT Ames say

that, he looked closely at the sight. PVT Williams asked,*at are the cross

marks on the edges of the sight? SGT Ames saw where PVT Williams was pointing.

He could see the cross marks clearly. They are lead crosses, said SGT Ames,

(land they help you apply lead to a moving target?' SGT Ames picked up a piece

of chalk so he could write on the blackboard. He said, ,irst, you figure your

range. Then, you put the correct range line on the target. He drew a great big

picture of a LAW sight and a big picture of a tank on the board. PVT Ruiz

watched him. (Where do we aim?*asked PVT Ruiz. SGT Ames pointed at the picture

of the tank. ('Usually the center of mass, he said. ftOn a stationary target," he

continuedlu put the range line on the center of mass PVT Soames raised his

hand. What do you do, asked PVT Soames,,/f the target is moving? SGT Ames

made two little cross marks on the picture of the tank. &If it is a slow target,'

said Ames U put the lead cross on the center of mass. But if it is a fast

target, you put the lead cross on the front edge. SGT Ames put down his chalk.

Are there any other questions? he asked.

60

........... ,- - ...- - . - -
CHECK SHEET

Punctuation

Activity Sheet IOA

., Apostrophes: Ownership Name

Continued

I. SGT Polk platoon went to the field. Is .- I

2, His men were practicing for their SQT. nothing

3. SP4 Riley squad practiced with grenades. 's

4. The men grenade launchers need to be cleaned. s

5. All the hand grenades pins were bent.

6. It is everyone job to keep the equipment clean. s

7. Several soldiers grenade launchers misfired.

8. SP4 Riley men did well at throwing the hand grenades. s

9. SGT Polk showed them a grenade launcher barrel. is

10. Its edge was bent and a shell would not fit into it. nothing

11. He warned the men to keep their equipment in good

condition. nothing

61

16
CHECK SHEET

Punctuation

Activity Sheet 11A

Apostrophes: Contractions Name________________

Contractions are two words that have been madE into one word. They are

easy to learn. Just put an apostrophe wherever you take out letters.

Here are some examples of contractions:

can not = can't

do not = don't

he will = he'll

You can see that the apostrophe takes the place of the letters that have

been left out.

Contractions are easy, but you have to be careful with them. For instance,

its is the possessive form of it. But it's means it is. Don't get them confused.

Here are some words that look the same when they are possessives or contractions:

John's going - John is going (contraction)

* John's hat = the hat belonging to John (possessive)

The soldier's on duty - the soldier is on duty (contraction)

The soldier's rifle = the rifle belonging to the soldier (possessive)

Instructions: Read the words below. For the first ten, decide what two

words were used to make the contraction. Then write the two words in the

answer space. For the second ten, look at the two words. Then make a contraction

and write it in the answer space.

Eape: we're we are

she will she'll

1. isn't is not 11. we have we'ye

2. he's he is 12. Jim is Jim's

3. they're they are 13. they had they'd

4. weren't were not 14. do not don't

5. let's let us 15. he would he'd

6. who's who is 16. did not didn't

7. we'll we will 17. it is it's

8. can't can not 18. 1 shall I'll

9. you're you are 19. must not mustn't

10. doesn't does not 20. would not wouldn't'

62
.

 .- .

CHECK SHEET

Punctuation

Activity Sheet 12A,

Abbreviations Name___________________

Abbreviations are words or phrases that are shortened. Sometimes

abbreviations are two or three letters long, or even longer. Sometimes

they are only one letter.

When an abbreviation is only one letter long it is called an initial.

This is because it is the first (or--initial) letter of a word. Sometimes, an

abbreviation is three or four initials in a row.

You need to put a period after every abbreviation and after every

initial. If an abbreviation is two or more initials in a row, you need to

put a period after every one.

Instructions: Here is a list of abbreviations and what they stand for.

Put in the periods where they belong.

Example: street =ste

senior = sr.

United States Marine Corps =U.S.M.C .

1. advertisement = ad* 16. Master of Ceremonies =M.C.

2. anonymous =anon., 17. Medical Doctor =M.D.

3. attorney =atty. 18. Military Police =MJ.

4. avenue =ave. 19. Mister =Mr.

5. Bachelor of Arts =B.A. 20. Mistress = Mrs.

6. boulevard = blvd. 21. number = no.

7. Cash on Delivery =C.0.D. 22. ounce = oz.

8. column =col. 23. paid =pd.

9. dozen =doze 24. Police Department =P4.

10. Doctor = Dr. 25. post meridian (afternoon) =p.m.

11., department = dept. 26. quart = qt.

12. et cetera (and so forth) =etc. 27. Reverend = Rev.

13. foot = ft. 28. senior = Sr.

14. inch = in. 29. street = st.

15. light =lt. 30. Saint =St.

31. United States of America =U.S.A.

63
"t " " +' - I .IL I<, 3f l. I

:Punctuation

Activity Sheet 13A

Punctuation Practice Name

On this page, you can practice what you have learned about punctuation. The

kinds of punctuation you heed to know in order to work this page are:

End punctuation Apostrophes

Commas Punctuating Abbreviations

Ouotation Marks

You have learned all these kinds of punctuation on the Activity Sheets you

did. So this page will be easy to figure out.

Instructions: Decide which punctuation mark (if any) is left out of each

line. Mark it in the answer space to the right. Then count from the left and

determine the number of the word closest to where the missing mark belongs.

Mark your answer in the answer space to the right.

NOTE: Some lines are not numbered and are not items.

Example:

? 1 2 3 4 5

1. "Why do you think " asked 0 0 * 0 0 0 0 0 * 0

SGT Murphy, "that they are , 1 2 3 4 5

2. called the four lifesaving methods? 0 0 0 * 0 0 0 0 0 I --------------------------------------------------------------------------

1 2 3 4 5

1. SGT Murphy said, "On Tuesday 0 0 ; 0 0 0 0 0 0 1

May 12, you have your

?' " 1 2 3 4 5

2. SQT " He looked right at 0 .0 0 # 0 0 0 0

3. me and said, "Lets see o 0 0 0 0 ? , 1 2 3 4 5

4. if SP4 Wilsons squad can 0 0 0 0 0 0 0 # 0 0

tell us how to control

? . , ' " 1 2 3 4 5

5. bleeding." "Well, I started, "my 0 0 0 00 0 V'@ 0 0

6 6 1 2 3 4 5 6. men studied that sir, so 0 6 0 0 0 0 # 0 0

? I1 2 3 4 5

7. were ready." PVT Riley said, 0 0 0 ; 6 0 0 0 0 0

" '? 1 2 3 4 5

8. The first method is to 0 0 0 0 0 0 0 0 o I - 1 a

9. apply a pressure dressing." Right," (0 0 0 0

If "1 2 3 4 5 10. 1 told him "Now, can 0 0 0 0 0 0 # 0 0

you tell the sergeant what

1 2 3 4 5

11. the second method is PVT 0 00 0 0 0

12. Riley " He said, "It is, 0 0 0 0 0 0 0 0

" ! ? 1 2 3 4 5 13. 1 think to elevate the 0 0 0 0 0 0 0 0

64
CHECK SHEET

"=" Punctuation

Activity Sheet 13A

Punctuation Practice

Continued Name

Missing Closest

Punctuation Word I Mark Number

"1 ! ? 1 2 3 4 5

14. wounded part. "Good," I said. 0 60 0 0 4 0 0 0

15. "What is the third method 0 0 0 0 0 0 00 

I ? 1 2 3 4 5 16. PVT Lee " "Use digital pressure," 0 0 6 0 $ 0 0 0 0 0 ? 1 1 2 3 4 5

17. he i? said without delay. "Now 0 0 0 0 0 0 0 6 ,, i 1 2 3 4 5

18. PVT Lee," ! asked, can 0 6 0 0 0 0 0 0

you give me the fourth

1 2 3 4 5 19. method?" He said, "Its to 0 0 0 0 0 0 0 0 $ 0

20. use a tourniquet. ?1 2 3 4 5 But, he 0 0 0 0 0 0 0 3 0

21. added, "you dont use the 0 0 0 s 0 0

tourniquet unless the first three

22. methods don't work do you?" 0 0 ? 0 "t 0 0 1 2 0 3 0 4 0

5

2 ? t 1 ' 1 2 3 4 5 3. "Right," I said. And why 0 0 0 0 0 0 0 6 0

? ,,I , 1 2 3 4 5 24. not " "Because," said Lee, "the 0 6 0 0 0 6 0 0 0 0

tourniquet can damage blood vessels

? 2,38,

25. and nerves." "Great " exclaimed SGT 0 0 0 * 0 0 0 * 0

26. Murphy. You men really know 0 0 0 0 * 2 0 0 5 . ? of I ' 1 2 3 4 5

27. your stuff. Now lets see 0 0 0 0 0 0 0 0 6 0

what the rest of the

platoon knows."

65

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.4.

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66

51.,. ~ SF. ts d .pV'rP..tA A~.t-tCC? .- -' - -...................... -

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7 q.

.N

MO)IILE PREVIEW

GRAMMAR

I. INSTRUCTIONS: Find the subject or subjects in the followino sentences.

You are given four choices of possible subjects: A, 1, C, or '. On the

answer sheet, blacken the circle of the subject(s) of the sentence.

EXAMPLE: PVT Jones finds PVT Smith beside a broken A B C D

electrical wire. O0 0

A. PVT Jones C-. wire

B. PVT Smith . beside

1. Good use of your memory skills can be made when you salute.

A. skills C. salute

B. use D. your

2. Neither I nor my buddy has to stand guard tonight.

A. I C. I, buddy

B. duty n. neither, nor

3. Who is the owner of that automobile?

A. owner C. automobile

B. Who O. is

4. The general likes soldiers who wear their uniform correctly.

A. uniform C. general

B. soldiers D. who

5. Which are the tests you need to take?

A. tests C. need

B. Which D. you

6. Neither of my friends is able to attend the party.

A. friends C. able

B. party D. Neither

II. INSTRUCTIONS: Find the complete verbs in the following sentences. You are

given four choices of possible verbs: A, B, C, and 0. Blacken the circle

of the complete verb of the sentence.

EXAMPLE: Now you have seen the last of the material. A B C D

A. last C. seen 0 0 0 0

B. have seen D. have

7. The entire platoon was ready to go to the field.

A. go C. was ready B. was nP. ready

67
MODULE PREVIEW

GRAMMAR Name_______________

II. FINDING VERBS, continued.

8. The days grow longer in the summer.

A. longer C. days B. grow longer D). grow

9. He slipped and fell into the river.

A. fell C. slipped

B. into D. slipped, fell

10. The lowest terrain between two hilltops is called a saddle.

A. terrain C. is called

B. called 0. is

* 11. Water features such as lakes, rivers, and swamps are shown in blue.

A. features C. swamps

B. are shown D. are

III. INSTRUCTIONS: You are given a choice of two verbs in the following sentences.

Decide which verb is correct. Mark the correct circle on the answer sheet.

A B EXAMPLE: I (A. walk, B. walks) home alone every day.

1g0

12. The soldiers of Company A (A. have, B. has) loaded their rifles.

13. You always (A. does, B. do) a good job.

- 14. Both ends (A. are, B. is) the same length.

* 15. The young recruit (A. has fell, B. has fallen) from the pontoon bridge.

16. You (A. was, B. were) the last one to see him.

17. They (A. has, B. have) gone to the show.

A18. PVT Jones has (A. place, B. placed) the selector lever on SAFE.

19. The sergeant (A. orders, B. order) them to do so.

IV. INSTRUCTIONS: You are given a choice-of two words for the blank in each

sentence. Decide whether A or B completes the sentence correctly. Blacken

the correct circle on your answer sheet.

EXAMPLE: You run ______than I.A B

A. quicker B. more quickly 0 9

4 20. You have _ ___control than he does.

A. better B. more better

68
MODULE PREVIEW

GRAMMAR N ame_________________

IV. COMPLETE THE SENTENCE, continued.

- ~21. The ______of the two men carried the extra rucksack.

A. largest B. larger

22. Jones brought those manuals home because ____looked interesting.

A. it B. they

23. Neither we nor John lost ___way.

A. our ~ B. his

* .Z~~ 24. Of the three sergeants, I like Smith ____

A. best B. better

25. Our vehicle turned the corner ______than yours.

A. slowlier B. more slowly

V. INSTRUCTIONS: Decide i f each statement is written in standard English. If

the statement is standard English, fill in answer space YES on your answer

sheet. If it is NOT in standard English, fill in answer space NO.

EXAMPLE: The private should have went to formation. Yes No

(Should have GONE!) 0 0

26. The salute of the soldiers are very important.

* 27. Don't your mother write letters to you?'-

28. Between you and I, you are the nicer.

29. Neither he nor the men is saluting properly.

A'30. Any recruit that wants to may reenlist.

31. One man covers, one crosses.

32. There was no enemy tanks in the distance.

33. 1 bought this here coat at the store.

34. Those kind of vehicles don'~t get stuck in the mud.

35. Is he the drill sergeant which you questioned?

36. Bumper markings on vehicles are helpful.

> ~37. Now you have all four points of the compass.

38. He told his life story to Smith and I.

39. He will try to do more better in the future.

40. You inch your way along, holding the wires with one hand.

69
~~MMODLE PREV IEW

CRAUMAR N ame_________________

V. STANDARD ENGLISH, continued

41. She doesn't understand the manual.

42. Looking for streams to find valleys.

43. John and I wanted it for ourselves.

44. He kept the money for hisself.

45. He scored a basket most every time.

46. I was really angry with Smith.

47. Our squad are ready to win.

48. The recruit reacted more courageously than the sergeant when the going

got tough.

49. Estimating range is a valuable skill.

50. They went to the parade by theirselves.

51 . Diet soda tastes too sweetly for me.

52. Here on the table are the reports you requested.

53. You should of come to the picnic.

54. Put those books on the table.

55. You can't learn an old dog new tricks.

56. It's me you need to see.

57. Divide the ammo among the squad.

58. He fell off of his bunk.

59. The sergeant and she get on each other's nerves.

60. Her brother and her enlisted at the same time.

61. Smith laid his maps on the sergeant's desk.

*62. They wouldn't leave me help with the details.

63. The college is having their annual reunion.

64. Everybody has to do his own share of the work.

65. One of the men are sick.

66. The swim team won the ribbon from its competition.

70

t; S 1. . . . . . . . .
MODULE PREVIEW

GRAMMAR Name

V. STANDARD ENGLISH, continued

67. The vehicle blew a tire during the maneuver.

68. They have went home already.

69. Many of the packages was opened.

70. You should have seen those missiles'

71. Few in the crowd raised their hand to volunteer.

72. The sergeant discouraged Smith and I from reenlisting.

73. The speaker told us listeners to pay special attention.

74. He wanted to go nowheres after a hard day in the field.

75. She is a active member of the squad.

76. He said it was alright that she was late.

77. 1 thought I would burst with excitement.

78. They were playing basketball in back of the barracks.

79. Don't chase any animal who seems frightened:

80. Dogs that bite make me nervous.

81. What have the sergeant done to you?

4771
W.-I~~~~~~~~4 C-Iz-. J-... .M Z- .777 77 -

Name___________________ ANSWER SHEET MODULE PREVIEW

~I. GRAMMAR

41 A B C D IV. 20 A B

o0 0 o0 0

2 A B C D 21. A 2 0 0 0 0 0

3A B C D 22. A 0 03

4A B C D 23. A B

0 0 00 0 0

5 A B C D 24. A B

000 0*o00

6. A B C D 25. A .0 000 *0 0

I.A B C D v. Yes No

0 0 0 0 26. 0 0

8. A B C D 27. 0 0 0 00 0

A B C D 28. 0 0

0 0 0 0 29. 0 0

10. A B C D30. 0 0 0 0 0 0

0~A B C D I. 0

0 0 032. 0 0

12. A3B. 0 0

0 0

34. 0 0

13. A B

35. 0 0

14 A B36

37. 0 0 WI.A B

15.

0. 0 38. 0 0

16. A B 39. 0 0

0 0

A B40. 0 0

17. A B

0 041. 0 0

18. A B 42. 0 0

43. 0 0

19 A B

* 0 044. 0 0 .

72
MODULE PREVIEW

GRAMMAR Name

ANSWER SHEET

V. (Continued)

Yes No Yes No

45. 0 0 64. 0 0

46. 0 0 65. 0 0

47. 0 0 66. 0 o

48. 0 0 67. 0 0

49. 0 0 68. 0 0

50. 0 0 69. 0 0

51. 0 0 70. 0 0

52. 0 0 71. 0 0

53. 0 0 72. 0 0

54. 0 0 73. 0 0

55. 0 0 74. 0 0

56. 0 0 75. 0 0

57. 0 0 76. '0 o

58. 0 0 77. 0 0

59. 0 0 78. 0 0

60. 0 0 79. 0 0

61. o 0 so. 0 0

62. 0 0 81. 0 0

63. 0 0

73
MnnULE PPEVIEW ANSWER KEY/DIAGNOSTIC

(PA'*AP IF WRONG, Ir WPONG,

ASSIGN: ASSIGN: 1, . A B C D 20 A B

0 0 0 0 1,5,6,36 20. 6 0 2q,36

2. A B C D 1,5,6,36 21. A B 29,36 0 0 0 0

3. 1,5,28,36 22. 0 B 17,1,3

0 0 0

4 A B C D 1,5,28,36 23. A B .0 0 0 " 17,21,36

5. A 1 B 0 0 C 0 D 28,36 24. " A 00 B 31,36 316

6 6 A B C D 5,19,36 25. A B 0 0 0 1 0 * 31,36

. 7. A B C D 2,3,8,36 Yes No

0 0 0 0 26. 0 * ,3

8. A B C D 2,3,8,36 27. 0 0 5,6,15,36

0 0 0 0

9. A B C D 1,2,36 28. * 25,29,36

0 0 0 0 29. 0 1 6,36

10. A B C 7,9,1136 30. 0 0 27,36 0 0 * 0 ,,13

A B C D 7,31" '1 0 35,36

•0 * 0 0 7,9,12,3632 o * 166 0 1 032. 0 0 8 16,36

III. 12. A B 7,9,10,11,36 33. 0 * 30,36

A B 34 0 j 30,36

13. 0 4936

35. 0 6 27,36

14. A B 3,4,36 36. 0 0 5,36

37. S 0 2,36S

15. A B 7,9,12,13,36

0 1 38 . 0 6 25,36

16. A 84,9,13,36 39. 0 @ 31,36

A B 40. 1 0 35,36

17. 0 0 7,12,13,36 41. * 0 5,6,15,36

18. A B 7 0,1.136 42 0 34,36

043 S 0 26,36

19. B B 4,8,9,36

* 0 44. 0 26,36

74

- °0 .' , - "- ' ' ° ° ". "- . ..•I °, . -, . -% . -
INiLE PREVIEW ANSWER KEY/DIAGNOSTIC

GRA04MAR

V. (Continued)

IF WRONG, IF WnNG,

Yes No ASSIGN: Yes No ASSIrN:

45. 0 1 32,36 64. 1 0 18,19,20,36,21

46. 0 0 32,36 65. 0 1 18,19,20,36,21

47. 0 0 6,36 .- 66. 1 0 19,20,36

48. 1 0 31,36 67. 0 (, 12,36

49. 1 0 34,36 68. 0 S 12,36

50. 0 0 26,36 69. 0 9 18,19,20,36,21

51. 0 9 32,36 70. 1 0 12,36

52. S 0 16,36 71. 1 0 18,19,20,36,21

53. 0 1 7,33,36 72. 0 S 22,23,24,36

54. 9 0 30,36 73. 0 0 22,23,24,36

55. 0 1 14,36 74. 0 1 36

56. 9 C 23,24,36 75. 0 1 3F

57. * 0 33,36 76. 0 1 36

58. 0 5 33,36 77. s 0 12,36

59. 1 0 22,23,24,36 78. 0 1 36

60. 0 5 22,23,24,36 79. 0 * 27,28,36

61. 0 0 14,36 80. 0 0 27,28,36

62. 0 6 14,36 81. 0 1 27,28,36

63. 0 0 20,36

75

. . . . . . . . . . . • . -. % . -C.', -
Name __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

* .~4MODULE RECORD SHEET

GRAMMAR

OBJECTIVE: Use correct English grammar. Recognize when a sentence is

or is not written in standard English.

SAMPLE TEST ITEMS:

1. Which is the subject in this sentence?

"When we came back from maneuvers, Tom found the

sergeant waiting for him."

(a) we (c) Tom a b c d

(b) sergeant (d) maneuvers o o * o

2. Is this sentence written in standard English: Yes No

"There wasn't no reason to stay." o a

INTRODUCTION TO GRAMMAR:

Grammar is the correct usage of English. If you do not understand

the rules of grammar, you will probably make mistakes when you try to speak

or write standard English.

Standard English is the kind of English that is taught in schools.

It is 2aas correct. In the USA, many people speak dialects of English.

These dialects are special ways of talking, and they don't follow the rules

of standard English. Even if you speak a dialect of English at home and

with your friends, you need to learn to speak standard English. You will

need it in your job and in talking with people you don't know. People who

speak a dialect of English often can't understand other people who speak

a different dialect. But if you use the rules of good grammar and speak

standard English, you can be sure that others will understand what you are

saying. Even if you don't use standard English all the time, practice it

every day!

These activity sheets will teach you the rules of good grammar for

standard English. Work through all the activity sheets that have been

circled. You can check your own work using the check sheets your teacher

has shown you. If you have any questions, ask your teacher. When you are

through with all the activity sheets and are sure you understand all the

rules for good grammar, ask to take the Grammar Review.

76
ACTIVITY SHEETS (Do' those that are circled)

1. Subjects: Number 1A lB

2. Action Verbs 2A 2B

3. Linking Verbs 3A 3B

4. Verbs: Number 4A 4B

5. Finding a Hidden Subject 5A 5B

6. Agreement: Special Subjects 6A 6B

7. Helping Verbs 7A 7B

8. Action and Linking Verbs 8A 8B

9. Verbs: Person 9A 9B

10. Verbs: Tense 10A lOB

11. Regular Past Participle 11A 11B

12. Irregular Past and Past Participles 12A 12B

13. Verbs: Changing from Past Tense

to Past Participle 13A 13B

14. Confusing Verbs 14A 14B

15. Subject and Verb Agreement 15A 15B

16. Agreement: "There" and "Here" 16A 16B

17. Pronouns: Person, Number, Antecedent 17A 17B

18. Verb Agreement with Indefinite Pronouns 18A 18B

19. Indefinite Pronouns as Antecedents 19A 19B

20. Collective Nouns as Antecedents 20A 20B

21. Practice on Pronouns Agreeing with Antecedents 21A 21B

22. Pronouns Used as Subjects 22A 22B

23. Pronouns Used as Objects 23A 23B

24. Practice on Subject and Object Pronouns 24A 24B

25. Pronouns After Prepositions 25A 25B

26. Possessive Pronouns 26A 26B

27. Indefinite Pronouns: WHO, THAT, WHICH 27A 27B

28. Pronouns: Agreement 28A 28B

29. Using Adjectives for Comparison 29A 29B

30. Adjectives: This/That These/Those 30A 30B

31. Using Adverbs for Comparison 31A 31B

32. Confusing Adverbs and Adjectives 32A 32B

33. Using Prepositions Correctly 33A 33B

34. Blunders: Fragments 34A 34B

35. Blunders: Run-Ons 35A 35B

36. Good Usage of English 36A 36B

77
b. m . - . . -. . - : • , . . , ; . . . . . . o o - - ... . . , /

Name

MODULE REVIEW

GRAMMAR

I. Instructions: Find the subject or subjects in the following sentences.

You are given four choices of possible subjects: A, B, C, or D. On the answer

sheet, blacken the circle of the subject(s) of the sentence.

Example: My elbow knocked the water pitcher to the floor. A B C D

A. water C. elbow 0 0 0 0

B. knocked D. pitcher

1. Neither of the soldiers could remember the

WORM formula.

A. soldiers C. WORM

B. Neither D. formula

2. Who were the last people to see the parachutist?

A. Who C. were

B. people D. parachutist

3. Which are the reports you need?

A. reports C. you'

B. Which D. are

4. Either he or his brother received an inheritance.

A. Either C. he, brother

B. he D. inheritance

5. Many skills of each category are found to overlap.

A. category C. Many

B. overlap D. skills

6. The IG team asks questions which cannot be

easily answered.

A. questions C. team

B. which D. IG

78
Grammar Name___________________

11. Instructions: Find the complete verbs in the following sentences.

You are given four choices of possible verbs: A, B, C, and D. Blacken the

circle of the complete verb of the sentence.

Example: The husky soldier could hardly waddle through

the door. A B C D

A. hardly C. could hardly waddle 0Q0 O0S

B. could hardly D. could waddle

7. The rugged terrain is shown as jagged lines.

A. rugged C. is

B. is shown D. shown

8. The highest point of elevation is usually a good

place to position yourself.

A. is C. highest

B. is usually D. place

9. He gathered the twigs and combined them to

camouflage his position.

A. combined C. gathered,

combined

B. gathered D. gathered, combined,

camoufl age

10. The greedy man was happy to take the money.

A. greedy C. was

*B. was happy D. take

11. The banana tastes good with peanut butter on it.

A. tastes C. tastes good

B. on D. banana

III. Instructions: You are given a choice of two verbs in the following

*sentences. Decide which verb is correct. Mark the correct circle on the

answer sheet.

Example: He (A. tells, B. tell) the truth all the time. A B

1S 0

12. The rewards of good sportsmanship (A. is, B. are) many.

79
Module Review

Grammar .Name_____________________

13. You never (A. seem, B. seems) to tire on a

long march.

14. Both soldiers (A. have, B. has) the same MOS.

15. He said you (A. was, B. were) the only person he

could trust.

16. They (A. has, B. have) requested a change of orders.

17. The parachutist (A. had fallen, B. had fell) too far

before his chute opened.

18. PVT Jones has (A. placed, B. place) the duty roster

on the bulletin board.

19. The first sergeant (A. want, B. wants) the company

to win the championship.

IV. Instructions: You are given a choice of two words for the blank in each

sentence. Decide whether A or B completes the sentence correctly. Blacken

the correct circle on your answer sheet.

.0Example: You swim ________than I. A B

A. faster B. more faster 1 0

20. You have a ________chance to win the

price than he.

A. more better B. better

* 21. The ________of the two soldiers loaded the

extra provisions.

A. stronger B. strongest

22. Of the three commanders, I like Jones _______

A. best B. better

23. My vehicle rounded the bend _______than yours.

A. more slowly B. slowlier

24. Neither he nor Smith could find _____fatigue cap.

A. their B. his

25. We asked those questions because _____seemed

important.

A. it * B. they

80
Module Review

Grammar Name ___________________

V. Instructions. Decide if each statement is written in standard English.

*-. If the statement is standard English,fill in answer space YES on your answer

sheet. If it is NOT in standard English, fill in answer space NO.

Example: The old man should have went home earlier. YES NO

(SHOULD HAVE GONE!) 0 6

"S26. The attitude of the soldiers are very important.

27. Don't your friend realize 4,tow lucky he is?

28. Between you and she, you are the smarter.

29. Neither she nor the men are marching properly.

30. Any soldier that requests it may get a stateside swap.

31. You must cross open areas time is critical.

32. There was only three enemy tanks sighted in the distance.

33. I received this here recommendation from the first sergeant.

34. Those kind of plans usually cause trouble.

35. Is he the medic which you said behaved bravely?

36. Markings on vehicle bumpers are helpful in identification.

37. Now you have the information you need to zero your weapon.

38. Smith did not hesitate to offer his chair to Jones or I.

39. They will try to march more better in the future.

40. Cradle the rifle in your arms, keeping its muzzle off the ground.

-41. By alternately advancing your right elbow and left knee.

*42. He doesn't understand the court martial proceedings.

43. Smith and Jones whittled the airplane by themselves.

44. He kept the fanciest guitar for hisself.

45. She answered most every question with a negative statement.

46. I was really full after the big dinner.

47. Our company are the leader in the Commanders' Cup.

48. The young recruit reacted more courageously than any other

soldier in the squad.

81
Module Review

Grammar Name

49. Estimating range is a skill everyone needs.

50. They decided to make all the arrangements by theirselves.

51. That candy tastes too sweetly for us.

52. Here on the desk is the manual you wanted.

53. Smith should of been on time.

54. Put those documents in the.-safe.

55. He tried to learn me how to tie a slip-knot.

56. It's me who called you last night.

57. Split the proceeds among the seven charities.

58. The disabled vehicle fell off of the ridge.

59. The captain and he were always at each other's throats.

60. His brother and him are closer than ever.

61. Jones laid out his information for everyone to see.

62. The sarge wouldn't leave me help with the action.

63. The army is having their annual birthday.

64. Everyone has to repeat his social security number.

65. One of the vehicles are broken.

66. The rifle team beat its closest competition in the final.

67. The deuce-and-a-half blowed a tire.

68. The CO already have went home.

69. Many of the germs in the hospital was killed with disinfectant.

70. You should have seen those parachutes fill the sky!

71. Few in the neighborhood raised their flags on the holiday.

72. The colonel discouraged the sergeant and I from transferring.

73. The knight in shining armor told us to believe what we saw.

74. They had nowheres near the money they needed to last the month.

75. He is a arithmetic whiz!

82

* ,,1 . ...
Module Review

Grammar Name

. 76. It is alright that the string on the banjo finally broke.

77. She almost burst with joy!

78. There was a loud noise in back of the building.

,., 79. Any animal who seems frightened may attack you.

80. Cats that scratch scare me!

81. What have the teacher done with your test?

x

4i

.83

P.

:4-

.4.

-,,

4 i
ANSWER SHEET

*Module Review

Grammar Name___________________

A B C D V. YES NO YES NO

1. 0 0 0 0 26. 0 0 61. 0 0

2.: 27.: 62.:

4. 0 0 0 0 29. 0 0 64. 0 0

5. 0 0 0 0 30. 0 0 65. 0 0

6. 0 0 0 0 31. 0 0 66. 0 0

I. 7. 0 0 0 0 32. 0 0 67. 0 0

-A8. 0 0 0 0 33. 0 0 68. 0 0

9. 0 0 0 0 34. 0 0 69. 0 0

10. 0 0 0 0 35. 0 .0 70. 0 0

11. 0 0 0 0 36. 0 0 71. 0 0

37. 0 0 72. 0 0 111. 12. 0 0 38. 0 0 73. 0 0

13. 0 0 39. 0 0 74. 0 0 N14. 0 0 40. 0 0 75. 0 0 15. 0 0 41. 0 0 76. 0 0

16. 0 0 42. 0 0 77. 0 0

17. 0 0 43. 0 0 78. 0 0

18. 0 0 44. 0 0 79. 0 0

19. 0 0 45. 0 0 80. 0 0

46. 0 0 81. 0 0

IV. 20. 0 0 47. 0 0

21. 0 0 48. 0 0

22. 0 0 49. 0 0

23. 0 0 50. 0 0

24. 00 51. 00

25. 0 0 52. 0 0

53. 0 0

54. 0 0

4.55. 0 0

56. 0 0

57. 0 0

58. 0 0

59. 0 0

60. 0 0

84
GRAMMAR

MODULE REVIEW

ANSWER KEY/DIAGNOSTIC

IF WRONG, IF WPONG, IF WPO'Nr,

I. A B C D ASSIGN: V. YES NO ASSIGN: YES NO ASSIGN:

I. 0 O 0 0 5,19,36 26. 0 O 5,36 56. 0 0 23,24,3A

2. 0 O 0 0 1,5,28,36 27. 0 1 5,6,15,36 57. 0 [ 333;

3. O 0 0 0 28,36 28. 0 1 25,29,36 58. 0 1 33,36

4. 0 0 1 0 1,5,6,36 29. 0 0 6,36 59. 1 o 22,23,24,36

5. 0 0 0 * 1,5,6,36 30. 1 0 27,36 60. 0 O 22,23,24,36

6. 0 0 f 0 1,5,28,36 31. 0 6 35,36 61. O 0 14,36

II. 7. 0 5 0 0 2,3,8,36 32. 0 1 16,36 62. 0 1 14,36

8. 0 0 0 0 7,9,11,36 33. 0 1 30,36 63. 0 O 20,36 2

9. 0 0 @ 0 1,2,36 34. 0 O 30,36 64. O 0 18,19,20,36,17

10. 0 0 @ 0 2,3,8,36 35. 0 O 27,36 64. 0 0 18,19,20,36,17

11. # 0 0 0 7,9,12,36 36. 0 0 5,36 2

37. g 0 2,36 66. 1 0 19,20,36,17,21

1I. 12. 0 l 7,9,10,11,36 37. 0 2,36 67. 0 l 12,36

13. l 0 29,36 38. 0 # 25,36 68. 0 0 12,36

14. 0 0 3,4,36 69. 0 a 18,19,20,36

40. 1 0 35,36

15. 0 O 29,36 40. 0 35,36 70. O 0 12,36

16. 0 1 7,12,13,36 42. 0 o 34,36 71. O 0 18,19,?0,36

17.' 1 0 7,9,12,13,36 42. 1 o 26,36 72. 0 O 22,23,24,36

18. 1 0 7,10,11,36 43. 0 26,36 73. 1 0 22,23,24,36

19. 0 O 4,8,9,36 74. 0 0 36

45. 0 O 32,36 75. 0 O36

46. O 0 32,36

IVo 20. 0 0 29,36 47. 0 O 6,36 76. 0 0 36

21. O 0 29,36 77. 0 12,36

22. 0 31,361 @ 

I 22. 0 0 31,3" 8 O ,6 78. 0 U 36

23. O 0 29,36 4 0 0 34,36 79. 0 01 27,28,36

50. 0 0 26,36 8

24. 0 29,36 5 3236 80. 0 0 27,28,36

25. 0 1 17,21,36 281. 0 27,28,36 52. 1 0 1 6,36

53. 0 1 7,33,36

54. O 0 30,36

55. 0 O 14,36

85

, ", '" %"'w.', °

, o''- % . ", " ... " . ',.' ."....... ". " .. "- . . ' ". " . . , . , . -. " -. "" - ", ." . - . - . ________ "

"
Grammnar

Activity Sheet 1A

Subjects: Number Name________________

Every sentence must have at least one SUBJECT. The subject is the "who"

or "what" word. It tells you "who" or "what" does something. The subject

usually comes at the beginning of the sentence before the verb.

EXAMPLE: 1. You treat a chemical burn differently than an electrical burn.

"Who" treats a burn? "You" do. You is the subject of the sentence.

Subjects have NUMBER. They may be SINGULAR, meaning only one of something.

They may be PLURAL, meaning more than one of something. SUBJECTS THAT END IN

"S" ARE USUALLY PLURAL. BUT NOT ALL PLURAL SUBJECTS END IN "S".

EXAMPLE: 1. A burn should be treated-at once. (one burn)

2. Burns should be treated at once. (more than one burn)

3. They should be treated at once. (more than one)

INSTRUCTIONS: In the following sentences, decide which word is the subject

of the sentence. Underline that word with one line. Then decide if that

subject is singular or plural. Blacken the correct space.

Singular Plural

EXAMPLES: 1. An electrical wire can cause buyrns.

2. Electrical wires can cause burns.

1. PVT Jones finds SGT Smith beside a

broken electrical wire.__i

2. SGT Smith has'been shocked by the

electric current. L

3. A private notifies the medics. E_

4. Several soldiers hurry over. Em

5. They pull SGT Smith away from the wire. [

86
Grammar

Activity Sheet 1A (Continued)

Subjects: Number Name____________________

Singular Plural

6. One soldier tears the sleeve of the

sergeant's fatigues.

7. He uncovers the burn.

8. A cloth sticks to the burn.'

9. The men do NOT remove that piece of cloth.

10. PVT Jones tells them not to clean

the burn.

11. "We must not put m edicine on it!"'7

12. He loosens SGT Smith's other clothing. _

13. The other soldiers place SGT Smith on - his back. i14. They elevate his feet 12 to 18 inches

to prevent shock.

15. Everyone stays calm and sensible. --7'

16. "1 don't have a first aid packet."

17. Not one is fo und.I

18. Jones uses the next best thing.

19. Two soldiers have clean handkerchiefs.

20. He takes those and puts them on the burn.II

21. Minutes pass.I

07
Grammiar

Activity Sheet lA (Continued)

Subjects: Number Name_________________

Singular Plural

22. Finally, the medics arrive and take over.E

* 23. PVT Jones used his head in an

emergency situation.D

N8
Grammar

Activity Sheet 2A

Action Verbs Name._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Every sentence must have at least one VERB. One kind of verb is the ACTION

verb. It tells you what someone or something is doing or has done.

Example: 1. SGT Smith runs with his platoon.

"Runs" is a "do" word, an action word. Action verbs tell about two kinds

of action: body and mind. An action of the body includes PHYSICAL "doings:"

Example: I eat.

I sleep.

I work.

An action of the mind includes MENTAL "doings:"

Example: I think.

I plan.

I hope.

I dream.

I have a goal.

A sentence may have more than one main verb.

Example: He slipped and fell- into the river.

Instructions: Underline the ACTION verbs in the following sentences with

two lines. The subject is already underlined for you with one line.

Example: Yj.u spot smoke, mist, vapor or drops.

1. You determine direction with the Shadow Tip method.

2. You place a stick on the ground vertically.

3. The sun casts a shadow.

4. You mark the tip of the shadow with a stone or a twig.

5. That marks the West line.

39
Grammar

Activity Sheet 2A

Action Verbs Name

6. In 10 to 15 minutes, the shadow moves.

7. The shadow moves from West to East.

8. You mark the second shadow, the East line.

9. Now you draw a straight line through the two marks.

10. That line shows the East-West line.

11. You make a North-South line at a-right angle to the East-West line at any point.

12. Now you have all four points of the compass.

90

9.Q w g " a . .z 2 - .; .. . . . ... . . . . . . ... . . . ..... . '. . . . . . .i.i... . . . . . .
NGrammar

Activity Sheet 3A

Linking Verbs Name

In the M60 machine gun, the 7.62 mm cartridges are linked together. There

is , kind of verb which links parts of sentences together in the same way. The

LIN.<ING verb connects the subject with another word that tells you something

about the subject. That word is called a DESCRIPTIVE WORD because it describes

the subject.

(linking (descriptive

(s~bject) vyrb) word)

Example: 1. The platoon was the winner of the competition.

(linking (descriptive

(subject) verb) word)

2. The winners seemed happ6.

The desctiptive word answers the question, Who? What? or How?

(The platoon was what? -The winner.

The winners seemed how? Hap.Y

The most common linking verbs are:

be (am, is, are, was, were),

become, appear, seem, grow, remain (verbs of being)

look, smell, feel, taste, sound (verbs of the senses)

Instructions: In the following sentences the subject is underlined with one

line. The descriptive word is circled. You sould underline the LINKING VERB

with two lines.

Example: 1. Pvt Jones looked andsomein his uniform.

1. The Red Cross is a=to the soldier.

2. The entire platoon was to go to the field.

3. Pvt. Jones of Company A remained nconsciou safter the fall.

4. They fel] _ bout weekend pass.

5. Pvt. Smith's fatigues look(wrinkled.)

91
Grammuar

* Activity Sheet 3A

Linking Verbs Name _____________________

* Now, YOU circle the descriptive word. Underline the linking verb with two

lines. The subject is underlined.

6. The Christmas dinner at the mess hall tasted delicious.

7. His television sounded loud to me.

8. The men were angry about their late pay checks.

9. i am the only person at home.

10. Yesterday Jones became the winner of the lottery.

11. We remain friends through the years.

12. The days grow longer in the summer.

13. That is my friend at the door.

14. The orderly room appeared smoky af,-;' the meeting.

15. You seem too tired to work today.

92
...~~~71-- -a* -. -. .. .4. - - . - .

Grammar Activity Sheet 4A

Verbs: Number Name

Every sentence must have at least one VERB. A verb can be either an

ACTION word, such a run, or a LINKING verb, such as is.

All verbs have NUMBER. A verb can be singular (one) or plural (more than

one). A VERB ENDING IN "S" IS USUALLY SINGULAR.

Examples: 1. The private puts on his protective clothing.

2. His sergeant orders him to do so.

"Puts" and "orders" al-e both singular. Notice that they both end in "s."

IF A VERB DOES NOT END IN "S," IT IS USUALLY PLURAL.

Example: 1. The privates put on their protective clothing.

"Put" is plural.

THE WORDS "YOU" AND "I" ALWAYS TAKE A PLURAL VERB.

Example: 1. You put on your protective clothing.

"Put" is plural.

Instructions: In the following sentences, find the verb. Underline it with

two lines. Then decide if it is a singular verb or a plural verb. Blacken the

correct space at the end of each sentence.

Singular Plural

Examples: 1. The privates put on their protective clothing

2. The sergeant orders them to do'so.

Singular Plural

1. Protective clothing includes overgarment, trousers and shirt, gloves, and overboots.

2. Soldiers put on protective clothing for an

NBC attack- .--

3. You blouse your trousers inside your boots. I--

4. PVT Jones pulls on his overboots.

5. He threads the lace through the front eyelet. _ -

6. Both ends are the same length. 7

93
Grammar

Activity Sheet 4A

Verbs: Number Name

Singular Plural

7. He ties a single hit h.

8. Laces go through the side eyelets from -

inside to outside.

9. You pull tight.

10. Use a single hitch!

11. Each lace goes through the rear eyelet

in the same way. -

12. The ends come back through the side eyelet. -7

13. Across the instep, a single hitch ties the laces.

14. Around the upper part of his overboot, PVT Jones

wraps the laces.E

15. All of the soldiers zip down each leg of the

overgarment trousers.

16. They blouse the overgarment trousers over

the overboot.

17. Soldiers also have shirts and gloves for

protection.

94

.4"
Grammar

Activity Sheet 5AFinding a Hidden Subject Na me_____________________

When a group of words stands between the subject and the verb, you must

look carefully to find the subject.

4(subject) (verb)

Example: 1. The soldiers of the engineer battalion are last in the convoy.

2.Te(subject) (verb)

2.Tesoldier who does best on the SQT receives a weekend pass.

These groups of words that get in the way and hide the subject can be

S.., either prepositional phrases (as in Example 1) or helping clauses (as in

Example 2). They both tell about the subject. You must get rid of the group

of words to find the subject. Circle it to throw it out of the sentence!

Instructions: In the following sentences, the verbs are underlined with two

lines. Find the subject of the sentence. (Remember: It is the "who" or

"what" word!) Underline it with one line. Circle the group of words that

comes between the subject and the verb.

(subiect' (verb)

Example: Good use (of your memory skills can be made when you salute.

"Use" is the subject. The group of words circled makes it hard

to find the subject. You circle them to get them out of the way!

1. The salute of the soldier is very important.

2. The letters of "SALUTE" can be used to remember information to report.

3. The six letters in the word offer a sensible way to recall points of

interest in reporting and collecting information.

Wq

4. The "5" in the word stands for SIZE of the object you saw.

5. Tenumber of personnel can mean SIZE also.

6. ACTIVITY of the enemy means what the enemy was doing.

95
Grammar

Activity Sheet 5A

Finding a Hidden Subject Name

7. Grid coordinates from a known location are LOCATION.

8. The UNIT of the foe should be described.

9. Any description of patches or clothing is valuable information.

10. Bumper markings on vehicles are helpful.

11. The TIME of the activity should be reported.

12. The EQUIPMENT associated with the activity furnishes helpful information.

13. The soldier who is alert will spot the enemy quickly.

14. Each item of interest expressed by the letters of the key word "SALUTE"

relates necessary data.

6

'0

r: ° .*V%'.'~ ;'...- - . . , .. ' .; ,2 *.J, . .- -- ,' --. , - . -.. .,-.. . . . . . . . . . . . . . . . . . . . . . . . . ... .. .,-.. ..
Grammnar

Activity Sheet 6A

Agreement: Special Subjects Name ___________________

Here are some rules about SUBJECTS that you will have to learn.

1. A SENTENCE MAY HAVE MORE THAN ONE SUBJECT.

Example: The staff sergeant and the private are late for formation.

"Sergeant" is singular. "Private" is singular. "Are" is

a plural verb.

TW RMORE SINGULAR SUBJECTS JONDBY "AND MAKE A PLURAL SUBJECT.

YOU NEED A PLURAL VERB!

2. IF TWO OR MORE SINGULAR SUBJECTS ARE JOINED BY "OR" OR "NOR,"

USE A SINGULAR VERB.

Example: Neither I nor my buddy has to stand duty tonight.

The subjects ''I" and ''buddy' are connected by ''nor.''

"Has" is a singular verb.

3. PLURAL SUBJECTS JOINED BY "OR" OR "NOR" NEED A PLURAL VERB.

Example: Either the men or the women are the winners.

"Men" is plural. "Women" is plural. "Are" is plural.

4. IF TWO SUBJECTS JOINED BY "OR" OR "NOR" ARE NOT THE SAME PERSON OR

NUMBER, THE VERB MUST AGREE WITH THE SUBJECT CLOSER TO IT!

Example: Neither Jones nor the men are saluting properly.

"Jones" is singular. "Men" is plural. The verb "are saluting" is plural to agree with "men."

5. SOME SUBJECTS NEED SPECIAL MENTION. THEY ARE SINGULAR IN MEANING

BUT THEY END IN "S." THEY NEED A SINGULAR VERB.

mathematics measles series

news politics the United States

Example: Mathematics is my favorite subject.

"Mathematics" is singular. "Is" is singular.

6. THERE ARE WORDS THAT SUGGEST MORE THAN ONE PERSON, BUT THEY ARE

SINGULAR.

group company tribe

team government college

class school mob

flock

97
Grarimnar

Activity Sheet 6A

Agreement: Special Subjects Name ____________________

They need a singular verb.

Example: Our basketball team is winning the tournament.

"Team" is singular; "is winning" is singular. Subject and

verb agree. That's good English!

Instructions. In the following sentences underline the subjects with one line.

Look at the rules in this lesson and decide if the subject needs a singular verb ( or a plural verb. Mark the correct box. Then underline the correct verb with

two lines.

Singular Plural

Example: Neither he nor she (speaks, speak) Spanish.

1. Either the soldiers or the vehicles (makes, make) thezposition known.

2. Neither the troops nor the truck (leaves, leave) a trail.

3. You and your buddy (has, have) not disturbed the terrain - - around your position.

-)4. Either the Soviet Union or the United Stafes (is, are) 7

ahead in the arms race.-

5. A group of my friends (is, are) waiting outside. _

6. Politics (was, were) the most exciting profession

A he spoke about.D

7. Neither the men nor the company (receives, receive) El

a commendation.

8. 1 hope either Mary or you (has, have) the correct change.EZ

9. The Army and the Air Force (offers, offer) many

job opportunities.D

10. Neither my friends nor I (attends, attend) night school. l EI

98
Grammar

Activity Sheet 7A

Helping Verbs Name

The VERB in a sentence may be one word.

Example: SGT Smith fired the M16 yesterday.

Or the VERB may be two or more words--a main verb and helpinq verbs.

Example: SGT Smith has fired the M16 before.

"Fired" is the main verb. "Kas" is the helping verb. "Has fired" is the

VERB PHRASE.

Helping verbs help the main verb tell what the subject is doing. Often the

helping verb is separated from the main verb by another word. Don't let this

confuse you!

Example: Are you firing the gun?

"Are" is the helping verb. "Firing" is the main verb. The helpers come

first; the main verb comes last.

There are two verbs that are used more than any others. They are also

the most often used helping verbs.

To BE

I am firing we are firing I was firing We were firing

You are firing You are firing You were firing You were firing

He He

She is firing They are firing She was firing They were firing

It - It

To HAVE

I have fired We have fired I had fired We had fired

You have fired You have fired You had fired You had fired

He He

She has fired They have fired She had fired They had fired

It - It

Other helping verbs are:

He does fire It could fire It must fire

They do fire I can fire She will fire

You did fire He may fire

99

~~~F E.&N 7~
% - . 7 7

Grammar

Activity Sheet 7A

Helping Verbs N ame___________________

IMPORTANT! The helping verb has NUMBER. It may be either SINGULAR or PLURAL.

The NUMBER of the verb phrase depends on the NUMBER of the helping verb.

Instructions: The main verb is underlined with two lines. Underline the

helping verb with two lines.

(helping (matn

verb) verb)

Example: He could have fired his weapon for record.

1. You must place the selector on safe when clearing your Ml6Al rifle.

2. The weapon must be cocked for the selector to be pointed toward safe.

3. The charging handle is pulled rearward.

4. Then the bottom of the bolt catch is pressed.

5. The bolt will then move forward.

6. The charging handle will be returned to -forward.

7. Was it placed on safe?

8. To be sure these areas contain no ammo, you should eyeball the receiver

and chamber.

9. The selector lever has been pointing toward safe.

10. Each soldier had allowed the bolt to go forward by pressing the upper

part of the bolt catch.

~3100
Grammar

Activity Sheet 8A

Action and Linking Verbs Name____________________

An ACTION verb tells what the subject does. A LINKING verb connects the

Instructions: In the following sentences underline the complete verb phrase

*with two lines. Decide if it is an ACTION verb or a LINKING verb. Blacken the

correct box at the end of the sentence. Remember your list of linking verbs

from Activity Sheet 3A.

Action Linking

Example. PVT Jones has requested leave.

SGT Smith is on leave.

Action Linking

1. You must recognize the signs of heat cramps

and heat exhaustion. I

2. Signs of heat exhaustion include weakness, dizziness,

coolness and moistness of skin, and headache. II

3. Heat stroke includes an upset stomach, hot and dry

skin, and a feeling of confusion. II

4. A soldier has an unknown heat injury. 11

5. He is conscious.

6. The sick soldier must drink I canteen of water. ii

7. He then should swallow two salt tablets. i

8. You do NOT give salt tablets to a soldier who is sick

to his stomach. I

9. Is he sick to his stomach?III

10. If not, he drinks the rest of the water in the canteen. HI

4' 11. Movement to a shady area will come next.H

12. You loosen any tight clothing. I

101
Grammar

Activity Sheet BA

Action and Linking Verbs Name __________________

Action Linking

13. Someone raises his feet 12 to 18 inches.

14. Medical help is necessary.

* ~15. Any heat problem can be serious. j

16. You take any heat problem seriously. II

102
.7 -. - . -*-4* - - - ~ ~ - - ~ -

Grammar

Activity Sheet 9A

Verbs: Person Name __________________

A subject and a present tense verb agree if you use the correct form of

the verb with your subject. The subject and verb must agree in PERSON and in

TENSE. This activity sheet will help you understand PERSON as it relates to

verbs.

There are three persons: first, second, and third. The FIRST person

means the speaker (I, we). The SECOND person means the person spoken to (you).

The THIRD person means the person, place, or thing being spoken about (he, she,

it, they). Each person has a SINGULAR and a PLURAL.

SINGULAR PLURAL

subject verb subject -verb

1st person I walk 1st person we walk

2nd person you walk 2nd person you walk

3rd person he 3rd person they walk 4

shet: walkQ

*it

THE ONLY TIME YOU CAN ADD AN -S or -ES TO A VERB IN THE PRESENT TENSE IS WHEN

THE SUBJECT IS A THIRD PERSON SINGULAR (he, she, it).

Example: If the subject The verb in the present tense

is must take an

he

she

* it >S (or -es)

John

Susan

the girl

the table

You must be able to choose the correct form of a verb. To do this you first

*decide upon the PERSON and the NUMBER of the subject. The verb will have the

same PERSON and NUMBER as the subject.

Instructions: In the following sentences, you must do three things. (1) Under-

* line the subject with one line. (2) Decide if it is 1st, 2nd, or 3rd person.

Blacken the correct box on the answer sheet. (3) Decide if it is SINGULAR or

PLURAL. Blacken the correct box. NOTE: "You" is ALWAYS PLURAL!

Examples: Person Singular Plural

1 23'

1. I dislike this kind of weather. It IIH

2. The men in the platoon agree I IIS.-

to participate.

3. You always do a good job. II HII

103
Grammar

Activity Sheet 9A

Verbs: Person Name

1. He never tells anything but the truth.

2. The word "terrain" means "land."

3. You identify classes of terrain features on a military map.

%i

4. Terrain features are either natural or man-made.

5. We use five colors to identif a class of features.

6. BLACK shows most cultural or man-made features.

7. Water features such as lakes, rivers, or swamps are shown in BLUE.

8. GREEN is for vegetation--woods, orchards, vi ards.

9. RED points out man-made features that are cle 4tied by their kind or

use--main roads, built-up areas.

10. All contour lines are identified by BROWN.

11. "Contour" means "outside edge."

12. Closed contour lines show hilltops.

13. The lowest terrain between two hilltops is called a saddle.

14. Take the easiest route possible.

15. Pvt Jones says the enemy is on the hill.

16. I don't go through the saddle.

17. Maps show valleys with U or V-shaped brown lines.

18. The base of the U or V points toward higher ground.

19. On a ridge, the ground slopes down in three directions.

4 20. A ridge is a fairly long and narrow piece of terrain.

.4

104
ANSWER SHEET

Grammar

Activity Sheet 9A

Verbs: Person Name

Person Singu2 3 lar Plural

1. II If III

2. II

3. II

4. IT

5.

6.

7.

8. I 

9. I

10.I

11. I

12. I

13.

14.

15.

16.

17.

18.

19.

20.

105
Grammar

Activity Sheet IOA

Verbs: Tense Name

TENSE means "time." Tense of the verb means "when" the action takes place.

The three simple tenses are the PRESENT, the PAST, and the FUTURE.

The PRESENT tense tells what is happening NOW.

Example: Today the company marches together.

Most action verbs are REGULAR verbs. To make the PRESENT tense of regular verbs, you use the original form of the verb for all persons everywhere

except the 3rd person singular. The letter "s" must be added to the 3rd person

singular.

Example: Singular Plural

Ist Person (the speaker) I salute We salute

2nd Person (person spoken to) You salute You salute

3rd Person (person spoken about) He They salute

She salutes

It

REMEMBER: AN "S" ON A VERB MAKES IT SINGULAR!

The PAST tense tells what already has happened.

Example: Yesterday the squad marched well.

You form the PAST tense of REGULAR verbs by adding "-ed" to the verb. If the

verb ends in "-e," just add "d" to form the PAST tense.

Example: Present Past

release release d

salute salute (dJ

march march

desire desiret

Instructions: If the underlined verb is PAST tense, change it to PRESENT. If it is PRESENT tense, change it to PAST. Put the correct verb on the line

at the end of the sentence.

Example: SP4 Miller salutes the flag. saluted

1. To disassemble the Ml6Al rifle, you cleared it first.

2. Pvt Jones removes the sling and handguards.

3. He disassembles the rifle according to his manual.

4. After disassembly, you lubricated your weapon.

106

J ,w , " .. , , 7 : .: - Z .. . ' .,-, - . -".; ..... .- z -'' .- .••- ' - ." - ." -'. . . ''
Grammar

Activity Sheet IOA

.-. Verbs: Tense Name

-q

5. After firing, he cleaned his weapon for 3 consecutive

days with rifle bore cleaner.

6. He wiped it dry.

7. The bolt carrier group needed a good cleaning.

8. You remembered to remove excess oil from the bore

before firing.

9. He applies only a light coat of LSA to the firing

pin and the firing pin recess.

10. You use a generous amount of LSA inside the

lower receiver.

107

• A . . • .. .-. . . . - , . . .. . ,..,. , .- --- .. . . , - .. . - .. : ,: :
*Grammar

Activity Sheet 11A

Regular Past Participle Name

In Activity Sheet lOA,you learned about the PRESENT TENSE and the PAST

TENSE of verbs. There is another kind of verb form called the PART PARTICIPLE.

It looks a lot like the past tense. You add "-ed" or "-d" to a regular verb,

just like in the past tense.

BUT THERE IS A DIFFERENCE! THE PAST PARTICIPLE MUST ALWAYS HAVE A HELPING

VERB WITH IT!

Past

Example: 1. They reduced the number of weapons in the arsenal.

(heping (past verb participle) 2. They ht've reduced the number of weapons in the arsenal.

Important: In a past participle, only the helping verb has NUMBER. It is

either singular (one) or plural (more than one). If the subject of the sentence

is plural, the helping verb must be plural. If the subject is singular, the

helping verb must be singular. The past participle keeps the same form no

matter what the subject is. ONLY THE HELPING VERB CHANGES.

Instructions: The subject is underlined with one line. The complete verb phrase -.< is underlined with two lines. If the subject and verb agree in NUMBER (BOTH

are singular or BOTH are plural), blacken the "yes" box. If they do not agree, blacken the "no" box. Yes No

Example: The soldiers has reduced the number of weapons

in the arsenal.

"Soldiers" is the subject. It is plural. "Has reduced" is the verb. "Has" is

the helping verb; it is singular. The subject is plural; the verb is singular.

They do not agree. Blacken "no."

REMEMBER: AN "S" ON A SUBJECT MAKES IT PLURAL. AN "S" ON A VERB MAKES IT

SINGULAR.

Yes No

1. The soldiers have loaded the chamber of the Ml6Al rifle

within 10 seu -os.

2. Pvt Jones of Company A have cocked the rifle. 7 -

3. He has placed the selector level on "safe."

4. Sot Smith has opened the bolt.

108

Z Z:.- Z
-

--. ...-. S. ..

Grammar

Activity Sheet 11A

Degular Past Participle Name

Yes No

5. She have looked into the chamber to be sure that it is clear. -

6. "I has known that it is clear," she says.

7. The magazine is pushed upward.-until the magazine

catch engages.

8. Some soldiers has never chambered a round before.

9. The upper portion of the bolt catch is depressed ii

with the bolt assembly open.

10. A soldier in the squad have pulled the charging -

handle fully rearward with the bolt assembly closed.

%' ! 109

u!,

.'4". " '. . " ,•..' ' #" -

.

"' " .• " ' . "" ' '" " "".. '. • ' ' " ' " ' ' ' ' " "" . "- " " "" ' '' ' "" -" '' r "" ""'
Grammar

C-_ Activity Sheet 12A

Irregular Past and Past Participles Name

The principal (main) parts of irregular verbs are not formed by any

set rules. To learn them, you have to practice, practice, and practice some more!

Many irregular verbs form their past and past participle by a changed

letter within the word.

Present Past Past Participle

begin began- have begun

sing sang has sung

drink drank have drunk

dig dug has dug

The past and past participle of some irregular words are alike.

Present Past Past Participle

buy bought has bought

sleep slept have slept

bleed bled has bled

dive dived has dived

There are some irregular verbs which make no change in the present, the

past, or the past participle.

Present Past Past Participle

burst burst has burst

. cut cut has cut

hurt hurt have hurt

put put have put

You will need to memorize the following irregular words:

PRESENT PAST PAST PARTICIPLE

am 'was have been

(were)

become became have become

begin began have begun

blow blew have blown

break broke have broken

burst burst have burst

choose chose have chosen

come came have come

dive dived have dived

do did have done

draw drew have drawn

drink drank have drunk

drive drove have driven

eat ate have eaten

" ring rang have rung

ride rode have ridden

110

oO '
Grammar

Activity Sheet 12A

irregular Past and Past Participles Nzane ___________________

PRESENT PAST PAST PARTICIPLE

fall fell have fallen

fight fought have fought

flee fled,. have fled

fly flew have flown

forget forgot have forgotten freeze froze have frozen :1get got have gotten

go went have gone

grow grew have grown

hang (clothing) hung have hung

hang (a person) hanged have hanged

know knew have known

lay (to place) laid have laid

lead (to guide) led have led

lie (to rest) lay have laid

lie (to fib) lied have lied

raise (to lift) raised have raised Nrise (to go up) rose have risen

run ran have run

say said have said

see saw have seen

sing sang have sung *sit sat have sat

speak spoke have spoken

steal stole have stolen

swim swam have swum

take took have taken

teach taught have taught 4tear (to rip) tore have torn

throw threw have thrown

wear wore have worn

write wrote have written

TROUBLESOME VERB FORMS: MEMORIZE THESE!

*has begun have gone

is broken should have known

could have come might have taken

should have done should have seen

must have eaten has rung

had fallen could have thrown

had flown has riddcn
Grammiar _____

Act-ivity Sheet 12A

/ ~Irregular Past and Past Participles Name ___________________

IRREGULAR PAST PARTICIPLE PRACTICE

Instructions: In the first 15 sentences, fill in the blank with the correct

principal part of the verb. Remember: YOU MUST USE THE PAST PARTICIPLE WHEN

YOU HAVE A HELPING VERB.

Example: 1. He has drunk a quart of milk. DRINK

"Drink" is the verb. Use the past participle, "drunk",

because it has a helping verb, "has."

1. The compass is ___ _______. BREAK

2. She had __________off the bunker. FALL

3. They have __ ______home already. GO

4. It has __________to rain. BEGIN

5. You should have _ ________those missiles. SEE

6. He could have ___________the grenade higher. THROW

* 7. You should have __________the answer. KNOW

8. We might have _ ________it by mistake. TAKE

9. Has the bell yet? RING

* 10. He should have _________it himself. DO

11. You could have __ _________earlier. COME

12. We must have ____ ________a whole watermelon! EAT

13. The birds have all ___________away. FLY

S." 14. They had ___ ________five miles. swim

15. He had not ___________to his mother lately. WRITE

*Now, in the following 10 sentences, you are given a choice of two verbs.

Underline the correct verb with two lines.

Examp'NE: 1. The soldier (drived, drove) the vehicle in the mud.

"Drove" is the correct past tense of the verb "drive."

112
Grammar

Activity Sheet l

Irregular Past and Past Participles Name

..'

16. The vehicle (blew, blowed) a tire during maneuvers.

17. SP4 Jones (swimmed, swam) a record mile in the battalion competition.

18. He (became, becomed) a soldier in order to see the world.

19. The small, courageous nation (fighted, fought) the war by itself.

20. The discouraged factory worker (chose, choosed) not to attend the meeting.

21. During the violent storm, a valuable item (falled, fell) from the shelf.

22. Yesterday I (breaked, broke) the compass I was given.

23. She (drank, drinked) the medicine from the delicate teacup.

24. The M35 21 ton truck (runned, ran) out of gas.

25. The soldier (threw, throwed) the grenade correctly.

113

4-.'
Grarmmar

Activity Sheet 13A

Verbs: Changing from Past Tense Name____________________

to Past Participle

You have learned about the three principal parts of verbs: the present,

the past, and the past participle. The most common mistake made is confusing the

PAST with the PAST PARTICIPLE.

REMEMBER: THE PAST PARTICIPLE MUST HAVE A HELPING VERB. THE PAST TENSE

NEVER HAS A HELPING VERB.

Instructions: Find the verb in the following sentences. Underline it with

two lines. It is past. Then, change it to the past participle. Use "have"

(plural) or "has" (singular) as the helping verb. Write the new verb on the

blank at the end of the sentence. Use your list of irregular verbs if you need to!

Example: Smith went AWOL. has gon

"Smith" is singular, so you use "has" as the helping

verb because it is singular. "Gone" is the part

participle of the verb "go."

1. The young recruit fell from the pontoon bridge. ______________

2. Of the entire battalion, only A Company passed inspection.__________

3. PFC Jones rode in the back of the jeep. ___________________

4. They completed the course in record time. __________________

5. The separ'ate battalions sent their best men to the meeting. __________

6. She hid the jeep in the underbrush.____________________

7. Smith began to run faster at PT. _______________________

8. The CO chose the Soldier of the Quarter. __________________

9. We did our best! ___________________ _________

10. You drove the jeep over the rugged terrain. __________________

11. I was the last man in the parade. ____ __________________

12. The shrapnel came flying from every direction._________________

114
Grammar

Activity Sheet 14A

Confusing Verbs Name

Some verbs are troublesome. They need special study.

LIE The verb "to lie" means to rest or recline. Its principal parts

and are "lie," "lay," and "have lain." It never has an object (a word following the verb which answers the question "what" or "whom").

I LAY I The verb "to lay" means to put or place. Its principal parts are "lay," "laid," and "have laid."

VERB MEANINGS EXAMPLES OBJECT

LIE to stretch out 1. Lie in the shade "'o obect

li-e, (this word -f the tree.

lay, never takes an 2. He la down for an hour. o OLIeCL

has lain, object) 2n.

lying) 3. No one else has lain there. o oc,"ject

LAY to put or 4. Lay the rifles side La what?

lay, place -- y side. -Tifles

laid, (This word 5. He laid the money He laid what?

has laid, always has oTFTMe table. Money

laying) an object)

6. He has laid the He has laid what?

rlfefsIn a row. Ritfles

You have the same problem with two other pairs of verbs. One verb

in each pair must have a word following it that answers "what"? or "who"? or "whom"? about the verb. That's how you tell which verb to use.

VERB MEANINGS EXAMPLES OBJECT

SIT to rest 1. He sits in the "o object.

-sit, (has no bunk-er alone.

sat, object) 2. They sat on the fender No ob'Ject

SIT has sat) of tWevehicle.

and 3. That food has sat in No object

SET the hot sun all day.

SET to put or 4. He sets the ammo on He sets what? .- "pl ace t h---d-sk. Th~eammo

5. You set the sergeant You set whom?

strai g-ht. Th'Tergeant

6. Smith has set the Smith has set what?

platoon record in the The record

hurdle event.

115

".9°
WT W-- .r; .p -.

Grammar

* Activity Sheet 14A

Confusing Verbs Name

VERB MEANINGS EXAMPLES OBJECT

RISE to move higher 1. The sun rises on the fe obect

(rise, (has no horizon.

rose, object) 2. His voice rose ahove r!n obect

RISE I has risen) the noise.

RAISE and 3. I have risen at 6 a.m. No obJect

- every day.

RAISE to make some- 4. Did you raise the You did raise what?

(raise, thing go up --Tlag? The fTag.

raised, (has an 5. I raised the question I raised what?

raised) ) oobfj extra pay. The question.

6. He has raised flowers He has raised what?

in -Fis spare time. Flowers 4

The next four pairs of words often confuse. The MEANINGS of these

words are what is important.

VERB MEANING EXAMPLES

TEACH to show how, I. I can teach you about verbs.

*TEACH to give and A instruction ntrtion 2. " You do - not learn easily.

LEARN 3. I can learn you about verbs.

LEARN to find out WRN)

something

MAY MAY to permit or 4. All of you may try to win.

and allow 5. No other soldier can do

CANCAN to be able this correctly. CN t6. Can I go to the movies? WRONG!

LTn LET to allow or 7. Let us help you.

and permit 8. 1 must leave now.

LEAVE I- LEAVE to go away 9. Leave us help you. WRONG!

116
p.k - I J_ _ . % . a -.A-w--- -- 7 , . -- -. - 

Grammar

Activity Sheet 14A

Confusing Verbs Name ________________________

VERB MEANING EXAMPLES

.4BRING BRING to carry 10. Brin me a glass of water.

and toward the 11. Please take my coat upstairs.

TAKE speaker

TAKE to carry away 12. Will you bring me to the movies?

from the speaker (WRUrT

It is important that you use theseverbs correctly in speaking and writing.

MEMORIZE THEM!

Instructions: In the following sentences decide which verb is correct.

Underline the verb with two lines.

Example: Yesterday we (lay, laid) in the sun.

We "stretched out;" you need the verb "to lie."

"Lay" is the past tense of that verb. Notice that

there is no object. The verb "to lie" does not

take an object.

1. You can't (teach, learn) an old dog new tricks.

*2. Smith (lay, laid) his maps on the sergeant's desk.

* . ~ 3. He (set, sat) his compass on a flat surface.

4. We saw the cloud of smoke (raise, rise) in the distance.

*5. The sergeant would not (let, leave) us alone.

6. He was (laying, lying) in a pool of sweat.

7. Jones had (taught, learned) the phonetic alphabet in a week of study.

8. They wouldn't (let, leave) me help with the detail.

9. The soldiers (set, sat) around the open fire.

10. He (rose, raised) his hand to ask a question.

11. The private (took, brought) me flowers when I was sick.

12. His uncle always (takes, brings) me to the ball game.

117
Grammar Activity Sheet 15A

Subject and Verb Agreement Name ____________________

The SUBJECT and VERB of a sentence must agree in PERSON and NUMBER.

Both the subject and the verb must be singular or BOTH must be plural. Otherwise,

the sentence is wrong.

Example: 1. A soldier has wounds.

"Soldier" is singular; "has" is singular.

2. b ,th soldiers-hiave wounds.

p "Soldiers" is plural; "have" is plural.

VERBS THAT END IN "S" ARE SINGULAR. MOST SUBJECTS THAT END IN "S" ARE PLURAL.

The verb "do" can cause you problems. Remember: "Does" is singular; "do" is plural. "Doesn't" is singular; "don't" is plural. Use "does" and

"doesn't" for the 3rd person singular (he doesn't). Use "do" and "don't" everywhere

else (I do, they don't).

Example: 1. She doesn't understand the manual.

".She" is 3rd person singular. It agrees with "doesn't."

2. I don't want to have extra duty.

"I" is 1st person singular. It agrees With "don't."

NEVER SAY "HE DON'T," SHE DON'T," IT DON'T"!!

The subject "You" (whether singular or plural) ALWAYS has a PLURAL VERB.

-~Example: 1. Were you late today? NOT "WAS"!

2. You were late yesterday too.

Instructions: In the following sentences underline the subject with one line.

Underline the verb with two lines. If the subject and verb agree, blacken the

"yes" box. If they do not agree, blacken the "no" box. Yes No

Example: 1. PVT Smith always puts his protective

clothing on correctly.

(Subject and verb are both singular.)

2. A NATO contamination marker have a

triangle shape.

(Subject is singular; verb is plural.

They do NOT agree.)

113
,-_ Grammar

Activity Sheet 15A

Subject and Verb Agreement Name

Yes No

1. Pvt Jones digs a hasty hole for minimum protection.

2. He make the hole armpit deep.

"'" 3. They camouflages their jeep with branches. - -

"-" 4. You puts on, clears, and checks your protective

mask in 9 seconds.

5. You spot smoke, mist, vapor, or drops.

6. They doesn't get to shelter in time.

- 7. Was the alert siren loud enough?

8. You uses your shelter half for cover. -

9. Doesn't your mother write you letters? -'

10. Don't you approach your position from the rear? D L

-2

119

. ':IA
* Grammar

Activity Sheet 16A

* ~Agreement: "There" and "Here" Name________________________

The words "there" and "here" are never the subject of a sentence. When

"there" or "here" is the first word in the sentence, it tells you that the

subject will be found somewhere else. Drop "there" or "here" and rearrange

* the sentence.

4 Example: 1. There is an obstacle in the road.

(Drop "there" and rearrange the sentence.)

(subject) (verb)

An obttacle .it in the road.

2. There are obstacles ahead.

(Drop '"there" and rearrange the sentence.)

(Subject) (verb)

Obstacles arfe ahead.

It is important to find the real subject. It must agree with the verb in NUMBER.

Both must be singular (one) or both must be plural (more than one).

Remember: THERE is a IGLRTHERE

isaSNUA are, were =PLURAL

HERE HERE

Instructions: Cross out "there" or "here." Underline the subject with one

line. Decide if the subject is singular or plural. Blacken the correct

* space. Then, choose the correct form of the verb and underline it with two

lines.=

Singular Plural

Example: 04t (is, are) the cushion for the chair.p

REMEMBER: AN "S" ON A VERB MAKES IT SINGULAR.

AN "5" ON A SUBJECT MAKES IT PLURAL.

Singular Plural

* 1. There (goes, go) my favorite car down the street. i

2. Here (is, are) Pvt Smith and 5P4 Davis now. i

3. There (was, were) only one marker on the field. i

4. There (was, were) no enemy tanks in the distance. I

120

'A, .f %
Grammiiar

Activity Sheet 16A

* Agreement: "There" and "Here" Name______________________

Singular Plural

5. Here on the table (is, are) the reports you requested. I

6. Here (comes, come) the heavy artillery.

7. On sick call, there (was, were) many soldiers withI

the flu.

* 8. There (doesn't, don't) seem to be a sergeant in II

the orderly room.

9. There always (is, are) two sides to every story. H

10. Here on the last page (is, are) the correct answerI

for the problem.

412
Grammar

Activity Sheet 17A

Pronouns: Person, Number, Antecedent Name __________________

PRONOUNS take the place of nouns or refer to nouns in the sentence.

They are shortcuts for the names of persons, places, and things.

Personal pronouns are used in place of the person speaking (I, me, we, us);

in place of the person spoken to (you); and in place of the person spoken about

(he, him, she, her, they, them). They are substitutes for nouns. PRONOUNS

MAY BE SINGULAR OR PLURAL.

SINGULAR (ONE) PLURAL (MORE THAN ON~E)

lst person I, me, my, we, us, our, ours,

(person speaking) mine, mryself ourselves

Example: 1. John and I have won the race.

2. We have won the race.

2nd person You your, yours you, yor yours,

(Person spoken yourself to)

Example: 3. You may go if you wish.

3rd person I-e, him, his, they them, their,

(Person spoken himself, she, her, theirs, themselves,

about) hers, herself,

it, its

4. He can type better than she.

5. Tfje told her to stay home.

"It" doesn't refer to anybody in particular. It is used everywhere to refer to

any place or thing.

The word that a pronoun refers to is called the ANTECEDENT of the pronoun.

ANTECEDENT is a big word that just means "coming before." The antecedent comes

before the pronoun. It is important for you to be able to find the antecedent

because the PRONOUN MUST AGREE WITH THE ANTECEDENT IN PERSON AND NUMBER. If the

antecedent is singular, you use the singular form of the pronoun. If the antecedent is plural, you use the plural form of the pronoun.

Two or more antecedents connected by "and" need a PLURAL pronoun.

Example: 6. Harry and John lost their way. (not "his")

Two or more singular antecedents connected by OR or NOR need a SINGULAR

pronoun.

Example: 7. Either Harvey or John lost his way.

If two antecedents joined by OR or NOR are not in the same person or

number, the pronoun must agree with the antecedent closer to it.

Example: 8. Neither we nor John lost his way.

("We" is 1st person plural. "John" is 3rd person sirgular.

"His" is 3rd person singular to agree with "John" because

"John" is closer to it than "we."

Example: 9. Neither John nor we lost our way.

122

.. . . .. . .. . .. 2 . .
Grammar

Activity Sheet 17A

Pronouns: Person, Number, Antecedent Name

Instructions: A pronoun is circled in each of the following sentences. Find

its antecedent. Underline the antecedent with one line. Decide if the pronoun

is 1st, 2nd, or 3rd person. Check the correct circle. Then, decide if the

pronoun is singular or plural. Check the correct circle.

SinguIst 2nd 3rd lar Plural

Example: I need the book but can't findU 0 0 O 1 0

1. The children waited for me to pickhup. 0 0 0 0 0

2. Smith is looking for(I rifle. 0 0 0 0 0

- 3. Jones brought those manuals home 0 0 0 0 0

because looked interesting.

4. I saw the sergeant and gave(7 the 0 0 0

money I owed him.

5. We droveE vehicle across the ridge. 0 0 0 0 0

6. I know Smith was there because I saw(c 0 0 0 0 0

7. I was pleased that the teacher gave( 0 0 0 0 0

a good grade.

8. The two soldiers accomplished the 0 0 0 0

mission by(themseles.)

9. "Soldiers, may I welcome(-Zto the Army!" 0 0 0 0 0

10. I lost Sweapon for a short time. 0 0 0 0 0

123
Granmmar

Activity Sheet 18A

Verb Agreement with Indefinite Pronouns Name___________________

Pronouns are short cuts for names of persons, places, and things. You

learned about them in earlier Activity Sheets. They can be used as the subject

of a sentence. They must agree in NUMBER with the verb in the sentence.

1. THESE PRONOUNS ALWAYS HAVE A SINGULAR VERB WHEN THEY ARE THE SUBJECT

OF THE SENTENCE:

another eitI~er nobody

*anybody everybody one

anyone everyone somebody

each neither someone

Example: Everyone is late for formation.

"Everyone" is singular; "is" is singular.

2. THESE PRONOUNS ALWAYS HAVE A PLURAL VERB:

both many several

few others

Example: Several were late for formation.

"Several" is plural. "Were" is plural.

3. CERTAIN PRONOUNS MAY HAVE EITHER A SINGULAR VERB OR A PLURAL VERB.

IT DEPENDS ON THE MEANING OF THE SENTENCE.

all none

any some

Example: 1. Some of the pie was eaten.

2. Some of the pies-wLre eaten.

In Example 1, a part of one pie was eaten. In Example 2,

more than one pie was eaten. "Some" is singular in #1

and plural in #2.

Instructions: Underline the pronoun that is the subject with one line.

Choose the correct verb. Underline it with two lines. Refer to the rules!

Remember: AN "S" MAKES A VERB SINGULAR!

Example: 1. Nobody in the company (wants, want) to leave.

1. Everybody (has, have) to do his share of the work.

2. Then nobody (suffers, suffer).

3. Few (knows, know) the kind of person he really is.

4.2
Grammar

Activity Sheet 18A

Verb Agreement with Indefinite Pronouns Name__________________

4. Both (understands, understand) the burden he carries.

5. One of the men (is, are) sick.

6. Many of the packages (was, were) opened.

7. Anyone in the squad (has, have) the same opportunity.

*8. All of the mistakes (was, were) my fault.

9. Every night all of the water (disappears, disappear).

-10. Others (is, are) better at PT.

,125
Grammar

Activity Sheet 19A

Indefinite Pronouns as Antecedents Name

You learned about INDEFINITE PRONOUNS on Activity Sheet 18A. An

indefinite pronoun does not define or stand for a particular person or thing.

The following indefinite pronouns are SINGULAR.

everybody someone either no one

everyone each neither a person anyone nobody one many a

The personal pronouns that refer to them must be SINGULAR in number also.

(Antecedent)

Example: Everyone brought his own lunch.

(not their)

(Antecedent)

Each of the girls wants her own way.

(not their)

PLURAL indefinite pronouns must have a PLURAL personal pronoun that refers

to it. The following indefinite pronouns are PLURAL:

several few all

both many (without a)

You must use PLURAL personal pronouns with them.

(Antecedent)

Example: All of the girls want their way.

Instructions: In the following sentences, circle the antecedent. Then underline

with one line the pronoun that agrees with it in number.

Example. If e cares to leave, (he, they) may do so now.

I. One of the men forgot (his, their) book.

2. Several of the soldiers brought (his, their) own weapons.

3. Few in the crowd raised (their, his) hand to volunteer.

4. Will everyone please help (themselves, himself)?

126

• . . . . , . ° . .
Grammar

Activity Sheet 19A

Indefinite Pronouns as Antecedents Name ___________________

5. Nobody ever learns all that (he, they) should.

6. Many a troop has been known to forget (his, their) rucksack.

7. Everybody knows (their, her) way down the ridge.

8. Someone always displays (his, their) courage in the midst of battle.

9. Each in the company knows exactly what (they, he) wants.

10. Anyone who has the time may have (his, their) leave verified.

12
- . 7 .- 7 . .i -. 

 - ,J . , .  1 k , - .  . o .. . .., • . 

Grammar

Activity Sheet 20A

Collective Nouns as Antecedents Name

In Activity Sheet 6A, you learned that collective nouns are words that are

singular, but suggest more than one person. You were learning about subjectverb agreement on that activity sheet.

When a COLLECTIVE NOUN is the antecedent, the pronoun that refers to it

must be SINGULAR to agree with the noun. The pronouns "IT" and "ITS" are

used when referring to collective nouns. Use "they" or "their" only when

referring to Plural collective nouns.

V. Example: 1. Society must protect (its, their) members

from violence. - ("Society" is the collective noun. It is

singular. "Its" is singular.)

2. Schools give (its, their) employess annual

sick leave.

("Schools" is the collective noun. It

is plural [more than one school]. "Their"

is plural.)

Instructions: In the following sentences, circle the collective noun that

is the antecedent. Underline the correct pronoun with one line.

Example: 3. Thecommittee)sent (its, their) request to

the colonel.

1. The squad made (their, its) quota in record time.

2. The small nations survived the collapse of (their, its) armies.

3. That Indian tribe has (their, its) reservation on government land.

4. His college is having (their, its) annual reunion next week.

5. The classes took (their, its) finals last week.

6. My family gave (their, its) approval of my choice.

7. The swim team won the ribbon from (their, its) competition.

123
Grammar

Activity Sheet 20A

Collective Nouns as Antecedents Name __________________

8. We saw the herd of cattle heading toward (their, its) barn.

9. Our school had (their, its) winning record broken.

10. The federal government always spends (their, its) money wisely.

12
Grammar

Activity Sheet 21A

Practice on Pronouns Agreeing

with Antecedents Name _______________________

This is a practice page. It lets you practice what you learned on

Activity Sheets 17A through 20A.

(i., Instructions: Underline the correct pronoun to complete the meaning of each

sentence.

Example: Company A did (their, its) best. 4: (The antecedent of the pronoun is "Company A."

"Company A" is a singular collective noun. Its is

singular; their is plural. Underline its.)

1. Either the men or the women left (her, their) weapons unattended.

2. The baby sparrow lost (his, its) wing.

3. Every infantryman must bring (his, their) personnel file to the

Education Center.

4. Yesterday someone arrived late for (his, their) outbriefing.

5. All of the design lost (its, their) color on the transfer.

6. No one in the unit completed (his, their) task in the allotted time.

7. They expect everyone to do (their, his) share of the work.

8. Neither the other soldiers nor he received the score (they, he) deserved.

9. Many a commander has wished that (their, his) unit would operate smoothly.

10. To everyone's relief, nobody spotted enemy fire through (his, their)

field glasses.

11. Our nation would aid (their, its) neighbors in time of war.

12. Smith and Jones were courteous as they expressed (their, his) ideas

on the subject.

13. Jones was relieved from duty because of circumstances beyond (her, its) control.

14. The vibrating engine finally fell from (its, their) motor mounts.

15. Each of the soldiers was told to select (his, their) probable position.

16. One of the children plucked a splinter from (their, his) finger.

130
Grammiar

Activity Sheet 21A

Practice on Pronouns Agreeing

with Antecedents Name ________________________

17. Either he or they would improve (his, their) scores considerably.

18. J)ones or Smith could not find (his, their) first aid kit.

19. Our anrmy furnished (their, i~ts) men with all the proper equipment.

20. Everybody was asked to regulate the volume of (their, his) radio.

* .131

'4.L
Graima r

Activity Sheet 22A

Pronouns Used as Subjects Name______________________

Pronouns have different forms depending on the work they do in the

sentence.

You use some pronouns only as the subject of the sentence or fullowing a

linking verb.

PRONOUNS WHICH ARE USED ONLY AS SUBJECTS OR FOLLOWING A LINKING VERB:

Singular or Pua Singular Plural luaI

1st person I Who We

2nd person You You

3rd person He, She, or They

it

Examples: 1. She gave the book to John.

The" is the subject.)

2. It was I who asked the question.

("I" follows the linking verb "was.")

These nine pronouns can be used only as the subject of the sentence or

after a linking verb!

Instructions: Underline the subject pronouns. Decide if the subject pronouns

in the following sentences are used correctly (as a subject or after a linking

verb). If they are correct, mark "Yes." If they are not correct, mark "No."

Yes No

Examples: 1. Jones sent the required material 0 1

through channels to he.

("He" is a subject pronoun. But it

is not used as the subject and it does

not follow a linking verb in this sent2nce,

so the sentence is incorrect.)

2. That was they at the door. 00

* ("They" is a subject pronoun. It is

used in this sentence after a linking

verb, so the sentence is correct.)

1. We enlisted men need someone to represent us. 0 0

2. The first sergeant gave I a lecture on 0 0

saluting properly.

3. To they, the ceremony was the best portion of the show. 0 0

I 132
~THIS PAGE INTENTIONAL,,Y BLANK

N.''

-fi

p

,-.,

.

-'.

"'. 133

P.4I
-~ w Iw - . , - . . -b - - --J = - .-- " . L '..- _- -.. _ '. - '- '. '- " - '-' - . P- ".. .. - " . .*-" -" - - " " " " " .

I

Grammiar

Activity Sheet 22A

Pronouns Used as Subjects Name

Yes No

4. I promised him a second chance to qualify. 0 0

5. The sergeant discouraged Jones and I from 0 0

reenl isting.

6. Smith asked she a marvelous qiestion about 0 0

driving vehicles.

_ 7. The platoon leader told Smith and he to 0 0

lead the attack.

8. After the maneuver was completed, you and Jones 0 0

were exhausted.

9. The winners of the marching event were they. 0 0

10. The squad leader made we and them climb to 0 0

the top of the ridge.

J1.3

4-3
Acti vi ty Sheet 23A

Pronouns Used as Objects Name_____________________

You learned on Activity Sheet 3A that some verbs have an OBJECT. An

OBJECT is a word that answers the question WHOM? or WHAT? PRONOUNS CAN BE

USED AS THE OBJECT OF THE VERB.

PRONOUNS WHICH CAN BE USED AS OBJECTS OF VERBS:

Singular Singular Plural

Plural

1st person ME WHOM us p.2nd person YOU YOU

*3rd person HIM, HER, IT THEM

REMEMBER, OBJECTS MUST FOLLOW AN ACTION VERB

Examples: 1. I hit him.

("Hit" is an action verb. "Whom"

did "I" hit? Him. "Him" is the

object.)

2. I know Bob was there because I saw him.

Pronouns used as objects also have ANTECEDENTS. (See Activity Sheet 17A.)

In Example 2, the pronoun "him" refers to "Bob." "Bob" is the ANTECEDENT.

"Bob" is 3rd person singular. "Him" is 3rd person singular. They agree in

person and number.

Instructions: Underline the object pronouns. Decide if they are used correctly.

If they are correct, mark "Yes." If they are not correct, mark "No."

Yes No

Examples: 1. Jones and me walked the entire course 0 1

in combat boots.

("Me" is used as the subject. Object

pronouns can NOT be used as subjects.

Mark "No.")

2. The sarge asked me a question. 1 0

("Me" comes as an-object after an

action verb. It has an antecedent,

"sarge." It is correct.)

1. The grenades were thrown by Jones and them. 0 0

2. Me and Jones received permission to attend 0 0

school this cycle.

135
Grammar

Activity Sheet 23A

Pronouns Used as Objects 'Name_____________________

Yes No

3. Smith likes Jones better than Jones likes her. 0 0

4. Him and the sarge have become close friends. 0 0

5. The speaker told us listeners to pay special 0 0

attention.

6. The best soldier is him who tries the hardest. 0 0

7. Them know that breathing is very important in the 0 0

firing of the .38 caliber revolver.

8. The manual instructed her to grip the revolver 0 0

after forming a "V with the thumb and forefinger

of the firing hand.

9. If a stoppage occurs in an M60 machinegun, us soldiers 0 0

pull the cocking handle to the rear.

10. Jones and me assumed a stable, prone firing position 0 0

to get ready to fire the M60.

136
..............................

Grammar

Activity Sheet 24A

Practice on Subject and Object Pronouns lame

This is a practice page to help you review what you learned on Activity Sheets 22A and 23A.

Instructions: Decide whether the sentence should have a subject pronoun or an

object pronoun. Blacken the correct space at the end of the line. Then underline the correct pronoun with one line.

Subject Object Examples: Pronoun Pronoun

1. (We, Us) will attend the meeting. 1 0

(The pronoun acts as the subject

of the sentence. "We" is a

subject pronoun. "Us" is an

object pronoun. Underline "We.")

2. The military police chased 0

Andrews and (she, her).

(The pronoun is used as an object

in this sentence. "She" is a

subject pronoun. "Her" is an

object pronoun. Underline "her.")

1. (Him, He) and (me, I) go to chow together. 0 0

2. SGT Jones asked Smith and (I, me) to do him a favor. 0 0

3. By 7:30, Jones and (he, him) had finished PT. 0 0

4. (Them, They) received much praise after the 0 0

deployment.

5. That spoiled food made Smith and (he, him) sick. 0 0

6. The star helped (me, I) with my lay-up shots. 0 0

7. The sergeant and (her, she) got on each 0 0

other's nerves.

8. Why don't you give (us, we) short people a 0 0

chance to play basketball?

9. It's (me, I) you want to see. 0 0

10. (Them, They) and (us, we) should try to 0 0

get along better.

11. (Who, Whom) shall we invite? 0 0

13

137

",- - ', ', ',.-,,-''. ', ', '.2..;-'- ',-,-,- ''.,'-'- > ' - . 2" 2.'-..-'..i .-.-. ,> -. ,'-,.-'"- ' ."..'- .-. ..
Grammrar

Activity Sheet 24A

Practice on Subject and Object Pronouns Name

Subject Object

Pronoun Pronoun

12. (Who, Whom) is at the door? 0 0

13. The colonel met Jones and (I, me) at the door. 0 0

14. The recruiter sold (they, them) a bill of goods. 0 0

15. (Her,She) told me to leave at once. 0 0

16. 1 phoned both recruits, Smith and (him, he). 0 0

17. That was (they, them) I saw on the vehicle. 0 0

18. (Her, She) and her brother enlisted together. 0 0

19. They invited the winners and (I, me) to the 0 0

celebration.

20. The platoon leader told (we, us) men to follow him. 0 0

40

SWL
Gramm~ar

Activity Sheet 25A

Pronouns After Prepositions Name __________________

A PREPOSITION is a word which joins a noun or a pronoun to another word

in the sentence. It shows the relation between the two words. It describes

direction or place or time.

- Example: 1. The sergeant sat with the troops.

("With" is the preposition. It shows the

relationship between "sergeant" and "troops.")

aotEvery preposition must have~a noun or pronoun as its OBJECT. You learned

aotOBJECTS on Activity Sheet 3A . If a pronoun follows a preposition, it

* must be one of the following pronouns:

Singular Plural

1st Person ME us

2nd Person YOU YOU

3rd Person HIM, HER, IT THEM

These are the same pronouns that you use as the OBJECT of the verb. See Activity

Sheet 23A. YOU NEVER USE THESE PRONOUNS AS THE SUBJECT OF THE SENTENCE or AFTER

A LINKING VERB!

Some of the prepositions you often use are:

to at around up across except

for near between upon behind from

with by among through off

in on beside past of

Instructions: In each of the following sentences, circle the preposition.

Then choose the correct pronoun. Underline it with one line.

Example: 1. enyou and (I, me), he chose you.

-a.("Between" is a preposition. "Me" is the

4 object of the preposition.)

1. Give the same to both him and (T., me).

2. Everybody seemed happy except (she, her) and her sister.

3. On the way home, I sat between (he, him) and her.

139
Granmmar

Activity Sheet 25A

Pronouns After Prepositions Name ___________________

*4. He told his life story to Smith and (1, me).

- 5. Our tanks were behind (they, them).

6. It arrived among (they, them) during practice.

7. The splinter was plucked from my finger by (she, her).

*8. The mission was completed with help from the soldiers and (I, me).

9. The entire enemy camp seemed to be all around (we, us).

10. Between you and (I, me), I think you're the better marksman.

-14

a% 4
Grammar

Activity Sheet 26A

Possessive Pronouns Name

POSSESSIVE PRONOUNS are pronouns that show OWNERSHIP. They tell you

who or what owns a thing.

Example: 1. That rifle is mine.

("Mine" tells who owns the rifle or has

possession of it.)

PRONOUNS THAT SHOW OWNERSHIP

Singular Plural

1st Person MY, MINE OUR, OURS

2nd Person YOUR, YOURS YOUR, YOURS

3rd Person HIS, HERS, ITS THEIR, THEIRS

HER

DO NOT USE AN APOSTROPHE IN A POSSESSIVE PRONOUN!

Example: 2. That rifle is hers. (Not her's.)

You need to be aware of a few other pronouns. Some pronouns end in

-self or -selves. The important thing to remember about these pronouns are:

I. THEIRSELVES IS NOT A WORD! The correct word is THEMSELVES.

1. They went by themselves.

II. HISSELF IS NOT A WORD! The correct word is HIMSELF.

2. He kept the money for himself.

III. OURSELF IS NOT A WORD! The correct word is OURSELVES.

3. John and I wanted it for ourselves.

Instructions: Underline the correct pronoun with one line.

1. If that uniform is not ours, it must be (their's, theirs).

2. They can hurt (themselves, theirselves) with the wrong equipment.

141
Graminar

Activity Sheet 26A

Possessive Pronouns Name

3. That hat on the counter is (your's, yours).

4. He can do the work by (hisself, himself).

5. We had the entire house to (ourself, ourselves).

6. The paint on the vehicle showed (it's, its) blisters after a week on the desert.

7. Finally, we can say one of (our's, ours) won a medal.

8. (Who's, Whose) watch has the correct time?

9. (Her's, Hers) is next to mine.

10. You keep the information to ( yourselfs, yourselves).

142

4.
. * 7 7 . . . ..

Grammar

Activity Sheet 27A

,- Indefinite Pronouns: WHO, THAT, WHICH Name

Three little words which are very often used as PRONOUNS are WHO, THAT,

and WHICH. They have special uses.

refers to persons.

Example: Thp soldier who ran fast won the race.

("Soldier" is a person.)

refers to persons or things or animals.

Examples: 1. The maneuver that he watched lasted one hour.

("Maneuver" is a thing.)

2. Any recruit that wants to may reenlist.

("Recruit" is a person.)

3. The dog that bit him had rabies.

("Dog" is an animal.)

refers to things and animals.

Examples: 1. The vehicle which lost its wheel finally arrived a.

a-: back at headquarters. ("Vehicle" is a thing.")

2. That is not the dog which bit him.

("Dog" is an animal.T

MEMORIZE!

WHO PERSON

THAT PERSON/THING/ANIMAL

WHICH THING/ANIMAL

"WHICH" NEVER REFERS TO PERSONS.

"THAT" IS CORRECT IN EVERY SENTENCE.

*Instructions: Underline WHO, THAT, or WHICH in the following sentences. If it

is used correctly, mark "Yes." If it is not used correctly, mark "No." Then

put the correct word on the line. Remember, if it is correct in the sentence

you don't have to put a new word on the line. Yes No

Example: Is he the drill sergeant which D1 K

you questioned? who

14 -* 143

.. ," *4'..'. ,, ".-. ." -".'.- y . "." ,"" "xY~*~. "" -. " .. "; " '- . , ' -. '.
Grammar

Activity Sheet 27A

* Indefinite Pronouns: WHO, THAT, WHICH Name __________________

Yes No

1. The unit that satisfies its soldiers gets the

most work done. _____________

2. The newspaper who prints the truth may get

more subscribers. ___ _I

3. The design that was chosen was- the most colorful

of all. __ _ _ _7

*4. Was it your dog who aided in the

rescue mission?_______________

5. My friend which lives behind me has gone

* on vacation.

6. The soldier that works hard will get a

three-day pass.______________________

7. He reduced the number of casualties which

might have occurred.Zm

S. He was told to postpone the trip which he

had planned. ____

9. Any ordinary person which reads the want ads

can find a job. _ _ _ _ _ _

10. The raccoon who had rabies was

killed. ____ ___

144
Grarmar

Activity Sheet 28A

Pronouns: Agreement Nam e_ _ _ __ _ _

You have already learned some things about the words WHO, WHICH, and THAT - ~ on Activity Sheet 27A. Now you will learn more that will help you use English

better.

You have learned that the subject and verb in a sentence must agree in

person and number. But in questions sometimes it is hard to find the subject.

Example: 1. Who is the owner of this dog?

The subject of this sentence is "owner," not "who."

In a question, if you get confused about what The

subject is, turn the sentence around:

"Who is the owner of the dog"?

"The owner of the dog is..."

Then the subject comes at the beginning. It is

easier to find it and to make it agree with the verb.

"Owner" and "is" are both singular. They agree.

WHO, WHICH and THAT are also pronouns that have antecedents somewhere

else in the sentence.

Example: 2. I know a person who plays professional basketball.

"Who" is the pronoun; it relates to the word "person." "Person" is the antecedent. "Person" is singular.

So the verb 'plays" is singular to agree with 'person."

*Example: 3. Dogs that bite make me nervous.

"That" is the pronoun. "Dogs" is the antecedent.

"Dogs" is plural. So "bite" is plural to agree with "dogs."

* Instructions:

(1) In the following~ sentences, the pronoun is underlined. Circle

the subject. Then underline the correct verb with two lines.

Examples: W1hich (is, are) your liHrs?)

What (is, are) yourmeT

1. Who (is, are) the students in your class?

2. What (has, have) the sergeant done to you now?

3. Which (is, are) the tests you need to take?

145
i ,

 :  ,   . . o    . . .  .  . .. . %  . .  ..

;* Grammar

Activity Sheet 28A

Pronouns: Agreement Name

(2) Now, circle the antecedent. Then underline the correct verb with two lines.

Examples: Always take( that (looks, look) difficult.

Peoplewho (lives, live) in glass houses shouldn't

throw stones.

4. Our brother likes music that (,helps, help him relax.

5. I don't trust anyone who (promises, promise) to solve all my problems.

6. Don't chase any animals that (appears, appear) frightened.

7. The general likes soldiers who (wears, wear) their uniforms correctly.

8. The soldier who (qualifies, qualify) as an "expert" on his weapon will

receive a commendation.

9. Azimuths, which (is, are) used in land navigation, require a lensatic

compass.

10. On a map, the area that (looks, look) like an hourglass or a figure eight

is a saddle.

146
* Grammar

Activity Sheet 29A

* ~Using Adjectives for Comparison Name __________________

An ADJECTIVE is a word that tells you something~ about a noun. Remember

that a noun names a person, place, or thing. The adj~ctive usually answers one

of these questions:

*.WHAT KIND? WHICH ONE? wOW MANY?

physical fitness that exerciseHOMU?

some sweat

Every day you COMPARE things. Your CO compares the performance of the

companies. The sergeant compares the behavior of the soldiers. You compare the

leadership of the sergeants. In the same way, ADJECTIVES may be compared.

The COMPARATIVE degree is used to compare TWO persons or things. You

make the comparative degree in different ways, depending on the length and

ending of the adjective.

1. IF THE ADJECTIVE HAS ONLY ONE SYLLABLE, YOU JUST ADD -ER TO IT.

Example: 1. Sp 4 Smith is a tall soldier.

2. Sp 4 Smith is taller than Pvt Jones.

("Tall" has une syllable. Add -er.

MOST adjectives add -er to form he comparative.)

2. IF THE ADJECTIVE HAS MORE THAN ONE SYLLABLE AND ENDS IN -Y, CHANGE

THE Y TO I AND ADD -ER.

Example: 1. He has a nasty temper.

2. He has a nastier temper than she does.

3. IF THE ADJECTIVE HAS MORE THAN ONE SYLLABLE AND DOES NOT END IN Y,

YOU MUST ADD "LESS" OR "MORE" IN FRONT OF IT. DO NOT ADD -ER TO THE END.

Example: 1. He has a beautiful stereo system.

* 2. He has a more beautiful stereo system than I.

("Beautiful" has three syllables. Use "more."

Don't say "beautiful er"!

The SUPERLATIVE degree is used to compare THREE OR MORE persons or things.

1. IF THE ADJECTIVE IS ONLY ONE SYLLABLE LONG, ADD -EST

Example: Sp 4 Smith is the tallest in the squad.

(Sp 4 Smith is being compared to all soldiers in the squad.)

2. IF THE ADJECTIVE IS MORE THAN ONE SYLLABLE LONG AND ENDS IN -Y,

CHANGE THE Y TO I AND ADD -EST.

Example: He is a lucky soldier.

He is the luckiest soldier in the Army.

147
Grammar

Activity Sheet 29A

Using Adjectives for Comparison Name

3. IF THE ADJECTIVE IS MORE THAN ONE SYLLABLE LONG AND DOES NOT END IN , R T" IN FRONT OF IT. DO NOT ADD -EST TO THE END.

Example: He has the most beautiful stereo system in the barracks.

(His stereo system is being compared to all the

stereo systems in the barracks. Don't say

"beautifulest"!

MEMORIZE!

I. Adjectives of one syllable add -er or -est.

old older oldest

II. Adjectives that end in -y, change -y to -i, and add -er or -est.

ugly uglier ugliest

,. III. Adjectives of more than one syllable use more or most.

interesting more interesting most interesting

There are just a few everyday words that do not follow the rules. You

must learn these by heart!

COMPARATIVE SUPERLATIVE

good better best

bad worse worst

little less least

much more most

some more most

many more most

Examples: 1. He has good control of his weapon.

2. You have better control than he does.

3. I have the best control of all.

NEVER SAY "MORE BETTER" -- SAY "BETTER"!

Instructions: Underline the correct adjective in the following sentences with

two lines.

Example: 1. He has the (lesser, least) control.

1. The (larger, largest) of the two men carried the extra rucksack.

2. After the battle ended, no one knew who had been the (more, most)

courageous in the platoon.

143
, : . .: o_ - - .- , - ' - " .: . " ' ' ".* 7. . .: '." "- - ' -' -'.' ' °

. :

Grammar

Activity Sheet 29A

Using Adjectives for Comparison Name

3. Of all the units, his had the (slimmer, slimmest) chance of surviving

another attack.

4. Smith's reaction to the explosion was (normaler, more normal) than his

friend's outburst.

5. He told the (more, most) humorous story of the evening.

6. The speaker on tactics was the (more, most) courteous of the two men

on the platform.

7. Smith is (more clumsy, clumsier) than Jones.

8. The foliage is (more dense, denser) at the edge of the ridge.

9. He was told to find the (more advantageous, most advantageous) position

in the area for a lookout.

10. She was the (more sensible, sensibler, most sensible) of the three recruits.

11. Jones had little money, but Smith had even (less, lesser) than that.

12. Smith had a bad burn from the chemical but Jones had the (baddest, worst)

burn of all.

13. The sergeant was good at his job, maybe even the (bestest, best).

14. He would try to do a (more better, better) job in the future.

15. I feel (worse, worser, worst) about the foul-up than you do.

149

#.!

149,
Grarmmar

Activity Sheet 30A

Adjectives: This/That These/Those Name____________________

THIS/THAT and THESE/THOSE are adjectives that point out, or call attention

to, nouns.

Use THIS and THAT to tell about ON object.

Example: 1. This nation is the greatest in the world.

Use THESE and THOSE to tell about MORE THAN ONE object.

* Example: 1. Those sources of information are quoted in the newspaper.

Use THIS and THESE when you point out things NEAR to the speaker.

Example: 1. These papers in my hand are the requested ones.

Use THAT and THOSE when you tell about things FAR AWAY from the speaker.

Examples: 1. That look on his face expressed all of his doubts.

2. Those maps on the wall show depressions with brown

~. ~.contour lines.

THIS ------ singular, near

THAT ------singular, far away

THESE ---- plural, near

THOSE --- plural, far away

.4 There are certain mistakes that you can make with these adjectives if

you're not careful.

1. Never use THEM in place of THOSE.

Examples: Put them books on the table. --- WRONG

Put those books on the table. - RIGHT

2. Never use THIS HERE or THAT THERE. Use THIS or THAT.

Examples: I bought this here coat at the store.- ----- WRONG

I bought this coat at the store.----RIGHT

Instructions: Underline the correct word in the following sentences with two

lines.

Example: 1. (This, Those) kind of vehicle frequently needs repair.

"Kind" is singular; "this" is singular. They agree. .

150
Grammar

Activity Sheet 30A

Adjectives: This/That These/Those Name________________________________

1. (This here, That) distant puff of smoke indicates artillery ahead.

N2. He understood only (those, that) portions of the manual about his MOS.

*3. 1 can't tell what (that there, this) substance is in my coffee.

4. (This, These) kinds of circumstances are often misunderstood.

5. Most of (those, these) answers that he oave are correct.

6. (That, Those) kind of offer doesn't come along every day.

7. (That, Those) items on the checklist wiere not accounted for.

8. (This, Those) fatigues need a good washing.

9. They commienced (this here, that) search for the lost patrol last night.

10. (That, These) kind of conclusion is what we're trying to avoid.
. 7 v.- ..... * *

Grammar

Activity Sheet 31A

Using Adverbs for Comparison Name ___________________

* Adverbs are words that modify or tell about a verb, an adjective or

another adverb. They usually answer the question when? where? or how? about

the word they're modifying.

Examples: 1. He came late.

(When did he come? Late. "Late" is the adverb.)

2. He sat down.

(Where did dhe&%it? Down. "Down" is the adverb.)

3. He is very tired.

(How tired is he? Very tired. "Very" is the adverb.)

MANY ADVERBS END IN -LY. AN -LY ENDING IS A SIGNAL THAT A WORD PROBABLY

IS AN ADVERB.

'~1 Example: The child sleeps peacefulli

("Peacefully" ends in -L. It is an adverb.)

You can use adverbs to compare things the same way you use adjectives. (See I Activity Sheet 29A). All adverbs that end in -LY use more in front of them to

form the COMPARATIVE degree, for comparing two persons or things. Other adverbs

add -er.

Examples: 1. You run more quickly than 1.

2. You run faster than 1.

All adverbs that end in -LY use MOST in front of them to form the SUPERLATIVE,

for comparing three or more persons or things. Other adverbs add -est.

Examples: 1. You run the most quickly of anyone in the platoon.

2. You run the fastest.

Some irregular adverbs don't follow the rules.

You make the comparative and superlative degrees of these irregular

adverbs -:s follows:

REGULAR COMPARATIVE SUPERLATIVE

far farther farthest

little less least

some more most

well better best

badly worse worst

**152
~.~Gammar

Activity Sheet 31A

Using Adverbs for Comparison

* .: Instructions: Choose the correct word. Underline it with two lines.

Example: I ran (more farther, farther) than you.

If you use the -er ending, you do not need to use MORE in front of the adverb.

1. He would try to do (more better, better) in the future.

2. The vehicle turned the corner (slow, slowly).

3. Smith drives (more carefully, carefullier) than Jones.

4. He is the (most, more) highly trained in the unit.

5. Don't you think we drilled (more better, better) last cycle?

6. Of the three sergeants, I like Smith (better, best).

7. The terrain here is (prettier, more pretty) than it was there.

8. The recruit behaved (more badly, worse) than the old-timer in a tight situation.

9. The private reacted (more, most) courageously than the sergeant when the

going got tough.

10. He (more clumsy, clumsily) knocked over the last canteen of water.

153
- -- T.I - -.- -

Grammirar

Activity Sheet 32A

Confusing Adverbs and Adjectives Name __________________

You have already learned on Activity Sheets 29A and 31A that adjectives modify

nouns and adverbs modify verbs, adjectives, or other adverbs.

Most adjectives can be changed into adverbs by adding -ly.

Examples: 1: He gave the slow soldier a forceful shove.

2. He shoved the slow soldier forcefully.

In Example 1 "forceful" is an adjective. In Example 2,

"forcefully" is an adverb.

The point of studying English is to be able to use it correctly. Since

some adverbs and adjectives look alike, you must be careful not to force an

adjective to do the work of an adverb.

1. ADJECTIVES usually come before the noun they modify.

*adjective noun

1. He &

Example: 1 Heis a real friend.

2. But an ADJECTIVE may follow a LINKING VERB (Activity Sheet 8 )

* .noun, adjective

Example: 1. His friendship is realA

3. ADVERBS modify verbs most of the time. But they may modify adjectives

or other adverbs. adverb adj tv

Examples: 1. He is a really nice friend.

("Really" is an adverb telling how nice.)

adverb adverb

2. He is going really ftt.

("Really" tells how fast. "Fast" tells how he is going.)

4. ADVERBS modify ACTION VERBS.

Example: 1. He eats sensibly.

(The adverb "sensibly" modifies the action verb "eats.")

5. GOOD is an adjective that follows a linking verb such as be, look,

taste, smell, feel, sound, appear, seem, grow, or become.

Examples: 1. The food tastes good.

2. Those records sound good.

6. WELL is an adverb. It describes action and follows an action verb.

Examples: 1. They march very well.

2. He swims well.

154
Grammar

Activity Sheet 32A

Confusing Adverbs and Adjectives Name __________________

7. Several other adjectives are commonly misused as adverbs: real, sure,

most, and near.

Examples: 1. 1 was really (not real) angry with Smith.

2. You were surely (n~ot sure) early today.

3. He scored a basket almost (not most) every time.

4. 1 nearly (not near) missed the bus.

Instructions: You are given a choice of an adverb and an adjective in the

following sentences. Decide which is correct in that sentence. Underline it

with one line.

Example: 1. Diet soda tastes too (sweet, sweetly) for me.

('Tastes" is a linkinq verb. You need an adjective.

"Sweet" is an adjective.)

1. Don't you think he dances (good, well)?

2. She feels (badly, bad) when you shout at her.

3. The soldier handles the grenade (careful, carefully).

4. The parade field looks (beautiful, beautifully).

*5. We (sure, surely) had a fine time over the weekend.

6. She (most, almost) ate all of her rations before dinner.

7. I can't walk (good, well) because my leg hurts.

8. His wounded leg hurt quite (bad, badly) as he ran.

9. The prices were too (cheap, cheaply) to believe.

10. They always treat us (well, good).

11. He has a (good, well) attitude about soldiering.

12. Parachute cloth feels slippery and (smoothly, smooth).

13. The river rushed (strong, strongly) down the slope.

14. You look sloppy when you dress (carelessly, careless).

15. 1 am (real, really) sorry to have disturbed you.

155
Grammiar

Activity Sheet 33A

* Using Prepositions Correctly Name ___________________

A PREPOSITION is a word used to show how a noun or pronoun is related

to another word in the sentence. You were introduced to them on Activity Sheet 5A

when you learned about finding the subject of a sentence.

By using different prepositions, you change the meaning of the sentence.

* You must learn to use the correct word in the correct place.

Learn to use these prepositions in the right way!

1. He dived into the water.

IN (He was out of the water and then he jumped into it.)

and 2. He dived in the water.

INTO (He was already standing in the water when he dived.)

Use INTO when you mean movement from one place to another.

BETWEEN 3. Divide this box of ammo between Smith and Jones.

and (For two persons or things, use "between.")

AMONG 4. Divide this box of ammo among the squad. (For three or more persons or things, use "among.")

5. I will borrow the fatigues from the sergeant. [ ](The sergeant will hand you the fatigues. He may FROM not be wearing them.)

and

OFF 6.Take the fatigues off the sergeant. 6. (You will remove them or help him because he is

wearing them.)

4i- 7. 1 borrowed the fatigues off the sergeant.

(WRONG!)

8. He stood beside his bunk.

("Beside" means "next to" or "close to.")

BEIE 9. Two soldiers, besides the sergeant, received letters of

and commendation.

BESIDES1 ("Besides" means "in addition to.")

10. Besides his bunk was a trunk.

(-WRONG!)

Sometimes you put extra prepositions where they are not needed. Leave them out!

Never put a preposition at the end of a sentence.

1. I wonder where he is at. WRONG

I wonder where he is. RIGlHT (omit at)

156
Grammar

Activity Sheet 33A

Using Prepositions Correctly Name .__

12. He fell off of the chair. ------ WRONG!

He fell off the chair ------ RIGHT! (omit of) P

13. In which bed will I sleep in? ----- WRONG!

In which bed will I sleep?----- RIGHT! (omit in)

14. To whom should I give this to? ----- WRONG!

To whom should I give this? ------ RIGHT! (omit to)

15. For what is he crying for? WRONG!

For what is he crying? ----- RIGHT! (omit for)

You need to remember one last thing. Never use OF in place of HAVE!

16. You should of come to the party. - ----- WRONG!

17. You should have come to the party. ------ RIGHT!

Instructions: Some of the following sentences have mistakes in them. If a

sentence has a mistake, underline the incorrect word with one line. Correct

it on the line at the end of the sentence. Then mark "Wrong" in the box at

the end of the sentence. If the sentence is correct as it stands, don't change

it. Mark "Right" in the box at the end of the sentence.

Example: R Wrong

1. The lieutenant divided the ammo

between the three men. among -

(Use "between" for two things. The

sentence talks about three men.

You must use "among."T

1. I borrowed a few dollars off of my buddy. _____

2. The patrol must of been lost. _ _ _

3. He reached into his duffle bag to find - m

an old shirt. _

4. Share the rations among the two of you. E r

5. Who, beside Smith, is going on TDY -

next week?

.- 4

157

.. *2e--
Grammar

Activity Sheet 33A

Using Prepositions Correctly Name _________________

Right Wrong

6. The sarge asked where the extra troops

were at. ________

7. He jumped off the ridge. _______

8. The commander takes smart talk off nobody. ____

9. He sat into the office doing his work. ___7

10. The jeep beside mine is covered with

camouflage paint. El__
-- -Kv -k

Gramma r

B l u n d e r s : F r a g m e n t s N a m e_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

A FRAGMENT is a piece of something. It can be a piece of a sentence.

It may be a phrase or group of words that don't make sense. You know that a

sentence must have a subject and a verb. A FRAGMENT IS MISSING EITHER A

SUBJECT OR A VERB. IT MAY BEGIN WITH A CAPITAL AND END WITH A PERIOD, BUT

IT DOES NOT TELL A COMPLETE THOUGHT.

-. -Examples: 1. Hoping to hear from you soon.

(This is a fragment. There is no subject and

only par~of a verb.)

2. I am hoping to hear from you soon.

7Now it is a complete sentence.)

3. The young girl in the accident.

(There is no verb. This is a fragment.)

4. The young girl was injured in the accident.

(Now it is a complete sentence.)

* Instructions: Look for the subject and the verb in each of these sentences.

Decide if it is a sentence or a fragment. Mark "C" if it is a complete sentence.

Mark "F" if it is a fragment. C F

Examples: 5. On the table at the back of the room. 0 1

(This fragment is three prepositional

phrases. There is no subject or verb.)

6. Women and small children at the side of the road. 0 6

(No verb.)

7. In God we trust.

("We" is the subject. "Trust" is the verb.) 1 0

1. About 300 meters per second. 0 0

*2. Make a target seem closer than it is. 0 0

3. Meaning "WILL COMPLY." 0 0

4. You say 16,000 -- "WUN SIX TOUSAND." 0 0t

5. The number of football fields between you and the target. 0 0

6. That water is shown in blue on your map. 0 0

7. Looking for streams to find valleys. 0 0

8. Streams don't run along the tops of hills. 0 0

159 

'
1 P. F. F. R- - ;j _,: -S -- ( -. -. *. -- -- 5. .- : ,j , . . . : . .; . . - / . .

,. ; .. . -  - - . - . -

"a Grammar

Activity Sheet 34A

Blunders: Fragments Name

C F_

9. Tickmarks pointing toward lower ground. 0 0

* 10. The meaning of "ROGER" is included in "WILCO'." 0 0

11. Estimating range is a valuable skill. 0 0

12. Squeezing, not jerking, the trigger. 0 0

13. How-to operate a field telephone. 0 0

14. Reading RIGHT and UP on a map. 0 0

15. WIDTH over RANGE times MILS. 0 0

160

.,;N; ' - . - . - . - ,;- : - : -,- . . . - . - .. , - . -. -. - .. . - . - . - . . . . - . .. . . . . . . . . .. - . . _- . - . . . . .
1.* - -Grammar

Activity Sheet 35A

* Blunders: Run-ons N ame __________________

A sentence stops with a period. If you run one spntence right on to

the next sentence with a comma but no period, you have a RUN-ON SENTENCE.

A RUN-ON SENTENCE CONSISTS OF TWO OR MORE SENTENCES RUN TOGETHER AND :1 PUNCTUATED AS IF IT WERE ONE SENTENCE.

*Examples: 1. Drive very slowly, the road is icy. (Run-on)

2. Drive very slowly. The road is icy. (Correct)

Instructions: Look at each of the following sentences. If it is a run-on

sentence, mark the "R"'. If it is a complete sentence and it is punctuated

correctly, mark the ""

C R

Examples: 3. He used smoke for concealment, it covered

his advance. (Run-on. Two complete sentences.)

4. To cross over barbed wire, you put something

N over it. (Correct. The first part is a

phrase. It is punctuated correctly.)

C R

1. To go under the wire, slide headfirst under on your back.H

2. Push yourself forward, ca-rry your weapon lengthwise.

3. The wire slides on the weapon, it keeps the wire from catching I

on clothing and equipment.

4. You inch your way along, holding the wires with one hand.

5. Cut only the lower strands, leave the top wire in place.

6. Roll quickly over the top of a wall, avoid going over upright. H

7. When crossing an obstacle such as a wall, use the buddy system.H H

8. One man covers, one crosses. H

9. You had first checked for early warning devices attached to

the wire, then you pulled the wire.

10. You are able to move over, through, or anound any obstacles

(except minefields) using these methods.

161
Grammnar

-. ActivityShe36

Good Usage of English Name___________________

The customary use of words or groups of words is called USAGE. Good

usage is the use of acceptable language according to the rules of standard

* English. Good usage requires the following:

1. Right use of a word

2. Correct grammar

3. Clear language form

4. Effective form of expression

5. Acceptable style

Study the following list of words and expressions which you commonly

misuse.

1. A -AN -AND

Use A in front of words beginning with a consonant sound. (He is A

very good marksman.)

Use AN in front of words beginning with a vowel sound. (He is AN '5 Usa~tive member of the rifle squad.)

UeAND to join words together. (He AND I are members.)

2. ACCEPT - EXCEPT

ACCEPT means TO RECEIVE. (I will ACCEPT your offer.)

EXCEPT means TO LEAVE OUT. (Everyone EXCEPT the principal stayed after school.

*I~i 3. AFFECT - EFFECT

AFFECT means to influence or change. (Your attitude can AFFECT your job.)

EFFECT means to make happen. (The EFFECT of stepping on the brakes is to

stop the car.)

4. "AIN'T"

AIN'T is not an acceptable contraction for any word in the Enr'1ish lancouaoe!

5. ALL READY - ALREADY

ALL READY means that all people or things are prepared. (The weapons

are ALL READY to be fired.)

ALREADY means previously o.- before. (The M16 had ALREADY been fired.)

162

peel
Grammar

Activity Sheet 36A

Good Usage of English Name

6. ALL RIGHT - "ALRIGHT"

ALL RIGHT means entirely correct. (The CO expressed doubt that it

would be ALL RIGHT to postpone the maneuver.)

"ALRIGHT" is not a word. Do NOT use it!

7. ALL TOGETHER - ALTOGETHER

ALL TOGETHER means in a group. (The men of the COHORT unit will

complete training ALL TOGETHER.)

ALTOGETHER means completely or thoroughly. (He was not ALTOGETHER

sure of his information.)

8. ALTER - ALTAR

ALTER means TO CHANGE. (You may not ALTER the address on the envelope.)

ALTAR means A STRUCTURE USED IN WORSHIP. (He walked the ten paces to

get to the ALTAR in the church.)

9. ANYPLACE - EVERYPLACE - NOPLACE - SOMEPLACE

Use the word WHERE instead of PLACE. (They couldn't find the source

of the lead ANYWHERE on the container.)

10. AS IF - LIKE

Use AS IF to introduce dependent clauses. (He acted AS IF he knew that

particular region well.) He acted LIKE he knew... WRONG!

Use LIKE only as a prepos tion. (A burden LIKE that is difficult for

anyone to bear.)

11. AS - SO

Use AS when -you compare things in a positive (good) way. (My SQT

score is AS good as yours!)

Use SO when you compare things in a negative (bad) way. (But my SQT

score is not SO good as Manderson's!)

12. "ANYWHERES"

"ANYWHERES" is not a word! Drop the "s."

163

| :v'-" .i ''.''.'; ;' '

, -' , ,-,'.' :,,'," ",?,' ; ' : " " " ", " ' '," - ":,"-" : "' '," ,'i , " "" : ; ' ' "' "' "" "a. -
a-zw Zy7 4- t - - -. -%.- k-. - - - ----- K 1 7 -

Grammar

Activity Sheet 36A

Good Usage of English Name

13. AWFULLY

Do NOT use AWFULLY in place of "very" and "exceedingly." (That guard

doesn't seem VERY alert.) Do NOT say "AWFULLY alert."

14. BRIDAL - BRIDLE

BRIDAL means OF A WEDDING. (The BRIDAL party looked marvelous).

BRIDLE means HEADGEAR WITH WHICH A HORSE IS CONTROLLED. (The gentle

4.'. horse had a new harness and BRIDLE.)

* 15. "BUSTED"

"BUSTED" is not a word. Use BURST or BROKE! (I BROKE my valuable

compass.) Do NOT say "I BUSTED..."

16. CAPITOL - CAPITAL

CAPITOL is a BUILDING WHERE GOVERNMENT IS HOUSED. (Our state CAPITOL

has a gold dome.)

CAPITAL is MONEY,or the CITY where the seat of government is located, or

an UPPER CASE LETTER. (He has already spent the CAPITAL he had set

aside.) (The CAPITAL of California is Sacramento.) (Begin each sentence

with a CAPITAL letter.)

17. CELERY - SALARY

CELERY is a green vegetable. (His least favorite food is CELERY.)

SALARY is a fixed income. (Her SALARY was hardly enough to pay the rent.)

18. "COMPLECTED"

"COMPLECTED" is not a word! Use COMPLEXIONED. (The dark COMPLEXIONED

person doesn't burn in the sun.)

19. "COULD OF" - COULD HAVE

"COULD OF" is NOT acceptable. (I COULD HAVE completed the task quickly.)

20. CORPS - CORPSE

CORPS (pronounced CORE) is a GROUP. (The CORPS of Engineers is

having its annual meeting.)

CORPSE means DEAD BODY. (He identified the CORPSE at the morgue.)

4'

164

'its
Grammar

Activity Sheet 36A

Good Usage of English Name __________________

21. "DIFFERENT FROM" -DIFFERENT THAN

Do NOT use "DIFFERENT FROM." It is not acceptable. (My MOS is

DIFFERENT FROM yours. -WRONG. Use DIFFERENT THAN.)

22. "DONE GOOD"

NEVER use this! Say "Did well." (I DID WELL on my SQT.)

23. FAMOUS - NOTORIOUS

FAMOUS means WELL-KNOWN, in a GOOD sense. (The FAMOUS scientist

received a grant to study microbes.)

NOTORIOUS means WELL-KNOWN, in a BAD sense. (Jesse James was a

NOTORIOUS robber.)

24. FEWER - LESS

Use FEWER with nouns that can be counted: 1, 2, 3. (Our squad has

FEWER soldiers on sick call today.)

A Use LESS to show a decrease in amount in nouns that cannot be counted.

(There seems to be LESS absenteeism in this unit.)

25. "IN BACK OF" - BEHIND

NEVER use "IN BACK OF." (The next battalion run will begin BEHIND Nj the barracks.)

26. LATER - LATTER

LATER means AFTERWARDS. (It is LATER than you think!)

LATTER means the SECOND OF TWO THINGS. (Of the two choices, the LATTER

is better.)

27. LEAVE - LET

LEAVE means TO GO AWAY. (Jones LEAVES the office at almost the same

time each day.)

LET means TO ALLOW. (Please LET me take my pillow to the field!)

28. LOSE - LOOSE

LOSE means TO MISPLACE. (He told the visitor not to LOSE the extra key.)

LOOSE means FREE or NOT ATTACHED TO SOMETHING. (Smith's LOOSE change

fell from his pocket.)

165

.2,~-~
Grammar L Activity Sheet 36A

Good Usage of English Name __________________

29. NO - NOT

NEVER use the word NOT in the same sentence with the word NO! NEVER

use a contraction that ends in N'T in the same sentence with

the word NO!

Example: 1. He hasn't no money. -- WRONG!

2. He has no money. -- RIGHT!

3. He hasn't any money. -- RIGHT!

30. "NOWHERES"

3NEVER use this! Drop the "s"! (He was NOWHERE to be found!)

31. NUMBER - AMOUNT

NUMBER refers to COUNTABLE THINGS. (We had a NUMBER of difficulties

to overcome.)

AMOUNT refers to QUANTITY IN BULK. (No AMOUNT of talking could make

him change the subject.)

32. PRECEDE - PROCEED

PRECEDE means TO GO BEFORE. (Our squad will PRECEDE yours in the parade.)

PROCEED means TO MOVE ALONG. (We could not PROCEED on our journey

because an obstacle blocked the avenue.)

33. "OFF OF"

NEVER use OFF OF! Use FROM or OFF. (The chain fell FROM the car as

we were driving back.V

34. REAL - REALLY

REAL means TRUE or GENUINE. (That he almost won the baking contest

was a REAL surprise to everyone.)

REALLY means VERY MUCH. (The sun was REALLY shining on that particular day.)

35. "SELDOM EVER"

Never use SELDOM and EVER together. Use RARELY! (The young recruit

RARELY had money left before payday.)

36. "SOMEWHERES"

DROP the final "S"! (We hope to find the encampment SOMEWHERE over the ridge.)

U' 166
1-.'7 7 1

.4 Grammar

Activity Sheet 36A

Good Usage of English Name__________________

37. THEIR - THEY'RE - THERE

Use THEIR to SHOW POSSESSION. It does NOT have an apostrophe!

(They were tasting THEIR salmon that they had caught last autumn.)

Use THEY'RE to mean THEY ARE. It has an apostrophe. (THEY'RE discouraged

about the expected reduction in salary.)

Use THERE to mean IN THAT PLACE. It does NOT have an apostrophe!

(We waited THERE a total of nineteen hours.)

38. "TRY AND" - TRY TO

Do NOT use "TRY AND." Use TRY TO! (Please TRY TO devise a way to find

the source of the inform ation.)

-0.

39. USE - USED

USE, a noun or a verb, means the act of employing something. (Put

your military training to good USE. USE your gas mask.)

USED, a verb, is the past tense of USE. (They USED to take turns at

guarding the compound.)

40. WIN - BEAT

5. WIN refers to a game or contest. (The squad team WON the relay.)

BEAT refers to a person or a team. (Smith BEAT Jones in the playoff.)

~1(SMITH WON Jones ...... WRONG!)

41. "WOULD OF" - WOULD HAVE

NEVER use "WOULD OF." Use WOULD HAVE. (I WOULD HAVE been content

9 to remain in my former job.)

* 42. OMIT ALL UNNECESSARY WORDS!

(a) Do you think THIS (NOT THIS HERE!) is the correct answer?

(b) We expect to see THAT (NOT THAT THERE!) movie again tonight.

(c) Now I know what KIND OF (NOT KIND OF A) soldier you are!

(d) Don't you think you OUGHT (NOT HAD OUGHT]) to report for duty?

(e) None came BUT (NOT BUT ONLY!) Jones.

167
- a 7* .4 -. -6 '% -.. '. V. -

Grammar

Activity Sheet 36A

Good Usage of English Name

Instructions: Decide which word is correct in each sentence. Use the rules of

good usage. Write the correct word on the line at the end of the sentence.

Example: 1. Behind the barracks stood (their, there) basketball

court. their

1. Will you (precede, proceed) wth your questions, please?

2. Would you rather have time off or a higher (celery, salary)?

3. The (capital, capitol) of the state is not always the

largest city.

4. We (ought, had ought) to arrive at the checkpoint before dusk.

*.5. Did you find my wallet (somewhere, somewheres)?

6. You can (loose, lose) your freedoms if you don't guard them.

7. The horse trotted down the (bridal, bridle) path.

8. Jones tried (awful, awfully, very) hard to be courageous.

9. Is your pay voucher this month (different from, different than)

last month's?

10. There are (less, fewer) vehicles in operable condition today.

11. Those field manuals are (theirs', their's, theirs).

12. We have (a, an, and) hour before the next class.

13. Everyone (accept, except) the greedy soldier was pleased

with his bonus.

14. How will that field exercise (affect, effect) morale?

15. They looked (as, as if, like) they were exhausted

from the training.

16. The sarge said it was (all right, alright) to leave early.

17. He had (all ready, already) adjusted the sights on his

Ml6Al rifle.

18. Life (ain't, isn't) what I thought it'd be!

p. 19. The football-field method of estimating range is not (so, as)

accurate as the binocular-reticle/mil-relation method.

163 /4m
Grammar

Activity Sheet 36A

Good Usage of English Name

20. He is the most lightly (complected, complexioned)

Indian I had ever seen.

21. I wish you (could of, could have) arrived a little earlier.

22. My commander said I (done good, did well) on the task.

23. The deuce-and-a-half failed to see the car (behind, in back of)

it because the ground guide had remained inside the

truck. ____________________________________

24. (Let, Leave) me get my work finished!

25. That soldier hasn't (no, any) respect for higher authority.

26. It is (real, really) important to be able to estimate range.

27. He fell (from, off of) the turret of the tank.

28. (Try to, Try and) complete all your duties on time.

29. Jones (use, used) to be the best platoon sergeant in

the battalion.

30. Smith (would of, would have) constructed an individual fighting

position but there was little time to do so.

31. Did he think we (had ought, ought) to construct an

overhead cover?

32. Each man had to (alter, altar) his planned method of concealment

to fit the terrain.

33. The (salary, celery) in the salad was limp and soggy.

34. The inventory included the (number, amount) of unused

rounds of ammunition.

35. Company A (won, beat, winned) C Company in the road march.

36. In the last week, I have seen him (nowheres, nowhere).

37. (Anyplace, anywhere, anywheres) you are, you must be able

to camouflage your defensive position.

38. They (busted, broke) out of the clearing into open fire.

39. He was a member of the (corps, corpse) through and through.

40. This commander is (famous, notorious) for his harsh discipline.

169

.1 , ,, . -- - . .- ,..... - '.,-... ... ,,
ifa - k -. k. X.. - lc a. Z7i

CHECK SHEET

Grammar

Activity Sheet 1A

Subjects: Number

Singular Plural Singular Plural

4., 1. PVT Jones i 13. soldiers J i

.4 +2. SGT Smith 7 14. They i

3. private i 15. E one

4. soldiers 16. 5

5. They 3 17. one i

-1 6. soldier 18. Jones

7. He i 7 19. soldiers

8. cloth 20. He i

9. men I 3 21. Minutes

10. PVT Jones i 22. medics i

11. We 23. PVT Jones i

12. He i

.41

170

is•
CHECK SHEET

Grammar

Activity Sheet 2A

Action Verbs

1. determine

2. place

3. casts

4. mark

5. marks

1 6. moves

7. moves

8. mark

9. draw

10. shows

11. make

12. have

171

" 4% " 54- %,-'S. P:, *,5,4 -,, *4* -,' '.,"-..-." -: .',-.'-. ~.~ .2: :.;. &
CHECK SHEET

Grammar

Activity Sheet 3A

Linking Verbs

1. is

2. was

3. remained

4. felt

5. look

6. tasted (elicious)

7. sounded ( d

8. were

9. am

10. became

11. remain (friends)

12. grow

13. is

14. a d

15. seem

172
CHECK SHEET

Grammar

Activity Sheet 4A

Verbs: Number

Singular Plural

1. M F] includes

2. El0 pu t

3.D blouse

4. l puls

5. F] threads

6. D are

7. F] ties

8 8. .

9. F] pul

10. M use

11. MF] goes

.12. F]I come

13. 3ties

14., D wraps

15. zi

16. Eblouse

17. Ehave

173
CHECK SHEET

Grammar

Activity Sheet 5A

Finding a Hidden Subject

1. salute of the soldier

2. letters Cf "SALUTE3. letters n the word

4. "S- n the word)

5. number (of personnel

6. Activity (of the enemy)

7. coordinates rom a known location

8. UNIT of the foe

9. description of patches or clothing

10. markings vehicles)

11. TIME of the, ativity)

12. EQUIPMENT associated with the activity)

13. soldier (who is alert

14. item of interest expressed by the letters of the key word "SALUTE)

%

b~i 174

a, . -. , +.?, ,f -. " ,," . - -& .'....' ". ;'-,'. .'. .?.''. .. . , . ,. . , ,.. . . ., ,
CHECK G-ra mma-r-SHEET 

Activity Sheet 6A

Agreement: Special Subjects

Singular Plural

1. soldiers vehicles make -

2. troops truck leaves U -

3. You buddy have H U

4. Soviet Union United States is _

5. group is U

6. Politics was I

7. men company receives '-

8. Mary you have - U

9. Army Air Force offer , n

10. friends I attend -

175

5..,

175 ,
CHECK SHEET

Gramma r

Activity Sheet 7A

Helping Verbs

1. must

2. must be

3. is

4. is

5. will

*6. will be

7. Was

8. should

9. has been

10. had

17
CHECK SHEET

Grammar

Activity Sheet 8A

Action and Linking Verbs

Action Linking

1. must recognize I

2. i

2 include

4. has II

5. is I

6. mrust drink

7. should swallow p II

8. do give I II

9. is I

10. drinks p II

11. will come q

12. loosen I II

13. raises I H

*:.: 14. is II p

15. can be

16. take I .

177
CHECK SHEET

Grammar

Activity Sheet 9A

Verbs: Person

Person Singu1 2 3 lar Plural

1. He I I I ! I

2. word "terrain" H H I I

3. You I I II !

4. features I I I I

5. I 

6. BLACK 1 II

7. features II I

8. GREEN I H

9. RED U H

10. lines I H I

11. "Contour" I

12. lines I I II I

13. terrain !I I H

14. You H I H I1" I

15. Pvt Jones I I I H

l ,. I_ ! I I t

17. MapsI I

18. base I II I I I

19. ground H I I I

20. ridge i I H

178
CHECK SHEET

* Grammar

Activity Sheet 10A

Verbs: Tense

1. clear

2. removed

43. disassembled

4. lubricate

5. cleans

6. wipes

7. needs

8. remember

9. applied

10. used

.17
CHECK SHEET

Grammar

Activity Sheet 11A

.; Regular Past Participle

Yes No

1. -_

2.

3. m -

4. m

5. - m

6. m

7. E

8.

9. E m

10. D U180
CHECK SHEET

Grammar

""""Activity Sheet 12A

* Irregular Past and Past Participles

1. broken 16. blew

2. fallen 17. swam

3. gone 18. became

4. begun 19. fought

5. seen 20. chose

6. thrown 21. fell

7. known 22. broke

8. taken 23. drank

9. rung 24. ran

10. done 25. threw

11. come

12. eaten.

13. flown

15. swum

15. written

181
CHECK SHEET

Grammar

Activity Sheet 13A

Verbs: Changing from Past Tense

to Past Participle

1. fell has fallen

2. pased has passed

3. rode has ridden

4. completed have completed

5. sent have sent

6. hid has hidden

7. began has begun

8. chose has chosen

9. did have done

10. drove have driven

11. was have been

12. came has come

I

182
V. F- 7 7 7

CHECK SHEET

Grammar

Activity Sheet 14A

Confusing Verbs

I. teach

2. laid

3. set

4. rise

5. leave

6. lying

7. learned

8. let

9. sat

10. raised

11. brought

12. takes

~183

,, -:. ;. -
CHECK SHEET

Grammar

Activity Sheet 15A

Subject and Verb Agreement

Yes No

1. Pvt Jones digs I

2. He make

3. They camouflages I U

4. You puts clear checks -

5. You pot

6. They doesn't

7. Was siren

8. You uses

9. Doesn't mother write I El

10. Don't you I

-18

/4

184
'p CHECK SHEET

Grammar

Activity Sheet 16A

Agreement: "There" and "Here"

Singular Plural

1. TWO goes L car i

2. Moft are Pvt Smith SP4 Davis ii

3. 710/ was marker -

4. 700t$ were tanks Ii I

5. Mfoto are reports I I

6. Moto comes artillery I I

7. 7100t were soldiers I

8. 7MOf doesn't sergeant i I

9. 7WAy' are sides II

10. Mot is answer

185
CHECK SHEET

Grammua r

Activity Sheet 17A

Pronouns: Person, Number, Antecedent

Singu1st 2nd 3rd lar Plural

1. Children 0 0 0 0 1

2. Smith 0 0 4 1 0

3. manuals .-0 0 6 0 0

4. sergeant 0 0 O S1 0

5. We 1 0 0 0o 9

6. Smith 0 0 O S1 0

7. 1I 0 0 0 1 0

i8. soldiers 0 0 1 0:o

9. Soldiers 0 1 0 0 1

10. 1 1 0 0 61 0

186
CHECK SHEET

Grammar

Activity Sheet 18A

Verb Agreement with Indefinite Pronouns

',

,.

1. Everybody has

, 2. Nobody suffers

- 3. Few know

4. Both understand

5. One is

6. Many were

7. Anyone has

8. All were

9. all disappears

10. Others are

187

Ci.N

.4 •

'.4 . . . ; ; . . : ' . .. ., . ' ' \ ' ' ' .- ' N ' ' ' ' .- .-.' -- - .- . -. .- .--- . .'. ." " . - , - .• -- ." " -" •" ' _ .4 , { m : r ' , ', r F . - ' - ' ' . ' " , . - - ' ' ' ' % - ' , . ' ' % . ' '
* CHECK SHEET

Grammar

Activity Sheet 19A

Indefinite Pronouns as Antecedents

I. ( his ',I'

2. (Several') their

3. ew their

4. himself

5. he

*: 6. troop hanyais

4I 7. vbody her

8. (omene his

9. he

10. (-Any cr his

4, .

188
CHECK SHEET

Grammar

Activity Sheet 20A

Collective Nouns as Antecedents

"1 (sq ) its

2. nations) their

3. ( e its

4. (college its

5. s their

6. its

7. ( its

8. its

9. ['h __s

, 10. (overnment) its

ib18

-- 189
-- 31 -1 W'. ,X -7*3 V,7- -M I. . q ~ - .

CHECK SHEET

Ativity Sheet 21A

Practice on Pronouns Agreeing with Antecedents

1. their

2. its

3. hi

3. his

4. his

7. hi

8. its

9. hi

6. his

71. is

83. her

159. his

10. his

12. their

13. her

14. its

15. his

19. its
, , . v-- * - - , U--'.o o- o . .,.-: ' , - r ' ' . .' -' - ' ; . --- ~ "* .:-'.% '. --.

CHECK SHEET

Grammar

Activity Sheet 22A

Pronouns Used as Subjects

Yes No

1. We 1 0

2. I 0 0

3. they 0 0

4. I 0 -0

5. I 0 0

6. She 0 6

7. he 0 0

8. you 0 0

9. they 1 0

10. we 0 0

1I

'"7

191

~ . ~ . •~% " . - . " " .. *-. . " . . . :-: ,
CHECK SHEET

Grammar

Activity Sheet 23A

Pronouns Used as Objects

Yes No

1. them 1 0

2. Me 0 0

3. her 1 0

4. Him 0 0

5. us 1 0

6. him 0 0

7. them 0 O

8. her 0 0

9. us 0 0

10. me 0 0

i1

192

$. • . . . . ' . % % •..- . N % - . - -, - . - " ,% " "q
CHECK SHEET

Activity Sheet 24A

Practice on Subject and Object Pronouns

Subject Object

-, Pronouns Pronouns

1. He I 1 0

2. me 0 0

3. he 1 0

4. They 1 0

5. him 0 -

6. me 0 9

7. she 1 0

8. u s 0 8

9.' I 0

10. They we 1 0

11. Whom 0 6

12. Who 1 0

13. me 0 6

14. them 0 0

15. She 1 0

16. him 0 6

17. they 1 0

18. She 1 0

19. me 0 O

20. us 0 o

.1

193

" ' "~ . * * * J * , " ' , , k - " ' "," ? ' ' ' '' "
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Grammar

Activity Sheet 25A

Pronouns After Prepositions

1. (me

2. e her

3. him

4. (t me

5. them

6. (them

7. her

8. (-it-)m

9. us

10. een me

194

*437
CHECK SHEET

Grammnar

Activity Sheet 26A

Possessive Pronouns

1. theirs

2. themselves

3. yours

4.' himself

5. ourselves

4'6. its

7. ours

8. Whose

*9. Hers

*10. yourselves

'19
CHECK SHEET

Tr a-mm a r

Activity Sheet 27A

Indefinite Pronouns: WHO, THAT, WHICH

Yes No

1. that r

2. who which or thatEU

3. that

4. who that or which _

5. which who or that

6. that

7. which

8. which El

9. which who or thatEU

10. who which or that

196
CHECK SHEET

Grammar

Activity Sheet 28A

Pronouns: Agreement

1. are Cstudents)

2. has (sergeant)

3. are Ces

4. mhelps

5. ae promises

6. a appear

7. (soldiers) wear

8. qua!ifies

9. Auths are

lO. r looks

197

**%* ', "-., " -'.-. -. " ".. -. i ".. " - .'. ." >..'i.i-

°
Li - CHECK SHEET

Grammar

Activity Sheet 29A

Using Adjectives for Comparison

1. larger

2. most

3. slimmest

4. more normal

5. most

6. more

7. clumsier

8. denser

9. most advantageous

10. most sensible

11. less

12. worst

13. best

14. better

15. worse

193
M CHECK SHEET

Grammar

Activity Sheet 30A

Adjectives: This/That These/Those

1. That

2. those

3. this

4. These

5. these

6. That

7. Those

8. Those

9. that

10. That

19

199
TV -6--7 - . . . . .. W-%.. . .~. .W7

CHECK SHEET

Gramiar

Activity Sheet 31A

Using Adverbs for Comparison

1. better

2.

3. more carefully

4. most

5. better

6. best

7. prettier

8. worse

9. more

lO. clumsily

42

200
CHECK SHEET

Grammar

Activity Sheet 32A

Confusing Adverbs and Adjectives

1. well

*2. bad

3. carefully

4. beautiful

5. surely

6. almost

7. well

8. badly

9. cheap

10. well

.11. good

12. smooth

-'13. strongly

14. carelessly

15. really

201
CHECK SHEET

Grammra r

Activity Sheet 33A

Using Prepositions Correctly

-'.4Right Wrong

1. off of from K

*2. of have

4. among between

5. beside besides U

6. at

7.U_

8. off fromH

9. into inH

10.U

420
CHECK SHEET

Grammar

Activity Sheet 34A

Blunders: Fragments

C F

1. 0

2. 0

3. 0 O

4. 6 0

5. 0 O

1q

6. 0 0

7. 0 

8. 1 0

9. 0 O

10. 1 0

11. 6 0

12. 0 O

13. 0 l

14. 0 l

15. 0 9

203

.'o

I

S.!

pi | •/ II /II' - 1 ~
CHECK SHEET

Grammnar

Activity Sheet 35A

Blunders: Run-ons

R r

2. I

3.I

4. I

5.

* ~6. I I

7. I

8. 5 i

9.

10. I

.a204
CEKSHEET

r anuna r

.v. Activity Sheet 36A

Good Usage of English

1. proceed 21. could have

2. salary 22. did well

3. capital 23. behind

4. ought 24. Let

5. somewhere 25. any

6. lose 26. really

7. bridle 27. from

8. very 28. Try to

9. different than 29. used

10. fewer 30. would have

11. theirs 31. ought

12. an 32. alter

13. except 33. celery

14. affect 34. number

15. as if 35. beat'

16. all right 36. nowhere

17. already 37. anywhere

18. isn't 38. broke

19. so 39. corps

20. complexioned 40. notorious

205
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* Name

MODULE PREVIEW/REVIEW

MATH CONCEPTS

Instructions: Choose the correct answer for each problem. Then find the

answer spaces on the answer sheet. Fill in the space under the letter of

the correct answer.

1. The symbol is for: (a) addition (c) multiplication

fb) subtraction (d) division

2. The symbol for percent is: (a) % (c) x

(b) / (d) +

3. The symbol = is for: (a) multiplication (c) percent

(b) equals (d) subtraction

4. Which shape is the rectangle: (a),f 7 (c)

(b) (d)

5. Which shape has three sides? (a) square (c) triangle

(b) pentagon (d) parallelogram

6. What is the name of this shape?

(a) rectangle (c) trapezoid

(b) parallelogram (d) square

7. 5X3:3X I (a) 3 (c) 15

(b) 5 (d) 2

8. 8 E0 9 9+ 8 (a) + (c) X

(b) - (d)

9. Which two kinds of math problems are commutative?

,- (a) addition and subtraction (c) addition and multiplication

(b) subtraction and division (d) multiplication and division

207

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Module Preview/Review

Math Concepts (Continued)

Name

10. Which is the longest line?

B;D (a) AB (c) CD

A C E (b) BC (d) DE

11. Which is the shortest line?

-(a) AB (c) CD

C (b) BC (d) DA

hC

D

12. What is the total distance?

A8 C B 

D (a) 15 (c) 18

(b) 10 (d) 20

13. C= (a) 5 (c) 50 (b) 10 (d) 100

14. XVI = (a) 16 (c) 21

(b) 14 (d) 106

15. 412 : (a) CDXII (c) DCIXI

(b) CDIIX (d) DIXII

2.

.4°.

*408

9.4• -- - f w - | I l - - I '' '; -17 "" '" - ". - - . - ."
Answer Sheet ~~Module Previ ew/Rev iew

Math Concepts Name

a b c d a b c d

1 . 9. _

a b c d

2. 10.

a b c d a b c d

3.II

a b c d a b c d

4. 12.

a b c d a b c d

5. 13.

a b c d a b c d

6. 14.

a b c d a b c d

7. 15.

a b c d

8.

D D 0

S. , ," 209 - w , - - " • " " " % , , " " . " " " ' J " " ' " . ° - " ° . " - " " - % - ' ° " " " " " . - " x . 4
ANSWER KEY/DIAgNOSTIC

Module Preview/Review

Math Concepts Name

-b c d IF WRONG, IF WRONG,

a ASSIGN: a b c d ASSIGN:

a b c d 2.a b c d

10. 4

Sa b c d a b c d = 3. 11 4

a b c d a b c d

4. 2 12.

a b c d a b c d

5. 2 13. 5

6EED 2 14.D5

ED D- - D - El E

a b C d a b c d 14.15

a b c d a b c d

a. 3 15.

a b c d 8.3

210

EDEE%
Name ____________________

MODULE RECORD SHEET

MATH CONCEPTS

OBJECTIVE: Recognize and use mathematical symbols, geometric shapes,

conmmutation, and Roman numerals. Figure out lengths and

A perimeters of lines and shapes.

SAMPLE TEST ITEMS:

1. Which shape is the triangle?

(a)D (c)Q0 a b c d

(b)Q (d)A E Z Z

2. XIV = (a) 104 (c) 15 a b c d

(b) 14 (d) 16 E El F

INTRODUCTION TO MATH CONCEPTS:

There are some special ideas or concepts that help us to do math problems.

Some of these ideas have to do with symbols or signs that tell you what to do

in a math problem. Others are geometric shapes, different kinds of numbers, or

ways of thinking about length and shape.

These activity sheets will teach you some math concepts that you need to

know. Work through all the activity sheets that have been circled below. You

can check your own work using the check sheets your teacher has shown you. If

you have any questions, ask your teacher. When you are through with all the

activity sheets and are sure you understand all the math concepts, ask to take

the Math Concepts Review.

ACTIVITY SHEET

Mathematical Symbols 1A lB

Geometric Shape Recognition 2A 2B

Commutati on 3A 3B

Length and Perimeters 4A 4B

Roman Numerals 5A 5B

211
9. Math Cnceps

Activity Sheet LA

Mathematical Symbols Name_________________

In this lesson you will learn the mathematical symbols for equals,

This is a list of the symbols you will learn:

EQUALS

ADDITION +

* SUBTRACTIONMULTIPLICATION 'C

DIVISION or

'4PERCENT%

Study the list for a few minutes until you think you know it, then turn the page.

9,'

'21.
- ~ ~ ~ ~ ~~~~~~.7 .-. ~ 7 ~ -- ~w*.-

Ma th Concepts

Activity Sheet 1A (Continued) _ _ _ _ _ _ _ _ _ _ _

Mathematical Symbols Name___________________

Instructions: Pick the correct answer from the four answers shown for

each question. Then fill in the square in front of the correct answer on

your answer sheet.

1. The symbol + is for 8. The symbol for equals is

(a) addition (a) %

(b) subtraction (b) +

(c) division -(c)=

(d) percent (d) x

*2. The symbol for addition is 9. The symbol t is for

(a) x (a) multiplication

(b) + (b) subtraction

(c) t(c) addition

(d)- (d division

3. The symbol X is for 10. A symbol for division is

(a) equals (a) +

(b) addition (b) x

(c) multiplication Cc) +

(d division (d)-

4. The symbol for multiplication is 11. The symbol - is for

(a) -(a) equals

*(b) -(b) subtraction

(c) + (c) division

(d) x (d addition

5. The symbol I is for 12. The symbol for subtraction is

(a) equals (a) +

(b) multiplication (b) x

(c) division Cc) t~

(d) subtraction (d)-

6. A symbol for division is 13. The symbol % is for

(a)-___ Ca) addition

(b)/ Cb) multiplication

(c) + Cc) percent

(d) x Cd division

7. The symbol -is for 14. The symbol for percent is

(a) multiplication Ca) %

(b) equals (b) t

( c) percent Wc x

4d) subtraction (d) +

213
Math Concepts Name

Activity Sheet IA

Mathematical Symbols

ANSWER SHEET

A B C D A B C D

A B C D A B C D

2. DFDDD 12.DEED j

A B C D A B C D

A B C D A B C D

4. El4E.DDDE14

A B C D

A B C D

6. DDD

A B_ C D

N

.21

A D

10. D ED

214
Math Concepts

Activity .. Sheet 2A

Geometric Shape Recognition Name

In this activity, you will learn to recognize these geometric

shapes: trapezoid, parallelogram, rectangle, square, pentagon, triangle,

and circle.

1. A trapezoid is a shape7-that has four straight sides and four

corners. The sides can be any length. The corners can be bent

%I at any angle.

.J...Trapezoids look like this:

2. The next shape is called a parallelogram. A parallelogram has

parallel sides; that is, the sides are lined up with each other.

