br5 Hckey PDF

SECOND EDITION GRADE
HOME CONNECTIONS
ANSWER KEY 5
Answer Key
Bridges in Mathematics Second Edition Grade 5 Home Connections Volumes 1 & 2

The Bridges in Mathematics Grade 5 package consists of:
Bridges in Mathematics Grade 5 Teachers Guide Units 1–8 Number Corner Grade 5 Teachers Guide Volumes 1–3
Bridges in Mathematics Grade 5 Assessment Guide Number Corner Grade 5 Teacher Masters
Bridges in Mathematics Grade 5 Teacher Masters Number Corner Grade 5 Student Book
Bridges in Mathematics Grade 5 Student Book Volumes 1 & 2 Number Corner Grade 5 Teacher Masters Answer Key
Bridges in Mathematics Grade 5 Home Connections Volumes 1 & 2 Number Corner Grade 5 Student Book Answer Key
Bridges in Mathematics Grade 5 Teacher Masters Answer Key Number Corner Grade 5 Components & Manipulatives
Bridges in Mathematics Grade 5 Student Book Answer Key Word Resource Cards
Bridges in Mathematics Grade 5 Home Connections Answer Key
Bridges in Mathematics Grade 5 Components & Manipulatives
Bridges Educator Site
Work Place Games & Activities
Digital resources noted in italics.
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To reorder Home Connections, refer to number 2B4HC5 (package of 5 sets, Volumes 1 & 2).
QBB5903 (1 & 2)
Updated 2016-05-16.
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Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice
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ISBN 978-1-60262-426-9
Bridges in Mathematics Grade 5 Home Connections © The Math Learning Center | mathlearningcenter.org
Answer Key
Bridges Grade 5
Home Connections Volumes 1 & 2
Unit 1 Unit 3
Expressions, Equations & Volume Place Value & Decimals
What’s the Problem?��1 Finding Equivalent Expressions��41
Multiplication Connections��3 Candy Sales Graph & More�� 43
Better Boxes��5 Modeling Decimals�� 45
Samantha’s Strategies��7 Decimal & Fraction Grids �� 47
Finding Factors��9 Read, Write & Compare Decimals�� 49
Piper’s Ping-Pong Team��11 More Decimal Practice�� 51
Student Strategies��13 Decimal Practice�� 53
More Expressions & Equations��15 Very Small & Very Large Numbers�� 55
Expressions, Equations & Stories��17 Division Games�� 57
Agree or Disagree?��19 Unit 3 Review�� 65
Unit 2 Unit 4
Adding & Subtracting Fractions Multiplying & Dividing
Comparing Fractions�� 21 Whole Numbers & Decimals
More Adding Fractions�� 23 Number Review�� 67
Cafeteria Problems�� 25 Thinking About Strategy�� 69
Adding & Subtracting Fractions�� 27 Multiplication Strategies�� 71
Fraction Action�� 29 Dante’s Decision�� 73
Using a Ratio Table��31 Using Quarters�� 75
In the Library�� 33 Multiplication Models & More�� 77
Fraction Addition & Subtraction Maria’s Multiplication�� 79
Story Problems�� 35 Skills Review�� 81
Find the Greater Fraction�� 37 Number Relationships�� 83
Working with Fractions�� 39 Unit 4 Review�� 85
Answer Key
Unit 5 Unit 7
Multiplying & Dividing Fractions Division & Decimals
Multiplication & Division Review�� 89 More Array Work�� 133
More Fractions of Wholes�� 91 More Roll Five & Ratio Tables�� 135
Games, Cards & More �� 93 More Division with Fractions�� 137
The Tangerine Problem�� 95 You Choose�� 139
Fractions & Division�� 97 Related Division Problems�� 141
Comparing, Simplifying More Division Practice�� 143
& Adding Fractions Review�� 99 Division Review�� 145
Fraction Multiplication Models�� 101 Reviewing Numbers Small & Large�� 147
Sharing & Grouping— Olympic Swimmers�� 149
Multiplying & Dividing�� 103 Olympic Track Star�� 151
Operating with Fractions & Whole Numbers105
Unit 5 Review�� 107 Unit 8
Solar Design
Unit 6 Looking for Solar Energy
Graphing, Geometry & Volume in Our Neighborhood�� 153
Plotting Points on a Graph��111 Solar Reflection & Absorption Hunt�� 155
More About the Short Towers Sequence��113 Volume of Boxes�� 157
The Lemonade Stand��115 Volume of Earth Materials�� 159
Types of Triangles��119 Windows on a House�� 161
Classifying Quadrilaterals�� 121 Buying Materials�� 163
Measurement & Multiplication Review�� 123 Energy in Our Homes�� 165
Camping Trip�� 125 Drawing a House to Scale�� 167
Another Camping Trip�� 127 Designing a Solar House�� 169
Abby’s Arrays�� 129 Design Their House�� 171
Unit 6 Review�� 131
Unit 1 Module 1 Session 2 Answer Key
NAME | DATE
What’s the Problem? page 1 of 2

ex To find 3 times any number, Maria doubles the number, then adds the number again.
a Write an expression with parentheses to show how Maria would solve 3 × 6.
(2 × 6) + 6
b What is 3 × 6? 18
c What is another way to think about 3 × 6?

You could do 3 × 5, which is really easy, and then add 3 more, like this (3 × 5) + 3
1 To find 4 times any number, Susan uses the Double-Double strategy (multiply by 2,
then by 2 again). Susan wrote (2 × 9) × 2 to record how she would solve 4 × 9.
a What is 4 × 9? 36
b What is another way to solve 4 × 9? Work will vary. Example:

(4 × 4) + (4 × 5) = 16 + 20 = 36
2 To find 5 times any number, Kaylee first multiplies by 10 and then finds half the product.
a Write an expression with parentheses to show how Kaylee would solve 7 × 5.

(7 × 10) ÷ 2 (may vary slightly)
b What is 7 × 5? 35
c What is another way to solve 7 × 5? Work will vary. Example:

(5 × 5) + (2 × 5) = 25 + 10 = 35
3 When given any number times 9, Jasper multiplies the number by 10 and then
removes one group of the number.
a Write an expression with parentheses to show how Jasper would solve 3 × 9.

(3 × 10) – 3 (may vary slightly)
b What is 3 × 9? 27
c What is another way to think about 3 × 9?

Work will vary. Example:
(3 × 5) + (3 × 4) = 15 + 12 = 27
(continued on next page)
Bridges in Mathematics Grade 5 Home Connections 1 © The Math Learning Center | mathlearningcenter.org
NAME | DATE
What’s the Problem? page 2 of 2
4 Braden loves multiplying by 8 because he can double-double-double.

a Write an expression with parentheses to show how Braden would solve 8 × 7.
((7 × 2) × 2) × 2
b What is 8 × 7? 56
c What is another way to think about 8 × 7? Work will vary. Example:

(4 × 7) × 2
5 Jonah was asked to add 4 and 7 then multiply the sum by 9. Which expression
shows Jonah’s problem? (The sum is the answer to an addition problem.)
a (4 + 7) × 9 b (7 – 4) × 9 c 4 + (7 × 9)
6 Patrick needed to multiply 4 and 6 then subtract 12 from the product. Write an
expression with parentheses to show the problem. (The product is the answer to a
multiplication problem.) Example: (4 × 6) – 12
Note: parentheses are not required due to order of
operations. Students may omit them.
7 Violet divided 81 by 9 then multiplied the quotient by 3. Write an expression with

parentheses to show the problem. (The quotient is the answer to a division problem.)
Example: (81 ÷ 9) × 3 Note: parentheses are not required due to
order of operations. Students may omit them.
8 Solve.
a 54 − (3 × 8) b (28 ÷ 7) × 4
30 16
9 CHALLENGE Rafael was given the problem 44 × 9. Write an expression to show how
you would solve the problem.
Work will vary. Example: (44 × 10) – (44 × 1) = 440 – 44 = 396
NAME | DATE
Multiplication Connections page 1 of 2

ex To multiply a number by 5, Marissa first multiplies by 10 and then finds half the product.
ex Write an expression with parentheses to show how Marissa would solve 24 × 5.
(24 × 10) ÷ 2
ex What is 24 × 5?
120
1 To multiply a number by 12, Carter likes to multiply the number by 10 and then
multiply it by 2 and add the products. Here is a picture of his thinking.
16
10
12
a Write an expression with parentheses to show how Carter would solve 12 × 16.
Example: (16 × 10) + (16 × 2)
b 192
What is 12 × 16? _______
2 To multiply a number by 99, Sofia likes to multiply by 100 and then subtract 1 group
of the factor. Here is a picture of her thinking.
100
8 8 × 99
8×1
a Write an expression with parentheses to show how Sofia would solve 8 × 99.
Example: (8 × 100) – (8 × 1)
b 792
What is 8 × 99? _______
NAME | DATE
Multiplication Connections page 2 of 2
3 3 × _______
Fill in the dimensions of this box: _______ 3 × _______
9
Note: Students
may record the
dimensions in
any order.
4 Solve the following problems.

2 4 8 10 28 28 13
× 13 × 13 × 13 × 28 ×5 × 15 × 4
26 52 104 280 140 420 52
5 Find the products.

a 80
(2 × 5) × 8 = _____ b 80
(2 × 8) × 5 = _____ c 80
(5 × 8) × 2 = _____
6 Which of the problems in item 5 is the easiest for you to solve? In other words, in
which order would you prefer to multiply the three factors? Why?
Responses will vary.

a 420
(6 × 7) × 10 = _____ b (6 × 10) × 7 =420
____ c (7 × 10) × 6 =420
____
8 Which of the problems in item 7 is the easiest for you to solve? In other words, in
which order would you prefer to multiply the three factors? Why?
Responses will vary.
NAME | DATE
Better Boxes page 1 of 2

Brad found some additional boxes in his storeroom. He is wondering if these boxes will
work for packaging some of his hand-stitched baseballs.
For each of the following problems, assume that a ball fits into a 1 × 1 × 1 space. Use
numbers, labeled sketches, or words to find the answers. Show your work.
1 How many baseballs would fit in a box that has the dimensions (3 × 5) × 2?
30
2 How many baseballs would fit in a box that has the dimensions (2 × 4) × 5?
40
3 How many baseballs would fit in a box that has the dimensions 4 × (3 × 6)?
72
4 How many baseballs would fit in this box?

24

100
NAME | DATE
Better Boxes page 2 of 2
96
7 Brad is hoping to package exactly 48 baseballs together. He sees the side of a box in
his storeroom that is 2 × 3. What is he hoping the other dimension is?
8
8 Brad is hoping to package exactly 64 baseballs together. He sees the side of a box in
his storeroom that is 4 × 2. What is he hoping the other dimension is?
8
9 CHALLENGEHarris said that 15 × 9 is equivalent to 45 × 3 because you can multiply

one dimension by 3 and divide the other dimension by 3. His partner said that only
works when you double one number and halve the other. Who is right? Explain.
Harris is correct. Explanations will vary.
NAME | DATE
Samantha’s Strategies page 1 of 2

Samantha has been working with a variety of multiplication strategies.
Expressions may vary.
1 Write an expression to describe each of the statements Samantha made.
a To solve 18 × 20, I find double 18 and then multiply by 10.

18 × 2 × 10
b To solve 16 × 18, I double and halve.
Examples: (16 ÷ 2) × (18 × 2) or 8 × 36 or
((16 ÷ 2) ÷2) ÷ 2 × ((18 × 2) × 2) × 2 = 2 × 144
c To solve 31 × 8, I find 3 × 8, multiply by 10, and then add 1 group of 8.
(3 × 8 × 10) + 8
2 Evaluate the three expressions above (in other words, solve the problems).
a 360
b 288
c 248
3 Fill in the blanks.
a 4
(5 × 3) × _______ = 60
b 2
4 × ( _______ × 9) = 72
c 3
7 × ( 2 × _______) = 42
d 3
(_______ × 5) × 5 = 75
e 3
(3 × 3) × _______ = 27
NAME | DATE
Samantha’s Strategies page 2 of 2
4 True or False?
a F
_______ 9 × 9 = (10 × 10) − 1
b T 7 × 21 = (20 × 7) + (1 × 7)
_______
c T 16 × 20 = 10 × (16 × 2)
_______
d T 8 × 13 = 2 × 52
_______
e T 6 × 18 = (6 × 20) − (6 × 2)
_______
5 William needs a box to hold his golf ball collection. He found a box that can fit 8 layers
with 14 balls in each layer. How many golf balls can this box hold? Show your work.
112
Work will vary.
6 William found a different box in his garage. The label outside said it would hold 120 golf
balls. If 24 balls fit in each layer, how many layers tall is the box? Show your work.
5
Work will vary.
7 CHALLENGE William has a total of 292 golf balls in his collection.
a Write an equation to show how many golf balls are left if William fills the two
boxes described in problems 5 and 6 above.
Equations may vary slightly. Example:
292 – (112 + 120) = 60
b What are the dimensions of two different boxes that William could use to store
the rest of his collection? Show your work.
Options to contain the 60 remaining golf balls include, but
are not limited to:
6×2×5
3×4×5
2 × 3 × 10
NAME | DATE
Finding Factors page 1 of 2

1 Find all the factors of each of the numbers below.
ex 15: 1, 3, 5, 15
a 21: 1 3 _____,
_____, _____, 7 _____
21
b 28: 1 2 _____,
_____, _____, 4 _____,
7 _____,
14 _____
28
c 42: 1 2 3 6 7 14
_____, 21
_____, _____, _____, _____, _____, _____, 42
_____
d 60: 1 2 3 4 5 6
____, 10
____, ____, ____, ____, ____, ____, 12
____, 15
____, 20
____, 30
____, 60
____
2 Find at least three multiples for each number below.

ex 15: 30, 45, 60
a 42 , _____,
21: _____ 63 _____
84 Work will vary. The first three
multiples (other than the
b 25: 50 75 100
_____ , _____, _____ number itself) of each number
c 35: 70 105 140
_____, _____, _____ are shown here.
d 42: 84 126 _____
_____, _____, 168
3 a List all the factors of 36.
1, 36, 2, 18, 3, 12, 4, 9, 6
(in order: 1, 2, 3, 4, 6, 9, 12, 18, 36)
b How do you know you have listed them all?
Explanations will vary. Example: If you multiply to make the number starting
at 1 times the number and work your way up, you can tell when you have all
of the factors because the equations repeat themselves backwards (6 × 9,
then 9 × 6).
4 Milo is talking to his sister Lisa about factors. He said he thinks that any even
number always has more factors than any odd number. Lisa said she doesn't agree
with him. Explain who you agree with and why.
Agree with Lisa. Explanations will vary. Example: If you look
at the factors for 4 (even) and 45 (odd), you can see that 45 has
more factors than 4.
NAME | DATE
Finding Factors page 2 of 2
ex What factors do 12 and 24 have in common? 1, 2, 3, 4, 6, 12

5 What factors do 8 and 12 have in common?
1, 2, 4
6 What factors do 6 and 4 have in common?
1, 2
ex What are two multiples that 5 and 6 have in common? 30, 60
7 What are two multiples that 4 and 8 have in common?
Work will vary. Examples: 16, 24, 32, 40…
8 What are two multiples that 5 and 7 have in common?
Work will vary. Examples: 35, 70, 105, 140…
9 CHALLENGE Huan is redesigning his bedroom, which is the shape of a rectangle.
a Huan knows the area of his bedroom is 180 square feet. What are all the
possible whole number dimensions of Huan’s bedroom?
1 by 180 6 by 30
2 by 90 9 by 20
3 by 60 10 by 18
4 by 45 12 by 15
5 by 36
b Which dimensions are the most likely dimensions for Huan’s bedroom? Why?
Opinions will vary. Students might reason that the
bedroom must be wide enough on at least one side
to include a bed and room to walk around it.
NAME | DATE
Piper’s Ping-Pong Team page 1 of 2

Piper is the captain of her school’s ping-pong team. Help Piper keep track of the team’s
equipment. Show your work using numbers, labeled sketches, or words.
1 Piper brought this box of ping-pong balls to practice on Tuesday.
a How many ping-pong balls does the box hold if one ping-pong ball fits in a 1
unit × 1 unit × 1 unit space?
540 (5 × 12 × 9)
b How much cardboard does it take to make the box?

426 sq. units
(2 × 5 × 12) + (2 × 9 × 12) + (2 × 5 × 9)
2 Piper needs to buy 320 new ping-pong balls for the team. Ping-pong balls come in
sets of 16.
a How many sets of ping-pong balls should Piper buy?

20
b If one set of 16 ping-pong balls costs $8, how much will 320 ping-pong balls cost?
$160
NAME | DATE
Piper’s Ping-Pong Team page 2 of 2
3 Piper saw a large box of ping-pong balls with 48 balls in each layer.
a If the box has 5 layers, how many balls can the box hold?
240
b If the box has 15 layers, how many balls can the box hold?
720
4 Is the equation true or false?
a F
27 × 15 = (20 × 15) – (7 × 15) _____
b T
45 × 18 = (40 × 10) + (40 × 8) + (5 × 10) + (5 × 8) _____
c T
99 × 31 = (100 × 31) – (1 × 31) _____
d T
64 × 15 = 32 × 30 _____
5 Write an expression for each item below.
ex To find 12 times 17, I multiply 10 times 17 and 2 times 17 and add the two
products together. (10 × 17) + (2 × 17)
a To find 79 times 24, I multiply 80 times 24 and take off one group of 24.
80 × 24 – 24
Students may include parentheses for clarity.
b To find 12 times 13, I double 13 and halve 12 and then multiply.
(13 × 2) × (12 ÷ 2)
c CHALLENGE To find 1,188 divided by 12, I think about 1,200 divided by 12—
that’s 100 groups of 12. 1,188 has 1 fewer group of 12.
1,200 ÷ 12 – 1
NAME | DATE
Student Strategies page 1 of 2

1 Juliana loves multiplying by 8 because she can double-double-double.
a Write an expression to show how Juliana would solve 8 × 23.

