my homework lesson 5 decimals and fractions answer key

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5th grade (Eureka Math/EngageNY)

Unit 1: module 1: place value and decimal fractions, unit 2: module 2: multi-digit whole number and decimal fraction operations, unit 3: module 3: addition and subtractions of fractions, unit 4: module 4: multiplication and division of fractions and decimal fractions, unit 5: module 5: addition and multiplication with volume and area, unit 6: module 6: problem solving with the coordinate plane.

Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)

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Curriculum  /  Math  /  5th Grade  /  Unit 1: Place Value with Decimals  /  Lesson 5

Place Value with Decimals

Lesson 5 of 13

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Explain patterns in the number of zeros of the quotient when dividing a whole number by 10. Recognize that in a multi-digit whole number, a digit in any place represents $${\frac{1}{10}}$$  as much as it represents in the place to its left.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations in Base Ten

5.NBT.A.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

5.NBT.A.2 — Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Foundational Standards

The foundational standards covered in this lesson

4.NBT.A.1 — Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Number and Operations—Fractions

4.NF.B.4.B — Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Divide whole numbers by 10 (e.g., $$5,000 \div 10$$ , $$4,320 \div 10$$ ).
• Multiply whole numbers by $$\frac{1}{10}$$  or 0.1 and see that this is equivalent to dividing those whole numbers by 10. 
• Generalize the pattern that dividing a whole number by 10 results in the digits in the number shifting one place to the right (MP.8).
• Understand that a digit in one place represents $$\frac{1}{10}$$  of what it represents in the place to its left.

Suggestions for teachers to help them teach this lesson

Students will only divide in cases where the quotient is a whole number. Students will divide by 10 with decimal quotients in Topic B. 

Lesson Materials

• Millions Place Value Chart (2 per student) — Students might need more or less depending on their reliance on this tool.
• Base ten blocks (8 thousands, 80 hundreds, 70 tens, 50 ones per student or small group) — Students might not need these depending on their reliance on concrete materials. You could just use one set for the teacher if materials are limited.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

a.   Solve. 

• $$50\div10=$$ ___________
• $$8,700\div 10=$$ ___________
• $$90,060 \div 10 =$$  ___________
• $$204,000 \div 10 =$$  ___________

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

a.    Solve.

• $${70 \div 10}$$
• $${70 \times {1\over 10}}$$
• $$70\times0.1$$

Write a whole number in which the value of the digit 3 is $$\frac{1}{10}$$ the value of the digit 3 in 23,456. Explain how you know the number you wrote is correct. 

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• Look at #1b. What did you get? (Note: They should have gotten 10 if they were paying close attention. Same with #2f.) 
• Look at #5. Do you agree or disagree? If you agree, what are the two correct answers? Prove that they are both correct. 
• Look at #7. What kind of picture did you draw? 

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

a.    $$380\div10=$$ ________

b.    $$4,820 \times \frac{1}{10}=$$ ________

Student Response

Explain what happened to the value of the 8 in both problems in #1.

An example response to the Target Task at the level of detail expected of the students.

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Place Value with Whole Numbers

Build whole numbers to 1 million by multiplying by 10 repeatedly.

5.NBT.A.1 5.NBT.A.2

Use whole numbers to denote powers of 10. Explain patterns in the number of zeros when multiplying any powers of 10 by any other powers of 10. 

Explain patterns in the number of zeros of the product when multiplying a whole number by 10. Recognize that in a multi-digit whole number, a digit in any place represents 10 times as much as it represents in the place to its right. 

Explain patterns in the number of zeros of the product when multiplying a whole number by powers of 10. 

Explain patterns in the number of zeros of the quotient when dividing a whole number by powers of 10. 

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Topic B: Place Value with Decimals

Build decimal numbers to thousandths by dividing by 10 repeatedly. 

Explain patterns in the placement of the decimal point when a decimal is multiplied by any power of 10. Recognize that in a multi-digit decimal, a digit in any place represents 10 times as much as it represents in the place to its right.

Explain patterns in the placement of the decimal point when a decimal is divided by a power of 10. Recognize that in a multi-digit decimal, a digit in any place represents $${\frac{1}{10}}$$  as much as it represents in the place to its left.

Topic C: Reading, Writing, Comparing, and Rounding Decimals

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. 