* Also, each pair of sides is the same length.

Some parallelograms:

SSAM.

SAME

LENGTH

V% ..

215

41* A.-
Math Concepts

Activity Sheet 2A

Geometric Shape Recognition Name

3. The next shape is called a rectangle. A rectangle has one

characteristic that the parallelogram doesn't have. All the

corners of a rectangle are bent the same. They are right angles.

But the two sets of sides are different lengths.

RECTANGLE

SAME

ANGLES

Some rectangles:

4. The next shape is called a square. A square has four equal sides

and four equal corners.

'.

ALL

4-- THE

SAME

Some squares:

2l

216
Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name

5. So far, all the geometric shapes you have looked at had four sides

and four angles. But there are other shapes that have less or more

than four sides or angles. Here are some of these other shapes:

TRIANGLE

(3 sildes, 3 corners)

PENTAGON HEXAGON

.w . (5 sides, 5 corners) (6 sides, 6 corners)

".r

- OCTAGON DECAGON

(8 sides, 8 corners) (10 sides, 10 corners)

217
Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name

6. The last geometric shape you need to know doesn't have any straight

sides or any angles. This shape is a circle. A circle is round,

like this:

Here are some circles: 0

0

Instructions: Select the correct answer A, B, C, D. Then turn to

your answer sheet and fill in the space with the letter of the answer you

have picked.

Example: 0. Which shape is the rectangle? From Answer Sheet:

-a)Q C) 0 lZ N

b) A d)

1. Which shape is the trapezoid?

a)e

b) d) Q

2'1

218

:4
Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name _________________

2. Which shape is the square?

a) A c)D

S.b) Z=7

3. Which shape is the circle?

a)D c) A

4. Which shape is the pentagon?

a)II 0)

'Vb) d)

5Which shape is the rectangle?

b) d)

6. Which shape has four right angles?

a) Trapezoid c) Triangle

b) Square d) Pentagon

219
* ~ - * p p - .j .- p ,. a*k 7

Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name____________________

7. Which shape is the triangle?

a) c)I~

b) d)

8. Which shape has a triangle and a rectangle in it?

a) IIZ

b) d)

9. Which shape is the hexagon?

a) Q c)3

4...b) > d)K

10. Which shape has three sides?

.1~a) Square c) Triangle

b) Pentagon d) Parallelogram

11. What is the name of this shape?

D

a) Triangle c) Trapezoid

b) Parallelogram d) Square

220
Math Concepts

Activity Sheet 2A Continued

* ~~Geometric Shape Recognition Name______________________

12. What is the name of this shape?

a) Trapezoid c) Square

a'b) Triangle d) Pentagon

13. What is the name of this shape?

.14C7

a) Rectangle c) Trapezoid

-b) Parallelogram d) Square

14. What is the name of this shape?

a) Rectangle c) Trapezoid

b) Parallelogram d) Square

15. What is the name of this shape?

a) Circle c) Trapezoid

b) Square d) Pentagon

16. What is the name of this shape?

a) Parallelogram c) Trapezoid

Ab) Rectangle d) Circle

17. Which shape does not have any angles?

a) Square c) Trapezoid

b) Parallelogram d) Circle

18. What is the name of this shape?

a) Trapezoid c) Pentagon

b) Square d) Circle

221
,~~~u~~~u.77 . n~ 7 -~ 

Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name

19. How many sides does a trapezoid have?

a) three c) five

b) four d) six

20. How many angles are in a pentagon?

a) three c) five

b) four d) six

422
Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name

GEOMETRIC SHAPE RECOGNITION ANSWER SHEET

AiBi. A B C D i..

2. A B C D 12. A B C D

2.. . -12C A B C D

3. A B C D 13. A B C D

4. A B C D 14. A B C D

5. A B C D 15. A B C D

6. A B C D 16. A B C D

F- N 1 D 0 11 F

7. A B C D 17. A B C D

8. A B C D 18. A B C D

. 0 C D 1 A B C D

9. A B C D 19. A B C D

1 0. A B C D 20. A B C D

2.

I 223

• ..-.. -.. "/ .. - • -.-.. i ".- -> - <" ... ."-'-, -- -. ". q-<
__ 

Math Concepts

Activity Sheet 3A

Commutation Name__________________

Some math problems are the same whether they are writteni frontwards or backwards. This is called commutation. Problems that are the

' ~ same frontwards or backwards are commutative.

Here are two types of ma~th problems that are commutative. They are:

Addition problems and

Multiplication problems.

Look at these problems:

Addition Multiplication

4 +2 2 + 5 x3 3=

6 6 15 1

4 +2 equals 6. 5 x 3 equals 15.

2 2+4 equals 6. 3 x 5 equals 15.

6So 4+ 2 =2 +4, So 5 x 3 =3 x 5,

because addition because multiplication

is commtative, is commutative.

Here are two types of math problems that are not commutative:

Subtraction Division

4~ 42 2 i4 6 3 3 6

2 =(negative 2)2

.WRONG WRONG

4 - 2equals 2. 613 equals 2.

%:2 - 4 equals a nega- 3 6 equals a fraction,

tive number, -2. So 6 + 3 is not equal to

*So 4- 2 is not 3 +, 6 because division

equal to 2 - 4 because is not commutative.

subtraction is not

*commuta tive.

Instructions: Look at the problems below. Each one is a commutative

problem. Decide what is the missing number or the missing sign. Then look

.del.at the answers and choose the correct one. Mark the correct answer on your

answer sheet.

224
.t-.

.p

Math Concepts

Activity Sheet 3A Continued

Commutation Name

Examples:

X. 3A+C5 X. 3 5-0 +3 A B C D

a) 8 c) 5

b) 3 d) 2

3 + 5 = what + 3?

Addition is commutative, so

3 + 5 = 5 + 3.

Y. 40 6 6 x 4 A B C D

a) + c) -L I

b) x d) t4 what 6 equals 6 x 4? It

can't be c) - or d) t, because

subtraction and division are

at not commutative. So is it

a) +, or b) x? Well, one side

of the problem already has a

sign.

6 =6 x4

It is the multiplication sign.

So, since multiplication is

commutative, you know the answer is b) x, because 4 x 6 = 6 x 4.

% Now do these problems the same way.

1. 4. 4 2 x) 4

a) c) a) 12 c) 8 b) d) b) 16 d) 4

2. E + 0 = 0 + 8 5. 6 +11=

a) 18 c) 2 a) 12 c) 6

b) 8 d) 10 b) 9 d) 3

3. l x 2= 2 x L 6. 13 x 2= 2LI13

a) 1 c) 3 a) + c) x

b) 2 d) 4 b)- d)+

225

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.-.-...-. -. . .. - . .-... ,.v-,.- ....... -.. -'.-. ,.
Math Concepts

Activity Sheet 3A Continued

Commutation Name

7. 8 9 = 9 + 8 9. 15[ 13= 13 x 15

a) + c) x a) + c) x

b)- d)- b) - d)

8. 6 + 7 =7 D 6 10. 4 + 8 =8 4

a) + c) x a) + c) x

b)- d) + b)- d)t

le%

COMMUTATION ABSWER SHEET

%I 1

A B C A B C D

AI BI 6. AD

A B C D A B C D

2. D D 7EZDWD E

' A B C D A B C D

A B C DA B C D

4. ~9.DEDElZ

A B C D A B D

226

r ,, ,. . .. -; .? .. . .. ., -. ... ., ; , .- .; , - .., ... , , ., -,. . , . , , q . q . - , ." q -- --- , , , . ._ _.-
Math Concepts

Activity Sheet 4A

Length and Perimeters Name _________________

This lesson will show you how to figure out length and distance on

straight lines. It will also show you how to figure out the perimeter length

of different geometric shapes.

First, let's suppose your platoon leader told you that you were going

on a 3-day march across different kinds of terrain. Since you can't travel

at the same pace over every type of terrain, each day's travel would be a

different distance when you marked it on your map.

Dayl1 Day 2 Day 3

Checkpoint Checkpoint Checkpoint Checkpoint

Alpha Bravo Charlie Delta

If your platoon leader asked you to tell him which day you marched the farthest,

you could try to remember which day you walked the most hours or which day your

feet hurt the most. But the best way to tell which day you went the farthest

is to look at the map you marked each day, and pick out the longest line between

two bivouac points.

1st day 2nd day 3rd day

0 0

Checkpoint Checkpoint C-heckpoint Checkpoint

Alpha ABravo Charlie Delta

In looking at your map, you will see that the line between points Alpha and

* Bravo (where the arrow points) is the longest, so you know that you marched

the farthest on the first day. You can also see that on the 2nd day you went

the shortest distance, which must have been through the roughest terrain.

Now, if you wanted to find out how many miles you walked on those three

days, you would add up the lengths of those three lines on your map

'.st day 2nd day 3rd day

.4a .

Checkpoint Checkpoint Checkpoint Checkpoint

Alpha Bravo Charlie Delta

*16 miles 7 miles 12 miles

16

12

So you went 35 miles on your 3-day march.

227
-. -V --

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name

Now let's suppose you have helped set up a defense perimeter, arnd your

platoon leader wants you to figure out which part is the longest (which would

take the most men).

Here is your defense perimeter.

B

A

D C

The part you would pick would be the line marked from B to C (Line BC) because

it is the longest.

Next, your fearless leader wants to know how big a perimeter he has to

defend, so he wants to know the distance around it. Guess who gets to figure

that out. That's right, you volunteered again. This is done the same way as

the earlier problem of finding how far you marched in 3 days. You merely add

up all of the sides of your defense perimeter to get the total distance

around it.

.4 ~. B

235

4- - 4 220

LO 225

C1-j r1023 feet

?20 ft. -

So now you can tell your platoon leader the distance around the

defense perimeter is 1,023 feet.

Oops! Looks like you've volunteered again; this time to do some

examples of what you've just learned.

Instructions: This is your platoon sergeant, SGT Kool. I want you to figure

out the longest line for each problem, then add up all the lines to get the

distance we marched or the distance around our defense perimeter.

Example:

A B C D Longest Lin~

4 8 3 Total Distance

228
4.71

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name

1, . A B C

2. A CLongest Line___

8 37 3 " " " Total Distance

2. A Longest Line

LJ "> B Total Distance

BC

C D

3. A B C D E Longest Line

. ... o Total Distance 5 10 21 5

4. A B C D E

6 9 17 23

Longest Line

Total Distance

B

,1

F

5. A D

* C

E

Longest Line _

Total Distance

229

229
p. • . . , , . .

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name

V.

-C

6. 1 Longest Line

A Total Distance

E

A.

7. 17,Longest Line

12 'CTotal Distance

.7

B D

8. B

7 6 

Longest Line

Total Distance

A C

14

230

-. ,- . , - - , . - . - "- . - . .. - , . . -. . - . " - -. - . - . .-.- - . , .- . - -. .-- , - , ." . - . - . . "

,,-', -",a'..., , , . , . . . . - . . - . -- . .. . . . . , - - . - ., - ; - , . - . - . , -
Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name

15

A B

10. Longest Line __________

10 12 Total Distance ________

D C

B

11. 8 ~~~Longest Line ________

* A '~4 Total Distance_________

C

20

2A~ ~B Longest Lines______

12. 10~ 10 Total Distance _______

10

A B

* 13. 10 i0 Longest Lines________

Total Distance_________

D C

10

231
7.z -:17777. 

*

Math Concepts (Continued)

Length and Perimeters Name _

ciit he A BogsAins_________

.. 1 4 . 3T o t a l D i s t a n c e _ _ _ _ _ _ "-__ 

D%

A B7

15. 6 6 Longest Lines _-

Total Distance..,"

I D 1CC

.4i

7t

.4

B!

*1

°.1

232

--. ,*a*, -,. .'- ," :- - .- ".-.;"--. -.- ." -". -,- . .-- - --
Math Concepts

Activity Sheet 5A

Roman Numerals Name_______________________

The digits we use, 0 1 2 3 4 5 6 7 8 9, are called Arabic numerals.

They were invented long ago by the Arabians. But~there is another kind of

numbering system that is sometimes used. It was invented by the Romans, and

the numbers are called Roman numerals. Sometimes you will see Roman numerals

used on books or in manuals. They are easy to learn and use, because they

N are based on simple addition.

Here are the most common Roman numerals and what they mean:

I =1 L- 50

V = 5 C = 100

X =10 D = 500

M = 1000

To make numbers from Roman numerals, you just add together the different

numerals to get your number.

11=1 +I= 2

111 1 + 1 + 1 = 3

VII =5 + 1 + 1 =7

LXXVIII =50 + 10 + 10 + 5 + 1 + 1 + 1 =78

There is one trick to Roman numerals which you need to learn. You can't

put more than three of the same numerals together. So how do you write, for

instance, the number 4? Can't you just write 1111? No, you don't want to put

more than three I's together. So instead, you write 4 as IV. This means "one-five" and you read it as "one less than five", or 4.

Whenever you put a smaller Roman numeral in front of a larger one, that

means you subtract the smaller one from the larger one. Here are some examples:

IV =one less than five =4

XL = ten less than fifty 40

XC =ten less than one hundred =90

CD = a hundred less than five hundred = 400

CM = a hundred less than one thousand = 900

Look at this year written in Roman numerals:

1 979

MCMLXXIX M = one thousand

CM = one hundred less than one thousand, or nine hundred

L = fifty

XX = two tens = twenty

IX = one less than ten, or nine

-' So this number means: 'one thousand plus nine hundred plus fifty plus

twenty plus nine, or 1979.

-~ 233

% -
Math Concepts (Continued)

Activity Sheet 5A

Roman Numerals Name

Instructions: Look at the problems below. Choose the correct answer, and

mark the space for the answer on your answer sheet.

Examples: LXI = a) 60 c) 61 a b c d

b) 41 d) 59 0 0 * 0

32 = a) XXLII IIXXX a b c d

b) XIXIX d) XXXII 0 0 0 

*

1. II = a) 1 c) 4 11. 193 = a) CCXIIVC c) CXCIIV

b) 2 d) 5 b) CXCIII d) CCXIII

2. V= a) 100 c) 5 12. 81 = a) XXXLI c) VIIII

b) 10 d) 1 b) LXIXI d) LXXXI

* 3. C = a) 100 c) 5 13. 15 = a) XV c) IV

b) 10 d) 1 b) XIV d) VII

4. MCM = a) 2100 c) 1900 14.. 29 a) XIXII c) XXVIIII

b) 1009 d) 2010 b) XXXI d) XXIX

5. IV = a) 3 c) 5 15. 412 = a) CDXII c) DCIXI

b) 4 d) 6 b) CDIIX d) DIXII

6. XVIII a) 18 c) 52 16. 1892 a) MDCCCXCII c) MCMLXXXXII

b) 12 d) 14 b) MDMCXII d) MCMXCII

7. MIX = a) 1900 c) 1009 17. 1982 = a) MCMVIII c) MCMLXXXII

b) 1110 d) 1011 b) MCMIVII d) MCMXXCII

8. DX = a) 90 c) 550 18. 149 a) CXLIX c) CXXXXIX

b) 510 d) 400 b) CLXIX d) CXXXXVIIII

" 9. XL = a) 40 c) 60 19. 317 a) CCCXVII c) CCDXVII

b) 50 d) 90 b) XXCXVII d) DCCXVII

10. CLIX = a) 166 c) 161 20. 998 a) IXIXVIIIC c) C,1CXVIII

b) 145 d) 159 b) XCXCVIII d) CMXCVIII

234

*% * *. ** . . , - . . ....-... .. . . . . .- - - , - - *-. . . . .-.. . - '. .. - - - . - - .. . ' . ., .. . "
Math Concepts Activity Sheet 5A

Roman Numerals Name

Answer Sheet

a b c d a b c d

1. 0 0 0 0 0 0 0 0

2. 0 0 012. 0 0 0 0 a b c d a b c d

2. O 0 0 0 12. 0 0 0 0

a b c d a b c d

3. Q Q 0 Q 13. Q Q Q 0

a b c d a b c d

5- 0 0 0 0 14. 0 0 0 0

a b c d a b c d

5. 0 Q 0 Q 15. 0 0 C) 0

a b c d a b c d

6. 0 0 0 0 16. 0 0 0 0

a b c d a b c d

8. 0 0 0 0 18. O O 0 O

a b c d a b c d

7. 0 0 0 0 17. 0 0 0 0

a b c d a b c d

8. 0 0 0 0 18. 0 0 0 0

a b c d a b c d

8 . 0 0 0 0 19. 0 0 0 0

'.a b c d a b c d

10 . O 0 0 0 20. 0 0 0 0

m''St "

.

~235

S:.,

.*1 ' . , - - - ,, , ; . ,,, ; . . , . . , . ' _ . . . -" . - " ." i" """'[ -... ""', ''': - -- " ,< " -
CHECK SHEET

Math Concepts Name

Activity Sheet IA

Mathematical Symbols

ANSWER SHEET

A B C D A B C D

A B C D A B C D

2. 7 T [ i - 1. I]i I]

A B C D A B C D

A B C D A B C D

4. l- l l F. i- x 1-4[. --

A B C D 5. F, 7x.

6. E-- A I. B [ C D DD

A C D B 

7. I-1 Fx I-1 0

A B C D

8. N-1F x 3

A B C D

A B- C D

236

4

!"iA

• , . . - -.. i ( . -. 0 .. 9..;. '

"- ' .,-.-,-" " ... ' " "-, ". -•- .* - -" " ' . "- - '."-'- / ,-,."e " , _- , ' ' "A"" _% '
CHECK SHEET

Math Concepts

Activity Sheet 2A Continued

Geometric Shape Recognition Name

i.WDP GEOMETRIC SHAPE RECOGNITION ANSWER SHEET i~D ~ A~T

* . A B C D

2. A B C D

I EEmR

3. A B C D

0IE LI RI

4. A B C D

I LE

5. A B C D

6. A B C D

7. A B C D

8.. A B C D

9. A B C D

0. A B C D

E.IBD

10. A B C D

13. A B C D

,- LI Li] LI U

14. A B C D

15. A B C D

16. A B C D

237

A . * ' " " "" " " '" - "-".*
CHECK SHEET

Math Concepts

Activity Sheet 2A Continued Geometric Shape Recognition Name

GEOMETRIC SHAPE RECOGNITION ANSWER SHEET

17. A B C D I

18. A B C D

19. A B C D

20. A B C D

4 .i

•'I. M

.423

Fo

4.23.
- -.- ' "-

CHECK SHEET

Math Concepts

Activity Sheet 3A Continued

Commutation Name

7. 81[ 9 = 9 + 8 9. 15 13 13 x 15

a) + C) x a) + C) x

b) - d) "b) - d) +

8. 6 +7- 7DF16 10. 4+8= 8 D4

-"

a) + C) x a) + C) x

b)- d) + b)- d) -

COMMUTATION ANSWER SHEET

A B C A B C D

1" I-] N 6. E] V ]

A B C D A B C D

2. F- F N 7 F . z l 0 IA A B s C D A B C D

4.- - - 9 . El El EA B C D A B C D

5. El E. D X 9. K E D E

A B C D A

239

'wA
Check Sheet

Math Concepts (Continued) Activity Sheet 4A

Length and Perimeters Name

1. A B C Longest Line AB

8 3 Total Distance 11

2. A Longest Line BC

Total Distance 22 B

C

D

iI?

3. A B C D E Longest Line CD

5 5 1 10 2 21 5 5 Total Distance 41

4. A B C D E

6 9 17 23

Longest Line DE

Total Distance 55

F

.5.

E

Longest Line EF

Total Distance 121

240

! 5 o-* * *
Check Sheet

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name

B C

6. Longest Line CD

A c Total Distance 45

E

7. 17 Longest Line DE

12 C Total Distance 43

7

B D

8. B

7 6 Longest Line AC

Total Distance 24

A C

112

II

AC

Longest Line CD

14 Total Distance 79

4

241 B
Fw - vr ~ .

Check Sheet

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name__________________

15

A B

10.

Longest Line CD

1012Total Distance 57

D

B

11.Longest Line AC

A 4Total Distance 43

C

Di 0BLongest Lines- AB and CD

12. 10 10 Total Distance 60

D C

A 10

13. 10 10Longest Lines ALL

Total Distance 40

D C

10

242
Check Sheet

Math Concepts (Continued)

Activity Sheet 4A

Length and Perimeters Name__________________

BLongest Lines AB and CD

14. Total Distance 60

D C

.9 A 11B

15. 6 6 Longest Lines AB and CD

DC Total Distance 34

2434
-HtC( SEoT

Math Concepts

Activity Sheet 5A

Roman Numerals Name

Answer Sheet

a b c d a b c d

1. 0 4 0 0 11. 0 0 0 0

a b c d a b c d

2. 0 0 0 0 12. 0 0 0 0

a b c d a b c d

3. * 0 0 0 13. 0 0 0 0

a b c d a b c d

4. 0 0 0 0 14. 0 0 0 *

a b c d a b c d

5. 0 0 0 0 15. * Q) 0 0

a b c d a b c d

6. * 0 0 0 16. * 0 0 0

1..

a b c d a b, c d

7. 0) 0 0 0 17. 0 0 * 0

a b c d a b c d

8. 0 0 0 0 18. * 0 0 0

.4,

a b C d a b c d

9. 0 0 0 0 19. * 0 0 0

b'I

a b c d a b c d

10. 0 0 0 0 20. 0 0 0 0

244

7. 0 +. )
mnnlMLLE PREVIEW

WHOlLE Y41"P.S

Instructions: Figure out each problem below. When you have worked the

* problem, choose the correct answer. Then fill in the space

under the letter of the correct answer on the answer sheet.

Example: 12 a) 17 C) 50 a b c d

x 5 b) 60 d) 7 D

7

1. The name of this number is: 8. 9 +5

a) seven c) one a) 14 c) 12

b) five d) nine b) 18 d) 45

2. In the number 8497, the "9" 9. 6 + 7

isinth:a) 14 c) 17

a) ones place c) hundreds place b) 15 d) 13

b) tens place d) thousands place

3. Which of these numbers is largest? 10. 87

Aa) 843 c) 657 +51

b) 799 d) 518 a) 36 c) 228

b) 128 d) 138

4. The number forty-two thousand, six

hundred and seventy one is written: 11. 43 + 41

a) 42,671 c) 4,206,071 a) 92 c) 85

b) 402,671 d) 42,000,671 b) 84 d) 95

5. In the number 6,492,835 which digit 12. 13

is in the thousands place? +58

a) 2 c) 6 a) 98 c) 71

b) 9 d) 4 b) 61 d) 82

6. 8 13. 78 +59=

+6 a) 19 c) 148

a) 9 c) 2 b) 137 d) 127

S.b) 15 d) 14

14. .701

7. 7 +484

+4 a) 1285 c) 217

*a) 15 c) 16 b) 1185 d) 1717

b) 11 d) 12

245
Module Preview N ame_______ __________ Whole Numbers ~ (Continued)

15. 978 24. 35 -16

+569 a) 28 c) 9

a) 1437 c) 1547 b) 19 d) 51

b) 1527 d) 1427

25. 701

16. 135 + 599 =-484

a) 623 c) 724 a) 217 c) 327

b) 633 d) 734 b) 285 d) 323

17. 935 26. 8734 - 586-

246

71a) 9320 0) 8258

+9863 b) 8038 d) 8148

a) 11,115 c) 11,108

b) 10,904 d) 11,015 27. 3812

-156

18. 11 + 84 + 78 + 8 =a) 3766 c) 3666

a)22 7 b) 3756 d) 3656

-~ b) 181 d) 19128 9

x5

19 -3 a) 36 c) 45 -b) 40 d) 14

b) 8 d) 1229 4x8

20. 9 -5 a) 16 0) 32

a)1 )6b) 82 d) 38

b) 5 d) 4

30. 41

x3

21. 66 a) 123 c) 413

-12b) 82 d) 38

a) 54 c) 52

b) 78 d) 64

31. 81 x 7

22. 57 - 31 =a) 88 c) 458

b) 567 d) 74 a) 88 0) 76

b) 26 d) 37

32. 44

x4

23. 63 a) 176 0) 166 -48 b) 178 d) 328

a) 15 0) 25

b) 105 d) 115

246
Module Preview Name__________________

Whole Numbers

(Continued)

33. 4541. 46 L5=

a) 13545 c) 180a)8c9.

b) 1385 d) 1395 b) 91 d .

34. 17___

x45 42. 8/ 65

a) 62 c) 765 a)81081

b) 825 d) 535a)81)8

b)68 d) 8.8

35. 197 6

x302

a) 49,499 c) 499 43. 569 i 97

b) 59,494 d) 37,384 a)97 598

a)__ 5 40 5984

36 / 4b) 5.84 d) 5 8

a) 2 c) 7

b) 4 d) 3 44. 19/ 594

37 9 4=a) 31 5c) 31.5

a) 96 0) 23 b) 31.19 d) 31 - ~ b) 16 d) 381

38. 3/ 36 45. 4371 + 509=

a)8299 08.9 a) 11 0) 102 a)80)8.9

39. 75 i 15=b)829 d 29

a) 5 0) 6 46. 484/ 1009

b) d)15a) 4.41484 c) 2 L

411

40. 12/ 60 b) 2 484 d) 2.41

a) 6 c) 12

b) 9 d) 5

247
Name

MODULE PREVIEW

WHOLE NUMBERS

ANSWER SHEET

a b c d a b c d

I. 14. DElD - El D D

a b c d a b c d

2. 15.

C D 11E El El E

a b c d a b c d

3. 16. [1 0 I

a b c d a b c d

4. 17. -D D 0 D

a b c d a b c d 5. '-- 18.

a b c d a b c d

6. 19.

a b c d a b c d

7. 20.

a b c d a b c d

8. 21.

a b c d a b c d

9. - 22. 0 D

a b c d a b c d

12. 26.

a b c d a b c d

3. 2. 0

248
Module Preview Name

. Whole Numbers

Answer Sheet

(Continued)

a b c d a b c d

27. 37. [[ NE]ED ED ED

a b c d a b c d

28. E38.

a b c d a b c d

29. 39. DEED

a 

'--,~1 b -

c d D a b ] El c 7 d

30. 40.

a b c d a b c d 31. DE D41. D

a b c d a b c d

32. 42.

a b c d a b c d

33. 43.

-. F7 E] 1]E] E El 1

a b c d a b c d

34. 7 7 7 44. 1 1 1

a b c d a b c d

' 35. 45.

a b c d a b c d

36. 46.

r249

~249
-. , ° ., . .,' ;- - ., . l- . . , . .. . . . . . .. . . . . , . . -- . . .. ..

M ODULE PREVIEW/REVIEW

WHOLE NUMBERS

ANSWER KEY/DIAGNOSTIC

IF WRONG, I F .RnNr,,

a b c d ASSIGN: a b c d ASSIrll:

1. I D f 10,o11 14. 8 - 11

;i2. [ I 1,10,11 .8 [] [ ]11 -s 

a b c d a b c d 3. D * E E o 16. D E E E 8-11

3. a b c __16. d a b c d

a b c d a b c d . 1 1 ,11 18. M

a b c d a b c d .5 * w D 2,10,11 12,13,1 - 21

a b c d a b c d

6. 2,10,11 . a 12,13,19 -21

a b c d a b c d

S3 ,10,11 20. 1,13,19 - 21

a b c d a b c d

8. 3,10,11 21. D 14,15,19 - 21

" a b c d a b c d

I 3,10,11 7 214,15,19 - 21

a b c d a b c d

10. E E * 4,7,10,11 23. 16,17,19 -21

a b c d a b c d

11M 7 6 ,7,10,11 24 M 16,7 - 21

a b c d a b c d

13. ~ ~6,7,10,11 2. D 19 - 21

250

,. .-. • . -. ,-. .- . .& . • ",- .. : -, . , -,., •. .. ,... . .. ,..'.,,
, .. , , ., , , . .. . . .. .. ... . . . .. .-.-. - - - t - .-

-. Module Preview/Review 

%Whole Name Numbers

Answer Key/T)iagnostic

(Continued)

V IF WRONG, IF WRONG,

a b c'd ASSIGN: I G:

a b c d ASSIGN:

2 E 19- 21 L a E 30- 33,35,36

a b c d a b c d 28. 22,23,29 38.

29 b cd 39. a 

- 29. 39.

. E 1 E 22,23,29 1 30,32,35,36

30. 40. a b c d

30. - -- 24,25,29 40. - 30,32,35,36 _ a4b1,.d 31" m b - 24,25,29a a b c d I m E41 L- 34-36

32. 42.

* 26,27,29 M 34 - 36

a b c d b c d

C m 26,27,29 43.M 34-36

34. 44 b c d

E U 0 28,29 4. E J JE 34- 36

a b c d a b c d 35. 45. EEDLJo 282olE 34 -36

a b C da b c d

36. 46.b d

36.3330,31,34,36 34 - 36

2

251

" " : " - " . ' - i*i +; T;" + ? +"
7T W- 17 7 77 .j -

Name

MODULE RECORD SHEET

WHOLE NUMBERS

OBJECTIVE: Use addition, subtraction, multiplication, or division to find the

correct answer for any problem with whole numbers.

SAMPLE TEST ITEMS:

1. 36

+48 a) 438 c) 12 a b c d

b) 74 d) 84 E1 L3

2. 18 i3 + a) 9 c) 3 a b c d

b) 6, d) 21 0ALIE

INTRODUCTION TO WHOLE NUMBERS:

Whole numbers are numbers made out of the digits from 0 to 9. They do not

include fractions or decimals. These activity sheets will show you how to add,

subtract, multiply, or divide numbers that do not have fracti6ns or decimal

places. Work through all the activity sheets that have been circled below.

You can check your own work using the check sheets your teacher has shown you.

If you have any questions, ask your teacher. When you are through with all

the activity sheets and are sure you understand all the rules for whole

numbers, ask to take the Whole Numbers Review.

ACTIVITY SHEETS (Do those that are circ'led)

ADDITION

1. Introduction to Numbers 1A lB

2. Adding Two one-Digit Numbers: Columns 2A 2B

3. Adding Two One-Digit Numbers: Rows 3A 3B

4. Adding Two-Digit Numbers: Columns 4A 4B

5. Adding Two-Digit Numbers: Row 5A 5B

6. Carrying: Numbers in a Column 6A 6B

7. Carrying: Numbers in a Row 7A 7B

8. Adding Two Three-Digit Numbers in

a Column 8A B

9. Adding Two Three-Digit Numbers in

a Row 9A 9B

10. Practice Numbers in Columns: Addition 10A lOB

11. Practice Numbers in Rows: Addition 11A 11B

SUBTRACTION

12. Subtracting Two One-Digit Numbers: 12A 12B

Columns

13. Subtracting Two One-Digit Numbers: 134 13B

Rows

14. Subtracting Two-Digit Numbers: 14A 14B

Column

15. Subtracting Two-Digit Numbers: 15A 15B

Row1 -25
7. ~ ~ 7. 7.77

Module Record Sheet (Continued)

Whole Numbers Name_____________________

SUBTRACTION (Continued)

16. Borrowing: Numbers in a Column 16A 16B

17. Borrowing: Numbers in a Row 17A 178

18. Subtracting Two Three-Digit Numbers 18A 18B

in a Column

19. Checking Subtraction by Adding 19A 19B

20. Practice Numbers in Rows: 20A 20B

Subtracti on

21. Practice Numbers in Columns: 21A 21B

Subtracti on

MULTIPLICATION

22. Multiplying Two One-Digit Numbers: 22A 22B

Col umns

23. Multiplying Two One-Digit Numbers: 23A 232

Rows

24. Multiplying One Digit Times Two 24A 24B

Digits: Column

25. Multiplying Two-Digit Numbers: 25A 25B

Rows

26. Carrying: Numbers in a Column 26A 26B

427. Multiplying Two-Digit Numbers 27A 278

28. Carrying: Two-Digit Numbers 28A 288

29. Multiplying Three-Digit Numbers 29A 298

DIVISION

30. Dividing and Multiplying are 30A 308

Related

31. Dividing One Digit Into One or Two 31A 318

32. Converting from t to /32A 328

33. Dividing One Digit Into Two Digits 33A 338

34. Dividing One Digit Into Two 34A 348

with a Remainder

35. Dividing Two Digits Into Three 35A 358

Digits

36. Dividing Three Digits Into Four 36A 368

Digits

253
N ame_________________

MODULE RVE

WHOLE NUMBERS

Instructions: Figure out each problem below. When you have worked the

problem, choose the correct answer. Then fill in the space

under the letter of the correct answer on the answer sheet.

Example: 12 a) 17 C) 50 a b c d

x~ 5 b) 60 d) 7 U D D

-- '4

S 1. The name of this number is: 8. 8 + 6

a) four c) six a) 14 c) 15

b) one d) nine b) 16 d) 18

2. In the number 6,492,835 which digit 9. 4 + 5=

is in the thousands place?a)1c)1

a) 4 c) 9 b ) 8 d) 9 -~b) 2 d) 8

10. 45

3. Which uf these numbers is smallest? +33

a) 197 c) 400 a) 68 c) 88

b) 311 d) 532 b) 76 d) 78

4. The number sixteen thousand, eight hundred 11. 92 + 93

and eight is written: a) 165 c) 195

a) 16,808 c) 16,000,808 b) 185 d) 95

b) 16,080,008 d) 168,008

12. 53

5. In the number 9362, the "9" is in the: +37

a) thousands place c) tens pl~ce a) 80 c) 90

b) hundreds place d) ones place b) 87 d) 93

6. 5 13. 87 + 24

+8 a) 107 c) 119

a) 11 c) 15 b) 111 d) 101

b) 18 d) 13

*14. 909

7. 9~ +435

+3a) 1234 c) 1244

a) 11 c) 13 b) 1344 d) 1356

b) 12 d) 19

254
Module Review Name__________________

Whole Numbers

(Continued)

15. 815 24. 95 -68

+807 a) 46 c) 37

a) 1627 c) 1622 b) 27 d) 28

b) 1707 d) 1612

25. 500

16. 195 + 594 -379_

a) 689 c) 698 a) 121 c) 131

b) 729 d) 789 b) 221 d) 231

17. 4033 26. 972 - 748=

84 a) 234 c) 334

8768 b) 124 d) 224

+ 105

a) 12990 c) 12870 2. 68

b) 12980 d) 12880 598688

a) 6397 c) 6387

18. 167 + 199 + 6 + 443 =b) 6297 d) 6287

a) 695 c) 865

b) 815 d) 95528 5

x7

19. 6 a) 12 0) 35

-4 b) 42 d) 28

a) 2 c) 3

b) 10 d) 729. 8 x6=

a) 36 c) 48

20. 9 -7 b) 14 d) 54

a) 5 0) 16

b) 12 d) 2 3. 6

4 x4

21. 45 a) 248 c) 88

-3b) 66 d) 328

a) 12 c) 13

b) 78 d) 23 31. 40 x8=

a) 240 c) 328

22. 96 - 15 =b) 320 d) 288

a) 71 c) 111

b) 81 d) 80 3.9

x6

23. 65 a) 588 c) 104

-26 b) 548 d) 102

a) 39 c) 49

b) 81 d) 91

255
Module Review Name

Whole Numbers

(Continued)

t, 4.

33. 37 41. 19 5=

x51

a) 18537 c) 222 a) 3.45 c) 3

b) 1787 d) 1887 b"3- ~ d) 3.5

" 34. 84

x99 42. 3/ 89

, a) 1452 c) 8316 a) 29 3 29 2

b) 1512 d) 7986 9

b) 29 3 d) 29.23

35. 554

x109

a) 10526 c) 59956 43. 929 52

b) 60386 d) 10096 a) 17 52

929 45

36. 9/ 72 b) 17 929 d) 17 45

45 52

,,,a) 8 0) 9

b) 6 d) 7 ,, 44. 65/ 246

37. 64 . 4 : a) 3 c) 3.65

a) 11 c) 16 b) 3.51 d) 3 51

b) 26 d) 14 -

38. 5/ 70 - 45. 8513 . 313

a) 52 3 12 8562 a) 27 31 0 

a) 5 c)12 a 27c) 85.313

b) 14 d) 54

b) 27 62 8513 d) 14.928

39. 77 1 11 =

a) 7 c) 16 46. 225/ 2706 .;b) 11 d) 10

b)I )1a) 12 225 c) 12 6

a)"2706 2706

40. 13/ 39 b) 12 6 d) 12.6

a) 2 c) 4

b) 9 d) 3

256
,.,::.. . . .. ... . . . _ . .. . .. . . . . . . .

Name

MODULE REVIEW

WHOLE NUMBERS

ANSWER SHEET

a b c d a b c d I. 14.

] [] 0 7 DEl 0 [1]

a b c d a b c d

2. 15.

a b c d a b c d

S3. ww El 6 . , - 1 E

a b c d a b c d

4. 17.

,,-.

a b c d a b c d

18.

a b c d a b c d

6. 19.

a b c d a b c d

,. 7 20.

a b c d a b c d

8. - n [ - 21 i E [ 1 1-

a b c d a b c d

DEED9. 22. EED

a b c d a b c d

10. 23.

a b c d a b c d

11. 0 D- D 7 24. D [1 E El [I

a b c d a b c d

12. 25.

a b c d a b c d

13. 26. DEE

257

-.. • • - .. • . . . ." - - - . . ' . . . '. . .. - .. - . -. - . .. .. . . S.. -. . *' . . . .5 . - . .. '; ' " ' . . .
Module Review Name

Whole Numbers

Answer Sheet

(Conti nued)

a b c d a b c d

27. 37.

a b c d a b c d

28. 

38.

a b c d a b c d

29. 39.

a b c d a b c d

30. 

40.

a b c d a b c d

31. 41.

a b c d a b c d

32. 42.

a b c d a b c d

33. 43.

a b c d a b c d

34. 44.

a b c d a b c d

35. 45.

[ D ] [n] D m D D D

a b c d a b c d

36. 46.

2..5.

i..

% ,

258
A

'Thole Numbers Addition

Activity Sheet lA Name__

Introduction to Numbers

We only have ten symbols to represent numbers. These symbols are called

digits, and they are:

0 1 2 3 4 5 6 7 8 9

(zero) (one) (two) (three)(four) (five) (six) (seven)(eight)(nine)

But we have many more than ten numbers. Numbers above nine are written by

putting two or more of our digits together to make a new symbol. The symbol

for the number fifteen, which is written 15, uses two digits: a one (1) and

a five (5).

The digit on the right represents ones. There are five ones in the number

15. The next symbol or digit to the left represents tens. There is one ten in

the number 15. One ten and five ones equal 15.

The next place to the left of the tens place is called the hundreds place.

The next one after that is for thousands, and so on. Each place holds ten times

as much as the place to the right of it.

There are 5,280 feet in a mile. The number 5,280 means:

5 thousands

+ 2 hundreds

+ 8 tens

+ 0 ones

=5280

Here are all the number places up to the millions place:

I0

This number is eight million, seven hundred sixty-five thousand, four hundred and

thirty-two. Most of the numbers you will work with in the Army aren't nearly

Oni the, nxt paged need to understand how even big numbers are put together.

thi big, but yougd are some problems about number names and places. Try

them out; they are really quite easy.

0 C259

.0 Z '* 
Whole Numbers - Addition

Activity Sheet 1A (Continued) Name_________________

Introduction to Numbers: Problems

Instructions: Read each problem below and choose the right answer from

the choices given. Write the letter of the right answer on the line to the

right of the problem. If you get stuck on one problem, go on to the next one

and then come back to the tough ones later.

Example: The number four is written:

(a) 5 (c) 7 (e) 8 d

(b)l1 (d) 4

Write the

letter of

* a-..the right

answer

1. The number fifteen is written:

(a) 55 (c) 51 (e) 105 1. _____

(b) 15 (d) 510

2. In the number 8497, the "7" is in the:

(a) ones place (c) hundreds place 2. _____

(b) tens place (d) thousands place

3. The name of the number "94" is:

(a) nine (c) nine hundred and four 3. _____

(b) forty-nine (d) ninety-four

4. Which of these numbers has "1' in the hundreds' place?

(a) 6291 (c) 4132 4. _____

(b) 1875 (d) 2817

5. Which of these numbers is the largest?

.4,(a) 843 (c) 657 (e) 882 5. _____

6.(b) 799 (d) 518

6.In the number 6,492,835 which digit is in the thousands place?

(a) 4 (c) 2 (e) 6 6.____

(b) 9 (d) 8

7. The number seven is written:

(a) 5 (c) 2 (e) 7 7._____

(b) 1 (d) 9

8. Which of these numbers is smallest?

(a) 311 (c) 400 (e) 109 8. _____

-. ,.(b) 197 (d) 532

9. Which of these is not the name of a number?

(a) seven (c) tree 9.______

(b) sixty-two (d) forty-five

10. The number forty-two thousand, six hundred and seventy one is written:

(a) 42,671 (c) 4,206,071 10.

(b) 402,671 (d) 42,000,671

260
*L- -k7 W- 'R! - '-.7. 7-- rL ~ .- ..

Whole Numbers - Addition

Activity Sheet 2A Name

Adding Two One-Digit Numbers: Columns

The numbers from 0 to 9 are called one-digit numbers. Here are some problems

in which you must add two one-digit numbers together. They are arranged in columns,

that is, with one number over the other.

Instructions: Add each column of one-digit numbers and write the sum below

the line.

1 8 9

Examples: +4 +3 - +0

5 11 9

3 1 7 5 1

+4 +8 +4 +8 +5

2 4 7 7 1

+5 +8 +9 +6 +0

6 3 4 7 9

+7 +3 +2 +7 +3

6 3 8 5 7

+6 +8 +6 +7 +3

8 7 0 4 0

+0 +7 +7 +6 +9

8 2 2 5 1

+4 +0 +4 +1 +5

8 1 9 2 9

+9 +1 +5 +3 +9

.".

0 7 0 6 6

+3 +4 +4 +0 +8

261
Whole Numbers -Addition

Activity Sheet 3A Name_______________

0 Adding Two One-Digit Numbers: Rows

In these problems, the one-digit numbers are arranged in rows.

Instructions: Add each row of one-digit numbers and write the sum to the

right of the equals (=) sign.

Examples: 1+4=5 8+3=11 9+0=9

1 +5- 1 + 0 9 + 3 7 +3

0 + 9 1 + 6 9+ 9 6 + 8

9A

6 +0- 2 +3 5+ 1 4 +6=

5 +7- 7 +7 7+ 6 5 + 8

7 + 4 7 +9= 4+ 2 8 + 6

0 +7- 2 + 4 9+5= 0 + 4

7 +4= 1 +1 2 + 0 7 +7

3 + 8 3 +3= 4+ 8 1 + 8

3 + 4 2 +5= 6+ 7 6 +6=

8 +0- 8 +4= 8 +9= 0 +3

262
r•~r--**rr..w--;r.- jUj * .w V, Sg y 7gN.Jj h.V .- *" .. *.* .. .. - °° - -. - -. *. - , . *. °-

Whole Numbers -"1ion

Activity Sheet 4A Name

Adding Two-Digit Numbers: Column .

When you have bigger numbers to add, you add them together from right to

left. For instance, if you want to add

21

c1Tyou must first add the right hand

column, the 1 and the 3. This gives you 4 in the right-hand answer space.

21

+53

4

Then you add the numbers in the left-hand column. 2 + 5= 7. This gives you

21

+53 and that is the solution to the problem.

74

Instructions: Add the numbers in the problers on this page and write your

answers below the line. Remember to add the right-hand column first.

Examples. 40 92 20

+43 +15 +10

83 107 30

., 41 66 37 13 20

+43 +61 +51 +81 +32

16 90 30 12 45

+72 +16 +82 +66 +33

94 90 62 23 51

+93 +18 +24 +12 +10

92 90 17 40 85

+84 +40 +90 +88 +83

46 22 91 73 60

+40 +43 +65 +60 +93

20 45 36 81 29

+92 *- +24 +12 +87 +70

* 263

9..
v;-. 7707, . .

_N

Whole Numbers - Addition

Activity Sheet 5A Name

Addin0 Two-Digit Numbers: Row

Adding numbers side-by-side is a little bit tricky. The numbers aren't

neatly lined up in columns for you. But if you remember to work from the right

to the left, it isn't hard. In the problem 21+53= , you first add the righthand numbers (the numbers in the ones place), and write down the answer on the

right side of your answer space, like this: 21+53= 4 (because 1+3=4).

Then add the numbers in the tens place, the 2 and the 5, and write your answer to

the left of the answer you got before, like this: 21+53= 74. This is your

answer.

Instructions: Add the numbers in the problems on this page and write down

your answers to the right of the equals signs.

Examples: 40+43= 83 92+15= 107 20+10= 30

41 + 43 = 66 + 61 = 37 + 51 = 13 + 81 =

20 + 32 = 45 + 33 = 51 + 10 = 85 + 83 =

60 + 93 = 29 + 70 = 93 + 40 = 73 + 95 =

67 + 22 - 20 + 34 = 81 + 45 = 22 + 95 =

10 + 27 = 20 + 97 = 46 + 40 = 92 + 93 =

16 + 72 = 90 + 16 = 30 + 82 = 12 + 66 =

4

23 + 12 = 40 + 88 = 73 + 60 = 81 + 87 =

S21+ 83 - 55 + 42 = 51 + 14 = 45 + 24 =

264
Whole Numbers - Addition

Activity Sheet 6A Name________________

Carrying: Numbers in a Column

When the numbers in a column you are adding add up to more than 9, you have

a two-digit answer. It won't fit into one column in the answer space. You need

to "carry" the first digit over and add it onto the next column to the left.

For plexa i th pr +56 3 7 plus 6 equals 13. There is not enough space +56 to fit the 13 under the ones column in the

)roblem.

But since 13 is the same as a ten and three ones, you can take the "1" in the tens

place and add it to the top of the tens column in the problem, like this:

1

37 Now you can go ahead and add the tens column up

+56 and finish the problem. The finished problem

3 will look like this:a

37

+56

Instructions: Add the numbers in the problems on these pages, and carry over

numbers to the next column when you need to.

Examples: 2Q65

+19 +58 +3 3

(You don't have to draw the lines to show that you carried a number up to the

top of the next column; just put the number up there.)

65 84 68 87 35

+26 +99 +43 +17 +56

59 17 53 26 15

+28 +45 +37 +25 +27

66 99 13 15 34

+55 +54 +47 +35 +67

99 16 41 65 39

+14 +89 +29 +97 +93

265

*~ *g.* %**, b Z* .*~~~:~..~:~.-~
Whole Numbers -Addition

Carrying: Numbers in a Column

55 66 25 87 67

45 48 87 59 69

+67 +56 +29 +51 +46

62 57 49 65 78

+18 +73 +44 +48 +59

56 98 14 88 54

+87 +96 +37 +64 +29

266
Whole Numbers -Addition

Activity Sheet 7A Name________________

Carrying. Numbers in a Row

When your problem is arranged in a row, you don't have a nice handy column

for the number you carried to go above. You can put that number above the proper

digit in the first number of the problem, like this: 1

37 +56= 3

The 1 represents a ten, so be sure you put it above a number which is in a tens

* place. Then when you add the numbers in the tens places, don't forget to add

the number you carried over: 1

37 + 56 93 because 7 + 6 = 13 and you carried

the 1, then 1 + 3 + 5 = 9.

Instructions: Add the numbers in the problems on this page, and carry

numbers back to the proper place whenever you need to.

Examples: 1 1 1

24 +19 =43 86 +58 = 144 59 +33 =92

35 +56 = 15 +27 = 34 +67 = 39 +93 =

67 +83 = 69 +46 = 78 +59 = 54 +29 =

88 +64 - 65 +48 = 59 +51 = 87 +24 =

4.65 +97 = 15 +35 = 26 +25 = 87 +17 =

68 +43 - 53 +37 = 13 +47 = 41 +29 =

25 +98 = 87 +29 = 49 +44 = 14 +37 =

98 +96=- 57 +73 = 48 +56 = 66 +24 =

267
Whole Numbers -Addition

Activity Sheet 8A Name____ __________

Adding Two Three-Digit Numbers in a Column

In these problems you are adding bigger numbers. You may have to carry

over numbers to the next column. In some problems you may have to carry over

numbers twice - once to the tens column and once to the hundreds column.

Instructions: Add the numbers on this page and put the answers below the

line. Carry over numbers whenever you need to.

Examples: 0M

+4 16j +743J +884

76.2 .902 1 4

(You don't have to draw the lines to show you carried the numbers.)

197 834 391 554 909

+217 +635 +566 +109 +435

I854 592 225 101 345

I.+834 +102 +270 +117 +302

506 714 523 379 978

+954 +785 +929 +500 +569

195 813 590 357 368

+594 +804 +491 +920 +822

658 505 342 701 320

+246 +327 +122 +484 +465

108 135 131 760 268

+994 +599 +206 +939 +182

268
Whole Numbers - Addition

Activity Sheet 9A Name___________________

Adding Two Three-Digit Numbers in a Row

Here are some problems where you may have to carry over numbers from one

part of the answer back to the beginning of the problem. Solve them like you

did using two-digit numbers, except that you may have to carry twice.

Instructions: Add the numbers in the problems on this page, and carry

numbers back to the proper place when you need to.

Examples. 1 11 1

*1347 +416 =763 159 +743 =902 261 +884= 1145

368 +822 = 197 +217 = 322 +665 = 658 +246 =

357 +920 = 834 +635 = 303 +140 = 505 +327 =

590 +491 = 391 +566 = 216 +153 = 342 +122 =

813 +804 = 554 +109 = 290 +619 = 701 +484 =

195 +594 = 909 +435 = 494 +928 = 320 +465 =

978 +569=- 854 +834 = 310 +842 = 108 +994 =

379 +500=- 592 +102 = 251 +404 = 135 +599 =

523 +929 = 225 +270 = 646 +978 = 131 +206 =

V . . 4%~% *4~269 ...
Whole Numbers - Addition

Activity Sheet 10A Name__________________

V Practice Numbers in Columns: Addition

Try your skill now at adding all kinds of problems in columns. Sometimes

you will have to carry numbers, and sometimes you will not.

Instructions: Add the numbers in the problems on this page, and put your

answers below the lines. Sometimes you will need to carry numbers. Write the

numbers you carry above the proper columns.

Exmle:241 642 1086

+56 +879 +105

+2 +807

299 1998~

(You don't have to draw the lines to show you carried a number.)

3 71 795 51 2

76 4 888 18 97

+33 + 5 + 9 +11 +31

981 100 175 610 6854

+ 15 + 6 +446 + 3 + 131

130 468 633 972 556

903 166 688 748 545

+ 14 + 23 +460 + 57 +920

3 56 324 34 11

60 3 380 24 69

+87 + 6 + 8 + 0 +85

780 11 38 167 1

290 84 13 199 30

51 78- 5 6 2

+565 + 8 +72 +442 +41

4371 156 445 1009 181

6885 3035 34 578 484

509 29 15 1 87

+ 86 +3812 +695 +809 +126

271 531 4033 935 63

8902 938 84 246 313

42110 6285 8768 54 8513

+ 16 + 3 + 105 +9469 + 157

270

p%
I-hole Numbers - Adto

Activity Sheet 11A Name_______________

Practice Numbers in Rows: Addition

Here are several problems arranged in rows for you to try. Sometimes you

will have to carry numbers and sometimes you will not. Ianswers Instructions: Add the numbers in the problems on this page, and put your

to the right of the equals sign. Sometimes you will need to carry numbers.

Write the numbers you carry above the proper place in the first number of the

problem.

Examples: 11 1

241+56+2= 299 642+?J9= 1521 1086+105+807= 1998

84 +22-= 689 +29 = 14 +290=

68 +92-= 353 +86 = 3 +76 +33=

2 +97 +31= 6854 +131= 556 +545 +920=

11 +69 +85= 1 +30 +2 +41 51 +18 +11=

610 +3- 972 +748 +57= 34 +24 +0=

167 +199 +6 +443= 795 +888 +9= 175 +446=

633 +688 +460= 324 +380 +8= 38 +13+ 5 +72=

71 +4 + 5 100 +6= 468 +166 +23=

56 +3 +6= 11 +84 +78 +8= 156 +3035 +29=

891 +15= 130 +903 +14= 3 +60 +87

271
Whole Numbers - Subtraction

Activity Sheet 12A Name

Subtracting Two One-Digit Numbers: Columns

The numbers from 0 to 9 are called one-digit numbers. Here are some problems

in which you must subtract two one-digit numbers from each other. They are

arranged in columns, that is, with one number over the other.

Instructions: Subtract each column of one-digit numbers from each other and

write the difference below the line.

Examples: 4 8 9

-1 -3 -0

3~ 5.- 9

4 8 7 8 5

-3 -1 -4 -5 -I

5 8 9 7 1

-2 -4 -7 -6 -0

7 3 4 7 9

-6 -3 -2 -7 -3

6 8 8 7 7

-6 -3 -6 -5 -3

8 7 7 6 9

-0 -7 -0 -4 -0

8 2 4 5 5

-4 -0 -2 -1 -4

9 1 9 3 9

-8 -1 -5 -2 -9

3 7 4 6 8

-0 -4 -0 -0 -6

272

*.. ."
Whole numbers - Subtraction

Activity Sheet 13A Name

Subtracting Two One-Digit Numbers: Rows

In these problems, the one-digit numbers are arranged in rows.

Instructions: Subtract the second number from the first number and

write the difference tP the right of the equals (=) sign.

Examples: 4-1=3 8-3=5 9-0=9

5-1= 1-0= 9-3= 7-3=

9-0= 6- 1= 9-9= 8-6=

.6-0= 3-2= 5- 1 = 6-4=

7-5= 7-7= 7- 6= 8-8=

7-4 9-7= 4- 2= 8-6=

7-0= 4-2= 9-5= 4-0=

6-4= 1-I- 2-0= 7-7=

8-3= 3-3= 8-4= 8- 1=

%'V

273

8 - 0 - a . 8 - 4- . 7 - 4 = - 3.* - 0 =
Whole Numbers -Subtraction

Activity Sheet 14A Name_____________ Subtracting Two-Digit Numbers: Column

When you have bigger numbers to subtract, you subtract them from each

P other from right to left. For instance, if you want to subtract p 53

-21

* you must first subtract the right hand column, the 3 and the 1. This gives you

2 in the right-hand answer space.

53

-21

* 2

Then you subtract the numbers in the left-hand column. 5 -2 3. This gives

you

53

-21 and that is the solution to the problem.

Instructions: Subtract the numbers in the problems on this page and write

your answers below the line. Remember to subtract the right-hand column first.

AExamples: 43 95 20

-40 -12 -10

3 83 1

43 66 57 83 32

-41 -61 -31 -11 -20

76 96 82 66 45

-12 -10 -30 -12 -33

94 98 64 23 51

-93 -35 -22 -12 -10

94 90 97 88 85 :

-82 -40 -35 -40 -83

46 43 95 73 93

-40 -22 -61 -60 -60

92 45 36 87 79

-20 -24 -12 -81 -26

274
Whole Numbers -Subtraction

Activity Sheet 15A Name_______________

Subtracting Two-Digit Numbers: Row

Subtracting numbers side-by side is a little bit tricky. The numbers aren't

neatly lined up in columns for you. But if you remember to work from the right

to the left, it isn't hard. In the problem 53-21= _, you first subtract the

right-hand numbers (the numbers in the ones place), and write down the answer on

the right side of your answer space, like this: 53-21= 2 (because 3-1=2).

Then subtract the numbers in the tens place, the 5 and the 2, and write your

answer to the left of the answer you got before, like this: 53-21= 32. This

is your answer.

a Instructions: Subtract the numbers in the problems on this page and write

down your answers to the right of the equals signs.

-~ Examples: 73-42= 31 95-12= 83 20-10= 10

43 - 41 = 66 - 61 =57 - 31 = 83 - 11 =

132 -20 = 45 -33= 51 -10 = 85 -83 =

93 -60 = 79 -26= 93 -40 = 95 -73 =

67 -22 = 34 -23= 85 -41 =95 -22 =

27 -10 = 97 -20= 46 -40 = 93 -92 =

.276 -12= 96 -15= 82 -30= 66 -12=

23 -12= 88 -40= 73 -60= 87 -81=

83-21 =55-42= 54 -13= 45-24=

275
Whole Numbers -Subtraction

Activity Sheet 16A Name_________________

~ ... Borrowing: Numbers in a Column

When the top number in any column is smaller than the bottom number, you need

to make the top number bigger. You do this by borrowing from the first column

to the left.

For instance, in the problem: 53 7 is larger than 3, so you can't subtract

-37 it. But remember, the "5 in the number

53 is really 5 tens. So you can borrow one

set of ten from 5, and that leaves 4 in the tens place.

4

$3 Next, add the ten you borrowed to the 3 in the ones place, and yo~u

-37 get 13.

4 13

$% Now, 13-7=6, and 4-3 =1. Your answer is 16.

-37

16

Look at this problem: 24 You can't subtract 9 from 4. So you

-19 borrow ten ones from the tens place and add

it to the 4. Then subtract. 14-9 =5, and

1 14 1-1 = 0. (Remember, you don't have to write

U down the 0 if it is the first digit in a

-19 number.)

Instructions: Subtract the numbers in the problems on these pages. Borrow

numbers from the next column when you need to.

7 16 4 13

Examples: $0 $

-58 -39

265 94 63 87 55

-26 -89 -48 -18 -36

58 45 53 35 25

-29 -17 -37 -26 -17

65 94 43 34 64

-56 -59 -17 -16 -37

276
Whole Numbers -Subtraction

* Activity Sheet 16A, Continued Name______________ Borrowing, Numbers in a Column

{94 86 41 95 93

-19 -19 -29 -67 -34

-. 95 64 95 84 83

-57 -26 -26 -27 -67.

*67 56 87 61 66

-49 -48 -29 -59 -48

62 73 57 65 78

4-18 -57 -49 -48-5

*4-59

86 91 34 80 54

-57 -64 -17 -64 -29

-27

*~~#0
Whole Numbers -Subtraction Name__________

Activity Sheet 17A

Borrowing. Numbers in a Row

When your problem is arranged in a row, you don't have a nice handy column

for the number you carried to go above. You can put that number above the

proper digit in the last number of the problem like this:

4 16

037= 9

The 1 represents a ten, so be sure you put it with the number which is in the

ones place. Then when you subtract numbers in the ones place, don't forget

to subtract the 1 you carried over from the tens place!

4 16

~037= 19

Instructions: Subtract the numbers in the problems on this page, and

carry numbers back to the proper place whenever you need to.

1 14 7 16 4 13

Examples: ~19 5 p458 28 -39 =14

56-37= 25 17= 64 -37= 93-38=

83-67= 66-49= 78-59= 54-29=

84 -68= 65-48= 51=-49= 84 -27=

*95-68= 35 16= 36-27= 87 18=

63-48= 53-37= 43-17= 41-29=

95-28= 87-29= 64-47= 34-17=

68-39= 73-57= 56-48= 64-26=

278
Whole Numberst-Subtraction

Activity Sheet 18A Name

Subtracting Two Three-Digit Numbers in a Column

In these problems you are subtracting bigger numbers. You may have to

borrow 10 from the next column. In some problems you may have to borrow twice -

once from the tens column and once from the hundreds column.

Instructions: Subtract the numbers on this page and put the answers below

the line. Borrow whenever you need to. 13

Examples: 470 170 884

-347 -159.- -261

69 584 623

217 834 566 554 909

-197 -635 -391 -109 -435

854 592 270 117 345

-834 -102 -225 -101 -302

954 785 929 500 978

-506 -714 -523 -379 -569

594 813 590 920 822

-195 -804 -491 -357 -368

658 505 342 701 465

-246 -327 -122 -484 -320

994 599 206 939 268

-108 -135 -131 -760 -182

279
Whole Numbers -Subtraction Name__________

Activity Sheet 19A

Checking Subtraction by Adding

One of the simplest ways to check subtraction is to add the answer to

00 the bottom number of the problem and see if it adds up to the top number:

As you can see, you subtract tPOW'N; but you add f UP to see if your subtraction was correct. When you add up to check yo~ur subtraction and the

top number is different than the original top number, you need to re-do your

subtraction.

Check these subtraction problems by adding upi

7 ?3 + 5 =8, not 7, so

-3 3 the problem was wrong.

5 +5

10 ?8 + 2 = 10, which is

-2 8 the top number, so this

8 +2 problem was correct.

Isrcin:Check tesubtraction prbeson thspage byadding t up.

If a problem is wrong, cross out the wrong answer and write the correct answer

below it.

Examples: 128 (this answer was 1028 (this answer was

- 99 right - no cor- - 879 wrong, so it was

29 rection needed) 159 corrected)

149

65 7 99 10

- 26 -6 - 84 -4

39 2 157

104 212 44 17

- 68 -144 -18 -8

46 68 26 9

16 26 48 144 4.-14 -10 -19 -122

3 16 39 22

898 72 99 196

-146 -38 -66 78

742 34 33 118

280

V~~
Whole Numbers - Subtraction

Activity Sheet 19A,- Cohtinued

Checking Subtraction by Adding

1183 6139 43 7172 647 

536 

-4350 .-16 -1691 1789 27 5461

13 89 723 1 -9 -42 -418 -1 4 47 205- 1

281

281 a
Whole Numbers - Subtraction Name

Activity Sheet 20A

Practice Numbers in Rows: Subtraction

y Here are several problems arranged in rows for you to try. Sometimes

you will have to borrow numbers and sometimes you will not.

Instructions: Subtract the numbers in the problems on this page, and

put your answers to the right of the equals sign. Sometimes you will need

to borrow numbers. Write the numbers you get when you borrow above the proper

number of the problem.

1 13 11 7 16

Examples: 1 - 56 185 879 - 642 237 1 0 - 807 = 279

84 - 22= 689 - 29= 290 - 14=-

92 - 68 353 -86= 76 - 33-

97 - 31 = 6854 - 131- 556 -545=

85 - 69= 41 - 33= 51 - 18 =

610- 183= 972- 748= 34 - 24 -

443 -167= 888 -799= 446 -175=

688 -633- 380 - 324= 72 - 38=

71- 4 100- 6= 468 -23=

56 -36- 84 -78= 3035 -29

891 -15- 903- 14= 8734 -586=

2828
Whole Numbers -Subtraction Name__________

Activity Sheet 21A

Practice Numbers in Columns: Subtraction

Try your new skill at subtracting all kinds of problems in columns.

Sometimes you will have to borrow and sometimes you will not.

Instructions: Subtract the numbers in the problems on this page, and

put your answers below the lines. Sometimes you will need to borrow. Write

the numbers you get when you borrow above the proper columns.

1 13 11 7 16

Examples: 2 4 1 8 79 1 0$ 0

56 -64 2 807 8 

1 85 2 37 27 9

76 71 888 18 97

-33 - 4 95 -11 -31

981 100 446 610 6854 -15 - 6 -175 -183 - 131

903 468 688 748 556

-14 -166 -460 - 57 -545

871 56 387 34 85

290 84 38 442 41 - 51 -74 -13 -199 -33

6885 3812 695 1009 484

-598 -156 - 37 -578 -87

8902 939 4033 321 313

-2110 -99 -1324 -123 -157

283
M

Whole Numbers -Multiplication Name__________

Activity Sheet 22A

Multiplying Two One-Digit Numbers: Columns

EThe numbers from 0 to 9 are called one-digit numbers. Here are some problems in which you must multiply two one-digit numbers together. They

are arranged in columns, that is, with one number over the other.

the answer below the line.

Examples: 1 8 9

x4 x3 X0

1 7 51 x 5 x 8 x 4 x 8 x 5

0 4 7 71 x 9 X 8 x 9 x 6 xO0

6 3 4 7 9 x 7 x 3 x 2 x 7 x 3

6 3 8 5 7 x 6 x 8 x 6 x 7 x 3

8 7 0 4 0

x 0O x 7 x 7 x 6 x 9

8 2 2 51

x 4 x0 x 4 x 1 x 5

8 1 9 2 9

x 9 X1 x 5 x 3 X 9

0 7 0 6 6

x 3 x 4 x 4 xO0 x 8

284
Whole Numbers -Multiplication Name __________

'-a Activity Sheet 23A

Multiplying Two One-Digit Numbers: Rows

d In these problems, the one-digit numbers are at-ranged in rows.

Instructions: Multiply each row of one-digit numbers and write the answer

to the right of the equals (=) sign.

Examples: 1 x 4 =4 8 x 3 =24 9 x 0=0

1 x 5 1 x0 9x 3 7 x 3

0 x9= 1 x6 9x 9 6 x 8

6 x 0 2x 3 5 x 1 4 x6=

x. 7 7 x7= 7 x6 5 x8=

7 x 4 7x9= 4 x 2 8 x 6

0 x 7 2 x4= 9 x5 0 x 4

3 x 8 3 x3 4 x 8 1x 8

3 x 4 2x5= 6 x 7 6 x 6

285

.4L
1--. - 5 -- 1 7-77 -7 7

Whole Numbers - Multiplication Name__________

Activity Sheet 24A

M1ultiplying one Digit Times Two Digits: Column

When you have bigger numbers to multiply, you multiply them together

from right to left. For instance, if you want to multiply:

21

.x x3

you must first multiply the right hand column, the 1 and the 3. This gives

you 3 in the right-hand answer .space.

21

x 3

3

Then you multiply the number on the bottom right times the number in the left

hand column. 2 x 3 = 6. This gives you:

21

x 3

63

and that is the solution to the problem.

Instructions: Multiply the numbers in the problems on this page and

write you answers below the line. Remember to multiply the right-hand column

first.

Examples: 40 92 20

x 3 x 3 x 7

120 276 140

41 66 37 13 20

x 3 x1 x I x I x 2

14 90 30 11 45

x 2 x 6 x 2 x 6 x I

93 90 62 23 51

x 3 x 8 x 4 x 2 xO0

92 90 71 40 83

x 4 x 4 x 9 x 8 x 3

286
Whole Numbers - Multiplication

Activity Sheet 24A

Multiplying Two-Digit Numbers: Column (Continued)

46 22 91 73 60

xO x3 x5 x0 x3

20 42 34 81 92

x2 x4 *- x2 x7 x4

287 SJ

SW, € -4 ? % ' -- 4 . -- ''.; '--.-'7 - -.-- '-'.v . ..? -,-.'.-.- 2.? -- .-- 2.2.i -2.:;-2.2 .'.'
 .[ W . .- ;.- '. -. .* r - r - rr 7 - 9

Whole Numbers - Multiplication Name _________

Activity Sheet 25A

Multiplying Two-Digit Numbers: Rows

Multiplying numbers side-by-side is a little bit tricky. The numbers

aren't lined up in columns for you. But if you remember to work from the

right to the left, it isn't hard. In the problem 21 x 3 = _ _, you

first multiply the right-hand numbers (the numbers in the ones place), and

write down the answer on the right side of your answer space, like this:

21 x 3 = 3 (because 1 x 3 = 3). Then multiply your right-hand number

times the number in the tens p1-ace, the 3 times the-2 and write your answer

to the left of the answer you got before, like this: 21 x 3 = 63 .This

is your answer.

Instructions: Multiply the numbers in the problems on this page and

write down your answers to the right of the equals signs.

-4Examples: 40 x 3 = 120 92 x 4 = 368 20 x 0 =0

*41 x 3 =66 x 1 =37 x 1 13 x 1

20 x2 42 x3 = 51 x0 =83 x 3

60 x3= 92 x4 = 93 x0 = 73 x3 =

64 x2 20 x4 =81 x5 =22 x4 =

10 x7 20 x7 -46 x0 =92 x3 =

14 x2= 90 x6 =30 x2 = 12x 4=

23 x2= 40 x8 =73 x0 =81 x7 =

21 x3= 54 x2 51 x 4 42 x4

288
Whole Numbers -Multiplication Name __________

Activity Sheet 26A

Carrying: Numbers in a Column

When the numbers in a column you are multiplying come to more than 9,

a. you have a two-digit answer. It won't fit into one column in the answer

space. You need to "carry" the first digit over and add it onto the column

to the left. For example, in the problem:

37

x 6

7 times 6 equals 42. There is not enough space to fit the 42 under the ones

column in the problem. But since 42 is the same as four tens and two ones,

you can take the "4" in the tens place and add it to the top of the tens column

in the problem like this:

Now you multiply the 6 times the 3, and add the 4 that you carried over.

6 x 3 = 18, and 18 + 4 = 22. So you put the 22 next to the answer you got

in the ones place, and it looks like this:

G

37 (6 x 7 =42, put down the 2 and carry the 4,

x 6 6 x 3 =18, add the 4 and it equals 22. Your

222 answer is 222.)

Now look at how this problem is solved:

28

x 3

28 (3 x 8 =24, put down the 4 and carry the 2,

x 3 3x 2= 6, add the 2 you carried and it equals

814 8. Your answer is 84.)

Instructions: Multiply the numbers in the problems on the following page,

and carry over numbers to the next column when you need to.

Examples:

J G

j 486 59

(Your don't have to draw the lines to show that you carried a number up to the

top of the next column; just put the number there.)

289
Whole Numbers -Multiplication Name _________

Activity Sheet 26A

Carrying: Numbers in a Column (Continued)

54 38 14 98 56

x 9 x 4 x 7 x 6 x 7

72 65 44 57 62

x 9 x 8 x 4 x 3 x 8

69 59 87 48 45

x 6 x 2 x 9 x 6 x 7

67 87 25 66 55

x 3 x 4 x 8 x 4 x 7

39 65 43 16 99

x 3 x 7 x 9 x 8 x 4

34 15 13 99 66

x 7 x 5 x 7 x 4 xS5

15 26 53 17 59

x 7 x 5 x 7 x 5 x 8

35 87 68 84 65

x 6 x 7 x 3 x 9 x 6

290
* -*w . .. -u- - - ff - . -~ i* 4. I% *. * r, q.;_ _. -I- -- k-_.- % %

Whole Numbers - Multiplication Name

Activity Sheet 27A

Multiplying Two-Digit Numbers

When you are multiplying two numbers and the bottom number is only one digit

* long, you have plenty of space to put your answer right under the line.

For example:

32 (3 x 2 =6, and 3 x 3 =9)

x 3

96 .-

But if the bottom number is more than one digit long, where do you put the answer?

32 (because 3 x 2 = 6, and 3 x 3 =9, but what x 43 do you do with the "4" in the bottom number?)

96

Remember, a two-digit number has one number in the ones place and one number in

the tens place. In the number 43, the number in the ones place is 3, and the

number in the tens place is 4. If you want to multiply a number by 43, it is

the same as multiplying it by 3 ones and 4 tens. It is like two problems in one,

so you need more than one place to put your answer.

Here's how it happens:

32 First, multiply the top number, 32, by the number

x 43 on the bottom that is in the ones place. This

number is 3. You have done this kind of problem

before. (Forget the 4.)

Ce-4

32 32

x 43 xGi3

96 96

Next, multiply the top number by the bottom number

0 that is in the tens place. This number is 4. r = (Forget the 3.)

32 32 Put your answer in line

x 43 x 472 under the 4, not under the 3.

96 128

128

Put your "tens" answer underneath your "ones"

answer: put the 128 under the 96. Remember

to line up the tens answer under the tens place.

291

o.- A -- ' -. -"- % .. ' .'- .,,. '- .!- . -.-.- ' .-.-.- - ' ," .- 2 .- ,-,,.- . . " ," " .-. " . .' -
Whole Numbers - Multiplication Name

Activity Sheet 27A (Continued)

Multiplying Two-Digit Numbers

32 Next, all you have to do is add the two answers

x 43 together. Add the columns straight down, and

9 from the right. (6 + nothing = 6, 9 + 8 = 17,

128! put down the 7 and carry the 1, 2 + the 1 carried

1376 equals,-3, and 1 + nothing = 1.) Your answer is

1376.

That was easy. Now work through this problem, step by step:

41 First, multiply 41 by the bottom number in the

x 26 ones place, which is 6.

41 x 6 = 246

Put the answer in the ones place.

E- 0

41 Next, multiply 41 by the bottom number in the tens

x 26 place, which is 2.

246

82 41 x 2 = 82

.1066

Put the answer in the tens place.

Now just add the answers straight down, from right

to left. 6 + nothifig = 6, 4 + 2 = 6, 2 + 8 = 10. p.

The answer is 1066.

2

'U

Im

292 U

,, ,f , ', , ,r• ,. .- .. . . . .. ,. -, . . ... . , -. - .. , -. -, ..-.. ,- ,
Whole Numbers -Multiplication Name__________

Activity Sheet 27A (Continued)

Multiplying Two-Digit Numbers

Instructions: Multiply the numbers in the problems below. Make sure

you line up the "ones" answer under the ones place, and the "tens under

the tens place, then add them straight down.

41 66 - 37 13 20

* 43 x 61 x 51 x 81 x 32

14 90 30 11 45

x 72 x 16 x 82 x 66 x 31

93 90 62 23 51

*x93 x 18 x 24 x 12 x 10

92 90 71 40 83

* x84 x 44 x 29 x 88 x 83

46 22 91 73 60

* 40 x 43 x 65 x 62 x 93

20 42 34 81 92

*x92 x 24 x 12 x 87 x 74

293
.7... ... . .. . .. - ......... .. .-- ,

Whole Numbers - Multiplication Name

Activity Sheet 28A

Carrying: Two Digit Numbers

In the last two worksheets you learned how to multiply two digit numbers,

and how to carry numbers over to the next columns. For a lot of problems, you

will have to do both things. Here is an example:

U (D43 x 3 = 18, put down the 8 and carry the 1.

x2 x 4 "s 24, plus the 1 you carried = 25. Your

2 ones" answer is 258.

18 2 x 3 = 6, and 2 x 4 = 8. Your "tens" answer

=; Lis 86.

f8 + nothing = 8, 5 + 6 = 11, put down the 1 and

carry a 1, 2 + 8 + the 1 you carried = 11. Your

Sfinal answer is 1118.

Now work through this problem, step by step:

N. 37 x 7 = 42, put down the 2 and carry the 4.

5 J {x x 3 = 18, plus the 4 you carried = 22. Your

ones" answer is 222.

18

2072 C5 x 7 = 35, put dop the 5 and carry the 3.

(You could erase the old "4" you carried before

{or cross it out.) 5 x 3 = 15, plus the 3 you

just now carried = 18. Your "tens" answer is

185.

2 + nothing = 2, 2 + 5 = 7, 2 + 8 = 10, put down

|the 0 and carry the , 1 + the 1 you carried =f 2.

*Your final answer is 2072.

Instructions: Multiply the numbers in the problems on these pages.

Make sure you line up the answers correctly. Remember to carry numbers

over to the next column when you need to.

65 84 68 87 35

x 26 x 99 x 43 x 17 x 56

59 17 53 26 15

* 28 x 45 x 37 x 25 x 27

294

A 

" . . • - - •
Whole Numbers -Multiplication Name _________

Activity Sheet 28A (Continued)

q Carrying: Two Digit Numbers

65 99 13 15 34

x.55 x 54 x 47 x 35 x 67

99 16 41 65 39

x 14 x 89 x 29 x 97 x 93

55 66 25 87 67

x 97 x 24 x 98 x 24 x 83

45 48 87 59 69

x 67 x 56 x 29 x 51 x 46

*62 57 49 65 78

x 18 x 73 x 44 x 48 x 59

-456 98 14 88 54

x 87 x 96 x 37 x 64 x 29

29
Whole Numbers - Multiplication Name

Activity Sheet 29A

Multiplying Three Digit Numbers

In these problems you are multiplying bigger numbers. You may have to

carry numbers over to the next column. Also, you need to do the problem

in three steps:

(1) multiply the ones place

(2) multiply the tens place

(3) multiply the hundreds place

Work through this example step by step:

r6 x 7 = 42, write down the 2 and carry the 4. 6 x 4 = 24 plus the 4 you carried = 28, write

down 8 and carry 2. 6 x 3 = 18 plus the 2

1you carried = 20. Your "ones" answer is 2082

0 1fix 7=7. ix4=4. 1 x3 = 3. Your

347tens" 3 4 7 answer is 347.

x 4 1 6 4 x 7 = 28, write down 8 and carry 2. 4 x 4 16,

2 80 plus the 2 you carried = 18, write down 8 and

3 0 |carry 1. 4 x 3 = 12 plus the 1 you carried = 13.

3-2 .Your "hundreds"-answer is 1388.

138B1 4 4 3 5 2 2 + nothing = 2. 8 + 7 = 15, write down 5 and

|carry 1. 8 + 4 plus the 1 you carried = 13, put

down the 3 and carry the 1. 2 + 3 + 8 plus the

1 you carried = 14, put down the 4 and carry the

1. 3 + the 1 you carried = 4. 1 + nothing = 1.

Your final answer is 144352.

Instructions: Multiply the numbers on this page. Make sure you line up

the answers correctly. Remember to carry numbers over to the next column when

you need to.

197 834 391 554 909

x217 x 635 x 566 x 109 x 435

854 592 225 101 345

x 834 x 102 x 270 x 117 x 302

'2%

i 296
Whole Numbers - Multiplication Name

Activity Sheet 29A

Multiplying Three Digit Numbers (Continued)

506 714 523 379 978 x 954 x 785 x 929 x 500 x 569

195 813 590 357 368 x 594 x 804 x 491 x 920 x 822

658 505 342 701 320 x 246 x 327 x 122 x 484 x 465

108 135 131 760 268

x 994 x 599 x 206 x 939 x 182

a 2

a''s" ' d ' - . , " ' ' ' ' , " € " * - , ' " " ". "
Whole Numbers - Division Name_________

Activity Sheet 30A

Dividing and Multiplying are Related

An easy way to learn division is to remember that it's just like

multiplying backwards. You know that 2 x 3 = 6. This means there are

2 groups of 3 in the number 6. (There are also 3 groups of 2 in the

number 6.)

2 groups of 3 6 3 groups of 2=6

So you know that 6 t- 3 =2, and 6 t2 =3.

There are 2 groups of 3 in 6 There are 3 groups of 2 in 6

If you know your multiplication tables (your "times tables") then you can * . divide.

Look at the division problem and you can find a multiplication problem

inside it.

4/ 20 When you see this problem, think: "?4 times

5 what equals 20?" You know that 4 times 5

4 x 5 = 20, so 4/20 equals 20, so that is the answer.

*.30 t 6 = ?Ask yourself, "6 times what equals 30?" The

answer is 6 times 5 equals 30, so that is your

6 x 5 = 30, so 30 t 6 =5 answer.

Instructions: Do the problem on the next page. First, ask yourself

a multiplying question and write the answer down. Then put in the answer

to the division problem.

Example:

8

9/ 72 9 x 872 42i-6=7 6 x7 42

298
e. 

r 

 u -7 Y u.. 

 -; W7 . . -Z --- -* -m*-~ ~ --

S D

Whole Numbers - Division Name

Activity Sheet 30A

Dividing and Multiplying are Related

An easy way to learn division is to remember that it's just like

multiplying backwards. You know that 2 x 3 = 6. This means there are

2 groups of 3 in the number 6. (There are also 3 groups of 2 in the

number 6.)

2 groups of 3 =6 3 groups of 2 =6

So you know that 6 .t 3 = 2, and 6 t 2 = 3.

There are 2 groups of 3 in 6 There are 3 groups of 2 in 6

If you know your multiplication tables (your "times tables") then you can divide.

Look at the division problem and you can find a multiplication problem

inside it.

4/ 20 When you see this problem, think: "4 times

5 what equals 20?" You know that 4 times 5

4 x 5 = 20, so 4/20 equals 20, so that is the answer.

30 t 6 = ? Ask yourself, "6 times what equals 30?" The

answer is 6 times 5 equals 30, so that is your

6 x 5 = 30, so 30 .t 6 = 5 answer.

Instructions: Do the problems on the next page. First, ask yourself

a multiplying question and write the answer down. Then put in the answer

to the division problem.

Example:

8

9/ 72 9 x 8 =72 42 t 6 7 6 x 7 42

299

% .. . . ,,.., ,;., . ., . , ., . ,.. * . *.. ,... .- . ... .-, -.-. .'Y ,-" .,. :"............... . . . '-..--..
!!o. %.L 31 . IN- • V--V 7T 47

Whole Numbers - Division Name

Activity Sheet 30A (Continued)

Dividing and Multiplying are Related

2/10 2/36 6/48

14t7- 84 -7= 16- 8

.4-,

3/9 7/35 5/30

56 . 7.= 63 t 9 = 27 + 3

4/28 78 t 6 - 4/24

44

40 . 5 = 7/84 35- 7

8/16 30 t 5= 7/14

300
Whole Numbers - Division

Dividing One Digit Into One or Two Name_______________

To divide a small number into a larger number, you just decide how many

groups of the smaller number there are in the bigger number. For instance,

in the problem 2/ 4, you just decide how many 2's there are in 4. A simple

way might be to make 4 lines 1111 ; then see how many groups of 2 there are.

Yo)u could do this by drawing a circle around every group of 2, like this:

() 1).Then count the groups. As you can see, there are 2 groups of 2 in 4; so

2

21f4. In division you put the answer up on top of the line.

When you are dividing one digit into two digits, your first step is to

decide whether the number you are dividing by is larger than the first digit

of the number you are dividing into. If the number you are dividing by is

larger than the first digit, then you divide your number into the whole

larger number.

Example: 2/ 16, is 2 larger than 1? Yes. Is 2 larger than 16? No.

Now you divide 16 up by 2's.

The answer is 8. There are 8 groups of 2 in the number 16.

8

So 2,' 16

bnhIf you know your multiplication tables well, you do not need to make a

bnhof lines and circle them into groups. If you know that 9 x 5 =45,

4%5 9

then you also know that 9/ 45 and 5/ 45 because there are 9 groups of 5,

or 5 groups of 9, in the number 45.

Examples: 4 4 49 -'7

4/- 16

~ 7/ 49

1 2 34 1 27

There are 4 groups 11 l 7/-49 of 2 in the number 3 47

8.3 47

There are 4 groups o /4

of 4 in the number 1 (1111111) (1111111) 5 4 ~~~~~16.2(1111 (111)6

3 (1111111) (1111111)76

4 (1111111)

*There are 7 groups of 7

in the number 49.

301
Whole Numbers - Division

Activity Sheet 31A (Continued)

Dividing One Digit Into One or Two

Name_______________

Instructions: Divide the smaller number into the larger number in the

problems below. Remember that there are two "symbols" for dividing. 5/10

and 10;z 5, both mean the same thing: divide 5 into 10. Put

the answer to the right of the equals (=) sign, or above the line.

1 1= 2 2 = 4 2 = 10415 =

9 13= 8 2 = 4 4 = 12 2 =

10:2= 6 3 = 6 2= 9 9=

3/f9 2/ 4 5/ 10 2/ 4

4/45/ 5 2/ 8 2/ 6

2/71- 3/ 4/ 16 3/ 12

5 -7 3/ 18 6/ 24 8/ 24

. 3/-7 4287/ 14 9/ 36

302
Whole Number -Division

Activity Sheet 32A

Converting from to! Name _ _ _ _ _ _ _

T here are two kinds of division problems. They are: 75 3 =and 3/ 75

It is easier to do this kind of division problem 3/ 75 because you have a

place to do your work. You can do long division.

25

3/75

6

15

*15

When you see a problem written like this 75 ; 3 =,you can change it into the

other kind of division problem 3/ 75 very easily.

75 -*3 = means "75 divided by 3 equals..

3/ 75 means "3 divided into 75 equals

So you can see that they are just two ways of saying the same thing.

'p. To change the problem, do this:

-'75 13 = /1. Write a long division sign.

75 3= /75 2. -Put the bigger number (the number

you want to divide into) under the sign.

75; 3 3/ 75 3. Take the smaller number (the number

V_ you want to divide y) and put it

in front of the long division sign.

3/ 75 Now you can solve your problem by

6 long division.

15

15

Instructions: Change the problems below so that they are long division problems.

Decide which answer (A, B, C, or 0) is the correct way to write the problem.

Then blacken in that square on the Answer Sheet.

Example: 14 * 4 FA W 7W

A) /4T4

B ) 4/Tn_

C) 56

D) 14/4

303
Whole Number - Division

* Activity Sheet 32A (Continued)

Converting from . to/ Name

1. 43 4= 2. 66 7= 3. 4 2= 4. 7 3=

A. /-434 A. 7/--6-6- A. 21/4 A. 7.3

B. 43.4 B. 7.66 B. 4/ 2 B. / 73 C. 4/ 43 C. 7 - 66 C. 2 ; 4 C. 37/

D. 43/4 D. 6/'67 D. 2.4 D. 3/-7-

5. 83 - 11 : 6. 32 ; 2 : 7. 7 1 = 8. 96 ; 10

A. 83/71 A. 34 A. 1.7 A. 10/-96

B. 1183/ B. 2/ 3y B. l/ 7 B. 9.6/1-0

C. 11/T C. 32/ 2 C. 8 C. 960

D. 94 D. 2/ 32 D. 7.1 D. /9610

9. 82 - 3 10. 79 z 26 11. 95 z 6 12. 23 3=

A. 3/ 82 A. 2679/ A. 95/ 6 A. 233/

B. / 823 B. 6/ 279 B. 6/ 95 B. 23/ 3

C. 82/ 3 C. 79/- - C. 95.6/ C. 2/ 3-3

D. 8/ 23 D. 26/ 79 D. 9/ 56 D. 3/ 23

13. 90 " 40 = 14. 78 4 35 = 15. 4 L 3 = 16. 15 i 5 =

A. 9/ 40 A. 78/ 35 A. 3/4 A. 20

B. 41T9 B. 7/ 835 B. 4.3 B. 52T

C. 40/ C. 78.35 C. 7 C. 15/5-

D. 90/F0 D. 35/-78 D. 12 D. 1/15

17. 20 ; 4 = 18. 100 ; 10 : 19. 50 L 16 : 20. 25 z5

A. /' A. 1000 A. / 5016 A. 51 25

B. 20/4- B. 100/Tr B. 50/ 16 B. / 525

C. 4/ 20 C. 10/ 100 C. 800 C. 125

D. 80 D. / 1000 D. 16/ 50 D. 25/--

304
Whole Numbers - Division

Activity Sheet 32A Name_

Converting from . to /

Continued

ANSWER SHEET

A B C D A B C D

i.mrINDL 1.D 11. I

A B C D A B C D

2. 1 - I -I 12.I -- -1

A B C D A B C D

3.LIDDD 13.D DDIZ7

A B C D A B C 0

A B C D A B C D

5.L-LJI I-] 15. f-] 01 --I

A B C D A B C FD

A.11"F 16.GWHH~j

A B C D A B C D

7 ] 1. -1 IN -17. D-11- H HD-i_[-]

A B C D A B C D

8. Ijj-I D 18. H F-]

9.305JDEJ. 19.

l1o.1 JW-IL1 20." - 7E

305
F . '' - ;- - -

Whole Numbers -Division

Activity Sheet 33A

Dividing One Digit Into Two Digits Name____________

When you divide a one digit number into a two digit number, you might find

that the first digit of the number you are dividing into is bigger than the

number you are dividing by. For instance, in the problem

4/ 72 ,.-the 7 is bigger than the 4.

You need to do this kind of division problem in two steps.

First, divide the 4 into the 7.

4.1:.72 4 only goes into 7 one time, and

you have some left over. 1x4=4, so

you put the 4 under the 7 and subtract

it. Your remainder is 3. This is the

first half of the problem.

V 72

1 Now, you bring the next number in the

4/ problem down to stand beside the

4/72 remainder you got from dividing 4 into

7. The number you get on the bottom

is 32.

18 Now divide 4 into 32. Your answer is

18 8. You put t~his answer up next to the

4/ 72other answer above the line.

Do you have a remainder from this

4/728 second division? To check, multiply 72 8 x 4 and you get 32. Put this below

4 the 32 that you divided into. 32 - 32 =0.

\32 So you have no rerader. Your problem

0 is finished and 4/ 72

Work through this example to practice this kind of division, which is called

long division:

5/ 60 First, divide 5 into the first digit,

the 6. It goes one time.

306
Whole Numbers - Division

Activity Sheet 33A (Continued)

Dividing One Digit Into Two Digits

Name

'0-I Second, multiply 1 x 5. It equals

5/ 60 5. Subtract this from 6 and your

' 5 remainder is 1.

1 Bring down the next digit, the 0. 5/ 6O

5$

10 Divide 5 into the new number, which

is 10, and put the answer up above. 12

51-

10 Check for a remainder. Multiply 2 x 5;

your answer is 10. Put this at the bottom

5/ 60

10

10 - 10 0, so there is no remainder.

12

5/ 60

5

10

10

0

Instructions: Work the problems on this page. You will see two kinds of

problems. One kind looks like this:

2/ 88

The other looks like this: 88 " 2 =

Whenever you see the second kind of problem, change it to the first kind, like this: 88 ; 2 = - 2/ 25 " 5 =5/ 25

Then go ahead and solve the problem using the long division method.

3/66 9/ 90 6/30 3/ 12 1/ 33

4/ 16 2/-10 3/ 36 8/ 80 6/4

307

Z;- -..
Whole Numbers -Division

Activity Sheet 33A (Continued)

Dividing one Digit Into Two Digits

Name _ _ _ _

40 -*8 88 14 64 8 70 5 4549

U/-8 8/T 7 / 366/ 66 7/ 56

33 3 45 5 18 3 1543 96 8

430
Whole Numbers -Division

Activity Sheet 34A

Dividing One Digit Into Two With

A Remainder Name_________________

When you divide one number into another, and you have something extra left

over, that something extra is called the remainder. 2

25

4

This remainder can be written two ways: 2 r=l2

2/ 5 or 2

In method Myou just write "r=%, then take the remainder and put it after the

()sign like this: 2 r=l 2/Y

In method Zyou take the remainder and set it over the number you're dividing with,

in this case 2. The whole problem will look like this when finished. 2

2/ b

4

-- Instructions: Divide the single digit numbers into the two digit numbers in

each problem; then put the remainder into the form~ indicated.

Examples: r= __

3/ 10 7/ 87 9/ 78

* 1t3 1 6

3 r1l 12 - 08 -

3/ 10 7/17 7 9/7- 8 9

9 7 0

14 72

3 6

r= r= r= r= r=

8/ 65 6/ 84 7/ 33 3/ 89 5/ 99

9/78 5/ 46 5/ 19 2/ 53 1/ 28

309
While Numbers - Division

* Activity Sheet 34A (Continued)

Dividing One Digit Into Two With

A Remainder Name________________

6/ 37 3/ 47 4/ 94 7/ 58 8/ 17

r= r= r= r=

9/ 83 4/ 27 7/ 69 6/ 76 5/73

2637/ 24 3/97- 5/868/3

-L.
ir 4 . 7 .-T -( 

v -V-.- 7 - 7 .. . .. . . . .

Whole Numbers - Division Name

Activity Sheet 35A

Dividing Two Digits into Three Digits

i ~ On these pages you will be dividing two digit numbers into three digit

numbers. This is the same as dividing a one digit number into a two digit number. You will divide from left to right, carry, and write remainders.

Instructions: Divide the numbers into each other and put the answers in the right places. Remember! Whenever you a see problem with a ( t in it, you can write the problem over again using a (/ ) sign so it is

easier to work.

" Examples: 7 8

217 t 19 = 83/l 366 59=

19/217 59/366

8 2

1119 650

- ~~ 19Z99/804 59/9--- 3 5 9/36 i

12

27

19

8

10 9 55= 435 -t-90 834-t 85= 102 t 59=

22/270 10/117 34/302 50/954

.4q

785 t. 71= 929 t 52 =500 t- 37 =569 t- 97

19/594 81/804 59/591 35/920

35/822 65/246 32/507 12/342 -

311

: ". 

I I
or V .'.

Whole Numbers -Division Name________

Activity Sheet 36A

Dividing Three Digits into Four Digits

In this lesson you will divide three digit numbers into four digit numbers.

-'.4 You do this the same way that you divide a two digit number into a three digit

Instructions: Divide these numbers into each other and put the answers in

the correct places. Do not forget to change the ( t- problems to (

problems.

Examples: 8

20 444

3471 i-416 444/888 9545 175=

888

* ___ 0008_ _

416/3471 0000 175/9545

8143 8 54 95

8' 416 54 5 17 5/9 551 41634 h _ _

28___ 875'

14 795

700

95

4371 '509 =3035- 156 = 8768 -246 =8513 313-

484/1009 271/2110 100/4686 101/1303

4318 + 491 994 + 801 5995 -135 2061 '133

714/7854 379/5009 978/999 333/6666

*368/8228 225/2706 109/1022 390/4910

312
FI V IU*.- 16 U... 

CHECK SHEET

Whole Numbers - Addition

%Activity Sheet 1A Name_________________

Introduction to Numbers: Problems

Instructions: Read each problem below and choose the right answer from

the choices given. Write the letter of the right answer on the line to the

right of the problem. If you get stuck on one problem, go on to the next one

and then come back to the tough ones later.

Example: The number four is written:

(a) 5 (c) 7 (e) 8 d

(b)l1 (d) 4

Write the

letter of

the right

answer

1. The number fifteen is w-ritten:

(a) 55 (c) 51 (e) 105 1. b

(b) 15 (d) 510

2. In the number 8497, the "7" is in the:

(a) ones place (c) hundreds place 2. a

(b) tens place (d) thousands place

3. The name of the number "94" is:

(a) nine (c) nine hundred and four 3. d

(b) forty-nine (d) ninety-four

4. Which of these numbers has '1" in the hundreds' place? 4

(a) 6291 (c) 4132 4. ______

*(b) 1875 (d) 2817

5. Which of these numbers is the largest? 5

(a) 843 (c) 657 (e) 882 5

(b) 799 (d) 518

6. In t he number 6,492,835 which digit is in the thousands place?

(a) 4 (c) 2 (e) 6 6. c

(b) 9 (d) 8

7. The number seven i s written: 7

(a) 5 (c) 2 (e) 7 7

(b) 1 (d) 9

8. Which of these numbers is smallest? 8. e

(a) 311 (c) 400 (e) 109 ______

(b) 197 (d) 532

9. Which of these is not the name of a number? 9. c

(a) seven (c) tree_____

(b) sixty-two (d) forty-five

10. The number forty-two thousad six hundred and seventy one is written:

(a) 42,671 (c) 4,206,071 10. a

(b) 402,671 (d) 42,000,671

313
CHECK SHEET

Vhole Numbers - Addition

Activity Sheet 2A Name__

Adding Two One-Digit Numbers: Columns

The numbers from 0 to 9 are called one-digit numbers. Here are some problems

in which you must add two one-digit numbers together. They are arranged in columns,

that is, with one number over the other.

Instructions: Add each column of one-digit numbers and write the sum below

the line.

1 8 9

Examples: +4 +3 +0

5 i1 - 9

3 1 7 5 1

+4 +8 +4 +8 +5

7 9 11 13 6

2 4 7 7 1

+5 +8 +9 +6 +0

7 12 16 13 1

6 3 4 7 9

+7 +3 +2 +7 +3

13 6 6 14 12

p

6 3 8 5 7

+6 +8 +6 +7 +3

12 11 14 12 10

8 7 0 4 0

+0 +7 +7 +6 +9

8 14 7 10 9

8 2 2 5 1

+4 +0 +4 +1 +5

12 2 6 6 6

8 1 9 2 9

+9 +1 +5 +3 +9

17 2 14 5 18

'I

+ 0 7 0 6 6

+3 +4 -4314 +0 +8

f.3 11 4 6 14
CHECK SHEET

M.hole Numbers - Addition

Activity Sheet 3A Name______________

Adding Two One-Digit Numbers: Rows

In these problems, the one-digit numbers are arranged in rows.

* Instructions: Add each row of one-digit numbers and write the sum to the

right of the equals (=) sign.

Examples: 1+4=5 8+3=11 9+0=9

1+ 5 =6 1 + 0= 1 9+ 3 =12 7 +3= 10

0 + 9= 9 1 + 6= 7 9 +9= 18 6 +8= 14

6 6+ 0=6 2 + 3= 5 5 + 1= 6 4+ 6=10

5+ 7= 12 7+ 7 =14 7+ 6=13 5 + 8= 13

7+ 4-=11 7+ 9 =16 4 +2= 6 8 + 6= 14

0 +7 = 7 2 + 4= 6 9+ 5=14 0 +4= 4

7+4=11 + 1 2 2 + 0= 2 7 +7= 14

3 + 8=11 3 +3= 6 4+ 8 =12 1 +8= 9

3 +4=- 7 2 +5= 7 6+ 7= 13 6 +6= 12

8+ 0 -8 8+ 4 12 8 +9 =17 0 + 3 3

315
Whole Numbers - Addition

Activity Sheet 4A Name_________________

Adding Two-Digit Numbers: Column

UWhen you have bigger numbers to add, you add them together from right to

left. For instance, if you want to add

21

+3you must first add the right hand

column, the 1 and the 3. This gives you 4 in the right-hand answer space.

21

+53

Then you add the numbers in the left-hand column. 2 + 5= 7. This gives you

21

*+53 and that is the solution to the problem.

Instructions: Add the numbers in the problems on this page and w-rite your

answers below the line. Remember to add the right-hand column first.

Eape: 40 .92 20

+43 +15 +10

*41 66 37 13 20

+43 +61 +51 +81 +32

84 127 88 94 52

16 90 30 12 45

+72 +16 +82 +66 +33

88 106 112 78 78

94 90 62 23 51

+93 +18 +24 +12 +10

187 108 86 35 61

92 90 17 40 85

+84 +40 +90 +88 +83

176 130 10-71216

46 22 91 73 60

+40 +43 +65 +60 +93

20 45 36 81 29

+92 +24 +12 +87 +70

112 69 48 168 9

316
CHECK SHEET

Whole Numbers - Addition

Activity Sheet 5A Name_________________

Adding Two-Digit Numbers: Row

Adding numbers side-by-side is a little bit tricky. The numbers aren't

neatly lined up in columns for you. But if you remember to work from the right

to the left, it isn't hard. In the problem 21+53= _, you first add the righthand numbers (the numbers in the ones place), and write down the answer on the

right side of your answer space, like this: 21+53= 4 (because 1+3=4).

Then add the numbers in the tens place, the 2 and the 5, and write your answer to

the left of the answer you got before, like this: 21+53= 74. This is your

answer.

Instructions: Add the numbers in the problems on this page and write down

"our answers to the right of the equals signs.

Examples: 40+43= 83 92+15= 107 20+10= 30

N41 +43=84 66 +61=127 37 +51=88 13 +81= 94

20 +32=52 45 +33= 78 51 +10=61 85 +83=168

60 +93 =153 29 +70=99 93 +4-0=133 73 +95=168

467 +22 89 20 +34 54 81 +45 =126 22 +95=117

10 + 27 =37 20 + 97 =117 46 + 40 =86 92 + 93 =185

16 +72-88 90 +16 =106 30 +82 =112 12 +66=78

*23 + 12 35 40 + 88 -128 73 + 60 =133 81 + 87 =168

*21 + 83 -104 55 +42-97 51 +14=65 45 +24=69

317
CHECK SHEET

Whole Numbers - Addition

Activity Sheet 6A Name______ __________

Carrying: Numbers in a Column

When the numbers in a column you are adding add up to more than 9, you have

a two-digit answer. It won' t fit into one column in the answer space. You need

to "carry" the first digit over and add it onto the next column to the left.

For example, in the problem 3

+56 7 plus 6 equals 13. There is not enough space

to fit the 13 under the ones column in the

problem.

But since 13 is the same as a ten and three ones, you can take the '1" in the tens

place and add it to the top of the tens column in the problem, like this:

37. Now you can go ahead and add the tens column up

3J will look like this:

37

+56

93

Instructions: Add the'numbers in the problems on these pages, and carry cver a.numbers to the next column when you need to.

aExamples: 2865

+1 58 +3 3

J4 9

(You don't have to draw the lines to show that you carried a number up to the

top of the next colu~mn; just put the number up there.)

65 84 68 87 35

+26 +99 +43 +17 +56

91 183 111 104 91

59 17 53 26 15 'V+28 +45 +37 +25 +27

87 *62 90 51 42

66 99 13 15 34

+55 +54 . +47 +35 +67

121 15360511

99 16 . 41 65 39I a+14 +89 +29 +97 +93

318
N- KIWI W.;:w w . . .....

CHECK SHEET

Whole Numbers - Addition

Activity Sheet 6A, Continued Name__ _ _ _

Carrying: Numbers in a Column

55 66 25 87 67

+97 +24 +98 +24 +83

152 90 .-123 ill 150

45 48 87 59 69

+67 +56 +29 +51 +46

112 104 116 110 115

62 57 49 65 78

+18 +73 +44 +48 +59

80 130 93 113 137

56 98 14 88 54

+87 +96 +37 +64 +29 143 194 51 152 83

'3;

'4

,a

.'
V7. 7 ZCHECK SHEET

Whole Numbers -Addition

Activity Sheet 7A Name_________________

Carrying: Numbers in a Row

When your problem is arranged in a row, you don't have a nic. handy column

for the number you carried to go above. You can put that number above the proper digit in the first number of the problem, like this: 1

37 +56= 3

The 1 represents a ten, so be sure you put it above a number which is in a tens place. Then when you add the -numbers in the tens places, don't forget to add the number you carried over! 1

37 + 56 = 93 because 7 + 6 = 13 and you carried

the 1, then 1 + 3 + 5 = 9.

Instructions: Add the numbers inthe problems on this page, and carry numbers back to the proper place whenever you need to.

Examples: 111 24 +19= 43 86 +58 144 59 +33= 92

35 +56 =91 15 +27=42 34 +67 101 39 +93=132

67±+83=150 69 +46 =115 78±+59 137 54 +29=83

88 +64 =152 65 +48 =113 59 +51=110 87±+24=111

- ~ 65 + 97 -162 15 + 35 =5o 26 + 25 51 87 + 17 =104

68±+43=-111 53 +37=90 13±+47= 60 41 +29= 701

25±+98=-123 87 +29 =116 49 +44= 93 14 + 37= 51

* 98±+96 -194 57 +73 =130 48±+56 104 66 +24= 90

4%%
k, ectd SnLzi

Whole Numbers - Addition

Activity Sheet 8A Name_________________

Adding Two Three-Digit Numbers in a Column

In these problems you are adding bigger numbers. You may have to carry

over numbers to the next column. In some problems you may have to carry over

numbers twice - once to the tens column and once to the hundreds column.

Instructions: Add the numbers on this page and put the answers below the

line. Carry over numbers whenever you need to.

Examples: 31526 

+416 +74 1 3 +884

76-D 90J 1 45~

(You don't have to draw the lines to show you carried the numbers.)

197 834 391 554 9090

+217 .+635 +566 +109 +435

414 1469 957 663 1344

a854 592 225 101 345

+834 +102 +270 +117 +302

*1688 694 495 218 67

506 714 523 379 978

+954 +785 +929 +500 +569

1460 1499 1452 879 1547

195 813 590 357 368

+594 +804 +491 +920 +822

789 1617 1081 1277 T~

658 505 342 701 320

+246 +327 +122 +484 +465 ... 904 .832 464 1185 785

108 135 131 760 268

*+994 +599 +206 +939 +182

1102 734 337 1699 450

321
CHECK SHEET

Whole Numbers- Addition

Activity Sheet 9A Name____________________

Adding Two Three-Digit Numbers in a Row

Here are some problems where you may have to carry over numbers from one

part of the answer back to the beginning of the problem. Solve them like you

did using two-digit numbers, except that you may have to carry twice.

Instructions: Add the numbers in the problems on this page, and carry

numbers back to the proper place when you need to.

-Eape: 1 11 1

Exrpe: 347 +416 =763 159 +743= 902 261 +884 = 1145

368 + 822 =1190 197 + 217 = 414 322 + 665 = 987 658 + 246 = 904

357 + 920 = 1277 834 + 635 = 1469 303 + 140 = 443 505 + 327 = 832

590 +491 =1081 391 +566 = 957 216 +153 = 369 342 +122 = 464

813 + 804 = 1617 554 +109 = 663 290 +619 = 909 701 +484 = 1185

195 + 594 = 789 909 + 435 = 1344 494 + 928 = 1422 320 + 465 = 785

978 + 569 = 1547 -854 + 834 = 1688 310 + 842 = 1152 108 + 9194 = 1102

379 +500= 879 592 +102'= 694 251 +404= 655 135 +599= 734

523 + 929 =1452 225 + 270 =.495 646 + 978 =1624 131 + 206 = 337

322
CHECK SHEET

Whole Numbers -Addition

Activity Sheet 10A Name

Practice Numbers in Columns: Addition

Try your skill now at adding all kinds of problems in columns. Sometimes

* you will have to carry numbers, and sometimes you will not.

Instructions: Add the numbers in the problems on this page, and put your

answers below the lines. Sometimes you will need to carry numbers. Write the

* numbers you carry above the proper columns.

Examples: 241 642 1086

+56 +879 +105

+ 2 15 +807'

299 19 9 8

(You don't have to draw the lines to show you carried a number.)

3 71 795 51 2

76 4 888 18 97

+33 + 5 + .9 +11 +31

112 80 1692 80 130

981 100 175 610 6854

+ 15 + 6 +446 + 3 + 131

996 106 621 613 6985

130' 468 633 972 556

903 166 688 748 545

+ +14 + 23 +460 + 57 +920

1047 657 1781 1777 2021

3 56 324 34 11

60 3 380 24 69

+87 + 6 + 8 + 0 +85

150 65 712 58 165

780 11 38 167 1

290 84 13 199 30

51 78 5 6 2

+565 + 8 +72 +442 +41

1686 181 128 814 74

4371 156 445 1009 181

6885 3035 34 578 484

509 29 15 1 87

+ 86 +3812 +695 +809 -4126

11851 7032 1189 2397 878

271 531 4033 935 63

8902 938 84 246 313

2110 6285 8768 54 8513

+ 16 + 3 + 105 +9469 + 157

11299 7757 12990 10704 9046

323
CHECK SHEET

I*.hole Numbers - Addition

Activity Sheet 11A Name________________

Practice Numbers in Rows: Addition

Here are several problems arranged in rows for you to try. Sometimes you

will have to carry numbers and sometimes you will not.

Instructions: Add the numbers in the problems on this page, and put your

answers to the right of the equals sign. Sometimes you will need to carry numbers.

Write the numbers you carry above the proper place in the first number of the

problem.

Examples: 11 1

241+56+2= 299 642+879= 1521 1086+105+807= 1998

84 +22 =106 689±+29 = 718 14 +290 =304

68 +92 =160 353±+86 = 439 3 +76 +33 =112

2 + 97 + 31 =130 6854 + 131 =6985 556 + 545 + 920 = 2021

11 +69 +85. -165 1 +30 + 2+41 =74 51±+18±+11=80

610 + 3- 613 972 + 748 + 57 =177-7 34 + 24 + 0 =58

167 +199+ 6 +443= 815 795 +888 +9 = 1692 175 +446 =621

633 +688 +460=1781 324±+380 +8 =712 38 +13 +5±+72=128

71 +4 +5=- 80 100 + 6= 106 468 +166 +23 =657

*56±+3 +6=- 65 11 +84 +78 +8= 181 156±+3035±+29=3220

891 +15- 906 130 +903 +14= 1047 3 +60 +87=150

324

% . . . . . . . . . . .
CHECK SHEET

* Whole Numbers - Subtraction' U Activity Sheet 12A Name___________

Subtracting Two One-Digit Numbers: Columns

The numbers from 0 to 9 are called one-digit numbers. Here are some problems in which you must subtract two one-digit numbers from each other. They are arranged in columns, that is, with one number over the other.

Instructions-: Subtract each column of one-digit numbers from each other and

write the difference below the line.

Examples: 4 8 9

-1 -3 -0

3 5 9

4 8 7 8 5 -3 -1-4 -5 -

7 3 3 -

5 8 9, 71

-2 -4 -7 -6 -0

3 4 2 11

7 3 4 7 9 -6 -3 -2 -7 -3 j10 2 0 6

6 8 8 7 7

-6 -3 -6 -5 -3

0 5 2 -2 4

8 7 7 6 9 -0 -7 -0 -4 -0

8 0 7 29

8 2 4 5 5 -4 -0 -2 -1 -4

4 2 2

*9 19 3 9

-8 -1-5 -2 -9

10 4 0

3 7 4 6 8 -0 -4 -0 -0 -6 33 4 6 23

325
b VelCHECK SHEET

Whole numbers - Subtraction

Activity Sheet 13A Name

Subtracting Two One-Digit Numbers: Rows

In these problems, the one-digit numbers are arranged in rows.

Instructions: Subtract the second number from the first number and write the difference tQ the right of the equals (=) sign.

Examples: 4-1=3 8-3=5 9-0-9

5- 1=4 1 -0 =1 9- 3 =6 7-3 4

9-0=9 6-1=5 9-9=0 8-6= 2

6-0=6 3-2=1 5-1=4 6-4= 2

7-5=2 7-7=0 7-6=1 8-8= 0

7-4=3 9-7=2 4-2=2 8-6= 2

7- 0 =7 4- 2 =2 9- 5 4 4 0 4

6 4 2 1 1 0 2 0 2 7.70

8- 3 =5 3- 3 =0 8-4=4 8- 1 7

4-3= 1 5-2=3 7-6=1 6-6 0

8 -0 =8 8- 4 =4 7- 4 =3 3 0 3

i.1.

I.

326
A % a A .. .; I; . a I, ,a ,. . .a* *.. .. .. . . . . ..- . " . . .

aCHECK SHEET

Whole Numbers - Subtraction

Activity Sheet 14A Name

Subtracting Two-Digit Numbers: Column

When you have bigger numbers to subtract, you subtract them from each

other from right to left. For instance, if you want to subtract

53

-21

you must first subtract the right hand column, the 3 and the 1. This gives you

2 in the right-hand answer space.

53

-21

2

Then you subtract the numbers in the left-hand column. 5 - 2 = 3. This gives

you

53

-21 and that is the solution to the problem.

32

Instructions: Subtract the numbers in the problems on this page and write

your answers below the line. Remember to subtract the right-hand column first.

Examples: 43 95 20

-40 -12 -10

3 83 10

43 66 57 83 32

-41 -61 -31 -11 -20

2 5 26 72 12

76 96 82 66 45

-12 -10 -30 -12 -33

64 86 52 54 12

94 98 64 23 51

-93 -35 -22 -12 -10

1 63 42 11 41

94 90 97 88 85

-82 -40 -35 -40 -83

12 50 62 48 2

46 43 95 73 93

-40 -22 -61 -60 -60

6 21 34 13 33

92 45 36 87 79

-20 -24 -12 -81 -26

72 21 24 6 53

4

~327

a - -
*~~~ -V -C r

CHECK SHEET

lMhole Numbers - Subtraction

Activity Sheet 15A Name_____________

Subtracting Two-Digit Numbers: Row

Subtracting numbers side-by side is a little bit tricky. The numbers aren't

neatly lined up in columns for you. But if you remember to work from the right

to the left, it isn't hard. In the problem 53-21= _, you first subtract the I right-hand numbers (the numbers in the ones place), and write down the answer on

the right side of your answer space, like this: 53-21= 2 (because 3-1=2).

Then subtract the numbers in the tens place, the 5 and the 2, and write your

answer to the left of the answer you got before, like this: 53-21= 32. This

is your answer.

donInstructions: Subtract the numb~ers in the problems on this page and write

donyour answers to the right of the equals signs.

IExamples: 73-42= 31 95-12= 83 20-10= 10

43 -41 =2 66 -61=5 57 -31 =26 83 -11 =72

32 -20 =12 45 -33=12 51 -10 =41 85 -83 = 2

93 -60 =33 79 -26=53 93 -40 =53 95 -73 =22

67 -22 =45 34 -23.= 11 85 -41 =44 95 -22 =73

27 -10 =17 97 -20 -77 46 -40 =6 93 -92= 1

76-12-64 96-15=-81 82-30=52 66-12 54

*23 -12-1 88-40=48 73 -60 -1.3 87 -81 =6

83-21-62 55-42 13 54 -13=41 45-24 =21

328

La -2,'
CHECK SHEE~1T

Whole Numbers - SubtractionNae________________

Activity Sheet 16A Name_____________

Borrowing: Numbers in a Column

When the top number in any column is smaller than the bottom number, you need

to make the top number bigger. You do this by borrowing from the first column

to the left.

For instance, in the problem: 53 7 is larger than 3, so you can't subtract

-37 it. But remember, the "5" in the number

53 is really 5 tens. So you can borrow one

*set of ten from 5, and that leaves 4 in the tens place.

4

$3 Next, add the ten you borrowed to the 3 in the ones place, and yo~u

-37 get 13.

4 13

$% Now, 13-7=6, and 4-3 1. Your answer is 16.

-37

16

Look at this problem: 24 You can't subtract 9 from 4. So you

-19 borrow ten ones from the tens place and add

it to the 4. Then subtract. 14-9 = 5, and

1 14 1-1 = 0. (Remember, you don't have to write

14 down the 0 if it is the first digit in a

-19 number.)

Instructions: Subtract the numbers in the problems on these pages. Borrow S..',numbers from the next column when you need to.

7 16 4 13

Examples: ~0$

-58 -39

281

65 94 63 87 55

-26 -89 -48 -18 -36

39 51 91

58 45 53 35 25

-29 -17 -37 -26 -17

29 28 IT9 8

65 94 43 34 64

-56 -59 -17 -16 -37

9 35 26 1827

329
CHECK SHEET]

Whole Numbers - Subtraction 1Activity Sheet 16A, Continued Name_ ____________ Borrowing: Numbers in a Column

94 86 41 95 93 *-19 -19 -29 -67 -34 - ~ 75 67 12 28 59'

95 64 95 84 83

-57 -26 -26 -27 -67 *38 38 6957 16'

67 56 87 61 66

-49 -48 -29 -59 -48

8 -58 2 1

62 73 57 65 78 -18 -57 -49 -48 -59

44 16 8 17 1

86 91 34 80 54 *-57 -64 -17 -64 -29

29 27 17 16 25

3304
CHECK SHEET

Whole Numbers - Subtraction Name __________

Activity Sheet 17A

Borrowing: Numbers in a Row

Whnen your problem is arranged in a row, you don't have a nice handy column

for the number you carried to go above. You can put that number above the

proper digit in the last number of the problem like this:

4; 4 16

~037= 9_

The 1 represents a ten, so be sure you put it with the number which is in the

ones place. Then when you subtract numbers in the ones place, don't forget

to subtract the 1 you carried--ver from the tens place!

4 16

~037= 19

Instructions: Subtract the numbers in the problems on this page, and

carry numbers back to the proper place whenever you need to.

1 14 716 4 13

Examples: Z -19 5 -58 =28 -39 =14

*56-37 =19 25-17=8 64 -37=27 93-38=55

83-67= 16 66-49=17 78-59=19 54-29=25

84 -68 = 16 65 -48= 17 51=49 =2 84 -27 =57

95 -68 - 27 35 -16 =19 36-27 =9 87 - 8 =69

63 -48=-15 53 -37 =16 43-17= 26 41 -29 = 12

95 28 67 87 -29 58 64 .. 47 17 34 -17 17

.. 68-39=29 73-57=16 56-48=8 64-26=38

331
CHECK SHEET

Whole Numbers - Subtraction

Activity Sheet 18A Name

Subtracting Two Three-Digit Numbers in a Column

In these problems you are subtracting bigger numbers. You may have to

borrow 10 from the next column. In some problems you may have to borrow twice -

once from the tens column and once from the hundreds column.

Instructions: Subtract the numbers on this page and put the answers below

the line. Borrow whenever you need to.

30 6,y 13

Examples: $10 Z4 884

-347 -159 -261

69 584'_ 623

217 834 566 554 909

-197 -635 -391 -109 -435

20 199 175 445 474

854 592 270 117 345

-834 -102 -225 -101 -302

20 490 45 I 43

954 785 929 500 978

-506 -714 -523 -379 -569

448 71 406 121 409

594 813 590 920 822

-195 -804 -491 -357 -368

399 9 -- 7 563--4-

658 505 342 701 465

-246 -327 -122 -484 -320

412 178 220 217 145

994 599 206 939 268

-108 -135 -131 -760 -182

886 464 75 179 86

332

% . - .% , ., y. . ...- ,.. . .* v '-" .- ' .-... _ . ..-.. ' -. ' , * i..'. . i . ._ .- .-.- _-
.j~~~~~~_ * --.. o _~ 

% • CHECK SHEET

Whole Numbers - Subtraction Name

Activity Sheet 19A

Checking Subtraction by Adding

One of the simplest ways to check subtraction is to add the answer to

the bottom number of the problem and see if it adds up to the top number: 14 2 t

+2

As you can see, you subtract [DOWN; but you add t UP to see if your subtraction was correct. When you add up to check your subtraction and the

top number is different than the original top number, you need to re-do your

subtraction.

Check these subtraction problems by adding upt

7 ? 3 + 5 = 8, not 7, so

-3 3 the problem was wrong.

5 +5

10 ? 8 + 2 = 10, which is

- 2 8 the top number, so this

8 +2 problem was correct.

Instructions: Check the subtraction problems on this page by addingjt up.

If a problem is wrong, cross out the wrong answer and wite the correct answer

below it.

Examples: 128 (this answer was 1028 (this answer was

- 99 right - no cor- - 879 wrong, so it was

29 rection needed) 1§9 corrected)

149

65 7 99 10

- 26 -6 - 84 -4

39 *15 1

1 6

104 212 44 17

- 68 -144 -18 -8

40 68 26 9

36

16 26 48 144

-14 -10 -19 -122

16 P 22

2 29

898 72 99 196

-146 -38 -66 78

34 33 118

752 333
CHECK SHEET

Whole Numbers - Subtraction

Activity Sheet 19A, Continued

Checking Subtraction By Adding

1183 6139 43 7172 - 647 -4350 -16 -1691

536 1789 27

5481

13 89 723 1 - 9 -42 -418 -1

4 47 M

305 0

i

-p.

N " . • ° . . . . . . . .
CHECK SHEET

Whole Numbers Subtraction Name__________

Activity Sheet 20A

Practice Numbers in Rows: Subtraction

Here are several problems arranged in rows for you to try. Sometimes

you will have to borrow numbers and sometimes you will not.

Instructions: Subtract the numbers in the problems on this page, and

put your answers to the right of the equals sign. Sometimes you will need

to borrow numbers. Write the numbers you get when you borrow above the proper

number of the problem.

1 13 11 7 16

Examples: q I - 56= 185 879 -642 = 237 1 0 -807 - =279

84 -22 = 62 689 -29= 660 290 -14= 276

92 -68 = 24 353 -86 =267 76 -33 =43

97 -31 -66 6854 -131 = 6723 556-545 =11

85 -69 - 16 41 -33 = 8 51 -18 =33

610 - 183 =427 972 -748 = 224 34 -24 =10

*443 -167 =276 888 -799 =89 446-175 = 271

688 - 633 - 55 380 - 324 - 56 72 - 38 = 34

71 -4 67 100 -6= 94 468-23= 445