23 × 2 × 2 × 2 Students may include parentheses for clarity.
b What is 8 × 23? 184
c Write an expression that shows a different way to solve 8 × 23.
Work will vary. Example: (8 × 20) + (8 × 3)
2 Kevin was asked to add 6 and 9 then multiply by 17. Which expression shows
Kevin’s problem?
a 6 + 9 × 17 b (6 + 9) × 17 c 6 + (9 × 17)
ex Elizabeth needed to multiply 7 and 8 and then subtract 13. Write an expression to
show the problem. Then, solve the problem and write an equation.
a Expression
(7 × 8) − 13
b Equation
(7 × 8) − 13 = 43
3 Kaden divided 96 by 12 and then multiplied by 6. Write an expression to show the
problem. Then, solve the problem and write an equation.
a Expression:
96 ÷ 12 × 6
b Equation:
96 ÷ 12 × 6 = 48
NAME | DATE
Student Strategies page 2 of 2
Evaluate the following expressions.

4 81 − (9 × 7) = 18 5 (54 ÷ 6) × 8 = 72
How many 1 × 1 × 1 cubes are in the following rectangular prisms? For each problem,
write an expression and evaluate it to find the number of cubes.
6 Expression: 5 ×4×8
__________________________________ Number of cubes: 160
_______
7 Expression: 3 ×7×6
__________________________________ Number of cubes: 126
_______
8 CHALLENGE Chloe is sorting items at a thrift store. She finds a box of tiny blocks that
has 1,344 written on the outside. She can see that each layer in the box has 64 blocks.
a How many layers of blocks are there?

21 layers
b What is another way Chloe could arrange the 1,344 blocks to fit in a different box?
Work will vary. Possibilities include, but are not
limited to, these arrangements:
16 × 84
8 × 168
42 × 32
NAME | DATE
More Expressions & Equations page 1 of 2

1 Write a numerical expression that includes grouping symbols.
a To find 73 × 9, I find 73 times 10 and remove 1 group of 73.

73 × 10 – 73 Students may include parentheses for clarity.
b To find the volume of a box that has an 18 by 25 base and 12 layers, I multiply
the area of the base times the height.
18 × 25 × 12 Students may include parentheses for clarity.
2 Write and solve an equation to represent each situation.
a To find 23 times 8, I double and halve.

23 × 8 = (23 × 2) × (8 ÷ 2) = 46 × 4 = (46 × 2) × (4 ÷ 2) = 92 × 2 = 184
b To find 24 times 17, I multiply 20 times 17 and add it to 4 times 17.

(20 × 17) + (4 × 17) = 340 + 68 = 408
3 True or False?
a T
12 × 17 = 6 × 34 _______
b F
99 × 75 = (100 × 75) – 1 _______
c F
To find the volume of a box, I can multiply the length times the width. _______
4 Evaluate each expression (solve each problem).
a (7 × 8) × 9 = 504
b 2 (5 × 5) + 3 (4 × 4) = 98
c (100 × 67) – (1 × 67) = 6,633
d (98 × 47) + (2 × 47) = 4,700
NAME | DATE
More Expressions & Equations page 2 of 2
5 How many 1 × 1 × 1 cubes are in the following rectangular prisms? Write and solve
equations to show.
a Equation for number of cubes: 7 × 3 × 4 = 84 cubes
b Equation for number of cubes: 4 × 5 × 6 = 120 cubes
6 A box holds 125 balls. Each layer has 25 balls. How many layers does the box have?
Show your work.
5 layers. Work will vary.
7 CHALLENGE A box holds 425 balls. Each layer has 17 balls. How many layers does the
box have? Show your work.
25 layers. Work will vary.
NAME | DATE
Expressions, Equations & Stories page 1 of 2

Students may include additional parentheses for clarity.
1 Write an expression with parentheses for each statement below.
a (7 × 8) + 9
I multiplied 7 times 8 and then I added 9. ________________________
b I multiplied 3 times 12 and then multiplied the product of 3 times 12 by 5.

(3 × 12) × 5
c I subtracted 14 from 30 and then I multiplied the difference by 6.
(30 – 14) × 6
2 Emir loves multiplying by 99 because he can use an over strategy.
a Write an expression to show how Emir would solve 99 × 76.

6
(100 × 76) – 76 5
99
b What is 99 × 76? 7,524
______ × 76
1
1 594
c Show a different way to solve 99 × 76. + 6930
Work will vary. Example: 7,524
3 Erica likes to multiply by 25 because she can use the double-half strategy.
a Write an expression to show how Erica would solve 25 × 28.

(25 × 2) × (28 ÷ 2)
b 700
What is 25 × 28? _______
c Show a different way to solve 25 × 28.

Work will vary. Example: 25 × 4 × 7 = 100 × 7 = 700
4 Evaluate each expression.
a 2,500
(25 × 10) × 10 =
b 4 (4 × 4) + 3 (3 × 3) = 91
c (100 × 89) – (1 × 89) = 8,811
NAME | DATE
Expressions, Equations & Stories page 2 of 2
5 For each problem below: Work and equations will vary.

• Use numbers, words, or labeled sketches to solve the problem. Show all your work.
• Figure out the best way to handle the remainder, if there is one, for that situation.
• Write an equation to show each problem and the answer, labeled with the
correct units.
a Thirty-eight fifth graders at Vernon Elementary are going on the field trip to
the art museum. They are riding in vans that each hold 9 students. How many
vans will they need for everyone to get to the art museum?
5 vans
38 ÷ 9= 4 R2
Equation __________________________________________
b When Alex and Marcus went to the store with their mom, she said they could
split the change evenly. The total cost of their groceries was $57.32. She gave the
cashier three $20 bills. How much money did Alex and Marcus each get?
$1.34
(($20 × 3) – $57.32) ÷ 2 = $1.34

Equation __________________________________________
c CHALLENGE On Friday afternoon, Maya realizes that she has put off her reading
for too long and that she needs to finish her book by Monday. The book is 265
pages long. She is on page 127. How many pages will she need to read each
night to finish the book before school on Monday morning?
46 pages
(265 – 127) ÷ 3 = 46
Equation __________________________________________
NAME | DATE
Agree or Disagree? page 1 of 2

Choose 5 of the 6 problems on this page and the next. For each one you choose, write
whether you agree or disagree. Then explain your thinking using numbers, words, and/
or labeled sketches. Explanations and work will vary.
Do you agree or disagree? Explain your thinking.
1 The 5th graders set up 20 rows of chairs with 25 chairs in

each row for the assembly. Mrs. Lord asked if they’d set
up enough chairs for all 552 students. Kamil said he could
skip-count to find out how many chairs there were in all,
and then they’d know if they had enough.
Agree (Kamil is correct).
2 The track at the high school is 400 meters. After she ran 6
times around the track, Isuko said she’d gone more than 2
kilometers.
Agree (Isuko is correct).
3 Mr. Madison needs 175 granola bars for the 5th grade field
trip. The bars come in boxes of 10. He’ll need to buy 17
boxes to have enough.
Disagree (he would only have 170 bars from 17

boxes, so he'd be 5 bars short).
NAME | DATE
Agree or Disagree? page 2 of 2
Do you agree or disagree? Explain your thinking.
4 To multiply 247 × 4, you can do these smaller problems and add them together:
200 × 4
4×4
7×4
Disagree (200 × 4, 40 × 4, and 7 × 4 would work).
5 There are 46 kids in the After-School Club. Today they’re

going to the pool at the Community Center. If each minivan
can take 6 kids, they’ll need 8 minivans for all the kids.
Agree.
6 CHALLENGE Brad wants to package his baseballs in sets of

100. Bethany says the box that will take the least amount
of cardboard for 100 baseballs is one with a base of 2 × 5
and a height of 10.
Disagree. For example, a 5 × 5 × 4 box has a

smaller surface area (130 sq. units) than a
2 × 5 × 10 box (160 sq. units).
NAME | DATE
Comparing Fractions page 1 of 2

1 Color in the grid to show the fractions below. Each grid represents 1 whole.
1 1 3
a 2 b 4 c 10
Students may color in any configuration of the correct number of squares. Examples shown.
16 6
d 10 e 4
2 Use the pictures above to help complete each comparison below using <, >, or =.
1 3 6 1 6 3
ex 2 > 10 a 4 = 12 b 10 < 4
c 16
10 > 1
12 d 6
10 < 6
4 e 3
10 > 1
4
3 Add these fractions. (Hint: Think about money to help.)
a 1
2 + 1
4
3/4
= ______
b 1 12 + 3
4
2 1/4
= ______
c 1
2 + 1
10
60/100
= ______ or 6/10
d 3
10 + 1
4
55/100 or 11/20
= ______
NAME | DATE
Comparing Fractions page 2 of 2
4 Francisco and his mother bought some fruit yesterday. They bought 2 12 pounds
7
of peaches, 10 of a pound of raspberries, and 1 14 pounds of apricots. How many
pounds of fruit did they buy in all? Show all your work.
4 45/100 pounds. Work will vary.
5 CHALLENGE Write three fraction addition problems in which the fractions have
different denominators and the sum is 1.
ex 1
2 + 2
4 =1 Problems will vary.
a
b
c
6 CHALLENGEFill in the missing numerators and denominators to make each
comparison true. Work will vary.
a
5 > 4
b 1 14 = 1
3 c 16 <
5
2 2 12 32 8
NAME | DATE
More Adding Fractions page 1 of 2

Students may shade in the strips and clocks in varying configurations.
1 Show the fractions on the strips or clocks. Then add them and report the sum.
First Second Add Them Sum
a 1 3
7/8
2 8
b 3 3
4 8
1 1/8
c 5 1
8 2
1 1/8
d 3 7
4 8
1 5/8
e 1
4
2
3
11/12
f 3
4
2
3
1 5/12
g 5
6
3
4
1 7/12
h 1 5
2 6
1 2/6
(or 1 1/3
or 1 4/12)
NAME | DATE
More Adding Fractions page 2 of 2
Show your work for each problem using numbers, sketches, or words.
Work will vary.
2 Abby and Lauren are preparing for a dance performance. On Monday, they
practiced for 23 of an hour. On Tuesday, they practiced for 56 of an hour. How long
did they practice on Monday and Tuesday together?
1 1/2 hours (or 90 minutes or 1 hour, 30 minutes)
3 On Wednesday, Abby and Lauren could not practice together, so they practiced
11
separately. Abby practiced for 12 of an hour and Lauren practiced for 23 of an hour.
How long did they practice on Wednesday?
1 7/12 hours (or 95 minutes or 1 hour, 35 minutes)
4 CHALLENGE If you are adding two fractions that are both greater than 12 , what must
be true about the sum? Give three examples to support your thinking.
Explanations will vary.
The sum must be: greater than 1

5 CHALLENGE If you are adding two fractions that are both less than 12 , what must be
true about the sum? Give three examples to support your thinking.
The sum must be: less than 1

NAME | DATE
Cafeteria Problems page 1 of 2

1 The cafeteria at King Elementary asked the students to vote on their favorite main
dishes. The circle graphs below show the results. Use the information to answer the
questions below. Work will vary.
Fourth Grade Favorites Fifth Grade Favorites Key
1 1 Cheese Pizza
8 6
1 1
8 3
1 1 Turkey Burgers
2 6
1
4 1 Chicken Nuggets
3
Super Salad
a What fraction of the fourth graders did not vote for super salad? Show your work.
7/8
b What fraction of the fifth grade voted for turkey burgers or chicken nuggets?
Show your work.
1/2
c 192 fourth graders voted. How many of them voted for turkey burgers? Show
your work.
48
d 174 fifth graders voted. How many of them voted for chicken nuggets?
29
NAME | DATE
Cafeteria Problems page 2 of 2
2 What is:
a 1
2 of 60? 30
b 1
3 × 60? 20
c 1
2 of 100? 50
d 1
5 × 100? 20
3 While waiting for his grandma to arrive, Patrick spent 12 of an hour on the phone with
a friend and 14 of an hour listening to the radio. How long did Patrick spend waiting for
his grandma? Write your answer both in minutes and as a fraction of an hour.
3/4 hour
45 minutes
4 Beth walked 13 of a mile from her house to her friend’s house, 14 of a mile to the
post office, and then another 12 of a mile from the post office back home. How far
did Beth walk?
1 1/12 miles
5 CHALLENGE Rodney and Josiah each bought a package of the same kind of cookies at
the store. Rodney ate 12 package of cookies on Monday and 13 of the same package
5
on Tuesday. Josiah ate 12 of his package on Monday and 12 of the package on
Tuesday. Who ate more? How much more?
Josiah ate 1/12 of a package more than Rodney.
NAME | DATE
Adding & Subtracting Fractions page 1 of 2

1 Solve the problems on this page. If your answer is an improper fraction, find its
equivalent mixed number.
3 1 3 2 5
4 + 2 = 4 + 4 = 4 = 1 14
5 4 5
4 is an improper fraction because 5 is greater than 4. 4 is equal to 1, so 4 is equal to 1 14 .
a 5
1 10 4
– 10 =1 1/10 b 7
4 – 3
4 = 1 c 4
12 + 1 23 = 2
d 1 23 + 1
6 =1 5/6 e 5
10 – 1
4 = 1/4 f 30
4 60 + 1 14 = 5 3/4
2 Find two different ways to show that 1

3 + 1
4 is not equal to 2
7 . You can use numbers,
words, and labeled sketches.
Work will vary. Examples:
1/3 + 1/4 = 4/12 + 3/12 = 7/12, and 7/12 ≠ 2/7.
7/12 is more than 1/2 and 2/7 is less than 1/2, so they can't
be equal.
NAME | DATE
Adding & Subtracting Fractions page 2 of 2
3 Dan must do homework for 12 an hour and clean his room for 13 of an hour before
he can play. What fraction of an hour must Dan do homework and clean before he
can play?
5/6 hour
4 Danielle found a nickel on the playground at school. She also found $0.20 on the
sidewalk.
a How much money did she find?

$0.25 (25 ¢)
b What fraction of a dollar did Danielle find?
1/4 dollar
5 CHALLENGE Mariah has an after-school babysitting job. This is a record of the
number of hours she worked last week.
Day of the Week Baby-sitting Hours
Monday 2 12
Tuesday 3 12
Wednesday 2 14
Thursday 3 23
Mariah gets paid $6 per hour. How much money did she earn babysitting last week?
Show your work.
$71.50.
Work will vary.
NAME | DATE
Fraction Action page 1 of 2

Students may color in any configuration of the correct number of circles.
1 Color some of the circles in each set to show the fractions below.
1 1 3
a 2 b 4 c 4
1 2 5
d 6 e 6 f 6
1 3 0
g 3 h 3 i 3
2 Add the following fractions. If the sum is greater than 1, write the answer as both
an improper fraction and a mixed number.
ex 1
2 + 3
4 = 5
4 = 1 14 a 0
3 + 2
8 = 2/8 b 1
4 + 5
6 = 13/12
= 1 1/12
c 1
6 + 1
3 = 1/2 d 3
3 + 3
4 = 21/12 = 1 9/12 = 1 3/4
NAME | DATE
Fraction Action page 2 of 2
3 Marsha walked 1 12 miles to school yesterday morning. After school, she walked 3
4
of a mile to her aunt's house. How many miles did she walk in all yesterday?
a Estimate the answer. Estimates

_______ will vary.
b Find the exact answer. Show all your work.

2 1/4 miles
Work will vary.
4 Francisco and his mom got some fruit at the fruit stand yesterday. They bought 2 12
pounds of peaches, 78 of a pound of raspberries, and 1 14 pounds of apricots. How
many pounds of fruit did they buy in all?
a Estimate the answer. Estimates

_______ will vary.
b Find the exact answer. Show all your work.

4 5/8 pounds
Work will vary.
5 CHALLENGE Camila had a large collection of basketball cards. She gave half of them
to her friend Erin and a sixth of them to her brother. She still has 150 cards left.
How many cards did she start with? Show all your work.
450 cards
Work will vary.
NAME | DATE
Using a Ratio Table page 1 of 2

1 Use a ratio table to multiply the numbers.
ex 23 × 26
1 2 4 10 20 26
23 46 92 230 460 598
a 35 × 44
1 2 4 40 44
35 70 140 1,400 1,540
b 39 × 20
1 2 20
39 78 780
c 18 × 65
1 2 20 18
65 130 1,300 1,170
d 4 × 18 Work will vary. Example shown.

1 2 4
18 36 72
e 75 × 15
1 100 50 25 75
15 1,500 750 375 1,125
NAME | DATE
Using a Ratio Table page 2 of 2
2 True or False?
a T
98 × 34 = (100 × 34) – (2 × 34) ___
b T
46 × 28 = 23 × 56 ___
3 Veronica has to multiply 398 × 18. She says she can multiply 400 × 18 and then take
away one group of 18.
a Do you agree with Veronica? Explain.

No, disagree. Explanations will vary.
b Write an expression that shows Veronica’s thinking.
(400 × 18) – 18
c What is 398 × 18? Show your work.
7,164 Work will vary. Example: 400 × 18 – (2 × 18)
4 CHALLENGE The aquarium has 198 fish tanks with 15 fish in each. They also have
297 tanks with 12 crustaceans in each. Does the aquarium have more fish or more
crustaceans? How many more? Make an estimate and explain your reasoning. Then
determine the actual answer.
a Estimate and reasoning:

Estimates and reasoning will vary.
b Actual answer: (Show your work.)
The aquarium has 594 more crustaceans than fish.
Work will vary.
c Is your answer reasonable? (Think about your estimate.)