5.NBT.A.3.A

Compare multi-digit decimals to the thousandths based on meanings of the digits using $${>}$$ , $${<}$$ , or $$=$$  to record the comparison.

5.NBT.A.3.B

Use place value understanding to round decimals to the nearest whole. 

Use place value understanding to round decimals to any place.

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• Grade 6 McGraw Hill Glencoe - Answer Keys

Explanation:

2. Order the fractions \(\frac{1}{2},\frac{9}{14},\frac{3}{4},\text{ and } \frac{5}{7}\) from least to greatest.

Rewrite each fraction using the LCD of 28.

Since \(\frac{14}{28}<\frac{18}{28}<\frac{20}{28}<\frac{21}{28}\), the order of the original fractions from least to greatest is \(\frac{1}{2},\frac{9}{14},\frac{5}{7},\text{ and } \frac{3}{4}\).

Got It? Do this problem to find out.

d. Order \(\frac{1}{2},\frac{5}{6},\frac{2}{3},\text{ and } \frac{3}{5}\) from least to greatest.

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Texas Go Math Grade 5 Lesson 5.5 Answer Key Add and Subtract Fractions

Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 5.5 Answer Key Add and Subtract Fractions.

Unlock the Problem

Malia bought shell beads and glass beads to weave into designs in her baskets. She bought \(\frac{1}{4}\) pound of shell beads and \(\frac{3}{8}\) pound of glass beads. How many pounds of beads did she buy?

• Underline the question you need to answer.
• Draw a circle around the information you will use.

Add. \(\frac{1}{4}\) + \(\frac{3}{8}\). Write your answer in simplest form.

Another Way

So, Malia bought _________ pound of beads. Answer:

Another Way The least common denominator of 1 4  and  3 8 is 8

So, Malia bought \(\frac{5}{8}\)  pound of beads.

Lesson 5.5 Go Math Grade 5 Answer Key Question 1. Explain how you know whether your answer is reasonable. Answer: Both methods are the same they both give the same answer The least common denominator is the simplest method

When subtracting two fractions with unequal denominators, follow the same steps you follow when adding two fractions. However, instead of adding the fractions, subtract.

Question 2. Explain how you know whether your answer is reasonable. Answer: The fraction solved into simplest form is reasonable which found by least common denominator

Share and Show

Find the sum or difference. Write your answer in simplest form.

Question 1. \(\frac{5}{12}\) + \(\frac{1}{3}\) Answer: \(\frac{5}{12}\) + \(\frac{1}{3}\) = \(\frac{5}{12}\) + \(\frac{4}{12}\) = \(\frac{9}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 2. \(\frac{2}{5}\) + \(\frac{3}{7}\) Answer: \(\frac{2}{5}\) + \(\frac{3}{7}\) = \(\frac{14}{35}\) + \(\frac{15}{35}\) =\(\frac{29}{35}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 3. \(\frac{1}{6}\) + \(\frac{3}{4}\) Answer: \(\frac{1}{6}\) + \(\frac{3}{4}\) = \(\frac{2}{12}\) + \(\frac{9}{12}\) = \(\frac{11}{12}\) Explanation: Step 1: The least common denominator is found Step 2: write equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Lesson 5.5 Answer Key Go Math Grade 5 Question 4. \(\frac{3}{4}\) – \(\frac{1}{8}\) Answer: \(\frac{3}{4}\) – \(\frac{1}{8}\) = \(\frac{6}{8}\) – \(\frac{1}{8}\) = \(\frac{5}{8}\) Explanation: Step 1: The least common denominator is found Step 2: write equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 5. \(\frac{1}{4}\) – \(\frac{1}{7}\) Answer: \(\frac{1}{4}\) – \(\frac{1}{7}\) = \(\frac{7}{28}\) – \(\frac{4}{28}\)= \(\frac{3}{28}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 6. \(\frac{9}{10}\) – \(\frac{1}{4}\) Answer: \(\frac{9}{10}\) – \(\frac{1}{4}\) = \(\frac{18}{20}\) – \(\frac{5}{20}\)= \(\frac{13}{20}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Math Talk Mathematical Processes

Explain why it is important to check your answer for reasonableness. Answer:

Problem Solving

Practice: Copy and Solve Find the sum or difference. Write your answer in simplest form.