P56 -36 20 84 -78=6 3035-29= 3006

891-15 876 903 -14 =889 8734 -586 =8148

.4%
-P *J .. * ,.7 ~ -0.7 -

CHECK SHEET

Whole Numbers -Subtraction Name __

Activity Sheet 21A

Practice Numbers in Columns: Subtraction

Try your new skill at subtracting all kinds of problems in columns.

Sometimes you will have to borrow and sometimes you will not.

Instructions: Subtract the numbers in the problems on this page, and

put your answers below the lines. Sometimes you will need to borrow. Write

the numbers you get when you borrow above the proper columns.

1 13 11 7 16

Examples: Z "- 8 7 9 1 0

- 56 -642 - 807

185 237 279

76 71 888 18 97

-33 -4 -95 -11 -31

43 67 793 7 66

i2

981 100 446 610 6854

- 15 - 6 -175 -183 -131

966 94 271 27 6723

903 468 688 748 556

- 14 -166 -460 - 57 -545

889 302 228 691 11

871 56 387 34 85

- 93 - 3 - 98 -24 -69

77T53 289 10 _1

290 84 38 442 41

- 51 -74 -13 -199 -33

239 10 25 243 8

6885 3812 695 1009 484-

-598 -156 -37 -578 - 87

6287 3656 6 431

* 8902 939 4033 321 313

-2110 - 99 -1324 -123 -157

T -2709 198 156

336
CHECK SHEET

Whole Numbers -Multiplication Name__________

Activity Sheet 22A

Multiplying Two One-Digit Numbers: Columns

The numbers from 0 to 9 are called one-digit numbers. Here are some

problems in which you must multiply two one-digit numbers together. They

are arranged in columns, that is, with one number over the other.

Instructions: Multiply each column of one-digit numbers and write

the answer below the line.

Examples: 1 8 9

x4 x3 xO

4 f- 0u117 5 1

x 5 x 8 x 4 x 8 x 5

5 8 28' 40 5

0 4 7 71

X 9 x8X 9 x 6 xO0

0 32 63 42 0

6 3 4 7 9

x7 x 3 x 2 x 7 x 3

47-8 49 27

6 3 8 5 7

x 6 x 8 x 6 x 7 x 3

-A36 24 48 35 21

8 7 0 4 0

xO0 x 7 x 7 x 6 x 9

0 49 0 24 0

8 2 2 5 1

x 4 xO0 x 4 x I x 5

32 0 8 5 5

8 19 2 9

x 9 xlI x 5 x 3 x 9

72 1 45 6 81

0 7 0 6 6

x 3 x 4 x 4 x0 X8

337
CHECK SHEET

Whole Numbers - Multiplication Name__________

* Activity Sheet 23A

Multiplying Two One-Digit Numbers: Rows

'S In these problems, the one-digit numbers are arranged in rows.

Instructions: Multiply each row of one-digit numbers and write the answer

to the right of the equals (=) sign.

Examples: 1 x 4 =4 8 x 3 =24 9 x 0 =0

1 x5 5 1 x00 9 x3 27 7 x 3 21

0 x9 0 1 x6= 6 9 x9= 81 6 x8 48

6 x 0= 0 2 x 3= 6 5 x1I 5 4 x 6= 24

5 x7 =35 7 x 7 = 49 7 x 6= 42 5 x 8= 40

7 x4 =28 7 x9 =63 4 x2 = 8 8 x6 =48

0 x 7= 0 2 x4 = 8 9 x5 = 45 0 x4 =0

7 x4=- 28 1 x1 1 2 x0 =0 7 x 7= 49

3 x8 =24 3 x3 - 9 4 x 8= 32 1 x8 =8

3 x 4 - 12 2 x 5 =10 6 x 7 = 42 6 x 6 = 36

8 x 0 0 8 x4 =32 338 8x9 7
CHECK SHEET

kiwhole Numbers - Multiplication Name__________

Activity Sheet 24A

Multiplying one Digit Times Two Digits: Column

* When you have bigger numbers to multiply, you multiply them together

from tight to left. For instance, if you want to multiply: 1:11 21

*you must first multiply the right hand column, the I and the 3. This gives

you 3 in the right-hand answer space.

21

x 3

3

Then you multiply the number on the bottom right times the number in the left

hand column. 2 x 3 =6. This gives you:

%2 x 3

63

and that is the solution to the problem.

Instructions: Multiply the numbers in the problems on this page and

write you answers below the line. Remember to multiply the right-hand column

first.

Examples: 40 92 20

x 3 x 3 x 7

120 276 140

41 66 37 13 20

x 3 X1 x 1 x1 x 2

123 66 37 13 40

14 90 30 11 45

x 2 x 6 x 2 x 6 x 1

28 540 60 66 45

93 90 62 23 51

x 3 x 8 x 4 x 2 xO0

279 720 248 46-

92 90 71 40 83

x 4 x 4 x 9 x 8 x 3

368 360 639 3F249

339
CHECK SHEEr

Whole Numbers -Multiplication

Activity Sheet 24A

Multiplying Two-Digit Numbers: Column (Continued)

46 22 91 73 60

xO x3 x5 xO x3

0 66 455 0 180

20 42 34 81 92

x2 x4 x2 x7 x4

168 68 567 368

4-..

%.

.

.o

.'

5/.

340O
E7~~HECHEC SHEET ... ~..- Whole Numbers -Multiplication Name __________

Activity Sheet 25A

Multiplying Two-Digit Numbers: Rows

Multiplying numbers side-by-side is a little bit tricky. The numbers

aren't lined up in columns for you. But if you remember to work from the

right to the left, it isn't hard. In the problem 21 x 3 = __,you

first multiply the right-hand numbers (the numbers in the ones place), and

write down the answer on the right side of your answer space, like this:

21 x 3 3 (because 1 x 3 = 3). Then multiply your right-hand number

times the number in the tens place, the 3 times the'2 and write your answer

to the left of the answer you g'-t before, like this: 21 x 3 = 63 .This

-> is your answer.

Instructions: Multiply the numbers in the problems on this page and

write down your answers to the right of the equals signs.

Examples: 40 x 3 =120 92 x 4 = 368 20 x 0 =0

41 x3 -123 66 x1 =66 37 x 1 = 37 13 x 1= 13

20 x2 =40 42 x3 = 126 51 x 0= 0 8 3 x3= 249

60 x3= 180 92 x4 =368 93 x 0= 0 73 x3 219

64 x2 . 2 8 20 x4 =80 81 x5 =405 22 x4 = 88

10 x 7- 70 20 x7 =140 46 x 0= 0 92 x3 =276

14 x2 - 28 90 x 6= 540 30 x2=- 60 12 x4 -4 8

23 x2~ 46 40 x8 320 73 x0 0 81 x7 567

21 x 3 63 54 x2= 108 51 x 4 204 4 2 x4 168

341
• • • 

 . - a o .. a d -.  - -..

CHECK SHEET

Whole Numbers Multiplication Name

Activity Sheet 26A

Carrying: Numbers in a Column (Continued)

54 88 14 98 56

x 9 x 4 x 7 x 6 x 7

486 352 98 588 392

72 65 44 57 62

x 9 x 8 x 4 x 3 x 8

648 520 176 171 496

69 59 87 48 45

x 6 x 2 x 9 x 6 x 7

414 118 783 288 315

67 87 25 66 55

x 3 x 4 x 8 x 4 x 7

201 348 200 264 385

39" 65 43 16 99 x 3 x 7 x 9 x 8 x 4

117 455 387 128: 396

34 15 13 99 66

x 7 x 5 x 7 x 4 x 5

238 75 91 396 330

15 26 53 17 59

x 7 x 5 x 7 x5 x8

105 130 371 85 472

35 87 68 84 65

x 6 x 7 x3 x 9 x 6

210 609 204 756 390

342
CHECK SHEET

Whole Numbers -Multiplication Name __________

Activity Sheet 27A

Multiplying Two-Digit Numbers

Instructions: Multiply the numbers in the problems below. Make sure

you line up the "oe" answer under the ones place, and the "tens" under

the tens place, then add them straight down.

41 66 37 13 20

x 43 x 61 x 51 x 81 x 32

1763 4026 1887 1053 640

14 90 30 11 45

x 72 x 16 x 82 x 66 x 31

1008 1440 2460 726 1395

93 90 62 23 51

x 93 x 18 x 24 x 12 x 10

8691620 148 8 276 510

92 90 71 40 83

x 84 x 44 x 29 x 88 x 83

7728 3960 3520 6889

46 22 91 73 60

x 40 x 43 x 65 x 62 x 93

1840 946 5915 4526 5580

20 42 34 81 92

x 92 x 24 x 12 x 87 x 74

1840 1008 408 7047 6808

343

~. ~ ~ ~ 4. - - - IC
CHECK SHEET

Whole Numbers -Multiplication Name _________

Activity Sheet 28A

Carrying: Two Digit Numbers

In the last two worksheets you learned how to multiply two digit numbers,

and how to carry numbers over to the next columns. For a lot of problems, you

will have to do both things. Here is an example:

43 x 343 18, put down the 8 and carry the 1.

2oxe4.7 f 24, plus the 1 you carried = 25. Your

2 %nes answer is 258.

86r

1118 2 2x 3= 6, and 2 x 4 = 8. Your"tn"ase L is 86.

~ nothing = 8, 5 +6 = 11, put down the l and

carry a 1, 2 + 8 + the 1 you carried = 11. Your

final answer is 1118.

Now work through this problem, step by step:

37 f6x 7 =42, put down the 2 and carry the 4.

.x 5 3 =18, plus the 4 you carried =22. Your 2 J2 nes"answer is 222.

2072(yo x 7 =35, put down the S and carry the beor I(ocold erase the old "14" you cridbfr

or cross it out.) 5 x3 =18, plus the 3 you

just now carried = 18. Your "tens" answer is

1185.

'f2 + nothing = 2, 2 + 5 = 7, 2 + 8 = 10, put down

the 0 and carry the 1, 1 + the 1 you carried -2.

Lour final answer is 2072.

Instructions: Multiply the numbers in the problems on these pages.

Make sure you line up the answers correctly. Remember to carry numbers

over to the next column when you need to.

65 84 68 87 35

x 26 X 99 x 43 x 17 x 56

-1690 8316 2924 1479 1960

59 17 53 26 15

x 28 x 45 x 37 x 25 x 27

1=, 765 1961 650 405

344
CHECK SHEET

Whole Numbers -Multiplication Name__________

*Activity Sheet 28A

* Carrying: Two Digit Numbers (Continued)

65 99 13 15 34

x 55 x 54 x 47 x 35 x 67

3555346 611 525 2278-

99 16 41 65 39

x 14 x 89 x 29 x 97 x 93

1386 1424 1189 6305 3627-

55 66 25 87 67

x 97 x 24 x 98 x 24 x 83

5335 1584 2450 2088 5561-

45 48 87 59 69

x 67 x 56 x 29 x 51 x 46

3015 2688 2523- 3009 3174-

62 57 49 65 78

x18 x 73 x 44 x 48 x 59

1164161 2156 3120 4602

56 98 14 88 54

x 87 x 96 x 37 x 64 x 29

4829408 585632 1566

4

.34
7rCw7rr -977T 0 - -.

CHECK SHEET

Whole Numbers - Multiplication Name__________

Activity Sheet 29A

Multiplying Three Digit Numbers

In these problems you are multiplying bigger numbers. You may have to

carry numbers over to the next column. Also, you need to do the problem

in three steps:

(1) multiply the ones place

(2) multiply the tens place

(3) multiply the hundreds place

Work through this example step by step:

r6 x 7 = 42, write down the 2 and carry the 4. )6 x 4 =24 plus the 4 you carried = 28, write

down 8 and carry 2. 6 x 3 = 18 plus the 2

Q@ you carried = 20. Your "ones" answer is 2082.

-'--I {1x 7 = 7. 1 x4=4. 1 x3 =3. Your

3 4 7 "tens" answer is 347.

x 4it64 x 28, write do .n w 8 and carry 2. 4 x 4 =16,

20 8@ plus the 2 you carried = 18, write down 8 and

2 2carry 0 8 1. 4 x 3 = 12 plus the 1 you carried = 13.

347 ~ Your "hundreds" answer is 1388.

1 4-4 352 ~ 2 + nothing = 2. 8+ 7 =15, write down 5 and

S carry 1. 8 + 4 plus the 1 you carried = 13, put

down the 3and carry the 1. 2 +3 +8 plus the

you carried = 114, put down the 4 and carry the

1. 3 + the 1 you carried = 4. 1 + nothing = 1.

~Your final answer is 144352.

Instructions: Multiply the numbers on this page. Make sure you line up

the answers correctly. Remember to carry numbers over to the next column when

you need to.

197 834 391 .554 909

x 217 x 635 x 566 x 109 x 435

42749 529590 221306 60386 395415

x854 592 225 x101 34

712236 60384 60750 11817 104190

346

. . . . . . . .. ..
CHECK SHEET

Whole Numbers -Multiplication Name __________

Activity Sheet 29A

Multiplying Three Digit Numbers (Continued)

506 714 523 379 978

x 954 x 785 x 929 x 500 x 569 482724 560490 485867 189500 556482

195 813 590 357 368

x 594 x 804 x 491 x 920 x 822

115830 653652 289690 328440 302496

658 505 342 701 320

x 246 x 327 x 122 x 484 x 465

11165135 41724 339284 148800'

108 135 131 760 268

x 994 x 599 x 206 x 939 x 182

107352 80865 26986 713640 48776

347
V. 77P 7 7 -77077 - .----..

CHECK SHEET

Wnole Numbers - Division Name

Activity Sheet 30A, Continued

Dividing and Multiplying are Related

5 18 8

2/1TO 2 x 5 = 10 2/36 2 x 18 =36 6/-48 6 x 8 48

14 . 7 = 2 7 x 2 = 14 84 . 7 = 12 7 x 12 : 84 16 t 8 =2 8 x 2 : 16

3 5 6

3/-9 3 x 3 = 9 7/35 7 x 5 =35 5/30 5 x 6 = 30

56 t 7= 8 7 x 8 56 63 t 9 = 7 9 x 7 63 27 + 3 =9 3 x 9 = 27

7 6

4/28 4 x 7 = 28 78 t 6 =13 6 x 13= 78 4/24 4 x 6 = 24

12

40 t 5 - 8 5 x 8 : 40 7/84 7 x 12 = 84 35 t 7 = 5 7 x 5 = 35

2 2

8/-16 8 x 2 16 30 5= 6 5 x 6 30 7/14 7 x 2 14

348

Lee.....
*. CHECK SHEET

Whole Numbers

Activity Sheet 31A

Dividing One Digit Into One or Two

Name _ _ _ _ _ _

Instructions: Divide the smaller number into the larger number in the

problems below. Remember that there are two "symbols" for dividing. 5/10

and 10 ; 5, both mean the same thing: divide 5 into 10. Put

the answer to the right of the equals (=) sign, or above the line.

l l 2,2:1 4"2= 2 10 5= 2

9; 3=3 8; 2:4 4"4= 1 12 2= 6

10 : 2 = 5 6 ; 3 =2 6 2 3 9 9 = 1

3 2 2 2

3/ 2/ 4 5/10 2/4

4/- 5/5 2/8 2/ 6

8 5 4 4

2/ 16 3/ 15 4/T6 3/12

3 6 4 3

5/1 3/ 18 6/24 8/ 24

9 7 2 4

3/-27 4/ 28 7/-T4 9/ 3

349
CHECK SHEET

Whole Numbers - Division

Activity Sheet 32A Name

Converting from i to/

Continued

ANSWER SHEET

A B C D A B C D

A B"

A B C D A B C D

2.12 I --I -I F-] 1.2 El '

A B C D A B C D

3. F x]l--I --I -N 13. I-] ' 17

A B C

5.DD1 A B WDX1 C .D 5 A B C D

A B C D A B C D

7.D A I] B W C D 17. A 1 7 B FqC D

8.LflDD A B C D D A B C D ] 8.:X

A B C D A B C D

9. L- -I l-IDD 19. _ L F

lo DDIDW 20.Lo11L

350
CHECK SHEET

Whole Numbers - Division

Activity Sheet 33A

Dividing One Digit Into Two Digits Nm________________

___Second, multiply 1 x 5. It equals

5/ 60 5. Subtract this from 6 and your

"k 5 remainder is 1.

1Bring down the next digit, the 0.

54

10 Divide 5 into the new number, which

is 10, and put the answer up above.

10 Check for a remainder. Multiply 2 x 5;

your answer is 10. Put this at the bottom.

10 -10 =0, so there is no remainder.

12

5

10

Instructions: Work the problems on this page. You will see two kinds of

problems. One kind looks like this:

The other looks like this: 88 12=

Whenever you see the second kind of problem, change it to the first kind, like

* this:

88 ; 2 2/ 88----- 2 5 15 -- 5/ 2 5

Then go ahead and solve the problem using the long division method.

22 10 5 4 33

3/66 9/ 90 6/30 3/T1i 1 3

4 5 12 10 4

4/ 16 2/ 1- 3/73- 8/ 8 6/ 24

351
I~ -; 

 yY w r - •. , , 

CHECK SHEET

Whole Numbers - D4vision

Activity Sheet 33AI Continued

Dividing One Digit Into Two Digits

Name

40 " 8 88 " 4 64 8 70 5 45 1 9

5 22 8 14 5

8 40 4/88 8/64 5/70 9/45

9 9 .- 6 11 8

9/ 81 8/-72 6/ 36 6/ 66 7/ 56

6 13 16 18 12

7/ 42 5/-65 4/ 64 3/54 6/ 72

33 3 45 5 18 3 15 3 96 1 8

11 9 6 5 12

3/33 5/45 3/18 3/15 8/96

352
-% CHECK SHEET

Whole Numbers - Division

Activity Sheet 34A

Dividing One Digit Into Two With

A Remainder Name

When you divide one number into another, and you have something extra left

over, that something extra is called the remainder. 2

This remainder can be written two way's: 2_r=l2 2/ 5 or

4

In method (Dyou just write "r=", then take the remainder and put it after the

(=) sign like this: 2

2 r=l

In method Qyou take the remainder and set it over the number you're dividing with,

in this case 2. The whole problem will look like this when finished. 2

Instructions: Divide the single digit numbers into the two digit numbers in

each problem; then put the remainder into the form indicated.

Examples: r=

3/10 7/ 87 9/ 78

' 1 #3 1V

3 r=l 12 - 08

3/ 10 7/87 9/78 9

9 7 0

17 78

14 72

8 r= 1 14 r=O 4 r=5 29r= 2 19 r= 4

8/ 65 6/ 84 7/33 3/ 89 5/ 99

8 9 1 3 4 26l 28 0

9/78 5/46 5/-9- 5 21532--8 T

353

" C R.- a - . , .
CHECK SHEET

While Numbers - Division

.8 Activity Sheet 34A, Continued

Dividing One Digit Into Two With

A Remainder Name__________________

1 15 23 2 21

6/ 37 6 /4 3-8-2

r= 2 6 r=3 9 r=6 12 r=4 14 r

9/ 83* 4/ 27 7/ 696/ 76 5/73

31 1 32 32 117 13Z 2/73 47 3/9 -C 3B 7/23/975/86 8/f3T

.35
CHECK SHEET

Whole Numbers - Division Name

Activity Sheet 35A

Dividing Two Digits into Three Digits

On these pages you will be dividing two digit numbers into three digit

numbers. This is the same as dividing a one digit number into a two digit number. You will divide from left to right, carry, and write remainders.

Instructions: Divide the numbers into each other and put the answers

in the right places. Remember! Whenever you a see problem with a ( t )

in it, you can write the problem over again using a (--) sign so it is

easier to work.

54

Examples: 78

217 i 19= 83/f 366 + 59=

1

19/217 59/366

8 12

-1 354_

CD 12

127

19

8

109 - 55 - 1 r=54 435 . 90 = 4 r=75 8 34-t 85 9 r=69 102 t 59 = 1 r=43

%54 r 75 69 43

or15 or4 90 or 9 85 or 1 59

12 r=6 11 r=7 8 r=30 19 r=4

22/270 10/117 34/302 50/954

7- 304

or122 or 11 or 83 or 19 - 22 34ll Sr8 3

785 - 71 = 11 r=4 929 t 52 = 17 r=45 500 t 37 = 13 r=19569 .- 97 = 5 r=84

orl 1 or 17 45 o1319 or584

715797

31 r=5 9 r=75 10 r=1 26 r=10

19/594 5751 81/804 59/591 35/9-20

or 31 --9 or 9 - or 05I or 26-0 19 535

23 r=17 3 r=51 15 r=27 28 r=6

35/822 65/246 32/507 12/34-2

17 51 27 6

or 23 1- or 3 or 15 27 or 28

355
. , ..

CHECK SHEET

Whole Numbers - Division Name

Activity Sheet 36A

Dividing Three Digits into Four Digits

In this lesson you will divide three digit numbers into four digit numbers.

You do this the same way that you divide a two digit number into a three digit

number. You divide from from left to right, carry, and write remainders.

Instructions: Divide these numbers into each other and put the answers in

the correct places. Do not forget to change the ( - ) problems to (/ )

problems.

Examples: 8k

20 44

3471 + 416 444/ ' 9545 - 175 =

888

0008 /

416/3471 0000 175/9545

8 143 1 8 5i 54 99

4 161/-34 T 175 854.7

L4;2__ 875,

143 795

705

4371 t 509 = 3035 e 156 = -8768 t 246 = 8513 . 313 =

8 299 19 71 158 27 62

5-9156 35 271/51 1 509/4371 9 156/3035 246/8768 246 313/8513

41 213 86 91 22-484 2 1 0 7 46 100 12 0T01 484/1009 271/2110 100/4686 101/1303

4318 + 491 994 e 801 5995 t 135 2061 t 133

8 390 1 193 55 66

491/43784 801/-994' 135/5955 133/2-6T

826

11 0 13 82 1 21 20 6

714/-855'333/6666 714/7854 379/5009 978/999 333/6666

22 132 6 41 230 22 368 1 - 9 ]"09 t

368/8228 225/2706 109/1022 390/491079 39-'g3

356

.• . .. .. . •.. - .4. -. . . . . . .
Name

MODULE PREVIEW/REVIEW

FRACTIONS

Instructions: Choose the correct answer to each question below. Mark the space

under the letter of the correct answer on your answer sheet. Use scratch paper

to help you work the problems.

ANSWER SHEET

4 a) 2I 14 -~

Example: 2- 5 = a) 5- - -c) 145o A B I D

b)24 5 d)20

1. What fraction of this figure

is shaded?

2. Which of these is an

-5 3 9)

.5 improper fraction? a)9c

a) c)

b) 2 d) 11

3 47 12

improper arcton a))T7 1

b) 15 d)

.22

.5

4 . 421 a) 2TT c) 1.2

2l2 24

b)7 d) 7

357

-rum. - ..
Fractions

Module Preview/Review Name

21-4

5. 21 ) 1a) 1 4

b) 2 8 d) 24 '73 5

6. The common denominator of

5 2

5and 2 a) 13 c) 19

b) 30 d) 7

9 + 16 a) 12 c) 25

7. + - a) = ) _ 23 21 23 4

b) 154 d) 146

8. 2 + 3 a) 41 c)

'I9 7633

b) 41 d)

16 16

9. 83 6_ a) 4}L 4 1 1 c) 2414

b) 2.13 d) 213

48 24

10. 11 5 a) 16 c) 1 1 2 "1I2 122

b) 6 d) 6

24

1 l 1 a) c) 2

b 4 d)l b)21 To

353
Fractions

Module Preview/Review

Name

2 3 a) II 12. 3 - 1 a) 1 12 c) 21-2

12 d) 1 b 2T 5

7

12 9 3 3 4 3 13. l x 1- a) x X c) x3

c)T- 16

12 91 1 b) 5l x d) x4

6 3

14. 5 X IT a) 30 c) 2308

b) 1 d) 3 10

11

15. TT 5 X 1- 3 a) 15 15 118

21 d 22

16. 11 x3 2 a) c) 4

1 d) 32 b)4 40

17. 4 2 a) 2 8

9175 d) 3

b) I d

9

359
- - S . ,, , .. -- ,_,._,_ ..... -- ' ,- .. i . , ? , . - . . , L . - - -- . .. ' ' . : ' . -- .

Fractions

Module Preview/Review Name

3 9

18. 3 a) c) 8

5 3

b) 3 5 d) 3

19- 4- 2 l - a) 3 "l T5 c) 5 T-3

15 b) 6d) -

20. 65= a) 5.658 c) .8333

b) .5656 d) 8.356

360

• ' "" %" " % " q ,"%b " . q "'' % " '" .".'. "'' ""_ -- '' " ' '°' '. 5 -. ".* °%'.
*Fractions

Module Preview/Review

Answer Sheet Name

1. A B C D II. A B C D 0 0 0 0 0 0 0 0

A B C D A B C D

2. 0 0 0 012. l0 0 0 0

A B C D A B C D

3. 0 0 0 0 13. U a [ 0

A B C D Ak B C D

41.D 0 D 1" 0

A B C D A B C D

05 15.a 0 0

A B C 0 A B C D

" 0i 00 0 11- 0 0 0 0

A B C D A B C D 7. 0 0 0 0 17" 0 0 0 0

A B C D A B C D

8 . 0 0 0 16. 0 0l 0 0

A B C D A B C D

"0 0 0 0 19" 0 0 0 0

A B C D A B C D

8. g 00 18. 0 0 0 ]0

361
ANSWER KEY/nIAGNOSTIC

Fractions

Module Preview/Review

Name

IF WRONG, IF WRONG,

ASSIGN: ASSIGN:

a 0] II1 I 1 0 !0

A B C D A B C D

2. 0 0 1 0 2- 1 0 0 01

A B C D A B C D

1" 0 0 0 0 0

A B C D A B C D

3. 0 1 0 D 1" 0 0 0 1 35

A B C D A B C D 1.O 0H 0E 1. i 01i 0 14.4,

O A 1 B 3 C U D 6 16 U A 0 B 1 C I D 16,4,5

A B C D A B C D

. I D D 7 17 0 n 0 17,4,

A B C D A B C D

8. 1 0 0 0 18. 0 0 1 o 18,4,5

A B C D A B C D

9. 0 1 19.

A B C D A B C D

10. C U 101,4 2. 0 0 1 LI 20

362

"I'. i~~~~ .. .. .%"" .' ~~ , " v -" " "" " ' " , , " , ." " " " - " " ' - '' ' ." - .--- ' ' -'; -
Fractions

Module Record Sheet

Name ______________________

OBJECTIVE: Use addition, subtraction, multiplication, or division to find the

correct answer for any problem with fractions.

SAMPLE TEST ITEMS:

1. x -~= a) 27 C) 21 a b c d /14 7r 2836E Eln1 L

b) 12 d) 3

11 7

2. 21 1 1 a) 1 C

23a 6 c 8 a b c d

b) 2 d) D N 1

36

INTRODUCTION TO FRACTIONS:

Fractions are pieces of whole numbers. Sometimes they are combined with

whole numbers to make "mixed numbers". To work with fractions, you need to be

able to work correctly with whole numbers. If you cannot add, subtract, multiply,

and divide whole numbers, you should study the Whole Numbers Module before trying

to learn about fractions.

These activity sheets will show you how to add, subtract, multiply, and

divide fractions. Work through all the activity sheets that have been circled

on the back of this page. You can check your own work using the check sheets

your teacher has shown you. If you have any questions about fractions, ask your teacher. When you are all through with all the activity sheets and are sure you

understand all the rules for fractions, ask to take the Fractions Review.

'36
* Fractions

Module Record Sheet Name___________________

ACTIVITY SHEETS (Do those that are circled)

1. What Is a Fraction? 1A lB

2. Types of Fractions -2A 2B

3. Changing Mixed Numbers to Fractions 3A 3B

4. Reducing Proper Fractions 4A 4B

5. Reducing Improper Fractions 5A 58

6. Finding Common Denominators 6A 6B

7. Adding Fractions with Comrmon Denominators 7A 7B

8. Adding Fractions with Different Denominators 8A 88

9. Adding Mixed Numbers 9A 98

10. Subtracting Fractions with Commnon Denominators 10A lOB

11. Subtracting Fractions with Different Denominators 11A 118

12. Subtracting Mixed Numbers 12A 128

13. Cancelling 13A 138

14. Multiplying Fractions Times Fractions 14A 148

15. Multiplying Whole Numbers Times Fractions 15A 15B

16. Multiplying Mixed Numbers16 1B

17. Dividing Fractions by Fractions 17A 178

4.18. Dividing Whole Numbers by Fractions and

Fractions by Whole Numbers 18A 188

19. Dividing Mixed Numbers by Mixed Numbers 19A 198

20. CovrigFractions to Decimals20 2B

364
S- _ - - . - . - - :.- . .. . -...... .-.-. -...- - .. -. .

Fractions

Activity Sheet 1A

What is a Fraction? Name

.In this lesson you will learn what fractions are. You will learn about

numerators and denominators of fractions. --. 9

A fraction is a piece of something larger. For instance, you might be a

fraction of a fire team because yq are one of six men who belong to that

whole group. You can say you are one of six men on the fire team, or you can

say you are of the fire team. They mean the same thing. The number I is a

fraction.

A fraction is made up of a top number, called the numerator, and a bottom

number, called the denominator.

1(- numerator

6<-- denominator

The denominator tells how many pieces there are in whatever you are talking about.

For instance, if you are 1

of a fire team, that meanT' 6 men in the

there are 6 men in the whole fire team

whole fire team.

The numerator tells how many of the pieces (or men or whatever) you have.

If you are l of the fire team, 6 This means you have

that means you are one of six one of the six pieces

men in the whole fireteam-. 6out of the whole.

6 or one of the six

pieces, (or men on

the fire team)

Anythking can be broken up into any number of equal-ized pieces. Then

you can take out-some of those pieces to make fractions. To make the fraction,

you count the total number of pieces there are and put that in the denominator.

Now you count the pieces you are taking out and put that in the numerator.

Now you have your own, custom fraction.

363

N..........................................................
Fractions (Continued)

Activity Sheet 1A

What is a Fraction? Name

Look at this example:

____ ____a This is a stack of amo cases.

A MO There are 9 cases in the stack.

If you take out one case, then

what part of the stack do you have?

Remember, the denominator

is the number of pieces in

the whole. It is the number

of cases in the stack.

It equals 9. 9

The numerator is the number

of pieces, or the number of 1

ammo cases, you took out of 9

the stack. It equals 1.-T

So your fraction is 1. You took of the amo cases out of the stack. So

Instructions:

Look at the pictures below. Decide what fraction of the pieces are being

taken away. Write down the fraction on the short line to the right of the picture.

Example:

3

(because there are 8

pieces total, and you

are taking away 3.)

ANSWERS

I. What fraction of

tents were taken away? I.

2. 0 2.

366
. - 

 

 -. .

Fractions (Continued)

Activity Sheet 1A

What is a Fraction? Name

3. ..... ANSWERS

.1~ 3. ___3.

4.

4.

.4.

5. _ _ _ _ _ _ _ _ _ _ _ _ _ _

What fraction of

window panes are

broken? 5.

volunteeredK~. for7._ _

* 8.

are camouflage painted? .____

9..

What fraction goths

rounds (marked are with tracers a T)? 9.

367
Fractions (Continued) * Activity Sheetl1A

What is a Fraction? Name______________________

10' What fraction of the

men are carrying rifles? i0.____

36
Fractions

Activity Sheet 2A

*Types of Fractions Name

In this activity yo'i will learn to recognize the three different types

Nof fractions: (1) proper fractions, (2) improper fractions, and (3) mixed

numbers.

(1) Proper fractions are the most commnon. The way you can tell them

is the numerator (top -number) is always smaller than the denominator (bottom number).

Eape: 1 1 1 4 12 Exmle: 6 2'3'9'113

*(2) Improper fractions are just the opposite of proper fractions. The

way you can tell improper fractions is that the numerator is always larger than

the denominator.

3 5 7 113 14

Examples: Y T ' - 1T1-2 8

(3) Mixed numbers are made up of a whole number and a fraction. The

fraction part can be either proper or improper.

1xmls 1 ,7 4 . -, 189 11-2

Exapls: 23 ~6 4' 115

Now, see if you can pick out each type of fraction on the following

problem sheet.

Instructions: Look at each of these fractions. Then mrark wnether it is

(a) proper, (b) improper, or (c) mixed.

Proper Improper Mixed

*Example: 2

2 3

3369
Fractions (Continued)

Activity Sheet 2A

Types of Fractions Name

.4 Proper Improper Mixed Proper Improper Mixed

2i 0 I 0 F 0 5 0 n0I 0

2. 28

2. 12. 7. 9 0."- 0" 10 0 0 0

3. 5 6 0 0 0 13 14-8 0 0 0

4. 12 10

9 0 0 0 14. 1 0 0 0

5. 2 3 0 0 0 j 15 1 1- -0

6. 3 7 0 0 0 6. 34 0 0 0

7 . 3 9-

8. 4

'p'

0 0 0 0

. 0 0 0 19. 33

5 . flf93

370
77777 1

Fractions

Activity Sheet 3A

Changing Mixed Numbers to Fractions Name___________________

You remember that there are two kinds of fractions. "Proper" fractions

are fractions where the top number (numerator) is smaller than the bottom

number (denominator).

1 2 8 4 3 17

"Improper" fractions are fractions where the top number is larger than the

bottom number.

8 19 6

You also remember that a mixed number is made up of a whole number and a fraction.

1 1 2 16 8 3 16

If you have mixed numbers that you want to add, subtract, multiply, or divide,

it is often easier to do the problem if you change the mixed number to an

improper fraction. Changing mixed numbers into improper fractions is easy.

First you multiply the bottom Example

Nnumber in the fraction times22

- ~the whole number. 3 - 6 4

6 X 3 =18

Then you add the result (in

this case 18) to the top 18 + 2 = 20

*number of the fraction. 3

Now you have an improper fraction 20

instead of a mixed number.3

Instructions: Change these mixed numbers to improper fractions. (1) Multiply the

denominator of the fraction times the whole number. (2) Add the result to the

numerator of the fraction.

Examples: 2i 2 X3 6 6 +1 -7

3 3 3.

3 73 +3 75 X872 8

.371
Fractions (Continued)

Activity Sheet 3A

Changing Mixed Numbers to Fractions

2 3 1. 52 = 9. 4

5

2. 3 - 1 0. 8 5

8

3. 4- 3 8 11. 6 -

*4. 4. 161 i-- 12. 8 =

1012 8

.15. 2- 5 2 9 13. 19- 3

6. 54 14. 11 2

7 7 3 3 815. 5

8. 

3

372

. a v 8. %-- L?. a,. . . . . ...- .-
Fractions

Activity Sheet 4A

Reducing Proper Fractions Name_________________________

In this lesson you will learn to reduce fractions. You do this by

dividing a number into the numerator (top number) and denominator (bottom number)

of a fraction. This produces a fraction that is in its simplest form.

* Reducing proper fractionis takes some judgment. You start with 2 and try

numbers (2, 3, 4, 5, etc.) until you find a number that will divide into both

the numerator and denominator evenly. You keep doing that until you can't do

it any more. At that point the fraction is reduced.

Examples:

1. 5__ 10 5 1 because 5 5 = 1 and 10 1 5 =2

2.* 5 .5 5 ~ 2. 50 50 + 5 - 0

3. 40 40 4 10 10 5 2 2 f2 1 200 200+ 4 -50. 50 5 -10 10 t 2 5

You may have to divide several times until you can't divide any more numbers

into both halves of the fraction.

Instructionst Reduce these fractions. Write out all of your steps.

69

'-4.

.... 25 2

3. 14 6. 4

4 28

.373

~% '~* '.~% V- *:: ~..\.q;. .... - - ---
Fractions

Activity Sheet 4A, Continued

6ducing Proper Fractions Name

7. - 15. 16-

T8 23

.PN

8. 22 46 16. 308

. 30 17. 13

10. 18. 7 24 - 49

11. 32 3f 9= 9 22 819.=

58

12. 5 = 20. 72 =

13. 9

63

14. 56

374

--. - . .,,- .... " . . . .- "- ."-.. """ - "'.- ., ..V,""- "''-,: .'v " ..-. ,-...'.. .. . . - .".": : : -. ..'-"
Fractions

Activity Sheet 5A

Reducing Improper Fractions Name

Reducing improper fractions is just division. To reduce an improper

fraction, you divide the denominator -T into the numerator -5

It is easiest if you convert the problem into the / form. Then divide

as you would for any division problem.

1 10"*2

Examples: L5 5/ 10 5/10 = 2

5l

26 _5 26 5/ 26 = 5/ 26

25

1

53 = 12/ 53 12/ 53 12

48

5

Instructions: Convert the fraction (5 )form to the division ( 5/ 10 ) form.,

then divide. When you have your answer, choose the letter of the correct

answer--A, B, C, or D--from those listed. Indicate that letter on your answer

sheet by carefully filling in the square that contains that letter. You may

have to reduce the fraction part of the answer, too. (See Activity Sheet 4A.)

1. = 5. 61=

A) 4 C) 10 8 A) 75 C) 7

B) 8 D) 20 8 4

2. 8 4

A)l 5 C)lT 3 6. 42 2

• 4 A) 4 C) 6 13 5 B) 5 D) 7

3. 30 7. _ 16 

6 A) 15 C) 20 A) 6 C) 6

B) 6 D) 5

3 1

B) 6 2 D) 7 S4. 1 4o2

S 2 A) 6 C)7 2

B) 5 D) 4 8. 27

375 3 A) 6 C) 8

B) 7 D) 9
Fractions

Activity Sheet 5A, Continued

Reducing Improper Fractions Name

9.36 1. -

;1*~ A) 7 C)5" A)8 C)9

5

B 76 D 7 B) 9 1 D) 9 3

10. 60 16. 84 _ 5 A) 11 C) 13 3 A) 26 C) 27

B) 12 D) 14 B) 28 D) 29

641 _1 52 _ • 6 A) F 5 C) 6 17. 7 7 2 C

3) 7 A)7 C) 

B)6 -- ) 7 6 B) 7 D) 7 5 7 7

12. 81 _ 18.

8 A) 91 C)6 A) 151 C) 15fB) 101 0)1 ~B) 15k- D) 162

13. 61 - 19. 134 _ A) 141 C) 15211 C) 1-

12 12

B) 14 D) 15 1 B) 121 *2 2 12 0) 11

14. 72--- : 1) 7 C) 9 20. 58 _

7 A) 7 l C) 8 I

B) 8 D) 10 7 7

B) 8 D) 72

7 7

376

............................................ .. ,.................
Fractions

Activity Sheet 5A, Continued

Reducing Improper Fractions Name

1. i 1F 11 ] F

.2- 12 WW

3. 13. ] ]

4. P E 14 .[] [ F

5- 15. E] [fl [T ]5

6. Wf 7[C ] 16. [] B E] E]

8. E] ] El [f 18. F

9. [19 i . [AI ] F

0. E] 1] E] l 20. [E ] f[

377

4 ,44: . , ' , . ' , , . ,' . , '. - - ' , - , . . - - . - - - . _ .- . . - . . . . , . . . , - . ' . . .
Fractions

Activity Sheet 6A Name________________

Finding Common Denominators

In a fraction there are two halves, the numerator-5 and the

5

denominator..-f . Whenever it is necessary to add or subtract with fractions

that have different denominators, you will need to make the denominators

the same before you can solve the-problem.

One way that always works is to multiply the top and bottom of each

fraction times the denominator of the other fraction.

Lokat this problem: ~4 

First, multiply the denominator of the second fraction times both halves

of the first fraction. Then, Multiply the denominator of the first fraction

times both halves of the second fraction.

.44

2 x 48 +3 x 39

3 x4 12 3 3x 4 12

4-. +

Your new 8- +9

problem looks 12 12

like this.

Now it is easy to add the fractions up, because they have a common denominator.

Both fractions have a denominator of 12.

8 + 9 8+9 = 17

12 12 12 12

Instructions: Find the common denominators for each of these problems. Write

the new problem with the commnon denominators. You don't need to solve the problems.

Example: -3 +6

3 x 7 =2' + 8x6 = 48

21 +48

56

Remember to show your work!

378
Fractions Activity Sheet 6A, Continued Name Finding Common Denominators

- !! . 2 + 1- 6. 1 + 2-I.

3 4 8 9

2, + 17 4 3 5 3 - 12. - 5- 6 7 -

5. 1- + 3 8. 8 2 7 ++- ~~3 

=11

379

49 2+ 7

*2~~~ . 3 4~

5. 50 4 4

379
T I 1. -n . ., .

Fractions

Activity Sheet 6A, Continued Finding Common Denominators

4 6

16. 4 + 6

17.1 +

3 8

18. 4 5

9 II

19"10 + 2

TO- 5

20.7 + 3

380

: :, .: . .:-'. . :...... , N r; . §.2 .. .. v . ,;..-.-*-.- .-- -.:- . . *:-, .. >c. .-. -.~. .-. -. -..-.- ..-.- ,.
Fractions

Activity Sheet 7A Name

Adding Fractions With Common Denominators

In this lesson you will learn to add fractions that have the same

bottom number (denominator).

Adding fractions with common denominators is very easy. All you have

to do is add the top numbers together to get the new numerator (top number).

The denominator of the answer is the same as the denominator of the fractions

in the oroblem.

Adding top numbers

Remember to reduce the

Examples: 33 answer fraction like

33 3 you did in Activity

Using same bottom Sheets 4A and 5A.

number

1 + 4 5

6 6

+ 7 I 10 2 11

+ 8 8 4

16 + 23 39 13

42 42 4- = I

Instructions: Add up these fractions and reduce the answer to its simplest form.

If you have trouble with reducing the a,,swer, look at Activity Sheets 4A and 5A.

1. 12 93 ..-- 12 +. 9 16 3. +=

13 1 3 + T3

2. 2 + 5- 4. 4 + 3 2 +

8 7 7 5 5

331

4.

.4. 4,> --- .- > -- - .," .. - :LT -. i.-? .. ,.?.. -. -> % , 4 ->-? > > i? . ..- - '--
Fractions

Activity Sheet 7A, Continued Name

Adding Fractions with Common Denominators

7. 5 + 12 25 + 78 17 17 II_

10 10 83 83 25 25

g 5 16 12 9 +

,8 11 - = ' 19 19 42 42

9 14 + 13 14. 27 + 41 19 16 +

15 15 47 47 53 53

12 9 42 + 25 65 35

17 17 = 15. 51 5 20. T-O0 + 100

11 21 + 5 16. 26 + -6 = 75 75 26 2

382
Fractions

Activity Sheet 8A

Adding Fractions with Name______________________

Different Denominators

This activity will teach you to add fractions together that have different

bottom numbers (denominators). The first and most important step is to find

the comrmon denominator for each problem. 3 1

4 2

As you learned in Fraction Activity Sheet 6A, you multiply the denominator

of each fraction times the denominator and numerator of the other fraction.

43x2 2x 4

6+ 4_

6 + 4 1

10

8 can be reduced by dividing 8 into 10.

1 2

8 /10 Then 1- can be reduced to 11

8)8

Instructions: Add the fractions in each problem together and reduce the answers.

Remember to find the conmnon denominators first.

Examples:

1. 1 1

lx + Ilx 2 3 +

2 x 3 x2 6 6

1 1

2. 14+ =

A' 41

1x6 + 1 x4

4 x6 6x 4

6 + L410 10 ?2 5

24 42 4 -2 T1-

383
Fractions

Activity Sheet 8A, Continued

Adding Fractions with Name

Different Denominators

1 l l 6 1 l I. + = 6. +7

2 + - = "+ -= 2 7173 

2. + 7 7

4 5 4

4. + 9. 1 + 1 =

6 2

5. + 10 10 + -1 =

6 4 9

384
Fractions

Activity Sheet 8A, Continued

Adding Fractions with Different Denominators 

Name

Ii. - 3 +3 +3 16. + 8 :

55

12. + + 4 8 17. 3 5

13. 8 3 18. + =

14. + 6 = 14. 9 7 - + 219. = +

S15. 69 + 7 7 2= 20. -g +

7 8 

385

i . .. ' *b . . > . % °°- ° - *. °° . - . . o . . . .' . - •. . . . .
Fractions

Activity Sheet 9A

Adding Mixed Numbers Name

During this activity you will learn how to add mixed numbers together.

A mixed number is a whole number followed by a fraction -5

5.

The easiest way to add mixed numbers is to split up each mixed number

into the whole number and the fraction.

51 5 44

+ 4 2i +4 2

- 3 __3

Then add the two sets separately. Add the fractions, then the whole numbers.

1x3 + 2x4 

+4 4x3 3x4

+44

12 +I

11

911 .4 12

Then re-combine the two sets of answers back into a mixed number for the

overall answer, as shown above.

Sometimes, when you add up the fraction half and reduce it, you find out

your answer is greater than 1. Look at this problem:

I'

63 6 + 3

3 +3 -4-

1 1+ 1

12

AYou can see that your fraction answer is greater than 1. But it is easy to add

to the other part of your answer.

:' 1 _1

7+ l 8.l7 because 7 + 1 8.

386

...
Fractions

Activity Sheet 9A, Continued

Adding Mixed Numbers Name

Instructions: Add up these problems. Add the fractions first. Then, add the

whole numbers. You may have to find common denominators. Then you reduce

the fractions answer to its simplest terms. Last, add the whole numbers answer

and the fractions answer together.

3 6

Example: 2 + 46 6 87

*1+ 3 x7 + 8x6 = + L869 1

8 7 8 x 7 8 x 7 56 56 56

6 + 6+ 13 _ 7 135

56 56

S1 + 11 - 5. 1 + I

23 3~ 4~

2. 1 + 1 6. 1 + 1 8

3. 1 + 11 7. 4 2 + 7

6 9 8

4. 3 + 41 = 8. 3 +

387
Fractions

Activity Sheet 9A, Continued

Adding Mixed Numbers Name_______ ____________

9. 174 + 2.g 15. 10~ + 12

10. 6-1 1 16. 14 + 18~ 1014 5 9

4- 55 17.227

1. 8 + 8 18. 15 9 + 1

13. 7.~ +519271+5A

4

14. 113 + 61- 20. 138 - + 116~ - i

383
.,0.

-.

Fractions

Activity Sheet 10A Name

Subtracting Fractions with Common Denominators

In this lesson you will learn to subtract fractions that have the same

bottom number (denominator).

Subtracting fractions with common denominators (bottom numbers) is very

* easy. All you have to do is subtract the top numbers (numerators) of each

fraction from each other to get the answer's numerator. To get the answer's

denominator you just use the same-bottom number as the fractions in the problem.

Example: 2 1 2-1 = I

3 3 3 3

Subtracting top numbers 7 - 3 = 4

(Z) - 7 3 Q 8 8= 8

Using the same bottom numbers

If your answer can be reduced, remember to reduce it.

*5 1= 5-l 4 2

6 - 6 - 6 6 3

Instructions: Do subtraction on the problems. If necessary, reduce the answer

to its simplest form. If you have trouble reducing the answer, look at Fractions

Activity Sheet 4A.

1. 4 _ 3 3. 3 5.

2. 7 2 9 4. T-_ 12 T3: 99 5 6. TT "71

389
Fractions

Activity Sheet IOA, Continued Name_________________

Subtracting Fractions with Common Denominators

7. 4 2 12. 78 - 25 17 117 110]

K 5~ 23 7 25 25113 

8 16 - 9 1. 42 - 25 18 166 97 -

8 23 3 -3 119 119 -5 18.

9. 12 7 1- 9 112 16 192 74- 14. 1393 -19.

0. 14 - 12 . 85 3 - 44 20 65 35

10 5 T-15 296 296 20. 0 O35 - 21 = 21 291 -

75. 7516 842 842

390
Fractions

* Activity Sheet 11A

Subtracting Fractions with Name______________________

Different Denominators

This activity will teach you to subtract fractions that have different bottom numbers (denominators). The first and most important step is to find common denominators for each problem. If you don't know how to

find commion denominators, see Activity Sheet 6A.

When your fractions have common denominators, then (as described in

Fraction Activity Sheeti 04, you 'subtract the numerators to get the answer's

numerator. For the answer's denominator, use the same denominator as the

rest of the fractions in the problem. For example:

3 2 - 3 -2 - 1

6 6 6

Now, in some cases you will need to reduce the answer. If you don't

know how to reduce fractions, see Activity Sheet 4A.

Instructions: Subtract the fractions in each problem from each other and

reduce the answers where necessary. Remember to find the common denominators

first.

Examples:

I x8 x~ 1 x4 - 8 4 4 1

2. 1 1~ 1 x6 1 x 5 ..6 5 1

-43.

14

2..4
Fractions

Activity Sheet 11A, Continued

Subtracting Fractions with Name________________________

Different Denomi nators

5. 101

6i~-6

7.1 1 12. 3

8. 1.1.

4 5*

*2 14 5 6

392
.4 TMO W-. P.* *7' 77 7 .7 7 -7

Fractions

Activity Sheet 11A, Continued P. ~Subtracting Fractions with Name_________________

Different Denominators

15 2 1 7 6

16. 8 3 9 8

96 5 20.T0

-17. 2 1

939

.17
N Fractions

Activity Sheet 1 2A

* Subtracting Mixed Numbers Name____________ __________

During this activity you will learn how to subtract mixed numbers.

A mixed number is a whole number followed by a fraction, such as72*

Here is a step by step example of how to subtract mixed numbers.

Example: 6 2~3

2

1. Find common denominators 6 2 x2 6A

for the fractions. 3 x 3 6

2 x3 6

2. Now, just subtract 6

straight down. Sub- 6

tract the 1 from the 6, -1 i

and subtract the 6

3 from the6 45

Now, here is an example of subtracting where the top fraction is smaller than

the bottom fraction, so you have to borrow.

Example: 814

3

1. Find common denominators 1 38..8 

for the fractions. 8 xT 12

- 4 48

3 1 3 

2. Now let's remove 81 fro 8 3

the problem temporarily.3

Borrow 1 from the 8 so that 7 + 1 +L

3 8 12 2

cnbe raised enough that - 1 2 12L

72- a 12 +12+ 12 -

can be subtracted from it. Change 1

1to 12 soit can be added to 3 + 1

394
Fractions

Activity Sheet 12A, Continued

Subtracting Mixed Numbers Name

3. Now we will put the converted 715

3 51 &-8,7, which is now 7 A back

into the problem where it came - 4T

from and subtract the same

way we did in Activity Sheet 10A. 3 7

12

Instructions: Subtract these problems. Borrow when necessary. Reduce the

answer to the simplest form. Use scratch paper to do your work.

Example: 143 14 2 X-L 144.8 4 4 1664

1 15 - 12 h6 x 4 64 16 16 4 64

-,

14 + 48

64

*Borrow 1 from 14.

48 13 + 1 + 64..

Convert 1 to 64ths.

13 + 64 + 48

64 64

Add 64 + 64 64

664.

1122

l313

64

-126 64

65 Now reduce

64

1 52 2 fraction

64 2

126 2 13

The Answer

395
Fractions

Activity Sheet 12A, Continued

* Subtracting Mixed Numbers Name_____________________

*1. 1~ . 8 

38

.44

2. 1 3 1

4 5 10

13 3 1

3. 1 5 9. 172 2- -

6 7 10

8

10. 9 L3 6 14 8

4.3

2 7~ 6 5

2 12. 9.- 81 4'9 4

5. 32

3.~

3 13. 10 2

4 7

9 1

2

- ~ 6. 1~ Z 3 8 5

396
Fractions

Activity Sheet 12A, Continued

Subtracting Mixed Numbers Name______________________

.44

14. 71 18. 11. 5 5

3 11

*15. 18 719. 55- 27 =

9 ~75

14 5

51

20. 138 1 -116-- 83

16. 22 L

12

17. 19!1 9 4

10

-39
Fractions

Activity Sheet 13A

Cancelling Name

In this lesson you will learn cancelling. Cancelling is a way to make a

complex or difficult problem simpler. Cancelling only works with multiplication

of fractions. If you try cancelling on problems of addition, subtraction, or

division of fractions, you will get the wrong answer.

Cancelling makes a problem simpler by reducing the numbers in the problem.

In Activity Sheets 4A and 5A, you'learned how to reduce fractions. You

found a number that could be divided evenly into both the numerator and the

denominator. Cancelling is like that, except you find a number that will divide

evenly into the numerator of one fraction and the denominator of the other

fraction.

For example, look at this problem:

6 1 ? 4

To make the problem simpler, you find a number that will divide evenly into

one numerator and the other denominator. Is there a number that will divide

evenly into both the 6 and the 4? Sure, there is. You can divide

- x the number 2 evenly

.6 .into both 6 and 4.

So, do that.

6;2 x 1 3 x 1

7 4 " 2 7 2

"- Your new problem is

3 1 yx g= ?

It is a much simpler problem.

Now, can you divide any number into both the 7 and the I?

,7x,,"No, you can't find a number

to do that. So now your

problem is at its simplest

form.

Let's try another problem in cancelling.

9 = ?

60

What number will go evenly into both 9 and 6?

The number 3 will divide

evenly into 9 and into 6.

398

4.°

L. ... [, ,. , . ,, ,",. . . - .~ - . .",,,","• , , . .,.... .. *,'- ", . '.- . " ,..'.. ' '- - '. . -.. . ,..
Fractions

Activity Sheet 13A

Cancelling Name

0 33 x 6t 53 x because 9 3 =3 and 6 3 2.

Now, what number will divide evenly into both 10 and 5?

3- 50" The number 5 will divide

i2 evenly into 10 and

.-into 5.

3 x 5 . x because 105 2and 5 5 1.

10 - 5 2 2 2

Your new problem, - x is much simpler.

Here is one more example of cancelling.

33 6 7_ X TT

The numbers in this problem are big and hard to use. But you can make the

problem simpler by cancelling.

%33" -6 The number 11 will divide

.x -_..i evenly into both 33 and 11.

33 11 : 3 1 6 3 6

72 1 - 11 = 1 - 72 x 1

3 X6- ) Now, the number 6 will

.-- divide evenly into both

72 and 6.

3 6 -6 = 1- 3 1 This is a much

72 " 6 = 12 x 1 2 T simpler problem.

Instructions: Do the problems below. Cancel to make the problem as simple

as possible. YOU DO NOT HAVE TO SOLVE IHE PRBLEM! JUST MAKE IT SIMPLE!

Example: 25 18 x LO 21 =l _ -0

18" 3 10 -5 because 3 goes into 18 and

25' 5 21 3 into 21, and 5 goes into

25 and into 10.

6 2

5 7

Important: If you use a scratch paper to help do the problems, keep the scratch

paper so you can show it to the peer tutor and the teacher.

399

5. .'" .'"' -''''. ' . ,' " ' .' " " a.'" - - - - , - - ,' ' Z i
a ¢. , : , 5 ., +., Y 7, 

 ..T 1. - .

Fractions (Continued)

Activity Sheet 13A

Cancelling Name

l. 1 2 L x 121

4 9 11 16

2. 4 5 15 128.. x512. 32 x 75

*2 9 -45 17 _ 3. x 13. -x 3- 1 51 9

3 l1 2 1

4. 3 x 1 14. 23 13 8 36 52 16

1 4 5. -x - = 15. L6 x L T 36 10

6. 6 6 16 12 x 9 :37 x -5 -

7. 7. 9-Tx 1~x =17. L3 13~ x 32_

11 T8- 4 39

13 21 1 I

8. x 69-18. L-- x 28L

-4~ 16 30 28

9 25 52 219. 5 9

26 625 36 50

10. 6 25 20. 21 16

400

- * *
Fractions

Activity Sheet 14A

Multiplying Fractions Times Fractions Name

In this lesson you will learn how to multiply fractions times fractions.

2 x 3 = ?

You do this in two steps. First, multiply the numerators times each

other; then, multiply the denomirtors times each other.

2x - 2 x3 Then reduce 6 2 -

Multiplying the numerators and multiplying the denominators are two

separate problems. They give you the new numerator and the new denominator.

Instructions: Multiply these problems and reduce the answers if necessary.

Cancel wherever you can.

Examples: 3 7 - 3x7 _ 21

(a) _ x 7 4 x 8 2

3 6 3x6 2 3x2 6 2

(b) -g x 7 3 x 7 3 x 7 :2 7 (cancelled and reduced)

2 ) 3 - 2x3 6

Wc 5 5 5 x 5 25

1. 1 x 1 5. x

2. x 1 - 6. . x 2...

3 3 4 To3. x :7. x. 3

l 2 3

4. I x 23 8. x7

4401

- .. . . - ' 77
,, 

, _ ,_ 

Fractions (Continued)

Activity Sheet 14A

Multiplying Fractions Times Fractions Name

9. x 5 15. 9 2 5 _15. l l

5 88 4

10. x~ 16. 4 6 6 6

2 2 17. x I. 7 9 =47 3 

12. 5 x 4 =18. x 4 12. T2 58 4

13. 2 x 4 19. x 79

4 5 3 9

14. 5- x 3 20. I x = T- o14 7

402

.4

4.

n - 4 - . . .... - °i I . .I
Fractions

4 Activity Sheet 15A

Multiplying Whole Numbers

Times Fractions Name________________________

In this lesson you will learn to multiply whole numbers times fractions.

For instance, 2 x ?

This is very simple. Remember that a whole number is the same as 'a fraction with

a denominator of 1. So, just turn the whole number into a fraction, and multiply

like you did in Activity Sheet 14A.

2x1 2 1 2 x1 -2

TxX- x = 1 - 3 -

Here are some other examples:

reduce your answer. To find

out how to reduce fractions,

see Activity Sheets 4A and 5A.

Instructions: Multiply the whole number times the fraction in each problem

below. Reduce the answers if you need to. Cancel when you can.

Example- 7x-1 I x 2 - 7 x3 -21 5 8 1 8 1x8 = 8

1. 5x1 4.6A 6

5 6x36

2. 7 x' 5. 75

3 12 3. 40 . 24

403
Fractions (Continued)

Activity Sheet 15A

Multiplying Whole Numbers

Times Fractions Name

7. 9 x 14 14. 11 x 42 13

6 6 8. 8 x- - 15. 17 x- 51

9. 10Ox~ 1 0 = 16. 21 x.- L

3 10. 7 x -17. 16 x

1. 5x6 -18. 5 x 2

5xT-1 4

12. 4x19. 72 x- L

9x 18

13. 6 x 20. 112 x- L6 TT 21

404
Fractions

Activity Sheet 16A

Multiplying Mixed Numbers Name

This activity will teach you to multiply mixed numbers times each other.

11

2 - x 3 2

The trick here is to change the mixed numbers into fractions. You learned

how to do that in Activity Sheet 3A.

Look at this problem:

2 x 41

32

First, change the mixed numbers into fractions.

2 1x 4 '

7 x 9 3 2 because 2 x 3 = 6 plus 1 : 7, and

4 x 2 = 8 plus 1 9.

Next, multiply the two fractions together, like you learned in Activity Sheet 14A.

7 9 7x $ 3 7 x 3 21

x 2 1 X 2 x 2 2 (Cancelling made the problem

easier.)

Last, you need to reduce the fraction. Turn it into a mixed number, like you

learned in Activity Sheets 4A and 5A.

1

21 102 21 2/21 2 l 22 2b

01 I because 2142 1 10 2.

Instructions: Multiply these mixed numbers. Follow the steps outlined above.

Reduce the answers where necessary. Cancel whenever you can.

1. x 2. = 3. 2 - x 1 2 335 3

2. l x 1 = 4. 1 x 3 4 6 ~ 2 

405

' ', ~~~~~. .- '..'. . ...........-.-. .. ,-..- ............ ...- ............... ....-. *..-. **A..-. -.. 
* Fractions

Activity Sheet 16A, Continued

Multiplying Mixed Numbers Name____ ______________

5. 2-2 x 3 - 13. 4 T x 2

5 2 15

6. 4 x 1 - 14. 6 X 1x 1 3 9 3

7. 2 5 x 15. 2 - x 2

8. 1 x 3 2 16. 12 - x 15- -

520 22 

9. 5 x 2- 17. 11 - x 174

10. X 2- 1. 5. -

8 4

11. 2 3 x 4 19. 3 L- x 6~ 5 147

12. 7 2 1 20. 2 - x 4Z

406

S..'ft: % . I LI
Fractions

Activity Sheet 17A

Dividing Fractions by Fractions Name ___________________

In this activity you will learn how to divide one fraction by another.

Dividing fractions is the same as multiplying fractions except for one

important step. First, you turn the second fraction in the problem upside down

before you multiply.

1 1

3 T (Second fraction turned

I . upside down and problem

1 2 sign changed to multiply)

3.x T

You always turn the second fraction upside down before you multiply. That

is the only difference between dividing fractions and multiplying fractions.

When you have completed that step, you just multiply the numerators times each

other, and the denominators times each other, just as you did in Activity

Sheet 14A on multiplying fractions.

Here is the whole process at step at a time:

(1) 4 1(1) Turn the second fraction upside down.

(2 x T4 (2) Change the sign to multiply.

(3 x___ 1 . (3) Multiply numerators and denominators.

(4) - 1(4) Reduce the answer if necessary. 3 3

Instructions: Divide these fraction problems. Reduce the answers where necessary.

Remember the steps you just learned.

3.1 2.2

2. 4

407
Fractions

Activity Sheet 17A, Continued

Dividing Fractions by Fractions Name __________________

1I 5. 6- 13. ~ Y 5-6

6. 1 114. -9 27

7. 1.- 16. 15 .~

1.2 . 9~ 5

8. 1U1 . 2 1

1 1 17 7 6

10. 1 1 18.3 -

4 38

.X4

11 31..19. 9 8

3 103

.412. 20. 3 . 1

408
.W

Fractions

r: Activity Sheet 18A

Dividing Whole Numbers by Fractions or -~~ Fractions by Whole Numbers Name____ ________________

This activity will show you how to divide whole numbers by fractions or

fractions by whole numbers. Both problems are the same. They both have the

same steps.

(1) First, you put 2 r1 2

the whole number 3 3

over 1 to make

it afraction. 2 1 1 2 -

T 3

(2) Then, as in

-. ~Activity Sheet 17AUli -* on Dividing Fractions

by Fractions, you

turn the second 2 x or 1 1

fraction upside T 1 2

down and change

the sign to

multiply.

(3) Then you multiply

the numerator

times the 2 3 6 r

numerator and TX 1To 3 2 6

the denominator l2

times the denomina-- N

tor to give you Ne edd io

4the answer(s).ned .

(4) Then you reduce the 6 6-o

answer if necessary. 1 o 6 

Instructions: Divide the following problems. Follow the steps shown above.

Example: 6 .1 ' -3 . 6 x 4 6x 4. 8 8

4 4T 7 T XT3x 31 T=

Put whole Turn second

number fraction Multiply. Reduce

over 1. upside down Cancel if answer.

and change yucn

sign to yucn

* multiply.

409

A .7
Fractions

Activity Sheet 18A , Continued

Dividing Whole Numbers by Fractions or ii'. Fractions by Whole Numbers Name_____________________

1. 1 5

2. 7 12. 4

-44

4. 17 6 =14. L 1 36 11

5. 3 5 15. 17 6

6. 2 _12 -16. +21 =

7. 9 14 17. 16 3

8. 27 8 18.5

9. 10 10 -19. 72 3

3 1 10. 7 1-0 20. ~--~ 10

.21

410
*~~~~~~~ a77 ftP 1ft 7 t ' t t

Fractions

Activity Sheet 19A

Dividing Mixed Numbers by

Mixed Numbers Name _____________________

This lesson will show you how to divide mixed numbers by mixed numbers.

2 - 1 3 1=

3 .2

To do this you need to follow four steps.

(1) Convert the mixed1 -

numbers into21 3

fractions as in

Activity Sheet 3A.

C(2) Turn the second -fraction upside 7 .7

down and change2

the sign to * - multiply as you7 2

did in Activity x =

af.)Sheet 18A.7

(3) Multiply 

numerators 

the 

and 7 

4

x 2 - 14

the denominators 3 x -7 7

to give you

the answer.

(4) Reduce the

answer to its 14 17 2 simplest form, .21 +7 -3

as in Activity

Sheets 4A and 5A.

As you can see, it is simple when you follow the steps. Now, you try a few.

Instructions: Divide the following problems. Use the four steps. Reduce the - answers where necessary.

411

ft.
 4~~~1* S . S -I . . *- -- ..

Fractions

Activity Sheet 19A, Continued -~ Dividing Mixed Numbers by *

Mi xed Numbers Name____________________

*11

2. 1 1 -12. 7 11 45 7 7

32 t 13. 2 ~ 1 34 8

4. 4~ 31 14. 10~ 3 -

2 810

3-2

5. 2 t 31 15. 21 31 10- 8 4

6. 6 15 16. 6 ! 86

7. 4 2 1 - 17. 310

22

3 9

80. 4 3 2 3 =20 2 4 =

#41
Fractions

Activity Sheet 20A

* Converting Fractions to Decimals

Name __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

To convert fractions to decimals, you divide the denominator into the

numerator like you did in Activity Sheet 5A. Then you round off the answer

if the decimal number gets too long.

3 Example: Convert into a decimal.

8/ 3 (1) First, turn the fraction into a

division problem like you did in * .. Activity Sheet 5A.

(2) Next, put a decimal point to the right

4- of the number under the division sign 8/ 3.(which was the numerator of the decimal).

Put another decimal point exactly above

it, on top of the division sign.

8/ 3.000 (3) Put some 0's after the numerator.

This makes it easier to divide.

.375 (4) Divide. Use long division. Make sure

8/ 3.000 you line up your answers correctly.

2 4 When you are through dividing, the

60 answer above the line is a decimal.

56 It means the same thing as the fraction

a40 you started with.

40

Sometimes, when you try to turn a fraction into a decimal, you find out you

could keep on dividing forever. Look at this problem:

7

-T 11/7

11/ 7.000

'~ 636363

11/ 7.000000

6 6 Even after doing this many

40 steps, you still have a remainder.

33 You will always have a remainder.

70 If you kept dividing until your

66 numbers reached all the way around

40 Fort Ord, you would still have a

33 remainder.

70

4 66

4. 33

-7

413
Fractions

Activity Sheet 20A , Continued

Converting Fractions to Decimals Name_____________________

* So, you round your answer. This means you cut it off at a sensible place.

Many people like to cut off a decimal after three places. This means there

are three digits to the right of the decimal point.

In order to round a decimal, divide it out to one more place than you want.

Then "round" the answer.

.6363

* 11/ 7.0000

66 Divide to four places

33

66

Round to three places. If the

.6363 last number is 4 or less, just

drop it. If the last number is 4' 5 ot more (5,6,7,8, or 9), then

.636 drop it, but add one to the

next number to the left.

Here are some rounded decimals.

.3487 *~ .349 Round yk to .349

.2824 .282 Round down to .282

4 .8493 L.?.849 Round down to .849

.7275 .728 Round to .728

Now, look at this example:

Convert 4 1 ito a decimal. 9

4 1 37.= - 9/ 37 (1) Make the problem into a

9 9 division problem.

9/ 37.0000 (2) Add decimals and zeros.

4. 1111

9/ 37.0000

36 (3) Divide. Go to four places.

- 9

10 (4) Round the answer to three places.

9

1o 4.1111-. 4.111

1 9

-To It is easy if you follow all the steps.

4 -9

a 414
P. 10

Fractions

Activity Sheet 20A ,Continued

Converting Fractions to Decimals Name___ __________________

Instructions: Change these fractions into decimals. Round off to three places

w~hen necessary. Do your work on scratch paper but keep it to show to the peer

tutor and teacher.

2. 12.

3. 113. L 4 1

4. 1= 14.-

1 15.-

10 6

6. 16.

100

7. 1 17. A 1000 9

8. 3 18-

8. 18.

3- 9. -19. 7

20 20.

415
Check Sheet

Fractions (Continued)

* Activity Sheet IA

What is a Fraction? Name ____________________

ANSWERS

* ~3. L

1

3. 4

4.

3 - -4. 16

.5.- -

What fraction of

window panes are 5

broken? 5 12

6. 7

SWhat fraction got 5

volunteered for 7. 12

8.

What fraction of trucks4

*are camouflage painted? 8. TT

What fraction of these 9. 4 2ror o

(marked with a T)? -o r-o

416
Check Sheet ___ Fractions (Continued)

2.4 Activity Sheet IA

What is a Fraction? Name _____________________

1.What fraction of the 9

men are carrying rifles? 10. 13

.41
CHECK SHEET

Fractions (Continued)

Activity Sheet 2A

Types of Fractions Name

Proper Improper Mixed Proper Improper Mixed

2 0 0 0

+2. 2 12 7

3. 5 1 . 14

4. 12o m14. 1o-0m

II - I

. u m . o 

3 0 1. 0 4 0

7. 3 1 . 9

7- 0 0 2. 1 F 0

p% .'4

5 16

10. 5 93 5.2 B B 0 15 BE I

'.418

' 6.: ! . . I iU i - ElU B
Fractlons CHECK SHEET(Continued)

Activity Sheet 3A

Changing Mixed Numbers to Fractions

. 2 17 9 43 47

3 3~ 11

2.3 *2. 35 236 

0. 86 8

.- 833 3 27

48 11. 62- -

4. 6 16 57 1T0 To 12. 8 7

5 23

5. 2 9 - 23 2 59 -13. 19 23

3

6. 5 23 14. 23

4 14. 2I 2

3 593= 21

7. 73 t 59 15. 572 - 231

4 4

1 28

8. 31- 2

419
Check Sheet

Fractions

*Activity Sheet 4A

* .*Reducing Proper Fractions Name

In this lesson you will learn to reduce fractions. You do this by dividing numbers into the numerator (top number) and denominator (bottom number)

of a fraction. This produces a fraction that is in its simplest form.

Reducing proper fractions takes some judgment. You start with 2 and try numbers (2, 3, 4, 5, etc.) until you find a number that will divide into both

the numerator and denominator evenly. You keep doing that until you can't do

it any more. At that point the fraction is reduced.

Examples:

1. 5 5 5.l

5 1.0 5 - because 5 5 = 1 and 10 5 : 2

2. 2. 5 O 50 5 5 5 - 1I

40 40 4 10 10 5 2 2 t 2

200 200 4 50 5 0 10 2 5

You may have to divide several times until you can't divide any more numbers

into both halves of the fraction.

Instructionst Reduce these fractions. Write out all of your steps.

6 4.-9 _-l

2 27

2. 15 5.18 .1 - 2

~4 3. 3. 14 : 6. 6 14 28 2

1

420

.-. .- .. - .... . .,..
CHECK SHEET

Fractions

Activity Sheet 4A, Continued 96ducing Proper Fractions Name

7 8 2 28. 15. 62

233

<,

S 22 11l 8. 22 1- 2330 16. 18 3

5

30 5 17.I13 9. T6 : 17. 39

1 0 21. 7

10. 32 1 18. 7 9

%,i I. T- T9 19. T- TII

1 .32 16 19B1 - 9

4fg

-12 5 18_ _I 512. - 20. 72L = 9

13. 9 1

14. 8 1

T6.

421

2-".,
CHECK SHEET

Fractions

Activity Sheet 5A, Continued

Reducing Improper Fractions Name

,' %

3.13.WE

'.4'

+-+4+ . m E 14 +. n

5.15~E

6.L~F W 16.fE 1

b.4.

7.ER 17.LE L

8. 18. El El

o. 1. WEEN m

42

+ -6 .-. 

~422

i

L

+ .• .. • ., .. "... .1% .. .. .,.-."w+. % "- -. %.'-. -"- - " . ". ' ,, • . " '.L'. , " "-"- -"--'%. + " - " " "--.9
"* 1 F- W. - -Z P. l r . P..Wr 

CHECK SHEET

Fractions

Activity Sheet 6A, Continued Name Finding Common Denominators

2 1 1 2

1 + "6 8 6 II.1 3 8

8 + 3 6 + 27 16

12 12 48

1 1 4 3 5 3 2, +7 7. - II 12. -- 5

42 

7 + 

42 

6 44 77 21 77 25 21 35 35

+ 3 8 27 4

3. -+ 8. T - . 13. 7 +

7 + 15 24 22 5 35 33• 33 35 + 32 4-0 40

1 1 5 6

2 + 9 + 2 7 9. - 7 14. + IT 3+235 + 6 222 +63

4,W-2 42 99 99

1 1 3 3 5. T + 1 0. 1. 4-- +45

2 10 15 12 16 25 20 O N 20 +20

423

% % t- -
CHECK SHEET

Fractions

Activity Sheet 6A, Continued

Finding Common Denominators

16. - + 6

52 + 42

9T 91

17. 1 +

3 8

8 +21

24

18. 4 5

9 II

44 + 45

99 99

19. + 2

. 35 + 40 '.O0 1O0

20. 7 + 2

.,56 + 27

72 72

424

• " " " ," ' o " ,"," " - '""""*"''""""' , '...'' "' '' . ,-.' -. . . . "-'- , . . .. .- +- . ' . - " '-"
Check Sheet

Fractions

Activity Sheet 7A Name

Adding Fractions With Common Denominators

btoIn this lesson you will learn to add fractions that have the same

bottom number (denominator).

Adding fractions with common denominators is very easy. All you have

to do is add the top numbers together to get the new numerator (top number).

The answer's denominator is the same bottom number as the fractions in the

problem.

Adding top numbers

Q -Remember to reduce the Examples:I + answer fraction like 3 3 1 you did in Activity

., Using same bottom Sheets 4A and 5A.

number

1 + 5

6 6 6

3 7 10 1

16 + 23 39 13

42

Instructions: Add up these fractions and reduce the answer to its simplest form.

If you have trouble with reducing the answer, look at Activity Sheets 4A and 5A.

1. 12 + 9 3. + - 9 16

13. + = 5. 2- + -3

1 8_

13 1 2__

23

2. 3 + 4. + 6 +

8 8 7 7 .

.4% 'VJ

" , 425

a', ' • , " ." ,",,,w - . ., " " '," . " . ., " ," -. " " " " .-" " * -" " • - ' . -", " . . " . .' • .•• . . .'"S' - -• .. ". . .'
CHECK SHEET

" Fractions

Activity Sheet 7A, Continued Name

Adding Fractions with Common Denominators

7. 10 + 4 25 + 8 17 II 12. 83 3 17. 25 + 2 25 25

9

10 I 1 LO 3

83 1 25

% 8.1 + 51 16 + 1 5

11W9 II + 13.j- 19 18. 42 42

3 9 1 11 1 i-39 

9. T5 

14 13 27 41 16 9 + 14. - + 19. + 53

4 1L, 25

547 553

1O. 12 + 1 15. 42 5-T 51 + 5 65 + 5 51 20. - + 100

1T7 -4 16

5T

I1 21 + 35 = 16. + - = 75 75 26 26

56 6

113

426

4-.- " .v-..............................-.--......"-..-....-.-.--....-. . .-... . ... .. . • . -.-.. .. ,..-...,...-,.. ",. % I V . ~ * S S S 5 - . * . . . . . 5 . . . . - ' i ~ ~ i . . A . ~
Check Sheet

Fractions

Activity Sheet BA, Continued

Adding Fractions with Name

Different Denominators

1. 6.+1 2 1 2 3 7 21

1 1 _1l

2. + l_ : 3 7. + 1 28

2 4 7 8

31 1 7 8. + 9

3 4 12 5 4 20

+8 9 1 1 2

1+ 10. .1+1 13 2 4 9 36

427

• ;;' " ' . - ' 1 > *:"-';> . *-* -.*,. ****-/ " . '*.. " " " "-"- . - - ' "."."-"-'" "*"" ' .' ""
Check Sheet

Fractions

Activity Sheet 8A, Continued

Adding Fractions with

Different Denominators Name

. 1 + 1 14 16. + 22

5 3 = 5 5 9 45

12. 3 + 1 7 17. 1+

3 2 1 5 15

13. + 2 18. + 1 31 8 3 247 8 9

" 14. - + - = 21 19. 7 + 1 41-6

14.6 + 5 - 2i 30 19- 9 7 -64

.

15. + 46 7 8 15 9 + 63 20. 8 +2= 7-

a428

i 428

pw*-
; 

CHECK SHEET

Fractions

Activity Sheet 9A, Continued

Adding Mixed Numbers Name

Instructions: Add up these problems. Add the fractions first. Then, add the

whole numbers. You may have to find common denominators. Then you reduce

the fractions answer to its simplest terms. Last, add the whole numbers answer

and the fractions answer together.

3 6...

Example: 2-1 + 47 -

2+ = 6 3 3 x 7 + 8 x 6 _ 21 48 69 = 3

8 7 8 x 7 8 x 7 56 + 56 56

6+113 7 13

56 56

+ 1 2 5. 1 + 1 312

1 2. 3 6 3 12

2. + 1 2 7 6. 1 + Z 3 9 3 12 + 1 40

1 + 21 7. 4 - + 7 - 7

'S.

8 6 24 7

4.13 + 5 32 8. 3 1 + 5 8 L8

7 5 77 : 7-7

t* .A
CHECK SHEET

Fractions

Activity Sheet 9A, Continued

Adding Mixed Numbers Name

. -9. 17 7- + 2 9 2023 70 15. 10 72 + 12 22 14

10. 6-Z + 9 13 16L 16. 147 + 18Z 33 1014 35 56 1 94+ 45

] 'n

4 + 5 17. 22 + 7 307

3 1547 16 3 110

C 

12. 

'4 

8 4 + 8 - = 17- 18. 15 + 19 35 36 10 4

13. 72 + 51 12 13 19. 2_7 + 55 = 8

--.., 515 35

14. 11 + 6 = 18 2 20, 1381 + 116 254-11 14. '9 5 3 8 24

II 430

k ; 

--
Check Sheet

Fractions

Activity Sheet lOA Name

Subtracting Fractions with Common Denominators

In this lesson you will learn to subtract fractions that have the same

bottom number (denominator).

Subtracting fractions with common denominators (bottom numbers) is very

easy. All you have to do is subtract the top numbers (numerators) of each

fraction from each other to get the answer's numerator. To get the answer's

denominator you just use the same .bottom number as the fractions in the problem.

Example: 2 l 12- l = 3 3 3 3

Subtracting top numbers 7 - 3 = 5

8 8 8 8

Using the same bottom numbers

If your answer can be reduced, remember to reduce it.

5 1 5-1I = 4 2

6 6 6 6 3

Instructions: Do subtraction on the problems. If necessary, reduce the answer

to its simplest form. If you have trouble reducing the answer, look at Fractions

Activity Sheet 4A.

l. 4 3 1 3.5 3 1 5l 5 4 1

• 77 7 "88 4 5"0T -0 1O --0

7 2. 54 12 9 3 9 5 4

4. 13 13 TT 6. l-T 1 1

431

. . . . . .
.. Check Sheet

Fractions

Activity Sheet IA, Continued Name__

.* Subtracting Fractions with Common Denominators

2 2 7825 _ 53 I 7 l O 7 .

7. A A- 12. 2- 2 - 73 .117 110-T T 7

5 5 5 213 3 213 2 5 1T~ 5*

8 L 6 9=7 1342 25 1 166 97 23

3 23 119 '119 8. 7=5 7 53251

12 9 14. 112 16 - 96 19. 476 75 7

Zj7 T~7 17 193 193 193 476 47 -

0.14 12 _2 1.~ 83 -44 392.65 3 5. -5 15 296 296 296 20. -1- 1 o 10

35 21 _ 14 16. 521 291 115

75 75 75 - 842 ,T

432
_______________rfl- C rC C

Fractions

Activity Sheet 11A

Subtracting Fractions with Name _____________________

Different Denominators

This activity will teach you to subtract fractions that have different bottom numbers (denominators). The first and most important step

is to find common denominators for each problem. If you don't know how to

find commnon denominators, see Activity Sheet 10A.

When your fractions have common denominators, then (as described in

Fraction Activity Sheet 104, you subtract the numerators to get the answer's

* numerator. For the answer's derr6minator, use the same denominator as the

rest of the fractions in the problem. For example:

3 2 3- 2 - 1

6 6 6 6

'4Now, in some cases you will need to reduce the answer. If you don't

know how to reduce fractions, see Activity Sheet 4A.

Instructions: Subtract the fractions in each problem from each other and

reduce the answers where necessary. Remember to find the common denominators

first.

Examples:

1. 1 - 1x8 1 x4 - 8 4 4 1

1.8 4x 8 8 x4 32 32 32 8

2. 1 11 x 6 1 x 5 6 5 1

2. 6 5x6 - 6x5 TO TO -0

T 221

.44

433
Check Sheet

Fractions

Activity Sheet VIA, Continued

Subtracting Fractions with Name -'- Different Denominators

S. 1 1 10. 5

6 ~4 936

.,

1 1 4 II 3 1 4

" 1135 2 1 

"-! 72-8 12. 8

6 13. .3 7

To 3 2 24

7 1 - 1 3 6 5 T

434

• .f mr- "
T. . . F - . - - . - ,~ L- - - *Lo,-_.o.. .-. .. ; .. o. - . .. - -- - . . ,-

Check Sheet

Fractions Activity Sheet 11A, Continued

Subtracting Fractions with Name

Different Denominators

1.4 2 10 7 6 1! 15. - 63 19. -56

45

48 3 _13 9 8 _l' 16.9-5 .10 9

17. 2 1 1

5 -15

18.3

2I

435

- ... ,. . ., , , ,. , -o ,'-. ,
CHECK SHEET

Fractions

Activity Sheet 12A, Continued

Subtracting Mixed Numbers Name 4o,

1. 7. 7 38

-1

2 9

- 3 29

6 3- 72

2. 1 3 1

1 11

~~3. 1 5 393

3 6. 9. 172 - = 14 7

313

8

11 10. 9L-- 6 - 3 5

2414 8 56

4. 31

-5 4.2- 13 511. 5 . - 4 . 1 3-

2 7 5 30

17

35 12. 9 4 _ 83 25

9 4 36

2 5. 3 2

13

.,- 1 3 13. 10

4 7

11 919 

1 H 2

. 11

6. l1 - 1 14 8 5 40 i4

436
CekSheet

Fractions

Activity Sheet 12A, Continued

Subtracting MxdNumbers Name ________________________________

14. 7 1 18. 11

5 5

3 11

15 555

15. 18- 7 19. 55 A - 27 - 27 L 9 7 5 35

-14 2

5

45. 20. 138 8-1 8 116 319 21 L92

16. 22 L

12

74

1529 132

4.17. 1914

-15 9

10

43
CHECK SHEET

Fractions (Continued)

Activity Sheet 13A

CancelI ing N ame

1 . 2l l 4 121 -1 1 9 2 3 I T x 16 T X4

2. .-'.' 5 - x 5 - = T X 1 1 15 128 1 4 - 12. --" x 7 -5 = T X T

3. 2 -x 9 TX 1 x-- 3 " 13 45 45 x L 17 75 : 5 x T

1

3 10 1 14 23 131 1 4 8- 36 x 2 14. x 11 3 x

4 12 15.46 6 23 1

36 o- 6 5

6. 6 6 3 6 12 9 3 3

- .TT : 1 T 7 1 6 . 2 x x

1 1 1 13 2 1 1

7 lTx T = T- 17. x 2 23

13 21 1 3 14 10 l 1

8. x =xI- x 18.30 x 2 8x

25 52 1 2 25 1 1

6 25 1 5 21 16T7 R 4

10. 6- x 3 1x6 6 20. x 7 - = x OR x

4/.

43

438 9
Check Sheet

Fractions

Activity Sheet 14A

Multiplying Fractions Times Fractions Name

In this lesson you will learn how to multiply fractions times fractions.

1 2=

You do this in two steps. First, multiply the numerators times each

other; then, multiply the denominators times each other.

1 2 1x2 _ 2 Thenreduce 2-2 1

2 x 3 6 6 2 3

Multiplying the numerators and multiplying the denominators are two

separate problems. They give you the new numerator and the new denominator.

* Instructions: Multiply these problems and reduce the answers if necessary.

Examples: 3 7 3x7 21

(a) tx 4 x 8 32

- (b) 3 x 3x6 18 2

9 7 9 x 7 63 7 (reduced)

(c 2 3 2x3 6

5 5 5x5x 

1. 1 1 _1 5. 3 2 2

4 .x 5 9 5

2. x 6. x 2 1

2,11 3 4 o6- 420

3_ . x 7 . x

2 3 8 4

4. 1 x2 ..2 B. x 25

5- T 7- 6 7 'U

439

°.4 ' . - - . -
caw-.u -f- f.. 79

Check Sheet

Fractions (Continued)

Activity Sheet 14A

Multiplying Fractions Times Fractions Name

8 ] 

. 2 5 1 -

9. x 15.

3 3 10 9 3 4 1 0 -40 _16.

1 x 4_ 17. x

'qI, 7 9 - 63 3 x4- 2

12. 5 x 4 18. x 5 1T 5 8 4-7

3.6 7 14

14. 5 3 3 20. 5 x 6 15

1 1 14 7 49

4

440

~ - .r *~ * . - < . * .. , ..
:*..

Check Sheet

Fractions

Activity Sheet 15A

Multiplying Whole Numbers

Times Fractions Name

In this lesson you will learn to multiply whole numbers times fractions.

For instance, 2 x i . 3

This is very simple. All you have to do is multiply the whole number times the

numerator (top number)of the fracti-on.

x' l23l '". 2x 3 -3

Then put the answer over the denominator (bottom number.) You have your answer.

Look at these:

4 x 4 x 1 4 2= 5 x 2 10 1 3 4x 5 5 7 7 7 7

Notice that you can

sometimes reduce your

answer. To find out

how to reduce, seeActivity Sheets 4A and 5A.

Instructions: Multiply the whole number times the fraction in each problem

below. Reduce the answers if you need to.

Example: 7 - 7 3 1 : 2

1. 5x1 4. = 5 36

-4.= 4 6 T1 5 2. 7x = 1 5. 3 x T-5 1

3. 4x 1 6. 2 x

T 24

441

N
Check Sheet

Fractions (Continued)

Activity Sheet 15A

Multiplying Whole Numbers Times Fractions Name

14 81

7. 9 x4-- =3 14. II x-j4- 6iV6

8. 8 x. 6 2 15. 17 x-5 2

3017

9. 10 x 30 3 16. 21 x L 19 i8 6

10. 7 x 3 = 21 17. 16 xl 33

1 = 2-0- 14 7

6 = 8 18 5x 3 11. 5x - T = 2TT 1 5 = 3

4

12. 4 x Z 319 x 12

416 13 6 x 1 20. 112 x 85 3

442

'm . "-'.a ..' ' -.-.''''' - .. .". - . -" ' ' " . ," ." . .°"'4"- " , '" "" ''"1"1. ' ".". . "" " - ,._' - - ,, , .. ., .. .-, - . . , . ,. . -.. -. - .. - , . - 2 1,- .- ; .. 3, . . - , . - - , - - , .
Check Sheet

Fractions

Activity Sheet 16A

Multiplying Mixed Numbers Name ___________________

This activity will teach you to multiply mixed numbers times each other.

1 2

The trick here is to change the mixed numbers into fractions. You learned * .how to do that in Activity Sheet 3A.

Look at this problem:

211

3 2

First, change the fractions to mixed numbers.

7 x 9

3 2 because 2 x 3=6 plus 1=7, and

4 x 2 =8 plus 1=9.

Next, multiply the two fractions together, like you learned in Activity Sheet 15A.

=7x 3 2 63 because 7 x 9 63 and

T 3 x= - 3 x 2 =6.

Last, you need to reduce the fraction. Turn it into a mixed number, like you

learned in Activity Sheets 4A and 5A.

6 6 6 636 0 101

60 6 2

03 because63 6-10 6 and- =

6 6 6

3

Instructions: Multiply thse mixed numbers. Follow the steps outlined above.

Reduce the answers where necessary.

1. I x 22 31 3. 2 1 x 1 2 3

2. 1 1 1 5 14 2 1-1 x 3-1 =4 1

5 26 2 1

443
CHECK SHEET

Fractions

Activity Sheet 16A, Continued

Multiplying Mixed Numbers Name

5. 22 x 3 8- LT13. 4- x 2 -10 -

9 4 5 2 15 18

6. 4.?. x 1 = 6 627 214. x 1 - 8

7. 2 3 12x 1 15. 2 x 2 3 = 71

1 2

B. I- x 31- : 4 16. 12 - x 15- 190

2 5 2 4 0 8 

9. 5 2 x 2 14 17. 11 80 x 17 1

10 x 3 87_9 51 _5 31x0- 40 8g 18. 5 - x 4 4 2 6

11. 23 x 4 5 19. 3 5 6 23-1 5 351 x 67 = 9

12. 72 x 31 9 2 20. 2- x 4- : 12 2 3 9 9 27

444

4. ",..'.'.-.*..'. .. 4**. - . *. 4 

" -: ~ . - . - . . . 4 . . . - . -" 4.. " " " ..""" " " ." """ ' "" 44 
Check Sheet

Fractions

Activity Sheet 16A, Continued

Multiplying Mixed Numbers Name

5. 217x 3 13. 4 -x 2 L5 = 10 L0 5. 2 x 3. =8134-

9 45 12 3 10

6. 4 x 1 . = 6T5 14. 6 x - = 8 L 3 8 Ti2 6 T 10 110

7. 2IIx310 15. 2 x 2 7

12 =4 16. 12 x 15 184 29

32 =4 12 11 4 29 8. l x 16. 8- 4 = 3

. x 2 14 L 17. II x 17 - = 207 1

40 1 3 4 72

10. 4 x 2 = 10 -18. 5 x 4 2

11. 2 3 x 4 1 13 l11. 6 23L .T 5 474

q

1.10 20. 2 x 4 = 12 2-

12. 77 2 ~ 23 211 202-449 9 27

-=I 445
Check Sheet

Fractions

Activity Sheet 17A

Dividing Fractions by Fractions Name _________________

In this activity you will lIearn how to divide one fraction by another.

Dividing fractions is the same as multiplying fractions except for one

important step. First, you turn tje second fraction in the problem upside down

before you multiply.

11

3 2 (Second fraction turned

upside down and problem

1 2 sign changed to multiply)

XT

You always turn the second fraction upside down before you multiply. That

is the only difference between dividing fractions and multiplying fractions.

When you have completed that step, you just multiply the numerators times each

other, and the denominators times each other, just as you did in Activity

Sheet 15A on multiplying fractions.

9., Here is the whole process at step at a time:

(1(1 Turn the second fraction upside down.

(2) 1 x (2) Change the ign to multiply.

() 1 x 4 -4

() 3 x 1 - (3) Multiply numerators and denominators.

(4) _ = l1 (4) Reduce the answer if necessary.

*Instructions: Divide these fraction problems. Reduce the answers where necessary.

Remember the steps you just learned.

3.3

2. 1 z 2 4.1

*2 ?4 4 4

446
Check Sheet

Fractions

Activity Sheet 17A, Continued - Dividing Fractions by Fractions Name

5. - " 2 13. 6 25

S4 2

6. 1 4 14 .2 5

7 5i1 89.. 1

•~ 1 27. T 1 5 9 8 3 5 _Ll327

8. 1 2 16. 2 1 l .. 4 5 3 5

1 1 3 7. 6 _ g" " " 3 " 8 " 7 48

10. . 18. 8 4

43 3 89

3.1 1 A 19. 9 8 1 11. 9 5 T1 9 80

12. 3 1 6 20. 3 1 -1

7 6 7

447

' " :-,: - ' " * -: ; . *. - ',, " -- - .: " " " .. "- " ' ' ' " , ' , ' ' - - e ' - , - ' -
,,' 4 - .... Che CE h e "" .... ".. .. . ."..."-.. . . ..

4 Fractions

* Activity Sheet 18A , Continued

Dividing Whole Numbers by Fractions or

Fractions by Whole Numbers Name

1. 5 . 5 6 91 "5 1 25 6 1 =

1 7" 2. 7 7= 49 12. -4 7 4 7 9 36

1 1"" 3. 4 16 13. 6 L 19

41

17 17 3

4. 6 14. - 11 3

121

5 93 6 5. 3 4 T 15. 17 -6T7 48"

6. 2 L 12 = 4 16. L7 21 : 17

6 i8 378

7.9 14 27 9 32 . 9 14 = 27 T 17. 16 " - 742

14 33

8. 6 8 1 4 3

27 1 4 20 

100 13 9. * 1 10 = 3 19. 72- 7 =432

10. 7 3 23 1 20. 16 112 11 3 12T47

448

. . . * % % .. . * ., " .. ' .-.. -... ~. . * .Q. " [ ': d m" : n" ' i . -* "
.- CHECK SHEET - • Fractions

Activity Sheet 19A, Continued

Dividing Mixed Numbers by '"',

Mixed Numbers Name

l 1 l l 41 4 _ l 5

1. 11 2~ 11. 4 2~ 1 3 3 7 12 12 28

2. 1 , 1 - 1 12. 7 2 1

4 5 2477

3. 2 1 1 l 2- j- 13. 2 41 2 5 3 2548

4 41 1 2 4 31. 3 2 2 7 8 10 44

5 2 13 3 5. 2 3 16 15. 2 3 1 - 19

5 4 26

6. 2 + 1 15 2 16. 6 6 = 1 6 15 2 1122

7 A2 .2 -3 9 l7 1l0 13 7. 4 ) 1 - T 17. 3 1 0 - 213

3, 9 11 4 2 21

8. 5 3 2 5 2I 18. 16k- 41 - 15 1.1

9. 1 3 2 11 ~ TT - 9f 1 . 11 ~7 11

3~ ~ 9 2

10. 4 -T 2 2 3 20. 2 4 _ = 25 10 46 9 9 4T

449
rW7J 777.r.-

CHECK SHEET

Fractions

Activity Sheet 20A, Continued

Converting Fractions to Decimals Name

Instructions: Change these fractions into decimals. Round off to three places

when necessary. Do your work on scrat, h paper but keep it to show to the peer

tutor and teacher.

1. = 50 or .5 . 2 = o4or .4 2 5

S2. l .333 12. .375

2. = .2 .375

3. 1 - .25 1 1 1 :.063

4 16

4. 1 = .20 or .2 14. 3 4?

7-

5. TO : .10 or .1 15. .833

6. 1 16. Z = .875

.4J

7. 1000 .001 17. = .444

8. 3 :.75 18. 2 .182

4 II

37 9. 3 .60 or .6 19. = .538

4.

10. = .667 20. = .548

445

~450

]. , ,, '-,.t ¢. ' r -'/ .. .,-, , 4 - .. .- , , ... - o , , , - _ _. -
S/ Name

MODULE PREVIEW/REVIEW

DECIMALS

Instructions: Use scratch paper to do the problems below. Then choose the

correct answer from the four choices. Mark the letter of the correct answer

•; on your answer sheet.

Example: .23 a 23 1

(a) (c) a b c d

23

(b 100 (d)23 (b) 230 100

If a problem is too hard, skip over it and come back to it later on.

.416 : 416. 7. .6502 - .39754 = 4100 (c)1.00

(a)l( 0 00 (a) .25266 (c) .332 2

10 (b) 2.5266 (d) 3.3252

(b) (d)10

& ( eo 416 10

.- 17 8. 14 - .00731 :

2. 1000 (a) 14.731 (c) 14.00731

(a) .0017 (c) .17 (b) 13.99269 (d) 13.731

(b) .017 (d) 1.7

9. 4.11 - 1.52 -

3. .698 + .735 + .71 = (a) 3.958 (c) .259

(a) 1.504 (c) 218.3 (b) 2.59 (d) 5.63

(b) 15.041 (d) 2.143

10. .25

4. 13 + .78 + 54 + .6207 + 19 = x .7

(a) 32.6339 (c) 86.6261 (a) 175 (d)175

(b) .6371 (d) 87.4007 (b) 1.75 (d).175

5. 6.148 + 22.110195 + 7.2 + 5.7 + 3 11. .248

x .65

(a) 4415.8195 (c) 44:158195 (a) 16.120 (c) 1.6120

(b) 2211.6475 (d) 22.116475 (b) .16120 (d) .016120

6. .725 -. 49 12. .18

(a) .235 (c) 6.76 x(a) 126 (c) 1.26

(b) .676 (d) .4175 (b) 12.6 (d) .126

451

.1 " " " " - " " • N . . . ." . .s '
Module Preview/Review Name_________________

Decimals (Continued)

13. 17.4 14. 1.42

x .07 x .64

(a) .1218 (c) 121.8 (a) 90.88 (c) .9088

(b) 1.218 (d) 12.18 (b) .09088 (d) 9.088

IN THE PROBLEMS BELOW, REMEMBER 10 ROUND YOUR ANSWER TO THREE DECIMAL PLACES.

*15. .7 i .63 =18. .654 75

(a) 1.111 (c) 9.0 (a) 114.679 (c) .009

(b) .9 (d) 11.11 (b) .008 (d) .087

16. .148 .. 723 =19. 7.8 5.3 =

(a) .204 (c) .107 (a) .679 (c) 41.34

(b) 4.885 (d) .205 (b) 1.472 (d) 14.717

17. 276 .45 = 20. 6.331 .i 63.1 =

(a) 613.333 (c) .002 (a) .100 Cc) 1.003

(b) .016 (d) 6.133 (h) 9.967 (d) .101

452
Answer Sheet

Module Preview/Review

Decimals Name

a b c d a b c d

I. 11 111. I l 1

a b C da b d

2. 12.

a b c d a b c d

3. I I II 1 1 13.

a b c d a b c d

1- 14. I

a b c d a b c d

1- 15.

a b c d a b c d

5. Ii i I 16. I I H

a b c d a b c d 7. 1 17. i 1 1 1

7. i a b c I d i 17. a I b I

c d

a b c d a b c d

8. II 11 19. I

a b c d a b c d

10. II 20. I I

453
nECIMALS PREVIEW/REVIEW

ANSWER KEY & DIAGNOSTIC

IF WRONG, IF WRONG,

a b C d ASSIGN: a b c d ASSIGN:

* . U II II 1I II . I 11 8

a b c d a b c d 2. I II I~ l 12. ii m II

a b c d a b c d

.2 1 N 13. 1l

4. a b c d a b c d 14. 10

a b c d a b c d

. II IH I H 4 15. II . 11

a b c d a b c d

6. g I II II II16.jj II II I l

a b c d a b c d

II H 5 17. I 111112

a b c d a b c d

8.111 6 1 1111 12

a c d a b C d

9. III 1 . 13

a b c d a b c d

10. II II II 8I 7 9 I H1 H1 II 13-

-ft . t 0-. II II II4 I! . II.. I I .I . .

-- t * *f tV W V .... f .~ . ft . . .. * .. . . . .
W-4 -pj 3 '7 .- 5. V .

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

MODULE RECORD SHEET

DECIMALS

OBJECTIVE: Use addition, subtraction, multiplication, and division to find

the correct answer for any problem with decimals.

SAMPLE TEST ITEMS:

1. 2.8 + .752 = a b c d

(a) 10.32 (c) 2.152 i i

(b).3.552 (d) 7.80

2. 9.45 t .83 = a b c d

(a) .088 (c) 11.386

(b) 7.844 (d) 1.139

INTRODUCTION TO DECIMALS:

Decimals are like fractions. They are parts of a whole. When you

*see a decimal point followed by some numbers, those numbers tell you what part

of a whole number you have. Many times, decimals are part of a larger number,

called a decimal mixed number. A decimal mixed number is one or more whole

numbers plus a part of a whole number.

These activity !sheets will show you how to add, subtract, multiply,

or divide decimals and decimal mixed numbers. Work through all the activity

sheets that have been circled below. You can check your own work using the check

sheets your teacher has shown you. If you have any questions, ask your teacher.

When you are through with all the activity sheets and are sure you understand

all the rules for decimals, ask to take the Decimals Review.

ACTIVITY SHEETS (Do those that are circled)

*1. Names of Decimal Places and Fractional Equivalents 1A lB

2. Adding Decimals to Decimals 2A 2B

3. Adding Decimals and Whole Numbers 3A 3B

4. Adding Decimals and Decimal Mixed Numbers 4A 4B

5. Subtracting Decimals from Decimals 5A 5B

6. Subtracting Decimals from Whole Numbers 6A 6B

7. Subtracting Decimals and Decimal Mixed Numbers 7A 7B

8. Multiplying Decimals Times Decimals 8A 8B

9. Multiplying Decimals and Whole Numbers 9A 9B

10. Multiplying Decimals and Mixec Numbers 10A lOB

11. Dividing Decimals Into Decimals 11A 1lB

12. Performing Division with Decimals and Whole Numbers 12A 12B

13. Dividing Mixed Decimals Into Each Other 13A 13B

455
Decimals

Activity Sheet 1A

Names of Decimal Places and

Fractional Equivalents Name

Decimals are a lot like fractions. They are parts of a whole. First,

we'll look at how to read decimal places. The table below shows what decimal

places look like.

HOW-DECIMALS ARE READ

Decimal What It Means Fraction

1

.1 One-Tenth

.01 One-Hundredth 1

.001 One-Thousandth 1,000

.0001 One Ten-Thousandth 10,00F

.00001 One-Hundred-Thousandth 10,00

.000001 One-Millionth 1

1,0003000-

You can see that every time you move the decimal point farther to the left, you

make a number that is ten times smaller than the one above it. Decimals are ways

of writing fractions that have multiples of ten in the denominator.

What if you have a number bigger than 1 in the numerator of your fraction?

How do you write this fraction ( ) as a decimal? This is easy. The number in * 10

the denominator tells you where to put the decimal point.

3

- . One decimal place (the tenths place).

The number in the numerator tells you what number to put after the decimal

point.

3

TO .3 Three pieces in the decimal tenths

place.

Here is another example. How would you write this fraction as a decimal?

197

1000

456

"'p . . ' ' . "-". . . . . '" .-. " - . " . '""' "" ' ".••'- . - "" ,., ''''' "."• ."." - . ... . ' - -" - .
Decimal s

Activity Sheet 1A (Continued)

* Names of Decimal Places and

Fractional Equivalents Name

1. First, figure out how many decimal places you have.

197 Three decimal places

100.000 . fortenths, hundredths, and thousandths)

2. Now, put your numerator .in the correct place. Move it as far to

the right as you can.

199-7 

I- 1000 . 1 9 7 197 pieces out of a thousand.

Here is one last example. How would you write this fraction as a decimal?

24

10,000

1. First, figure your decimal places.

VO 24 Tenths, hundredths, thousandths,

10,000--). and ten thousandths places.

2. Now, put in your numerator. Move it as far to the right as possible.

24 O,00 0 0 2 4 24 out of 10,000 pieces.

Remember to put in O's to fill the extra spaces.

You can turn this process around, too. You can turn decimals into fractions.

.64 64 because you have 64 pieces and your

4 00 decimal goes as far as the

hundredths place. 4,.. . 9

= 92 because you have 92 pieces and your .0092 10,000 decimal goes as far as the tenthousandths place.

457
. . * . .. . ' r. .. . K,. .- -, --- : - - . .. -- o W'..-. -< -- ' -- " - ; - - . W - -.. .- - .- - .-

Decimal s

Activity Sheet 1A (Continued)

Names of Decimal Places and

Fractional Equivalents Name

Instructions: Change the fractions below into decimals, and the decimals below into fractions. Remember to use the table if you get confused.

1. .17 11. .7648

2. .23 12. .0601

3. .416 13. .000067

4. .1 14. .00045

5. 1 15. .09001

10

6. 10 16. .040206

17 1.,00017 10,000 258

173 3891

8. 1,000,000 18. 00,000-

iii4381 57

;iI 9. lOD 019. 1O0:

10,000100

10. 965 89

1400,000 8TO

458
Decimal s

Activity Sheet 2A

Adding Decimals to Decimals Name___________________

Adding decimals is just like adding whole numbers except for one difference.

You line up the decimal points instead of the numbers.

*Example 1: Add .3 + .75 + .463 + .52 + .78476 + .7 + .4298.

Line up all the

decimal points '%S

.3 Now you add, just like

.75 you add whole-numbers. -:.463 You can add zeros to

.52 fill in the right side .78476 if it helps you keep

.7 your place.

.4298

3.94756

Example 2: Add .6 + .53 + .72 + .4.

.63 Add zeros if they

.72 help you keep your place.

.40

2.25

4..Instructions: Add up these decimal numbers. Don't forget to line up the

decimal points.

1. .2 + .4 + .6

2. .7 + .5 + .8

3. .4 + .9 + .11=

459

S.&
%7~~~~- oa %q. . 7 7 77

Decimal s

Activity Sheet 2A (Continued)

Adding Decimals to Decimals Name

4. .54 + .32 + .77 =

5. .49 + .26 + .725

6. .698 + .735 + .71 =

7. .6542 + .3891 + .153 =

8. .0106 + .02203 + .3101 =

9. .2481 + .4128 + .4261 =

10. .006102 + .000028 + .2132

460

" f ," I'', ' '., , , 2 "2€, c.'i ; '. ;,, .-'..'" ,2.','',-,'2., '.".''-- ,":." ..;. . -.. . .. '. .2." : . . - ".. ' .;. .'i ....'. . .-. '2
Dec imal1s

Activity Sheet 3A

/4 Adding Decimals and Whole Numbers Name _________________

Adding decimals and whole numbers is like adding whole numbers except

for two important differences; (1) you must line up the decimal points of the

decimal numbers, and (2) you must put all whole numbers to the left of thM line

of decimal points. The answer's decimal point must also line up with the rest

of the decimal points.

Example 1: Add 3 +..3 +.75+ 63 +.463+ 15

Line up 3.00 Line up decimal points. Now

4whole .3 you can add these up as you

numbers to .75 would a column of whole numbers.

the left of 63.00 You can add decimal points to

the line of .463 the whole numbers and zeros to

decimal 15.00 the right side to even it up

points. 82.513 if you want.

IExample 2: Add 12+ .76 +.44+ 156+ .5

12.00 Add decimals and

.76 zeroes if it helps you.

'.44 156.00

.50

169.70

Instructions: Add up these decimal and whole numbers. Don't forget to line up

the decimal points.

1. 93 +.46 + .71 +32 +.21=

2. .67 +. 56 +.421 +18 +227

3. 28 +.17 +93 +.444 +8=

461

* ... D *
.. 1. -°1

Decimal s

Activity Sheet 3A (Continued) Adding Decimals and Whole Numbers Name

4. .005+ 5+ 55+.1005+5+.0105

5. .71+68+ .438+ 7+ .53+.I =

6. 13 +.78+54+ .6207+ 19 =

7. 17+.432+23+.2+.5187

8. 6+14+8 +.22+ .195+ 48 + .519 =

9. 63+ 78+ .12+ .348+12+ .181

10. 811+64 +.14701+ .518+76+ .58365+18707+.2

462I

462w
Decimal s

Ativity Sheet 4A

Adding Decimals and Decimal

Mixed Numbers Name ___________________

Adding decimals and mixed numbers is like adding whole numbers except for

one difference: You line up the decimal points.

Example 1: Add 3.3 + . 75 + .463 +72. 52 +6.78476 + .7 + 1.4298

3.3

75 Now you add these up as

.463 if they were a column of

72.52whole numbers. You can

72.52add zeros to even up the

6.78476 right side of the numbers

1.429 if you wish.

85.94756

Example 2: Add 2.6 +17.53 +.72 +.4

2.60

17.53 Add zeros if you wish.

.72

4 0

21.25

Instructions: Add up these decimal and mixed numbers. Do not forget to line

up the decimal points.

1. 7.46 +4.32 + .57 +.93=

2. 53.71 + 122.46+ 1.7632=

3. 12.34 +5.678 +90.1234=

4. .321 + .0987 +65.43 +.21

463
Decimals

Activity Sheet 4A (Continued)

Adding Decimals and Decimal

Mixed Numbers Name__ ____________________

5. "16.17 +.251 + 1l.738 +.005

6. 11.00003 +2.110113i+523.10205

7. 648.915 +.76203 +13.7854

NJ8. .51 . 42 .71 +31+ 14.22

9. 6.148 +22.110195 +7. 2 +5. 7 +.3-

10. 438.11064 + 1.4 7.4005 +61 .7482 +5.1286 +.12 +.7658 1 7327

464
Dec imal1s

Activity Sheet 5A

Subtracting Decimals from Decimals Nam e_ _ _ _ _ _

Subtracting decimals from decimals is just like subtracting whole numbers

from each other except for one difference: you must line up the decimal points of all of the decimal numbers.

Examples: .72 - .46

1. -

.72 Notice that you borrow the same - .46 way as you do in regular

.26 subtraction.

2. .89- .46=

.89

-.46

.43

3. .17 -. 0516

.1700

.~.*..1184 

-.0516 In subtraction it isa good idea to put in

zeros to even up the right *4side. Ithelps yuto

4. .154 -. 03 =subtract.

.154

.030

.124

instructions: Subtract these decimal number problems. Remember to line up the decimal points and borrow where necessary.

1. .6- .2=

2. .7 -. 5

465
Decimnals,

Activity Sheet 5A (Continued)

Subtracting Decimals from Decimals Name _____________________________

3. .11 -. 09

4. .77-.54=

5. .725 -.49=

6. .71 - .698

7. .0106 - .00231 =

8. .6502 - .39754 =

9. .003101 - .001919

10. .7321 - .488

466

ezesk
Decimals,

S Activity Sheet 6A

Subtracting Decimals from Whole Numbers Name _________________

from each 

Subtracting decimals from whole numbers is like subtracting whole numbers

points of 

other except for two differences. First, you must line up the decimal 0

zeros after 

the decimal numbers (including the answer). Second, you must add the decimal point of the whole number to even it up with the decimal you are subtracting from it.

Examples:

1. 7 .54=

7.00 < Notice the zeros and decimal point -.54 added to the whole number so that

6.46 you can borrow and subtract. *1 2. 17 -.397

17.-000

- .397

16.603

*the 

Instructions: 

decimal points. 

Subtract these decimals and whole numbers. Remember to line up Put decimal points and zeros on the whole numbers. Remember to borrow if necessary.

1. 7-.32=

2. 2-.53=

3. 4-.67=

4. 5-.23=

467
Decimal s

Activity Sheet 6A (Continued)

Subtracting Decimals from Whole Numbers Name

5. 4- .58= 11. 13 - .487=

6. 65- .715= 12. 99 - .9876 =

7. 95 - .6817 = - 13. 49 - .001011 =

8. 14 - .00731 = 14. 1 - .99999 =

9. 175 - .1789 = 15. 15 - .2103 =

10. 38- .471=

46 8

-e . ~~ ~ ~ h I C
Dec imas s

Activity Sheet 7A

Subtracting Decimals and Decimal t-ixed Numbers Name______________________

Subtracting decimal and decimal mixed numbers is like subtracting whole numbers from each other with one difference: you must line up the decimal Points of all of the decimal numbers. This rule includes the answer.

Exampl es1. 35.72 -. 46=

35.72

- .46

*35.26 Notice that you borrow

the same way as you do

2. .98in 7.21 regular subtraction.

76.21

- 7.98

68.23

3. 4.18 -. 2756

In subtraction itis a 4.1800 <- good idea to ptin zeros - .2756 to even up the right and 3.9044 to have something to

subtract from.

Instructions: Subtract these decimal and mixed numbers. Remember to line up the decimal points and borrow where necessary.

1. 7.46 - .32 =

*2. 1.76 - .53 =

~ 3. 4.23 - 2.67

460

~*%*~~~*****~* -.. '- , -%.I*
Decimals

Activity Sheet 7A (Continued)

Subtracting Decimals and Decimal

Mixed Numbers Name

4. 5.43 - .23=

5. 4.11 - 1.52 =

6. 65.4376 - 8.7155 =

7. 95.4 - .6817 =

8. 14.06 - .00731

9. 175.1 - 166.1789 -

10. 38.54 - 6.471

44 7

9 _i

4 0I

.4J

,J

4 . . . . - . - . .. -.-
Decimal s

Activity Sheet 8A

Multiplying Decimals Times Decimals Name_____________________

In this lesson you will learn how to multiply decimals times decimals

and how to find the place where the decimal point goes in the answer.

Multiplying decimals is just like multiplying whole numbers with one

difference: you must find the correct spot for the decimal point in the answer.

Finding that spot is very simple. You count the numbers you are multiplying

to see how many total digits they have to the right of their decimal points.

When you have the total of digits, you go to the answer and count that same

number of digits from right to left:- Put the decimal point just to the left of

the last digit you counted in the answer.

Examples:

1. .2 1 digit to the right of the decimal point

x.2 + 1 digit to the right of the decimal point

.04 =2 digits to the right of the decimal point

2. .246 3 digits to the right of the decimal point

x .41 + 2 digits to the right of the decimal point

246

984

.10086 =5 digits to the right of the decimal point

3. .2815 4 digits to the right of the decimal point

x .436 + 3 digits to the right of the decimal point

16 89 0

8445

11260

727340 7digits tothe right ofthe decimal point

Instructions: Multiply these decimals together. Don't forget to count the

digits of the multipliers so you can put the answer's decimal point in the

correct place. Be sure to show your work.

.1. .1 3. .5

x.2 x.7

2. .2 4. .4

x.3 X.9

471
Decimal s

Activity Sheet 8A (Continued)

Multiplying Decimals Times Decimals Name ____________________

6. .12 14. .63

x .2 x. 45

7. .17 15. .248

x .3 x .65

S . .25 16. .84

x .7 x.66

x .4 x.753

10. .68 18. .8715

x .5 x .213

11. .47 19. .7199 *x .9 x.4444

12. .59 20. .371

x .3 x.402

472
Decimal s

Activity Sheet 9A

Multiplying Decimals and Whole Numbers Name __________________

In this lesson you will learn to multiply decimals and whole numbers

together.

Multiplying decimals and whole numbers is like multiplying whole numbers

*with one difference. You must put the decimal point in the correct place in the

answer. This is easy to do. Count from right to left to find the number of

digits to the right of the decimal points in the problem. Then, when you have the

answer, you count from right to leff, that same number of digits. Put the

decimal point in the answer just to the left of the last digit you counted.

Example:

1. 2 no digits to the right

x.2 + 1 digit to the right

.4 =one d.igit to the right

2. 22 no digits to the right

x.14 + 2 digits to the right of the decimal

88

-i ~~~ ~~22 ______________ __

3.08 =2 digits to the right of the decimal

Instructions: Multiply these whole numbers and decimals together. Remember to

count the digits to the right of the decimal points to get the number of decimal

places you need in your answer.

1. 1 4. .4

X.1 x 6

2. .5 5. 9

x 5 X.8

3. 7. 6. .3

x.3 x 8

473
K , Deci ma I s

Activity Sheet 9A (Continued) - Multiplying Decimals and Whole Numbers Name

~Name

7. 9 15. 99 x.5 x.99

8. 17 16. 114

x.4 x.23

9. 15 17. .175

x.7 x 41

10. 18 18. .813

x.7 x 929

11. .18

x 7 19. .479

x 252

12. 15

x.5

20. .643

x 294

13. 45

x.16

14. 52

I x.33

474
Dec imal s

Activity Sheet IDA

Multiplying Decimals and Mixed Numbers Name_________________

inl this lesson you will learn to multiply decimals and mixed numbers

together.

Multiplying decimals and mixed numbers is like multiplying whole numbers

with one difference. You must correctly place the decimal point in the answer. This is easily done by counting up all the places- to the right of all the decimal

points in the problem. Then, in the answer, you count from right to left. When you reach the total number of decimal places, put the decimal point to the left of the last digit you countedExamples:

1. 2.2 1 decimal place

x .3 +1I decimal place

% *.....66 =2 decimal places

2. 82.56 2 decimal places x .97 + 2 decimal places

80.0832 =4 decimal places

Instructions: Multiply these decimals and mixed numbers. Remember to count

the digits so you can put the decimal point in the correct place in the answer.

Show your work on a scratch paper.

1. 1.1 4. 6.5

xl X .8

2. 2.3 5. 7.7

x .5 x .7

3. 4.7 6. 14.3

x .8 x .4

475
uecira I s

Activity Sheet 1OA

IMultiplying Decimals and Mixed Numbers Name

7. 6.45 15. 86.81

"S x .7 x .76

8. 6.7

x.48 16. 58.31

x .29

9. 33.5

x .35

• 17. 48. 132

x .13

10o. 17.4

x .07

18. 8.254

. x .773

11. 3.01

x .25

19. "6.422

x .578

12. 8.50

x .66

20. 1.42

x .64

13. 83.4

x .49

5%

14. 74.22

x .22

476

q.". • .1. : . .:. ., : . ;- ,: - ..:- .z - ,. -;- > S > . > V C -.. > -> -;: . - ;.
Decimals Activity Sheet 11A

Dividing Decimals into Decimals Name

In this lesson you will learn to divide decimals into decimals.

Dividing decimals into decimals is just like dividing whole numbers with

one difference. You must find where the decimal point goes in the answer.

To figure out where the decimal point goes in the answer, do these steps:

Example: (1) .44 + .22 =

.22/.44 E - Change the problem to this form.

22. /.44 Move the decimal point of the first number

to the right as far as it will go.

22./4 4 . Move the decimal point of the second number

the same number of places as you did for

the first number.

22./44. - On the top of the line, put in a new decimal

point just above the decimal point that is

below the line.

2.

22./44. Now, just divide. In this example, the answer

44. is 2. "

0.

Here is another example:

(2) .784 i .32 =

.32/.784 -- Change the form.

32./.784 Move the decimal point of the first number .:Jas far to the right as it will go.

32./A 8.4 Move the decimal point of the second number

the same number of spaces to the right.

3' 32. /8-:.'4' Put in the new decimal point on top of the

line, just above the other decimal point.

" a 2.45

32./78.40< Divide. You may have to add zeros to this

64. number so you can divide all the way.

14.4

12.8

1.60

1.60

477

N! • -- " ." , . - - - . . . . . . .",. " .- . .." . .
ueci ma i s

Activity Sheet 11A

Dividing Decimals into Decimals Name ___________________

Instructions: Do these division problems. Remember to move the decimal points over. Round off your answers to three Places where necessary. Keep your scratch paper to show to the peer tutor or the teacher.

1. .2 +.4 =1. .11 .213

2. .7 .7 =12. .78 i .369 =

3. .9 4.3 =13. .94 4- .63

4. .12 .4 = 14. .999 .666 =

5. .72 .12 =15. .462 .215 =

6. .63 .7 = 16. .148 +.723 =

'a7. .7 i .63 = 17. .543 4.201 =

8. .45 t.6 = 18. .42 -- .7096 =

9. .5 .501 =19. .1058 -- .214

10. .016 s.08 =20. .616 4.161

478
Decimal s

Activity Sheet 12A

Performing Division with Decimals and

Whole Numbers Name

In this lesson you will learn to divide decimals into whole numbers

and whole numbers into decimals.

Dividing decimals and whole numbers is just like dividing whole numbers

except for one difference. You must find where the decimal point goes in the

answer. This is easy if you remember that every whole number has an imaginary

decimal point. You can put as many 0's after a whole number as you want. It

doesn't change the whole number.

Here are some ways to write whole numbers:

21 14.0 28.0000 762.0

Now, it will be easy to find where the decimal point goes when you divide

decimals and whole numbers. Look at this problem:

.22 2 =

Remember the steps from Activity Sheet 1lA.

.22 2

2./.22 Change the form. Put a decimal point after the

whole number so it is easier to work with.

2./.22 Move the decimals-over if they need to be. Notice

1't that, since your first number is a whole number,

the decimals don't have to be moved over.

2./.22 Put in a decimal point above the line.

.11

2./.22- Divide

2

2

.--

Now, try this problem: 44 " .22 =

.22/44 Change the form

.22/44.000 Put a decimal point and some zeros after the

whole number, so you have room to work.

X22./44K.0 Move both of the decimal points to the right like you did in Activity Sheet lA.

_. S . 479
Decimals

Activity Sheet 12A (Continued)

Performing Division with Decimals and

Whole Numbers Name

22./4400.0 Next, put the decimal point for the answer

directly above the decimal point for the

number being divided into.

22./4400.0 Now divide.

200.

22./4400.0 And the answer is 200.

44

00

Instructions: Do these division problems. Move the decimals as described

above. Round-off when necessary. Showyour work on a piece of scratch paper.

1. .22 - 2 = 11. 115- .25 =

2. 8 : .2 12. 169 .13 =

3. 6 "-.3 :13. 276 -. 45=

4. 10 ; .5 = 14. 319 .86 =

5. 12 - .4 = 15. .415 - 18

6. 66 .22 = 16. .654 75 =

7. 84 + .12 = 17. 539 .37 =

8. .45 9 = 18. 405- .67 =

9. .37* 4 = 19. 396 4 .20 =

10. 18 * .7 = 20. 9030 - .547 =

480