Answers will vary.
NAME | DATE
In the Library page 1 of 2

1 The librarian at our school asked the fourth and fifth graders to vote on their
favorite kind of book. The circle graphs below show the results. Use the information
to answer the questions below.
Fourth Grade Favorites Fifth Grade Favorites Key

1 Fiction
8
1 Fantasy
2
3
1 4
4 Nonfiction
Work and explanations will vary.

a What fraction of the fourth graders said they liked nonfiction books best?
How do you know?
1/4
b If there are 96 fourth graders, how many like fantasy books best?
Show your work.
24
c What fraction of the fifth graders said they like fantasy books best?
How do you know?
1/8
d If there are 112 fifth graders, how many like nonfiction books best? Show your work.
14
e What fraction of the fifth graders said they liked fiction books best?
How do you know?
3/4 Explanations will vary.
NAME | DATE
In the Library page 2 of 2
2 Madeline walked 1 12 miles to her Aunt Jenny’s house yesterday morning. After
visiting with Aunt Jenny, Madeline walked 34 of a mile to the park, where her mother
picked her up. How many miles in all did she walk yesterday? Show all your work.
2 1/4 miles
Work will vary. Equivalent and improper
fractions are acceptable.
3 Sara and her mother bought some vegetables at the farmer’s market yesterday. They
bought 2 34 pounds of cabbage, 12 a pound of onions, and 1 38 pounds of carrots. How
many pounds of vegetables did they buy in all? Show all your work.
4 5/8 pounds
Work will vary. Equivalent and improper
4 CHALLENGE Madison went to the mall with her big sister last weekend. Their mom
dropped them off at 1:00 and said, “I’ll pick you up at 2:30.” The girls spent 56 of an
hour at the toy store, 23 of an hour at the pet store, and 12 an hour at the food court.
When they got back to the bench to meet their mom, she was already there. She
said, “Where have you been? I’ve been waiting _____ of an hour for you!” How long
had their mom been waiting for them?
1/2 hour
NAME | DATE
Fraction Addition & Subtraction Story Problems page 1 of 2

1 Find the sum or the difference for each pair of numbers. Show all your work.
a 5
14 + 4
5 = 1 11/70 b 7
9 – 4
7 = 13/63
Work will vary. Equivalent and improper fractions

are acceptable.
c 7
1 15 + 3
9 = 1 4/5 d 2 13 – 1 35 = 11/15
2 George and his dad made some snack mix for their camping trip. To make it, they used
2 cups of mini pretzels, 34 cup of peanuts, and 23 cup of chocolate chips. How many cups
of snack mix did they have when they were finished? Show all your work.
3 5/12 cups. Work will vary. Equivalent and improper

NAME | DATE
Fraction Addition & Subtraction Story Problems page 2 of 2
3 Lisa drank 167 of a bottle of water during the soccer game. Julianne drank 23 of the
water in a bottle that was the same size as Lisa’s. Who drank more water and by
exactly how much? Show all of your work.
Julianne drank 11/48 of a bottle more than Lisa.

Work will vary.
4 CHALLENGE Austin went to the science museum. He was there for 2 hours. He spent
3 1
5 of his time doing experiments. Then, he spent 3 of his time at the water station.
Finally, he spent the rest of his time looking at skeletons. How long did Austin
spend looking at skeletons? Show all your work, and express your answer as a
number of minutes and as a fraction of an hour.
8 minutes = 8/60, 4/30, or 2/15 of an hour.

Work will vary.
NAME | DATE
Find the Greater Fraction page 1 of 2

1 Find the least common multiple for each pair of numbers. Show all your work.
ex 3 and 5
3: 3, 6, 9, 12, 15, 18
5: 5, 10, 15, 20
The LCM is 15.
a 4 and 6 b 3 and 7
12 21
c 5 and 8 d 6 and 9
40 18
2 Use the least common multiple to find equivalent fractions for each fraction pair.
Then, use the symbol < or > to show the bigger fraction.
ex 3
4 and 4
6 a 5
8 and 2
3
4 4, 8, 12, 16 5/8 = 15/24 and 2/3 = 16/24

6 6, 12, 18, 24
15/24 < 16/24 so 5/8 < 2/3
3 3×3 9 4 4×2 8
4 = 4×3 = 12 6 = 6×2 = 12
9 8 3 4
12 > 12 so 4 > 6
b 1
6 and 2
9 c 7
12 and 5
8
1/6 = 3/18 and 2/9 = 4/18 7/12 = 14/24 and 5/8 = 15/24
3/18 < 4/18 so 1/6 < 2/9 14/24 < 15/24 so 7/12 < 5/8
NAME | DATE
Find the Greater Fraction page 2 of 2
Solve the story problems below. Show your work using numbers, sketches, or words.
Work will vary.
3 Matthew read 23 of a book. Craig read 45 of the same book. Who read more? How
much more?
Craig read 2/15 more of the book.
4 Carlos had two extra sandwiches. They were exactly the same size. He gave 79 of the
first sandwich to his friend Ben and 46 of the second sandwich to his friend Corey.
a Whose piece is bigger, Corey’s or Ben’s?

Ben's. (It is 1/9 of a sandwich larger.)
b CHALLENGE If Carlos ate the remaining pieces of the two sandwiches, did he get
more or less than Corey? Did he get more or less than Ben?
He got less than both Corey and Ben.
(Ben got 7/9 = 14/18 and Corey got 4/6 = 12/18,
so Carlos got 10/18 = 5/9 of a sandwich.)
NAME | DATE
Working with Fractions page 1 of 2

Which is greater, 23 or 45 ? Exactly how much difference is there between these two
fractions? If you want to compare, add, or subtract two fractions, rewrite them so they
both have the same denominator. To do this:
• Find the least common multiple of the denominators of the fractions.
multiples of 3 3, 6, 9, 12, 15
multiples of 5 5, 10, 15
The least common multiple of 3 and 5 is 15.
• Multiply the numerator and denominator of each fraction by the same number
so the denominators are equal.
2×5 = 10 4×3 = 12 4 is greater than 2 by exactly 2
3×5 15 5×3 15 5 3 15 .
1 Find the least common multiple (LCM) of each pair of numbers.

Work may vary, and students do not need to show work.
ex 4 and 10 a 5 and 6 b 2 and 7
4, 8, 12, 16, 20 5, 10, 15, 20, 25, 30 2, 4, 6, 8, 10, 12, 14
10, 20 6, 12, 18, 24, 30 7, 14
20 is the LCM of 4 and 10 30 is the LCM of 5 and 6. 14 is the LCM of 2 and 7.
2 Add or subtract the fractions by rewriting them so they have common

denominators. Hint: Use the information from problem 1 to help.
ex 3
4 – 7
10 = a 4
5 + 56 = b 4
7 – 12 =
3×5 15 7×2 14
24/30 + 25/30 = 49/30 8/14 – 7/14 = 1/14
4×5 = 20 10 × 2 = 20 = 1 19/30
15 14 1
20 – 20 = 20
3 Find the greatest common factor for each pair of numbers below. Use extra paper if
you need more space.
16 1, 2, 4, 8, 16 15 1, 3, 5, 15
28 1, 2, 4, 7, 14, 28 36 1, 2, 3, 4, 6, 9, 12, 18, 36
GCF 4 GCF 3
NAME | DATE
Working with Fractions page 2 of 2
4 Find the simplest form of each fraction below.
a 16
28 4/7 b 4
48 1/12
c 2
14 1/7 d 28
16 1 3/4
e 15
36 5/12 f 56
42 1 1/3
5 Add or subtract. Show your work. Hint: Use the information in problem 4 above to help.
a 16
28
2
4/7 + 1/7 = 5/7
+ 14 =
36 + 48 = 5/12 + 1/12 = 6/12 = 1/2

15 4
b
16 + 100 = 1 3/4 + 1/4 = 2
28 25
c
6 Alicia says that the greatest common factor of 8 and 12 is 24. Do you agree or
disagree? Explain.
Disagree (Alicia is incorrect). Explanations will vary.
24 is not a factor of 8 or 12—it's a multiple of them,
and it is the least common multiple (LCM).
7 Felix says that 11
33 is in simplest form. Do you agree or disagree? Explain.
Disagree (Felix is incorrect: 11/33 = 1/3).
8 CHALLENGE List three examples of times when people need to add or subtract
fractions in their daily lives.
Examples will vary.
NAME | DATE
Finding Equivalent Expressions page 1 of 2

1 Match each fraction expression on the top with an equivalent decimal expression
on the bottom.
Fraction 4 20 60 1 4 3 14 75 15 1 14 12
Expressions 10 + 100 100 − 10 100 + 10 10 + 100 100 − 10 100 + 100
Decimal
Expressions 0.04 + 0.3 1.4 + 0.75 0.14 + 0.12 0.4 + 0.20 0.60 − 0.1 0.15 − 0.1
2 Evaluate each expression. Represent your answer as both a fraction and a decimal.
a 0.60 – 0.25 = 0.35 b 0.70 – 0.55 = 0.15 c 0.2 + 0.05 = 0.25
35/100 = 7/20 15/100 = 3/20 25/100 = 1/4
40 1 4 60 9 30
d 100 − 10 = 30/100 e 10 + 100 = 100/100 f 10 + 100 = 120/100
= 0.3 =1 = 1 1/5
3 Students at Jonah’s school can walk or run laps at recess. At the end of each month,
the class that has covered the most distance is recognized by the parent group.
a 1
Jonah and Hayley walked 4 3 laps around the track yesterday and 3 2 laps today.
1
How many laps did they walk together in the last two days? Show your work.
7 5/6 laps
Work will vary.
b 3 3
Jonah ran 1 4 laps on Monday, 2 10 laps on Tuesday, and 6 5 laps on Wednesday.
1
How much farther did he run on Wednesday than on the other two days
combined? Show your work.
He ran 2 3/20 laps more on Wednesday than on Monday
and Tuesday combined. Work will vary.
NAME | DATE
Finding Equivalent Expressions page 2 of 2
4 Jonah and Hayley made brownies to bring as a class treat. Some were plain and
3 1
some had sprinkles. The class ate 4 of one pan and 6 of another pan of the plain
5 1
brownies. They ate 6 of one pan and 10 of another pan of brownies with sprinkles.
a If the brownie pans were the same size, did the class eat more plain brownies or
more brownies with sprinkles?
They ate 11/12 pan of plain and 14/15 pan of sprinkles.
They ate more brownies with sprinkles because 14/15 > 11/12.
b How much more? Show your work.

1/60 pan more. Work will vary. Example:
14/15 – 11/12 = 56/60 – 55/60 = 1/60
5 CHALLENGE A coach took his team out for pizza after their last game. There were 14
players, so they had to sit in smaller groups at different tables. Six players sat at one
table and got 4 small pizzas to share equally. The other 8 players sat at a different
table and got 6 small pizzas to share equally. Afterwards, one of the players said
it wasn’t fair because some kids got more pizza than others. Do you agree? Use
numbers, words, or labeled sketches to explain your answer.
Agree (assuming that students consider unequal amounts
of pizza to be unfair) – some players got more pizza than
others. Work and explanations will vary. Example:
At the table with 6 players, each player got 4/6 (2/3) of a
pizza. At the table with 8 players, each player got 6/8 (3/4) of
a pizza. 3/4 > 2/3, so the players in the group of 6 got more
pizza than the players in the group of 8.
NAME | DATE
Candy Sales Graph & More page 1 of 2

The organizers of a concession stand were thinking about making changes to the types of candy
they sold. They made a bar graph to show the profits earned at the first two games of the season
for each type of candy. Use the graph to answer the questions below. Show your work.
1 Look at the information for bubble gum. Money for Concessions

$10.00
a What was the profit for bubble gum Legend
Game 1
during Game 1?
$9.00 Game 2
$1.75
b What was the profit for bubble gum
$8.00
during Game 2?
$3.50
c How much more profit was made
$7.00
on bubble gum during Game 2 than

Game 1? $6.00
$1.75
$5.00
2 How much more profit was made on hard

candy during Game 2 than Game 1? $4.00
$3.75 $3.00
3 How much more profit was made on sour
strings during Game 2 than Game 1?
$2.00
$5.50
4 How much greater was the profit from $1.00
sales of all three candies during Game 2

than during Game 1?
Bubble Gum Hard Candy Sour Strings
$11.00
NAME | DATE
Candy Sales Graph & More page 2 of 2
5 Evaluate (solve) the following:
a = 120
(12 × 5) × 2
b 10 × (24 ÷ 4) = 60
c (150 ÷ 10) + (5 × 5) = 40
6 Trina said $1.05 + $2.25 = $3.75 because a dollar and 2 quarters plus 2 dollars and a
quarter equals 3 dollars and 3 quarters. Do you agree with her statement? Explain.
No, disagree (Trina is incorrect). Explanations will vary.
Example: $1.05 + $2.25 = $3.30. $1.05 is equal to a
dollar and a nickel, not a dollar and two quarters.
7 Evaluate (solve) the following:
a 1.37 + 8.26 = 9.63
b 5.01 + 5.10 = 10.11
8 CHALLENGE A box holds 540 balls. Each layer has 18 balls. How many layers does the
box have?
30 layers
NAME | DATE
Modeling Decimals page 1 of 2

The base ten models below can be used to represent decimal numbers.
1 whole 1 tenth 1 hundredth 1 thousandth
1 Write the number that each model represents.

Model Decimal Number
ex
1.025
1.004
2.314
1.07
NAME | DATE
Modeling Decimals page 2 of 2
2 For each question, fill in the missing decimal or fraction equivalent(s), or shade the
grid to match the missing numbers.
a b
Decimal: 0.3 Decimal: 0.25

Fraction Equivalent(s): 3/10 = 30/100 Fraction Equivalent(s): 25/100 = 1/4
c Configurations d Configurations
of shading of shading
may vary. may vary.

Fraction Equivalent(s): 2/10 = 20/100 Fraction Equivalent(s): 60
100
3 CHALLENGE
6
Julian walked 10 of a mile to his friend’s house and then another 100 of a
35
1 1
mile to the store. He walked 4 of a mile back home. Julian’s sister said he walked 1 5
miles. Do you agree? Why or why not?
Yes, agree (Julian's sister is correct).
NAME | DATE
Decimal & Fraction Grids page 1 of 2

For each question, fill in the missing decimal or fraction equivalent(s), or shade the grid
to match the numbers given.
1 2

Fraction Equivalent(s): 5/10 = 50/100 Fraction Equivalent(s): 4/10 = 40/100
= 1/2
3 Configurations 4 Configurations
of shading of shading
may vary. may vary.

Fraction Equivalent(s): 5/10 = 1/2 Fraction Equivalent(s): 70
100
5 Use one of these symbols (< , >, or =) to compare each pair of decimal numbers.
a 6.0 = 6.00 b 5.514 < 5.541 c 13.04 < 13.4
d 32.130 > 32.103 e 10.010 < 10.100
NAME | DATE
Decimal & Fraction Grids page 2 of 2
6 Round each decimal to the nearest one, tenth, and hundredth. (Hint: Look at the
digit to the right of the place to which you’re rounding. If it’s less than 5, round
down. If it’s 5 or more, round up.)
Number To the Nearest 1 To the Nearest Tenth To the Nearest Hundredth
ex 4.862 5.0 4.9 4.86

a 0.048 0 0.0 0.05
b 14.964 15 15.0 14.96
c 7.065 7 7.1 7.07
d 194.124 194 194.1 194.12
7 Complete the table below to show each fraction as a decimal, and each decimal as
a fraction.
Fraction Decimal
a
3
4 0.75
b 1/5 (2/10 = 20/100) 0.20
3
c 100 0.03
d 72/100 (36/50 = 18/25) 0.72
6
e 10 0.6
8 CHALLENGE Riley collected rain for several weeks in a rain gauge. He collected 1.48
inches the first week, half that much the second week, and one inch the third week.
How much more rain will Riley need to collect before he has 5 inches?
1.78 inches
NAME | DATE
Read, Write & Compare Decimals page 1 of 2

1 Complete the chart.
Base-Ten Numeral Expanded Form
1 1 1
25.893 (2 × 10) + (5 × 1) + (8 × 10) + (9 × 100) + (3 × 1000 )
7.043 (7 × 1) + (0 × 1/10) + (4 × 1/100) + (3 × 1/1000)

4.570 (4 × 1) + (5 × 1/10) + (7 × 1/100) + (0 × 1/1000)
3.613 1 1
(3 × 1) + (6 × 10 ) + (1 × 100 ) + (3 ×
1
1000 )
6.49 1
(6 × 1) + (4 × 10 ) + (9 × 100 )
1
0.317 (0 × 1) + (3 × 1/10) + (1 × 1/100) + (7 × 1/1000)

10.863 1 1
(1 × 10) + (8 × 10 ) + (6 × 100 ) + (3 ×
1
1000 )
2 Complete the chart.

Base-Ten Numeral Number Name
1.893 one and eight hundred ninety-three thousandths

0.600 six tenths or six hundred thousandths
1.503 one and five hundred three thousandths
1.013 one and thirteen thousandths
2.002 two and two thousandths
0.037 thirty-seven thousandths
0.040 forty thousandths
3 List the decimals from problem 2 in order from least to greatest. Include the example.
0.037 < ________

________ 0.040 < ________
0.600 < ________
1.013 < ________
1.503 < ________
1.893 < ________
2.002
NAME | DATE
Read, Write & Compare Decimals page 2 of 2
4 Fill in the bubble to show which of the two decimal numbers is greater. Use
numbers, words, or labeled sketches to explain your answer. How do you know the
number you’ve selected is greater?
NN 1.200 Explanations will vary.
NN 1.002
5 Write four decimal numbers that are less than 1.004.

Work will vary. Any numbers less than 1.004 are
acceptable, including
_______________, those
_______________, less than 1. _______________
_______________,
6 Write four decimal numbers that have an even number in the tenths place, an odd
number in the hundredths place, and a prime number in the thousandths place.
Work will vary. Examples: 0.237, 0.893, 0.475, 0.652
(numerals before
_______________, the decimal
_______________, point don't
_______________, matter).
_______________
7 CHALLENGE Rob babysits the kids next door every day after school for 1.5 hours.
He earns $3.50 an hour. How much money will he earn in 6 weeks if school is in
session 5 days a week the whole time? Show your work.
$157.50
Work will vary.
NAME | DATE
More Decimal Practice page 1 of 2

1 Round each decimal number to the nearest whole number.
a 9.7 10
b 16.45 16
c 25.3 25
2 Round each decimal number to the nearest tenth.
a 1.65 1.7
b 0.31 0.3
c 8.07 8.1
3 CHALLENGE Round each decimal number to the nearest hundredth.
a 0.351 0.35
b 0.289 0.29
c 3.016 3.02
4 Solve.
8.53 8.98 17.89

+ 2.48 – 4.76 + 12.12
11.01 4.22 30.01
5 Solve. Show your work.