Question 7. \(\frac{1}{3}\) + \(\frac{4}{18}\) Answer: \(\frac{1}{3}\) + \(\frac{4}{18}\) = \(\frac{6}{18}\) + \(\frac{4}{18}\) =\(\frac{10}{18}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 8. \(\frac{3}{5}\) + \(\frac{1}{3}\) Answer: \(\frac{3}{5}\) + \(\frac{1}{3}\) = \(\frac{9}{15}\) + \(\frac{5}{15}\) = \(\frac{14}{15}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 9. \(\frac{3}{10}\) + \(\frac{1}{6}\) Answer: \(\frac{3}{10}\) + \(\frac{1}{6}\) = \(\frac{9}{30}\) + \(\frac{5}{30}\) = \(\frac{14}{30}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 10. \(\frac{1}{2}\) + \(\frac{4}{9}\) Answer: \(\frac{1}{2}\) + \(\frac{4}{9}\) = \(\frac{9}{18}\) + \(\frac{8}{18}\) = \(\frac{17}{18}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Go Math Grade 5 Lesson 5.5 Answer Key Question 11. \(\frac{1}{2}\) – \(\frac{3}{8}\) Answer: \(\frac{1}{2}\) – \(\frac{3}{8}\) = \(\frac{4}{8}\) – \(\frac{3}{8}\) = \(\frac{1}{8}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 12. \(\frac{5}{7}\) – \(\frac{2}{3}\) Answer: \(\frac{5}{7}\) – \(\frac{2}{3}\) = \(\frac{15}{21}\) – \(\frac{14}{21}\) = \(\frac{1}{21}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 13. \(\frac{4}{9}\) – \(\frac{1}{6}\) Answer: \(\frac{4}{9}\) – \(\frac{1}{6}\) = \(\frac{8}{18}\) – \(\frac{3}{18}\) = \(\frac{5}{18}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 14. \(\frac{11}{12}\) – \(\frac{7}{15}\) Answer: \(\frac{11}{12}\) – \(\frac{7}{15}\) = \(\frac{55}{60}\) – \(\frac{28}{60}\) = \(\frac{27}{60}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

H.O.T. Algebra Find the unknown number.

Question 15. \(\frac{9}{10}\) – ☐ = \(\frac{1}{5\) ☐ = ___________ Answer: \(\frac{9}{10}\) – \(\frac{7}{10}\)= \(\frac{1}{5\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 16. \(\frac{5}{12}\) + ☐ = \(\frac{1}{2}\) ☐ = ____________ Answer: \(\frac{5}{12}\) + \(\frac{1}{12}\) =\(\frac{6}{12}\) =\(\frac{1}{2}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Go Math Grade 5 Lesson 5.5 Practice Answer Key Question 17. Sara is making a key chain using the bead design shown. What fraction of the beads in her design are either blue or red? Answer: Explanation: Let us consider dark black as red and light black-as-blue The number of beads is 15 Number of red beads are \(\frac{5}{15}\) Number of black beads are \(\frac{6}{15}\)

Question 19. Write Math Jamie had \(\frac{4}{5}\) of a spool of twine. He then used \(\frac{1}{2}\) of a spool of twine to make friendship knots. He claims to have \(\frac{3}{10}\) of the original spool of twine leftover. How you know whether Jamie’s claim is reasonable. Answer: Yes. Jamie’s claim is reasonable. Explanation: Jamie had \(\frac{4}{5}\) of a spool of twine. He then used \(\frac{1}{2}\) of a spool of twine to make friendship knots.  So \(\frac{3}{10}\) of the original spool of twine leftover. Since \(\frac{4}{5}\) –\(\frac{1}{2}\) = \(\frac{8}{10}\) – \(\frac{5}{10}\) = \(\frac{3}{10}\) He claims to have \(\frac{3}{10}\) of the original spool of twine leftover. So it is equla to what he leftover. So his claim is reasonabale.

Daily Assessment Task

Fill in the bubble completely to show your answer.