- ~~~~~. ............... ....-.......... ..... ..... ....... . ... . ... ...
Decimals

Activity Sheet 13A

Dividing Mixed Decimals Into Each Other Name________________

In this lesson you will learn to divide mixed decimals into mixed

decimals.I

Dividing mixed decimals into mixed decimals is just like dividing whole

numbers into each other with one difference. You must find where the decimal

point goes in the answer. You can do this like -you did in Activity Sheet 11A.

Example: 4.4 12.2

.2 2.2/4.4 * - Change the form of the problem.

2% /4.4 Move the first decimal point as far to the

right as it will go.

22./4Move the second decimal point to the right

the same number of spaces.

* 22./44N. Put the decimal point for the answer

directly above the decimal point that

is below the line.

2.

22./44. Divide.

44.

Instructions: Do these division problems. Remember to move the decimal

points. Round off your answers where necessary. Show your work on a

scratch paper.

1. 2.2 4.4 = 7. 7.84 5.3=

2. 1.24 3.4 = 8. 14.4 1.2

3. 9.1 3.7 =9. 2.25 + 1.5 =

4. 1.5 1.3 = 10. 6.25 2.5 =

5. 6.3 8.9 = 11 . 74.11 42.13

6. 4.5 6.1 = 12. 5.43 2.1

481
Decimals

Activity Sheet 13A (Continued) Dividing Mixed Decimals Into Each Other Name

13. 1.48 7.23 =

14. 4.2 90.76 =

15. 7.4 3.67 =

16. 4.01 2.11 =

17. 6.331 63.1 =

18. 24.5 ; 62.5 =

19. 61.6 13.2 =

20. 10.01 1.Ol =

482
CHECK SHEET

Decimals

Activity Sheet 1A

Names of Decimal Places and

Fractional Equivalents

17 7648

1. 0,000 _I. 

23 2 lO -2 12. 601 10 10l,O000

3 416 67

1000 13. 1000,000

4. 1 1. 45

100,000

9001 5. .1 15. 100,000

6. .13 16. 140206 l ,000,000

7. .017 17. .0258

8. .000173 18. .03891

9. .4381 19. .57

10. .00965 20. 8.9

483

* * '* ..~K:%.% ~-K -t
T,% , -IV--%, % *V I N

CHECK SHEET

A Decimals

Activity Sheet 2A

Adding Decimals to Decimals

1. 1.2

2. 2

3. 1.41

4. 1.63

5. 1.475

*6. 2.143

7. 1.1963

8. .34273

9. 1.087

10. .21933

484
CHECK SHEET

Decimals

Activity Sheet 3A

Adding Decimals and Whole Numbers

1. 126.38

2. 246.651

3. 129.614

4. 65.116

5. 76.778

6. 87.4007

7. 41 .1507

8. 76.934

9. 153.649

10. 19659.448 66

485
XW.

CHECK SHEET

Decimals

Activity Sheet 4A

Adding Decimals and Decimal

Mixed Numbers

1. 13.28

2. 177-9332

3. 108.1414

*4. 66.0597

5. 18.164

6. 536.21219

7. 663.46243

8. 39.0037

9. 41.458195

10. 516.40644

486
CHECK SHEET

Decimals

Activity Sheet 5A

Subtracting Decimals from Decimals

1. .4

2. .2

3. .02

4. .23

5. .235

6. .012

7. .00829

8. .25266

9. .001182

S10. .2441

487
~ 

 .- .. .~ .. r ~ .* .. ..- i -1 .J7 .~ .

CHECK SHEET

Decimals

Activity Sheet 6A

Subtracting Decimals from Whole Numbers

1. 6.68

2. 1.47

3. 3.33

4. 4.77

5. 3.42

6. 64.285

7. 94.3183

8. 13.99269

9. 174.8211

10. 37.529

11. 12.513

12. 98.0124

13. 48.998989

14. .00001

15. 14.7897

488
CHECK SHEET

Decimals

Activity Sheet 7A

Subtracting Decimals and Decimal

Mixed Numbers

1. 7.14

2. 1.23

3. 1.56

4. 5.2

5. 2.59

6. 56.7221

7. 94. 7183

8. 14.05269

9. 8.9211

10. 32.069

448
CHECK SHEET

Uecimas

Activity Sheet 8A

Multiplying Decimals Times Decimals

1. .02 11. .423

2. .06 12. .297

3. .35 13. .0444

4. .36 14. .2835

5. .48 15. .16120

6. .024 16. .5544

7. .051 17. .317013

8. .175 18. .1856295

9. .156 19. .31992356

10. .340 20. .149142

49

.4.

490

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CHECK SHEET

Decimals

Activity Sheet 9A

Multiplying Decimals and Whole Numbers

1. .1 11. 1.26

2. 2.5 12. 7.5

3. 2.1 13. 7.20

4. 2.4 14. 17.16

5. 7.2 15. 98.01

6. 2.4 16. 26.22

*7. 4.5 17. 7.175

8. 6.8 18. 755.277

9. 10.5 19. 120.708

10. 12.6 20. 189.042

a49
CHECK SHEET

Uecimal s

* Activity Sheet 10A

Multiplying Decimals and Mixed Numbers

1. .11 11. .7525

2. 1.15 12. 5.6100

3. 3.76 .- 13. 40.866

4. 5.2 14. 16.3284

5. 5.39 15. 65.9756

6. 5.216. 16.9099

7. 4.515 17. 6.25716

8. 3.1618. 6.380342

9. 11.725 19. 3.711916

10. 1.218 20. .9088

492
CHECK SHEET

Decils

Activity Sheet 11A

Dividing Decimals into Decimals

1. .50 11. .516

2. 1. 12. 2.114

3. 3. 13. 1.4q2

4. .30 14. 1.50

-5. 6015. 2.149

6. .90 16. .205

7. 1.111 17. 2.701

8. .75 18. .592

9. .998 19. .494'

10. .20 20. 3.826

449
-CHECK SHEET

Decimals

Activity Sheet 12A

Performing Division with Decimals and

Whole Numbers

1. .11 11. 460.

2. 40. 12. 1300.

3. 20. 13. 613.333

4. 20. 14. 370.930

5. 30. 15. .023

6. 300. 16. .009

7. 700. 17. 1456.757

8. .050 18. 604.478

9. .093 19.. 1980.

10. 25.714 20. 16,508.226

494

l ~ *.'S~~.** . ~ -. % *.***.9 ..-. - . ... *. - .... < .. .*
CHECK SHEET

Decimals

Activity Sheet 13A

Dividing Mixed Decimals Into Each Other

1. .50 11. 34.793

2. .353 12. 2.586

3. 2.459 13. .205

4. 1.154 14. .046

5. .708 15. 2.016

6. .738 16. 1.900

7. .7 17. .100

8. 12 18. .392

9. 1.5 19. 4.667

10. 2.5 20. 9.911

*495
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Name

MODULE PREVIEW/REVIEW

PERCENTS

Instructions: Do the problems below. Choose the correct answer for each

problem. Mark the answer on the answer sheet.

1. 23 (a) 100% (c} 46% (b) 23% (d) 32%

2. 19 (a) 100% (c) 19% (b) 38% (d) 91%

3 3 (a) 3% (c) 12%

(b) 20% (d) 15%

4. 1 : (a) 12.5% (c) 8%

8 (b) 1.8 % (d) 22.1%

1 . (a) 6.1% (c) 6%

6 (b) 16.67% (d) 32.6%

6. 45.8% : (a) .458 (c) 4.58

(b) 45.8 (d) .0458

7. .3542 : (a) .3542% (c) 354.2%

(b) 3.542% (d) 35.42%

8. 20% of 80 : (a) 20 (c) 8.0

(b) 16 (d) 10

9. 43% of 52.9 = (a) 43.529 (c) 20.842

(b) 52.943 (d) 22.747

10. 30.2% + 5% + 7.9% = (a) 38.6% (c) 114.2%

(b) 158.9% (d) 43.1%

4974

"'S , . v '""-'". ,. . . . .' ' f ""' .-. , ,-.- ""' ''' '' .- ,-''''"-. """. '"• "" ' """"." ,
Module Preview/Review

Percents (Continued) Name_________________________

111. 123.8% - 96.9% = (a) 26.9% (c 220.7%

(b) 96.9% (d) 269%

12. 13% x 22% = (a) 2.86% (c) 35.5%

(b) 1.69% (d) 286%/

S13. 15%/, x 6.5% = (a) 97.5% (c) 9.75%

(b) 0.975% (d) 2.308%

14. 18% 4 3% =(a) 21% (c) 6%

(b) 15% (d) 54%

15. 51.2% 17% = (a) 34.2% (W 87.04%

(b) 33.20% (d) 3.012%

449
Answer Sheet

Module Preview/Review

Percents Name

a b c d a b c d

a b c d a b c d

a b c d a b c d

2. -- 10. --

a b c d a b c d

a b c d a b c d

a b c d a b c d

7. 7 El t--] 12 -D E , ]

a b c d a b c d

a b C d a b c d

a b c d

*8. 1 499

'49

4 1 -. , - • - o I - - • - . o , , • •.o . . • .....
ANSWER KEY/DIAGNOSTIC

Module Preview/Review

Percents 

Name

IF WRONG, IF WRONG, a b c d ASSIGN: ASSIGN:

a b c d a b c d

a b c d a b c d

, "3. [1 FI 2 ,I [E] E]. 5I[]

2. 2 5 

a b c d a b c d

5. E .1 2 1 . DEEl

a b C d a b c d

E][ 0 1 3 15" Ej ED D 7

a b c d

'.

500

, .' .' ' , , - ,,a . .b . . - .. . ", . . - . , , . . . " . . . a.- -c. b . ' . , . d . . . - . . , . . • ,
Name _______________

MODULE RECORD SHEET

PERCENTS

OBJECTIVE: Use addition, subtraction, multiplication, or division to find

the correct answer for any problem with percents. Know the

relationship between fractions and percents. Convert percents

to decimals and decimals to percents. Find percents of numbers.

SAMPLE TEST ITEMS:

20 a) 5% c) 25%a b d

b) 20% d) 4%

2. 15117'of 60= a) 15 c) 45 a b c d

b) 4 d) 9 1 1

INTRODUCTION TO PERCENTS:

Percents are like fractions. They are parts of a whole. The whole is

always equal to 100 parts in fractions. If you wrote a percent as a fraction,

the denominator would always be 100. So 1% is 1 and 100%/0 is 100 or 1.

You can also have percents greater than 100, such as 125%1. This represents

1 whole plus 25

These activity sheets will teach you about percents. Work *through all

the activity sheets that have been circled below. You can check your own work

using the check sheets your teacher has shown you. If you have any questions,

ask your teacher. When you are through with all the activity sheets and are

sure you understand all the rules for percents, ask to take the Percents Review.

ACTIVITY SHEETS (Do those that are circled)

1. What Are Percents 1A lB

2. Percents and Fractions 2A 2B

3. Changing Percents to Decimals, and

Decimals to Percents 3A 3B

4. Finding Percents of Numbers 4A 4B

5. Adding or Subtracting Percents 5A 5B

6. Multiplying Percents 6A 6B

7. Dividing Percents 7A 7B

96

501
Percents

Activity Sheet lA What Are Percents? 

Name

Percents are like fractions. They are parts of a whole. In percents,

the whole is always equal to 100 parts. If you wrote a percent as a fraction,

the denominator would always be 100. Here are !'me percents and fractions

which 

mean the same thing.

1%

= 100 10 1

0/0 100 10

23% - 23

88% 88 ; 22 Notice that you can

100 2reduce some of these

fractions. But you can't

reduce percents. They

are always parts of 100.

The percent is the same as the numerator of the fraction. Let's say

you ordered 100 bars of soap from supply. When you went down to pick them

up you got all 100 bars. You gotT1-0bars 

100

of soap, or 100% of the bars.

Let's suppose that you decide to give half of your C-ration to a stray dog.

1 

50 You give the dog of the C-ration. 50~(remember 1 is the same as 50 your

yu

work on fractions?). 5 is the same as 50%. So you give the dog 50% of 5O

your C-ration.

Instructions: Look at each of these fractions. Decide how you would write

them as percents. Then choose the correct answer. Fill in the space for the

correct answer on your answer sheet. You may have to change some fractions

so the denominator equals 100.

Examples:

1. 23 = (a) 100% (c) 46% a b c d

(b) 23% (d) 32% L-E L L

2. 9 (a) 27% (c) 9% a b c d 25 (b) 25% (d) 36%

Notice that in this problem, the denominator does not equal 100. So you have

to change the fraction first. 25 9 9 x 4 36 25 x 4 100

502

-2i.. .1-
w .P V.771.

Percents

Activity Sheet 1A What Are Percents? Name

1. " 0- = (a) I% (C) 10%

10 (b) 10% (d) 100%,

10 (a) 36% (c) 100%

2. 100 (a = 6 C 10

(b) 18% (d) 81%

100 (a) 84% (c) 100%

(b) 48% (d) 8.4%

4 1 33 (a) 13% (c) 67% "-0 (b) 100% (d) 33%

5. 50 5 (a) 15% (c) 100% (b) 50% (d) 30%

6. L8 (a) 50% (c) 28% 50 (b) 56% (d) 14%

7. 19 = (a) 76% (c) 38% (b) 19% (d) 25%

,8. 2 = (a) 52% (c) 65%

(b) 13% (d) 26%

. 9. 7 (a) 10% (c) 70% U (b) 7% (d) 21%

2 3 

10. T5 " = (a) 46% (c) 23%

(b) 92% (d) 69%

503 4-
Answer Sheet

Percents

Activity Sheet 1A

What Are Percents: Name

a b c d

a b c d

2.

a b c d

3.

a b c d

4.

a b c d

6.

__,.[___

a b c d

6.

a b c d

9" F- E-l

a b c d

0.

504

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V-.

Percents

Activity Sheet 2A

Percents and Fractions Name

Percents are like fractions with a denominator of 100. But there are

many common fractions that have a denominator that is not 100. In this lesson,

you will learn some percents that mean the same as certain fractions.

Here are some percents and fractions that are easy to learn. These fractions have denominators that can be divided evenly into 100. So you can turn

them into percents very easily. -

1 2 13

1 I 2%, so L 13 x 2% = 26% S0 100 50

1 4 17 14%, so T5= 17 x 4% = 68%

25 100

100 5 9 5%, so = 19 x 5% = 95%

S- 10 - 10%, so T 3 x 10% = 30NC

- 100-O ~ 10

1 1 204 20 20%, so = 4 x 20%= 80%

1 1 --253O 25%, so 3 x 25% = 75%

050 = 50%, so 2 x 50% = 100%

-100 ~ 2~5

You can see that the way to turn these fractions into percents is:

(1) See how many times the denominator goes into 100. For example, in

13 the fraction -, you can see that 50 goes into 100, 2 times.

U. (2) Multiply your answer times the numerator. For the fraction-5-0

you would multiply 13 x 2.

(3) The answer is your percent. 13 x 2 = 26, or 26%. So 3 - 26%"C.

50

505

, 4..

a'. - I-.' - , '. ' , - ' ... ..;IL . , ..-.-.. .. . .:L L ,-L- .- , .. ,-. .i.-' -
Percents

Activity Sheet 2A Continued

Percents and Fractions Name_____________________

Many fractions are easy to do because the denominators divide evenly into 100.

But some common fractions do not divide evenly into 100. Sometimes it is easiest

just to memorize the percents for these fractions.

=12.5%, so 3. 3 x 12.5% =37.5%

1=16.67%, s0o- 5 x 16.67% =83.35%

6

1=33.33%, so 2 2 x 33.33'/,' 66.66%

Instructions: Figure out the percent for each of these fractions. Remember

to see if the denominator will divide evenly into 100. If it will not, look

at the table above to help ycu figure out the percent. Try to memorize the table.

1. 311. 7~~

2. 12.

3 .Z 7 13. 14

25 25

Q.'.211 131

2. 2 15. 3

1 5

7. 1 17. 7

2 8

* 8. 5 18. -

8 6

1 =1 19. 1

6 3

10. 2 20. -

3 *6

506
Percents

Activity Sheet 3A

Changing Percents to Decimals, and

Decimals to Percents Name

In this activity you will learn to change percents to decimals, and

decimals to percents.

Changing them back and forth is a very easy job.

Example 1 Example 2

1. 380 72.40' First you remove the percent sign (%).

2. .38 72 4 Then you move the decimal point to

the left two digits. If there isn't

a decimal point, put a new one in

before the second digit from the end.

3. .38 .724 This decimal (.38) is equal to 38% and .724 is equal to 72.4%.

To turn a decimal into a percent, you do the same processonly backward.

1. .38. .72.4 First, you move the decimal point

"r to the right two digits. If your decimal point is at the end now,

you can drop it.

2. 38% 72.4%" - Then you put a percent sign on the 4' right side of your number.

3. 38% 72.4% This percent (38%) is equal to .38 and 72.4% is equal to .724.

Instructions: Change the percents into decimals and the decimals into percents.

1. 20% 5. 25%

2. 12% 6. 45.8%

3. 70.9% 7. 22.326%

4. 5.3% 8. .30

507

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4*7

Percents

Activity Sheet 3A Continued

Changing Percents to Decimals, and

Decimals to Percents Name___________________

9. .09 15. 95.8%~

10. .354 16. .201

11. .05 17. 14%

12. .6592 18. .1722

13. .75 19. 100%

14. .368 20. .0027

'50
Percents

Activity Sheet 4A

Finding Percents of Numbers Name _____________________

In this activity you will learn to find the percentage of a number.

To find the percentage of a number, you do three steps:

1. Write down the number, and the percent you want. Write it down as

a multiplication problem.

2. Change the percent to &-decimal.

3. Multiply the decimal times your first number.

Here is how the problem works:

Find 20% of 80.

1. 80 x 20% Write the number and the percent as a

multiplication problem.

2. 80 x .20 =Change the percent to a decimal. If you

don't know how, do Activity Sheet 2A.

3. 80 x .20 =16 Solve the problem.

80 Sometimes it is easier if you put the problem

x.20 in another form.

00

160

16.00

Here is another example:

F' d 43% of 52.9.

4*1. 52.9 x 43% = Write the multiplication problem.

2. 52.9 x .43 = Change the percent to a decimal.

3. 52.9 x .43 = 22.747 Solve the problem

52.9

x .43

T77

2116

_F -74 7

Now it's your turn to do some problems.

509
Percents

Activity Sheet 4A Continued

Fnding Percents of Numbers Name_____________________

Instructions: Do these percentage problems. Be sure to write the problem, change percent to a decimal, and multiply. Use scratch paper.

1. Find 10% of 100. 11. Find 3% of 6.25.

2. Find 35% of 100. . 12. Find 14% of 16.43.

3. Find 50% of 200. 13. Find 72% of 51.88.

~,4. Find 50% of 350. 14. Fn 9 f7.1

15. Find 45% of 88. 15. Find 86% of 14.12.

6. Find.60% of 735. 16. Find 99% of 82.33.

7. Find 40% of 692. 17. Find 71% of 261.52.

8. Find 22% of 911. 18. Find 27% of 357.66.

9. Find 96% of 2.3. 19. Find 57% of 18.94.

10. Find 42% of 88.5 20. Find 81% of 93.23.

4510
Percents

Activity Sheet 5A

Adding or Subtracting Percents Name

When you add or subtract percents, it is just like doing it with whole

numbers or decimals. Just remember to put a percent sign after the answer.

4* " i

Instructions: Do these problems. Remember to put percent signs on the answers.

Remember that percents can add up to more than 100%.

Example: 30.2% + 5% + 7.9% = 43.1%

1. 2% 8. 16.8%

+ 12% - 7.2%

+ 50%

9. 44.4% 2. - 27.8% :- + 9.2% + 11% -39.5%

3. 14 %

+18.6%

+22.2%

+136.5% 10.- 123.8%

- 96.9%

4. 9% + 12% + 82.1% =

5. 16.5%

+11.9%

+ 8.4%

+22.6%

+17.7%

+ 3.0%

6. 82% - 64% =

7. 19% - 12.2% -

511

A, - " " " " ." " " ,' " " " " " ' " ' ' - " . "'"" " . - " """ " " " " .. .
'a Percents

Activity Sheet 6A

Multiplying Percents Name____________________

- Multiplying percents is easy if you first change the percents to decimals.

If you don't know how to change percents to decimals, see Activity Sheet 3A.

You do this kind of problem in steps. Look at this example on how to

multiply 13% x 22%.

1. 132e -First, remove the percent signs.

2. .13 x 22 Move each decimal point two digits a.,. to the left.

3. .13 x .22 =.0286 Multiply the new problem.

Sometimes it is easier to put

the problem in a different form.

.13

x.22

26

26

.0286

4. .02.86 Move the decimal place of the

N-A answer back to the right by two digits.

5. 2.86% Put in the percent sign.

Instructions: Do these problems. Remember to change the percents to decimals.

Then multiply. Then change your answer back to a percent again.

1. 10% x 90% =6. 17%00 x 15% =

2. 4% x 80% =7. 92% x 25% =

3. 40% x 21% =8. 44.5% x 18.2%

4. 15% x 6.5% = 9. 83.67% x 12.10% =

5. 28% x 3.3% = 10. 14.8% x 66.6%

a5512
Percents

Activity Sheet 7A

Dividing Percents Name ____________________

Dividing with percents is just like dividing with whole numbers or decimals.

All you have to do is forget about the percent signs. Then, when the problem

is finished, you put a percent sign on your answer.

.4 Instructions: Divide these problems. Remember to put a percent sign on your answer.

Example 1: 18% 1 3c/10 6%

* 6%-

3%/18% Sometimes it is easier to change the

4 form of the problem.

Example 2: 89.4% 414.3% =6.252%

14 .3 ~f89.&%

85 8 ~If you have decimals, remember

3 60 to move the decimal points to

2 86 the right. You may have to round

740 off your answer at 3 decimal places.

* 715

143

1070

1001

69

1. 15% -5%=

2. 14% 8%

3. 84% .13%

513
- Percents

Activity Sheet 7A Continued

Dividing Percents Name_________ __________

4. 51.2% + 17%

5. 108% 10.8% -

6. 48.7% 8.9% =

7. 96.9% 8.4% -

8. 85.42% + 16.3%

9. 126.1% z 1.29% =

10. 91.5% +8.8% -

4

514

*61
CHECK SHEET

Percents I. Activity Sheet 1A

What Are Percents: Name

a b c d

a b d

2.

3. a b c d

a b c d

a b c d

S...:. 5 E EUi[-

a b c d

a b c d

7.

a b c d

a b c d

515

4,9;4

i .6.
V CHECK SHEET

Activity Sheet 2A

Percents and Fractions

1. 30%Iw 11. 70%

2. 38% 12. 46%

3. 28% 13. 56%

4. 55% 14. 65%

5. 400%1 15. 60%

6. 25% 16. 75%

7. 50% 17. 87.5%

8. 62.5% 18. 50.01% or 50%

9. 16.67% 19. 33.33%

10. 66.66% 20. 83.35%

.51

p,2.
.p. CHECK SHEET

Activity Sheet 3A

Changing Percents to Decimals, and

Decimals to Percents

1. .20 11. 5%

2. .12 12. 65.92%

3. .709 13. 75%

4. .053 14. 36.8%

5. .25 15. .958

6. .458 16. 20.1%

7. .22326 17. .14

8. 30% 18. 17.22%

9. 9% 19. 1.00

10. 35.4% 20. .27%

517
CHECK SHEET

Activity Sheet 4A

Finding Percents of Numbers

1. 10 11. .1875

2. 35 12. 2.3002

3. 100 .- 13. 37.3536

4. 175 14. 29.3319

5. 39.6 15. 12.1432

6. 441 16. 81.5067

7. 276.8 17. 185.679

8. 200.42 18. 96.5682

9. 2.208 19. 10.7958

210. 37.17 20. 75.5163

518
CHECK SHEET

low Activity Sheet 5A

Adding or Subtracting Percents

1. 64%

2. 48%

3. 191.3%

4. 103.1%

5. 80.1%

6. 18%

7. 6 .80/0

8. 9.6%

.p9. 4.9%

10. 26.9%

519
CHECK SHEET

Activity Sheet 6A

Multiplying Percents

1. 9%

2. 3.2%

3. 8.4%

4. 0.975%

5. 0.924%

6. 2.55%

7. 23%

8. 8.099%

9. 10.12407%

10. 9.8568%

552
CHECK SHEET

3.. Activity Sheet 7A

Dividing Percents

1. 3%

2. 1.75%

3. 6.462%

4. 3.012%

5. 10%

*6. 5.472%

7. 11.536%

~.1.8. 5.240%

9. 97.752%

10. 10.398%

-521
'1' r * -. .i-i- -Th ~ ~ ~ ~ ~~uw r(rrr;u-Lr. r r* r r w- *' *.-..- - . . . . . .

A

I..

C.

2'

9

.9

.9

THIS PAGE INTENTIONALLY BLANK

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.4

9

*1

4

4

4.

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.4

t.

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1 4 522

* -V r ~ V ~-y - - '~----------. - - -

a S .5 r S ~ - tstt- , - -. , - --
MOUL - ' Name

.MODULE PREVIEW/REVIEW

MEASURES

Instructions: Work the problems below on scratch paper. Choose the correct

answer. Blacken in the space for the correct answer on your answer sheet.

Example: .

The word inch is abbreviated as: a b c d

(a) mo. (c) ft. II

i (b) yd. (d) in.

1. How do you write six dollars and forty-two cents?

(a) $6.42 (c) 6.42

(b) $6.042 (d) $6.00.42

2. $18.95

X 2.14 (a) $.40550 (c) $40.55

(b) 40.55 (d) 40.55

3. $.25 /T7.50 (a) 30 (c) $.30

(b) S30.00 (d) $3.00

4. 6 meters + 6.80 meters + 5 meters 23 centimeters =

(a) 17 cm 103 m (c) 48 cm

(b) 18.03 cm (d) 18.03 meters

5. 14 meters - .07m

(a) 20 (c) 2.0 m

(b) 200 (d) 2,000 cm

6. 6 meters 28 centimeters X 4

(a) 24 m 112 cm (c) 25 m 12 cm

(b) 24.112 cm (d) .2512 meters

523
rN~~- ' .-- . -. -' -. I- . . N.- . * -. . . I, -- V~ . -W . .

Module Preview/Review

Measures (Continued) Name

7. 9 ft 4 in - 2 yds 1 ft 3 in =

(a) 7 vds 0 in (c) 8 ft 1 in

(b) 2 ft 1 in (d) 2 yds 2 ft 2 in

8. 3 yards 1 foot 1 inch X 11 -

(a) 33 yds 12 ft 1.1 in (c) 33.11 yds

(b) 51 inches (d) 36 yds 2 ft 11 in

9. 6 yds 1 ft 2 in 446=

(a) 5 in (c) 2 yds 1.2 ft

(b) 3 ft 2 in (d) 5

10. 1 wk 4 days - 6 days 2 hrs =

(a) 1 day 2 hrs (c) 14 days 6 hrs

(b) 4 days 22 hrs (d) 2 wks 3 days 2 hrs

.;?

11. 4 min 13 sec X 5 :

(a) 20 min 55 sec (c) 21.55

(b) 0.2055 min (d) 21 min 5 sec

; 12. 1 hr 10 min 40 sec t 3 min 32 sec

(a) 20 (c) 20 hrs

(b) 20 min (d) 20 sec

13. 5 gals 1 qt 1 C + 1 gal 3 qts 1 pt 1 C + 2 qts 3 C =

(a) 6 gals 6 qt 6 C (c) 7 gals 3 qts 3 C

(b) 19 gals 0 qts (d) 52 pints

14. 2 gals 3 qts 1 C X 5 =

(a) 10.155 C (c) 14 gals 1 C

(b) 10 gals 12 qts 5 C (d) 10 gals 15 qts 4 pts 1 C

15. 1 gal 3 qts 1 pt 1 10 =

(a) 3 (c) .3 qts (b) 3 C d)3 pts

524

,., . • .,'. ,, % • ,I.- . .-- , , .'.' ., . ...- . .. .. , .. . ., -. ,.. -. -. -,- .-. - . .,
Answer Sheet

Module Preview/Review

Measures Name

a b c d a b c d

-. 94

a b c d a b c d .i I i I1 9.

a b c d a b c d . II 10. II II

a b c d a b c d

.II I

a b c d a b c d .II II 12 .i

a b c d a b c d

5. 13. I

a b c d a b c d

6. li ii I II 14.lI il I

7. 15.

a b c d

8.

525

-o*
S .. .-. -

. . . .