9.98 – 2.53 = 7.45 7.68 + 13.07 = 20.75 100.03 – 16.28 = 83.75
NAME | DATE
More Decimal Practice page 2 of 2
Story Problems
Show your work using numbers, labeled sketches, or words. Work will vary.
6 Rachel has $10.00. She wants to buy a book that costs $6.79. Will she have enough
money left over to buy a pen for $3.50? Explain.
No, she will only get $3.21 in change.
7 Diego has 3 dollar bills, 3 quarters, 1 dime, and 7 pennies. Sam has 2 dollar bills,
5 quarters, 6 dimes, and 9 pennies.
a Who has more money? How much more?

Sam has $0.02 more than Diego.
b How much money do the boys have in all?
$7.86
Review: Show your work using numbers, labeled sketches, or words.

8 Tonya has a box that measures 12 cm by 7 cm by 19 cm. What is the volume of the box?
1,596 cm3
9 3
Eric is keeping track of rainwater. On Monday, it rained 1 4 cm. On Tuesday it
1
rained 2 8 cm. How much more did it rain on Tuesday than on Monday?
3/8 cm
NAME | DATE
Decimal Practice page 1 of 2

1 Fill in the blanks to convert the units in each problem below.
The following information may help you:
• 1 gigabyte (GB) is equal to 1,000 megabytes (MB).
• 1 megabyte (MB) is equal to 1,000 kilobytes (KB).
• 1 kilobyte (KB) is equal to 1,000 bytes.
a 9,000 bytes
9 KB = ________
b 43,000 bytes
43 KB = ________
c 9.6 KB = 9,600
________ bytes
d 8,000 KB
8 MB = ________
e 41,000 KB
41 MB = ________
f 7.3 MB = 7,300
________ KB
g 7,000 MB
7 GB = ________
h 56,000 MB
56 GB = ________
i 2,400 MB
2.4 GB = ________
j 16 MB = 16,000,000
________________ bytes
2 Round each decimal number to the nearest whole number.
a 5.3 5
b 16.8 17
c 21.25 21
NAME | DATE
Decimal Practice page 2 of 2
3 Round each number to the nearest tenth.
a 8.85 8.9
b 12.09 12.1
c 100.15 100.2
4 Round each number to the nearest hundredth.
a 24.28
24.275
b 36.308 36.31
c 3.495 3.50
5 Add or subtract the decimals.

2.03 5.01 25.67 100.00
+ 4.78 – 3.98 + 14.32 – 96.75
6.81 1.03 39.99 3.25
6 Isabella is building a tree fort. The base of the fort is 78 inches wide by 92 inches long.
a What is the area of the base in square inches? Show your work.
7,176 sq. inches
Work will vary.
b CHALLENGE What is the area of the base in square feet? Show your work.
49.83 sq. ft. Work will vary.
NAME | DATE
Very Small & Very Large Numbers page 1 of 2

Work will vary.
1 Write two fractions that are equal to each decimal number. Examples shown.
1/10 and _______
0.1 _______ 10/100 1/100 and _______
0.01 _______ 10/1,000
1/1,000 and 10/10,000
0.001 _______ _______ 5/100 and 50/1,000
0.05 _______ _______
2 Complete the chart below.

Challenge
Number 0.1 less 0.1 greater 0.01 less 0.01 greater 0.001 less 0.001 greater
1.2 1.1 1.3 1.19 1.21 1.199 1.201

8.73 8.63 8.83 8.72 8.74 8.729 8.731
4.06 3.96 4.16 4.05 4.07 4.059 4.061
6.9 6.8 7.0 6.89 6.91 6.899 6.901
2.896 2.796 2.996 2.886 2.906 2.895 2.897
6 5.9 6.1 5.99 6.01 5.999 6.001
3 Round each number to the place shown to complete the chart below.
Challenge
Number Nearest tenth (0.1) Nearest hundredth (0.01) Nearest thousandth (0.001)
Look at the 0.01 place. Look at the 0.001 place. Look at the 0.0001 place.
0.1629 0.2 0.16 0.163

0.9608 1.0 0.96 0.961
0.0274 0.0 0.03 0.027
6.0085 6.0 6.01 6.009
NAME | DATE
Very Small & Very Large Numbers page 2 of 2
4 A micrometer is one-millionth of a meter (0.000001 m): ten thousand times as short as a

centimeter (0.01 m). How many micrometers long is one edge of a centimeter cube?
10,000 micrometers
5 The football team for the University of Tennessee, the Tennessee Volunteers, plays
its home games in the Neyland Stadium in Knoxville, Tennessee. The stadium holds
about 100,000 people. (You can do an image search on the internet to see what this
many people looks like.)
a How many stadiums would it take to hold 1 million people (a bit less than the
number of people living in Dallas, Texas)?
10 stadiums (1,000,000 ÷ 100,000 = 10)
b According to estimates, there are over 300 million people living in the United
States. How many Neyland Stadiums would it take to hold 300 million people?
3,000 stadiums (300,000,000 ÷ 100,000 = 3,000)
6 The table below shows the estimated population of different countries as of 2012.
Round each number to complete the table.
Nearest Nearest Nearest
Country Population
1,000,000 100,000 10,000
Philippines 103,775,000 104,000,000 103,800,000 103,780,000
Iran 78,868,710 79,000,000 78,900,000 78,870,000

France 65,630,690 66,000,000 65,600,000 65,630,000
South Korea 48,860,500 49,000,000 48,900,000 48,860,000
Argentina 42,192,490 42,000,000 42,200,000 42,190,000
Sudan 34,206,710 34,000,000 34,200,000 34,210,000
NAME | DATE
Division Games page 1 of 6

Note to Families
One way to solve a long division problem is to picture it in the form of a rectangle. When you do this, the number you’re dividing
by is one of the dimensions and the number being divided is the area of the rectangle. Quotients Win will help students practice
using this strategy to sketch and solve such problems as 150 ÷ 10 and 220 ÷ 22. Your fifth grader can show you how to make the
sketches, and there is an example below for your reference. There are two record sheets so you can play the game twice. This
Home Connection includes a second division game, Go for Zero, if you and your child want to play a more challenging game.
For Quotients Win you’ll need:

• 2 pencils
• colored pencils or markers in 2 different colors
• a paperclip
For Go for Zero you’ll need:

• a calculator
• pencils
Use your pencil and the
• 2 game spinners (page 3 of 6)
paperclip as a spinner.
Instructions for Quotients Win
1 Take turns spinning the spinner one time each. The player with the higher number gets to pick his or
her color marker or colored pencil and go first.
2 Spin the spinner to see which problem on the game sheet you will solve.
3 Make a labeled sketch of the problem on the game sheet and fill in the answer. Be sure to use your
colored pencil or marker to sketch the dimensions and a regular pencil for the rest of the work.
100 60
16
Theo I spun a 5, so I have to do problem 5 on the game sheet. That’s 160 ÷ 10. First I’ll show 10
on the side and then start filling in the array until I get to 160. My rectangle turned out to be 16
along the other side, so that’s the answer.
4 Take turns spinning and solving problems until you have each gone 3 times. If you spin the number
of a problem that has already been solved, spin again until you get the number of a problem that has
not been solved yet. (You have to use the first number that has not been solved.) When it’s the other
player’s turn, be sure to watch, help, and double-check his or her work.
5 At the end of the game, add your quotients and record your score at the bottom of the sheet. The
player with the higher score wins.
NAME | DATE
Instructions for Go for Zero

1 Take turns spinning the spinner once. The person with the higher number goes first.
2 Choose any 3-digit number that is less than or equal to 900. Enter it into the calculator and then give
the calculator to your partner.
3 Player 2 uses the calculator to reduce the number to 0 by adding, subtracting, multiplying, or
dividing by single-digit numbers other than zero. You can make as many as 5 calculations (but no
more) to get the original number down to zero. Do your work on the calculator, but record each move
on the record sheet.
4 Play back and forth until you have each had 3 turns. Then count up the total number of calculations
you made and use the more or less spinner to determine the winner. If the spinner lands on “more,”
the player who made more calculations wins. If the spinner lands on “less,” the player who made
fewer calculations wins.
Example
Player 1 chooses 334.
Player 2:
• divides 334 by 2 to get 167 (calculation 1)
• subtracts 7 from 167 to get 160 (calculation 2)
• subtracts 5 from 5 to get 0 (calculation 5)
Colin Zachary
334
334 ÷ 2 = 167
167 – 7 = 160
160 ÷ 8 = 20
20 ÷ 4 = 5
5–5=0
NAME | DATE
Game Spinners
Rip this page carefully out of your book to play Quotients Win or Go for Zero.
Use the Quotients Win Spinner for Quotients Win and to decide which player starts first
in Go for Zero. Use the Go for Zero spinner to determine the winner in Go for Zero.
Quotients Win Spinner Go for Zero Spinner
1
6 2 more
5 3 less
4
Answer Key
NAME | DATE

Quotients Win Game Sheet 1
Player 1 ____________________________ Player 2____________________________
Color______________________________ Color______________________________
1 2
10
120 ÷ 12 = ______ 23
230 ÷ 10 = ______
3 4
10
180 ÷ 18 = ______ 24
240 ÷ 10 = ______
5 6
11
110 ÷ 10 = ______ 10
150 ÷ 15 = ______
Player 1's Score______________________ Player 2's Score______________________

NAME | DATE

Quotients Win Game Sheet 2
Player 1 ____________________________ Player 2____________________________
Color______________________________ Color______________________________
1 2
28
280 ÷ 10 = ______ 10
190 ÷ 19 = ______
3 4
15
300 ÷ 20 = ______ 20
400 ÷ 20 = ______
5 6
16
160 ÷ 10 = ______ 11
220 ÷ 20 = ______
Player 1's Score______________________ Player 2's Score______________________
NAME | DATE

Go for Zero Record Sheet
Player 1 ____________________________ Player 2____________________________
Starting Number Starting Number
chosen by Player 1 chosen by Player 2
Calculation 1 Calculation 1
Round 1

Round 2

Round 3
Total number of calculations made by player 1 ______

Total number of calculations made by player 2 ______
The winner of this game is ________________________
NAME | DATE
Unit 3 Review page 1 of 2

1 Find and label the location of these numbers on the number line. It’s OK to add
more marks to the line if you need to. Work will vary. Example shown.
1.4 0.75 1.25 0.2 1.95 0.58
0 0.2 0.58 0.75

1
1.25 1.4 1.95
2
2 Use the symbols >, =, and < to compare each pair of decimal numbers.
94.598 < 94.643 94.510 > 94.051 94.509 < 94.590
3 When the odometer of a car reads 35,467.219, the 5 stands for 5 × 1,000 miles. Use
expanded form to show what each of the other digits in the odometer reading means.
a 3 × __________
The 3 in 35,467.219 means _____ 10,000 miles.
b 4 × __________
The 4 in 35,467.219 means _____ 100 miles.
c 6 × __________
d 7 × __________
e 2 × __________
The 2 in 35,467.219 means _____ 0.1 of a mile.
f 1 × __________
g 9 × __________
4 This whole grid is worth 1. Write at least 3 different fractions and 3 different
decimal numbers to name the part that is shaded.
Work will vary. Possibilities include:
8/10, 80/100, 4/5, 16/20…
0.8, 0.80, 0.800…
NAME | DATE
5 Here is a chart showing the amount of rain that fell in Bookerville over the last four days.
Monday 1.35 inches
Tuesday 2.50 inches
Wednesday 3.06 inches
Thursday 2.49 inches
Bookerville has a record of 12 inches of rain in 5 days. How much will it have to rain
on Friday to beat the record by one-tenth of an inch? Show all of your work below.
2.7 inches. Work will vary.
6 Mr. Mugwump is still confused about fractions. Use numbers, words, or labeled
1 1 2
sketches to show him why 2 + 3 does not equal 5 .
Work will vary. Examples shown.
1/3 1/3 + 1/2 = 10/30 + 15/30 = 25/30
2/5 2/5 = 12/30
1/2
12/30 ≠ 25/30
You can see that 2/5 is less than 1/3 + 1/2.
7 CHALLENGE Sasha has 1 kilogram of grapes. She gives 763 grams of grapes to her
sister, Kari. Kari then shares 598 grams with their twin brothers. The twins divide
their grams of grapes evenly. How many grams of grapes does each sibling have?
Kari: 165 grams

Twin 1: 299 grams
Twin 2: 299 grams
Sasha: 237 grams
NAME | DATE
Number Review page 1 of 2

Here is a completed box challenge puzzle. If you look at it closely, you’ll see that the
number at the top is the product of the two numbers on the left and right, and the
number at the bottom is the sum of the two numbers on the left and right.
45
3 × 15 = 45
3 + 15 = 18
3 15
18
1 Fill in the blanks to complete each of the box challenge puzzles below. Remember
that the number at the top is the product of the two numbers on the sides, and the
number at the bottom is the sum of the two numbers on the sides.
35 36 72
7 5 6 6 9 8
12 12 17

a (14 × 3) × 10 = 420 b 4 × (9 × 20) = 720
c (600 ÷ 20) × 5 = 150 d 99 × (99 + 1) = 9,900
3 Julia said that she solved the problem 360 ÷ 12 by dividing 36 by 12 and then
multiplying her answer by 10. Write an expression to show her thinking.
36 ÷ 12 × 10 Expressions may vary slightly.
4 Lucas said he solved 360 ÷ 12 by multiplying 12 by 3 and then multiplying the
product by 10. Write an expression to show his thinking.
12 × 3 × 10 Expressions may vary slightly.
5 Who got the correct quotient (answer), Julia or Lucas?
Julia
6 Billy said that he thinks 30 × 176 is three times larger than 10 × 176. Do you agree
or disagree? Explain your thinking.
Agree; Billy is correct. Explanations will(continued
vary.on next page)
NAME | DATE
Number Review page 2 of 2
7 Write the following decimals in standard form.
a 1,000 + 6 + 0.1 + 0.003

1,006.103
b Fourteen and three hundred ninety-seven thousandths
14.397
8 Write the following decimals in word form.
a 10 + 0.06 + 0.008
Ten and sixty-eight thousandths
b 40.545
Forty and five hundred forty-five thousandths
9 Write the following decimals in expanded notation.
a Seven hundred twenty-two and sixteen-thousandths

700 + 20 + 2 + 0.01 + 0.006
b 938.120
900 + 30 + 8 + 0.1 + 0.02 (+ 0.000)
10 Compare the decimals. Fill in each blank with <, >, or =.
a 160.30 > 160.03 b 7.098 < 7.908
c 3.071 < 3.701 d 90.0 > 0.90
NAME | DATE
Thinking About Strategy page 1 of 2

1 Complete the box challenges below.
56 18
a 8 7 b 3 6
15 9
2 The craft store sells large boxes of modeling clay that hold 18 sticks each. Complete
the ratio table to find out how many sticks there are in different numbers of boxes.
Large Boxes 1 2 3 5 10 50 55
Sticks of Clay 18 36 54 90 180 900 990
3 You can also buy small boxes of modeling clay at the craft store for $3.50 each. Find
out how much it would cost to buy different numbers of small boxes of clay.
Small Boxes 1 2 10 20 19 40 39
Cost $3.50 $7 $35 $70 $66.50 $140 $136.50
4 Solve the problems in the string below. Use the answers from the first few
combinations to help solve the rest.
a 36 × 10 = 360
b 36 × 5 = 180
c 36 × 15 = 540
d 36 × 100 = 3,600
e 36 × 50 = 1,800
f 1,872 ÷ 36 = 52
NAME | DATE
Thinking About Strategy page 2 of 2
5 Solve the problems in this string.
a 36 ÷ 18 = 2
b 72 ÷ 18 = 4
c 108 ÷ 18 = 6
d 180 ÷ 18 = 10
e 1800 ÷ 18 = 100
f 18 × 99 = 1,782
6 CHALLENGE Noah loves the Half-Tens facts and often uses them to solve multiplication
problems. Make up a 2-digit by 3-digit multiplication problem for which using Half-
Ten facts is efficient. Then, solve the problem using that strategy.
Work will vary. Good options include problems

multiplying a three-digit number times 50 or
multiplying 500 times a two-digit number.
Examples:
862 × 50 =
862 × 100 ÷ 2
= 86,200 ÷ 2
= 43,100
500 × 72 =
1,000 × 72 ÷ 2
= 72,000 ÷ 2
= 36,000
NAME | DATE
Multiplication Strategies page 1 of 2

1 The top box shows the product of the two middle numbers, and the bottom box
shows the sum of the two middle numbers. Fill in the missing numbers.
a b
4 7
16 0.25 0.25 28
16.25 28.25
c 6
d 2.25
0.75 8 3 0.75
8.75 3.75
2 Find the product.

a 1
5 of 40 = 8 b 1
3 of 21 = 7
c 3
5 of 40 = 24 d 2
3 of 21 = 14
e 1
6 of 24 = 4 f 1
12 of 36 = 3
g 4
6 of 24 = 16 h 4
12 of 36 = 12
3 Matthew bought 16 gallons of gas for $4.25 per gallon. How much did he spend?
Show your work.
$68
Work will vary.
NAME | DATE
Multiplication Strategies page 2 of 2 Work will vary.