Question 20. Apply Students are voting for a new school mascot. So far, the results show that \(\frac{3}{10}\) of the students voted for “Fightin’ Titan,” \(\frac{1}{2}\) of the students voted for “Nifty Knight,” and the rest of the students have not voted yet. What fraction of the student population has not voted yet? (A) \(\frac{3}{10}\) (B) \(\frac{2}{5}\) (C) \(\frac{1}{5}\) (D) \(\frac{4}{5}\) Answer: (C) \(\frac{1}{5}\) Explanation: So far, the results show that \(\frac{3}{10}\) of the students voted for “Fightin’ Titan,” \(\frac{1}{2}\) of the students voted for “Nifty Knight,” Then \(\frac{8}{10}\) voted. Since \(\frac{3}{10}\) +\(\frac{1}{2}\) = \(\frac{8}{10}\) So \(\frac{1}{5}\) of the students have not voted yet. Since 1- \(\frac{8}{10}\) = \(\frac{1}{5}\)

Question 21. Tina spent \(\frac{3}{5}\) of her paycheck on a trip to the beach. She spent \(\frac{3}{8}\) of her paycheck on new clothes for the trip. What fraction of her paycheck did Tina spend on the trip and clothes together? (A) \(\frac{9}{40}\) (B) \(\frac{3}{4}\) (C) \(\frac{7}{8}\) (D) \(\frac{39}{40}\) Answer: (D) \(\frac{39}{40}\) Explanation: Tina spent \(\frac{3}{5}\) of her paycheck on a trip to the beach. She spent \(\frac{3}{8}\) of her paycheck on new clothes for the trip. So Tortal Spent is \(\frac{39}{40}\) \(\frac{3}{5}\) + \(\frac{3}{8}\)  = \(\frac{39}{40}\)

Question 22. Multi-Step On Friday, \(\frac{1}{6}\) of band practice was spent trying on uniforms. The band spent \(\frac{1}{4}\) of practice on marching. What fraction of practice time was left for playing music? (A) \(\frac{5}{12}\) (B) \(\frac{1}{2}\) (C) \(\frac{7}{12}\) (D) \(\frac{1}{4}\) Answer: (C) \(\frac{7}{12}\) Explanation: \(\frac{1}{6}\) of band practice was spent trying on uniforms. The band spent \(\frac{1}{4}\) of practice on marching. So Total time spent is \(\frac{5}{12}\). So Time left is \(\frac{7}{12}\) \(\frac{1}{6}\) + \(\frac{1}{4}\) = \(\frac{5}{12}\) 1-\(\frac{5}{12}\) =\(\frac{7}{12}\)