Pot ANSWER KEY/DIAGNOSTIC

Module Preview/Review

Measures Name

IF WRONG, IF WRONG,

ASSIGN: ASSIGN:

a b c d a b c d

2. a II I b I0 c d 

.

a b c Id 4I!Ib 

a b c d a b c d

3. 4

.. a b c d a b c d

4. II H ! 2 II I 4

a b c d a b c d

"II I IUI " I II !I

6. a b c d a b c d 2 14. 5

a b c d b c d

6. i 3 14.5 4" I II II i " I 

a b c d

7. I I I II H 5.f H I

8. b 3

I

~526

A ' . . ' " " " " " " - - - ' . " ' " ' ' ' - .' - . . • ' ' ' ' ' " " . - - " -"
1. 6

MODULE RECORD SHEET

MEASURES

OBJECTIVE: Know basic facts about dollars and cents, meters, yards, units

of time, and gallons. Find the answers for problems of addition,

subtraction, multiplication, and division of these measures.

j SAMPLE TEST ITEMS:

1. 1lm23 cm + 5 m82 cm =a b c d

(a) 6 m115 cm (c) 7.05 cm

(b) 6.105 cm (d) 7.05 m

2. 18 hrs12 min 6 min a b c d

(a) 3 hrs 2 min (c) 18.12 H I H i

(b) 182 (d) 3.12

INTRODUCTION TO MEASURES:

We use measures every day. We measure money, distance or length, time,

and volume. Most measures are made up of smaller measures. For instance,

gallons are made up of quarts, pints, and cups. All these measures are made

up of different numbers of other measures. For instance, there are four

quarts in a gallon, but there are only three feet in a yard. You need to

* know how many smaller measures are in a big measure before you can add, subtract, multiply, or divide.

These activity sheets will teach you about some common measures. Work

through all the activity sheets that have been circled. You can check your

own work using the check sheets your teacher has shown you. If you have any

questions, ask your teacher. When you are through with all of the activity

sheets and are sure you understand all the rules for measures, ask to take the

* Measures Review.

ACTIVITY SHEETS (Do those that are circled)

1. Dollars and Cents IA lB

2. Meters and Centimeters 2A 2B

3. Yards, Feet, and Inches 3A 3B

4. Units of Time 4A 4B

5. Gallons, Quarts, Pints, and Cups 5A 5B

-4

527 1
Measures

Activity Sheet 1A

Dollars and Cents Name ,"

Everybody knows what money is. You earn money every day. Sometimes you

may spend it faster than you would like.

When you buy something with money, you often get change. If you want to

make sure you get the right change, you have to be able to add and subtract

money. Or if you want to buy several things and you're not sure you have enough

money, you have to be able to add up dollars and cents to get the total.

RULE 1: DOLLARS AND CENTS ARE USUALLY WRITTEN WITH A DECIMAL POINT AND TWO

DECIMAL PLACES. If you don't understand decimals, see the Decimals Module.

Here is an example: $19.57

19 dollars 57 cents

The 1 is in the tens place. It equals 10 dollars

The 9 is in the ones place. It equals 9 dollars

The 5 is in the tenths place. It equals 5 of a dollar

The 7 is in the hundredths place. It equals 710 of a dollar

lO00

So we have 10 dollars plus 9 dollars plus 5 of a dollar plus 7 of a

TO lO00

dollar. But that's not what we say when we look at $19.57. Instead, we say

"nineteen dollars and fifty-seven cents."

The numbers to the left of the decimal point are dollars. And the numbers

to the right of the decimal point are cents.

RULE 2: THERE ARE 100 CENTS IN A DOLLAR. That's why you need two decimal

places to write the cents. You need the tenths place and the hundredths

place. So 57 cents is 57 of a dollar, and it is written .57.

RULE 3: WHEN YOU ADD OR SUBTRACT OR MULTIPLY OR DIVIDE DOLLARS AND CENTS, IT

IS JUST LIKE USING DECIMALS. The only difference is that you put a dollar

sign ($) in front of the answer. Also, if you need to round your answer, round

it to only two places.

RULE 4: WHEN YOU DIVIDE MONEY BY MONEY, YOU DON'T USE A DOLLAR SIGN FOR THE

ANSWER. WHEN YOU DIVIDE MONEY BY A REGULAR NUMBER, USE A DOLLAR SIGN IN THE

ANSWER.

Example: $18.00 1 $6.00 = 3

BUT $18.00 Z 6 : $3.00

If you have a remainder, round it to only two places.

528
Measures

Activity Sheet IA Continued

Dollars and Cents' Name__________________

RULE 5: YOU NEED TO KNOW THE NAMES OF ALL THE COINS, AND HOW MANY OF THEM

ARE IN A DOLLAR.

1 = a penny =1 cent. There are 100 pennies in $1.00

5 = a nickel =5 cents. There are 20 nickels in $1.00

1%~ = a dime = 10 cents. There are 10 dimes in $1.00

25t = a quarter =25 cents. There are 4 quarters in $1.00

50t = a half-dollar 50 cents. There are 2 half-dollars in $1.00

INSTRUCTIONS: Use the rules you learned to answer the questions below. Do

Part A first, then read the new instructions and do Part B.

PART A: Choose the correct answer to each question. Fill in the blank under

the correct letter in the answer column.

1. How many dollars are in $23.85? a b c d

(a) twenty (c) twenty-three ~

(b) three (d) eighty-five

2. How many cents are in $23.85? a b c d

(a) five (c) eight E-- (b) three (d) eighty-five ~L

3. How do you write six dollars and a b c d

forty-two cents?

(a) $6.42 (c) 6.42 D7 DZl

(b) $6.042 (d) $6.00.42

4. How do you write 5 ? a b c d

(a) .05 (c) .5 E7 1:E

(b) $.05 (d) $0.5

5., How do you write 3 quarters plus.

2 dimes plus 1 nickel plus 1 penny?a b c d

(a) $56. (c) $100.1

(b) $.77 (d) $1.01

529
Measures

Activity Sheet IA Continued

Dollars and Cents Name _____________________

4.6. How many cents are in a dollar? a b c d

(a) 10 (c) 1000 -

(b) 100 (d) 1

7. How many nickels does it take a b c d

to equal 1 quarter?

(a) 20 (c) 100O ElL

(b) 4 (d) 5

8. How much i a b C d

(a) $.60 (c) $.25K -

(b) $.35 (d) $.65

PART B: Figure out these problems. Remember to put a dollar sign in front of

your answer, except in division problems where you divide money by money.

Remember to round your answer to two places if you need to.

9. $1.43 + $8.12

10. $19.82

+ $101.95

11. $11.41

+ $ 2.86

+ .93

+$296.14

12. $9.96 - $7.11 =

13. $204.92 - .63

530
Measures

Activity Sheet 1A

Dollars and Cents Name

14. $7.78

-$5.42

15. $6.12

X .03

16. $18.92

X 2.14

17. $76.98

X 8.10

18. $3.33 $.03 =

19. $.25 /$7.50

20. 1.17 /$191.91

531

A - *** * . %* +. -
Measures

Activity Sheet 2A

Meters and Centimeters Name

You know that one dollar equals 100 cents. There is another measure that

is divided into 100 parts. It is called a meter.

A meter is a length which is a little more than a yard. The meter is used

in Europe. You see it used in the USA more often than it used to be, too. It

is often used in the Army.

Here are three rules for meters:

RULE 1: A METER IS DIVIDED INTO 100 CENTIMETERS. The meter is written m, and

the centimeter is written cm. So Im 23cm equals 1 meter and 23 centimeters.

23

You could also write it 1.23m. This means 1 meter and -3 of a meter, or 23cm.

RULE 2: YOU CAN ADD, SUBTRACT, AND MULTIPLY METERS JUST LIKE DECIMALS. Just

write the numbers like decimals. For example:

lm 23cm + 5m 82cm =

S 5.82m =Change the meters to 1.23m + 5.82m =decimal form

1.23m + 5.82m = 7.05m Do the problem

Your answer, 7.05m, means 7 meters and 5 centimeters.

RULE 3: WHEN YOU DIVIDE METERS BY METERS, YOUR ANSWER IS JUST A NUMBER. BUT

WHEN YOU DIVIDE METERS BY REGULAR NUMBERS, YOUR ANSWER IS IN METERS.

Example: 15.30m 45cm = 34

but 15.30m 45 = 34cm

INSTRUCTIONS: Do these problems with meters and centimeters. Then choose

the correct answer from the answer choices. Mark the correct space on your

answer sheet.

1. 8 meters and 62 centimeters :

(a) 8.062m (c) 8620cm -. (b) 8.62m (d) 8.062cm 'S

2. 14.95m =

(a) 1.495cm (c) 14 meters and 95 centimeters

(b) 14cm 95m (d) 149.5cm

532

N .-..-.-......... -' "-' " ' ' ""...."......"....."...............................................'
iQT -~.-~

Measures

Activity Sheet 2A Contirfued

Meters and Centimeters Name

.-.

3. 6 meters + 6.80 meters + 5 meters 23 centimeters =

(a) 17cm 103m (c) 48cm

(b) 18.03cm (d) 18.03 meters

4. 33cm - 3 =

(a) 3 meters ( .11cm

(b) llcm (d) 11 meters

,4, .*%

5. 14 meters .07m =

(a) 200 (c) 2.Om

(b) 20 (d) 2,000cm

6. 12 meters - 8m 92cm

(a) 20m 92cm (c) 3 meters and 92 centimeters

(b) 3 80 m (d) 3.08m 410

7. .90m X 20 =

(a) 18 meters (c) 18cm

(b) .18 meters (d) 1 meter 8cm

8. l.80m

X2.40

X2.40 (a) 4 .032m (c) 43.2m

(b) 4 meters 32 centimeters (d) 432m

9. 6 meters 18 centimeters X 4 =

(a) 24m 72cm (c) 24cm 72m

(b) 24.72cm (d) .2472m

10. 19 meters 4 40cm -

(a) 47m 5cm (c) .475 meters

(b) 475cm (d) 47.5

.53

"" 533

4..
ANSWER SHEET

Measures

Activity Sheet 2A Name

Meters and Centimeters

a b c d

1. II II II

a b c d

I ii II l

a b c d

I II !l II *3.

a b c d

'4.

a b c d

5.

a b c d

6.

a b c d

ii i i

a b c d

8. I iI iI

a b c d

a b c d

10. l I I5I II

i 534
Measures

Activity Sheet 3A

Yards, Feet, and Inches Name ___________________

We measure short distances in yards, feet, and inches. There are 12 inches

in 1 foot. There are 3 feet in 1 yard. So you can see that there are 12 x 3

or 36 inches in 1 yard.

You can abbreviate yards, feet, and inches. Here are some ways:

yards = yds 2 yards = 2yds

feet = ft = 2 feet = 2ft = 2' *.inches = in = 2 inches = 2in = 2"

Learn to use these abbreviations.

When you add, subtract, multiply, or divide with yards, feet, and inches,

you may have to borrow or to carry. You learned how to do this in whole numbers.

Here are some examples of how to do problems with yards, feet, and inches.

Example 1: Addition

Add 2 feet 10 inches and 1 foot 9 inches.

2 ft 10 in First, line up the problem.

+ 1 ft 9 in

- - - -'Next, add the inches. If your answer 2 ft :10 in', is more than 12, then change it to

+ 1 ft :9 in. feet and inches. Then, carry the

~ ~ feet part to the feet side of

1 in.the ft.7 problem.

2 ft 10 in Add together the feet.

+ 1 ft 9 in Remember to add the foot

+ t 19 in you carried.

T t If 7 in

4 7 inYour ft answer is in feet and inches.

I I If you have at least 3 feet, you

1 yd 1 ft 7 in can also change the feet into yards.

But you don't have to do this;

N you can also leave the answer in

feet and inches.

535
V 1 * JOT- -. - - - .. ..... ,... ...- .. >' -' -... ...-.. .'- .- "...... " =

-.. Measures

Activity Sheet 3A

Yards, Feet, and Inches Name

Example 2: Subtraction

Subtract 1 foot 6 inches from 1 yd 5 inches.

1 yd 5 in = 3 ft 5 in Write out the problem. - ft in ft 6 in Change the yards to feet.

1 f t_6_i

You may have to borrow a foot

2 ft 17 in and change it to 12 inches

I ft II in so you can subtract.

1 ft lin Your answer is in feet and inches.

Example 3: Multiplication

You don't multiply feet times feet, but you can multiply feet or

inches by other numbers.

Multiply 2 yds 1 ft 3 in X 4.

2 yds 1 ft 3 in Write out the problem.

X 4 8 yds 4 ft 12 in 8yd 4ft l in Multiply each part separately.

Don't carry yet 8 yds 4 ft 12 in

8yds ft Change the inches into feet if you

in can, and add them to the feet

I icolumn.

8 yds 5 ft 0 in

4- =d2 ft 0 in Change the feet to yards if you can, 4 and add them to the yards column.

9 yds 2 ft 0Qin

ys 'Your f 0n answer is in yards, feet, and

27 ft + 2 ft 0 in inches. You can also have an answer

in feet and inches, if you want. Just

change the yards to feet and add the

29 ft 0 in extra feet.

536
Measures

Activity Sheet 3A

Yards, Feet, and Inches Name____________________

Example 4: Division

You can divide yards, feet, and inches by other yards, feet and inches.

Or you can divide them by any other kinds of numbers.

Divide 6 yds 2 ft 3 in by 9 inches.

9 in / 6 yds 2 ft 3 in Write the problem.

6 X36 =216 2 X12 24

Change all the yards and feet to

inches. There are 36" in 1 yd,

9 in /216 in + 24 in + 3 in ad1"i t

Add together all the inches.

27

9 in /243 in Divide the problem.

18

63 Remember, the answer is just

63 a number, not yards or feet or

0 inches. But if you divide yards,

feet, and inches by another number, ~ the answer should be in yards, 12 yds 2 ft 10 in 2 =feet and inches.

6 yds 1 ft 5 in

INSTRUCTIONS: Do these problems with yards, feet and inches. Remember the

examples above. Borrow or carry whenever you need to.

1. 8 ft 6in + 1lyd 2ft 2in

2. 4 yds 2 ft 9 in + 3'711=

3. 6'8" + 6 yds 1 ft 4 in + 7 feet 6 inches

537
Measures

Activity Sheet 3A Continued

Yards, Feet, and Inches Name

4. 9 ft 4 in - 2 yds I ft 3 in

5. 12'5" - 6 feet 8 inches

6. 4 yds 2 feet 11 inches - 13'9"

7. 14 feet 4 inches

X 4

8. 3 yards 1 foot 1 inch

x 11

9. 6'511

X14

10. 3'4" " 4 inches =

11. 2 yards 2 feet 2 inches 1 I'2" =

12. 6 yds I ft 2 in + 46

538

V.................................... . % ...
Measures

Activity Sheet 4A

Units of Time Name

Sometimes you may have to add, subtract, multiply or divide units of time.

This is easy to do if you remember to borrow and carry. You can "borrow"

small units of time from larger ones. Or you can put several small units of

time together to make a larger one, then "carry" the answer over to the larger

units of time.

Here are the most common units of time which you will use in computing:

1 year (1 yr) = 12 months = 52 weeks = 365 days

1 month (I mo) = 28 to 31 days. Some months are longer than others.

1 week (1 wk) = 7 days

1 day = 24 hours

1 hour (1 hr) = 60 minutes

1 minute (1 min) 60 seconds

You learned how to add, subtract, multiply, and divide measures in

Activity Sheet 3A. You practiced with yards, feet, and inches. You can use

the same rules to solve problems with units of time. Here is a quick "recap"

of the rules:

Addition:

2 yrs 4 mos + 1 yr 9 mos

2 yrs 4mos Line up the problem.

+1 yr 9 mos Add each column.

3 yr 13 mos Change smaller units to

ys-larger units if possible

(that is, carry.)

3yrs 1 mo

4 yrs 1 mo

Subtraction:

2 hrs 15 min - 45 min Line up the problem.

Borrow a larger time unit if

2 hrs 15 min 1 hr 75 min you have to, and change it to

- 45 min - 45 min smaller units. Subtract all

I hr 30 min the columns, from right to left.

Multiplication: 1 week 6 days X 3=

1 week 6 days Line up the problem. Multiply

X 3 each column separately. Change

3 weeks 18 days the smaller units to larger ones

4.if you can. Carry the new units

3 wks (L + 4 days over to the larger units' column.

5 wks 4 days

539 .

.V.. IN N ," : "-, ' , ' ' - - - . . . -
Measures

Activity Sheet 4A (Continued)

Units of Time Name

Division: 12 min 20 sec z 2 min 28 sec

2 min 28 sec /12 min 20 sec Write the problem.

Change all the parts to the smallest

5 unit of time. Divide. Remember, if

148 sec 1740 sec you divide time by time your answer

740 is just a number, not a unit of time.

But if you divide time by a regular number, your answer should be in

units of time.

Example: 12 min 20 sec 4 37 = 20 sec.

INSTRUCTIONS: Do these problems. Remember to borrow or carry when you need to.

Look at the chart and the examples if you need help.

1. 1 wk 4 days 15 hrs + 6 days 11 hrs

2. 2 wks l day + 3 wks 6 days l hr + 5 days 12 hrs =

3. 1 day 23 min + 12 hrs 15 min + 48 min 24 sec + 59 sec

4. 1 day 6 hrs 12 min - 5 hrs 19 min =

5. 1 wk 4 days - 6 days 2 hrs

6. 1 yr 5 mos - Imos =

540

" ' ' q .'q ", '

*o'-'"," '."."-" ,"'- "' . " % . % . ''- . , . .' .... "-" ," -" . -" . ... m. .
Measures

Activity Sheet 4A (Continued) Units of Time Name

1,

7. 16 wks 5 days X 7 =

8. 4 min 13 sec X 5 =

9. 6 days 8 hrs 15 min 47 sec X 11 D.+

10. 18 hrs 12 min 6 min =

11. 7 wks 7 days 1 wk 1 day -

12. 1 hr 10 min 40 sec 4 =

541

TV.'

A '~ - ,,,,,,., , . ,, '.' ; , ,.? .. . ., - .... .> ; +.., . . -i ? . . L '; .'"' > " 'g +" . . . ' , ' ; ; > ? , '? -, '
Measures

___Activity Sheet 5A

Gallons, Quarts, Pints, Cups Name

In the United States, many things are measured in gallons, quarts, pints,

-. and cups. Once you know how many cups are in a pint or a quart, for instance,

then you can compute using these measures. Here is a chart of the measures:

.1 gallon = 1 gal = 4 quarts

1 quart = 1 qt = 2 pints or 4 cups

1 pint = 1 pt = 2 cups

1 cup = 1 C

If you worked Activity Sheets 3A and 4A, then you know how to add, subtract,

multiply, or divide measures of len th or time. You can use the same rules to

compute with measures of volume (gallons, quarts, pints, and cups). Just

remember to borrow from larger units if you need to, and carry groups of

smaller units over to the larger units. Remember the special rules for division.

Instructions: Do these problems. Remember to borrow or carry if you need to.

If you have trouble, go back to Activity Sheets 3A and 4A.

1. 1 gal 3 qts + 2 gals 2 qts =

a. 2. 8 gals 3 qts 1 pt + 2 qts 1 pt 1 C -

4e,

.~.4 3. 5 gals 1 qt 1 C + 1 gal 3 qts 1 pt 1 C + 2 qts 3 C

4. 3 qts 1 C - 2 qts I pt

4 5. 1 gal 2 qts I pt - 1 qt 3C

6. 5 gals 1 qt 1 pt 1 C - 3 gals 3 qts 1 C

7. 2 gals 3 qts 1 C X 5=

8. 1 gal 2 qts 1 pt 1 C X 14 -

542
I.'" Activity Sheet 5A

Gallons, Quarts, Pints, Cups Name

9. 4 gals 1 qt 3 C X 9

10. 8 gals 2 qts l pt lqt2C =

S11. 3 gals 1 qt 1 pt 1 C -1l-qt 1 C

12. 1 gal 3 qts 1 pt * 10 =

1

~543
CHECK SHEET

Measures

Activity Sheet 1A,

Dollars and Cents

1. c:

2. d

3. a

4. b

5. d

6. b

7. d

8. b

9. $9.55

10. $121.77

11. $311.34

12. $2.85

13. $204.29

14. $2.36

N15. $.18

16. W4.49

17. $623.54

- ~ 18. 111

19. 30

20. $164.03

4

544
71-, W7. -71 o-•

CHECK SHEET

Measures

Activity Sheet 2A Name

Meters and Centimeters I-...

a b c d

a b c d

* 2.i

a b c d 3.

.4.

a b C d

5.

a b c d

6. H1 H1 1 1

a b c d

8. a b C d

a b C d

9. |a

o. I II I N

a b

545

4 l lN a , ' - w I .I t I . , : Gd~ l ., # '

~
CHECK SHEET

Measures

Activity Sheet 3A

Yards, Feet, and Inches

1. 4 yds I ft 8in or 13 ft 8in

2. 6 yds 4 in or 18 ft 4 in

*3. ilyds 6in or 33ft 6in

4. 2 ft 1 in

5. 5ft 9in or lyd 2ft 9in

6. ift 2in

7. 57ft 4in or 19yds 4in

8. 36yds 2ft ilin or 1i0ft ilin

9. 89 't 10 in or 29 yds 2 ft 10 in

10. 10

11. 7

12. 5in

.546

A'.
-J X .J - .

CHECK SHEET

Measures

Activity Sheet 4A

Units of time

1. 2w,. as r

1. 2 wks 4 days 23 hrs

3. 1 day 13 hrs 27 min 23 sec

4. 1 day 53 min

5. 4 days 22 hrs

6. 6 mos

7. 117 wks or 2 yrs 13 wks

8. 21 min 5 sec

9. *69 days 18 hrs 53 min 37 sec or 9 wks 6 days 18 hrs 53 min 37 sec

10. 182

11. 7

12. 17 min 40 sec

547
CHECK SHEET

Measures

Activity Sheet 5A

Gallons, Quarts, Pints, Cups

1. 4 gals l qt

2. 9 gals 2 qts 1 C

3. 7 gals 3 qts l pt l C or 7 gals 3 qts 3 C

4. 1 pt I C or 3 C

5. 1 gal 1pt 1 C or l gal 3 C

6. l gal 2 qt l pt or l gal 2 qt 2C

7. 14 gals 1 C

8. 23 gals 2 qt l pt or 23 gals 2 qt 2C

9. 39 gal 3 qts 3 C or 39 gal 3 qts 1 pt l C

10. 23

11. 11

12. 1 pt 1 C or 3 C

%

o

548

,*,,' >- .','._ .. .,' . ,-" ., . . ,- . , .. ,. . . . . . . . .. \ ..... ,..
Name _____________________

MODULE PREVIEW

STORY PROBLEMS

Instructions: In the story problems that follow, you are given four

choices of answers. Work the problem. Then mark the answer sheet with the

correct answer.

EXAMPLE: Pete went to the PX with $17.80 in his pocket. He bought a

shirt for $11.60, a cap for $2.10 and a magazine for $1.25. How much money did Pete have left?

A. $2.05 C. $15.95 A B C D

kB. $14.95 0. $2.85 o o .

($11.60 + $2.10 + $1.25 =$14.95.) $17.30

-14.95

$2.C5 left

1. Carter had $10.00.. He spent $4.30 on ribbons, $1.19 on chow, and 75t

on a phone call. What sum did he spend?

a. $3.76 c. S16.24

b. $6.24 D. $5.24

2. The azimuth to Target A is 50 degrees. The azimuth to Target B is

* 95 degrees. What is the difference in the azimuths between the targets?

a. 1450 c. 500

b. 450 d. 350

3. SGT Moore had $17.59 to last until pay day. After buying a record, he

had $7.58 left. How much did the record cost?

a. $25.17 c. $10.99

b. $ 7.58 d. $10.01

4. How many inches are there in 52 feet?

a.. 156 inches c. 624 inches

b. 520 inches d. 1872 inches

5. You need to rent a car for a PCS. It costs $23 a day, without mileage.

How much does it cost, without mileage charges, to rent a car for the

month of J)une? (June has 30 days.)

a. $690 c. $260

b. $960 d. $469

549
.' Module Preview

Story Problems Name___________________

'(V 6. During a postwide U.S. Savings Bond drive, $50,125 worth of $25 bonds

were sold. How many bonds were sold?

a. 2005 c. 25

CVb. 205 d. $205

7. Several men are in the overweight program. One weighs 237 lbs. The

other men weigh 216, 243, and 197. What is their total weight?

a. 839 lbs. c. 893 lbs.

b. 983 lbs. d. 793 lbs.

8. If seventeen camouflage helmet covers cost $35.02 at the military clothing

store, find the cost of one.

a. $20 c . $2.16

b. $2.60 d. $2.06

9. A soldier bought three shirts at the PX at $5.85 each, 7 handkerchiefs at

How much change did he receive?

a. $10.47 c. $9.26

b. $30.74 d. $9.62

10. A mess sergeant needed 50 lbs. of meat arid 30 loaves of bread. How many

eggs would he need for 62 men if he gives each man 2 eggs?

a. 284 c. 142

b. 124 d. 163

11. If it takes 1 hr. 31 minutes to load 5325 rounds of ammunition, how long

will it take to load 10,650 rounds?

a. 2 hrs. c. 1 hr. 31 min.

Vb.. 3 hrs. 2 min. d. 62 minutes

12. A seven-man detail dug a trench 15 feet long and 3 feet deep. Another

detail of 8 men worked for 2 hours and added 11 feet to the length of the

trench. If 40 feet of this trench are needed, how much is left to dig?

a. 30 ft. c. 45 ft.

b. 56 ft. d. 14 ft.

550
-VC - . IZ. . .; u .- W r 7 .

Module Preview

Story Problems Name

13. Sergeant Avila drove to the Post Service Station and made the following

purchases: 3 quarts of oil at 79t a quart, 10 gallons of gasoline at

$1.14 a gallon, 2 cases of soda at $5.27 each and a package of 2 screw

drivers at $1.68. How much change will he receive if he gives the

clerk 3 $10 bills?

a. $ 4.01 c. $2.59

b. $25.73 d. $3.87

14. SFC Hidalgo has $2397 in the-Credit Union. If he receives 7 % interest

on his money, how much money will he have at the end of the year? Round

off to the nearest cent.

a. $1797.77 c. $2756.77

b. $2251.50 d. $2576.78

15. The local appliance store was having a sale on VCRs. A brand name model

cost S548 originally. It had already been marked down 5%. Now it was

discounted another 15' of the original price. How much would Sc-T Caldon

have to pay if he buys it durino the sale?

a. $119.40 c. $438.40

b. $109.60 d. $463.70

16. If 1/3 of a yard of parachute cloth costs $6.00, how much will one yard cost?

a. $18.00 c. $1.80 -

b. $2.00 d. $20.00

17. How many pieces of metal, each 3/8 of an inch long, can be cut from a

metal strip 72 inches long?

a. 72 c. 27

b. 27 inches d. 192

18. SGT Gadson borrowed $1200 from the Credit Union. The rate of interest is

12%. How much interest will he owe in the first year?

a. S120 c. $1344

b. $144 d. $1212

19. LT Shannon has $1500 in the Credit Union. The rate of interest on his savings

is 9%. How much will Shannon have at the end of the year?

a. $1635 c. S1590

b. S1365 d. $135

55

~551

o l,
,,

Module Preview

Story Problems

Answer Sheet Name

a b c d

2. 0 0 0 0

12. 0 0 0 0

3. 0 0 0 0

4.

4. 0 0 0 0

5. 0 0 0 0

6. 0 0 0 0

7. 0 0 0 0

8 0 0 0 0

39. 0 0 0 0

10. 0 0 0 0

12. 0 0 0 0

114. 0 0 0 0

12. 0 0 0 0

13. 0 0 0 0

14. 0 0 0 0

a15. 0 0 0 0

1.. 0 0 0 0

16. 0 0 0 0

S18. 0 0 0 0

19. 0 0 0 0

552

}.V
MODULE PREVIEW

STORY PROBLEMS - ANSWER KEY/DIAGNOSTIC

a b c d If missed, do these Activity Sheets

1. 0 0 0 0 1. 1, 2, 3, 12, 13

2. 0 0 0 0 2. 1, 2, 4, 13

3. 0 0 0 0 3. 1, 2, 4, 12,13

4. 0 0 0 0 4. 1, 2, 5, 12, 13

5. 1 0 0 0 5. 1, 2, 5, 13

6. 1 0 0 0 6. 1, 2, 6, 12, 13

7. 0 0 0 7. 1, 2, 3, 13

8. 0 0 0 8. l 1, 2, 6, 12, 13

9. 0 0 0 9. 1, 2, 8, 12, 13

:0 0 0 10. 1, 2, 5, 13

11. 0 0 0 11. 1,2, 7, 12, 13

12. 0 0 0 0 12. 1, 2, 7, 12, 13

13. 1 0 0 0 13. 1, 2, 8, 12, 13

14. 0 0 0 , 14. 1, 2, 7, 10, 13

15. 0 0 0 0 15. 1, 2, 7, 10, 13

16. 1 0 0 0 16. 1, 2, 7, 9, 13

17. 0 0 0 1 17. 1, 2, 9, 13

18. 1 S 0 n 18. 1, 2, 11, 13

19. 0 0 0 0 19. 1, 2, 11, 13

553
Name __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

MODULE RECORD SHEET

STORY PROBLEMS

OBJECTIVE: Use addition, subtraction, multiplication, or division to find

the correct answer for any story problem.

SAMPLE TEST ITEM:

Pete went to the PX with $17.80 in his pocket. He bought a shirt for

$11.60, a cap for $2.10, -and a magazine for 111.25. How much money

did Pete have left?

A. $ 2.05 C. $15.95 A B C D

B. $14.95 0. $ 2.S3 0 0 0 *

INTRODUCTION TO STORY PROBLEMS:

Story problems are just math problems written in words. They don't

use signs to tell you to add, subtract, multiply, or divide. Instead, you

figure out what to do by looking for key words. In story problems, you may

have to work with whole numbers, fractions, percents, decimals, or measures.

You may have to do more than one thing.

These activity sheets will show you how to work story problems. Work

through all the activity sheets that have been circled. You can check your

own work using the check sheets your teacher has shown you. If you have any

questions, ask your teacher. When you are through with all the activity isheets and are sure you understand all toe rules for story problems, ask to

take the Story Problems Review.

ACTIVITY SHEETS (Do those that are circled)

*1. Key Words IA lB

S2. Understanding Story Problems 2A 2B

83. Addition Problems 3A 3B

4. Subtraction Problems 4A 4B

5. Multiplication Problems 5A 5B

6. Division Problems 6A 6B

7. Two-Step Problems 7A 7B

8. Three-Step Problems 8A 8B

9. Problems with Fractions 9A 9B

* 10. Problems with Percents IOA lOB

11. Problems with Interest 11A 11B

12. Problems with Measures 12A 12B

13. Mixed Problems 13A 13B

554
Name

MODULE REVIEW

STORY PROBLEMS

Now you have completed all of the required activity sheets on Story Problems.

This is a review of those activity sheets.

Instructions: You are given four choices of answer on the answer sheet. Work

the problem. Mark the correct answer. If none of the answers matches your

answer, mark NONE OF THESE.

Example: The army bought 2 tons of scrap metal at $216 a ton.

How much did it pay for the metal?

54

2 x $216 11 -$594)

1 0 a $432

0 b $494

0 c 5549

0 d $378

I e None of these

1. SFC Hidalgo has $2397 in the credit union. If he received 71% interest

on his money for 1 year, how much money will he have at the end of the year?

Round off to the nearest cent.

0 a $1797.77

0 b $2251.50

0 c $2756.77

0 d $2576.78

0 e None of these

2. The local appliance store was having a sale on VCRs. A brand name model

cost 5548 oricinally. It had already been marked down 5. Now it was

discounted another 15% off the original price. How much would SGT '!higun , have to pay if he buys it durino the sale?

0 f $119.40

0 g $438.40

0 h $463.70

0 j $109.60

0 k None of these

555

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

.. .7
K-- - - - 3. -.-- ~ -D . *. *.

Module Review

Story Problems Name

3. A 7-man detail dug a trench 15 feet long by 3 feet wide. Another detail of

8 men worked for 2 hours and added 11 feet to the length. If the sarge

wanted 40 feet of trench, how much is left to dig?

0 a 14 ft.

0 b 30 ft.

0 c 45 ft.

0 d 56 ft.

0 e None of these

Fernandez's gross bi-monthly salary is $596.00. Uncle Sam takes out - for

taxes and Social Security. What is his take-home salary, to the nearest dollar?

0 f $119

0 g $377

0 h $596

0 j $737

0 k None of these

5. The government bought 36 acres for more government quarters. Each four-plex

will be on a 3 acre lot. How many sets of quarters can be built on the land? 4

0 a 27

0 b 18

0 c 48

0 d 36

0 e None of these

6. SP4 Smiley has a VISA bill of S683.00 this month. He pays 1 % interest

if he fails to pay the balance in full each month. Money is tight this

month so Smiley lets the VISA bill slide and makes no payment. How much

interest will he owe, to the nearest cent?

0 f $10.25

0 g $6.83

0 h $683.00

0 j $693.25

0 h None of these

7. Rojas bought 12 towels for himself at a PX sale. He wanted to share them

equally with his 3 buddies. How-many towels did each man get?

0 a 36

0 b 4

0 c 12

0 d 3

0 e None of these

556

4,I

,° -- S4S ,. .1 S.S -.....
Module Review

Story Problems Name______________________

8. For a company picnic, two-thirds of the men brought a date. If there were

30 men in the company, how many brought a date?

0 f 30

o g 10

o h 20

0 j 15

0 k None of these

9. SGT X weighs in at 270 in January. SGT Y weighs in at 250 the same month.

Six months later, X weighs 205 and Y weighs 195. Who lost the most weight

and how much more?

0 a X, 65 lbs.

0 b X, 20 lbs.

0 c Y, 20 lbs.

0 d Z, 10 lbs.

0 e None of these

10. Shannon hit 7 targets on the range. Carter hit 3 times as many. How many

targets did Carter hit?

0 f seven

5~0 g ten

0 h four

0 j twelve

0 k none of these

557
ANSWER SHEET

Module Review , ., Story Problems Name.

1. a 0 8. f 0

b 0 g 0

c 0 h 0

d 0 j 0

e None of these k None of these

2. f 0 9. a 0 g 0 " b 0

.[ h 0 c 0

0 d 0

k None of these e None of these

3. a 0 10. f 0

b 0 g 0

c 0 h 0

d 0 j 0

e None of these k None of these

4. f 0

g 0

h .0

j 0

k None of these

5. a 0

b 0

c 0

d 0

e None of these

6. f 0

gO0

h 0

j 0

k None of these

7. a 0

b 0

cO0

d 0

e None of these

558
MODULE REVIEW

Story Problems

ANSWER KEY/DIAGNOSTIC

If missed, do these:

I. a 0 1. 1, 2, 3, 5, 7, 11, 13

b 0

c 0

d O

e 0

2. f 0 2. 1, 2, 3, 5, 7, 10, 13 gO0

h 0

j 0

k 0

3. a O 3. 1, 2, 3, 4, 7, 12, 13

b 0

c 0

d 0

e 0

4. f 0 4. 1, 2, 4, 6, 7, 9, 13

g 2

h 0

j 0

k O

5. a 0 5. 1, 2, 6, 9. 13

b 0

c 9

d 0

e 0

6. f 0 6. 1, 2, 10, 11

g 0

h 0

j 0 4. k 0

7. a 0 7. 1, 2, 3, 6, 7, 13

b 0

c 0

d 

e 0

559
Module Review

Story Problems

ANSWER KEY/DIAGNOSTIC

8. f 0 8. 1, 2, 9, 13

g 0

h I

j 0

k 0

* 9. a 0 9. 1, 2, 4, 8, 13

b o

c 0

d 0

e

10. f 0 10. 1, 2, 5, 12, 13

g 0

h 0

j 0

k 0

560

'4_ l l m . I - - - - m ' m . ' • " . " , . O . ' " ' ' . ~ m " " " 4 " " . " . m ' o ' q q
Story Problems

Activity Sheet 1A'

Key Words Name _ _ _ _ _ _ _ _ _

In the math modules you have completed before this, you learned that

certain signs tell you how to work a problem.

13 + 7= _ _

The first symbol (+) means to add. The second symbol (=) means equal to.

If you know what the symbols mean, you can work the problem with no trouble.

13 + 7 = 20-

Now you are ready to learn about story problems. They are different. They are

* written in everyday language. There are no math signs in story problems.

However, if you read the problem carefully, you know that the problem is a math

problem. Then it is up to you to decide how to solve it. To do this, you must

first decide what arithmetic process to use: addition, subtraction, multiplication,

or division. Those are your only choices!

To help you decide which arithmetic process to use, keep in mind that every

* problem has KEY WORDS that will tell you whether to add, subtract, multiply,

or divide.

Use addition if the problem uses words or phrases like these:

1. Find the SUM ....

2. What is the TOTAL ....

3. Determine the cost of ALL ....

4. What is the COMBINED . ...

5. How much ALTOGETHER . ...

6. How many JOINED . ...

7. She has three AND I have one . ...

8. How many did he HAVE IN ALL . ...

Use subtraction if the problem uses phrases or words like these:

1. What is the DIFFERENCE . ...

2. How much MORE . ...

3. How much LESS..

4. She BORROWED . ...

5. They QUIT . ...

6. 1 DELIVERED ... .

7. How much is LEFT. . ..

8. He SOLD..

9. We PAID ..

561
Story Problems

Activity Sheet 1A

Key Words Name____________________

10. You REMOVED ....

11. She ATE ....

12. What is the NET price ....

13. The price was REDUCED ....

Use multiplication if the problem uses phrases like these:

1. Find the cost of TEN ITEMS if the cost of ONE ITEM is ....

2. She has three-TIMES AS MANY ....

3. One-third OF a group ....

(Note: This tells you to multiply by a fraction.)

4. If EACH item costs . . . , how much will ALL cost?

5. If the MONTHLY cost is. , find the ANNUAL cost. .. .

Use division if the problem uses phrases like these:

- How much is EACH ....

2. Find the cost PER ....

3. He wants to SHARE EQUALLY ....

4. I SPLIT the money ....

5. She DIVIDED the candy ....

6. Find the cost of ONE ....

7. The AVERAGE score ....

(Note: For average, you have to add first, then divide.)

Remember: No matter how difficult a problem may seem, there are only FOUR

arithmetic processes to choose from.

Instructions: Underline the KEY WORD or words in the parts of the problems

below that tell you which process to use. Then blacken the circle that tells

which process you would use to solve the problem.

Example: Add Sub liult Div

Find the price of one shirt if 3 shirts

cost $21.0 0 0

1. They decided to share the profit equally. 0 0 0 0

2. What is the combined income of the Roberts family? 0 0 0 0

3. Jones has three times as many dependents as Smith. 0 0 0 0

* 562
Story Problems

Activity Sheet 1A

-P Key Words Name

, Add Sub Mult Div

4. Five members quit the rifle team. 0 0 0 0

5. How many canteens did he have in all? 0 0 0 0

6. One-half of the new recruits had high 0 0 0 0

school diplomas.

7. Three women joined the courf martial panel. 0 0 0 0

46% 8. ''"0 He delivered seven of the documents to his 0 0 0

commander.

9. The cost was divided among the soldiers present. 0 0 0 0

1..7.0. PFC Rowell sold seven tickets to-his friends. 0 0 0 0

11. The recruit paid him the money promptly. 0 0 0 0

12. The sum of their paychecks was $982.00. 0 0 0 0

13. They split the reward. 0 0 0 0

14. Fisher had three times as many records as Jones. 0 0 0 0

15. Kluzinski removed seven of the books 0 0 0 0

from the cart.

563
Story Problems

Activity Sheet 2A

Understanding Story Problems Name_____________________

Key Words are important in solving story problems. Whenever you work

with a story problem in math, you have to translate every day language into

math language. Sometimes figuring out what to do in a word problem is hard.

However, there are certain steps you can follow. These steps will make

working with story problems easier for you.

STEP 1: Read the problem. Get a mental picture of what is going on.

Do you understand what the problem is telling you?

STEP 2: Decide what fact'_are given in the problem. Write down the

known facts. This will help you understand how they are

related.

~STEP 3: Decide what the problem is asking you to find.

ON STEP 4: Decide which facts to use to answer the question.

STEP 5: Decide which math operation to use. Study the facts and decide

if you should add, subtract, multiply or divide. Find the answer.

STEP 6: Ask yourself if your answer seems reasonable. Check your answer,

the unknown fact, against the known facts in the problem.

Example: SGT Andrews worked 23 hours on his part-time job last week.

* His rate of pay was $6 per hour. Find his pay for the week.

Solve this problem step by step:

Step 1: The problem tells you Andrews' hourly rate of pay and the

number of hours he worked.

Step 2: The given facts are (1) Andrews worked 23 hours and (2) his

rate of pay was $6 per hour.

Step 3: The problem is asking for Andrews' total wages for the week.

Step 4: The facts to use are (1) 23 hours and (2) $6 per hour.

Step 5: You must MULTIPLY:

hours worked X rate per hour = total pay

23 X $6.00 = $138.00 (answer)

Step 6. Check your answer.

$138 '23= $6.00

564
Story Problems

Activity Sheet 2A

Understanding Story Problems Name _____________________

Instructions: Solve the following problems step by step.

1. PVT Harrison drives a truck. On Tuesday he drove 70 miles in 2 hours.

On Thursday, he drove 114 miles in 3 hours. On Friday, he drove 44 miles

in 1 hour. How many miles did Harrison drive in the 3 days?

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

2. It takes Ralph 5 minutes to get to work. It takes Terry 8 minutes to get

to work. It takes Hal 19 minutes to get to work. How many minutes faster

does Ralph get to work than Terry ?

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

565
Story Problems

Activity Sheet 3A

Addition Problems Name___________________

You have learned that finding KEY WORDS is important in solving story

problems. You have also learned that you must ask yourself certain questions

to find out how to solve a story problem. Now you are ready to solve some

story problems!

In Addition story problems you will find words like SUM, TOTAL, ALL, *COMBINED, ALTOGETHER, JOINED, and HAVE IN ALL. It is important to read the

problem to get a mental picture of what is happening. It is telling you a very

brief story. You must use the facts you are given to correctly answer it.

Then you must label your answer correctly.

Example:

The mess sergeant ordered 3 cases of tomato soup, 4 cases of

chicken soup, and 7 cases of beef soup for his dining hall.

How many cases of soup did he order altogether?

*(Altogether is your key word. It tells you to ADD: 3 cases +

4 cases + 7 cases =14 CASES. It is important that you label

the answer correctly! Your answer is 14 Cases.)

Instructions: Underline the KEY WORDS in the following problems. Create a

mental picture of what the problem is telling you. Compute your answer.

SHOW your work on this sheet! Mark the circle of the correct answer.

Example: N

I paid $1.70 for a fatigue cap, $6.95 for a shirt, and $6.95

for trousers. How much did I pay altogether?

$1.70 a b c d

6.95 a. $15.60 c . 15.60

6.95 b. $17.60 d. $14.600 0 0 0

$15.60

"A" is the correct choice. "C" is the same number, but it has no

-4 dollar sign. It is not labeled correctly.

1. On Tuesday, five soldiers joined, the track team. Seven soldiers joined

on Wednesday and 8 more on Friday. How many soldiers joined the

team that week?

a. 19 c. 13 a b c d

b . 20 d . 15 o o o

566
Activity Sheet 3A.

Sddto Problems Nm

2. In June, Tuaui had extra duty 3 days. Waite had extra duty two days.

Green and Fisher each had two days of extra duty. What was the combined

amount of extra duty for the four men that month?

e. 7 g. 9 days e f g h

f. 7 days h. 6 days 0 0 0 0

3. Forty seven hundred people live in Carmel. Monterey has a population

of 27,000. Salinas has 80,500 people. What is the total population of

the three cities?

a. 107,970 c. 154,500a b c d

b. 102,200 d. 112,200 0 0 0 0

4. SP4 Williams's map shows three ridges surrounded by valleys. The

elevations of the ridges are 400 meters, 600 meters and 300 meters.

Altogether, what is the elevation of the ridges?

e. 1300 meters g. 900 meterse f g

4f. 700 meters h. 130 meters 0 0 0 0

5. SGT Anderson won $3.75 in a poker game. Sergeants Branch and

Davis each won $4.90. How much did they win in all?

-~a. $8.65 c. $13.55a b c d

b. 6.05 d. $12.55 0 0 0 0

6. Company A has 5 women soldiers. Company B has 8. The other companies

have none. How many women soldiers does the battalion have in all?

e. 13 g. 5 e f g h

f. 3 h. 8 0 00 0

7. Carter had $10.00. He spent $4.30 on ribbons, $1.19 on chow, and

75 on a phone call. What sum did he spent?

a. $3.76 c. $16.24a b c d

b. $6.24 d. 5*.24 0 0 0 0

8. Three men are in the overweight program. One weighs 237 lbs. The

other two weigh 216 lbs. and 243 lbs. What is the total weight?

e. 796 lbs. g. 596 lbs.e f g h

f. 686 lbs.. h.- 696 lbs. 0 0 0 0

567
Story Problems

Activity Sheet 3A

Addition Problems Name __________________

9. Last year SGT Handley received several bonuses in addition to his basic

pay. A reenlistment bonus was $1,050. A promotion bonus was $729.

4 His incentive pay totaled $1,296. What was the combined amount of his

bonuses for the year?

a. $14,075 c. $9,636 a b c d

b. 2,075 d. $3,075 0 0 0 0

10. The terrain became steeper as the squad marched north. The first ridge

was 325 meters. Next was higher ridge, 475 meters higher. Finally the

squad reached a hilltop that was 620 meters higher than the last ridge.

How many meters did the elevation increase altogether?

e. 1420 meters g. 295 meters e f g h

f. 1095 meters h. 800 meters 0 0 0 0

568
Story Problems

Activity Sheet 4A

Subtraction Problems Name

Subtraction problems are easy to recognize. The key word DIFFERENCE means

you subtract. Other key words which tell you to subtract are BORROWED, LEFT,

PAID, FEWER, LESS, DELIVERED, REMOVED, QUIT, ATE, REDUCED and HOW MUCH ( MANY)

MORE. Two other words, GROSS and NET, are often used in subtraction problems.

GROSS refers to a total before any deductions are taken from it. NET is the

amount that is left after the deductions are taken.

Example: PFC Goin gets a gross salary of $600 per month. Uncle Sam

takes out $189 for-taxes and social security. What is his

net monthly salary?

$600 -- gross salary

189 -- deductions

T41 -- net salary

Instructions: Underline the KEY words in the following problems. Create a mental picture of what the problem is telling you. Remember to mentally "cross out" any information you don't need! Compute your answer. Show your work on this sheet,

Mark the circle of the correct answer.

Example: Company A has 17 boxes of ammo. Company B has 6 boxes. Company C has 12 boxes. How many more boxes of ammo does

Company C have than Company B?

a b c d

12 boxes a. 11 boxes C. 5 boxes 0 8 0 0

6 6 boxes boxes b. 6 boxes d. 35 boxes

6 oeNote: You don't need the information about Company A;

it is extra.

1. The azimuth to Target A is 50 degrees. The azimuth to Target B is

95 degrees. What is the difference in the azimuths between the two N targets?

a. 1450 c. 500 a b c d

b. 450 d. 350 0 0 0 0

2. The population of Fort Ord is 31.,496. The population of Monterey is 27,000.

The Presidio of Monterey has a population of 4315. How many fewer people ,. does the Presidio have than Fort Ord?

(.. e f g h

e. 27,181 g. 22,685 0 0 0 0

f. 35,811 h. 31,315

569

a- q ' : f-. ' a' 4 ' .: " ' : - .', .--'.,a . ":''':-" -'-.x- -: " - ' ,...i.:::
-A 7k. b ,- ~- .- '

Story ProblemsActivity Sheet 4ASubtraction Problems Name ____________________

3. Fort Ord has 28,221 dependents living on post. Dependents living off post

total 16,145. How many more dependents live on post?

a. 44,361 c. 11,076 a b c d

b. 12,086 d. 12,076 0 0 0 0

4. The military payroll in FY81 at Fort Ord totaled $284 million. The military

* payroll in FY82 will total $.3K3 million. How much less military payroll

was there in FY81?

e f g h

e. 549 million g. $39 million

f. $607 million h. $139 million0 0 0 0

5. The size of Fort Ord is 193,154 acres. If the Army sold 7,155 acres, how

many would remain?'

a. 200,309 acres c. 186,009 acres a b c d

b. 185,999 acres d. 186,999 acres 0 0 0 0

6. PFC Gardner had thirty-six messages to deliver for his commander. He

delivered 27 in the morning. How many messages were left to deliver in

the afternoon?

*e. 9 g. 53 e f g h

f. 63 h. 8 0 0 0 0

7. The flying club had 17 members. Three of them quit. How many members

are now in the club?

a bc d

a. 4 c. 14 0 0 0 0 b. 20 d. 13

8. SGT Moore had $17.59 to last until payday. After buying a record, he

had $7.58 left. How much did the record cost?

e. $25.17 g. 10.99e f g h

f. $ 7.58 h. $10.01 0 0 0 0

570

4A

V *.
Story Problems

Activity Sheet 4A

Subtraction Problems Name

9. The NCO Club had to sell 290 chances on a new car in order to break even.

The Club sold only 189 of them. How many still had to be sold?

a. 479 c. 91 a b c d

b. 111 d. 101 0 0 0 0

10. My gross salary is $12,970 per year. Deductions of taxes ($3700) and social

security ($720) total $4420. What is my net salary for the year?

e. 54130 g. $17,390 e f g h

f. $8550 h. $ 9530 0 0 0 0

,A

571

! R ;

-.,- 4

,.4., .. . .. , .. ...... .. ., ..... ., ... , . , .. . ..
Story Problems

Activity Sheet 5A

Multiplication Problems Name

The key words TIMES AS MANY tell you that you need to multiply in story

problems. However, the key words PRODUCT and TIMES are not often used. Instead

of key words, watch for situations that mean to multiply. For example, you may

be told the price of one item. Then you are asked to find the price of several

items. Or, you may be told how far someone can drive a car on one gallon of gas.

Then you are asked to find how far he can drive the car on several gallons of gas.

Example: SGT Kluzinski has a new diesel car. He can drive his car

35 miles on one ga-l-lon of diesel fuel. How far can he drive

with 15 gallons of fuel?

35 miles

x 15

175

35

525 miles: Remember to label your answer correctly!

Instructions: Underline any KEY words you find in the following problems.

Decide what the problem is asking you. Remember to mentally "cross out" any

part of the problem that you don't need! Compute your answer. Show your work

on this sheet! Mark the circle of the correct answer.

n' Example: Find the cost of ten uniforms if one costs $15.00

a. $1.50 c. $15,f,) a b c d

b. $150.00 d. Slr ,.00 0 0 0 0

$15.00

x 10

$150.00

1. You are zeroing your weapon on a 25 meter ranoe usino the standard sight.

Turning the drum one notch clockwise will move the impact of the bullet

7 millimeters to the right. How many millimeters will the round move if

you turn the drum 5 notches?

a b c d

a. 

b.. 35 3.5 mm 

mm c. d. 25 .12 mmmm 0 0 0 0

-'. 2. You need to rent a car for a PCS. It costs $23 a day, without mileage.

How much does it cost, without mileage charges, to rent a car for the

month of June (30 days)?

e f g h

e. $690 g. $260 0 0 0 0

f. $960 h. $469

572
Story Problems

Activity Sheet 5A.

Multiplication Problems Name

3. Marshall School has 3 times as many transfer students as Stilwell School.

Stilwell has 27 transfer students. How many transfer students does

Marshall have?

a. 30 c. 9 a b c d

b. 72 d. 81 0 0 0 0

4. Our classroom has 4 rows of desks with six desks in each row. How many

desks are in our room?

e. 10 g. 30 e f g h

f. 24 h. 18 0 0 0 0

5. The football stadium at Fort Ord is where the Peaches and Herb concert

will be held. If Morale Support charges $6 for each ticket, how much

money will Morale Support take n if 2200 tickets are sold?

a. S1200 c. $13,200 a b c d

b. $1320 d. 2,800 0 0 0 0

6. SP4 Irvinski pays $13 for a gallon of paint. He buys nine gallons. How

much does he pay altogether?

e. $117 g. $171 e f g h

f. 21 h. $ 97 0 0 0 0

7. How much will nine lensatic compasses cost at $25 each?

a. $252 c. $200 a b c d

b. $125 d. $225 0 0 0 0

%64

573
Story Problems

Activity Sheet 5A

Multiplication Problems Name_____ _____________

8. How many inches are there in 52 feet?

e f g h

e. 156 inches g. 624 inches0 0 0 0 f. 520 inches h. 1872 inches0 0 0 0

* 9. If a rug is 9 feet wide and 17 feet long, how many square feet of area

(length times width) are there in the rug?

a. 153 ft 2 C. 52 ft 2 a b c d

b. 26 ft2 d. 144 ft2

10. Serrano received 7 frogs last week. Williams received six times as many.

How many frogs did Williams have?

e. 24 g. 42 e f g h

*f. 13 h. 49 0 0 0 0

574
.*.p *. , . . . . - . . . .

Story Problems

Activity Sheet 6A

Division Problems Name

In division story problems, the words SPLIT, SHARE, SHARE EQUALLY, AVERAGE,

DIVIDED, and PER usually mean to divide. Another key word, QUOTIENT, is almost

never used.

Example: Jake picked 85 pounds of apples on his day off. He wants to

split the apples equally among his five friends. How many

pounds will each person get?

17 pounds of apples

5/ 85 pounda5

35

35

Other situations may also mean to divide. For example, you may be told the

price of several items. Then you are asked to find the price of one item.

Example: PFC Andrea paid $12 for six camouflage helmet covers. Find

the price of one cover.

$ 2 each

6/1-2-

Instructions: Underline any key words you find in the following problems.

Create a mental picture of what the problem is telling you. Remember to

mentally "cross out" any information you don't need! Compute your answer.

Show your work on this sheet! Mark the circle of the correct answer.

Example: Rivas took three parts of the ASVAB. His scores

totalled 279. What was his average on each part?

a. 31 c. 300 a b c d

b. 93 d. 97 0 4 0 0

93

3/279

27

9

9

1. SGT Wellman is spending his leave with his grandmother who lives 385 miles

away. If he averages 55 miles per hour on the trip, how long will the

driving time be?

a. 7 miles c. 61 hours a b c d

b. 70 hrs. d. 7 hrs. 0 0 0 0

575

4%)

5,-..' , , - , , t ' .' - ' . , ' . . . " . - - . . • - - - . '. . . . . - .. . . . . . . - -
Story Problems

Activity Sheet 6A

Division Problems Name

2. During a postwide U.S. Savings Bond drive, $50,125 worth of $25 bonds were

sold. Find the number of bonds sold.

e. 2005 g. 25 e f g h

f. 205 h. $205 0 0 0 0

3. PFC Carter makes $12,120 per'-year. What is his monthly salary?

i. S1000 k. $1100 i j k 1

j. S1010 1. $11,000 0 0 0 0

4. In order to deliver 21,500 pounds of C-rations to the field, a vehicle

had to make five trips. How many pounds were carried on each trip?

a. 43,000 lbs. c. 4300 lbs. a b c d

b. 3400 lbs. d. 107,500 lbs. 0 0 0 0

5. The profits of the bazaar were divided evenly among the Red Cross, Boy

Scouts, Girl Scouts, and ACS. if the profits totalled 56300, how much

did each group get?

e. $1575 g. $1507 e f g h

f. $25,000 h. $157.50 0 0 0 0

6. If seventeen camouflage helmet covers cost $35.02 at the military clothing

store, find the cost of one.

i. $20 k. $2.60 i k 1

j. $26 1. $2.06 0 0 0 0

576
Story Problems

Activity Sheet 6A

Division Problems Name ______________________

7. PVT Jones won $369 at bingo the other night. He decided to split it

evenly among his two buddies and himself. How much money did each man receive?

a. $184.50 c. $12.30 a b c d

b. $123.00 d. $369.00 0 0 0 0

4 8. How many feet of barbed wire do you have in 792 inches?

e. 7.92 ft. g. 66 ft. e f g h

f. 22 ft. h. 79 ft. 0 0 0 0

9. SGT Evans wants to split a board 102 inches long into 6 equal pieces.

How long will each piece be?

ij. 18 in. 1. 16 in. i 0 0 0

j. 18 in. k. 19 in.0 0 0 0

10. If it takes 11 gallons of gasoline for a truck to go 121 miles, how

many miles will it go on one gallon?

*e. 132 miles g. 10 miles e f g h . f. 1331 miles h. 11 miles 0 0 0 0

d577
4~~ . , -7 ..

Story Problems

Activity Sheet 7A

Two-Step Problems Name ____________________

You have learned that you must decide if you add, subtract, multiply or

divide in a story problem. Key Words help you decide what to do. A mental

picture can also help. In the problems you have done so far, you only had

ONE THING TO DO. Now you will learn how to do story problems that need TWO

THINGS (or STEPS) to be done to get the answer.

Example: SGT Shannon had seven bills to pay before the end of the week.

He paid 2 on Tue5day and 3 on Wednesday. How many bills

did he have left to pay?

Can you find the answer if you do only ONE STEP (add, subtract, multiply,

or divide)? NO, you must do TWO STEPS:

ADD -4 SUBTRACT

2 - Tuesday .7 - to begin with

+ 3 - Wednesday -5 - he wrote on Tuesday and Wednesday

5 2 bills left to pay

OR

SUBTRACT SUBTRACT

7 -to begin with 5 -left .42 - - Tuesday -3- Wednesday

5 left 2 bills left to pay

Either way you get the same answer!

.4. You don't always ADD and SUBTRACT in TWO-STEP story problems. Here are

some of the steps you might need to use:

-~ ADD S- UBTRACT

ADD - ) DIVIDE

ADD -. 1---- 1 ULT IPLY

SUBTRACT -~ADD

SUBTRACT -~MULTIPLY

SUBTRACT -~DIVIDE

MULTIPLY -)SUBTRACT

MULTIPLY -*DIVIDE

DIVIDE -*MULTIPLY

One TWO-STEP story problem needs special mention. You may be asked to

find the AVERAGE of something -- money, grades, scores, people. To find the

AVERAGE, you:

ADD-. DIVIDE (by the number of items added)

578
Story Problems

Activity Sheet 7A.

Two-Step Problems Name_____________________

Example: Sam received 75 on the test. John got 82, and I got only 71.

What is our average score?

4ADD DIVIDE

75 -Sam's score 76 - average score

82 - John's score 3/228 - (total of scores)

71 - my score

Tree

iems

added

Instructions: Decide which TWO-STEPS you need to use to solve these story

problems. Write down those steps. Solve the problem. SHOW YOUR WORK!

Circle your final answer! Do the work, on the answer sheet.

Example: A field has eight rows of targets with seven targets in

each row. If PVT Gain removes seven of the targets from

that field, how many targets remain?

MULTIPLY )SUBTRACT

8 rows 56

x 7 targets in each row - 7

56 targets 49 targets left

1. SGT Davis had $15.00. He wanted to go to-the rodeo. He paid $2.00 for

bus fare, $6.25 for lunch at the rodeo, and 90 for peanuts. He spent

what was left on a souvenir program. How much did the souvenir program

cost?

2. Mrs. Lashbrook had 38 soldiers in her BSEP class on the first day. On

Tuesday, ten of them volunteered to go to PLATO. She divided the remaining

soldiers with Mrs. Howard. How many soldiers were in each class?

3. Army Community Service had 9 budget counselors. Four of those quit for

personal reasons, but then 3 new counselors were trained and began work.

How many budget counselors did A.C.S. have then?

4. Three soldiers are in the overweight program. Soldier A weighs 205 pounds.

Soldier B weighs 173 pounds, and Soldier C weighs 249. What is their

average weight in pounds?

5. An infantry platoon has 11 rows of soldiers with 3 soldiers in each row.

Five soldiers in that Platoon fell out for sick call. How many soldiers

remained in the Platoon?

579
N _Ni :a a~ C_ %r- .-. 777-T .- 

- - . - 

   

 T  7

Story Problems

Activity Sheet 7A.

Two-Step Problems Name______________________

6. On a topographic map, 2 inches represent 75 miles. The distance between

two ridges is 6 inches. How many miles apart are the two ridges?

7. For the annual Christmas drive to collect money for needy families, each

company in the battalion raised $75.00. The money was divided among 4

families. If five companies participated, how much money did each needy "S family receive?

* 8. The Red Cross aided 67 soldiers last month. Armiy Community Service helped

51 people. The Alcohol and Drug Abuse Counseling aided 73 soldiers, and

Army Emergency Relief loaned money to 25 soldiers. What was the average

number of persons helped last month by these agencies?

Answer Sheet

Sory Problems

Activity Set7

Two-Step Problems Name____________________

1.

2.

.4 3.

580
Answer Sheet

Story Problems

Activity Sheet 7A

Two-Step Problems Name ___________________

4.

5.

6.

7.

8.

581
Story Problems

Activity Sheet 8A

Three-Step Problems Name

Now it is time to learn to do story problems that have THREE (or more)

STEPS to complete to solve the problem.

[REMEMBER: IN ALL STORY PROBLEMS, NO MATTER HOW MANY STEPS YOU MUST DO, YOU

ALWAYS LOOK FOR KEY WORDS FIRST. THEN TRY TO MAKE A MENTAL PICTURE OF WHAT

THE PROBLEM IS TELLING YOU!]

Look at the following story problem:

SGT Aragon was trying to balance his checkbook. He started the month

with $67.32 in his account. Then he deposited his pay check of

$633.00. He wrote checks for $10, $137.50, $18.75, and $250. What

is the balance in SGT Aragon's checking account?

You may have had the same problem as SGT Aragon! How do you figure out how

much money you still have to spend?

First, let's look for KEY WORDS in the above problem: PEPCSITED tells

you to ADD; BALANCE means what is LEFT after you SUBTRACT. You r Just both

ADD and SUBTRACT to find the correct answer.

$ 67.32 - left over from last month

+ 633.00 - DEPOSITED (PUT IN) <I$700.32 - START OF MONTH

$ 10.00 >$700.32 - start of month

137.50 - 416.25 - total checks written

18.75 $284.07 - amount left = BALANCE

250.00

$416.25 - TOTAL CHECKS WRITTEN

SGT Aragon has $284.07 left after he writes the four checks. That is his

balance. In this problem you

ADD - ADD )SUBTRACT - ANSWER

Instructions: In the following story problem, you will need to do THREE or MORE

steps to get the answer. Give the steps (as shown above). Then solve the

problem. SHOW YOUR WORK! (LOOK FOR KEY WORDS!). Circle your final answer.

Example: SGT Cassetta ordered.a new car which listed at $5749.50.

He had a tape player installed at an additional cost of

$179.00. Then he decided to add rear speakers which cost

$78.00 a pair. If the dealer gave Cassetta $1500 as a

trade-in on his old car, how much did he owe for his new one?

582

-.5
-X . . . -- - - - . . -

Story Problems

Activity Sheet 8A

Three-Step Problems Name______________________

ADD ADD SUBTRACT

$179.00 tape player $5749.50 car 1+$6006.50 - total cost of new car

+ 78.00 speakers +257.00 "extras" _ 1 500.00 - trade in

T27.0$6006.50 rT55U- a n swe r

1. SP4 Anders' gross pay included $538.00 basic pay and $150.00 quarters

allowance. He had deductions of $25.00 for a savings bond, $120 for taxes

and $25.00 for an overpayment from the previous month. What was the

amount of SP4 Anders' net pay that month?

2. If PVT Lyles stopped smoking, he figured he could save $8.00 a week. If

he walked to work, he could save $3.00 a week on gas. He had his eye on

a new stereo component system. It cost $480. He decided he would quit

smoking and walk to work. He put the money he saved in a jar. At the

end of 16 weeks, how much more money will he still have to find in order to

buy the stereo?

3. SGT Rawlings wanted to estimate how much travel pay he would receive on

his PCS. He has a wife and two children, ages 3 and 7. He receives

18t per mile, his wife receives 12 and each child receives 6t. His orders

send him 1500 miles. If the governme,- gave him travel pay but his actual

* expenses totalled $700, how much woula he be in the hole for the move?

4. PVT Overby buys one savings bond for $25 each month. PVT Axle buys

one bond for $75 each month. At the end of one year, how much more has

Axle saved than Overby?

5. The recruit bought 7 shirts at $2.06 per shirt and two pairs of shoes

at $23 a pair. How much change did he receive from $62.00?

583
ANSWER SHEET

Story Problems

Activity Sheet 8A

Three-Step Problems Name

1,

2.

*1 ;3.

4.

5.

584

• ".-w- * ' " "* w " J , " - .*.". , -. ". . *. . . . . * - - .. . . . . . .
Story Problems

Activity Sheet 9A

Problems with Fractions Name

You have already learned about fractions. Fractions also appear in

- story problems. Here are some hints to help you identify the operations you

will need to solve fraction story problems.

-- Addition and subtraction problems are easy to recognize. You have learned

some of the key words for addition problems--SUM, TOTAL, ALTOGETHER, and COMBINED.

You also learned some of the key words for subtraction--DIFFERENCE, HOW MUCH

MORE, HOW MUCH LESS. The words GROSS and NET in a problem often are clues to

subtract.

Multiplication problems are sometimes harder to recognize. The word OF

following a fraction usually means to multiply.

Example: PVT Soames bought a used car for S2400. He . paid I of the price as a down payment. How much

3

was his down payment?

1of

x $2400 = $800

Watch for situations that mean to multiply. You may be told the price of one

item. Then you are asked to find the price of several items.

Example: One pound of hamburger costs S1.78. Find the

cost of 2 -1 pounds for a meat loaf.

1 59

2 x $1.78 : - x S $4.45

Division problems are the hardest to set up correctly. Remember that the

thing being divided must come first in the problem. The words CUT, SHARE, SPLIT

usually mean to divide.

The word PER in "miles per gallon" and "miles per hour" means to divide. I

Example: SGT Kluzinski drove 95 miles in 2 7 hours with

frequent stops. Find his average speed in miles

per hour.

19

951t 95 5 lx 38 miles per hour

1

Watch for situations that mean to divide. For example, you may be told

the cost of several items. Then you are asked to find the cost of one item.

3 Example: The army paid $15 for 3 W reams of typing paper.

Find the cost of one ream of paper.

1

3 15 15 I 4 _

$15 3 -15 1 = = = $4.00

585

-L-7. . . . . . .
Story Problems

Activity Sheet 9AProblems with Fractions Name__________________

REMEMBER: In many problems you will need more than one step (operation) to

get answers. List for yourself the steps you need to take before you start!

Instructions: List the steps you need to use to solve the following fraction

story problems. Then solve the problem. SHOW YOUR WORK! Circle your final

answer. (Don't forget your mental pictures.)

Example: Last year LT Ramsey made $13,500. He spent 1~ of his income on

rent. How much did he spent on rent?

MULTI PLY

3375

1 x ~--$3375

1

1. i 1

1.If3 yard of parachute cloth costs $6.00, how much will one yard cost?

2. The sergeant needs some small metal strips for the motor pool. How many

pieces of metal, each 2of an inch long, can be cut from a metal strip

72" long?

3. Second offenders for drunken driving must pay fines over $500. Last month

27 soldiers were arrested for drunken driving. If -: of those were second

offenders, how many soldiers had to pay fines over $500?

4. Counseling helps to change behavior. One-fourth of all persons counselled

change their behavior for the better. One hundred soldiers are counselled

for drug abuse. How many of those same soldiers will change their behavior

for the be~tter?

5. The Juarezes spend -1 of their income for food, 1of their income for rent, 8 4

and 3~ of their income for electricity. After these items are paid, what

part of their income is left to spend?

6. SP4 Allen tries to save -g of his net income every month. His gross pay is

$1000. His net pay is $810. How much will he save this month?

586

W. . . . . . .
.NStory Problems

Activity Sheet 9A

Problems with Fractions Name __________________

7. Joyner wants to figure what kind of gas mileage he gets with his car. I5He drove 159 miles on 10- gallons of gasoline. How far did he drive

on one gallon?

8. Rogers works at a part time job during off-duty hours. Monday, he worked

2-+ hours. Thursday he worked 1 -1hours, and on Saturday he worked 6 2

hours. How many hours that week did he work at his part-time job?

4'9. Rowell went to the PX sale. He bought a coat that regularly sold for

$69. It was on sale for Ioff. How much did Rowell pay for the coat?

- ~ 10. Four buddies went fishing on the training holiday. They agreed to share

the fish equally. Together they caught 17 1 oud of fish. How many 4 oud

pounds did each person get?

58
-.- % .1. -.-- -. . ..... . .. " - .

ANSWER SHEET

Story Problems

Activity Sheet 9A

Problems With Fractions Name

1.

2.

3.

4.

5.

588

*11

4.J

.. 1

.. ... . . .. . p

"" , " ',; ," q" q5 ." , "" " ; "' " -' "d '' ' "' - ,t , ," "" " q , " ' " " " ' • "' " " " . . ", .' , ' ., ." " . . . - .' *1 • • . , " W . . " -, ,., "' ' , , . . . -. -"" . - . '" '', '' . '" " " . . " " "" " "
ANWE SHEET4

Story Problems

Activity Sheet 9A

Problems With Fractions Name________ _____________

$ 6.

4.7.

4...

70.

.8.

9.8
. , . - _ - - .... .

Story Problems

Activity Sheet 10A

Problems with Percents Name

You have learned that a percent is like a decimal or a fraction. Percents

are often used in business. Interest rates, sales tax, and discounts are all

measured in percents. For example, 6% is the sales tax rate in California.

Finding a percent of a number is the most common percent story problem.

In these problems, you have the percent and the number you must find the percent

of. Many examples of finding a percent of a number takes two or more steps.

Example: Williams bought a7-shirt for $12.95. The sales tax is 6%..

What is the total price of the shirt, including tax?

First you must change the percent to a decimal.

6 = .06- MULTIPLY ROUND OFF ADD

$12.95 .777 = $.78 $12.95

x .06 + .78

.7770 S13.73

Example: A jacket was marked $45 in the clothing sales store. It

was put on sale for 20% off? How much does it cost now?

20% = .20 --- > MULTIPLY - > SUBTRACT

$45 $45.00

x.20 - 9.00 -$-9.O0 36.00

Instructions: Solve the following story problems. Change the percent to a

decimal. Decide which operations to use. Compute the answer. Show your work!

Circle your final answer.

1. A suit that normally sells for $168 is on sale for 50% off. What is the

sale price of the suit?

2. SP4 Johnson and his wife are buying a house for $60,000. They have to make

a down payment of 15%. How much is the down payment on the house?

3. In 1970, the sergeant's house cost $24,600. In 1980, the value of the

house was 80% more than the 1970 price. Find the value of the sergeant's

house in 1980. Round off to the nearest hundred.

590
TV 7% . . . .

Story Problems

Activity Sheet 10A

Problems with Percents Name ___________________

4. Last weekend PFC Owens took his girl out to dinner. The total bill came

to $23.00. If he left a 15%0 tip, how much would the waitress get?

*5. Of 220 men who took the SQT, 201/, received a "NO-GO." How many men

* received a "GO"?

6. PVT Eason went to the civil4an army surplus store to buy several items.

He bought a mug with his unit crest for $4.95, 2 ribbons for $1.00, and

aT-shirt for $6.00. If state tax is 6%, how much tax must he pay on his

purchases? Round off to the nearest cent.

7. SP4 Davenport ordered a new car. It cost $6500. The dealer offered him

S1500 for his present car as a trade-in. He accepted the offer. If state

~1 sales tax is 6%', how much tax will he need to pay on his new car?

59

4.N
ANSWER SHEET

Story Problems

Activity Sheet IQA

Problems with Percents Name __________________

2.

3.

* 4.

5.

6.

7.

592
Story Problems

Activity Sheet 11A

Problems with Interest Name____________________

Interestis a common application of percents. Interest is money someone I pays for using someone else's money. A bank pays you interest for using your

money in a savings account. You pay the bank interest for using the bank's

money on a loan.

To find interest, multiply the PRINCIPAL by the RATE by the TIME.

(P x R x T)

The PRINCIPAL is the money borrowed or loaned.

The RATE is the percent of interest.

The TIME is the number of years the money is borrowed or loaned.

Example: Find the interest on $600 at 7% annual inte rest for one year.

7% .07 -- MULTI PLY - ~ MULTIPLY

~$600 principal time

x.07 interest rate $42.00 x 1 (year) =7~

$42.00

When you do interest problems, follow the same rules for doing other percent

-~ problems.

Instructions: Solve the following interest story problems. Change the percent

to a decimal. Compute your answer. Show your work. Circle your final answer.

1. The credit union loaned PVT Jaecke $1000 for a stereo. He was charged 12%

interest. If the loan was for 2 years, how much interest did he pay?

-~ 2. SFC Hanson has- $6392 in the credit union. If he receives 8% interest on

his money, how much money will he have at the end of 1 year? (BE CAREFUL!)

Round to the nearest cent.

.59

9V
Story Problems

Activity Sheet 11A

Problems with Interest Name_____________________

3. How much interest will you pay if you borrow $450 at 11 1-% for 1 year? -,~ 'i2

* 4. SFC Clark borrows $4200 for a new car. She takes 3 years to pay it off.

The bank charges her 13% interest a year. What are her monthly payments?

Round to the nearest dollar.

5. Fidteitrs:$10 t75 nulineetfr1 yas

~2

S59
Story Problems

Activity Sheet 12A

-~~ Problems with Measures Name___________________

These problems will give you a chance to apply your measurement skills

to story problems. Some problems may take several steps to find the answer.

Refer to your measures module activity sheets if you need to.

Two kinds of measurement story problems need special mention. The

first is PERIMETER.

PERIMETER means the total distance around something. You ADD.

Example: If a yard measures 18 feet by 38 feet, how many feet of fence will it take to go AROUND the yard?

38

18 18 18 +18 +38 +38

of fence

38

V AREA means measuring the amount of space inside something. You MULTIPLY.

Example: Harold needs a new carpet for his living room. If

the room is 10 feet long and 12 feet wide, how many

square feet of carpet will he need?

12

10 10 Z 2 10' x 12' = square feet

Instructions: Solve the following story problems. List your steps. Show

your work. Circle your final answer.

1. The hall in Ramon's apartment is 3 feet wide and 9 feet long. He wants to

.4-...buy a rug to cover the hall. How many square feet of rug will he need?

2. Company A spent 2 hrs. 25 min. on M~onday painting the outside of the

barracks. On Tuesday, they worked 1 hr. 40 min. Wednesday, they worked

3 hrs. 10 min. Altogether, how much time did Company A spend painting

that week?

595
Ir J. ' 7. T - ~ ~%

Story Problems

Activity Sheet 12A

Problems with Measures Name __________________

3. The corporal mailed 3 packages, each weighing 2 lbs. 9 oz. What was

the total weight of the packages?

4. The cook ran out of margarine. He bought an 8 ounce package for 99g.

To the nearest cent, what was the price of one ounce of margarine?

5. The engineers need new fencing at the ball park. If the park is 200 feet

in length and 150 feet in width, how much fencing do they need?

.59
ANSWER SHEET

Story Problems

.-,, Activity Sheet 12A 4,4 Problems with Measures Name

1.

2.

3.

4.

5.

597
• i" Story Problems

Activity Sheet 13A

Mixed Problems Name

This activity sheet has story problems of 1-step, 2-step, and 3-step

operations. It is a review of addition, subtraction, multiplication, division,

fractions, percents, measures, and interest.

Instructions: Read each problem carefully. Make a mental picture of the problem.

Look for key words. Compute the answer. Mark it on the answer sheet.

If your answer does not match one of the answers given, mark NONE OF THESE.

Example: SGT and Mrs. Delacruz bought new furniture marked $650.

They agreed to pay for the furniture by making 15 equal

monthly payments of $52 each. How much more than $650

did the furniture cost them?

MULTIPLY SUBTRACT 0 a $650

52 $780 0 b $780

x 15 - 650

260 ore 0 c S260

$780 0 d $520

I e None of these

1. On a BSEP spelling test, Ortiz spelled 18 words correctly. Delman spelled

13 words correctly and Green got 20 correct. What is their average number

of correct spelling words:

a 13

b 51

c 17

d 16

e None of these

2. On the SQT liB task of wearing a protective mask, 224 soldiers were tested.

92% passed. How many soldiers received a "NO-GO"? Round off.

f 18

g 8

h 206

j 132

k None of these

3. Yesterday 227 soldiers took the SQT lIB task of determining an azimuth.

Only 89 got a "GO." On determining grid coordinates, only 63 got a "GO."

How many more "NO-GO's" were there in determining grid coordinates?

a 38

b 138

c 164

d 26

e None of these

598

% .' ,-', ?'.,' A" -. - *"'.... .... .... -' "- - "*. . ... ' .. i .'-. . .. I
Story Problems

Activity Sheet 13A

Mixed Problems Name

4. You are sighting through binoculars at an enemy tank which is 7.5 meters

in width. It measures 5 mils. What is the range, in meters, to the tank?

Width _ range, or Width - mils = RANGE. A mil is written .001. mils

7 mils is written .007.)

f 15

g 1500

h 75

j 750

k None of these

5. At the PX, Hernandez bought toothpaste for 69 , razor blades for $2.65

and writing paper for $1.59. How much change did he receive rrom a S10 bill?

a $5.07

b 4.93

c 7.34

d $5.17

e None of these

6. If SGT Ramon pays $3.50 each month for SGLT, how much does he pay per year?

f $420

g $240

h $24.00

j $35.00

k None of these

7. Henning hit 3 targets in the pistol matches. Woitekaitis hit 4 times as

many targets. How many targets did Woitekaitis hit?

a 7

b 3

c 21

d 12

e None of these

8. Thirty units were invited to the change of command. Two-thirds said they

would attend. How many units will attend?

f 12

g 32

h 20

j 45

k None of these

599
-4 ANSWER SHEET

Story Problems

Activity Sheet 13A

Mixed Problems Name

1. a 0 2. f 0 3. a 0 4. f 0

b 0 g 0 b 0 g 0

c 0 h 0 c 0 h 0

d 0 j 0 d 0 j 0

e 0 k 0- e 0 k 0

5. a 0 6. f 0 7. a 0 8. f 0

b 0 g 0 b 0 g 0

c 0 h 0 c 0 h 0

d 0 j 0 d 0 j 0

e 0 k 0 e 0 k 0

600
CHECK SHEET

Story Problems

Activity Sheet IA

Key Words

Add Sub Mult Div

1. share . equally 0 0 0 0

2. combined 1 0 0 0

3. times as many 0 0 0 0

4. quit 0 9 0 0

5. have in all S 0 0 0

6. of 0 0 6 0

7. joined 1 0 0 0

8. delivered 0 1 0 0

9. divided 0 0 0 0

10. sold 0 9 0 0

11. paid 0 0 0 0

12. sum 1 0 0 0

13. split 0 0 0 0

14. times as many 0 0 1 0

15. removed 0 S 0 0

601

4..V
CHECK SHEET

Story Problems

Activity Sheet 2A

Understanding Story Problems

1. Step 1: The problem tells you that Harrison is a truck driver, how many

miles he drives on each day and how long it takes him.

Step 2: The given facts are (1) Tuesday he drove 70 miles in 2 hours,

(2) Thursday he drove 114 miles in 3 hours, and (3) Friday he

drove 44 miles in one hour.

Step 3: The problem is asking for total miles driven, not the hours it took.

Step 4: The facts to use are (1) 70 miles, (2) 114 miles, (3) 44 miles.

*~ .~.You don't need to know the hours.

Step 5: You must ADD: 70

114

+ 44

- 2 miles: Answer

Step 6: Check: 44

114

+ 70

-A8

2. Step 1: The problem is about the time it takes 3people to get to work.

Step 2: The given facts are (1) Ralph (5 minutes to work), (2) Terry

(8 minutes to work), (3) Hal (19 minutes to work).

Step 3: The problem is asking how much faster Ralph makes it to work

compared to Terry.

Step 4: The facts to use are (1) 5 minutes for Ralph, (2) 8 minutes

for Terry.

Step 5: You must SUBTRACT:

Terry's time - Ralph's time = answer

.4 8 minutes

'.4 -5 minutes

3 minutes faster - answer

.4Step 6: The answer makes sense.

5 minutes - Ralph

+ 3 minutes - faster

8 minutes - Terry

602

§C-Me
CHECK SHEET

Story Problems

Activity Sheet 3A

Addition Problems

a b c d

1. joined, more 0 6 0 0

e f g h

2. combined 0 0 0 0

.-a b c d

3. total 0 0 0 O

e f g h

4. altogether 

0 g 0

a b c d

5. in all

0 0 0 0

e f g h

6. in all 

0 0 g 0

a b c d

7. sum 0

'w e f g l

8. total 

0 -- 0 0 0 O

a b c d

9. combined 0 0 0 O

e f g h

10. altogether l 0 0 0

603
CHECK SHEET

Story Problems

Activity Sheet 4A

Subtraction Problems

1. difference a b c d

0 9 0 0

2. fewer e f g h

1 0 0 0

3. more a b cd

: 0 0 0 1 -

4. less e f- g h

0 0 9 0

5. sold, remain a b c d

0 1 0 0

6. delivered, left e f g h

1 0 0 Q

7. quit a b c d

0 0 0 0

8. left e f g h

0 0 0 9

9. sold a b c d

0 .0 0 6

10. gross, net e f g h

0 6 0 0

604
CHECK SHEET

Story Problems

Activity Sheet 5A

Multiplication Problems

" NOTE: Don't count a question wrong if the soldier underlined different key

words. These are just possible key words.

1. one notch, how many, 5 notches a b c d

6 3 0 0

2. a day, How much, 30 days e f g h

1". 0 0 0

3. times as many a b c d

0 0 0 0

4. 4 rows, with, 6 desks in each row e f g h

" 0 O 0 0

5. for each, how much, 2200 a b c d

0 0 9 0

6. a gallon, 9 gallons, how much - e f g h

7. How much, nine, at $25 each a b c d

0 0 0 O

8. inches, in, feet e f g h

"'0 0 O 0

9. times a b c d

1 0 0 0

10. times as many e f g h i0 0 O 0

'.6

605
CHECK SHEET

Story Problems NOTE: These are possible key words. Don't mark the

Activity Sheet 6A problem wrong if the soldier underlined

Division Problems different key words.

1. averages a b c d

0 0 0 0

2. worth of e f g h

1 0 0 0

3. per year, monthly i j k 1

0 6 0 0

4. trips, each trip a b c d

0 0 9 0

5. divided e f g h

1 0 0 0

6. cost of one i j k 1

0 0 0 6

7. split a b c d

0 1 0 0

8. in e f g h

0 0 9 0

9. split i j k 1

1 0 0 0

10. ten, how many, one a b c d

0 0 0 6

606

*4
•., ., m - . o- 

 . .- - ._ , . -. -. - ._ - - - -9. -. - . - 9 * - . .-.. . - . . . -. - .b .. .

CHECK SHEET

Story Problems

Activity Sheet 7A

Two-Step Problems

1. ADD - SUBTRACT

$2.00 $15.00

6.25 - 9.15

+ .90

$9.15

2. SUBTRACT - )IVIDE

38 4diers

-10 2/28

3. SUBTRACT - ADD

9 5

-4 +3

5 r8 cou nsel ors)

4. ADD -DIVIDE

205

173 3/627

+ 249

627 lbs.