4 Tracy bought a dozen of her mother’s favorite flowers for $9.00. How much did each
flower cost? Show your thinking.
$0.75
5 Gavin also bought a dozen flowers for his mother, but her favorite flowers cost $0.35
each. How much did Gavin spend? Show your thinking.
$4.20
6 Xavier earns $12.50 for each lawn he mows. If he mowed 8 lawns last week, how
much money did he earn? Show your work.
$100
7 CHALLENGE Randi and her sister made balloon animals and sold them for $0.50 each at
a school carnival. They made $48.00. If Randi made twice as many balloon animals as
her sister, how many balloon animals did each girl make? Show your work.
Randi made 64. Her sister made 32.
NAME | DATE
Dante’s Decision page 1 of 2

Dante wants to spend some of his allowance money, but he is having a hard time
deciding what to buy. He loves baseball cards, packs of gum, and bouncy balls. Fill in
the ratio tables and answer the questions to help Dante keep track of what he can buy.
1 Dante’s favorite packs of baseball cards cost $1.70 each. Fill in the table below to
show the cost of different numbers of packs of baseball cards.
Packs of
Baseball Cards
1 2 4 8 9 10 15 25
Cost $1.70 $3.40 $
6.80 $13.60 $15.30 $
17 $
25.50 $42.50
2 Dante’s favorite gum costs $0.60 a pack. Fill in the table below to show the cost of
different numbers of packs of gum.
Packs of Gum 1 2 5 9 10 19 20 25
Cost $0.60 $1.20 $
3.00 $
5.40 $
6.00 $11.40 $12.00 $15.00
3 Bouncy balls come in packages that cost $3.15 each. Fill in the table below to show
the cost of different numbers of packs of bouncy balls.
Packs of
Bouncy Balls
1 2 3 6 9 10 12 20
Cost $3.15 $6.30 $
9.45 $18.90 $28.35 $31.50 $37.80 $63.00
4 Dante decided to spend only $20.00 of his allowance and save the rest for later.
a Can he buy 12 packs of baseball cards? Why or why not?

No. 12 packs costs $20.40.
b Can he buy 30 packs of gum? Why or why not?

Yes. 30 packs of gum costs $18.
c How much of the $20.00 will he still have after he buys 5 packs of bouncy balls?
$4.25 ($20 – $15.75)
NAME | DATE
Dante’s Decision page 2 of 2
5 Write the following decimals in base ten numerals.
a 3,060.402
3,000 + 60+ 0.4 + 0.002 ________________
b One hundred seventeen and three-thousandths 117.003

________________
6 Write the number names (words) for the following decimals.
a 300 + 0.10 + 0.004 three hundred and one hundred four thousandths
________________________________________________
b thirteen and twenty-nine thousandths

13.029 _________________________________________________________
7 Write the following decimals in expanded form.
ex 642.835 (6 × 100) + (4 × 10) + (2 × 1) + (8 × 0.1) + (3 × 0.01) + (5 × 0.001)

a Four thousand fifty-three and two hundred sixty-nine thousandths
(4 × 1,000) + (5 × 10) + (3 × 1) + (2 + 0.1) + (6 × 0.01) + (9 × 0.001)
b 9,615.243
(9 × 1,000) + (6 × 100) + (1 × 10) + (5 × 1) + (2 + 0.1) + (4 × 0.01) + (3 × 0.001)
8 Use >, =, or < to compare each pair of decimals.

45.01 < 45.10 5.055 < 5.550 19.023 < 19.032 70.0 > 0.70
9 CHALLENGE Abby is going to make tie-dyed T-shirts for her class to wear on a field
trip. Each shirt costs $3.95 and the dye for each shirt costs $0.50. Abby also needs to
buy two boxes of salt to add to the mix for $4.50 each. If she has collected $124.70,
how many tie-dyed T-shirts can Abby make? Show your work.
26 shirts. Work will vary. Example: (124.70 – 9) ÷ 4.45
NAME | DATE
Using Quarters page 1 of 2

Here is an array of quarters.
1 What is the total amount of money in this array? Use numbers, words, or labeled
sketches to explain your answer.
$4.00
2 Use the array to help solve these multiplication problems.

a 4 × 25 = 100 b 10 × 25 = 250
c 6 × 25 = 150 d 12 × 25 = 300
e 8 × 25 = 200 f 14 × 25 = 350
3 Rosie says she can solve 24 × 25 using the information above. Do you agree with
her? Why or why not?
Responses will vary; students should generally
agree, as Rosie could double 12 × 25 or think
about 24 × 25 as six groups of 4 × 25.
NAME | DATE
Using Quarters page 2 of 2
4 Use what you know about adding and multiplying money to help solve the
multiplication problems below.
ex 25
I know there are four 25s in 100 (four quarters in a dollar).
× 36
36 is equal to 9 groups of 4. So, 36 × 25 is like 9 × 100.
900
a 25 b 25 c 25 d 25
× 24 × 32 × 40 × 34
600 800 1,000 850
e 50 f 50 g 50 h 50
× 2 × 16 × 24 × 32
100 800 1,200 1,600
i 50 j 50 k 75 l 75
× 33 × 17 × 2 × 16
1,650 850 150 1,200
Challenge
m 100 n 600 o 240 p 360
× 0.25 × 0.25 × 0.75 × 0.75
25 150 180 270
NAME | DATE
Multiplication Models & More page 1 of 2

There are a variety of ways to multiply 2-digit by 2-digit numbers. Use the model or
strategy described in each box to solve the multiplication combination in that box.
1 Make an easier combination by doubling one factor and halving the other.
ex 25 × 48 = 50 × 24 = 100 × 12 = 1,200
a 50 × _____
25 × 72 = _____ 36 = _____
100 × _____
18 = 1,800
_____
2 Use an area model divided into four regions. Work may vary slightly.
20 7 200
14 × 27 27
200 70 70
10 80 × 14
+ 28 378
4 80 28 378
3 Use an area model divided into two regions. Work may vary slightly.
30 4
13 × 34 390 34
+ 52 × 13
13 390 52 442 442
4 Multiply to get four partial products and add them up.

35
× 28
600
20 × 30 = ______
100
20 × 5 = ______
240
8 × 30 = ______
40
8 × 5 = ______
980
5 Multiply by the tens and then by the ones. Add the partial products to get the answer.
25
× 23
500
20 × 25 = ______
3 × 25 = ____75
_
575
NAME | DATE
Multiplication Models & More page 2 of 2
Making an estimate before solving a problem can help you decide if your answer is
reasonable. Make an estimate, solve the problem, and then use your estimate to help
decide if your answer makes sense.
6 The school got new dictionaries for the third, fourth, and fifth graders this
year. They got 32 boxes, and there were 16 dictionaries in each box. How many
dictionaries did they get altogether?
a Use rounding or another strategy to decide which estimate below is best. Circle
the best estimate.
fewer than 350 more than 350 but fewer
about 600 dictionaries
dictionaries than 450 dictionaries
b Solve the problem. Show all your work.

512 dictionaries. Work will vary.
c Is your answer reasonable? How can you tell?
7 Solve these multiplication problems.
2,000 300 300 4,000 20,000

× 14 × 70 × 12 × 4,000 × 21
28,000 21,000 3,600 16,000,000 420,000
NAME | DATE
Maria’s Multiplication page 1 of 2

1 Maria is practicing solving problems using the standard algorithm for
multiplication. She knows the first step, but then she gets stuck. Finish these
problems Maria started.
1 1 5
6 2 4
38 84 26
× 28 × 37 × 97
30 4 588 182
+ 760 + 2520 + 2340
1,064 3,108 2,522
2 Fill in the boxes to complete the problems.
23 15
× 11 × 12
23 20
+2 3 0 + 15 0
2 5 3 170
3 Conrad always likes to use the standard algorithm. He has to solve 99 × 38. Can you
recommend another strategy to Conrad that might be more efficient? Explain.
Students' choices of strategies and work will vary. Example:
He could multiply 38 by 100 instead and then subtract 38.
99 × 38 =
(100 – 1) × 38 = 38 × 100 – 38
= 3,800 – 38 = 3,762
4 CHALLENGE Lydia also likes to use the standard algorithm for multiplication. She has
to solve 32 × 8.25. Recommend another strategy to Lydia, and show her how to use
that strategy to solve this problem.
Students' choices of strategies and work will vary. Example:
She could multiply 32 times 8 and then by 0.25 and add.
32 × 8.25 = 32 × (8 + 0.25) = 32 × 8 + 32 × 0.25
= 256 + 8 = 264
NAME | DATE
Maria’s Multiplication page 2 of 2
Review
5 Finish the number pattern for the rule: 2n + 1
3, 5, 7 9 ______,
______, ______, 11 ______,
13 ______,
15 ______,
17 ______,
19 ______
21
6 Finish the number pattern for the rule: 4n + 1
5, 9, 13 17 ______,
______, ______, 21 ______,
25 ______,
29 ______,
33 ______,
37 ______
41
7 What do you notice about the two number patterns you just completed? How are
they similar? How are they different?
Observations will vary. Some possibilities:
They both have only odd numbers.
All of the numbers in the second pattern appear in the first pattern.
Every other number in the first pattern is a number from the second pattern.
In the first pattern you add 2 to get the next number; in the second pattern
you add 4.
8 Multiply:
a 87
8.7 × 10 = _____
b 8.7 × 100 = 870

_____
c 8.7 × 1,000 =8,700

_____
d 8.7 × 0.1 = 0.87

_____
e 0.087
8.7 × 0.01 = _____
f Look at the zeroes and the decimal points in your answers. What do you notice?
Observations will vary. Example:
When you multiply by a whole number power of 10 (like 10 or 100)
you move the decimal to the right by the number of zeroes in the
power of 10. When you multiply by a power of 10 less than 1 (like
0.1 or 0.01) you move the decimal point to the left by the number of
digits to the right of the decimal point.
NAME | DATE
Skills Review page 1 of 2

1 Solve each problem below using the standard multiplication algorithm.
1 1 2
4 16 3
706 519 405
× 28 × 37 × 46
5648 3633 2430
+ 14120 + 15570 + 16200
19,768 19,203 18,630
2 Fill in the boxes in the problems below.
a b c
55 2 2
5 3
367 84
208
× 8
× 37 × 59
2,936
1,45 6 7 56
+6,24 0 +4,2 0 0
7,6 9 6 4, 9 56
Review
3 Alexis has a treasure box. The treasure box is a rectangular prism that measures
8 inches by 12 inches by 25 inches. Use the standard algorithm to determine the
volume of the box. Show your work and include units in your final answer.
2,400 cubic inches. Work will vary, but students should use the
standard algorithm for at least part of the multiplication to be done.
For example, a student might multiply 12 × 8 using other strategies
to get 96, then multiply 96 × 25 using the standard algorithm.
NAME | DATE
Skills Review page 2 of 2
a 1
2 42
of 84 = ____ b 1
4 21
of 84 = ____ c 1
8 of 84 =10.5
____
d of 124 e of 124
1 1
2 ____ = 62 4 ____ = 31
5 True or False?
a of 14 F b T c F
1 1 1 1 1 1
4 of 28 = 8 8 of 32 = 4 of 16 2 of 56 = 4 of 28
6 Add or subtract. Use the space below to show your work if necessary.
1
2 +
5
8
9/8 = 1 1/8
= ____ 26 –
1 7
12 =1 7/12
____
3 5
8 4 + 1 12 = 10
____1/6
6.89 + 8.12 = 15.01

____ 6.29
10.01 – 3.72 = ____ 3.12 – 2.76 = 0.36
____
2
7/9 = 1 9
+ ____
4 4.08 –1.09
____ = 2.99 5
1
–2 3/4 = 2 4
____
3
3 2
7 CHALLENGE Randall has $5.00 to spend on snacks at the movies. Use the table to
figure out three snacks Randall can buy for $5.00. Show your thinking. Is that the
only combination of three snacks Randall can buy? How do you know?
Popcorn - small $2.75 There are several combinations Randall can buy.
A few examples:
Popcorn - medium $2.99
Cookie + lemonade + candy bar: $4.73
Popcorn - large $3.49
Cookie + lemonade + granola bar: $4.33
Cookie $2.25
Lemonade $1.19 Sm. popcorn + lemonade + granola bar: $4.83
Candy Bar $1.29 Sm. popcorn + candy bar + granola bar: $4.93
Granola Bar $0.89
NAME | DATE
Number Relationships page 1 of 2

Fill in the blanks.
3
1 9 so 0.75 × 12 = _____,
4 of 12 is _____, 9 and 75 × 12 = _____.
900
1
2 2 so 0.25 × 8 = _____,
4 of 8 is _____, 2 and 25 × 8 = _____.
200
1
3 4 of 9 is 2.25
_____, so 0.25 × 9 = 2.25 225
_____, and 25 × 9 = _____.
3
4 61.5 so 0.75 × 82 = _____,
4 of 82 is _____, 61.5 and 75 × 82 =6,150
_____.
5 Complete the problems.
873 304
× 27 × 89
6,1 1 1 2,73 6
+ 1 7 ,46 0 + 2 4 ,320
23,571 27, 0 5 6
6 Fill in the table to round numbers to the nearest ten, one, tenth, and hundredth.
Round to the Nearest: Ten One Tenth Hundredth
506.308 510 506 506.3 506.31

715.071 720 715 715.1 715.07
80.916 80 81 80.9 80.92
NAME | DATE
Number Relationships page 2 of 2
Story Problems
Read the story problems. Choose one problem to solve with the standard algorithm.
Choose any strategy for the other problems. Show your work and explain your choices.
7 Chloe bought sets of markers for all of her classmates. Each set cost $0.99.
If Chloe has 28 classmates, how much did all of the sets of markers cost?
Strategy: $27.72
Strategies and
Why did you choose this strategy? explanations will vary.
8 The base of Tyler’s cabin is a 56 feet by 78 feet rectangle. What is the area of the base
of Tyler’s cabin?
4,368 sq. ft.
Strategy:
Strategies and
Why did you choose this strategy?
explanations will vary.
9 A female mouse can give birth to one dozen babies in a single litter.
78 mice each had a dozen babies, called pups. How many pups are there?
Strategy: 936 pups
Strategies and
Why did you choose this strategy? explanations will vary.
NAME | DATE

Note to Families
We have been practicing division at school. First we used sketches to help, and now we are practicing using a numerical
method that probably looks somewhat similar to the way you learned to do long division. Look at the comparison below,
and then talk to your fifth grader as he or she completes problem 2. You might enjoy using this method to solve some long
division problems yourself. If so, your child can help you.
A Familiar Way A New, Similar Way

2
5 37
10
37 20
Number
13 481 13 481 1 10 20 5
- 39 of Groups
-260
91 221 Total 13 130 260 65
- 91 -130
0 91
-65
26
-26
0
a 1
4 9 so 0.25 × 36 is _____,
of 36 is _____, 9 so 25 × 36 is _____,
900
936 and 24 × 36 is _____.
so 26 × 36 is _____, 864
b 1
4 12 so
of 48 is _____,
3
4 36 so 75 × 48 is _______,
of 48 is _____, 3,600
3,648 and 74 × 48 is _______.
so 76 × 48 = _______, 3,552
NAME | DATE
2 Solve the division problems below. For each one, complete the ratio table first.
Then you can solve the problem using only numbers, or you can use sketches and
numbers together. You can also add more entries to the ratio table if you want to.
The first problem has been done for you as an example. Work will vary.
1 10 5 1
5 16
10
15 240 Number
1 10 20 5 15 150
-150 of Groups
ex
75 15
90
-75 Total 15 150 300 75
15
-15 10 + 5 + 1 = 16
0 so, 240 ÷ 15 = 16
2
5 17
10 Number
1 10 20 5
16 272 of Groups
a –160
112 Total 16 160 320 80
– 80
32
– 32 272 ÷ 16 = 17
0
3 18
15 Number
1 10 20 5 15
12 216 of Groups
b –180
36 Total 12 120 240 60 180
– 36
0
216 ÷ 12 = 18
4 24
20 Number
1 10 20 5
17 408 of Groups
c – 340
68 Total 17 170 340 85
– 68
0 408 ÷ 17 = 24
NAME | DATE
3a Maria is planning to make friendship bracelets to sell at the farmers’ market. Each
bracelet costs $1.25 to make. Use the ratio table to show your strategy for finding
the cost to make 19 bracelets. Work will vary. Example shown.
10 20 19
Number of
Bracelets
1
Cost $1.25 $12.50 $25 $23.75
The cost to make 19 bracelets is$23.75

_______.
b Use the ratio table to show your strategy for finding how many bracelets Maria
can make for $126.25. Work will vary. Example shown.
Number of
Bracelets
1 100 101
Cost $1.25 $125 $126.50
101 bracelets for $126.25.

Maria can make _______
4 Solve the problems below. Use the standard algorithm for one problem. Use any
strategies for the other problems. Show your work. Explain your choice of strategy.
26 28 36
× 36 × 36 × 36
936 1,008 1,296
Why did you choose Why did you choose Why did you choose
this strategy? this strategy? this strategy?
Strategies and explanations will vary.
NAME | DATE
5 Fill in the boxes to complete each multiplication combination below using the
standard algorithm.
1 1
1 1 11
46 506 622
× 32 × 31 × 77
92 5 06 4,3 5 4
+ 1 38 0 + 15, 1 8 0 + 4 3 ,540
1, 4 7 2 15 , 6 8 6 4 7 ,8 9 4
NAME | DATE
Multiplication & Division Review page 1 of 2

1 Complete the following multiplication tables.
a × 2 9 6 5 7 20 40 30
60 120 540 360 300 420 1200 2400 1800
b × 2 9 6 5 7 20 40 30
40 80 360 240 200 280 800 1600 1200
2 Complete the following division tables.
÷ 1,200 900 60 210 1,500 1,800 270 2,400
30 40 30 2 7 50 60 9 80
3 Solve these multiplication problems using the standard algorithm.
1 1 1 11
2 5 1 11
84 58 451 256
× 36 × 27 × 32 × 33
406 902 768
1 504
+ 2,520 + 1160 + 13530 + 7680
3,024 1,566 14,432 8,448
32 3 1 25
66 2 41 24
177 305 573 837
× 49 × 64 × 26 × 86
1593 1220 3438 5022
+ 7080 + 18300 + 11460 + 66960
8,673 19,520 14,898 71,982
NAME | DATE
Multiplication & Division Review page 2 of 2
4 Whitney's 9 cousins are coming to visit, and she wants to make them each a little
gift bag. She wants to put an equal number of little candies in each bag, eat 3
candies herself, and have none left over.
Candy Candies per Bag
Lemon Sours 147

Strawberry Kisses 216
Pineapple Sweets 193
a Which bag of candies should she buy? Show all of your work.
Hint: Can you remember a divisibility rule to help?
Lemon Sours. Explanations and work will vary.
147 – 3 = 144, and 144 is evenly divisible by 9.
b How many candies will each cousin get? Show all your work.
144 ÷ 9 = 16 candies per cousin.