Texas Test Prep

Texas Go Math Grade 5 Lesson 5.5 Homework and Practice Answer Key

Question 1. \(\frac{1}{5}\) + \(\frac{1}{2}\) ____________ Answer: \(\frac{1}{5}\) + \(\frac{1}{2}\) = \(\frac{2}{10}\) + \(\frac{5}{10}\) = \(\frac{7}{10}\) Explanation: Step 1: The least common denominator is found Step 2: write equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Go Math Grade 5 Lesson 5.5 Answer Key Question 2. \(\frac{2}{3}\) + \(\frac{1}{6}\) ____________ Answer: \(\frac{2}{3}\) + \(\frac{1}{6}\) = \(\frac{4}{6}\) + \(\frac{1}{6}\) = \(\frac{5}{6}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 3. \(\frac{1}{4}\) + \(\frac{2}{3}\) ____________ Answer: \(\frac{1}{4}\) + \(\frac{2}{3}\) = \(\frac{3}{12}\) + \(\frac{8}{12}\) = \(\frac{11}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 4. \(\frac{3}{4}\) + \(\frac{1}{8}\) ____________ Answer: \(\frac{3}{4}\) + \(\frac{1}{8}\) = \(\frac{6}{8}\) + \(\frac{1}{8}\) = \(\frac{7}{8}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 5. \(\frac{2}{9}\) + \(\frac{1}{3}\) ____________ Answer: \(\frac{2}{9}\) + \(\frac{1}{3}\) = \(\frac{2}{9}\) + \(\frac{3}{9}\) = \(\frac{5}{9}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 6. \(\frac{1}{2}\) + \(\frac{2}{6}\) ____________ Answer: \(\frac{1}{2}\) + \(\frac{2}{6}\) = \(\frac{3}{6}\) + \(\frac{2}{6}\) = \(\frac{5}{6}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 7. \(\frac{3}{10}\) + \(\frac{1}{3}\) ____________ Answer: \(\frac{3}{10}\) + \(\frac{1}{3}\) = \(\frac{9}{30}\) + \(\frac{10}{30}\) = \(\frac{19}{30}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 8. \(\frac{4}{18}\) + \(\frac{2}{6}\) ____________ Answer: \(\frac{4}{18}\) + \(\frac{2}{6}\) = \(\frac{4}{18}\) + \(\frac{6}{18}\) = \(\frac{10}{18}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 9. \(\frac{6}{12}\) – \(\frac{1}{3}\) ____________ Answer: \(\frac{6}{12}\) – \(\frac{1}{3}\) = \(\frac{6}{12}\) – \(\frac{4}{12}\) = \(\frac{2}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 10. \(\frac{3}{4}\) – \(\frac{1}{6}\) ____________ Answer: \(\frac{3}{4}\) – \(\frac{1}{6}\) = \(\frac{9}{12}\) – \(\frac{2}{12}\) = \(\frac{7}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 11. \(\frac{5}{7}\) – \(\frac{1}{2}\) ____________ Answer: \(\frac{5}{7}\) – \(\frac{1}{2}\) = \(\frac{10}{14}\) – \(\frac{7}{14}\) = \(\frac{3}{14}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 12. \(\frac{8}{9}\) – \(\frac{2}{3}\) ____________ Answer: \(\frac{8}{9}\) – \(\frac{2}{3}\) = \(\frac{8}{9}\) – \(\frac{6}{9}\) = \(\frac{2}{9}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 13. \(\frac{5}{9}\) – \(\frac{1}{6}\) ____________ Answer: \(\frac{5}{9}\) – \(\frac{1}{6}\) = \(\frac{10}{18}\) – \(\frac{3}{18}\) = \(\frac{7}{18}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 14. \(\frac{2}{3}\) – \(\frac{1}{4}\) ____________ Answer: \(\frac{2}{3}\) – \(\frac{1}{4}\) = \(\frac{8}{12}\) – \(\frac{3}{12}\) = \(\frac{5}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 15. \(\frac{7}{14}\) – \(\frac{2}{7}\) ____________ Answer: \(\frac{7}{14}\) – \(\frac{2}{7}\) = \(\frac{7}{14}\) – \(\frac{4}{14}\) = \(\frac{3}{14}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 16. \(\frac{5}{6}\) – \(\frac{3}{4}\) ____________ Answer: \(\frac{5}{6}\) – \(\frac{3}{4}\) = \(\frac{10}{12}\) – \(\frac{9}{12}\) = \(\frac{1}{12}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Find the unknown number.

Question 17. \(\frac{7}{12}\) – ☐ = \(\frac{1}{6}\) ☐ = _____________ Answer: \(\frac{7}{12}\) – \(\frac{5}{12}\) = \(\frac{1}{6}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 18. \(\frac{5}{18}\) + ☐ = \(\frac{1}{2}\) ☐ = _____________ Answer: \(\frac{5}{18}\) + \(\frac{4}{18}\) = \(\frac{1}{2}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 19. \(\frac{7}{10}\) – ☐ = \(\frac{2}{5}\) ☐ = ______________ Answer: \(\frac{7}{10}\) – \(\frac{3}{10}\) = \(\frac{2}{5}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 20. ☐ + \(\frac{1}{9}\) = \(\frac{1}{3}\) ☐ = _______________ Answer: \(\frac{2}{9}\) + \(\frac{1}{9}\) = \(\frac{1}{3}\) Explanation: Step 1: The least common denominator is found Step 2: written equivalent fractions with equal denominators Step 3: write the answer in simplest form.

Question 21. There are 12 students in the pep squad. Three students are wearing white shirts. Six students are wearing blue shirts. What fraction of the students in the pep squad are wearing either white or blue shirts? Answer: \(\frac{1}{4}\)  wearing the white shirts and \(\frac{1}{2}\) wearing the blue shirts. Explanation: There are 12 students in the pep squad. Three students are wearing white shirts. \(\frac{3}{12}\)  = \(\frac{1}{4}\) Six students are wearing blue shirts. \(\frac{6}{12}\)  = \(\frac{1}{2}\)

Question 22. Tiffany ran \(\frac{5}{6}\) mile. Shayne ran \(\frac{3}{4}\) mile. Who ran farther? How much farther? Answer:

Lesson Check

Question 23. Mr. Benson spent \(\frac{2}{5}\) of the monthly budget on rent and \(\frac{3}{10}\) of the budget on food. What fraction of Mr. Benson’s budget was spent on rent and food? (A) \(\frac{1}{3}\) (B) \(\frac{3}{10}\) (C) \(\frac{7}{10}\) (D) \(\frac{1}{2}\) Answer: (C) \(\frac{7}{10}\) Explanation: Mr. Benson spent \(\frac{2}{5}\) of the monthly budget on rent and \(\frac{3}{10}\) of the budget on food. Sum of \(\frac{2}{5}\) and \(\frac{3}{10}\)  is \(\frac{7}{10}\) . Since \(\frac{3}{10}\)+ \(\frac{2}{5}\)= \(\frac{7}{10}\) .