5. MULTIPLY - SUBTRACT

11 33

x 3 -5

33 soldiers 28 soldiers left

6. DIVIDE -) MULTIPLY

3 75 miles

2"1/6" x 3

607

607
CHECK SHEET

Story Probl ems

Activity Sheet 7A

Two-Step Problems

7. MULTIPLY - + DIVIDE

$75.00 9.

x 5 4/$375.00

$375. 00 36

15

12

28

20

20

8. ADD >DIVIDE

67 *51 4/2 1 F

73 20

+ 25 76

216 16

.'.608
', 4 CHECK SHEET

Story Problems

Activity Sheet 8A

Three-Step Problems

1. ADD - ADD - SUBTRACT

$538.00 $ 25.00 $688.00

+ 150.00 120.00 - 170.00

$688.00 + 25.00

S170.00

2. ADD , MULTIPLY - SUBTRACT

$8.00 $11 $480

+ 3.00 x 16 - 176

T 1.00 66

11

$ 176

3. ADD - MULTIPLY - SUBTRACT

.18 1500 $700

.12 .42 - 630

.06 3000

+ .06 x 6000

.42 $630.00

4. MULTIPLY - MULTIPLY - SUBTRACT

25 75 $900

x 12 x 12 - 300

50 150

25 75

$$900

5. MULTIPLY MULTIPLY -* ADD - , SUBTRACT

$2.06 $23 $14.42 $62.00

x 7 x 2 + 46.00 - 60.42

$14.42 $46.00 $60.42

609
CHECK SHEET

Story Problems

Activity Sheet 9A

Problems With Fractions

1. DIVIDE ) MULTIPLY

1 x T = 3 3 x $6.00 =

2. DIVIDE -

24

72 - - 77.x

3. MULTIPLY

x 27 C9 soldiers)

4. MULTIPLY

1 l i r-5s 4 x 100 = sdiers

5. ADD ) SUBTRACT

3 6 16 8 6 16

1 4- 13

+ 3 _3

T16 16G

13

16

6. MULTIPLY

x 90 W9:c

1

610
CHECK SHEET

Story Problems

Activity Sheet 9A

Problems with Fractions

7. DIVIDE

3

159 "I0 3 _ 159 53

1

(Joyner needs to get a smaller car!)

8. ADD

1 6 22 12

3 9

4 2

2 8

923 Ih11r

9. MULTIPLY > SUBTRACT

1 23 S69

x $69- 1 x 1

10. DIVIDE

17 - 4 1= 4 71 x 1 71I

611
. . .. . . .o ... 

.

CHECK SHEET

Story Problems

Activity Sheet 1OA

Problems with Percents

1. 50% = .50 - MULTIPLY .. ) SUBTRACT

S168 $168

:.. .50 - 84 $84.00

2. 15% = .15- MULTIPLY

$60,000 ,, x .1 5

"," 300000

60000

3. 80% .80-- MULTIPLY-- ADD )ROUND OFF

$24600 $24,600

x.80 + 19,680

$19,680.00 $44,280 =($44,200)

4. 15% = .15- MULTIPLY

$23

x.15

115

23

5. 20% = .20---- MULTIPLY ----- )SUBTRACT

" 220 220 20 - 44

S44.00 (-1-4.0

6. ADD - MULTIPLY - ROUND OFF

$4.95 $11.95

1.00 x.06

+ 6.00 S.7170 : .72 tax

$11.95

7. SUBTRACT - MULTIPLY

$6500 $5000 - 1500 x.06 'I*$5000 -00

612
CHECK SHEET L, -- Story Problems

Activity Sheet 11A . Problems with Interest

1. 12% = .12 -* MULTIPLY - MULTIPLY

$1000 $120

x .12 x 2

$120.00 C4

2. 8% : .08 - MULTIPLY - MULTIPLY - ADD

$6392 $511.36 $6392.00

x .08 x 1 + 511.36

$511.36 $511.36 m036

3. 11 = .115- MULTIPLY- MULTIPLY

$450 $51.75

x.115 x 1

2250 L

450

450

$51.750

4. 13% = .13.- MULTIPLY----->MULTIPLY----->ADD >DIVIDE

$4200 $546 $4200 162.1 = : 600

x .13 x 3 + 1638 36/5838

12600 $1638 -- $838 36

4200 223

$545.00 216

78

72

60

36

5. 7.5% : .075 ---->MULTIPLY - MULTIPLY

$1800 $135

x .075 x 1.5

9000 675

12600 135

$135.000 - -

$135.ooo($202.50)

613

5,r
CHECK SHEET

Story Problems

Activity Sheet 12A

Problems with Measures

1. MULTIPLY

3 ft.

x 9 ft.

'2square feet

2. ADD

2 hrs. 25 min.

l hr. 40 min.

+ 3 hrs. 10 min.

6 hrs. 75 min. 7 hrs. 15 min.)

3. MULTIPLY

2 lbs. 9 oz.

x 3

6 lbs. 27 oz. = 7Ib1s. l oz.

4. DIVIDE > ROUND

.123 0

8/.99

8

19

16

30

24

5. ADD

200 + 200 + 150 + 150

614

, .. , . . ., , . .. , . .. . . . . ' .:. ' .. .. . . ...,-- -- ,-, . . ..
CHECK SHEET

Story Problems

Activity Sheet 13A

Mixed Problems

1. a 0 2. f 1 3. a 0 4. f 0

b 0 g 0 b 0 g O

c I h 0 c 0 h 0

d 0 j 0 d 1 j 0

e 0 k 0 - e 0 k 0

5. a O 6. f 0 7. a 0 8. f 0

b 0 g 0 b 0 g 0

c 0 h 0 c 0 h O

d 0 j 0 dO j 0

e 0 k I e 0 k 0

i 615

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-. ~ *y.w *; .w g ;vv~-r-w-~ -. '--J--w * -WI--N-. -' *-

'1

THIS PAGE INTENTIONALLY BLANK

9 -'4'

-"V

.44

2-s

S

.1'-~

'--S A

I."

4. .1F

- p.'

.9.

-w

N.j

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N

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$

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616

* ?*t * **.~. * -*........-- . ' . -- ** *.-..------------
Name_________________________

MODULE PREVIEW

LOCATORS AND VISUALS

Instructions: Use the locators and visuals below to answer the questions.

Mark your answers on the answer sheet.

Use the Table of Contents to answer Questions 1 and 2.

THE INFANTRY PLATOON AND SQUAD

(INFANTRY, A+RBORNE, AIR ASSAULT, RANGER)

CONTENTS PAGE

PREFACE ---------------------------------------------------------- iv

CHAPTER 1. THE BATTLEFIELD

GENERAL--------------------------------- 1-1

Section I The Enemy -------------------------------- 1-2

Section II The US Forces ---------------------------- 1-15

CHAPTER 2. PREPARATION FOR COMBAT

GENERAL--------------------------------- 2-1

Section I Steps of the Troop Leading Procedure -------- 2-2

CHAPTER 3. THE OFFENSE

GENERAL--------------------------------- 3-1

Section I How the Enemy Defends --------------------- 3-2

Section II Movement -------------------------------- 3-10

Section III Fire and Maneuver----------------------- 3-24

Section IV Control Measures------------------------ 3-29

Section V Movement to Contact--------------------- 3-34

Section VI Daylight Attack------------------------- 3-39

Section VII Rifle Platoon As Reserve of

The Company In An Attack ----------------- 3-51

Section VIII Limited Visibility Attack ---------------- 3-52

Section IX Infiltration---------------------------- 3-62

CHAPTER 4. DEFENSE

GENERAL--------------------------------- 4-1

Section I How the Enemy Attacks --------------------- 4-2

Section II Preparation For The Defense --------------- 4-5

Section III Control Measures------------------------ 4-17

Section IV Defensive Positions, Front, And Depth ---- 4-18

Section V Occupation And Preparation Of

A Defensive Position --------------------- 4-21

Section VI Conduct Of The Defense ------------------- 4-25'

Section VII Reserve Of A Forward

Rifle Company--------------------------- 4-28

Section VIII Other Positioning Techniques -------------- 4-32

Section IX Withdrawal------------------------------ 4-38

Section X Delay ----------------------------------- 4-45

617
. _4 |. 

Module Preview

Locators and Visuals Name

1. What is the title of Chapter 3, Section VI?

(a) The Offense (c) Control Measures

(b) Daylight Attack (d) General

2. On what page would you learn about control measures for the defense?

(f) 3-1 (h) 4-1

(g) 3-29 (j) 4-P

Use the Index below to answer Questions 3-5.

Paragraph Pate

Aim ing bar (fig 4-31 ................... 81

Aim ing exercises ....................... 4-2 78

Aim ing point .......................... 3-3 57

Ammunition:

Care, cleaning ..................... 2-23 55

C lassification ...................... 2-21 54

P acking ........................... 2-22 54

Types of ifig 2-571 ................. 54

Appearance-of-nbjects method

of measurement ...................... 6-8 98

Assembly of field stripped rifle ........... 2-6 11

Automatic rifle marksmanship:

Fire distribution:

Concentrated ................... 7-6 113

D istributed ..................... 7-6 113

Firing positions ..................... 7 -3 110

Integrated act of shooting ........... 7-2 109

M agazine changing ................. 7-4 111 SQualification firing .................. 7-10 11 7

Training, conduct of ................ 7-7 115

Transition firing ................... 7-9 115

Twenty-live meter firing .......... -8 115

Autom atic sear ..................... fig 2-34 28

Battlesight zero target ............... 4-9, 4-10 86

B ipod (fig 2-21 ......................... 7

Blank firing attachmrent (fig 2-2.81 ........ 2.21 55, 54

B olt Ifig 2-6. 2-15 1 ............................. 9,12.

Bolt carrier Ifig 2-101 .......................... 1 I

Buffer assem bly afig 2-161 ............... ...... 13

3. On what page can you read about the care and cleaning of ammunition?

(a) 55 (c) 3-3

(b) 2-21 (d) 2-23

4. How to conduct training for automatic rifle marksmanship is in Paragraph

(f) 113 (h) 7-7

(g) 7-6 0j) 115

618

%., .. . , , ., ..-. , ..., .. . . , , . .. -:
Module Preview

Locators and Visuals Name

5. Where would you read about the appearance-of-objects method of measurement?

(a) Paragraph 6-8 (c) Both

(b) Page 98 (d) Neither

Use the Table below to answer Questions 6 and 7.

PRIMARY SECONDARY COLORS

DANGER COLORS MARKINGS INSCRIPTIONS MARKER

RADIOLOGICAL CONTAMINATION WHITE NONE BLACK

BIOLOGICAL CONTAMINATION BLUE NONE RED

CHEMICAL CONTAMINATION YELLOW NONE RED

CHEMICAL MINEFIELDS RED WHITE YELLOW

STRIPE

BOoBYTRAPPED AREAS RED WHITE NONE

STRIPE

UNEXPLODED MUNITIONS RED WHTE NONE

(BOMB)

6. How many danger markers have red as their primary color?

(f) None (h) Two

(g) One (j) Three

7. How do you tell the difference between a chemical minefield marker and a

boobytrapped areas marker?

(a) The chemical minefield marker has a yellow inscription.

(b) The boobytrapped area marker is yellow.

(c) Only one has a white stripe.

(d) The boobytrapped area marker has a red inscription.

Use the bar graph (next page) to answer Questions 8 and 9.

619
Module Preview

Locators and Visuals flame________________________

100 200 300 400 500 600

20

mph

mph 136

30

mph18

3523

mph___________

40

mph

45 

mph 30

50.430

'*5 mph

5551

mph51

6059

mph

Speed 100 ft 200 ft 300 ft 400 ft 500 ft 600 ft

TOTAL DRIVER STOPPING DISTANCES FOR VEHICLES WITH A

GROSS W4EIGHT OF OVER 10,000 POUNDS (THREE AXLES OR MORE)

8. If a truck is traveling 45 mph, how long does it take to stop?

I(g) (f) 235 feet (h) 45 feet

360 feet (0) 510 feet

9. It took a three-axle truck 600 feet to stop. About how fast was it going?

(a) 60 mph (c) 55 mph

(b) 100 mph (d) 45 mph

620
Module Preview

Locators and Visuals Name __________________

Use the line graph below to answer Questions 10 and 11.

800OM

V~. 600m

Range

-: 400m

200Om

Om

1945 1955 1965 1975

TOP EFFECTIVE RANGE FOR INDIVIDUAL ANTI-TANK W4EAPONS

10. How many meters of range did individual antitank weapons have in 1955?

(f) 1000 m (h) 300 m

(g) 400 m (j) 200 m

11. What year had the lowest individual antitank weapon range?

(a) 1958 (c) 1965

(b) 1945 (d) 1943

S.. Use the following pie graph to answer Questions 12 and 13.

4t
Module Preview

Locators and Visuals Name

FOOD CAR REPAIR

25%&

GASOLINE

~20%

RENT CLOTHING

%,ECRE--

ATION

SAVI

306%

SGT CARTER'S EXPENSES FOR JUNE

(PERCENT OF SALARY)

12. How did SGT Carter spend the smallest amount of his pay?

(f) On savings (h) On rent

(g) On recreation (j) On food

13. What percent of his salary did SGT Carter spend on clothina and recreation

combined?

(a) 11% (c) 14%

. (b) 19% (d) 8%

* "Use the dial to answer Questions 14 and 15.

6

I 622
Module Preview

Locators and Visuals Name

4.., II

: .o ...........

'.".

AIR PRESSURE

POUNDS PER SQUARE INCH

(PSI)

100-

-35

90-

14. If the pointer shows 35 PSI, what zone is it in? 30

(f) Low (h) High 8

(g) Normal (j) Danger 25

15. What is the normal range? 7 20 rU-

(a) From 0 to 7 PSI

(b) From 33 to 38 PSI rn

(c) From 7 to 27 PSI 6 15 Ln

(d) From 27 to 33 PSI ,,, C)

Use the meter (to the right) to answer Question 16. 5 10 LU >

16. What is the temperature in Centigrade? M;

"' 5

I. (f) 29-C (h) 84-C 4

(b) 82-C (j) 280F

0

~3

" ."!. -5

2

--10

1

623

, - •
ANSWER SHEET

MODULE PREVIEW

Locators and Visuals

a b c d a b c d

0 0 0 0 0 0 0 0

f gf h h 12.2. h i

0 0 0 0 0 0 0 0

3. a b c d a b c d

0 0 0 0 0 0 0 0

6. 4. f g h 1 12. f g h j

0 0 0 0 0 0 0 0

a 0500. b c d a b c d 13.

. 0 0 0 0 0 0 0 0

S6. f g h j 14. f g h j

-11

S7. a b c d 15. a b c d

0 0 0 0 0 0 0 0

8. f g h 16. f g h j

0 0 0 0 0 0 0 0

6

%4

W O

I 624

a *

Q : v° -. .,; ; ' ' : : A~u . _ _, , _ ,_ _ --,. ., . ,... . . .
ANSWER KEY/DIAGNnSTIC

MODULE PREVIEW OP REVIEW

Locators and Visuals

IF WRONG, ASSIGN: IF WRONG, ASSIGN:

- aca b C d 1.ab c d 1 04

0 0 0 0 1 0 0 0

ff g h j -'.g 2. h• 1 10. 5

0 0 0 0 0 0 0 0

3. a b"cd a b c d

1 0 0 0 0 0 0 0

4. f 9 2 12. ~ g h

5. a b c d II.

0 0 * 1 0 0 0 06

6. f g h 1. h

0 0 0 0 0 0 0 0

a b c d a b c d

-j'3'5 15.7

0 0 0 0 0 0 0 0

8. f g h j 4 16. f g h j7 0 0 0 0 0 0 0 0

625
Name

MODULE RECORD SHEET

LOCATORS AND VISUALS

OBJECTIVE: Find page and paragraph numbers for subjects listed in tables of

contents or indices. Arswer questions about data by using tables and craphs.

V.

SAMPLE TEST ITEMS:

TYPICAL U.S. CHEMICAL AGENTS AND THEIR EFFECTS

WHAT IT HOW LONG IT TIME TO AGENT LOOKS LIKE STAYS IN EFFECT EFFECT

LOOKS___ LIKE__ _ TARGET'AREA EFFECT

Nerve Vapor A few Can kill A few minutes

Agent or minutes unmasked if agent is

"GB" Aerosol troops inhaled

Nerve A few Can kill A few hours

Agent Liquid hours to troops.

"Vx" a week Contaminates

terrain

and equipment

Blister Usually a IncapaciAgent Liquid few days, tates A few hours

"HD" possibly troops.

a few Contaminweeks ates

terrain

and equipment

1. How long does Nerve Agent "GB" stay in the target area?

(a) A few minutes (c) A few days a b c d

(b) A few hours (d) A few weeks 0 0 0 0

2. Which two agents look like a liquid?

(f) "GB" and "VX" (h) "VX" and "HD" f g h j

(g) "GB" and "HD" (j) None of them 0 0 O 0

626

. V~.....~ . . . ... .. . . .-** ......-.........- •...... . .-.-.... ... ........ >...,..,..-....-....".-
Name________________________

INTRODUCTION TO LOCATORS AND VISUALS:

Locators are tables of contents and indices. They tell you what is in a

book or manual, and they show you how to find what you want. Visuals Er

tables, graphs, and meters. They show you a picture of certain kinds of facts,

or data. In tables, the facts are arranged in columns and rows. In graphs,

there may be bars or lines to show you how much of something you might have

under different conditions. In meters and dials, a pointer usually tells you

how much of something you have.

These activity sheets will-show you how to get facts from locators and

visuals. Work through all the activity sheets that have been circled. You

can check your own work using the check sheets your teacher has shown you. If

you have any questions, ask your teacher. When you are through with all the

activity sheets and are sure you understand how to use locators and visuals,

ask to take the Locators and Visuals Review.

ACTIVITY SHEETS (Do those that are circled).

1. Table of Contents IA lB

2. Index 2A 2B

3. Tables 3A 3B

4. Bar Graphs 4A 4B

5. Line Graphs 5A 5B

6. Pie Graphs 6A 6B

7. Meters and Dials 7A 7B

.II.627
r: .I-Name

MODULE REVIEW

LOCATORS AND VISUALS

Instructions: Use the locators and visuals below to answer the questions. Mark ... your answers on the answer sheet.

Use the Table of Contents to answer Questions 1 and 2.

SOLDIER'S MANUAL OF COMMON TASKS

SKILL LEVEL 1

TABLE OF CONTENTS

Page

INTRODUCTION ....................................................... vii

COMMON TASKS:

I. SEE

071-331-0803 Collect/Report Information (SALUTE) ............... 1

071-331-0814 Identify Friendly and Threat

(OPFOR) Armored Vehicles ......................... 3

441-091-1040 Visually Identify Potential Threat Aircraft ...... 25

071-326-0512 Estimate Range ................................... 29

II. COMMUNICATE

113-571-1016 Send a Radio Message ............................. 37

III. NAVIGATE

071-329-1001 Identify Terrain Features (Natural and Man-Made)

on a Map ......................................... 41

071-329-1002 Determine the Grid Coordinates of a Point on a

Military Map Using the Military Grid

Reference System ................................. 45

071-329-1003 Determine a Magnetic Azimuth Using a Compass ...... 53

071-329-1018 D,-termine Direction Using Field

Expedient Methods ................................ 57

IV. SHOOT

M16A RIFLE

071-311-2001 Perfom Operator Maintenance on an MI6AI Rifle,

Magazine, and Ammunition ......................... 61

071-311-2003 Load, Reduce a Stoppage, and Clear

an Ml6Al Rifle ................................... 75

628
Module Review

Locators and Visuals Name.

1. Which chapter starts on page 37?

(a) I. See (c) III. Navigate

(b) II. Communicate (d) IV. Shoot

.:. 2. On what page would you find Task #071-329-1003?

, ... (f) 41 (h) 45

(g) 57 (j) 53

Use the tpane Index below to answer Questions 3-5.

Paragraph Page

Joint airorne operations .................................. -2 8-1

Judge advocate section ........................................ 3-4b(14), 3-12b 3-3, 3-4

Liaison section ................................................ 2-4 2-4

Light infantry brigade capabilities ............................ 1-12 1-4 Line formation ............................................... 5-7e 5-4

Linkup operations ........................................ -5--8-7 8-4

Lo&'ist'cs offier. (Se" $4.) Low-visibility attack. (See Night combat)

Main attack .................................................. 5-7b 4

Maintenance company ........................................ 3-12d 3-4

Maintenance officer ....................................... 3-12d

Maneuver units. (See aLso Combat unit and specific type.) ........ 1-2a 1-1

Mechanized brigade capabilities ................................ 1-9 1-4

Medical ..................................................... 2-2k, 4-27a(2) 2-4, 4-14

Meeting engagement .......................................... 5-14 5-8

4:essenger ................................................... 2-2i 2-4

Military intelligence .......................................... 4-1c 4-1

Military police ....................................-- -...... .3-11, 4-1a, 4-25 3-4. 4-1, 4-14

Mobile defense ............................................... 6-18--6-21 6-11

Mobility ..................................................... 1-14 1-4

Movement to contact .......................................... 6-13, 5-14 5-8

Naval gunfire ................................................ 4-1c, 4-2b, 4-9d 4-1, 4-8

Night:

Attack. (See Night combat.)

Combat ................................................... &43-5-45 5-20

Defense ................................................. 6-26 6-14

Non-air defense weapons .................................. 4-0e 4-10

Nondivisional brigade. (See Brigade, separate.)

Nonnuclear warfare ........................................... 1-2c, 4-3 1-1. 4-1

Nuclear:

Fires .................................................... 4-4, 4-5 4-2

Warfare ................................................. 1-2c 1-1

Weapons ................................................. 4-5, 7-3e 4-2, 7-2

Objectives .................................................... 5-5 5-3

Offense. (See also Attack and epecqic atpect.):

Combat service support .................................... 5-12 5-8

Conduct ................................................. 5-15---19 5-9

Control measures ......................................... 5-10 5-7

Fire planning ............................................ -9 -9

629

*.1

4*.,**.***..-"-"'..' '' '' " "v-. * "-."-"* -. ,..-.-.'.'.-'. . . . -,.....,.,-."'" "" , .- '
- Module Review

Locators and Visuals Name____________________

3. To find out about liaison officers, look on Page________

(a) 2-6 (c) 3-4b04), 3-12b

(b) 2-4 (d) 1-12

* ~4. Combat at night is shown in Paragraph_____

(f) 6-2 -26-43---- (h) 5-45

(g) 4-10e (j) 5-20O

5. Fire planning for the offense is discussed on Page ______

-'(a) 4-1, 4-8 (c) 5-9

(b) 4-4, 4-5 (d) 4-2

.Use the Table below to answer Questions 6 and 7.

TABLE 1. FIRING ANTITANK WEAPONS FROM

BUILDINGS AND ENCLOSED AREAS

WEAPON MIN ROOM SIZE,- MIN ROOM SIZE, MASONRY M1IN VENT SIZE* FRAME STRUCTURE STRUCTURE

LA x1'Min of 4' to back 20 Ft 2

LA 7'1 10 wall

DRAGON 15' x 15' 17' x 11' 20 Ft 2

TOW 20' x 30' 20' x 20' 20 Ft 2

All glass should be removed from windows, doors and within rooms. Soft

furniture and curtains should be left to absorb sound. Firers must wear

helmets and ear plugs. Don't stand behind weapons being fired.

*Open door and window space.

6. Which weapon has a minimum masonry structure room size of 20' x 20'?

(f) All of them (h) DRAGON

(g) LAW (j) TOW

7. Which weapons have a minimum vent size of 20 ft 2?

(a) All of them (c) TOW4 and LAW

(b) LAW and DRAGON (d) DRAGON only

4. 630
Module Review

Locators and Visuals Name

Use the bar graph below to answer Questions 8 and 9.

SEUROPE

35 OTHER

ADVANCED REGIONS

30- MM DEVELOPING REGIONS

25-

20-

15-

10-

5u

of 1940 1960 1980

Cities Year Year Year

NUMBER OF CITIES WITH MORE THAN 2.5 MILLION PEOPLE

8. In 1980, how many European cities had more than 2.5 million people?

(f) 21 (h) 32

(g) 9 (j) 4

9. In what year did two regions have the same number of large cities?

(a) 1960 (c) 1980

(b) 1940 (d) No year

Use the following line graph to answer Questions 10 and 11.

631

q W, -, . . ' " -'. 4' "". _ -. "-" -4 .'-'.,-' ;*- ' '. ", . .• ."*,. .. 1 
Module Review

Locators and Visuals Name.

RANGE TO TARGET IN METERS

500 1000 1500 2000 2500 3000

400 S7EREOSCOPiC vS Accuracy

300 CU of

Tank

10- _ _ - x__ -L Range 200 -o

S 0 Finders

COINCIDENCE - i o 

. . . .. . . ..1 . . .l 1 0 0 - / - ' ' "0000I L SER,

10. What is the error (plus or minus) of a stereoscopic range finder at 1000 meters?

(f) 20 meters (h) 200 meters

(g) 300 meters (j) 100 meters

11. This graph tells you:

(a) Stereoscopic range finders are less accurate than

coincidence range finders.

(b) Laser range finders are very accurate at any range.

(c) Below 1000 meters, coincidence range finders are a

little bit more accurate than laser range finders.

(d) All of the above.

Use the pie graph to answer Questions 12 and 13.

632

4#
Module Review

Locators and Visuals Name_________________________

COMBAT ARMS MCAIS9Percentage of

59% VEHICLE OPERATORS Different Types

18% of MOSs, for

18% MOSs with More

than 100

Individuals,

L ^00Fort Ord, 1981 - Is

12. What percentage of soldiers at Fort Ord are not in combat arms MOSs?

(f) 41% (h) 23%

(g) 59% (j) 18%

13. What is the smallest MOS group?

(a) Admin/Supply (c) Combat Arms

(b) Medics (d) Communications

633
Module Review

Locators and Visuals Name

Use the meter below to answer Questions 14-16.

5'.- qo 40

70

0,0

20

MILES

*10 HOUR 4

14. If the car were traveling at 38 mph, what gear should it be in?

(f) Third (h) First or second

(g) Second (j) Second or third

15. How slowly should you be going before you downshift from 4th to 3rd?

(a) 70 mph (c) Between 70 and 75 mph

(b) 30 to 35 mph (d) 80 mph

- 16. How fast is this car going right now?

(f) 55 mph (h) 60 mph

(g) 50 mph (j) 3 mph

634

. .
ANSWER SHEET

MODULE * REVIEW Locators and Visuals Name

I 1 a .b c d a b c d 0 0 0 0

0 0 0 09.

?'f g h j"

2. f g h j 10.

0 0 0 0 0 0 0 0

3". a b c d a b 3.I c d 11.

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6. f g h j 14. f g h j

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7. a b c d 15. a b c d

0 0 0 0 0 0 0 0

8. f g h j 16. f g h j

0 0 0 0 0 0 0 0

635

:V -

4 - . 4o . . . . - .

4
L '. ~ Locators and Visuals

Activity Sheet 1A

Table of Contents Name __________________

The table of contents of a book or manual tells you what is in the manual.

It is arranged consecutively. That is, it tells you what is in the first

chapter or section, then the second chapter or section, and so on to the end

of the book.

Usually, the table of contents is written in outline form. Big subject

areas like chapters are written at the left hand edge of the subject column.

Smaller subject areas are indented (set in) to the right. In the right hand

column, you will see the page number where you can find information about the

subject. Sometimes you will find a paragraph number, too. It may be written

in either the right hand or the left hand column.

Here is a part of a Table of Contents from a Skill Qualification Test

(SQT) Notice for 11B Infantrymen. Notice that it tells you the major subject

areas. For example, you will find "Component Descriptions" in Paragraph 5 on

Page 4j,

TABLE OF CONTENTS

PARAGRAPH TITLE PAGE

1 PURPOSE 1

2 SQT DESCRIPTION 1

3 SQT PREPARATION 2

ld4 TRACKING 3

5 COMPONENT DESCRIPTIONS 4

6 THE EXPERT INFANTRYMAN 6

BADGE (EIB) TEST

Sometimes the table of contents gives you extra information. Look at

the following example. It is another part of the Table of Contents from

the 118 SQT notice:

636
; ..- ~u-1k i_ -KWT-Z .- -.- - - - = ' - - - ~

Locators and Visuals Activity Sheet 1A

Table of Contents Name

APPENDIX B - PRACTICE HOC (SCORESHEETS FOR HANDS-ON

TEST AND ALTERNATE TESTS)

TITLE PAGE SM REFERENCE

(1) 031-503-1002, Put On and Wear an M17-Series B-3 FM 21-2

Protective Mask (May 81)

(2) 081-831-1002, Perform Card-iopulmonary Resus- B-7 FM 21-2

citation (CPR) on an Adult Using the (May 81)

One-Man Method

(3) 031-503-1010, Replace the Filters in an M17- B-13 FM 21-2

Series Protective Mask (May 81)

(4) 071-318-2201, Prepare an M72A2 LAW for Firing; B-17 FM 21-2

Restore M72A2 LAW to Carrying Configuration (May 81)

(5) 051-192-1502, Install and Fire/Recover an B-21 FM 21-2

M18Al Claymore Mine (May 81)

(6) 051-192-1022, Locate Mines by Probing B-27 FM 7-11Bl/2

(Jul 78)

(7) 071-326-0600, Use Visual Signals to Control B-31 FM 7-11B1/2

Movement (Dismounted) (Jul 78)

(8) 051-192-1008, Install the M21 Metallic B-35 FM 7-11Bl/2

Antitank (AT) Mine (Jul 78)

(9) 051-192-1018, Disarm the M21 Metallic B-39 FM 7-11B1/2

Antitank (AT) Mine (Jul 78)

(10) 071-325-4402, Engage Enemy Targets with B-43 FM 21-2

Hand Grenades (May 81)

(11) 051-192-1002, Install the Ml6A1 Bounding B-47 FM 7-11B1/2

Antipersonnel Mine (with/without Tripwire) (Jul 78)

(12) 071-329-1003, Determine a Magnetic Azimuth B-51 FM 21-2

Using a Compass (May 81)

This table of contents tells you what is in Appendix B of the SQT

notice. Each task is listed, followed by the page number. You will also

find a "SM Reference." This tells you which SM (Soldier's Manual) will

tell you more about the task. For instance, you can find the Practice

Hands-On Component for Preparing an M72A2 LAW for Firing on Page B-17. You

also see that FM 21-2 published in May 1981 will tell you more about the task.

Instructions: Use the following Table of Contents to answer Questions 1-4.

Mark the letter of the correct answer on your answer sheet.

"3 ~637
Locators anid Visuals

Activity Sheet 1A

Table of Contents Name ___________________

THE INFANTRY PLATOON AND SQUAD

(INFANTRY, AIRBORNE, AIR ASSAULT, RANGER)

CONTENTS PAGE

PREFACE ---------------------------------------------------------- iv

CHAPTER 1. THE BATTLEFIELD

GENERAL--------------------------------- 1-1

Section I The Enemy -------------------------------- 1-2

Section 11 The US Forces ---------------------------- 1-15

CHAPTER 2. PREPARATION FOR COMBAT

GENERAL--------------------------------- 2-1

Section I Steps of the Troop Leading Procedure -------- 2-2

CHAPTER 3. THE OFFENSE

GENERAL--------------------------------- 3-1

Section I How the Enemy Defends -------------------- 3-2

Section II Movement -------------------------------- 3-10

Section III Fire and Maneuver----------------------- 3-24

Section IV Control Measures------------------------ 3-29

Section V Movement to Contact--------------------- 3-34

Section VI Daylight Attack------------------------- 3-39

Section VII Rifle Platoon As Reserve of

The Company In An Attack ----------------- 3-51

Section VIII Limited Visibility Attack ---------------- 3-52

Section IX Infiltration ---------------------------- 3-62

CHAPTER 4. DEFENSE

GENERAL--------------------------------- 4-1

Section I How the Enemy Attacks -------------------- 4-2

*Section II Preparation For The Defense --------------- 4-5

Section III Control Measures------------------------ 4-17

Section IV Defensive Positions, Front, And Depth --- 4-18

Section V Occupation And Preparation Of

A Defensive Position-------------------- 4-21

Section VI Conduct Of The Defense ------------------- 4-25

Section VII Reserve Of A Forward

Rifle Company --------------------------- 4-28

Section VIII Other Positioning Techniques -------------- 4-32

Section IX Withdrawal ------------------------------ 4-38

Section X Delay---------------------------------- 4-45

CHAPTER 5. PATROLLING

GENERAL--------------------------------- 5-1

Section I Preparation For A Patrol ------------------ 5-8

Section II Common Patrolling Tasks ------------------ 5-17

Section III Reconnaissance Patrol -------------------- 5-27

Section IV Combat Patrol--------------------------- 5-31

Section V Patrol Bases ---------------------------- 5-48

638
Locators and Visuals

Activity Sheet 1A

Table of Contents Name ____________________

APPENDIXES Page

A. REFERENCES------------------------------------------------------ A-1

B. COVER, CONCEALMENT, AND CAMOUFLAGE------------------------------- B-1

C. WEAPONS------------------------------------------------------ c-

' ~ D. PREPARATION OF FIGHTING POSITIONS-------------------------------- D-i

E. HOW TO GET THE FIRE OF NONORGANIC

SUPPORTING WEAPONS ON TARGET ------------------------------------- E-i

1. "Defense" begins on page

(a) 3-1 (c) 4-i

(b) 4-2 (d) iv

2. Section II: Movement is in Chapter:

(f) 1 (h) 3

(g) 2 (j) 4

3. Which Section begins on Page 4-17?

(a) Control Measures (c) References

(b) Common Patroiiing Tasks (d) Defense

4. Page 3-26 is in:

(f) Appendix B (h) Chapter 2: .. (g) Chapter 3, Preparation for Combat

Section III: Fire and Maneuver (j) Section IX:

Infil trat ion

Use the Table of Contents on the following page to answer Questions 5-8.

639
Locators and Visuals

Activity Sheet 1A

Table of Contents Name

APPENDIX A - PRACTICE SC (INSTRUCTIONS, SAMPLE QUESTIONS,

AND ANSWER SHEET)

Task Number and Title Page SM Reference

(1) 031-503-1009, Drink, Use the Latrine, A-5 FM 21-2

and Sleep While Wearing Protective (May 81)

Clothing

(2) 031-503-1005, React to a Nuclear A-6 FM 7-1lBl/2

Hazard (Jul 78)

(3) 071-326-5703, Construct Indfvidual A-7 FM 7-11B1/2

Fighting Positions (Jul 78)

(4) 071-329-1002, Determine the Grid A-8 FM 21-2

Coordinates of a Point on a Military (May 81)

Map Using the Military Grid Reference

System

(5) 071-318-2202, Engage Targets with A-9 FM 21-2

an M72A2 LAW (May 81)

5. On what page would you find the practice SC for nuclear hazards?

(a) A-5 (c) A-7

(b) A-6 (d) A-8

6. In which Soldier's Manual would you find more information about constructing

individual fighting positions?

(f) FM 21-2 (h) A-7

(g) A-9 (j) FM 7-11B1/2

7. Which page has the practice SC for Task #071-318-2202?

(a) FM 21-2 (c) A-9

(b) A-5 (d) A-8

8. What task is discussed on Page A-5?

(f) FM 21-2 (h) Engage Targets With An M72ALAW

(g) Task 031-503-i005 (j) Drink, Use Latrine, and Sleep

While Wearing Protective Clothing

Use the Table of Contents on the following page to answer Questions 9-12.

640
Locators and Visuals

Activity Sheet IA

Table of Contents Name ___________________

SOLDIER'S MANUAL OF COMMON TASKS

SKILL LEVEL 1

TABLE OF CONTENTS

Page

INTRODUCTION..................................................... vii

COMMON TASKS:

I. SEE

071-331-0803 Collect/Report Information (SALUTE) .................. 1

071-331-0814 Identify Friendly and Threat

(OPFOR) Armored Vehicles........................... 3

441-091-1040 Visually Identify Potential Threat Aircraft .... 25

071-326-0512 Estimate Range.................................... 29

II. COMMUNICATE

113-571-1016 Send a Radio Message.............................. 37

III. NAVIGATE

071-329-1001 Identify Terrain Features (Natural and Man-Made)

on aMap ......................................... 41

071-329-1002 Determine the Grid Coordinates of a Point on a

Military Map Using the Military Grid

Reference System ..................... 45

071-329-1003 Determine a Magnetic Azimuth Using a Compass .... 53

071-329-1018 D'-termine Direction Using Field

Expedient Methods................................. 57

-' IV. SHOOT

M16A RIFLE

071-311-2001 Perform Operator Maintenance on an M16A1 Rifle,

Magazine, and Ammunition.......................... 61

071-311-2003 Load, Reduce a Stoppage, and Clear

an M16A1 Rifle.................................... 75

9. Which section begins on Page 41?

(a) See (c) Navigate

(b) Cormmunicate (d) Shoot

641
Locators and Visuals

Activity Sheet 1A

Table of Contents Name

10. Which task is discussed on Page 55?

(f) Navigate (h) Determine Direction Using

,.- (g) Determine a Magnetic Field Expedient Methods

Azimuth Using a Compass (,i) n7l-329-I001

11. What is the number of the task that begins on Page 37?

(a) II (c) 071-329-1018

(b) 441-091-1040 (d) 113-571-1016

12. "Estimate Range" begins on Page

(f) 29 (h) I

(g) 25 (j) II

-,64

I

642

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*. . . . . ,, ,- . o..= *, . .*. .. . . . . _ _.. . ., -.-. .- . . L...... . 7 .- . r -.. -- -.. . . .'

" ANSWER SHEET

Locators and Visuals

Activity Sheet IA

Table of Contents Name

a b c d

0 0 0 0

2. f g h j

0 0 0 0

a b c d

0 0 0 0

4 f g h j

0 0 0 0

5. a b c d

0 0 0 0

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643

-I - •~ .- - - - ., .. . ,.,.-: .. ,. . -, . - .- . ., .,,., -, , . ... , - ..- .. ..
Locators and Visuals

Activity Sheet 2A

Index Name

An index is like a table of contents. It tells you what is in a book

or manual. A table of contents is a listing in order, page by page, but an

index lists subjects in alphabetical order.

The index has main topics and subtopics. If you want to find a subject

in the index, look for the main topic of what you want to find. For instance, look at this part of an index:

Paragraph Pf

Aim ing bar Ifig 4-3) ................... 81

Aim ing exercises ....................... 4-2 78

Aim ing point .......................... 3.3 57

Ammunition :

Care. cleaning ..................... 2-23 55

C lassification ...................... 2-21 54

Packing ........................... 2-22 54

Types of (fig 2-571 ................. 54

Appearance-of-objects method

of measurement ...................... 6-8 98

Assembly of field stripped rifle ........... 2-6 11

Automatic rifle marksmanship:

Fire distribution:

Concentrated ................... 7-6 113

Distributed .................... 7-6 113

Firing positions ..................... 7-3 110

Integrated act of shooting ........... 7-2 109

M agazine changing ................. 7-4 111

Qualification firing .................. 7-10 117

Training. conduct of ................ 7-7 115

Transition firing ................... 7-9 115

Twenty-five meter firing .......... 7-8 115

Autom atic sear ..................... fig 2-34 28

Battlesight zero target ............... 4-9 .4-10 86

B ipod (fig 2-21 ......................... 7

Blank firing attachmfent (fig 2-281 ........ 2-21 55, 54

Bolt Ifig 2-6. 2-151 ............................ 9,12 i

Bolt carrier Ifig 2-101 .......................... 11

Buffer assem bly (fig 2-161 ...................... 13

Let's say you want to know about cleaning ammunition. Ammunition is

your main topic, not cleaning. So you look for "ammunition" in the index.

Under Ammunition you will find care, cleaning, paragraph 2-23, page 55.

644

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.7 7. X 7. . _' '

Locators and Visuals

Activity Sheet 2A

Index Name _____________________

Instructions: Answer Questions 1-4 by using the part of an index shown below.

Mark the correct answer on your Answer Sheet.

Paragraph Page Pararraph Page

a-Subsequent------------------- 24 37~ Nonartillery observers----------- 36, 38, 40 53, 57, 61

Data, map, auxiliary----------------39 58, Numbers, announcement 9 15

Designating location of target --- 19 29~ Observation ------------------------ 36 53

Determination of direction .... 18 27 Observation post ------------------- 37 53

Deviation spottings;-----------------12 ~ 171 Observer:

Direction and distribution, area 27 391 Communications---------------3, 40 3, 61

fire. Information sent ------ 23 36

Direction, determination ----- 18 27 Nonartillery -------------------- 36 53

Direction shift, computing .... 8, 11 13, 17 Notes ------------------------ app B 69

Distance------------------------- 10, 11 16, 17 Reports----------------------- 38 57

End of mission --------------------- 7 8 Observer-target distance.--------- 10, 14 16, 24

Errors, correction ------------------ 25 38 Observer-target line --. -------------14, 31 24, 50

Estimation of lateral distance -. 11 17 Obtaining artillery fire ------ 3 a

Field artillery gunnery team --- 5 6 Order:

Fire: Fire, from fire direction offi- 23 36

* Adjusting principles ----- 31 50 cer to observer.

Area, general ------------------ 26 39 Warning ---------------------- 17 27

Close to friendly troops ---- 13, 34 23, 52 Phonetic alphabet ------------------ 41 63

dConduct, general ------- 6 8 Polar coordinates ----------------- 18, 19 27, 29

Control-----------------------23, 35 36, 52 Procedures, communication .... 40 61

For effect:----------------------32 50 Radio communications ------ 40 61

Order, from fire direction 23 36 Range:

officer to observer. Bounds------------------------13 23

Requesting ------------------- 14, 20 24, 34 Change ------- _---------------27 39

Ricochet---------------------- 28 40 Correction --------------- 19, 25 29, 38

Fire direction center ------- 5 6 Estimation--------------------10, 11 16, 17

Forward slope observation post -37 53 Spotting-----------------------12 17

Fuze, selection ---------------------- 28 40 Record of adjustment ------------- app B 69

Grid----------------------------- 19 29 References-----------------------app A 67

Hints for observers --------------- app B 69 Relation, mil .......... 8 13

Information sent to observer - --- 23 36 Repeat ------------- 29 42

Initial range change ---------------- 13 23 Reports of observers ..... 29, 38 42, 57

Lateral distance ------------------- 11 17 Requesting firesLost rounds------.----------------7, 33 8, 51 Ammunition and fuze action 22 34

Map data, augmentation ..... 39 58 Call for fire--------------------15 25

Marking rounds -------------------- 19 29 Control-----------------------22 34

Measuring angles ----------------- 8, 11 13, 17 Description of target ..... 3, 20 3, 34

Mil relation ------------------------ 8 13 Identification of observer ... 16 27

Nature of target--------------------20 34 Location of target ...... 19 29

1. Information about nonartillery observers is on page

(a) 3, 40 (c) 53

(b) 36 (d) 23

2. Information about distance is in paragraphs

(f) 10, 11 (h) 16, 17

(g) 8, 11 (U) 27

645
Locators and Visuals

Activity Sheet 2A

Index Name

3. Information about marking rounds is on page

(a) 19 (c) 39

(b) 8, 11 (d) 29

* .+.t 4. Information about the general conduct of fire is in paragraph

(f) 31 <-h) 8

(g) 6 (j) 23, 52

Use the part of an index below to answer Questions 5-8:

4 Joint airborne operations .................................... 8-2 8-1

Judge advocate section ...................................... 3-4b(14), 3-12b 3-3, 3-4

Liaison section ............................................... 2-4 2-6

Light infantry brigade capabilities ........................... 1-12 1-4

* Line formation ............................................. 5-7e 5-4

Linkup operations .......................................... 8-5---8-7 8-4

Logistics officer. (See S4.)

Low-visibility attack. (See Night combat.)

Main attack .......------------------------------------------ 7b 5.4

Maintenance company ...................................... 3-12d 3-4

Maintenance officer ..............................-............ 3-12d 3-4

Maneuver units. (See also Combat unit and specific type.) ........ 1-2a 1-1

Mechanized brigade capabilities ............................... 1-9 1-4

Medical ..................................................... 2-2k, 4-27a(2) 2--4, 4-14

Meeting engagement ........................................ 5-14 5-8

Messenger ................................................... 2-2i 2-4

Military intelligence ........................................ 4-1c 4-1

Military police ............................................. 3-11, 4-1a, 4-25 3-4, 4-1, 4-14

Mobile defense ............................................. 6-18--6-21 6-11

Mobility ................................................... 1-14 1-4

Movement to contact ........................................ 5-13, 5-14 5-8

Naval gunfire .............................................. 4-Ic, 4-2b, 4-9d 4-1,4-8

Night:

Attack. (See Night combat.)

Combat ................................................... 5-43-5-45 5-20

Defense .................................................. 6-26 6-14

Non-air defense weapons ..................................... 4-10e 4-10

Nondivisional brigade. (See Brigade, separate.)

Nonnuclear warfare .......... ........................- 1-2c, 4-3 1-1, 4-1

Nuclear:

Fires .. ............................................... 44 4-5 4-2

Warfare ......... ........................................ 120 1-1

Weapons ................................................. 4-5. 7-3e 4-2, 7-2

Objectives ................................................... -5

Offense. (See also Attack and specific aso~ect.):

Combat service support .................................. 5-12 5-8

Conduct ................................................. 5-15-5-19 5-9

Control measures ....................................... 5-10 5-7

Fire planning ....................................... 5-9 5-9

646

. *1
L ~ .Locators and Visuals

Activity Sheet 2A

Index Name

5. To find out about nuclear weapons, look on Pages

(a) 4-5, 7-3e (c) 4-5, 7-3e, 4-2, 7-2

(b) 4-2, 7-2 (d) l-2c

,.4;

6. Conduct of the offense is shown in paragraphs

(f) 5-9 (h) 5-15-5-19

(g) 5-10, 5-7 (j) 5-12

7. Low-visibility attack is discussed on page

(a) 5-4 (c) 5-7b

(b) 5-43-5-45 (d) 5-20

8. One place to read about maneuver units is paragraph

(f) 3-12d (h) l-2a

(g) 1-9 C0) 1-1

647

-, . "4-% , - - - , , " - . . . . . . . . - ' , - - ' , ' . - . . - , . . - . - , - , , . - . , % - ' - , ' - , ' . . . . , , ' " . . - . . . . • , . .
Locators and Visuals

Activity Sheet 2A

Index Name

$1 Use the partial index below to answer Questions 9-12:

Paragraph Page

Steady hold factors ................. 3-3 57

Shot group:

Analysis ............... .......... 3-8 71

Tem plate Ifig 4-81 ........................ 85

Sight alinement (fig 3-2. 3-3. 3-41 ........ 3.3 58, 59,

57

Sight picture (fig 3-1l.. ................ 3-3 58, 57

Sight picture / alinement .................. 3-3 57

Sights. rifle (fig 4-5. 4-6. 4.71 ................. 83, 84,

4-2, 4-4 78, 83,

4.6 R4

Stoppage .............................. 2-16 42

Stoppage. reduction of ................. 5 -4 88

Takedow n pin Ifig 2-81 .......................... 10

Target box (fig 4-41 .......................... 82

Target. 25-meter (fig 4-21 ........................ 80

Target detection:

Conduct of trials:

M oving targets ................. 6-11 105

Multiple moving / sound

targets ...................... 6-11 105

Sound targets ................. 6-11 105

Stationary targets .............. 6-11 105

Engaging targets ................... 6-9 103

Expedient training area ............. 6-5 95

Fundamentals of:

Determining range ............. 6-8 98

Locating targets ................ 6-8 98

Range: M arking targets ............... 6-8 98 I Construction .................. 6-4 94

Loca tion ..................... 6-3 94

Target detection exercise ......... app D 155

Target detection tests ............. 6-12 106

Training concepts ................. 6-2 94

Trial sheets ...................... 6-10 104

Training conditions ................... 1-3 3

Training. conduct of .................. 4-2 78

Training. exercises .................... 4-2 78

Trajectory (fig 4-91 ................... 86

Trigger finger. position of

(fig 3- i1. 3.5 1 ............................. 65, 60

W indage ............................... 4-5 83

W obble area .......................... 3-5 71

Zeroing. principles of................ 4-8, 4-9 85, 86

9. Information about reducing stoppages is on page

(a) 2-16 (c) 5-4

(b) 42 (d) 88

648
Locators and Visuals

Activity Sheet 2A

Index Name

10. The use of sound targets in the conduct of trials for target detection

is shown in paragraph

(f) 6-11 (h) 6-9

(g) 105 (j) 4-2

11. Information on the principles of zeroing can be found in paragraphs

(a) 4-8, 4-9 (c) 85, 86

(b) 3-3 (d) 3-8

12. Information about constructing target detection ranges is on page

(f) 105 (h) 94

(g) 155 (j) 78

649

-A9-6
ANSWER SHEET

Locators and Visuals

Activity Sheet 2ANae_____________ ________

Index Name__ _ _ _ __ _ _ __ _ _ _

1. a b c d 7. a b c d

0 0 00 0 0 00

2. f g h 18. f g h j

0 00 0 0 00 0

3. a b c d 9. a b c d

0 0 00 0 00 0

4. f g h 110. f g h j

0 0 00 0 00 0

5. a b c d 11. a b c d

0 00 0 0 00 0

6. f g h j 12. f g h j

0 0 00 0 00 0

650
Locators and Visuals

Activity Sheet 3A

Tables Name

In manuals and books, tables are drawings or charts that give you data

or facts about things. Tables always have two dimensions: they have columns

and rows. Here is a simple table. It shows the primary and secondary colors

used to mark different kinds of contaminated or dangerous areas.

C Ot UM N N AM E S

PRIMARY SECONDARY COLORS

DANGER COLORS MARKINGS INSCRIPTIONS

RADIOLOGICAL CONTAMINATION WHITE NONE BLACK

BIOLOGICAL CONTAMINATION BLUE NONE RED

CHEMICAL CONTAMINATION YELLOW NONE RED

ROWS CHEMICAL MINEFIELDS RED WHITE YELLOW

STRIPE

BOOBYTRAPPED AREAS RED WHITE NONE

STRIPE

UNEXPLODED MUNITIONS RED WHITE NONE

I (BOMB)

Th zolumns are named at the top. The rows are named at the side. If you want

to find out about the markings on signs for boobytrapped areas, do this:

(1) Find the row marked "Boobytrapped Areas." The name of

the row is at the left.

(2) Stay in that row, but move to the right until you get to the

column named "Markings". Then read that the markings on signs

for boobytrapped areas consist of a white stripe.

You could also do it backwards. Find the column named "Markings,"

then go down to the row named "Boobytrapped Areas." Either way, you are looking

for where the column and the row meet.

Sometimes the rows and columns have names which are not written down. You

can group the things in a row or column under other names than the name on the

table. For instance, in the table above, you could give a name to all the things

that tell you about a danger sign. You could call them identifiers. So for a

sign showing biological contamination, the identifiers are blue primary color,

no markings, and red inscription.

651

I

',I % -- , po , . . .. , - - - • . %. . - . . . . , . - • " - " . " - " . . .
Locators and Visuals

Activity Sheet 3A

Tables Name

Instructions: Look at the tables below. Then answer the questions under each

table. Mark your answers on the Answer Sheet.

Use the table below to answer Questions 1-4.

TABLE 1. RESULTS OF RADIATION EXPOSURE

Radiation Work

Dose in Rads Early Symptoms Effectiveness Fatalities

Less than 5%

0 to 70 hospitalization. Full None

Reduced effectiveness

Approximately while vomiting, de150 5% within 6 pending on task. In- None

hours. effective if hospitalized.

Symptoms continue inter- More than

mittently for next few half at ap650 Within 2 days. Effectiveness re- proximately

hours duced significantly for 16 days.

2d to 6th day. Hospitalization required.

Immediate, temporary

2,000 incapacitation for a High rate.

period of 3-40 minutes, In approxito Within 5 followed by recovery mately 7

3,000 minutes period during which days.

personnel efficiency

is impaired.

Immediately, permanent incapacitation High rate

8,000 Within 5 for personnel perfor- in 1-2

minutes ming physically de- days.

manding tasks. No

period of latent

"1recovery".

Permanent incapacitation for personnel 100%

18,000 Immediate performing even un- Within

demanding tasks. 24 hours.

652 k
Locators and Visuals

Activity Sheet 3A

Tables Name ________________________

1. In which column can you find the reading "Within 2 hours"?

(a) Work Effectiveness (c) Early Symptoms

(b) Fatalities (d) 8,000

2. What is the fatality rate for people exposed toO0 to 70 rads?

(f) 100% (h) High rate

(g) None (jY More than half

3. If a group of soldiers shows symptoms within 5 minutes, what is the

the fatality rate?

(a) High rate (c) 50%

(b) 100% (d) None

4. "Immediate, temporary incapacitation" is the work effectiveness problem for what dose in rads?

(f) 650 (h) 8,000

(g) 18,000 (j) 2,000 to 3,000

..

%, Use the table below to answer Questions 5-8:

TABLE 2. FIRING ANTITANK WEAPONS FROM

BUILDINGS AND ENCLOSED AREAS

WEAPON MIN ROOM SIZE, MIN ROOM SIZE, MASONRY MIN VENT SIZE*

FRAME STRUCTURE STRUCTURE

LAW 7' x 10' Min of 4' to back 20 Ft 2

____ __ ____ ___ ___ wall

DRAGON 15' x 15' 17' x 11' 20 Ft 2

TOW 20' x 30' 20' x 20' 20 Ft 2

All glass should be removed from windows, doors and within rooms. Soft

furniture and curtains should be left to absorb sound. Firers must wear

helmets and ear plugs. Don't stand behind weapons being fired.

*Open door and window space.

5. What is the minimum size of room from which you can fire the DRAGON if the

room is made of masonry?

(a) 7' x 10' (c) 20' x 20'

(b) 17' x 11' (d) 20 Ft 2

653
Locators and Visuals

Activity Sheet 3A

Tables Name

6. The sizes of frame structures you need for the three different weapons

make up the frame range. 15' x 15' is one measurement in the frame range.

What are the other two measurements?

(f) 7' x 10', 20 Ft2 (h) DRAGON, 17' x 11'

(g) 17' x 11', 20 Ft2 (j) 7' x 10', 20' x 30'

7. Which weapons have a minimum vent size of 20 Ft 2?

(a) LAW and DRAGON (c) All three weapons

(b) TOW and LAW (d) DRAGON only

8. How many sizes of frame structures are shown?

(f) 3 (h) 4

(g) 17' x 11' (j) 2

Use the table below to answer Questions 9-12.

D R 1

RESPONSIBILITY U V R

FOR DIRECTION N G I P F

I A S S O AND COORDINATION T D I R

S E 0 C N E

COUNTERFIRE PROGRAM X

EW OPERATIONS X X

INTEL. SURV. RECON OPNS X X X

AIR DEFENSE SUPPRESSION X X

AIR DEFENSE OPERATIONS X X

AIR SPACE MANAGEMENT X X X X

9. Who has responsibility for the counterfire program?

(a) AD Units (c) Division

(b) Brigade (d) Corps

10. How many units are responsible for air defense operations?

(f) 2 (h) 4

(g) 3 (j) 1

6

-- I 654

Q°° ". 4' 4' ' .
Locators and Visuals

Activity Sheet 3A

Tables Name

11. How many types of programs does the Corps have responsibility for?

(a) 1 (c) 2

(b) 4 (d) 3

12. Which units have responsibility for three or more programs?

(f) Air Force; AD .Units; (h) AD Units; Brigade

Corps

(g) Intel,Surv,Recon Opns; (j) Division; Corps; Air Force

Air Space Management

.

655

,_..--. . .-.-. . - - - - - • .i..- . ...*.:.. : ..... L :-.- --. ..
. . . I-17T -

4. ANSWER SHEET

Locators and Visuals

Activity Sheet 3A

Tables Name __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1. a b c d

o 0 0 0

2. f g h ,

o 0 0 0

3. a b c d

4,0 0 0 0

4. f g h j

o 0 0 0

5. a b c d

o 0 0 0

6. f g h j

4,,0 0 0 0

7. a b c d

o 0 0 0

SA . 0 g h

0C 0 0 0

9. a b c d

0 0 0 0

3.0

o 0 0 0

a b C d

0 0 0 0

f g h 12. 0 g h j

0 0 0 0

656
Locators and Visuals

* Activity Sheet 4A - Bar Graphs Na me __ __

Bar graphs compare two or more things that have a quantity or number value.

For bar graphs, the length of the bar by each item tells you how much of that

item you have. I. Look at this simple bar graph:

Summner Fall Winter Spring

70

60

062

.-

048

Z. 46e

_W 40 e30 0.2

20

.AI10

This shows you the mean temperature for each season in Germany. You can see

that the bar for summer reaches just above the 60 degree mark, and the bar

for winter reaches only above the 30 degree mark. It is also easy to see

that the winter temperatures are about half the summer temperatures. You can

see this without even reading the numbers, just by looking at the size of the

bars.

Some bar graphs have vertical (up-and-down) bars. Others have horizontal

side-to-side) bars. Here is an example of a horizontal bar graph:

ARMY TRANSPORT AIRCRAFT

* Range in

Miles 1000 2000 3000 4000

C47Mm=

*C1 30U11

a.C5'

657

%
Locators and Visuals

Activity Sheet 4A

Bar Graphs Name_______________________

This shows that the Army C47 transport plane had a range of only 1000 miles.

The C5 transport has a range of four times that much, at 4000 miles. It is

easy to see how much transport plane range has improved since the C47 was used.

Instructions: Read each of the bar graphs below, t:,.-n answer the questions.

Mark your answers on the Answer Sheet.

Use Graph #1 to answer Questions Z-4:

GRAPH #1

100 200 300 400 500 600

20

mph

25

mph 136

30

mph 2 2

3523

mph~ ~

4 02 

mph 1

56454 

mph

50

mph

5551

mph

6059

mph

Speed 100 ft 200 ft 300 ft 400 ft 500 ft 600 ft

TOTAL DRIVER STOPPING DISTANCES FOR VEHICLES WITH A

GROSS WEIGHT OF OVER 10,000 POUNDS (THREE AXLES OR MORE)

1. If a truck is moving at 40 mph, how many feet does it take to come to a stop?

(a) 94 (c) 293

(b) 181 (d) 430

658
Locators and Visuals

Activity Sheet 4A

Bar Graphs Name_____________________

- 2. A truck takes 510 feet to stop. How fast was it going?

(f) 75 mph (h) 30 mph

(g) 55 mph (j) 60 mph

3. Truck A is going 40 mph and stops in 293 feet. Truck B stops in about

twice as many feet. How fast was Truck B going?

(a) 40 mph 4c) 80 mph

(b) 60 mph (d) 120 mph

4. If a truck takes 155 feet to stop, how fast was it going?

(f Bewe 5ad30mh ()2qp

(f) Between 25 and 30 mph (h) 25 mph

Use Graph #2 to answer Questions 5-8.

"00

0, 0

RANGE OF SOME HOW =Howitzer

U.S. ARTILLERY

659
Locators and Visuals

Activity Sheet 4A

Bar Graphs Name

5. What is the range of the M109-155mm Howitzer?

' (a) 20 km (kilometers) (c) 13 km

(b) 16 km (d) 11 km

6. Which goes the farthest:

(f) 105 mm Howitzer (h) M109-155 mm Howitzer

(g) 4.2" Mortar (j) MlO9Al-155 mm Howitzer

7. Which weapon has a range of 16 km?

_"-S...

(a) 8" Howitzer (c) MlO9Al-155 mm Howitzer (b) 105 mm Howitzer (d) M109-155 mm Howitzer

8. Which weapon has a range of less than 10 km?

(f) 105 mm Howitzer (h) All the weapons

(g) 4.2" Mortar (j) 8" Howitzer

Use Graph #3 below to answer Questions 9-12.

,g EUROPE

35 D OTHER

ADVANCED REGIONS

30- ffo DEVELOPING REGIONS

25-

20-

15-

10-

"22 - __P_--__ Number

of 1940 1960 1980 Cities Year Year Year

NUMBER OF CITIES WITH MORE THAN 2.5 MILLION PEOPLE

660

. . .. ... -,.' .-.
Locators and Visuals

* Activity Sheet 4A

Bar Graphs Name_________________________

9. How many large cities were in Europe in 1940?

(a) 4 (c) 3

(b) 5 (d) 9

10. Which two regions had the same number of large cities in 1960?

(f) Europe and Other (h) Developing Regions and

'4Advanced Regions Other Advanced Regions

(g) Europe and (j) None of the above

Developing Regions

11. Which region had the same number of large cities in two different years?

(a) Other Advanced Regions (c) Developing Regions

(b) None of the regions (d) Europe

12. Which region had the fastest growth rate for large cities?

(f) Europe (h) Developing Regions

(g) Other Advanced Regions (j) All had the same rate

661
ANSWER SHEET

Locators and Visuals

Activity Sheet 4A

Bar Graphs Name

1. a b c d

0 0 0 0

2. f g h j

0 0 0 0

3. a b c d -

0 0 0 0

4. f g h j

0 0 0 0

5. a b c d

0 0 0 0

6. f. g h j

0 0 0 0

7. a b c d

0 0 0 0

8. f g h j

0 0 0 0

9. a b c d

0 0 0 0

lO. f g h j

0 0 0 0

11. a b c d

0 0 0 0

12. f g h j

0 0 0 0

662
Locators and Visuals

Activity Sheet 5A

Line Graphs Name-___________________

Line graphs are like bar graphs. They show amounts of things. But

line graphs also show change. The change can be over time, or temperature,

or any other thing that changes. Here is a line graph:

N 1000m

Range1951519597

'-00

The ~ ~~ 14 rag1in'9ely5tr5oimrv ntlaon 1965. So ae 1975 ,

Thsosthe top effective range for individual anti-tank waf10omtes weapons 

You can see by looking at the graph that individual antitank weapons got

much better from 1965 to 1975.

Instructions: Look at each graph below. Then answer the questions. Mark

your answers on the answer sheet.

Use Graph #1 to answer Questions 1-4:

16,000 1-----~ ____

12,000 ~.------.__________ --- 

Pons 10,000 .. .. .. ..- -..-.. 

of 8,000 -__ _ _______ __

Anmmun it ion

6,000 F~O -

4,00

2,000 00

1945 1955 1965 1975

Pounds of Ammunition that Different US Aircraft

Could Carry in Different Years

663
Locators and Visuals

Activity Sheet 5A

Line Graphs Name _____________________

1. How many pounds of ammunition could the F80 carry?

(a) 80 (c) 2,000

(b) 500 (d) 6,000

2. In what year could US planes carry 15,000 pounds?

(f) 1975 (h) 1955

(g) 1968 (.4-) 1964

3. Which plane could carry 500 pounds of ammunition?

*(a) P47 (c) FIOO

(b) F80 (d) A7

4. In 1955, how many pounds of ammunition could US planes carry?

(f) 2,000 (h) 16,000

(g) 6,000 (j) 15,000

Use Graph #2 to answer Questions 5-8.

1945 1955 1965 1975

* 3500 U.S.

3000 ANTITANK ______

MaximumWEAPONS

*Effective 20

Range in 2000__ ____________

Meters 200 WARSAW PACT

1500 TANK CANNON!%-_

5001

Maximum Effective Range of Warsaw Pact

Tank Main Guns and U.S. Antitank Weapons

5. In 1945, what was the maximum effective range of U.S. antitank weapons?

(a) 250 meters (c) 1010 meters

(b) 500 meters (d) 3500 meters

664
Locators and Visuals

Activity Sheet 5A

Line Graphs Name

6. In 1965, which weapon had a maximum effective range of almost 1500 meters?

f US antitank weapons (h) Both weapons

(g) Warsaw Pact tanks (j) Neither weapon

7. In the early 1970s, the U.S. developed the TOW antitank weapon. What was

the effect of inventing the TOW?

(a) US antitank weapons (c) US antitank weapons became

dropped in range longer in range than Warsaw

(b) Warsaw Pact tanks Pact tanks

dropped in range (d) Warsaw Pact tanks can still

shoot farther than US

antitank weapons

8. For what period of time did US antitank weapons have an effective range

of about 1000 meters?

(f) 1945-1955 (h) 1958-1972

(g) 1955-1958 (j) 1972-1975

Use Graph #3 to answer Questions 9-12.

RANGE TO TARGET IN METERS

500 1000 1500 2000 2500 3000

- 400

STEREOSCOPIC 4

__ _ _ Accuracy

'0 2 of Tank

S-- Range 200 0 Finders

COINCIDENCE -avL

-00" S.100 '11 oo -- 10 s LASERv

9. This graph shows that:

(a) At longer ranges, some tank range finders are less accurate than

at shorter ranges.

(b) Coincidence range finders are more accurate than stereoscopic

range finders.

(c) Laser range finders are very accurate at any range.

(d) All of the above.

665 •%

_ " ' :bO ,-T;. :, .. ,..."-" ".,--" -. :.).,,.. S- . ' -S. *- . . .. . , .,-. .S' ,'. .- -", . ,---"- S ---- " ,;
Locators and V'isuals

Activity Sheet 5A

Line Graphs Name_______________________________________

10. At 2500 meters, what is the error of the stereoscopic range finder?

(f) Over 400 meters (h) About 100 meters

plus or minus plus or minus

(g) Less than 300 meters (j) Almost 0 meters

plus or minus plus or minus

11. At what range does the coincidence range finder have an error of

:1 100 meters plus or minus?

(a) 2000 meters (c) 2300 meters

(b) 2500 meters (d) 3000 meters

*12. Which is the most accurate at 500 meters of range?

(f) Stereoscopic range finder (h) Laser range finder

(g) Coincidence range finder (j) Both coincidence and

laser range finder

666
ANSWER SHEET

Locators and Visuals

* 'Activity Sheet 5A

Line Graphs Name

a b c d

0 0 0 0

2. g h

0 0 0 0

3. a b c d

O 0 0 0

f g h j

0 0 0 0

a b c d

0 0 0 0

6. f g h j

0 0 0 0

7. a b c d

0 0 0 0

f g h j

0 0 0 0

9. a b c

0 0 0 0

f g h j

0 0 0 0

11 . a b c d

0 0 0 0

12. f g h j

0 0 0 0

667
Locators and Visuals

Activity Sheet 6A

Pie Graphs Name

There is another kind of graph that is related to fractions and percents.

It is called a pie graph, because it is cut into sections like a pie. The

whole graph shows all (100%) of a thing. The slices or sections show what

makes up the whole pie. Here is a pie graph:

SGT. CARTER'S EXPENDITURES

FOR THE MONTH OF JUNE

FOOD CAR REPAIR

25%

GASOLINE

RENIT CLOTHING

30l1% This shows how

SGT Carter, who plives off-post,

TION /spent his

paycheck for the

8month of June.

SAVINGS

6%

You can see that he spent the largest amount of his pay, 30%, on rent. The

next largest amount, 25%, went for food. The smallest part of his pay, 6%,

went into his savings account.

If you wanted to see what part of his paycheck SGT Carter spent on rent,

food, car repair and gasoline combined, you just add those three sections of

the pie together. 30% + 25% + 20% = 75% spent on rent, food, car repair and

gasoline.

668

*1 r , ' , ' ;- . > , ' '' ., . .. ., . . .. .'' . . .. '' . .. .. +. , . . . .. . . ' -, " - " . . . . . - ' ." . ' - ' . . , . . '
•~~~ _I I" ni . .

Locators and Visuals

Activity Pie Graphs Sheet 6A Name

Instructions: Read the pie graphs below. Then answer the questions. Mark

the correct answer on your answer sheet.

Use Pie Graph #1 to answer Questions 1-5.

PIE GRAPH #1

I

OMBAT ARMS MECHANICS A Percentage of

59% VEHICLE OPERATORS Different Types

of MOSs, for

18% MOSs with More

than 100

Individuals,

Fort Ord, 1981

't CO 

1. What was the largest MOS group at Fort Ord in 1981?

(a) Medics (c) Cooks

(b) Administration/Supply (d) Combat Arms

*2. What percentage of people are in Communications MOSs?

(f) 9% (h) 5%

(g) 96% (j) 7%

669
Locators and Visuals

Activity Sheet 6A

Pie Graphs Name

3. Which two HlOS groups had the same percentage of members?

(a) Medics & Communications

(b) Cooks & Admin/Supply

(c) Mechanics/Vehicle Operators & Combat Arms

(d) Communications & Cooks

4. What is the total of Medics,--Communications personnel, and Cooks?

(f) 19% (h) 77%

(g) 23% (j) 16%

5. What was the second largest MOS group at Ft. Ord in 1981?

(a) Mechanics/Vehicle Operators (c) Combat Arms

(b) Cooks/Admin/Supply (d) Communications

Use Pie Graph #2 to answer Questions 6-10.

670

.4

. . . .. '... . 4, .... 
IKE C * C

Locators and Visuals

Activity Sheet 6A

Pie Graphs Name __ _ _ _ _ _ _ _ _

56.5

20 4%1 (I

9 45

Protect Againsta

20% X

J.1%r

TASK AREAS IN SOLDIER'S MANUAL OF COMMON TASKS,

SKILL LEVEL 1

6. What percent of Soldier's Manual tasks are survival tasks?

(f) 20% (h) 64%

(g) 56% (j) 6.5%

7. What percent of Soldier's Manual tasks are tasks on pistols?

(a) 5% (c) 18%

(b) 2.5% (d) 24.5%

671
Locators and Visuals

Activity Sheet 6A

Pie Graphs Name_______________________

-A 8. The tasks are divided into five major sections and several subsections.

What is the smallest major section of tasks?

(f) See (h) Navigate

(g) Communicate (j) Shoot

9. Into how many subsections is the section called "Shoot" divided?

(a) 1(c) 3

(b) 5 (d) 8

10. What percent of Soldier's Manual tasks are not "Shoot" tasks?

(f) 75.5% (h) 79.5%

S(g) 64% (j) 20.5%

.67
7. 7-. T7

ANSWER SHEET

Locators and Visuals

Activity Sheet 6A

Pie Graphs Name______________ _______

1. a b c d

0 0 0 0

2. f' g h j

0 0 0 0

a b c d

4. f g h j

"30 0 0 0

5. a b c d

0 0 0 0

6. f g h j

0 0 0 0

7. a b c d

0 0 0 0

8. f g h j

0 0 0 0

9. a b c d

U'0 0 0 0

0. f g h j

0 0 0 0

673
Locators and Visuals

Activity Sheet 7A

Meters and Dials Name ______________________

Meters and dials are a lot like graphs. They tell you how something

changes over time or under different conditions. But graphs show what has

happened or what to expect. Meters and dials tell you what is happening L12

now. You use meters and dials to tell you many things, such as how much

electrical current is going through a wire or how fast your car is going.

- Here is one example of a dial. It shows you how many irllons o-, water go

through a pump in one minute.

20

GALLONS PER M"INUTE

You can see that the pointer on the dial points to the third mark up from the

mark labeled "15." Count up from 15 three marks and you get 18. The dial shows

there are 18 gallons of water going through the pump every minute.

Every meter or dial has a scale, which shows what is being measured, and an

indicator, which shows how much. The indicator is usually a pointer, but it can

be a colored bar. In thermometers, for instance, you see a column of mercury

which looks like a colored bar.

Instructions: For each question below, look at the meter or dial, then answer the

question. Mark the correct answer on your answer sheet.

674
,F.- P- 7- 7. -. 77 7. 9-1 7- 71 T, - .7 .777 T.-- -4 .

Locators and Visuals

Activity Sheet 7A

Meters and Dials Name

Example: What percent of charge is left in this battery?

(a) 67% (c) 33% a b c d

(b) 38% (d) 50% O 0 0 0

0 70

N CHA *1

Use the dial shown below to answer Questions 1-3.

AIR PRESSURE

~POUNnS PER SQUARE INCH

-.

1. About how many pounds of air pressure per square inch does the dial show?

(a) 20 PSI (c) 17 PSI

(b) 25 PSI (d) 23 PSI

2. At what air pressure does the Danger zone begin?

(f) 7 PSI (h) 23 PSI

(g) 33 PSI (j) 27 PSI

675
. . .. . . . No-, . . .- _ . .-

Locators and Visuals

Activity Sheet 7A

Meters and Dials Name

3. If the pointer showed 5 PSI, what zone would it be in?

(a) Low (c) High

(b) Normal (d) Danger

Use the thermometer to answer Questions 4-6.

100- A. What is the temperature in Fahrenheit?

X, 4 -35

(f) 21 (h) 700 ° (g) 220 (j) 680

-30

(L8( 5. Which temperature scale shows negative

:.25 numbers (numbers less than 0)?

7 (a) Fahrenheit (c) Both

70 20 (b) Centigrade (d) Neither

S60 15 6. 100 C equals how many degrees F?

-" (f) 10-F (h) 12°F

( ) 500 C (j) 50OF "I 5 5{> -I10

4 5 "-

3 0

-5

2

-10

676

• :. . - , .. -- - - - - " : ; •";":= ::i .-
Locators and Visuals

Activity Sheet 7A

Meters and Dials Name_________________

Use the meter below to answer Questions 7-9.

.43

MILES

PER

toHUR0

(MPH)

7. How fast is the car going?

(a) 55 mph Wc 50 mph

(b) 60 mph (d) 3 mph

8. This speedometer shows which gear you should use at different speeds.

The gear ranges overlap. At the speed this car is going, what gear should

it be in?

(f) 1st (h) 3rd

(g) 2nd (j) 4th

9. At what speed should you shift from 2nd to 3rd gear?

(a) 10 to 15 mph (c) 70 to 75 mph

(b) 35 to 40 mph (d) 55 mph

677
ANSWER SHEET

Locators and Visuals

Activity Sheet 7A

Meters and Dials Name

1. a b c d

0 0 0 0

2. f g h j

0 0) 0 0

a b c d

0 0 0 0

4 f g h j

0 0 0 0

5. a b c d

0 0 0 0

6. f g h j

0 0 0 0

7. a b c d

0 0 0 0

8. f g h j

0 0 0 0

a b c d

0 0 0 0

.1

678
CHECK SHEET

Locators and Visuals

Activity Sheet IA

Table of Contents

1. a b c d

0 0 1 0

f g h

2. 0 0 9 0

3. a b c d

1 0 0 0

f g h j

0 6 0 0

5. a b c d

0 0 0 0

6. f g h j

0 0 0 1

7. a b c d

0 0 0 0

8. f g h j

0 0 0 S

9. a b c d

0 0 9 0

10. f g h j

0 0 0 0

11. a b c d

0 0 0 1

12. f g h

1 0 0 0

679

&awl' " ¢ '_ .; ,:;.,, , ??..L ... : '-T -... -.... ; ....,, .;........
CHECK SHEET

Locators and Visuals

Activity Sheet 2A

Index Name

1. a b c d 7. a b c d

0 0 O 0 0 0 0 6

2. IF g h j 8. f g h j

1 0 0 0 0 0 0 0

3. a b c d 9. a b c d

0 0 0 O 0 0 0 6

4. f g h j 10. f g h j

0 O 0 0 6 0 0 0

5. a b c d 11. a b c d

0 0 0 6000

6. f g h j 12. f g h j

0 0 6 0 0 0 6 0

680
CHECK SHEET

Locators and Visuals

Activity Sheet 3A

Tables

a b c d

0 0 0 0

2. f 9

0 9 0 0

3. a b C d

* 0 0 0

4. f g h

0 0 0

a b c d

o 1 0 0

6. f g h j

o 0 0 S

7. a b c d

o 0 0 0

8. f g h j

1 0 0 0

9. a b c d

0 0 S 0

0. f g h j

1 0 0 0

1. a b c d

12. f g h j

0 0 0 0

681
CHECK SHEET

Locators and Visuals

Activity Sheet 4A

Bar Graphs

a b c d

0 0 1 0

2. f g h j

0 6 0 0

3. a b c d

0 6 0 0

4 f g h j

1 0 0 0

a b c d

0 0 S 0

6. f g h j

0 0 0 0

7. a b c d

1tf 0 0 0

8. f g h j

0 9 0 0

9. a b c d

S 0 0 0

0 f g h j

0 0 0 0

11. a b c d

0 0 0 S

12. f g h j

0 0 1 0

682

af fit zat ":'': , ,w'.. :,. '. ,: :., ,,;,,, .. , ,,. . -. * . . .. . ..... .... i .'
. 1 0_ . : W

CHECK SHEET

Locators and Visuals

Activity Sheet 5A

Line Graphs

1. a b c d

0 0 0 0

- 2. f g h j

* . 0 0 0 9

3. a b c d

1 0 0 0

4. f g h 3 0 0 0 0

5. a b c d

1I 0 0 0

6. f g h j

0 S 0 0

7. a b c d

_4.. 0 0 S 0

8. f g h j

0 0 0 0

9..' a b c d

.'0 0 0 II

,0. f g h j

I 1 0 0 0

a b c d

0 0 0 0

f g h j ... 12.

o 0 0

"V68

.4

.4 * | * .. *' * 1 . .. . -. * .* *. .**..- *- * - . - . .- .. -- -
CHECK SHEET

Locators and Visuals

Activity Sheet 6A

Pie Graphs . *4

a b c d

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LEARNING STRATEGIES: READING COMPREHENSION MODULE

ACKNOWLEDGEMENT

This lesson is taken from Study Skills Package: Development and

Evaluation by J. L. Dobrovolny, B. L. McCombs, and W. A. Judd. Where

appropriate, the language has been changed to make the material

applicable to the Army population for which it is intended. Many of

the ideas, concepts and examples of reading comprehension presented

in this lesson are from Learning Strategy Training Materials: A

Selected Subset and Systematic Training Program for Enhancing

Learning Strategies and Skills: Further Development by D. F.

Dansereau, K. W. Collins, B. A. McDonald, G. Diekhoff, J. Garland,

and C. S. Holley, and Field test of a revised form of the cognitive

learning strategies training program with Army enlisted personnel

by C. E. Weinstein, M. M. Rood, C. Roper, V. L. Underwood, and

F. W. Wicker.

697

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TABLE OF CONTENTS

.9 PAGE

Questioning Method of Reading .. .. .. ...... ......... 1 - 11

Networking Method of Reading .. .. .. ... ....... ..... 12 - 22

Problem Solving Method of Reading .. .. .. ...... ....... 23 - 29

Word Problem .. .. .. ... ....... ...... ..... 30 - 33

Sentence Problem. .. .. .. ...... ...... ....... 34 - 37

4WParagraph Problem .. .. .. ...... ....... ...... 38 -41

Passage Problem .. .. .. ...... ....... ....... 42 - 47

688
READING COMPREHENSION

The objectives for this lesson on Reading Comprehension are:

1. You are able to use the Questioning method to read-,

2. You are able to use the NeL ork method to read;

3. You are able to use the Problem Solving method to read;

4. You are able to select which of the three reading methods is

best for you and to use this method when you read to learn.

We've all read something and had trouble following the author's chain of

thought. Sometimes we come across a sentence or paragraph which just doesn't

make sense. We usually know when we don't understand what the author is saying.

* But we don't always know what to do about it. Other times we begin to read a

* book and don't even make it past the first sentence. Sometimes the words are

hard. Sometimes the whole sentence is hard. Many times the book or manual has

a lot of new ideas or words. What we need is a way to help us. That's what

this unit will offer you: ways to deal with reading tasks.

We have found that there are three basic ways that seem to help people

read better: (a) Questioning, (b) Networking, and (c) Problem Solving. In this

lesson we will talk about each of these ways. You will have a chance to practice

using each of them.

These three ways of reading help people understand what they read better.

They are based on our work with other good readers. We are not saying that

there are only three ways to read. But we do know that some of the other ways

people read does them more harm than good.

Some people take "notes" as they read. They copy the book word for word.

Some people copy their notes several times. Some just ignore words or sentences

they don't understand. Can you think of some things that you do when you are

* reading that may not be helping you?

At the end of this lesson, you may find that one method works better for

you than any of the others. Or you may think that two of them work just as well

,.~ .a% for you. On the other hand, you may find that all three help you. Whatever you

689

- 1A.% 9 V. V . . .* * - *
decide, be sure to practice your chosen method(s) in all of your reading.

This way you can be your own learning methods expert.

The first reading method we will talk about is Questioning.. .the use of

questions to find the main idea of a paragraph.

Questioning

The questioning method has four steps:

Step 1: State the purpose of your reading and set up your time schedule.

You may be reading to take an SOT test or to learn how to perform

a soldier manual task. The amount of time you spend will often

depend on why you are reading, and the kind of books you use.

Step 2: Read to find the main idea. Read the first paragraph of your

manual or book. Decide if the main idea is clear or not. The

Cmain idea is often found in the first sentence of the paragraph.

The main idea is also often found in the last sentence of the

paragraph. The other sentences in the paragraph often give you

more information about the main idea. If the point the author

is making is clear to you, write it down. If it is not, write

down the part you think is the key point.

Step 3. Make up a question. Your question should ask about the main

point of the paragraph. Look at the example below. This is

a paragraph about the idea "organization":

An organization is a group of people who do things

together because they have the same interests or

problems. Organizations have rules and they often

have a leader. The United Nations and the school

safety patrol are examples of organization.

A good question would be "What is an organization?". The

answer to that question would state the main idea of the paragraph.

690
If possible, you should make up a question which asks for an

~' <>example of the main idea of the paragraph. The example should

be different from any which were given in the paragraph. In

* the above example, a good question would be: What is an example

of an organization which is different from any given in the

passage above? In short, your questions should do three things:

The question should (a) be based on the main idea; (b) call for

use of the main ideas in making up new examples; and (c) should

-: be written in your own words.

Repeat Steps 2 and 3 on each paragraph you read. That is, read,

write down the main point(s) and make up a question about the

paragraph you read.

Step 4: Learn the answer to your questions. After you finish reading,

try to remember the answer, to your questions. If you can't

remember them, look them up in the text. But don't waste

time writing them down.

Now you will get the chance to practice the Questioning method on a few paragraphs. As you go through the material, you may want to go back to earlier

questions to rewrite them. You should do that when you want to. After reading

each paragraph, write your question below that paragraph. Then you will see an

example of what we picked as the main idea of that paragraph. You will also see

a question we wrote about that main point.

Remember: There are lots of ways to ask a good question. Your own questions,

however, will probably be the best aid for you to understand and remember what

you read. If you are not sure about how good your question is, use the checklist

4 shown on the following page:

69
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I. Does the question come from the main point of the paragraph?

If not, write a question that does.

2. Does the question ask for a new example of the main idea?

If not, can a new question be made that does?

3. Does the question repeat words or groups of words from the text?

If so, could you change these into your own words which mean

Al" the same thing?

".69

.4693
Below is an example of the use of the Questioning technique. Read the

paragraph and then read the question we wrote and the ideas we added. If you

understand this example, go on to the next page and practice the Questioning

method. If you don't understand this example, return to page 2 and review the

4 steps of the Questioning method or ask your instru.tor for help.

Example:

Soldiers may have to fight against an enemy that uses NBC agents. A soldier

has to live and fight while wearing clothes that protect him from NBC agents.

Even simple tasks have to be done in new ways. Some simple tasks are very

vital. Some examples are drinking water, using the latrine and sleeping.

Question: What must a soldier do when NBC agents are being used?

Give an example of tasks that must be done in new ways.

COMMENTS: The main idea of the paragraph is that a soldier has to live and fight

while wearing clothes that protect him from NBC agents. The question was

written in such a way that its answer will be the main idea of the paragraph.

ANote that the words of the question are not the same as those in the text.

An example of what a soldier must do that is different from that used in the

text would be how to eat when in an NBC area,

Here is another example of the use of the Questioning technique. Read the

paragraph, and then read the question we have written and the comments we have

added. If you understand this example, go on to the next page and practice the

Questioning method. If you don't understand this example, return to Page 2 and

review the 4 steps of the Questioning method or ask your instructor for help.

Your M17Al mask and your canteen were made so that you can drink while in

an NBC area. The mask has a coupling half in a pocket under the voicemitter.