Work will vary.
NAME | DATE
More Fractions of Wholes page 1 of 2

a 1
4 of 6 = 1 1/2
____ b 1
5 6
× 30 = ____ c 1
3 9
of 27 = ____
d 3
4 of 6 = 4 1/2
____ e 4
5
24
× 30 = ____ f 2
3
18
× 27 = ____
2 True or False?
a 1
4 × 9 = 2 14 T F b 3
5 of 25 = 15 T F c 2
5 of 15 = 5 2
5 T F
d 18 × 1
5 = 5
18 T F e 2
6 × 24 = 14 T F f 17 × 1
3 = 17
3 T F
3 Pete rode his dirt bike 2

3 of the 150-mile course. How many miles did Pete ride?
Show your work.
100 miles
Work will vary.
4 Kim says that multiplying 14 × 12 is the same as dividing 12 by 4. Do you agree

with Kim? Explain your answer.
Yes, agree – Kim is correct. Explanations will vary.
NAME | DATE
More Fractions of Wholes page 2 of 2
Review
5 Round each number to the nearest tenth and hundredth.
Number Rounded to the Nearest Tenth Rounded to the Nearest Hundredth
131.094 131.1 131.09

45.655 45.7 45.66
934.705 934.7 934.71
100.550 100.6 100.55
6 Evaluate each of the following.
a 6 × (5 × 12) = 360
____ b (18 × 13) + (2 × 13) = 260
____
c 250
(75 ÷ 3) × 10 = ____ d (117 × 4) − (7 × 4) = 440
____
7 Six friends had lunch together and decided to split the bill evenly.
a If the bill was $48.60, what was each person’s share? Show your work.
$8.10
Work will vary.
b After tax and tip, the bill totaled $63.00. What was each person’s share? Show
your work.
$10.50
Work will vary.
8 CHALLENGE Vivian loves to paint in the evenings after school. She is working on three
paintings. She needs 4 brushes, 3 canvases, and 12 small tubes of paint. Brushes cost
$0.75 each, canvases cost $5.99 each, and tubes of paint costs $1.89 each.
a Write an expression to determine Vivian’s cost, then solve the problem.

(4 × 0.75) + (3 × 5.99) + (12 × 1.89) = $43.65
Expressions may vary slightly.
b Help Vivian determine the average cost per painting. Write an expression and
then solve the problem.
$43.65 ÷ 3 = $14.55
NAME | DATE
Games, Cards & More page 1 of 2

In Target One Fractions, players choose three numbers to create a whole number and
a fraction that have a product close to 1. Their score is the difference between their
product and 1, and the lowest score wins the round.
1 Erica is playing Target One Fractions. She has these cards: 1, 2, 3, 4, 6.
a Which three cards should she choose to make a whole number and a fraction
that have a product close to 1?
2, 3, 6
b Write an expression for the problem Erica will solve.
3/6 × 2 (or 2 × 3/6) If students choose different cards,
their work and results will vary.
c Solve the problem. This arrangement results in a
3/6 × 2 = 1 "perfect" score of 0, however.
d What is Erica’s score for this round?

0
2 Jamal is playing Beat the Calculator: Fractions. Help Jamal solve the following
problems. Show your work.
a 1 1
5 – 3
10
9/10
= ____ b 1
3 + 1
4 + 1
2 =1 1/12
____
c 5/8
( 78 – 14 ) – ( 55 – 33 ) = ____ d 12
24
18
+ 36 24 1 1/2
+ 48 = ____
NAME | DATE
Games, Cards & More page 2 of 2
3 Billy made 60 cards to give away on Valentine’s Day. Help Billy figure out how many
cards he will give to his family, his teachers, and his friends. Show your work.
a If Billy gives 1
3 of his cards to his family, how many cards does Billy give his
family?
20 cards
Work will vary.
b If Billy gives 1
4 of his cards to his teachers, how many cards does Billy give his
teachers?
15 cards
Work will vary.
c 5
If Billy gives 12 of his cards to his friends, how many cards does Billy give his
friends?
25 cards
Work will vary.
4 True or False?
a 3× 4
5 =4× 3
5 T F
b 3× 4
5 =5× 3
4 T F
c 3× 4
5 = 4
5 ×3 T F
5 Madison and Noah are reading new books from the library. Noah has read 38 of
his book, which has 72 pages. Madison has read 35 of her book, which has 55 pages.
Who has read more pages? How do you know? Show your work.
Madison has read more pages.
Strategies and work will vary.
6 CHALLENGE A rectangular solid that is 6 cm–by-6 cm-by-6 cm is painted on all six

faces. Then the solid is cut into cubes that measure 2 cm on each side. How many
cubes have only one face painted? Show your work.
6 cubes
Work will vary.
NAME | DATE
The Tangerine Problem page 1 of 2

1 Estimate the results of 360 ÷ 24 and explain your thinking.
Estimates and explanations will vary. For example, a student
might think of money and use 360 ÷ 25 to know that there are
14 quarters, plus some pennies, in $3.60, so a good estimate
might be a little more than 14.
2 Fill in the ratio table for 24, and use it to help solve 360 ÷ 24. You can make a
sketch, or you can work with numbers only.
24 48 240 120 360
1 2 10 5 15
360 ÷ 24 = 15
Work and ratio tables will vary.
3 Ali says that if you divide 360 by 12 instead of 24, the answer will be twice as large.
Do you agree with her or not? Why?
Yes, agree (Ali is correct). Explanations will vary.
NAME | DATE
The Tangerine Problem page 2 of 2
4 Holly and her brother Max got permission to pick tangerines from the trees in their
yard and sell them to their friends and neighbors. In all, they collected 360 tangerines.
Holly thinks they should put the tangerines in bags of 24 and sell each bag for $1.50.
Max thinks they should divide the tangerines equally among 24 bags and sell each
bag for $1.50.
Whose plan is better? Why? Show all of your your work below.
Opinions will vary. Max's plan will earn more money ($36
compared to Holly's $22.50), which students are likely to
consider to be the best result.
NAME | DATE
Fractions & Division page 1 of 2

1 Complete the box challenges. 2 3/6 1 3/5
or or
ex a 15/6 b
3 8/5
5
1
2
6 3 6 2
4
5
6
1
2 3
5
6 2 4/5
2 Find the product of each.
a 11 ×
1
8 = 11/8 = 1 3/8
b 3
8 × 16 = 48/8 = 6
c 7
3 × 12 = 84/3 = 28
d 15 ×
2
3 = 30/3 = 10
3 Fill in the blank.
a 19 ×
5
5 = 19
12
b 12 × 14 = 14
4 Fill in the ratio table for 23.

Number of Groups 1 2 10 5 20 15
Total 23 46 230 115 460 345
5 Solve these two division problems using the ratio table above. You can add to the
ratio table if you want to.
ex 368 ÷ 23 = 16 a 23
529 ÷ 23 = ____ b 18
414 ÷ 23 = ____
1 3 3 18
5 16 23 15
10 20
23 368
23 529 23 414
– 230
138 – 460 – 345
– 115
23 69 69
– 23 – 69 – 69
0
0 0
NAME | DATE
Fractions & Division page 2 of 2
6 Jill grew out her hair for several years to donate to charity. When she was finally
2
ready to have it cut, she asked her mother to take off 10 3 inches. She liked it short
7
so much that she got another 1 8 inches cut off.
a How much hair did Jill have cut off in all? Show your work.
12 13/24 inches.
10 2/3 + 1 7/8 = 11 + 2/3 + 7/8 = 11 + 16/24 + 21/24 = 11 37/24 = 12 13/24
b How much more hair was cut off the first time than the second? Show your work.
8 19/24 inches.
10 16/24 – 1 21/24 = 9 40/24 – 1 21/24 = 8 19/24
c 2
Jill estimates that her hair will grow 3 of an inch every month. How much
longer will her hair be in 10 months than it is now? Show your work.
6 2/3 inches
Work will vary. (10 × 2/3 = 20/3 = 6 2/3)
7 CHALLENGE Cameron loves to read and has a big collection of books. Half of them
are fantasy, one-fourth of them are biographies, one-eighth of them are mysteries,
and 6 of them are sports books. How many books does Cameron have in all? How
many of them are fantasy, how many of them are biographies, and how many of
them are mysteries? Show your work.
48 books in all
24 fantasy books
12 biographies
6 mysteries
Work will vary.
NAME | DATE
Comparing, Simplifying & Adding Fractions Review page 1 of 2
1 Find the least common multiple of each pair of numbers.

ex The least common multiple of 8 a The least common multiple of 8 and 12
56
and 28 is _____. 24
is _____.
multiples of 28: 28, 56 multiples of 12: 12, 24
multiples of 8: 8, 16, 24, 32, 40, multiples of 8: 8, 16, 24
48, 56
b The least common multiple of 6 c The least common multiple of 6 and 14
30
and 15 is _____. 42
is _____.
multiples of 15:15, 30 multiples of 14: 14, 28, 42
multiples of 6: 6, 12, 18, 24, 30 multiples of 6: 6, 12, 18, 24, 30, 36, 42
2 Rewrite each pair of fractions with a common denominator. (Use the least common
multiples above to help.) Then use a <, >, or = to compare them in two expressions.
Fractions Rewritten with Common Denominator Expressions
6× 7 42 2 34
ex 68 17
and 28 8×
= 17 ×
28 ×
= 42 34
>56 so 8
6
> 17
28
7 56 2 56 56
15/24 < 18/24

5 9 5× 3 15 9× 2 18 5 9
a 8 and 12 8×
=
12 ×
= so 8 < 12
3 24 2 24
20/30 < 24/30

4 12 4× 5 20 12 × 2 24 4 12
b 6 and 15 6×
=
15 ×
= so 6 < 15
5 30 2 30
35/42 > 33/42

5 11 5× 7 35 11 × 3 33 5 11
c 6 and 14 6×
=
14 ×
= so 6 > 14
7 42 3 42
NAME | DATE
Comparing, Simplifying & Adding Fractions Review page 2 of 2
3 Rewrite each fraction in simplest form by dividing the numerator and denominator
by the greatest common factor. A fraction is in its simplest form when its numerator
and denominator have no common factor other than 1. You do not have to show
your work if you can do it in your head.
3 3 2 2 ÷ 3 4
ex 915÷÷ = a 4÷
6÷
= b 12
15 ÷ 3
=
3 5 2 3 5
12 ÷ 6 2 8÷ 4 2 4÷ 4 1
c 18 ÷
= d 12 ÷
= e 12 ÷ 4
=
6 3 4 3 3
4 Rewrite each pair of fractions so they have the same denominator. Then find their sum.
Sometimes, you will need to find the least common multiple. Sometimes you might be
able to reduce each fraction to its simplest form to find a common denominator.
ex 5 7 ex 2 8
8 + 12 6 + 12
15 14 29 29 5 1 2 3 3
+ = and
24 24 24 24 = 1 24 3 + 3 = 3 and 3 =1
a 3 2 b 6 9
4 + 8 +
8 12
6/8 + 2/8 = 8/8 18/24 + 18/24 = 36/24
8/8 = 1 36/24 = 1 12/24 = 1 1/2
c 6 1 d 5 3
3 12 + 4 2 18 +2 4
3 6/12 + 4 6/12 = 7 12/12 = 8 1 5/8 + 2 6/8 =

3 11/8
or 3 1/2 + 4 1/2 = 8 = 4 3/8
NAME | DATE
Fraction Multiplication Models page 1 of 2

1 Circle the picture that best represents each equation. Then solve the equation.
a 1
2 ×
3
6 = 3/12 = 1/4
A B C D
b 1
2 ×
1
3 = 1/6
A B C D
c 2
5 ×
3
4 = 6/20 = 3/10
A B C D
2 Use the grid to model and solve each combination. Remember to outline a rectangle
to represent the whole first.
ex a = 25/36 b = 6/28 = 3/14

2 3 6 5 5 3 2
5 × 5 = 25 6 × 6 7 × 4
5/6 2/4
3
5
2
5
3/7
5/6
NAME | DATE
Fraction Multiplication Models page 2 of 2
3 Betsy has $14.25 and her brother has $16.00. They want to buy two water guns that
cost $12.99 each and a bag of water balloons that costs $4.79.
a Do they have enough money? If so, how much money will they have left over?
If not, how much more money do they need? Show your work.
No, they do not have enough money. They have
$30.25 and the items cost $30.77, so they need
$0.52 (52¢) more.
b If Betsy earns another $6, will they have enough money to buy two water guns
and two bags of water balloons? Show your work.
Yes. Work will vary.
4 1
Betsy made a cake for Josie’s birthday party. After the party, only 3 of the cake was
1
left. That night, Betsy and Josie each ate another 12 of the cake. How much of the
cake was eaten in all? Show your work.
3/4 of the cake. Work will vary.
5 CHALLENGE Three friends were talking about races they entered over the weekend.
3
Sherry said she ran 5 of her 12 kilometer course before she started walking. Kyle
7
said he ran 8 of his 5 kilometer course before he started walking. Evan said he ran
3
4 of his 8 kilometer course before he started walking. The boys argued that they
3 7 3
each ran more than Sherry because 4 and 8 are greater fractions that 5 . Do you
agree? Explain your thinking.
No, disagree. Explanations will vary.
(Sherry ran 7 1/5 km, Kyle ran 4 3/8 km, and Evan ran
6 km. Sherry ran the farthest.)
NAME | DATE
Sharing & Grouping—Multiplying & Dividing page 1 of 2

1 Read each story problem. Then:
• Write an equation (including the answer) for the problem.
• Fill in the bubble to show whether the answer means the size of each group or
the number of groups.
a The swim team is going to a meet across town. There are 35 swimmers on the
team, and each van can take 5 of them. How many vans will be needed to take
the whole team?
35 ÷ 5 = 7
Equation: _______________________________________________
The answer means:
NN the size of each group (for example, the number of items each person got)
NN the number of groups
b Jacob picked 28 flowers and divided them equally between 2 vases. How many
flowers did he put in each vase?
28 ÷ 2 = 14
Equation: _______________________________________________
The answer means:
NN the size of each group (for example, the number of items each person got)
NN the number of groups
2 Circle the equation that matches each story problem. Then fill in the correct answer.
a Alexus and her 2 sisters picked 48 strawberries and shared them equally. How
many strawberries did each girl get?
48 ÷ 2 = ____ 3 × 48 = _____ 16
48 ÷ 3 = _____ 48 – 3 = _____
b 1
Miguel is making valentines. It takes 2 of a sheet of paper for each valentine, and
Miguel wants to make 26 valentines. How many sheets of paper will he need?
= 13
1 1 1
26 ÷ 2 = _____ 26 × 2 _____ 26 × 2 = _____ 26 – 2 = _____
NAME | DATE
Sharing & Grouping—Multiplying & Dividing page 2 of 2
3 Circle the equation that matches each story problem. Then fill in the correct answer.
a Ling and her mother are making dumplings. It takes 4 of an ounce of meat for
3
each dumpling, and they are going to make 36 dumplings. How many ounces
of meat will they need?
36 × 4 = _____ 3 × 36 = _____
3
4 ÷ 36 = _____ 36 ×
3
4 27
= _____
b 1
There was 2 of a pan of cornbread leftover from dinner. Jake and his dad ate
half of the leftover cornbread for breakfast. How much of the whole pan did
they have at breakfast?
= 1/4
1 1 1 1 1 1 1 1
2 × 2 _____ 4 + 4 = _____ 2 ÷ 2 = _____ 2 – 2 = _____
4 Each of the visual models below shows the results of multiplying one fraction by
another. Label each of the shaded regions with its dimensions and area. Then write
a multiplication equation to match.
ex 3 a
4 3/5
2
3 3/5
Equation: 2
3 × 3
4 = 126 = 1
2
Equation: 3/5 × 3/5 = 9/25
b c
4/8 9/10
3/4
4/5
Equation: 3/4 × 4/8 = 12/32 Equation: 4/5 × 9/10 =

36/50
= 6/16 = 3/8 = 18/25
NAME | DATE
Operating with Fractions & Whole Numbers page 1 of 2

1 Solve each of the story problems below. For each problem:
• Choose and circle one of the numbers in parentheses, depending on how challenging you want
the problem to be.
• Write an expression to represent your problem.
• Use numbers, labeled visual models, or words to solve the problem and explain your strategy.
• Complete the sentence below with your solution to the problem.
a 1 1 3 2
It takes ( 2 , 3 , 4 , 3 ) of a cup of flour to make a batch of pancakes. I have 4 cups
of flour. How many batches of pancakes can I make?
Expression: _______________________________________________
Work will vary. Possibilities:
4 ÷ 1/2 = 8 4 ÷ 1/3 = 12
4 ÷ 3/4 = 5 1/3 4 ÷ 2/3 = 6
I can make ______ batches of pancakes.
b 1 1 3 7
Little Snail can crawl ( 4 , 3 , 4 , 8 ) of a mile a day. How far can he crawl in 5 days
if he crawls the same distance each day?
Expression: _______________________________________________
5 × 1/4 = 1 1/4 5 × 1/3 = 1 2/3
5 × 3/4 = 3 3/4 5 × 7/8 = 4 3/8
Little Snail can crawl ______ miles in 5 days.
c Keiko always takes her water bottle with her when she hikes, and she always
3
drinks half a liter of water for every mile she hikes. Yesterday, she hiked 4 a mile.
What fraction of a liter of water did she drink?
1/2 × 3/4 = 3/8
Expression: _______________________________________________
3/8 of a liter of water.