Question 24. The Ortega family made \(\frac{15}{16}\) pound of confetti for the annual Fiesta celebration in San Antonio. They used \(\frac{1}{4}\) pound to make confetti filled eggs. How much confetti is left to use next year? (A) \(\frac{11}{16}\) pound (B) \(\frac{9}{16}\) pound (C) \(\frac{4}{5}\) pound (D) \(\frac{3}{4}\) pound Answer: (A) \(\frac{11}{16}\) pound Explanation: The Ortega family made \(\frac{15}{16}\) pound of confetti for the annual Fiesta celebration in San Antonio. They used \(\frac{1}{4}\) pound to make confetti filled eggs. confetti is left to use next year is \(\frac{11}{16}\) pound. Since

\(\frac{15}{16}\) – \(\frac{1}{4}\) = \(\frac{11}{16}\) pound

Question 25. If Rory measures the lemon juice and the vanilla extract into one spoon before adding them to the blender, how much liquid will be in the spoon? (A) \(\frac{5}{8}\) teaspoon (B) \(\frac{1}{5}\) teaspoon (C) \(\frac{1}{4}\) teaspoon (D) \(\frac{3}{8}\) teaspoon Answer: (A) \(\frac{5}{8}\) teaspoon Explanation: Sum of lemon juice and the vanilla extract is \(\frac{1}{2}\) teaspoon + \(\frac{1}{8}\) teaspoon = \(\frac{5}{8}\) teaspoon

Question 26. Multi-Step Rory has \(\frac{5}{8}\) cup of milk. How much milk does she have left after she doubles the recipe for the smoothie? (A) \(\frac{3}{8}\) cup (B) \(\frac{1}{8}\) cup (C) \(\frac{3}{4}\) cup (D) \(\frac{1}{2}\) cup Answer: (B) \(\frac{1}{8}\) cup Explanation: she doubles the recipe for the smoothie. So it is \(\frac{1}{2}\) cup. Since \(\frac{1}{4}\) cup + \(\frac{1}{4}\) cup  = \(\frac{1}{2}\) cup. Rory has \(\frac{5}{8}\) cup of milk. She left \(\frac{1}{8}\) cup of milk. Since \(\frac{5}{8}\)  –\(\frac{1}{2}\) cup. = \(\frac{1}{8}\)

Question 27. Multi-Step Torn has \(\frac{7}{8}\) cup of olive oil. He uses \(\frac{1}{2}\) cup to make salad dressing and \(\frac{1}{4}\) cup to make tomato sauce. How much olive oil does Torn have left? (A) \(\frac{5}{4}\) cups (B) \(\frac{5}{8}\) cup (C) \(\frac{3}{8}\) cup (D) \(\frac{1}{8}\) cup Answer: (D) \(\frac{1}{8}\) cup Explanation: \(\frac{1}{2}\) + \(\frac{1}{4}\)  = \(\frac{3}{4}\) and \(\frac{7}{8}\) cup – \(\frac{3}{4}\) cup = \(\frac{1}{8}\) cup

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My Math 5 Volume 1 Common Core, Grade: 5 Publisher: McGraw-Hill

My math 5 volume 1 common core, title : my math 5 volume 1 common core, publisher : mcgraw-hill, isbn : 21150249, isbn-13 : 9780021150243, use the table below to find videos, mobile apps, worksheets and lessons that supplement my math 5 volume 1 common core., textbook resources.

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Chapter 6, Lesson 9: Fractions, Decimals, and Percents

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McGraw Hill My Math Grade 5 Chapter 8 Lesson 1 Answer Key Fractions and Division

All the solutions provided in McGraw Hill Math Grade 5 Answer Key PDF Chapter 8 Lesson 1 Fractions and Division  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 5 Answer Key Chapter 8 Lesson 1 Fractions and Division

Math in My World

Talk Math Give an example of how a fraction represents a division situation in real life. Answer: A fraction is a part of a whole. In other words, a fraction is a number that represents a whole number. For example,   a cake is divided into 8 equal slices. If a single slice is eaten, how can we represent the remaining portion of the cake? The remaining portion of the cake can be expressed numerically as \(\frac{7}{8}\)

Guided Practice

Represent each situation using a model. Then solve.