-Z The canteen has a cover over a small hole in the cap. The coupling half on the

mask fits into the hole in the cap.

Question: How are you able to drink in an NBC area?

COMMENTS: The main idea of the paragraph is that your M17Al mask and your

canteen were made so that you can drink while in an NBC area. The question

694

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W_ 7"

was written in such a way that its answer will be the main idea of the

paragraph.

Note that the words of the question are not the same as those in the text.

Asking for a new example is not necessary in this case. There is only

one right way to use the mask and canteen to drink.

*' Use the Questioning Method in reading the paragraph below. Find the

main idea, underline it, and write a question at the bottom of the page. Try

to answer the question in your own mind. Then compare your question with the

.Z" one we have written on the next page.

EXAMPLE:

There is only one right way to drink water while masked. The

* ~ right way to drink is shown, step-by-step, in FM 21-2. Every soldier

must know how to drink water as shown in this Soldier's Manual of

Common Tasks. You can use the manual to learn and practice the right

way. Practice until you can do it without the manual.

SWrite your question here:

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There is only one right way to drink water while masked. The right way

to drink is shown, step-by-step, in FM 21-2. Every soldier must know how

to drink water as shown in this Soldier's Manual of Common Tasks. You can

use the manual to learn and practice the right way. Practice until you can

do it without the manual.

Question: Where can I find out how to drink in an NBC area?

COMMENT: The answer to this question is: "The right way to drink while

masked is shown in FM 21-2, the Soldier's Manual of Common Tasks."

This is the main idea of the paragraph.

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I "696
~ *:.~'~ The next 2 pages contain a short passage so that you can practice the

Questioning Method on more than one paragraph. After you read each paragraph,

-: underline the main idea and write your question.

Remember to write questions that fulfill the 3 objectives outlined in

the third step of the Questioning Method. That is, your questions should:

a) be based on important ideas; b) they should call for a new example of

- the idea, if possible; c) and they should not repeat words from the passage.

You can also check your questions with those we have written (Page 11).

A.4

.69
QUESTIONING AS A STUDY AID

The results of using questions as a 1. Question:

study aid show that people who use questions

in reading are able to remember better than

people who don't use questions. Research

* .' reveals that when people are asked or ask

questions, even after a long passage, such

* as at the end of a chapter in a textbook,

they can be very helpful to learning.

It seems that the questions act 2. Question:

primarily on the person's ability to get

the information out of his or her head.

Asking questions while reading helps

people "retrieve" the information they

need such as when they are taking a test.

The Questioning method of reading 3. Question:

was also found to be useful in a formal

classroom. When the students were given

a reading assignment which took them 15-20

minutes to study, they were also given

several study questions. After reading

* the assignment, they reported to the

teacher and were given a test over the

material they had just read. If they did

not answer at least 75% of the questions

* correctly, they were told to read the

material again. After reading the material,

they retook the test. The performance of

students who used the study questions was

compared with a group of students who read

the material on their own without using

questions. In each of three semesters,

those students who used the study questions

to help them learn the material did much

698
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'~ of students who read the material on their

own* before turninq the page to look at the questions we wrote, be sure you:

1. Underline the main idea in each paragraph.

2. Write a good question beside each paragraph.

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S Our Questions on Questioning As A Study Aid

. I. Question: How do students who use questioning as a study aid do on

tests compared to students who don't use this method?

2. Question: What do study questions help students to do?

3. Question: Which group of students did better of the final test?

This is the end of the Reading Comprehension section on Questioning. This

technique may be your favorite. On the other hand, read the next two sections

on Networking and Problem Solving to make sure that you know all of the choices

you have to improve your reading ability.

700 k
Networking

Networking is a way to organize information. It is based on research

which shows that very smart people think about how different ideas relate to

each other. By thinking about how ideas connect, smart people learn new

ideas quickly and easily. So, Networking is a way to organize connections

V or relationships. It is like making a map of the ideas you want to learn.

Just as a road map helps a driver get from one place to another, Networks

can help you get from one idea to another. They help you understand what

you read.

You might think of Networking as making highways between major ideas.

Let's say I am in Salinas, and I want to get to San Francisco. I know that

the highway (relationship or link) connecting them is Highway 101. Further,

I know that there are other roads connecting those 2 cities. There's a state

highway, a farm-to-market road, and so forth.

My task appears much easier, doesn't it? I simply choose the road I want

to take, find that road, and presto, I'm in San Francisco. So the first

4 important part of Networking is making links or relationships between ideas.

Another important part of Networking is its use of mental pictures. This is

another idea from recent research. It shows that when people try to "picture"

what they are reading about or listening to, it helps them remember it much

better than when they don't. The funny thing is that it will work even if

you can't really see a mental picture. The only thing that seems important

is the act of trying to "picture" it. It doesn't matter whether you are

successful or not.

Pictures are also good because you can make them very interesting, exciting,

pleasant, funny, and so on. So, put pictures in your memory or in your "notes."

Then when you come back to review what you have been reading, it will be much

more fun. In a way, making interesting pictures is like adding spices to food

to make them taste better.

701
*.2 -Y -

So thinking and drawing interesting pictures of what you read is

~ ~ something we would like you to start doing. Please don't be afraid if you

don't draw very well. The pictures you draw are just notes to yourself.

The third part of Networking is "paraphrasing" (para-fraze-ing). By this

we simply mean to put what the author is saying in your own words. For

instance, an author might say, "The economy of the United States is in grave

trouble." We can then say "The U.S. economy is a mess."

Also, you might want to spice up your paraphrases. Remember that silly

or funny pictures are easy to remember. In the same way, silly or funny

paraphrases make things easy to remember. For example, remember the author's

statement in the last paragraph. We can spice up our paraphrase by saying

"Uncle Sam writes rubber checks!"

OK, now you know that Networking is a way to organize information. It

cr eates relationships or links, and mental pictures. Figure 1 gives a picture

ofwhy and how Networking is used. The author in Figure 1 has stored networks

or maps in his head. And he is trying to tell a reader about these networks.

In order to do that, the maps in the author's head have to be put into words.

When you change mental or mind maps into words, you often lose a lot of

the picture. Words just do not have as much information as pictures do. The

change is like looking at a large city or farm from an airplane and then looking

at the same place when you are on the ground. When you are on the ground, you

can see only a small part of what you could see from the plane. When you read

a book or listen to someone talk, you are forced to look at information like

you would look at a place from the ground. It does not give enough information.

It wili help to try to see the big picture by making your own mind map.

So, after the author changes his mind map into words, your job is to find

out what the author is trying to say. To do this, you change the words into

your own mind map. You connect all the ideas and add your own feelings and

pictures. This helps you remember what the author said.

702
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Now, let's talk about the kinds of links that can connect ideas. You

probably already know all of the links we are going to talk about. But you

may not know the names of these links. To help you learn these names, let's

look at the idea "Infantry Division."

What are some things that are known about an Infantry Division. First,

the Infantry Division is one of several kinds of divisions that make up the

Army. In Networking, we show the relationship between Infantry Division and

Army by a solid line. And we add a "t" for type of (See Figure 2). Some

other divisions are the Armor, the Mechanized Infantry and the Airmobile

Divisions. These divisions also have type of links with the Army (See Figure 2).

One way of describing the Infantry Division is that: it is a group of units

e whose job is to contact, capture and destroy the enemy. The Infantry does

this by: a) conducting offensive operations, b) conducting defensive operations,

and c) patrolling. These activities characterize the Infantry Division. Thus,

I in Networking, we use a solid line labeled "c" to indicate this characterize

relationship (link). (See Figure 2).

~, The number of Division activities is so large that in many ways the

Infantry Division (ID) is similar to a small city. Both the ID and a small city

have units that deal with personnel, health, housing, education, security,

commnunications, transportation, and even recreation. Thus, the ID can be

considered similar to a small city and we can use an "s" link to show this

similar relationship (link.) (See Figure 2).

One part of the ID is the NCO Academy. The NCOA is part of (p) the ID

p. training program so it is linked with the ID by a "p" link. (See Figure 2).

Soldiers who go through BNCOC at the NCOA have a better chance for promotion.

We can, then, connect the BMCQC to this idea of promotions by a leads to. link

(a dotted line with an "l" in Figure 2).

Another feature of the ID is its many educational programs. The ID offers

some type of educational program to all its people. Thus, we can say that

education is another feature which characterizes the ID. We show this by

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connecting ID and education with a solid line. Then we add the letter "c"

:> (See Figure 2). There is much evidence that this is true. The BSEP Program

is a big part of the education program in the Army. Hundreds of soldiers

finish BSEP each year. This chance to learn leads to many other important

jobs and schools that help soldiers get ahead. Thus, the chance to go to

BSEP shows that the ID believes that education is important. We can, then,

add an evidence link ("e") to show the relationship between BSEP and the ID

education program (see Figure 2).

This discussion of the concept "Infantry Division" has pointed out six

basic relationships or links. These links are present in any body of information.

The links are:

l. part of (p)

2. type of (t)

3. leads to (1)

4. similar to (s)

5. characteristic (c)

6. evidence (e)

They form the building blocks of the Networking method. Your next que:tion

might be, "How are these building blocks used?" An example will show this be;t.

Look at the two study techniques on the following page. On the left side of the

page is an outline for a lesson on study habits. On the right side of the page

is a Network for the same lesson.

706

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STUDY HABITS

A. Introduction

B. Steps for Studying ~ Ak12

1. Set the mood

a. relaxation

b. self-talk

c. mental pictures

2. Understand

a. get the Big Picture

b. mark important, interesting

or problemri parts

3. Make personal picture of new

i nformati on

a. take notes, adding and

organizing important

and interesting material

b. solve remaining problems by

looking at small part of

material

C. Sunmmary

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Thus, :~building blocks of Networking are used to show the relationships >' )between ideas so that you can really understand what an author

or speake- 's trying to tell you. Now the question is "What are the specific

steps the: reader or listener should take to make his own Network?"

In us4-: Networking, you should take these steps:

* 1. Read a,: mark the section of material you are learning. You should

mark r.- write down the important words and ideas. Then note the links

(relat ';rships) that exist between the ideas.

*2. Networv the information to organize the important ideas. In making your

Networkzs, you should add personal commnents, questions and pictures. This

makes jour Network your own. This will help you remember the material.

* 3. Read through your Network and memorize the important information. It

will help if you try to picture the shape of the Network in your mind.

(This third step will often be done when you are reviewing for a test.)

AN EXAMPLE OF HOW THE NETWORKING METHOD IS USED:

Here is a short passage on "learning." We have written a Network for it.

It will provide a good example of how to organize material. If you have any

questions, please ask your instructor for help.

Today many people in our country think

we need some kind of change in our schools.

One big problem in our school system seems

to be that very few people know how to

teach students how to learn. That is,

it is often thought that students will

learn just because they are asked or

told.

708

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Even in first and second grade classes,

you can find teachers telling their students

to learn or read a lesson but giving them

no hints on how to do this. The belief that

the ability to learn is present at birth in

every child is not true. It may be true

that many children and adults do become good

learners and students because of their hard

work, but few schools do much to help V01

students share these ways to learn.

Some new research shows that to learn

to be a good student, people use active

methods to put new information into their '" memory system. They do not act as simple

containers into which information is poured. That is, research shows that people learn

new information when they change it to fit

their personal memory system.

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And that is all there is to Networking. There are, though, some

key points about this method which you should keep in mind. Also, the

next page is a Network of the Networking Method. See if you can understand it.

Some Important Points About Networking

1. Make as many links between important ideas as you can.

The more links, the easier it is to "bring back" what you read. This

is like traveling to a city with a lot of roads going into it. It's

a lot easier to get into such a city than into one with a few access

roads.

2. Networking can be used to organize material for papers and speeches.

Make a map and then use it as an outline.

GO 3. Learning to think in terms of links or relationships will help you

remember even if you don't use the whole Networking method.

It takes a little longer than one reading would take. But after the

method is learned it probably takes even less time than studying by

underlining or by taking notes. It is a much better way to read.

4. Networking is not magic!

It will help you, but you have to put in the time and energy to learn

it. It is a new skill and at first it will not feel very easy.

(Remember how you felt when you first learned to drive a car!) After

awhile, however, it will smooth out and you will become a master of

the method.

5. Finally, one way to help things keep moving is to enjoy small gains;

small victories over what you read, small ideas, etc. Enjoy it when

when you remember something you didn't think you knew. Get excited

about finding a link between two ideas that you had not thought of

before! Feeling good about these small things helps to make learning

fun!

710
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The next section on Problem Solving will complete your list of ways to

~ deal with reading tasks.

PROBLEM SOLVING

Problem Solving involves 3 steps:

1. Figure out the problem

2. Gather information to solve the problem

3. Check and change the solution

Problem Solving also involves using worksheets to help you go through each

of these steps. We will tell you more about those worksheets in a minute.

First, let's talk about the three steps of Problem Solving.

The Problem Solving method is not going to make you understand everything

you read. However, if you find something you don't understand and work on it,

you will know a lot more about the topic. This works better than if you just

read over the material two or three times. Why should we plan to learn anything

by rerunning the same stuff through our head in the very same way? We learn by

W moving the stuff away from the author's words and into our own words and

experience.

You can improve your understanding by following the steps we will show you.

You may not understand all you read completely. You will though, learn how to

remember key parts. Using this method will help you do better on any test you j may have to take.

So, let's begin.

Step 1: FIGURE OUT THE PROBLEM. In understanding new information, there are

four commuion problems: (a) word problems; (b) sente,.. droblems;

(c) paragraph problems; and (d) passage problems. But what, do each of

these problem areas mean?

712
Common Problems in Understanding

1. Word -not understanding what a word means. It may be a

1 technical word, unfamiliar word, or a common word

used in an uncommon way.

2. Sentence - not understanding the meaning of an individual

(group of sentence. It may be that the order of the words

words) (sentence structure) makes it hard to read. Or

* you may not know the words themselves (vocabulary).

It may be hard to figure out the subject or the

topic of a sentence. Note: If you understand a

sentence (its words, structure and topic) but don't

understand how it fits with the paragraph, it's a

paragraph problem.

3. Paragraph - not understanding what a paragraph means. This may

(group of be due to (a) not being able to understand how the

sentences) sentences fit in with the topic of the paragraph;

(b) not being able to figure out the topic of the

paragraph; (c) not being able to fit the topic of

the paragraph in with the passage as a whole.

Note: Do not work at the paragraph level until

you have understood each sentence in the paragraph.

You should work at the word or sentence level before

- ~. moving to the paragraph level. Come to the paragraph

level only after you understand each sentence in the

paragraph.

4. Passage - not understanding the main idea(s) of a passage. It

(group of may be due to: (a) not knowing the topic of the passage;

paragraphs) or (b) not understanding how each paragraph fits in with

the topic of the passage.

.4.
Note: Come to this level only after you understand

each paragraph.

* Okay, now if you are having a problem with reading, you can use this list

of problem areas. The list will help you decide what kind of a problem you

have. For example, don't begin at the paragraph level unless you understand

each of the individual sentences in the paragraph. Don't choose a sentence

unless you understand each of the words of the senterce.

Step 2: GATHER INFORMATION: You know what problem to work on. Now you are

ready to get information to help you solve it. We have found

three ways to get the information you need.

1. Breakdown -Look at the parts to understand the whole. This means

you take apart the word, sentence, paragraph or passage.

This helps you find out its meaning.

02. Surround LLook at the whole to understand the part. To do this,

you look at what is close to the problem area (surrounding

words, sentences, paragraphs, or passages).

Begin as close to the problem as possible (the closest

thing you understand). Then work into the problem. If

this information doesn't help, go to the next closest part

you understand. Continue this process.

3. Other Source - Look at another source to understand the part or whole.

This may be the dictionary, another textbook, the

instructor, or a fellow slir

To help you get information on your problem, we have made up several worksheets.

There is one for each type of problem (word, sentence, paragraph, or passage).

First, find the type of problem you ha've. Then use the worksheet that goes with

your problem to get information. These worksheets are at the end of this lesson.

714
You will find other information on how to solve your problem at the end

of each worksheet. You should read these extra hints. They help you to use

all the inforni~tion.

In other words, after you find where the problem is (word, sentence, paragraph,

passage), use the worksheet that goes with that problem to get information. Use

that information to make your best guess about what the problem area means.

Step 3: CHECK AND CORRECT. After you have made your best guess about the

problem, you then test how good your guess really was. One way to

judge your guess is to see if it fits with the rest of the material.

S. If everything fits, you will have kind of an "Oh, yeah, this makes

sense" feeling. Then your guess is probably right. IT you can

find something that still doesn't fit in with your guess, you can

try again. If you are not sure of your guess, write that down on

the worksheet under 'Step 3: Check and Correct. You can then try

to get more information as you read more of the lesson.

It will help you to judge your Problem Solving skills after you make a

best guess. Just write down any change you want to make in your Problem

Solving method. For example, maybe you spend too much time on a sentence

problem when you really needed to start at the "word" sheet.

Next, judge your reading method by how much you have learned. For example,

if you change your reading speed, will you be able to learn more? Do you need

to keep track of the main idea? Write some suggestions to yourself. Don't

be upset if you are not sure of your changes. Your instructor is always ready

to help you.

Thus, the three steps in Problem Solving are:

1. Figure out the problem.

2. Gather information (use a worksheet if you need it).

3. Check and correct.

715
.7.

These steps will be easy to understand when you read each of the worksheets.

Be sure to read all the information that goes with each one. The worksheets are

at the end of this lesson. After you use this method a few times you will find

that you don't need worksheets as much. Just be sure to try this method a few

times before you decide if it is "for you."

SUMMARY OF PROBLEM SOLVING METHOD

You may not feel that the worksheets meet your needs. Don't feel that you

* have to use them all the time. They are simply examples of ways to work on

problems.

The chart on the next page summarizes the Problem Solving method. It may

be your main source of help after you use it a few times.

Now it is time for you to practice with the worksheets that follow. The

best way is to use them with something you want to learn about. You can, for

example, use them to help you learn a task in a soldier's manual. Or you may

try the worksheet by reading a field manual.

.71
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'IF

* SUMMARY OF PROBLEM SOLVING METHOD

PROBLEM

Word Sentence Paragraph Passage

Always Prefix - Subject-verb; Sentences Paragraphs

begin Breakdown Root - topic and related to related to

here Suffix cormments paragraphs; passage;

Topic of Topic of

paragraph passage

Source Synonym; Other sen- Relation- Other parts

of Surround Examples; tences in ship between of text

Infor- Other paragraph the paraTaTT -on Words graph and

Main idea other paraof para- graphs

graph or

paragraphs Topic of

passage

Table of

contents,

summary

Other Glossary Other texts Other texts Other texts

Yoiiice Diction- Other people Other people Other people

ary

Best

Guess

717
Choose a manual now. Then start with the Nword problem" worksheet.

Read a sentence in the manual and find a problem word. Then do what the

worksheet says to do.

Use a pencil, so you can erase and use the worksheet again.

When you think you know how to do word problems, go on to the "sentence"

problem worksheet. Use each worksheet to help you read the book or manual.

When you have worked with all the worksheets, you can then compare this

method with the other ones you have used.

If you want some help, ask one of the BSEP instructors. They will

be glad to help you.

4.718
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~WORD PROBLEM

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WORD PROBLEM

Step 1: Figure out the problem______ ______________

.1 Write problem here.

Step 2: Gather information.

a. Breakdown. Break the word apart. See lists of prefixes (beginning

of word) and suffixes (end of word) on next page.

pref ix root suffix

b. Surround. Use information in other parts of the sentence or

paragraph to define the word.

synonym example of word other words that

(another word are like the problem

that means the word.

same thing)

c. Other source. Look up the word or ask instructor.

Glossary (in back of a textbook) ______________

Dictionary ___________________________

Instructor ___________________________

d.- Best Guess. Guess the meaning of the word. Write the sentence

in y .ur own words.

Step 3: Check and Correct. Judge your Problem Solving Skills and write down

the changes you want to make in:

Your best guess:

Your problem solving method:

Your reading method:

720

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. .- . . -- - - . . - . . . .-

WORK PROBLEM (Continued)

COMMON PREFIXES AND SUFFIXES

Common Prefixes (beginning of word) Coron Suffixes (end of word)

PREFIX DEFINITION EXAMPLE SUFFIX DEFINITION EXAMPLE

ad - (to) adjust (become - al (relation to) educational

used to) at - (from) attract (to relation to draw education

from)

- ance (state of compliance be - (by) beware (by care) being) (state of

com - (with) comfort (with complying)

strength) - ate (one who) candidate

de - (from) (one who may depart (leave be chosen for

from) office, memberdis - (apart) ship or honor) disjointed

(joints are apart) - ate (to make) violate (act of breaking a law)

en - (in) enrage (to put in

a rage) - cion (action) coercion (the

ex - (out) exit (go out) act of forcing)

in - (into) inject (to send - est (comparison) largest (com- into) in to parison of size)

in - (not) - ian (relating to) amphibian (re- invalidate (to lating to fish) make not valid) - ic (like) artistic (like pre - (before) prejudice (before j udgement) an artist)

judgeent)- 

pro - (in front lous (abounding in) ridiculous of) promotion (move (abounding in in front of) humor)

re - (back) return (bring back - ize (to make) criticize (to

make a critic) sub - (under) submarine (under

the water) - ism (act of) cannibalism

(act of being

cannibal)

- less (without) meaningless

(wi'thout meaning)

- ness (state of happiness (state being) of.being happy)

- ster (one who) gangster (one

who is in a

gang)

- ure (act of architecture

process) (process of being

an architect)

721
WORD PROBLEM (Continued)

SURROUND

Look through other parts of the paragraph or passage for clues. Look for:

1. a synonym - the author may define the word by using another

word which has a similar meaning.

1 2. an example - the author may give you an example of the word.

You may be able to define the word based on this.

3. other words -the author may give you clues to the meaning by

words throughout the passage.

*72
*'~'

*

I SENTENCE PROBLEM

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723

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SENTENCE PROBLEM

* ~Step 1: Figure out the problem: _____________________

Write the sentence here.

Step 2: Gather Information.

a. Breakdown. Break the sentence into parts: (a) subject-verb

or (b) topic and commnents. See next page for help.

subject verb other

topic commnents on topic

b. Surround. Use other sentences in the paragraph to figure out

the problem sentence. Use the topics of the paragraph or

other sentences to figure out the sentence. See page 37 V for help.

c. Other Source. Use information from other books, lessons or

people.

d. Best Guess. Write sentence in your own words.

Step 3: Check and Correct: Judge your Problem Solving Skills and write down

the changes you want to make in:

Your best guess:

Your problem solving method:

Your reading method:

724
4''

SENTENCE PROBLEM (Continued)

BREAKDOWN

1. Subject-Verb - Many people have trouble f~guring out the subject

of a sentence. The order of the words is often the

best clue. The subject is often at the beginning of

the sentence. It is often followed by the verb which

tells you something about the subject. Look at the

example below:

The chopper landed in the field.

Yclue verb"%

means noun ending

follows

2. Topic Words - What is the sentence about? For example, is the

author telling you about school or cars? And what

is the author trying to tell you about this topic?

Example: 'Besides an airlift of HU-l helicopters,

there will be a road convoy.

topic

725

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SURROUND

A pronoun (this, he, she, it, they) is often used to refer to a word

used in an earlier sentence. Keep track of what each pronoun is referring

to. Also, the author may continue the same topic or a related topic from

sentence to sentence.

e. ', Example: The infantrymust use many - kinds of weapons

in all types of combat. It must be able to

fight any where at anytime. This ability is what

we calT°B~ ng ready.

topic

%7 " t 726
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PARAGRAPH PROBLEM

Step 1: Figure out the problem. (Write out the paragraph if you need to.)

Step 2: Gather information.

4a. Breakdown. What is the author telling you? Link these ideas

in an outline or Network. (See next page). To learn the

meaning of the paragraph, break it into sentences.

b. Surround. Use information from other paragraphs. Find out

how this paragraph links to the rest of the passage. You need

to figure out the main idea of the passage and the links between

paragraphs. (See next page).

C. Other Source. Use information from other books or talk to

1 10 other people or instructors.

*d. Best Guess. Write the paragraph in your own words or outline it.

Step 3: Check and Correct. Judge your Problem Solving skills and write down

the changes you want to make in:

Your best guess:

Your problem solving method:

Your reading method:

Maybe you have found out the topic or main idea of the paragraph, but don't

* know how the sentences relate to the main idea. If so, use the information on

the next page to help you.

If you have not found out the topic or main idea of the paragraph, the

information on page 41 may give you some clues.

728
HOW ARE SENTENCES RELATED TO TETOPIC

(MAIN IDEA) OF THE PARAGRAPH

1. The sentence may restate the main idea of the paragraph in different

words.

2. The sentence may contrast the main idea of the paragraph with another

idea.

3. The sentence may give examples or illustrations that support the main

idea of the paragraph.

4. The sentence may provide evidence for the main idea of the paragraph.

5. The sentence may be a result or outcome of the main idea.

6. The sentence may simply describe the main idea of the paragraph.

7. The sentence may contain a subtopic (a part of) the main idea.

8. The sentence may contain details 'that are not important and which do

not belong in the paragraph. Such a sentence should be disregarded.

M,

729
If you are not able to find the topic or main idea of a paragraph,

use the guidelines below:

FINDING THE MAIN IDEA OF A PARAGRAPH

1. Read the first sentence of the paragraph. It has the main idea

about 80% of the time.

2. If this is the topic sentence, think what the paragraph is going to

be about.

3. See if the rest of the paragraph tells you something about this topic.

4. If the paragraph does tell you something about this topic then it is the

topic sentence. Put the idea into your own words.

5. If the first sentence doesn't have the main idea, see if you can

find the topic sentence. The next most likely place for it to be is

at the end of the paragraph.

6. See if any phrase or sentence states a main idea.

7. If the topic sentence can't be found, find some key words or phrases.

Put them together to see what they say. Then write a topic sentence of

your own.

73
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* PASSAGE PROBLEM

'4

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4

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731

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PASSAGE PROBLEM

Step 1: Figure out the problem.

Step 2: Gather information.

a. Breakdown. Break the passage into paragraphs. Figure out the

topic of each paragraph. (See next page). Figure out the topic

of the passage. Figure out the links between paragraphs and

the topic of the passage. (See page 45). Use outlining or

Networking to organize your ideas.

b. Surround. Look in other parts of the book. Try the previous

section, following section, overview, table of contents,

summary, objectives.

c. Other Source. Read other texts or talk to other people or

instructors.

b. Best Guess. Write an outline or Network of the passage.

Step 3: Check and Correct. Judge your Problem Solving skills and write

down the changes you want to make in:

Your best guess:

Your problem solving method:

Your reading method:

732
~ PASSAGE PROBLEM

Use the guidelines below to help find the topic of each paragraph.

HOW TO DETERMINE THE TOPIC OF A PARAGRAPH

1. Read the first sentence of the paragraph. It contains the main idea

about 80% of the time.

2. If this is the topic sentence, think what the paragraph is going to

be about.

N3. See if the rest of the paragraph tells you something about this topic.

4. If the paragraph does tell you something about this topic then it is

the topic sentence. Put the idea into your own words.

5, 5. If the first sentence doesn't have the main idea, see if you can find

the topic sentence. The next most likely place for it to be is at the

end of the paragraph.

6. See if any phrase or sentence states a main idea.

7. If the topic sentence can't be found, find some key words or phrases.

Put them together to see what they say. Then write a topic sentence

of your own.

733
-777

If you have found the topic of a passage but can't link the paragraphs

* .2... to it, use the guidelines below.

."Relationship Sheet"

HOW ARE PARAGRAPHS RELATED TO A TOPIC?

1. The paragraph may restate the main idea of the passage in different

words. The main idea of the passage as a whole and the main idea of

the paragraph may be IDENTICAL, that is, just alike. Sometimes, two

paragraphs say the same thing in different words. They share the same

main idea.

2. Different paragraphs may contrast the main idea of the passage with

other ideas. This is done by telling how the main idea is different

from the others. The paragraphs might compare two ideas. This is

done by telling how one idea is like another idea. In short, look for

how the author compares and contrasts ideas.

3. More than one paragraph may give examples of the main idea of the

passage. A paragraph may talk about an idea which is 2 rt of or a

type of the idea that passage talks about.

4. Some paragraphs state a principle. Other paragraphs give reasons for

this principle. These other paragraphs may give proof that supports the

A principle.

5. Paragraphs that give a principle may also be followed by paragraphs with

more information about it. They can tell about results of the actions

or ideas stated in the principle.

6. Paragraphs may describe or qualify the main idea.

7. Paragraphs may develop subtopics of the main topic of the passage.

Each paragraph would then be related to the main idea by being A part

of it.

V.. These seven links between paragraphs and the topic of the passage are just

a few of many you can think out. They are the major relationships. They should

help you find out how the author organized the material.

734
z~~~ ~ ~ 7 W . -- . - .-

- If you can't find the topic or main idea of a passage, use the

guidelines below.

HOW TO FIND THE TOPIC OF A PASSAGE

C1. Find out the topic of each paragraph.

2. Think about how these topics are related. (What information does each

paragraph contribute?) See the relationship sheet on the previous page.

*3. Write one or two sentences that tell about the topics of each paragraph.

This is your statement of the topic.

4735
.. P 77 1-..7

SUMMARY

You have now used all three of the reading methods. They are:

1. Questioning

2. Networking

3. Problem Solving

As we said, one, two, or all of these may work for you. Or, you may

want to combine two or three of them. You need to choose the best one

for you. Then use it when you read to learn. One way to choose is to try

each method for three or four days. Then choose the one that feels best

to you.

Remember that your instructor will help you with any of these methods.

736
LEARNING STRATEGIES: MEMORY SKILLS MODULE

AC KNO WLED GEME NT

This lesson is taken from Study Skills Package: Development and

Evaluation by J. L. Dobrovolny, B. L. McCombs, and W. A. Judd. Where

appropriate the language has been changed to make the material

applicable to the Army population for which it is intended. Some of

the ideas, concepts and examples of memorization presented in this

lesson are from Learning Strategy Training Materials: A Selected

Subset, and Systematic Training Program for Enhancing Learning

Strategies and Skills: Further Development by D. F. Dansereau,

K. W. Collins, B. A. McDonald, G. Diekhoff, J. Garland, and C. S.

Holley, and Field test of a revised form of the cognitive learning

strategies training program with ArMy enlisted personnel by C. E.

4 Weinstein, M. M. Rood, C. Roper, V. L. Underwood, and F. W. Wicker.

.73
.. 

MEMORY SKILLS

The Objective for this lesson on Memory Skills is:

~. ~*0You will be able to add to your memory skills.

IM You will do this by using mnemonics such as elaboration,

-~mental pictures and grouping.

Research shows that people are active learners. They work with and

think about what they are trying to learn. In the past, we thought that people

were almost like big cans. We thought that they just sit still and fill up

* .with information. Teachers thought that students had to just sit there

while they filled their heads with new facts and ideas. But that's not true.

When someone tells you something or when you read something, you think about

it. You remember some parts better than others. You learn things quicker

when you are interested in them and when you know a little about them. Things

that are dull and strange take more work.

Another fact is that you are always students and you will always learn

new things 32ach and every day. In fact, sometimes you learn a lot more than

K. I you think you do. For example, think of your favorite football or baseball

team. You have probably learned some, if not all, of the players' names

and positions. You've learned the names and ranks of your friends since

coming into the Army. You've also learned your way around Ft. Ord. We all

learn new things every single day. Yet, some learning, especially learning

stuff from manuals and notes, can sometimes be hard and dull.

But, it doesn't have to be like that. It can be fun! Much of the

study that has been done on memory skills shows that there are easy and

fast ways to remember. That's what you will learn -- ways to help yourself

be better at the task of learning new things.

There are many kinds of learning aids that you may have used for years.

You may not krow, that what you were doing was helping yourself leaiv something.

One of the first aids that you may have used was the alphabet song -- "A, B, C,

D, E, F, G...." This was a good aid because it made the alphabet easier to

738
learn and to remember. Even that was pretty hard to do when you were five or

six years old.

Here is another learning aid for those of you who were into music.

Remember the phrase "Every Eood Boy Does Fine?" It stands for the lines

that music notes are written on: (E, G, B, D, F). The word "FACE" told you

which notes go in the spaces between the lines.

BJ B C E

EE

A

r F

So, you see, this is not all new to you. What is new is the way you will

use these ideaE.

The name for these learning aids (tricks, skills, methods or whatever

you want to call them) is MNEMONICS (ne-mon-ics) or MEMORY AIDS. In this

lesson, you will learn about three kinds of Mnemonics: elaboration, mental

O pictures, and grouping.

ELABORATION

Elaboration helps you remember things by adding to things that you

already know. For example, some people learned to spell the word "ARITHMETIC"

by remembering the sentence, A Rat In The House May Eat The Ice C_eam.

When you put together the first letter of each of the words in this sentence,

you will spell the word "ARITHMETIC."

Another example of this type aid is the word that you can use to remember

the formula for shifting fire from a known point. The formula is:

W

Rm

It might be hard to remember this line as it is. By using an elaboration

word, it is much easier: WORM stands for Width Over Range • Mils. So, you use

each of the letters in the word to remind you of the formula.

-73

I 739

-.- .- -.- . . . . . a . *- . - - - . . . . - U*
Another aid you may already use is the word SALUTE. This word helps

you remember what to report about the enemy.

Size

Activity

Location

Unit

Time

Equipment

Another way to remember the same thing is to say: Sarge Always Leads

Us To Eat. Then take the first letter of each word to make a report.

Another kind of elaboration is one you can use when you arrive at a new

post. It can help you remember where certain buildings are on the post. For

example, let's say that you just got to your next post and you want to remember

where these buildings are located.

Swimmiing pool - River Blvd.

Craft Shop - Carswell Blvd.

EM Club - Highland Street

Commissary - Locke Street

Theater - Silver Street

Snack Bar - French*Blvd.

Here'sa way to remember where the swimming pool is: by remembering that

both the pool and river have water; and that somewhere along the way the water

that is in the swimming pool was once in a river.

Another example would be to link the Craft Shop with Carswell Street.

Remember that your favorite hobby (or the favorite hobby of someone you know)

is working on your car. You could remember that the Theater was on Silver

Street by remembering that it takes money (silver?) to get into the theater.

Finally, you could link the Snack Bar with French Blvd. by remembering that

french fries are served there.

Look at the rest of this list. Once more, what you need to do is to

~ ,.. think of some way to bring the two words together co that you can remember

740
the street name. What would some elaborations be for these pairs?

EM Club -Highland Street

Commi~issary -Locke Street

Gym -"A" Street

PX -Main Street

Remember, this is a way to use things that you already know to help you

learn what you are trying to remember.

MENTAL PICTURES

The next kind of memory aid you can learn is "mental pictures." This

is a fun way to link words and ideas by making pictures in your mind. Here

is an example you may try. Let's say you want to learn how to tell when

your squad is hit with gas. This is a part of a task in your soldier's

manual. It's called "Recognize a CB Hazard." CB stands for Chemical/

Biological. First, you know that gas may come from a big blast near you.

So start by making a mind picture of a mortar round blowing up in front of @ you. See a big blast with lots of smoke going up (smoke is a sign to look for).

Now watch the smoke change into a big nose running away. Really see a great

big nose with two legs that are running. (A running nose is'another one

of the signs to look for.) Now watch as the nose drags your Sarge behind

it. Sarge is pulled by a noose around his neck and chest. Old Sarge is

choking so bad his eyes bulge out. (Choking and a tight chest are more

signs to look for.) Now, in your "mind flick," put a blind fold on those

big bulging eyes. (Remember that gas makes it hard to see.) Then watch as

great big tears flood from the bulging eyes. (This is another sign to look

for.) Now, watch as ole Sarge huffs and puffs to keep up with the running

nose. He is breathing real hard. (This is the last of the key signs of

a CB attack). Now, sit back and watch the whole show. The blast and lots

of smoke. A nose runs out of the smoke pulling Sarge. The noose around his

neck and chest is choking him. His eyes bulge out. You see the blind fold

and great big tears. And then see how he huffs and puffs. Now you can tell

anybody how to know when there is a CB attack:

741
-Mortar, roc ket or artillery fire.

V' ?~ -Smoke, mist or vapor

-Running nose.

-Choking and/or tight chest.

-Dimiing vision

-Irritated eyes

-Heavy, hard breathing.

See how easy this is?

You can also use mental pictures to help you remember the buildings on

the new post that we talked about earlier. For example, since both pools

and rivers contain water, you could see a pool being filled up with river

water. Since rivers are often not very clean, you might see the pool, fill

up with beer cans, fish and tennis shoes along with the water.

Think about how the idea swimming pool and river might connect for you.

It's very important to really think about your picture or story. Picture it

* clearly in your mind. You can make your picture as detailed and silly as you

want. The more you think and concentrate, the better you will learn.

Remember, what we're doing is making up a mental picture or story which

* shows one thing doing something with another. If someone walked up to you

and said, "Hey, where's the swimming pool?", you could picture in your mind

a dirty pool with a lot of people in bathing suits standing around the pool

holding their noses. Then you could say, "The swimming pool is on River

Street."

Let's take another example: 'Craft Shop - Carswell Blvd." The Craft

Shop has lots of kinds of tools and equipment. One thing many people use

the Craft Shop for is to work on their cars. So, you can link hobby with car

repairs. A good picture of this might be a big building with a few open

garage doors across the front. The words "Craft Shop" are painted above the

doors. You can see people in each of the stalls working on their cars. In

other words, when you decide to go to the Craft Shop, you picture all those

cars and know that you need to go to Carswell Blvd.

742

Z, nsfC.
*ZA Let's look aL the rest of the list. What are some good, active mental

~ ~ pictures for:

Commissary - Locke Street Comm~issary is like a Safeway;

a safe has a lock

EM Club - Highland Street EM Club/booze/high

Theater - Silver Street Theater/The Silver Screen

Snack Bar - French Blvd. French fries at the Snack Bar

Another example of the use of mental pictures to remember things is called

"ione is a bun." It is an aid that rhymes and you can use it to learn lists of

things in order. You'll see what we mean in a few minutes. Right now, look at

these number-word rhymes.

One - Bun

Two - Shoe

Three -Tree

Four -Door

Five -Hive

The first step in using this aid is to remember which words go with which

numbers. That should be easy. You might know some of them from the rhyme:

"one-two, buckle your shoe; three-four, shut the door; five-six, pick up sticks;

seven-eight, close the gate; nine-ten, a big fat hen." They all rhyme in a way

that's easy to remember.

Take a few minutes now to learn the words that go with the numbers.

Once you know the words, we'll show you what to do with them. Use a pencil

and paper to test yourself. Go ahead; if you have any questions, just ask

your instructor.

The next step in using this memory aid is to get your imagination working.

Once you've done these two things, the rest is fun. Here's an example.

Here is a list of brands of beer you may know:

1 -Lone Star 4 -Budweiser

2 - Pearl 5 - Schlitz

3 - Coors

743
What you are going to do is to learn this list of beer brands, in order.

You will use the memory aid "one is a bun." So if we asked you, "What is

the 3rd brand on the list?", you would be able to remember that it was Coors

right away.

Okay, here's how you do it. You've learned the words that go with the

numbers 1 through 5. One-bun, two-shoe, three-tree, four-door, five-hive.

Now comes the fun part - using your imagination. Number one on the list is

Lone Star. In the rhyming memory aid, the number one is a bun. Now, get a

really clear picture in your mind of a bun doing something with a Star.

Picture an active scene, one that's really doing something. For example,

it would be okay to imagine a star between two halves of a bun--a star

sandwich. It would be even better to imagine someone that you don't like

biting down into a tin star sandwich. See him breaking all of his teeth.

Give this a try. Close your eyes and get this picture as clear in your mind

as possible. Someone is sitting in the snack bar with a star sandwich. He

bites down on it. His teeth crack and break. Boy, he looks silly! The

~ important parts of this picture are the bun and the star. This might sound

kind of silly but there's a good reason for that. It is kind of silly and

that helps you to remember it.

The idea is that beer brand #1 is Lone Star. Since one is a bun, we

want to put Star and Bun together. If I ask you, "What's the number one beer

on the list," you would think, "one is a bun." Then you picture, in your mind,

the scene that you imagine which put star and bun together. Another example

of what You might picture could be a great big star, sitting at a table in a

nice restaurant eating a hamburger bun. The bun is the size of a truck tire.

Remember, make your mental picture an active one. Make it a crazy one if you

want to. Make it one you'll be sure to remember.

Let's look at #2--Pearl. Remember now, two is a shoe, so you want to

see a shoe doing something with a pearl. For example, see a large white pearl

with skinny legs marching in a parade. The pearl is wearing a pair of bright

orange shoes that are bigger than the pearl itself. Or imagine a great big

shoe, the size of a house. The shoe is falling from the sky and hits a white

% ~ pearl the size of a man. Again, give this a try. Close your eyes and see a

744
.4L. ".

man-sized pearl sitting in the middle of a field. All of a sudden you see

a house-sized shoe falling from the sky. It breaks the pearl into a million

pieces.

Again, this sounds crazy, but that's good. The sillier, more active,

the better. It helps you to remember. If I asked you, "What's the number 2

beer brand?", you could say to yourself: "two is a shoe." Then you could see

that pearl being smashed by the huge shoe from the sky. The answer would be

Pearl.

Let's practice this a little more because it's important. Remember, our

goal is to learn the five beers on the list in order. Now not all of these

brands will be that easy. You may need to change the beer name a little to

get a good picture. For example, number 3 on the list is Coors. But the

word "Coors" doesn't really call up a picture like star or pearl do. So, if

we find a word similar enough to Coors, it will still work. For example,

by changing the first letter from "C" to "L," we have "Loors"-like you use

when fishing. So your picture can have a tree (three is a tree) doing something

with lures. This sounds enough like Coors to help you to know that brand #3

is Coors.

Again, see a scene where a tree is doing something with a fishing lure.

You might see yourself casting into a river and getting your lure caught in

underwater tree limbs. It would be even better to see a scene in which you

cast your best lure. Then just before it hits the water, a tree jumps out and

grabs your lure and stuffs it into its mouth. When I ask, "What's the third

brand of beer?", you could remember that "three is a tree." Then remember

the image of a tree grabbing your lure and that will remind you that #3 is *1 Coors.

Let's go on to #4 - Budweiser. Again, you will need to do something

~. with the word. How about using Bud Man? Since four is a door, we need to

have a scene in which a door does something active and exciting with Bud Man.

Close your eyes and make a picture of a door and a Bud Man. Take some time

now to do that.

745
-- R.Y .W I'5 7.

%' How about #5--Schlitz--five is a hive? Make that picture now.

Now, to make use of what we've done, try to recall the list in order.

You can do this by thinking of brand #1--"One is a bun." Then think of the

image you saw that had the bun. Ours was a star sandwich breaking some teeth.

Now, two is a shoe. You remember the shoe crushing the pearl.

Three is a tree - (grabbing the lure) - Coors

Four is a door - Bud

Five is a hive - Schlitz

That's all there is to it. You've learned the list in order. Although

this list was pretty easy, it works just as well with longer lists and more

difficult items. For example, you can use it for things that you have to

learn out of a tech manual or field manual.

When you put elaboration and mental pictures together, it will help you a

lot. The next example shows you how to do this. See yourself in this situation.

You have borrowed a friend's apartment for the night, and you have a really

Psharp date. You plan to "wine and dine" your date at the pad before a late

flick. Here's the list of things you want to have:

Wine

Crackers

Cheese

Charcoal

Charcoal Lighter

Steaks

Potatoes

Corn on the Cob

Lettuce

Tomatoes

Green Onions

Cherry Pie

746

746

~--3
T.4

There is no need to write down a list of any kind. Even one this long or longer

K is easy to learn. Just use mental imagery and elaboration together. Imagine

your great night in your mind while you shop for the things on the list. Your

mind flick might go like this. The doorbell rings. That special someone comes

in and the first thing you do is offer a glass of wine. (Ah Ha, wine is #1 on

the list). While you talk, you offer the cheese and crackers (#2 and #3 on the

list). After awhile, you start the fire (charcoal and charcoal lighter, #4

and #5). When the fire is ready, you put the steaks and potatoes on to cook

(#6 and #7); while that's cooking, you put the corn (#8) on to cook. Then you

ask your special friend to make the salad out of lettuce (#9), tomatoes (#10)

and onions (411). Now see yourself at the table. As you look at your plate,

all of your food items are there: steak, potatoes, corn on the cob, and

salad. Then, you serve the cherry pie (#12) for dessert. You've learned your

list without really trying!

GROUPING

Grouping is the third type of mnemonic that we want to tell you about.

S This learning aid is based on the idea that when you break long lists into

smaller pieces it makes them easy to remember. For example, your social

security number has nine numbers. If you had to know each of these nine

numbers in the exact order it might be kind of hard. But for most of us, it

is easy to remember. We just break it down into three groups. The first group

has three numbers. The second group has two numbers. And the third group has

four numbers. Say your number to yourself and see. It is easy to remember

this way.

Another example of grouping is how you learn telephone numbers. Phone

numbers have seven digits. That by itself might make it hard to remember. But

you break those seven numbers into two groups and that makes it easy to

remember like 394-4276.

Grouping can also be used to learn the steps of a set procedure. For

example, the SQT task "Stop Bleeding" may seem hard. It is easy to remember

747
when you break the task down into six steps:

(a) Check Wounds

(b) Cut Clothes

(c) Don't Touch

(d) Bandage Wound

e) Hand Pressure

You can then use elaboration to learn these steps. For example, use the first

letter of each of the words in the steps to make C-W, C-C, D-T, B-W, H-P.

Then to remember CWCCDTBWHP, put these letters into a sentence: Crazy Wars

Can Cut Down The Big World's Happy People. So, the steps to stop bleeding are

CWCCDTBWHP or Crazy Wars Can Cut Down The Big World's Happy People.

Since you have learned a lot of new ideas in a short period of time, let's

review. We've talked about three different types of mnemonics that can

really help you learn new things more easily and quickly.

These are:

1. Elaboration - make sentences and stories that make new ideas mean

more to you. This links new ideas to what you already

know. Think about the example of the Snack Bar on French

Street (french fries).

2. Mental Pictures - make pictures in your head that link words and ideas.

Remember the list of the five brands of beer.

3. Grouping - break long lists or steps into small pieces. Then using

imagery and elaboration to learn them. Remember the list

of steps to stop bleeding.

These aids will help you to remember your grocery list as well as your

soldier tasks. When you think about it, most of the new things you have to

learn and know come from what you read--like paragraphs, lessons, and chapters.

The next time you sit down to read, you may use elaboration, mental pictures or

grouping to learn the new things.

748
77"

Now you have a few more ways to read and learn. Using these aids may

take a little more time at first. When you get used to them, you will be

surprised at how fast and easy you can learn. Using these aids is a lot

better than some of the old ways you tried to read. Keep using these aids.

You will enjoy it!

.*749
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1 750 .

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.IV

LEARNING STRATEGIES: CONCENTRATION MANAGEMENT

ACKNOWLEDGEMENT

This lesson is taken from Study Skills Package: Development

and Evaluation by J. L. Dobrovolny, B. L. McCombs, and W. A. Judd.

* Where appropriate the language has been changed to make the

material applicable to the Army population for which it is intended.

Many of the ideas, concepts and examples of concentration management presented in this lesson are from Learning Strategy Training

Materials: A Selected Subset and Systematic Training Program for

Enhancing Learning Strategies and Skills: Further Development by

D. F. Dansereau, K. W. Collins, B. A. McDonald, G. Diekhoff,

J. Garland, and C. S. Holley, and Field test of a revised form of

the cognitive learning strategies training program with Army

enlisted personnel by C. E. Weinstein, M. M. Rood, C. Roper,

V. L. Underwood, and F. W. Wicker.

751
~ .-~K--.CONCENTRATI ON MANAGEMENT

The objectives of this lesson are:

1. You will know the difference between good learning

moods and bad learning moods.

2. You will use ways to change your bad learning moods

into good learning moods.

Setting a Good Mood

Most of you know that when you're in a good moodlearning seems to

go more easily. You can do more work in less time, you feel better, think

better--all those good things. What is not as well known is that you can

change your mood. We have found that some people think moods are made

by things outside of their control. They think other people or things make

their mood. This is not true! MOODS ARE CONTROLLED BY WHAT YOU THINK OR

TELL YOURSELF.'

Let's look at some ideas that make up "bad" study moods. We mean

those moods that hurt our learning. And we will look at those feelings

that make up "good" learning moods.

Feelings that go with bad learning moods are: anger, fear, boredom,

stress, sleepiness, self-pity, guilt, and lack of self confidence. You

probably have had these at some time or another when you try to learn.

You know these feelings can ruin a good learning mood, Often you just

quit. Sometimes you stick with it but you don't get far because you are

tired and feeling uptight. Sometimes you can force yourself to ignore

these feelings. But even then, they get in the way of your learning. They

slow down your thinking and cause you to daydream or get confused.

Feelings that go with good moods--happiness, excitement, fun,

hope, confidence, alertness--can lead to a good or poor learning mood.

It depends on whether or not the feelings are linked to learning. For

instance, if you're excited about what you're reading, you are into your

.-. ~.work. But if you're excited about what you're going to do later that

752
evening, you may be in a bad study mood. "Bad" means the feelings lead

you away from a good useful session.

In short, what are usually thought of as good feelings (such as

happiness or excitement) do not make a good learning mood if they are not

tied to what you are learning. So, you may be feeling happy and still be

anyhin todo with what you want to learn.

The estlearning mood is one where you are relaxed yet alert. Your

head is clear of the hassles of the day. You are full of energy and ready

to start. What is great is that you can make this mood for yourself.

Study shows that when you expect something to happen in a certain

way you will do things without thinking. And these things make sure that

what you expect comes true. This means that if you think you are going to

have a bad time learning, you w-11 do things to make yourself unhappy.

You do them without knowing and then what you expect comes true. This same

thing happens over and over again in almost everyone's life. Some people

have built up the idea that they are~ not very smart. They do things to

make sure that this idea comes true. They will think less of themselves.

They become upset when they have a problem. And they do poorly on tests.

This is what is often meant by the "self-fulfilling prophecy."

The result of all this is that some people get caught in a no-win

game that makes their learning unhappy and unproductive. Their negative

thoughts or feelings about everything cause them to have bad experiences

in learning. These then cause their feelings and thoughts to be even more

negative. And around and around they go--getting nowhere!

feel and believe about yourself. Look at what you think about the Army,

life and learning. When you look at these feelings and how they link with

your life goals, you can often make big changes. Many thoughts about life

753

4.
and your ability to learn were made when you were young. We know now that

these thoughts were not made in a smart way. They were made from a lot of

different experiences and conversations. Most people have not looked at

their feelings and where they came from. Once you do this, you find that

many thoughts don't make sense or are out of date. Making new attitudes

and beliefs that are in line with your goals and recent life experiences

will help your learning be more fun.

So, one set of things to talk to yourself about is your attitude

toward learning, thinking, life and school. And also talk about your attitudes toward your abilities and motivation. You will make positive attitudes

and your learning will be more fun and useful. You will get the most out

of the time you spend learning. And you will not waste time doini it!

A I- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.. I In summary, your learning mood starts before you ever sit down to

learn. The things you tell yourself about learning, and your ability,

Ei, ~ make your attitude or mood. This attitude or mood will have a lot to do

with how you learn. The way to deal with this is to look at what you say

to yourself before starting to learn.

* If all of this does not seem clear, read on! You are going to see

how to set a good mood and how to keep a good mood. You will do this by

using some concentration exercises. These exercises will show you how to

turn a bad mood into a good mood. You will read a sentence or two about

the thoughts of a person who is in a bad mood to learn. Then you will

write down how you would talk yourself out of this bad mood if you were

that person.

Before we start these exercises, we will say something about relaxing.

Earlier we said that it is best to learn whEn you are relaxed yet alert.

Some people say they get uptight every time they sit down to learn. These

same people also say they don't know how to relax.

754
If you are tense or uptight you can relax this way: take in a

very deep breath, hold it for two or three seconds, then very slowly

let it out. It is best to repeat this deep breathing one or two times.

A lot of people find that when they slow down their breathing like this,

their heart rate slows down and they stop being uptight. Here are the

exact steps for Slow Deep Breathing.

SLOW DEEP BREATHING

1. Don't think about learning for 20 to 30 seconds. A few seconds

won't cost you anything, and it may gain you much.

2. Sit back or slump into a position that is comfortable and

relaxed. Close your eyes.

3. Relax all the muscles of your body. Don't do a halfway job.

Relax entirely and all over. Don't try to relax so much as

just let go of all muscles and tension. Let them go loose and

heavy. A good way to help this along is first tense all muscles

while in the comfortable position; then hold the tension for

about five seconds (throughout the body), and then let go and

relax all muscles entirely.

4.* After you let go and relax, take in a very deep breath and hold

it for a few seconds. Then very slowly let it out. Repeat this

once or twice, and keep your eyes closed.

5. You can relax even more and help lose any tension if you think

to yourself the words "calm" and "relax." Think or picture

these words to yourself as you slowly let out the breath.

* Step (4) (taking slow deep breaths) is the most important step.

The other steps help you get ready for this.

755
TIMES FOR CREATING A GOOD MOOD

There are three times when your mood or negative thoughts can really

get in the way of learning. One is when you are trying to decide whether

or not to sit down to learn; two is when you sit down to learn and you have

a lot of other thoughts and feelings in your head; and three is during

your learning session. Following are three sets of exercises. Use them

to learn how to set a good mood.

These exercises will help you learn to talk to yourself. This helps

you take control of problems and find good solutions. In other words, when

people, like you, have a bad learning mood, you may say things like, "I hate

this crap" or, "Every time I even think about trying to learn, I get so

tense." This is your "old self" talking. It puts you~ in a bad study mood

and lets your moods control you. Your "new self" will control those moods

* and make a good mood to learn. You will say things like, "This BSEP course

may be boring but my life isn't. It's up to me to get the most out of this

course and prepare myself for moving on in my life."

.5 In other words, your "new self" and your "old self" talk to each

other. They try to win the learner over to their side. If the "new self"

wins, the learner will be in control of his moods, and he will get a lot

out of the BSEP course. If the "old self" wins, the learner will lose

control of his moods and may not get a lot out of the course.

Your job for these exercises then is to read the statement of the

"old self." Then write down what you would say to yourself as the "new self"

who is in control of your mood. Use your own words 'as if you were talking_ to

yourself. Then look at the "new self" statement that other people have

written. If you think your answer could be better, then rewrite it. This

exercise will give you skills in spotting a poor attitude or bad mood (old

self). You will then know how to talk yourself into a good mood (new self).

Here is the way to do the exercise. Take a piece of paper and cover

the "new self" talk. That's the part under the blank lines. Cover it

without reading it.

756

. . .
fu-A~ p % -A -. %p A. -- !j6 _ -.. - -- . - - -. - -- --.

Now read the "old self" talk. Then make up your own "new self"

~ words and write it in the blank lines.

After you have done this, then look at the "new self" talk that

we wrote. It is important that you write your own "new self" talk first.

Then compare yours with what we wrote. If you can make your talk better,

change it now. Then go on to the next "old self" statement.

Exercises For Problems Which Occur Before You Start To Learn

OLD-SELF:

"I HATE THIS CRAP!":

NEW SELF:

"Okay. This course may be boring but your life isn't. Its up to you to

get the most you can out of this course and prepare yourself for moving

on in your life."

OLD SELF:

"EVERY TIME I EVEN THINK ABOUT LEARNING, I GET SO TENSE!"

NEW SELF:

"That's the time you need to work on your attitude. You can make a list of

what you need to do. That will make you feel less up-tight because you cain

757
check things off the list as you finish them. That will make you feel like

S .you're getting someplace. You can relax as you think about learning.

Expect some tension and deal with it."

OLD SELF:

"WHENEVER I NEED TO LEARN, I THINK ABOUT MY FRIENDS, TURN ON MY RADIO, OR

PLAY AROUND WITH THE GUYS IN THE HALL."

NEW SELF:

"You could limit these types of things to 5 or 10 minutes. Then work on

your attitude (by relaxation and good self-talk). You could get yourself

excited about learning while you're getting your stuff together."

OLD SELF:

"I'M SO UPSET. MY BUDDY WAS DISCHARGED. MY DAD LOST HIS JOB. I JUST CAN'T

WORK WITH ALL THESE PROBLEMS ON MY MIND."

".I

NEW SELF:

"You really need to go off for awhile and relax. First, you should talk to

your buddy and dad. Tell them how you feel and that you wish you could help.

Give yourself a set amount of time for this. Then come back and begin learning.

Reward yourself for doing small things. Calm yourself by doing the Slow

Deep Breathing exercises."

758
L. - _2 - -.. ,..

OLD SELF:

"I'VE HAD A REALLY HARD DAY TODAY AND DESERVE A BREAK. THIS STUFF IS A

WASTE OF TIME ANYWAY."

b%1

NEW SELF:

"Ybu're just making excuses for not learning. In the long run, it won't do

you any good to put it off. You need to get into a good mood. Relax and

get to it."

OLD SELF:

"I NEVER HAD TO LEARN LIKE THIS BEFORE. WHAT'S WRONG WITH ME NOW?"

NEW SELF:

"Some Army jobs are a little tougher than what you had before. You wanted

to challenge and improve yourself. Here you are in the Army. You want that

job, so let's get on with it."

OLD SELF:

"I COULD LEARN IF I WEREN'T SO FRUSTRATED:"

759

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NEW SELF:

"Maybe you should figure out why. Maybe it's because you don't get your

iork done. Feeling frustrated only makes things worse. You need to work

on your attitude. Also, you need to break this task down into smaller parts.

Reward yourself for each step forward! You may need to take a break to work

off some of this tension. Maybe you should jog for a mile or two. You can

think about your situation while you're jogging. Then set a plan to get

back tG work."

OLD SELF:

"IF I WEREN'T UNDER SUCH TIME PRESSURE, MY ATTITUDE TOWARD LEARNING WOULD BE

BETTER!"

NEW SELF:

"Maybe your attitude gets you there in the first place. If you had a more

positive attitude you might get your work done faster and better. Take control

of your attitude. List tasks to be done. Tell yourself you are going to do

the work."

The message that comes out of all of this is pretty simple. It is also

the most important way to improve your life: change the way you think (talk

to yourself) and you will change the way you feel. Talk to yourself in a

more positive, productive way, and you will start to feel better. Once your

experiences are more positive, the number of negative thoughts you have will

decrease.

Now, you've learned how to get yourself to start learning. You've sat

down with your manuals but your head is somewhere else. You can clear your

head. Just relax and talk to yourself just like you did to get yourself to

start to learn. The next set of exercises deal with how to spot and change

thoughts that lead to a bad mood after you sit down to learn.

760

a-" . * - %*" V .' -;, *,-.* ' ' z *)' ..;' ).' .,'. . '.'€ '..-,'o .. .-..- - .-. . .. "'.2. 
Exercises To Spot And Change Thoughts That Lead To A Bad Mood After You Sit

Down To Learn.

Here are some thoughts that people have after they sit down to learn.

Do this exercise the same as the last. First cover the "New Self" talk

under the blank lines. Read the "Old Self" statement and then write down

what you would say to yourself if you were that person and wanted to get

into a good learning mood ("new self"). Use your own words. Talk to yourself.

Then, look at the "new self" statements other persons have made. If you

think your answer can be improved, rewrite it. This exercise will help you

spot a poor attitude or bad mood ("old self") and then know how to talk yourself into a good mood ("new self").

OLD SELF:

"I AM SO UPTIGHT; I CAN'T SIT STILL! MY NAILS ARE CHEWED DOWN TO THE QUICK

AND I'VE LICKED MY LIPS SO MUCH THAT THEY'RE CHAPPED!"

NEW SELF:

"Well, you usually get uptight when it's time to sit still and study. You

could do some physical exercise for a few minutes, I guess. You will probably

settle down if you just relax and get into the task."

OLD SELF:

"IT SURE IS NOISY IN HERE!"

761
, . . . % .\ ., . .T . , . . . / < .,.. . ,. ... -. , . , . . . . ., . _... .. . . . .. . . . , .. 

.. .. meNEW SELF:

"You need to stop listening to everyone else's talking and stop watching

the door. If you just get into learning you won't hear all that any more.

You need to re-set your mood."

OLD SELF:

"I KNOW THAT I SHOULD RELAX AND SET A GOOD MOOD BUT THAT WILL MAKE ME SLEEPY."

.e

NEW SELF:

"Where will you be if you don't set the mood? Besides, if you do get sleepy,

you can get going again by Slow Deep Breathing. Or do some physical exercises."

Finally, few of us go through a learning session without losing our

concentration once or twice. Sometimes the things you think of are things

'$2 about what you are learning. Most of the time, though, the thoughts are about

something else. Your job is to charge this. Let's look at some of the things

other people think about while they try to learn.

Exercise For Changing Thoughts While Learning

Here are some thoughts people have while they learn. Just as before,

;' cover the "New Self" talk first. Read the "Old Self" statement. Then write

down what you would say to yourself to get into a good mood ("new self"). Use

your own words. Talk to yourself. Then, look at the "new self" talk we

wrote. If you think you can improve it, rewrite it. This exercise will help

spot a bad mood and then know how to talk yourself into a good mood ("new self").

OLD SELF:

"BOY, I BETTER NOT FLUNK THIS NEXT SQT TEST."

762 .' a.. , "
47J-- - -. . . . . . . . . . .

NEW SELF:

"You're not going to flunk the test because you're using the new study methods

which your instructor showed you. Keep on trying!"

OLD SELF:

"THIS MANUAL COULDN'T BE HARDER TO UNDERSTAND. THE STUFF WOULD BE INTERESTING

IF I DIDN'T HAVE TO WORK SO HARD TO GET IT."

NEW SELF:

"At least the stuff's important! You better do something to it so it will

make sense to you. You could pretend you're an editor--and write it in your

own words--it might be fun! You know that would help you understand it better."

OLD SELF:

"I'M STARTING TO DAYDREAM. IT'S SO HARD TO THINK ABOUT THIS STUFF."

NEW SELF:

"Okay. You'd better straighten up now before you give up! What's bothering

you? I think I'm tired because this stuff is so hard. You need to break

this up into small parts. Then reward yourself for getting each part learned

and staying calm and controlled."

763
OLD SELF:

"I CAN'T WAIT TILL FRIDAY! THE PARTY IS GOING TO BE REALLY BAD!"

NEW SELF:

"Friday's a long way off! You have a lot to do in the meantime. Besides,

if you get behind between now and Friday you won't have as much fun at the

party--so get with it!"

OLD SELF:

"THIS ROOM IS SO DEPRESSING! I COULD LEARN IF I WERE SOMEWHERE ELSE."

NEW SELF:

"You have to study here. You have to train yourself to learn anywhere. You

can find something nice about it. Or simply ignore it. You can set a good

mood."

OLD SELF:

"THIS IS SO HARD! I DON'T SEE HOW IT HAS ANYTHING TO DO WITH MY JOB!"

.76

764
-- ,.' .----.-

NEW SELF:

"Make a game out of this! You need to find out how it links up with

- what you learned before. Maybe you could talk to some other people or

the instructor. Yes, it's hard but it will be easier the next time you

go over it."

OLD SELF:

"I DON'T UNDERSTAND THIS. MY EYES ARE JUST PASSING OVER THE PAGES."

.44

NEW SELF:

"Okay. What's the problem? Don't just say you don't understand. Think what

you can do about it! Figure out what's wrong. Ask for help if you need it."

OLD SELF:

"I'VE GIVEN THIS MY BEST SHOT AND I STILL DON'T KNOW IT."

NEW SELF:

"Try the instructor or the Sarge. That's what they are there for. Go on!"

OLD SELF.

"I DON'T HAVE MUCH TIME LEFT, SO I BETTER HURRY! NOW, ALL I CAN THINK ABOUT

IS HURRYING!"

765
NEW SELF:

"Don't worry about the time. You need to complete the 'goal' as best you

can. You can always add on to it tomorrow. Doing a good job of this is

more important than being 'thorough' and having nothing to show for it!"

OLD SELF:

"IF I DON'T MAKE A GOOD SHOWING I'LL REALLY BE IN HOT WATER! EVERY SENTENCE

I READ LOOKS LIKE IT MIGHT BE A TEST QUESTION!"

NEW SELF:

"If you keep worrying, you won't do well! Even if you were to mess up,

there's always another chance. You'll do well because you're learning how.

Look at sentences in terms of test questions. It is good practice for the

0test. Just relax!"

SUMMARY

Now you are your own coach. Just remember that a good coach MOTIVATES

you when you're acting tired, bored, lazy, and generally want to blow it off.

How? By telling you to FIRE UP: "Okay, let's get with it."

By telling you to KEEP GOING: "You'll feel better if you

finish this section."

By REWARDING: (Celebrate small things!) "Good,

you're on the right track now!"

A good coach also RELAXES you when you're acting tense, uptight,

frightened, angry, frustrated or losing your state of "relaxed attention."

How? By telling you to RELAX: "Take it easy." "Just stay calm."

"You'll do OK." "Conserve your

. energy now," "Do some Slow

Deep Breathing."

766
A good coach DIRECTS you by giving you positive ideas or hints

N ~about how to improve your learning.

Examples: "You are not reading carefully now--you didn't get that.

Go back and think!"

"You're getting off the track. Get back to it."

"Slow down--better read this more carefully."

"This is important."

"Do you understand that?"

"Are you getting the Big Picture? Do you understand how

that relates to your learning?"

And a good coach LEAVES YOU ALONE when things are going well.

Maybe you have found that coaching yourself into a good study mood

takes some work. Then use the worksheet at the end of this lesson to help.

Write down what happens when you lose your good mood (concentration) and how

you talk to yourself to get back on track.

TO SUM UP: YOU CAN CREATE A "GOOD" LEARNING MOOD. JUST:

(1) TALK YOURSELF OUT OF STATEMENTS THAT LEAD TO A BAD MOOD.

(2) RELAX.

(3) BE IN CONTROL OF YOUR SITUATION (WHICH MEANS DO (1) AND

(2)!)

DO THIS WHEN: (1) YOU ARE TRYING TO DECIDE IF YOU SHOULD LEARN;

p (2) WHEN YOU BEGIN TO LEARN;

vi-. (3) WHILE YOU LEARN.

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768
LEARNING STRATEGIES: TEST WISENESS MODULE

ACKNOWLEDGEMENT

This lesson is taken from Study Skills Package: Development

and Evaluation by J. L. Dobrovolny, B. L. McCombs, and W. A. Judd.

Where appropriate the language has been changed to make the

material applicable to the Army population for which it is intended.

Some of the ideas, concepts and examples of test-wiseness presented

in this lesson are from Test-Wiseness: Test-taking Skills for Adults,

by Katheryn K. Woodley.

769
TEST WISENESS

The objectives of this lesson are:

1. You will complete tests on time.

2. You read and understand test directions and test questions.

3. You will know how and when to guess on test questions.

4. You will know what to do when you are not sure of the correct answer.

5. You will understand that test anxiety is a habit.

6. You will control any test anxiety you may have when taking a test.

Test taking is a skill just like reading or hitting a baseball or swimming.

Sometimes two people get the same score on the same test even though one of them knew

a lot more than the other one. This is because one had better test taking skills. When

, people are uptight or don't know how to take tests, their scores will not show how much

they really know about a subject.

Poor test skills and high-test anxiety can both be corrected. A person just needs

to learn more about the right test skills. This lesson on Test Wiseness will teach you

how to take tests. You will learn to use clues in the test to get a good score.

Before we get to the skills part, we want to clear up three rumors. First, some

people think that test-taking skills are a way to "beat the test." Others think that

test-taking is a natural skill. So they think it cannot be taught or learned. And, others

think that these skills are no good because they think that tests just show what a person

knows. All three of these thoughts are wrong! Read on to see why.

1. Beating the Test

This rumor comes from the idea that a test is like a game of cards where

the deck is stacked. The test is to fool the student. And, therefore, a person

770
-W --

has to find out the "code" or "trick" to get a good score.

To show that this idea is not true, ask yourself two questions. First,

"Why would anyone write a test just to see if you can out-guess the instructor?"

Second, "If the test is to see how much you know, isn't it dumb to not learn and

just try to out-guess the instructor?" So you must learn and know how to take tests.

It is also not a way to just guess or "luck out"

2. Good Test Takers Are Born, Not Made

People can improve their test-taking skills. This has been proven by many

studies. You will learn this skill like you learn other skills: You just need to

train and practice. You can learn and improve. Many programs to improve testtaking skills have been very successful. Again, the test skills you will learn

cannot replace the knowledge you have to have. They will help you get good test

scores.

3. Test Scores Are Always Right

This rumor comes from the idea that test scores always give a true picture

of how much you know. But we now know that test scores do not always show how much

a person knows. For example, we know that test scores are not good if a person is

really uptight while taking a test. In most cases, there is some increase in test

scores if the person is a little uptight. But lots of anxiety makes test scores

go down. Test scores get a lot worse when anxiety is very high. So, when anxiety

goes down, test scores go up. This improvement comes from getting rid of too much

anxiety so that people can really show what they know. We know that the more

you know about how to take a test, the less test anxiety you will have.

Test Wiseness Is:

Now we have gotten rid of what test wiseness is not. Let's talk about what it is.

771

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Then we will talk about how you get and use this skill. As we said before: test-wiseness

..,is sg cuesinthe test to get a good score.

You will learn to be test wise in two ways: (1) by learning some easy test-taking

steps, and by using some good tips; (2) and by doing some exercises to practice using

these steps and tips.

One more thing before we start. There are two main types of tests: objective tests

and essay tests. We will only talk about objective tests. In fact, we will talk about

one type of objective test--the multiple choice (or multiple guess) test.

OBJECTIVE TESTS

* Multiple choice questions are the most common type of objective test question. You

will remember that the tests you took when you came into the Army were multiple choice

Q tests. And part of the SQT ha's multiple choice questions. Multiple choice questions

~!are used to test a lot of skills and abilities. This means that once you learn these

test skills, you can do well on almost any multiple choice test.

General Test-Taking Information

There are three basic steps to good test-taking. These are:

1. Time Management or the ability to time yourself so you finish on time.

2. Careful Reading or the ability to read and understand directions, questions,

and options.

3. Appropriate Guessing or the ability to know how and when to guess.

772
1. Time Management

Most tests have time limits. You only have a set amount of time to

finish the test. It is important for you to time yourself so you finish

on time. One way to time yourself is to figure out how much time to spend

on each question.

For example, let's say that there are 60 questions on a test. And you

have to finish in one hour (60 minutes). With easy math you divide 60

minutes by 60 questions. This shows that you can spend about 1 minute on

each question. Now, you don't have to clock the time you spend on each

question. Just knowing that you have one minute per question can help you

judge how fast to work. So, if you complete ten questions in ten minutes,

you are working at about the right speed. Or, if you have only done ten

questions in 30 minutes, you know you spent too much time on each question.

If this same pace goes on you will not finish on time.

Some test questions are easier than others. The hard questions take

more time than the easy ones. Most multiple choice questions are worth the

same number of points. So if you spend too much time on hard questions it

will slow you down. This brings your test score down. It is important to know

that when you get "hung up" on hard items, it can cost you points. To keep

this from happening, you can do three things: (1) read all questions carefully; (2) if you don't know the answer, make a good guess; and then (3) put

a check mark next to questions that confuse you. Then when you finish the

test you can spend more time on the checked questions. And you can go back

and change answers if you need to.

2. Careful Reading

Some people don't read the directions for a test carefully. And then they

lose a lot of points because of it. Read the directions and each test question

carefully and you will do well on any test. Careful reading is a skill you

ft/:- can learn. Here is a guide to help you improve your skill in this area.

773
A. Test Directions

Test directions tell you the what, when, where and how of good answers. You

have to understand these. If you do, the chances are pretty good you will not make

silly mistakes. And your score will be much higher. And you can be a careful reader.

Now let's look at some test directions.

Example: HOW TO TAKE A TEST

This is a multiple choice test. It covers tasks which are

critical to your Military Occupation Specialty (MOS). For each

task there will be a series of questions. Each question will have

from two to five possible choices and one correct answer. Blacken

the space on your answer sheet that matches your selection.

This gives you the answers to each of the four key question words. That is, the

what is to select the best response; the when is after you read carefully the two

to five possible choices;. the how is to blacken the matching space (A, B, C, D or E);

and the where is on the answer sheet. Since you must understand test directions, you

should ask yourself these four questions before you start the exam. What? When?

How? Where?

You need to learn to see and understand key test words in test directions.

This helps you get the most test points. For example, words like not, except,

all, only, and none can make a big difference. You have to see and understand them.

Some examples of tests directions that use these words are:

Example: DO NOT MAKE ANY MARKS IN THIS BOOKLET

Example: To change an answer, clearly erase the selection you wish to

change and mark the appropriate answer. Do not X out unwanted

answers.

Example: Give only one good answer to each item.

774
So, it is a good idea to read all test directions carefully and completely

before you start the test. If you don't understand the directions, ask the

instructor or proctor for help. Clear up any questions you have before it is too

late.

B. Test Questions

It is important to be careful when you read each test question. If you

don't understand each one, it will be hard to pick the right answer.

One thing that confuses people is the way some questions are written. Some

test questions, like the one below, are short and easy to understand.

Example: What is an effective method of concealment while crossing an

obstacle?

a. Small arms fire

b. The artillery

c. Smoke

Correct answer: "c"

This is not a hard question to understand. All you have to do is figure out

which of the three answers is right.

All questions are not that easy to understand. Some are long or have long

words. These kind of test questions need to be read very carefully. For example,

you need to read the next question carefully before answering.

Example: General situation for questions 1 through 3. While en route to a

new defensive position, your squad comes under enemy sniper fire.

After the attack, you find a member of the squad lying unconscious

on the ground.

775

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1. Upon finding the casualty, what should you do first?

a. clear the airway

b. give the casualty the contents of the salt packet

dissolved in a canteen of cool water

c. open the airway, and look, listen, and feel to determine

if the casualty is breathing

Correct answer: "c"

Questions like this are hard because they are so long. Some people t 'o rush

through these questions. They pick the first answer that seems right and ( 't

read the other options. They may-think this saves time. But it may cost p ts

because the right answer is overlooked. So, it is very important to read ei

option carefully. Then select the one that best answers the question.

Now let's look at an example of a test question which is complex because of

the use of key words.

0Example: Situation. You are on guard at your defensive position. It is dark.

2. One-hour later, you see a group of personnel moving in front of

your position; they are close enough to hear you. What action

should you take FIRST?

a. let them pass to keep from giving away your position

b. advance one man to be recognized

C. -immediately take them under fire

d. order them to halt

A key word in this example is "FIRST". Overlooking key words can make you

miss the question even though you know the correct answer. In fact, this happens

very often. When you see one of these key words, be sure to stop and make a mental

note of it. Then pick the best answer. Finally, remember that key words can be in

both the question and in the answers. Be sure to check both the question and all

answers. Look for the key words before picking the right answer.

776
Now let's look at another example of a complex test question.

Example: NOTE: Refer to the fold-out of the Harlem, GA, mapsheet for the

next two units.

Determine the Grid Coordinates of a Point on

a Military Map Using the Military Grid

Reference System.

General Situation for question 5. Your squad leader is conducting

a class in reading grid coordinates on a map. He has given you a

map and a protractor.

5. What are the six-digit grid coordinates of the mock village

located east of BM441 (LG7788)?

a. LG802882

b. LG805885

c. LG806887

This question is complex because you must use something else to answer it.

No matter how smart you are, you cannot answer the question correctly without reading

the map sheet. You have to turn to the mapsheet in the test booklet. Then you

have to read the map, and you then have to return to this test question ?nd pick

the right answer.

When you have to use maps, charts or any other kind of new information, you

must know exactly what to look for.

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

It is very important for you to (1) carefully read the question, (2) check to

make certain that you are using the correct map, diagram or chart, (3) find the

information in the map, diagram or chart that you need, (4) reread the question to

make sure that the map, diagram or chart fits the test question, (5) select the

correct answer. Remember that maps, diagrams and charts are there to help you pick

the right answer. Use these cues wisely. Don't ignore them!

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

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

777

-* -V~i .f~ - ~-v-.....--.. ... d.- ---- ---
Questions can also be complex because of what they ask you to do. That is.

a question may make you read a long paragraph. Then you have to answer multiple

- choice questions. The questions may be written in a simple way. But the time it

takes to read and understand the paragraph may make it very hard.

Another example might be a question that makes you do some math. The

question may be very simple. But the time it takes to do the math may make the

question harder.

So you must read, and reread, questions very carefully. This is really

the only way to make it easy to understand and to answer. For very complex

questions, break them down into smaller, easier parts. Ask yourself (a)what

information is given; (b) what question is being asked, and (c) what choices for

right answers are given?

3. Appropriate Guessing

The third step of test wiseness is good guessing. Most of us were taught

that guessing at answers was not an OK thing to do. But if you think about it,

that idea doesn't always make sense. There is no chance of getting a question

right when you don't answer it. Usually you can see that one of the four answers

is obviously wrong. This makes your chance of getting a question right much better.

You now have one chance in three. That's better than the one in four you had at first.

Not only that, most people find one or two questions that they just don't

know. Some people end up with too many unanswered questions and too little time.

".' In both cases, "good" guessing is worth the try.

Remember that guessing need not be a "shot in the dark." There are two kinds

of guessing: good guessing and blind guessing. Good guessing is when you can

see that one or more of the answers are wrong; blind guessing is when a person

doesn't know anything about the question. Good guessing is most likely to pay off.

.778

* ,

'4 778

% 4 
For example, let's say there are 4 options, and ),ou can see that two of them are

wrong. The choice is now between just two 'notiois. Now you have a 50-50 chance to

get a right one (one out of two). Blind n~ue~sirgq gives a person only a 25 percent

chance (one out of four). It' s easy to see that 50 percent is better than 25

percent. But twenty-five percent is better than zero percent. And zero percent

is the chance of getting the quesficn correct if it is not answered. Remember,

though, that knowing the material is the best way to get a good test score.

S UMMARY

Time Management, Careful Reading, and Appropriate Guessing are three steps of

test-taking. Thus, as a good test taker you will:

0 figure out a working pace that helps you finish the test on time.

6 understand the test directions before you start the test, and then read

each test question carefully.

* think of the right answer to a question before you read the options. This

gives you a little edge in selecting the right answer.

o clear up any questions about the test by (1) asking the instructor or proctor

for help and/or (2) putting a check mark next to confusing questions. Then return

to them after the rest of the questions have been answered.

o know that good guessing may sometimes be the best way to answer a difficult

or confusing question.

779
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780

S % a' . -
STUDY SKILLS QUESTIONNAIRE

DIRECTIONS: A number of statements which people have used to describe their

study habits and skills are given below. Please read each statement carefully

and then blacken the space on your answer sheet which best describes your

study habits and skills. There are no right or wrong answers. Do not spend

too much time on any one statement, but select the answer which best describes

your study habits and skills. Notice that you are asked to describe your study

skills in four basic areas (reading, memorization, test-taking, concentration

management).

1. Reading Comprehension Skills

1. I get deeply involved with material I am studying (i.e., I really

think about it rather than just trying to memorize it).

a. almost always

b. most of the time

c. some of the time

d. almost never

2. If I am reading some course material and cannot understand it,

I keep going anyway in order to finish the assignment.

a. very frequently

b. frequently

c. sometimes

d. almost never

3. I would rate my ability to read and remember technical information

as:

a. well above average

b. above average

c. below average

d. well below average

4. I would rate my ability to take good test notes:

a. well above average

b. above average

c. below average

d. well below average

5. In comparison to the amount of time spent reading your notes and

the textbooks, how much time do you spend testing yourself on the

material when studying for an exam?

a. a large amount of time

b. a moderate amount of time

c. a small amount of time

d. almost never

781

4- *, *-.', . . ... .. . >. ......-.. .~ "- ... -
6. Do you try to figure something out when you can't understand it?

a. almost always

b. most of the time

c. some of the time

d. almost never

7. You finish reading a lesson and find that you don't remember what

you read. How often does this happen to you?

a. very frequently

b. frequently

c. sometimes

d. almost never

8. 1 think it is easy to find the main idea of a paragraph or passage.

a. almost always

b. most of the time

c. some of the time

d. almost never

II. Memorization Skills

9. Do you try to find personal meaning in the technical material to

help you remember it?

a. almost always

b. most of the time

c. some of the time

d. almost never

10. My memory for facts is:

a. well above average

b. above average

c. average

d. below average

11. You have read some material for a lesson, and you feel that you

understood pretty much what was being said. A classmate then asks

you a question on the material or you try to recall some of the material

yourself and find that you can't remember much of what you have read.

How often does this happen to you?

a. very frequently

b. frequently

c. sometimes

d. almost never

12. When it's necessary for you to memorize material, how much time do you

spend memorizing it?

a. more than 1/2 my study time

b. 1/2 my study time

c. 1/4 to 1/2 of my study time

d. I don't memorize material

782
- %F . -J -. ' -. 1 .Jr. T- -7- . p J

13. To memorize something, I repeat it to myself many times.

a. very frequently

b. frequently

c. sometimes

d. almost never

14. To memorize something, I write it down several times.

a. very frequently

b. frequently

c. sometimes

d. almost never

15. How would you rate your ability to memorize and remember information?

a. well above average

Ab. above average

c. below average d. far below average

III. Test Taking Skills

16. 1 would rate my ability to do well on multiple choice tests as:

a. well above average

b.- above average

c. below average

d. well below average

17. 1 usually read the test directions very carefully.

a. very frequently

b. frequently

c. sometimes

* d. almost never

18. 1 would rate my ability to finish tests on time as:

a. well below average

b. below average

c. above average

d. well above average

19. You are taking a test and you come to a question for which you are

sure you know the answer, but you just can't quite remember it.

How often does this happen?

a. very frequently

*b. frequently

c. sometimes

d. almost never

783

ft ~ .. * .
20. When taking an exam, I am usually feeling _______

a. very nervous and uptight

b. somewhat nervous and uptight

c. relatively relaxed

d. very relaxed

21. You study very hard and know that you understand the material

-~but when you sit down to take the test you forget everything

you knew. How often does this happen to you?

a. very frequently Ib. frequently

c. sometimes

d. almost never

IV. Concentration Management Skills

22. 1 would rate my ability to concentrate (compared to other students) - as:

a. well above average

* b. above average

c. below average

d. far below average

23. 1 would rate my ability to deal with distractions that occur

while I'm studying as:

a. well above average

b. above average

c. below average

d. far below average

24. 1 would rate my ability to keep my feelings and emotions from

interfering with my school work as:

a. well above average

b. above average

c. below average

d. far below average

25. 1 would rate my ability to deal with distractions that occur

d while I'm taking a test as:

a. well above average

b. above average

c. below average

d. far below average

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26. Once I get started, I find it easy to continue studying for

a relatively long time.

a. almost always

b. most of the time

* c. some of the time

d. almost never

27. 1 enjoy studying. I am usually in a good mood when I am

studying.

a. almost always

b. most of the time

c. some of the time

d. almost never

28. You are studying a lesson. After reading a number of paragraphs, you

suddenly realize you have no idea what you just read because you

have been thinking of other things. How often does this happen

to you?

a. very frequently

b. frequently

c. sometimes

d. almost never

29. I get sleepy when I start to study.

a. very frequently

-b. frequently

c. sometimes

d. almost never

30. If other students are studying near me, I have trouble blocking

out noise in the room.

a. very frequently

b. frequently

c. sometimes

d. almost never

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