Keiko drank _____
NAME | DATE
Operating with Fractions & Whole Numbers page 2 of 2
2 Solve each of the multiplication problems below. For each:

• Divide the dimensions of each square so that you can represent each fraction as
a dimension of a rectangle.
• Draw and label the dimensions and area, and write the answer.
• Write the problem and answer in words.
4
ex 2 4 8 1 8 Two-thirds of four-eighths is
3 × 8 = 24 = 3
eight twenty-fourths, or 23 .
2
3
a 2 3 3/5 Two-fourths of
4 × 5 = 6/20
three-fifths is six
= 3/10 2/4
twentieths, or 3/10.
b 2 4 4/6 Two-thirds of
3 × 6 = 8/18
= 4/9 2/3 four-sixths is eight
eighteenths, or 4/9.
c 3 5 5/10 Three-fourths
4 × 10 = 15/40
= 3/8 3/4 of five-tenths is
fifteen fortieths,
or 3/8.
NAME | DATE

1 Solve each of the story problems below. For each problem:
• Choose and circle one of the numbers in parentheses, depending on how challenging you
want the problem to be.
• Write an expression to represent your problem.
• Use numbers, labeled visual models, or words to solve the problem and explain your
strategy. (Someone should be able to read your paper and tell how you solved each problem
without talking to you to find out.)
• Complete the sentence below with your solution to the problem.
a 1 1 3 2
Mrs. Alvarez had ( 5 , 8 , 8 , 3 ) of a box of pencils. She divided the box equally
among (3, 4, 5) students. What fraction of the box of pencils did each student get?
Expression: _______________________________________________
1/5 ÷ 3 = 1/15 1/5 ÷ 4 = 1/20 1/5 ÷ 5 = 1/25
1/8 ÷ 3 = 1/24 1/8 ÷ 4 = 1/32 1/8 ÷ 5 = 1/40
3/8 ÷ 3 = 1/8 3/8 ÷ 4 = 3/32 3/8 ÷ 5 = 3/40 PENC1I2
LS
2/3 ÷ 3 = 2/9 2/3 ÷ 4 = 1/6 2/3 ÷ 5 = 2/15
Each students got _____ of a box of pencils.
b Jake and his dad are making flags for a scouting project. They are going to
2 3 5
make (6, 12, 18) flags. Each flag takes ( 3 , 4 , 6 ) of a yard of cloth. How many
yards of cloth will they need in all?
Expression: _______________________________________________
6 × 2/3 = 4 12 × 2/3 = 8 18 × 2/3 = 12
6 × 3/4 = 4 1/2 12 × 3/4 = 9 18 × 3/4 = 13 1/2
6 × 5/6 = 5 12 × 5/6 = 10 18 × 5/6 = 15
Jake and his dad will need _____ yards of cloth in all.
NAME | DATE
c 1 3 1
It takes (4 2 , 4 4 , 4 4 ) feet of craft lace to make a short lanyard for a keychain.
John wants to make a lanyard for each of his (5, 6, 7) aunts and uncles. How
many feet of craft lace will he need in all?
Expression: _______________________________________________
4 1/2 × 5 = 22 1/2 4 3/4 × 5 = 23 3/4 4 1/4 × 5 = 21 1/4
4 1/2 × 6 = 27 4 3/4 × 6 = 28 1/2 4 1/4 × 6 = 25 1/2
4 1/2 × 7 = 31 1/2 4 3/4 × 7 = 33 1/4 4 1/4 × 7 = 29 3/4
John will need ______ feet of craft lace.
d The soccer team went to Pizza Palace to celebrate the end of the session. They got
1 1 3
several rectangular pizzas for the players to share. Each player got ( 5 , 4 , 8 ) of one of
3 2 5
the pizzas. Sara ate ( 8 , 3 , 6 ) of her share. How much of a whole pizza did Sara eat?
Expression: _______________________________________________
1/5 × 3/8 = 3/40 1/4 × 3/8 = 3/32 3/8 × 3/8 = 9/64
1/5 × 2/3 = 2/15 1/4 × 2/3 = 1/6 3/8 × 2/3 = 1/4
1/5 × 5/6 = 1/6 1/4 × 5/6 = 5/24 3/8 × 5/6 = 5/16
Sara ate ______ of the whole pizza.
2 Use multiplication to check your answer for each of the division problems below.
ex 25
100 ÷ 4 = _____ ex 1
÷ 2 = _____
4
1
2
I know this is correct because I know this is correct because
1 × 2 = 1
25 × 4 = 100 4 2
a 1 1/8
÷ 4 = _____
b 1 1/8
÷ 2 = _____
2 4
…because 1/8 × 4 = 1/2 …because 1/8 × 2 = 1/4
c 1 1/6
÷ 2 = _____
d 1 1/16
÷ 4 = _____
3 4
…because 1/6 × 2 = 1/3 …because 1/16 × 4 = 1/4
Justifications using multiplication will vary; examples shown. (continued on next page)
NAME | DATE
3 Use the grids to model and solve each combination. Be sure to label your sketch and
write the answer for each problem.
2
3 ×
4
6 8/18 = 4/9
= _____
2
5 ×
5
7 10/35 = 2/7
= _____
4/6 5/7
2/5
2/3
4 Solve each multiplication problem, and give the answer as a mixed number. Show
all your work.
4×
5
8 20/8 = 2 1/2
= _____ 12 ×
2
3 24/3 = 8
= _____
3
5 × 6 = 18/5 = 3 3/5
_____
Work will vary.
5 Write a story problem for one of the combinations in item 4.

Story problems will vary.
NAME | DATE
6 3 5
Valerie watched her friend multiply 4 × 6 . Her friend got an answer larger than 6 .
5
Valerie thinks that the answer is not correct. Do you agree? Why or why not?
Agree; Valerie is right (and her friend's answer is incorrect).
Explanations will vary. (3/4 of 5/6 is less than a whole 5/6, so it
definitely cannot be more than 5/6.)
7 Fill in the bubble to show what each expression below means. Then use labeled
sketches and numbers to model and solve each problem. Show your work and
remember to write the answer at the bottom of each box.
1 1
2÷ 3 ÷3 4
NN NN How many groups of 4 are there in 3?
1 1
How many groups of 2 are there in 3?
NN How many groups of 3 are there in 2? NN What is 4 of 3?
1 1
NN NN If you split 4 into 3 equal shares,

1 1
What is 3 of 2?
how big is each share?
Work will vary. Work will vary.
6
Answer: __________ 1/12
Answer: __________
8 CHALLENGE
1
Maria says that dividing 2 by 3 is the same as multiplying 2 by 3 . Do you
1 1
agree with her? Why or why not? Use numbers, labeled models, or words to explain
your thinking.
Mathematically, Maria is correct, so students should
typically agree. 1/2 ÷ 3 = 1/2 × 1/3; both expressions are
equal to 1/6, though the expressions may suggest different
situations or models.
NAME | DATE
Plotting Points on a Graph page 1 of 2

1 Plot and label these points on the coordinate plane below. The first one has been
done as an example.
(1, 3) (2, 6) (3, 9) (4, 12) (5, 15)
16
15
(5,15)
14
13
12
(4,12)
11
10
9
(3,9)
8
7
6
(2,6)
5
4
3 (1,3)
2
1
0 1 2 3 4 5 6
2 Amanda plotted 5 points on the coordinate plane to 7

the right. What ordered pairs did Amanda plot? 6
1 ____)
Amanda’s ordered pairs: (____, 2 ____)
2 (____, 3 5
4
3 ____)
(____, 4 (____,
4 ____)
5 (____,
5 ____)
6
3
3 What is the next ordered pair if Amanda’s pattern
2
6 ____)
continues? (____, 7
1
0 1 2 3 4 5 6
NAME | DATE
Plotting Points on a Graph page 2 of 2
4 Zoe planted a walnut tree. Every week, she measures the tree and records its
1
growth. On the first week, the tree was 27 2 inches tall. On the second week, it was
1 1
29 4 inches tall. On the third week, it was 31 3 inches tall. How much did the tree
grow from the first week until it was measured on the third week? Show your work.
3 5/6 inches
Work will vary.
5 CHALLENGE There are 8 people on a committee. Each time they meet, they shake
hands with each other so that each person shakes everyone else’s hand once.
a Each time they meet, how many handshakes are there? Use numbers, labeled
sketches, or words to model and solve this problem. Show all your work.
28 handshakes. Work will vary; example shown.
(The expression that represents this situation n(n2– 1).)
A B
This figure represents the committee
H C shaking hands. There are 8 sides
(handshakes) and 20 lines inside the figure
G D (more handshakes) for a total of 28.
F E
b Imagine that 3 committee members arrive late. The other 5 members have
already shaken hands. How many handshakes will there be when the 3 late
members arrive? Use numbers, labeled sketches, or words to model and solve
this problem. Show all of your work.
18 handshakes. Work will vary. (Each late arrival
must shake hands with the 5 on-time members
(3 × 5 = 15 handshakes), as well as with the other
two late arrivals (3 handshakes), for a total of 18.)
NAME | DATE
More About the Short Towers Sequence page 1 of 2

1 Here are the first 3 arrangements in the Short Towers cube sequence you worked with
in class. Explain to an adult at home how the towers change from one arrangement to
the next, and have the adult initial the sheet to show he or she understands.
Arrangement 1 Arrangement 2 Arrangement 3 Initials
2 a Here is the 4th arrangement in the sequence. How many cubes are in this
arrangement?
16
b Shanda says you don’t have to count the cubes one by one to find out how many
are in the 4th arrangement. She says there is 1 cube in the middle and then 5
arms of 3 cubes each.
Write an equation to show how Shanda figured out the number of cubes in the
4th arrangement.
3
3
3 3
3 1 cube
Arrangement 4
1 + (5 × 3) = 16
Equations may vary slightly but should
represent 5 groups of 3 plus 1.
NAME | DATE
More About the Short Towers Sequence page 2 of 2
3 How many cubes are in the 5th arrangement? Use Shanda’s method or come up
with one of your own to figure it out without counting one by one. Label the picture
of arrangement 5 and write an equation to show your thinking.
5
Work will vary. (4 × 4) + 5 = 21
Example shown. 4
4
4 5 4
Arrangement
4 How many cubes would it take to build the 23rd arrangement in this sequence?
Show your thinking using numbers, words, or labeled sketches.
111 cubes. Work will vary.
(The equation for this arrangement as shown
in problems 2 and 3 is 4 × (n – 1) + n.
4 × (23 – 1) + 23 = 4 × 22 + 23 = 88 + 23 = 111)
5 CHALLENGEA certain arrangement in this sequence takes 631 cubes to build. Which
arrangement is it? Show your thinking using numbers, words, or labeled sketches.
The 127th arrangement. Work will vary. Example:
There is an extra cube in the center spire, so if you take
that cube away you have 631 – 1 = 630. That means there
are 630 cubes in the four arms plus the spire after taking
the one extra away. So the number of cubes in an arm is
630 ÷ 5 = 126. The arrangement is always the number of
cubes in an arm + 1, so this is the 127th arrangement.
NAME | DATE
The Lemonade Stand page 1 of 4

Troy and his little sister are going to sell lemonade to earn money for the wildlife refuge
near their home. Troy’s parents have agreed to pay for the ingredients and the cups. The
kids are going to charge 50¢ a glass for their lemonade.
1 Fill in the table below to show how much money they’ll earn.
Number of
glasses sold
1 4
2 3 5 6
7 8 9 10
Money earned $0.50 $1.00
$1.50 $2.00 $2.50
$3.00 $3.50 $4.00 $4.50 $5.00
2 Use the grid below to graph the amount of money they’ll earn as they sell glasses of
lemonade. Give your graph a good title.
Titles will vary (e.g., Lemonade Sale).

_________________________________________________________________
$8.50
$8.00
$7.50
$7.00
$6.50
$6.00
$5.50
$5.00
Money Earned
$4.50
$4.00
$3.50
$3.00
$2.50
$2.00
$1.50
$1.00
$.50
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Number of Glasses Sold
Note: Students need only plot 3 specific points to be certain of the

shape of the graph, so accept graphs with as few as 3 points plotted.
NAME | DATE
3 Why do the points on the graph form a straight line?

Explanations will vary. (The rate of increase is
constant—for each additional glass sold, the sellers
make 50¢ more.)
4 The first day they opened their lemonade stand it was really hot. Troy and his sister
sold 24 glasses of lemonade between noon and 3:00 pm. How much money did they
make? Show your work.
$12.00
Work will vary.
5 Between 1:00 pm and 5:00 pm on the second day, they made $14.50. How many
glasses of lemonade did they sell during those 4 hours? Show your work.
29
Work will vary.
NAME | DATE
6 What do you have to do to figure out how much money they’ll earn for selling any
number of glasses of lemonade? Give your answer in words, and then write an
equation to match.
Explanations and equations will vary. Examples:
Divide the number of glasses in half: m = g ÷ 2
Multiply the number of glasses by $0.50: m = g × 0.50
7 Their goal is to earn $75.00 for the wildlife refuge. How many glasses of lemonade
will they need to sell to reach their goal? Show your work.
150
Work will vary.
8 Here is a recipe for 1 glass of lemonade:

1
1 2 tablespoons lemon juice
1
4 cup sugar
1 cup of water
The pitcher the kids were using held 8 glasses of lemonade. How much lemon juice,
sugar, and water did it take to make enough lemonade to fill the pitcher?
Show your work.
12 tablespoons lemon juice
2 cups sugar
8 cups water
Work will vary.
NAME | DATE
9 CHALLENGE Use your answer to problem 7, along with the information below,
to figure out how much it cost Troy’s parents to buy the ingredients for all the
lemonade they sold. (The kids did reach their goal of earning $75.00 exactly.) Show
all of your work.
• A 1-quart bottle of lemon juice costs $2.95.
• There are 16 tablespoons in a cup and 4 cups in a quart.
• A 5-pound bag of sugar costs $3.29.
1
• There are 11 4 cups of sugar in a 5-pound bag.

They used 37 1/2 cups of sugar, so they needed 4 bags of
sugar. 4 × $3.29 = $13.16
They used 225 tablespoons of lemon juice, so they needed
4 bottles of lemon juice. 4 × $2.95 = $11.80
They spent a total of $24.96.
NAME | DATE
Types of Triangles page 1 of 2

You can group triangles by the size of their angles.
Acute triangles Right triangles Obtuse triangles
All 3 angles are acute. 1 angle is a right angle. 1 angle is an obtuse angle.
You can also group triangles by the lengths of their sides.

Equilateral triangles Isosceles triangles Scalene triangles
All 3 sides are the same length. 2 sides are the same length. No sides are the same length.
1 Look carefully at the triangles below and fill in the chart.

Acute Right Obtuse Congruent What Kind?
Triangle
Angles? Angles? Angles? Sides? (circle as many as apply)
a acute equilateral
2 0 1 0 right isosceles
obtuse scalene
b acute equilateral
2 1 0 2 right isosceles
obtuse scalene
2 Circle the right triangle (one right angle) that is also an isosceles triangle (two sides
the same length).
NAME | DATE
Types of Triangles page 2 of 2
3 Circle the right triangle (one right angle) that is also a scalene triangle (no sides the
same length).
4 Draw the triangles described below. Work will vary. Examples shown.
a An obtuse isosceles triangle b An acute isosceles triangle
5 CHALLENGE Lawrence said he drew a right obtuse triangle. Rosa said that was
impossible. Explain why Rosa is correct.
Hint The sum of the angle measures in any triangle is 180 º.
A right triangle has 1 right angle.
So a right triangle's angles can be
shown with this equation:
90° + b + c = 180°. The sum of the
other two angles has to be 90°,
which means neither of them can
be greater than 90°, so neither of
them can be obtuse. It's impossible
to have a right obtuse triangle.
NAME | DATE
Classifying Quadrilaterals page 1 of 2

A quadrilateral is any polygon that has 4 sides. The hierarchy below shows the different
types of quadrilaterals.
Any polygon with 4 sides
Quadrilateral
A quadrilateral with A quadrilateral with A quadrilateral with

exactly 1 pair of 2 pairs of parallel sides 2 pairs of adjacent sides
parallel sides opposite each other that are congruent
Trapezoid Parallelogram Kite
A parallelogram with A parallelogram or kite

4 right angles with 4 congruent sides
Rectangle Rhombus
A parallelogram or kite with

4 right angles and 4 congruent sides
Square
1 Look carefully at the figures below and on the next page. Find out how many right
angles, pairs of parallel sides, and pairs of congruent sides each figure has. Then
circle all the words that describe the figure. Use the hierarchy above to help.
How many pairs How many
How many right Circle the word(s) that
Figure of congruent pairs of parallel
angles? describe(s) the figure.
sides? sides?
trapezoid
parallelogram
a 0 1 1 rectangle
rhombus
quadrilateral
kite
NAME | DATE
Classifying Quadrilaterals page 2 of 2
How many pairs How many

How many right Circle the word(s) that
Figure of congruent pairs of parallel
angles? describe(s) the figure.
sides? sides?
trapezoid
parallelogram
b 4 2 2 rectangle
rhombus
square
kite
trapezoid
parallelogram
c 0 2 2 rectangle
rhombus
square
kite
trapezoid
parallelogram
d 0 2 2 rectangle
rhombus
square
kite
trapezoid
parallelogram
4 2 2
rectangle
e rhombus
square
kite
trapezoid
kite
0 2 0
parallelogram
f square
rhombus
quadrilateral
NAME | DATE
Measurement & Multiplication Review page 1 of 2

1 a How many meters are in 1 kilometer?
1,000 meters
b How many meters are in 3 kilometers?

3,000 meters
2 Our school's swimming pool is 25 meters long. If our coach wants us to swim 3
kilometers, how many lengths of the pool will we need to swim? Show all your work.
120 lengths of the pool
Work will vary.
3 The distance around our school's playing field is 300 meters. If our coach wants us
to run 3 kilometers, how many times will we need to run around the field?
10 times
Work will vary
4 CHALLENGE How many centimeters are there in 1 meter?