Problem Solving

Question 5. Mathematical PRACTICE 5 Use Math Tools Demont used 4 gallons of gasoline in three days driving to work. Each day he used the same amount of gasoline. How many gallons of gasoline did he use each day? Answer: \(\frac{4}{3}\) =1.3 gallons per day. Explanation: He uses 4 gallons  for 3 days. Gallons of gasoline he use each day is \(\frac{4}{3}\) = 1.3 gallons per day.

Question 6. Suzanne made 2 gallons of punch to be divided equally among 10 people. How much of the punch did each person receive? Answer: 5 Explanation: 2 gallons of punch to be divided equally among 10 people. 10 divided by 2= 5 Each person will get 5 punch

Question 7. The baseball team is selling 30 loaves of banana bread. Each loaf is sliced and equally divided in 12 large storage containers. If each slice is the same size, how many loaves of banana bread are in each container? Between what two whole numbers does the answer lie? Answer: \(\frac{30}{12}\) = 2.5 Explanation: The baseball team is selling 30 loaves of banana bread. Each loaf is sliced and equally divided in 12 large storage containers. loaves of banana bread are in each container is \(\frac{30}{12}\) = 2.5 It lies in between 2 and 3

Hot problems

Question 8. Mathematical PRACTICE 2 Reason You know that if 15 ÷ 3 = 5, then 5 × 3 = 15. If you know that 7 ÷ 8 = \(\frac{7}{8}\), what can you conclude about the product of \(\frac{7}{8}\) and 8? Answer: 7 Explanation: We know that 15 ÷ 3 = 5, then 5 × 3 = 15. Then 7 ÷ 8 = \(\frac{7}{8}\) The product of \(\frac{7}{8}\) and 8 is \(\frac{7}{8}\) x 8 = 7

Question 9. ?Building on the Essential Question How can division be represented by using a fraction? Answer: To divide a whole number by a fraction, we multiply the whole number with the reciprocal of the given fraction. To divide a fraction by a fraction, we multiply the reciprocal of the second fraction with the first fraction.

McGraw Hill My Math Grade 5 Chapter 4 Lesson 1 My Homework Answer Key

Question 2. One large submarine sandwich is divided equally among four people. How much of the sandwich did each person receive? Answer: \(\frac{1}{4}\)

Question 3. Four gallons of paint are used to paint 25 chairs. If each chair used the same amount of paint, how many gallons are used to paint each chair? Between what two whole numbers does your answer lie? Answer: \(\frac{25}{4}\) = 6.25 Explanation: Four gallons of paint are used to paint 25 chairs. If each chair used the same amount of paint, then \(\frac{25}{4}\) = 6.25 gallon of paint is needed. The answer lies between 6 and 7.

Question 4. Mathematical PRACTICE 1 Make Sense of Problems Mrs. Larsen made 12 pillows from 16 yards of the same fabric. How much fabric was used to make each pillow? Between what two whole numbers does your answer lie? Answer: \(\frac{16}{12}\)=1.33 Explanation: Mrs. Larsen made 12 pillows from 16 yards of the same fabric. Fabric used to make each pillow is \(\frac{16}{12}\) = 1.33 It would be between 1 and 2

Vocabulary Check

Question 5. Fill in éach blank with the correct word to complete the sentence. The numerator is the ____ number in a fraction, while the denominator is the ____ number in a fraction. Answer: The numerator is the top number in a fraction while the denominator is the Bottom number in a fraction

Test Practice

Question 6. Elena drank 5 bottles of water over 7 volleyball practices. How much water did Elena drink each practice if she drank the same amount each time? A. \(\frac{2}{7}\) bottle B. \(\frac{2}{5}\) bottle C. \(\frac{2}{5}\) bottle D. \(\frac{7}{5}\) or 1\(\frac{2}{5}\) bottles Answer: \(\frac{5}{7}\) bottle of water Explanation: Elena drank 5 bottles of water over 7 volleyball practices. If she drank the same amount each time Elena will drink \(\frac{5}{7}\) bottle of water.

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