100 cm
a How many square centimeters are in 1 square meter?

10,000 cm2 = 1 m2
b How many cubic centimeters are in 1 cubic meter?

1,000,000 cm3 = 1 m3
NAME | DATE
Measurement & Multiplication Review page 2 of 2
5 Think about rounding to estimate the answers to the problems below. Then rewrite
each problem vertically and solve it using the standard algorithm. Check your
answer against your estimate to make sure that it is reasonable. Estimates may vary.
Problem 63 × 24 39 × 19 28 × 38
Estimate 60 × 25 = 1,500 40 × 20 = 800 30 × 40 = 1,200
Solution 1 8 1
63 6
39
×124
× 19 38
252 × 28
+ 1,260 351
+ 390 304
1,512 + 760
741
1,064
Problem 89 × 22 71 × 52 62 × 42
Estimate 90 × 20 = 1,800 70 × 50 = 3,500 60 × 40 = 2,400
Solution 1 71 62
1
× 52 × 42
89
142 124
× 22
+ 3550 + 2480
178
3,692 2,604
+ 1780
1,958
6 Circle the two numbers whose product is 627.

13
19
33
49
NAME | DATE
Camping Trip page 1 of 2

The Zamora family is going on a camping trip next week. There are four people in the
family: Mr. and Mrs. Zamora and the 11-year-old twins, Ramon and Daria. Help them
do some planning for their trip. Fill in the bubble beside the correct answer to each
question below.
1 Mrs. Zamora wants to cut a piece of rope that’s long enough to dry the family’s
laundry on every day. Which of these units should she use to measure the rope?
NN inches feetNN NN yards NN miles
Feet and yards are both reasonable.
2 Mr. Zamora wants to figure out how far they’ll have to drive to get to the campsite.
He already knows it will take about a day to get there. Which of these units should
he use?
NN inches NN feet NN yards NN miles
3 Ramon wants to find the area of his sleeping bag to see how much room he’ll have
in the family’s tent. Which of these units should he use?
NN square NN square NN square NN square
inches feet yards miles
4 Daria says that when they arrive she’s going to measure the area of their campsite.
Mrs. Zamora says the campsite is big enough for their car, their tent, their picnic
table and chairs, and their campfire, with a little room left over. Which of these
units should Daria use?
NN square NN square NN square NN square
inches feet yards miles
5 Mr. Zamora wants to find the volume of the car’s trunk so he’ll know how much
luggage will fit. Which of these units should he use?
NN cubic inches NN cubic feet NN cubic yards
6 Daria is going to collect pebbles at the lake. She wants to measure the volume of a
metal lunch box to keep them in. Which of these units should she use?
NN cubic inches NN cubic feet NN cubic yards
NAME | DATE
Camping Trip page 2 of 2
Review
7 Jasmine is planning a large family gathering. She needs to rent at least 200 chairs.
Company A charges $0.50 per chair for the first 100 and then $0.25 for every chair
after that. Company B charges $0.40 per chair.
a Which company should Jasmine rent from? Explain your answer.

It is cheaper to rent from Company A; answers may vary.
b How much money will she save by using that company? Show your work.
It will cost $75 to rent 200 chairs from Company A, and $80
to rent 200 chairs from Company B. Since additional chairs
cost less at Company A, she will save $5 if she only gets 200
chairs, and $0.15 per additional chair after that.
8 Frank bought several items in the produce department of his grocery store for a
family gathering. He purchased 13.25 pounds of apples and twice that amount of
oranges. What was the total weight of the fruit that Frank bought? Show your work.
39.75 pounds
Work will vary.
9 CHALLENGE Frank also made punch to take to the family gathering. He filled a jar
3 3
with 3 4 liters of punch and another jar with 5 4 liters of punch. On his way to the
1
family gathering, some of the punch spilled out of the jars in his car. Only 1 2 liters
1
were left in the first jar, and 3 4 liters were left in the second jar. How much of the
punch was spilled?
Half of the punch was spilled. (3 3/4 + 5 3/4 = 9 1/2 liters

to start with. 1 1/2 + 3 1/4 = 4 3/4 liters spilled. 4 3/4 is half
of 9 1/2, so half of the punch was spilled and half of it
remained in the two jars together.)
NAME | DATE
Another Camping Trip page 1 of 2

The Eng family is going on a camping trip next week. There are 4 people in the family:
Mr. and Mrs. Eng and their children, Jason and Kristen. Help them do some planning
for their trip. Fill in the bubble beside the correct answer to each question below.
1 The shoelaces on Jason’s tennis shoes are almost worn out. He has to measure them
so he gets the right length at the store. Which of these units should he use?
NN millimeters NN centimeters NN meters NN kilometers
2 Mrs. Eng says it will be a 3-minute walk from their tent to the lake. Kristen wants to
measure the distance. Which of these units should she use?
NN millimeters NN centimeters NN meters NN kilometers
3 Kristen wants to find the area of the floor of her family’s tent to make sure
everything will fit. Which of these units should she use?
NN square centimeters NN square meters NN square kilometers
4 Jason says that when they arrive, he’s going to measure the area of the parking space
to make sure their truck and bikes will fit. Which of these units should he use?
NN square centimeters NN square meters NN square kilometers
5 Which formula should Kristen use to find the area of the campsite?
NN A = 2l × 2w NN A=l×w×h NN A=l×w NN A=B×h
6 Mr. Eng wants to find the volume of the family car trunk so he’ll know how much
luggage will fit back there. Which of these units should he use?
NN cubic millimeters NN cubic centimeters NN cubic meters
7 Jason wants to measure the volume of a shoe box to find out how many comic
books he can fit into it for the trip. Which of these units should he use?
NN cubic millimeters NN cubic centimeters NN cubic meters
8 Which formula should Jason use to find the volume of the shoe box?
NN V=l×w NN V = 2l + 2w NN V=l×w×h NN V=l+w+h
NAME | DATE
Another Camping Trip page 2 of 2
9 Solve the two story problems below. Show your thinking using words, numbers, or
labeled sketches.
a The regular-sized box of cereal measures 6 cm by 30 cm by 20 cm. What is the

volume of the cereal box?
3,600 cm3
Work will vary.
b The large cereal box is twice as wide as the regular.

• Do you have enough information to find the volume?
• If not, what else do you need? If so, what is the volume of the large cereal box?
No, we don't have enough information. We can
decide that the width is 40 cm (because the width
of the regular-size box is 20 cm), but we don't
know the depth and height of the large box.
10 CHALLENGE Graph and label the points
that represent cubes with side lengths Volume of Cubes
of 1, 2, 3, and 4 centimeters and their 75
70
volumes. The first one is done for you. 65 (4,64)
What does the point (1,1) represent? 60
Volume (in cubic centimeters)
55
The point (1,1) represents 50
a cubic centimeter (each 45
40
dimension is 1 cm and the 35
volume is 1 cm3). 30
25
(3,27)
20
15
10
(2,8)
5
(1,1)
0 1 2 3 4
Side Length (in centimeters)
NAME | DATE
Abby’s Arrays page 1 of 2

1 Abby is setting up an array to solve 1 4 × 2 2 .
3 1
a Fill in the blanks on the array.

1 34 × 2 12
2 1/2
1× 1/2 =
1
2
1 1× 2 = 2
3/4 3/4 ×2= 1 1/2

3
4
× 1/2 = 3/8
b 3
2 +1____
Fill in the blanks: 1 4 × 2 2 = ____ 1/2 + ____
1
1/2 + ____
3/8 = ____
4 3/8
Order of addition of the numbers may vary.
Equivalent fractions may be used.
2 Abby needs to solve 2 2 × 3 5 .
1 2
a Sketch and label an array that shows 2 2 × 3 5 .

1 2
Work may vary slightly.

3 2/5
2 2×3=6 2 × 2/5 = 4/5
1/2 1/2 × 3 = 1 1/2 1/2 × 2/5 = 1/5
b Use your sketch to solve the problem:

1 2
6 + 1 1/2
2 2 × 3 5 = ____ 4/5 + ____
____ + ____ 1/5 = 8____
1/2
Order of addition of the numbers may vary.
Equivalent fractions may be used.
NAME | DATE
Abby’s Arrays page 2 of 2
3 Use doubling and halving to fill in the blanks and solve the problems.
a 5 4 × 12 =10 1/2× 6 = ____

63
1
____
b 1
7 = ____
16 × 3 2 = 8 × ____ 56
c 36 × 4 1/2 = 18 × 9 = 162
____ ____
d 2
30 × 3 3 = 100
15 × 6 3 = ____ ____
1
4 Adam made a birthday card for his sister. The rectangular card was 6 2 inches by
1
1
9 3 inches. What is the area of the birthday card? Make a labeled sketch to model
and solve this problem. Show all of your work.
6 1/2
60 2/3 sq. inches.
Work may vary slightly.
9 9 × 6 = 54 9 × 1/2 = 4 1/2
1/3 1/3 × 6 = 2 1/3 × 1/2 = 1/6

5 Convert these fractions to decimals.
a 8
10 8
= 0.____ b 3
4 75
= 0.____
c 4
5 8
= 0.____ d 6
5 1 2
= __.____
6 CHALLENGE Justin got a sack of jelly beans in 5 different colors. Half of them were
1 1 1
red, 6 were green, 6 were yellow, 12 were orange, and 6 were black. How many of
each color did he get, and how many jelly beans were there in all? Show your work.
72 jelly beans
6 black
6 orange
12 yellow
12 green
36 red
Work will vary.
NAME | DATE

Use the diagrams below to answer the following questions.
Trapezoids Not Trapezoids
1 List three properties of a trapezoid.

Possibilities include: 4 sides, exactly 1 pair of parallel sides,
4 corners (vertices), 4 angles, quadrilateral, polygon
2 Fill in the bubbles beside all the other names you could use for a trapezoid.
NN quadrilateral NN triangle
NN rectangle NN polygon
3 Explain why a trapezoid can’t be called a parallelogram.

Explanations will vary. (A parallelogram has two pairs of parallel sides;
a trapezoid has only one pair of parallel sides.)
4 While playing Polygon Search, Shana graphed the points (1,2), (4,2), (4,5) and (1,5).
a Graph the ordered pairs.

5
4
3
2
1
0 1 2 3 4 5
b Square
Name the shape that Shana drew. ____________________
c List 2 properties of this shape.

Possibilities include: 4 congruent sides, 4 right angles, rhombus,
parallelogram, quadrilateral, polygon
NAME | DATE
Unit 6 Review page 1 of 2 Cooper and Luke’s Sequences

15
5 Cooper and Luke each made a sequence 14 KEY
X Cooper’s
13
with tiles. Then they graphed their 12 sequence
Luke’s
sequences on the same coordinate grid. 11
sequence
10 X
a
Number of Tiles
9
List the first 5 ordered pairs of 8 X
Cooper’s sequence: 7
6 X
1,2 2,4 3,6 4,8 5,10 5
4 X
b List the first 5 ordered pairs of Luke’s
3
2 X
sequence: 1
1,1 2,2 3,3 4,4 5,5 0 1 2 3

Arrangement
4 5
c What can you tell about the boys’ tile sequences from looking at the graph they
made? Fill in the bubbles beside all the correct observations.
NN Cooper used twice as many tiles as Luke in each arrangement.
NN Cooper started with 3 tiles and added 2 more tiles for each new arrangement.
NN Luke’s third arrangement had 6 tiles.
NN There would be 12 tiles in Cooper’s sixth arrangement.
6 A packing box is 3 feet wide, 5 feet long, and 8 feet high. What is its volume? Show
your work.
120 cubic feet
Work will vary.
7 Shanti keeps her school supplies in a little container with a base that is 7" by 7". The
volume of the container is 343 cubic inches.
a What is the height of the container? Show your work.

7 inches
Work will vary.
b What shape is the container? How do you know?

A cube (or a square prism), because all of the dimensions
are equal.
NAME | DATE
More Array Work page 1 of 2

Fill in the blanks on each array. Then write two equations—one multiplication and one
division—to match the array.
1 24 2 12
10 240
20 240
5 120
6 72
15 24 = _____
_____ × _____ 360
360 24 = _____
_____ ÷ _____ 15 26 12 = _____
_____ × _____ 312
Equivalent equations:
312 12 = _____
_____ ÷ _____ 26
24 × 15 = 360
12 × 26 = 312
360 ÷ 15 = 24
312 ÷ 26 = 12
3
Equivalent fractions are acceptable.
3
1 4 _____
3/4 × _____
1 3/4 = _____
21/16 = 1 5/16
3
3/4 9/16 1 5/16 ÷ _____
_____ 3/4 = _____
1 3/4
4
1 3/4 × 3/4 = 1 5/16
1 5/16 ÷ 1 3/4 = 3/4
4
30 25
8 240 200
8 55 = _____
_____ × _____ 440 55 × 8 = 440
440 8 = _____
_____ ÷ _____ 55 440 ÷ 55 = 8
NAME | DATE
More Array Work page 2 of 2
a =12
1
(12 × 4) × 4 ___
b 48 × (6 × 3 ) = 96
1
___
c 3
5 12
× (4 × 5) = ___
d 16 × ( 4 × 1) =12
3
___
e 1
2
2
2
× (6 × 3 ) = ___
6 4
Ben drove 7 of the way to his friend’s house before he stopped to eat lunch. If the
distance to his friend’s house was a total of 427 miles, how far did Ben drive before
he stopped for lunch? Show your work.
244 miles
Work will vary.
7 1
Sage hiked 12 2 miles one day on her vacation. Her younger brother Chase hiked
1
4
as far as Sage. How far did Chase hike? Show your work.
3 1/8 miles
Work will vary.
8 CHALLENGE
3
Randy drank 4 of a 250 ml container of juice for breakfast, 3 6 150 ml
5
7
water bottles throughout the day, and 8 of a 400 ml smoothie for dinner.
a Write an expression to show how much liquid Randy drank in all.

(3/4 × 250 ml) + (3 5/6 × 150 ml) + (7/8 × 400 ml) = d
b How many milliliters did Randy drink in all? Show your work.
1,112 1/2 ml
Work will vary.
c How many liters is this? 1.1125 liters

NAME | DATE
More Roll Five & Ratio Tables page 1 of 2

Victor and Juan were playing Roll Five. They have to add, subtract, multiply or divide
any of the digits on their five dice to reach their target number. Players are awarded 1
point for each digit used.
1 Victor’s target number is 18. He rolled the digits 2, 2, 6, 7, and 9.
a Victor knows he can record 2 × 9 to make 18, but he wants to find another
expression that will give him a higher score. Record an expression Victor could use.
2 + 7 + 9 = 18 (7 – 6) × 2 × 9 = 18 9 – (2 + 2) + 6 + 7 = 18
(3 digits used) (4 digits used) (5 digits used)
b What is Victor’s score?
2, 3, 4, or 5, depending on the expression chosen
c Victor thinks he can start with 7, subtract 2, subtract another 2, and then multiply
by 6 to get 18. Juan says that the expression Victor recorded, 7 − 2 − (2 × 6), does
not reach 18. How can Victor rewrite his expression so that he gets a total of 18?
(7 – 2 – 2) × 6 = 18
d What is Victor’s score? 4

2 Juan’s target number is 36. He rolled the digits 2, 4, 2, 5, and 8.
a Juan says that 4 less than 8 times 5 is 36. Write an expression to record his
thinking, and then solve the problem to see if Juan gets his target number.
8 × 5 – 4 = 36
Note: students may add parentheses for clarity.
b Record another equation Juan could use to reach his target number.
(4 + 2) × (8 – 2) = 36 (5 × 2 × 4) – (8 ÷ 2) = 36
3 Later, Victor was solving the problem 483 ÷ 21. He started the ratio table below.
Complete the ratio table to find the quotient. Add to Victor’s ratio table as needed.
1 2 320 10 23
21 42 63 210 420 483
23
483 ÷ 21 = _____
Ratio table work will vary. Example shown. (continued on next page)
NAME | DATE
More Roll Five & Ratio Tables page 2 of 2
4 Victor also needed to solve 870 ÷ 30. Help him by filling in the ratio table below to
solve 870 ÷ 30.
1 2 4 20 10 5 25 29
150 750
29
870 ÷ 30 = _____
30 60 120 300 600 870
Ratio table work will vary. Example shown.
5 Find the quotient of 608 ÷ 32. Model your thinking with a rectangular array or an
area model.
608 ÷ 32 = 19
Work will vary. Students should show their thinking with a
rectangular array or an area model.
6 Fill in chart below to round each number to the nearest one, tenth, and hundredth.
Rounded to Nearest
Number Rounded to Nearest One Rounded to Nearest Tenth
Hundredth
1,765.087 1,765 1,765.1 1,765.09

398.393 398 398.4 398.39
110. 099 110 110.1 110.10
7 CHALLENGE Annie needed to solve 855 ÷ 19. She thought she would solve 855 ÷ 20
and then adjust, since 20 is an easier number to work with than 19. Can she solve
the problem this way? Why or why not? Explain your thinking.
Reasoning will vary.
NAME | DATE
More Division with Fractions page 1 of 2

1 1
Jamal can paint 5 of his closet in 12 minutes. How long will it take him to paint the
entire closet? Complete the ratio table to show the answer.
×5
minutes 12 60
amount of
closet painted
1
5 1
×5
2 1
Frank can clean 4 of his room in 15 minutes. How long will it take Frank to clean
the entire room? Show your thinking on a ratio table.
×4
minutes 15 60
amount of room cleaned 1/4 1
×4
3 1
Write a story problem for the expression 15 ÷ 3 . Then solve the problem.
1
NOTE Remember that 15 ÷ 3 means, “How many thirds are there in 15?”
15 ÷ 3 = 45
Student problems will vary.
NAME | DATE
More Division with Fractions page 2 of 2
Review
4 Find the sum or difference.
a 2
3 +
4
9= 6/9 + 4/9 = 10/9 = 1 1/9
b 5 + 12 = 36/60 + 25/60 = 61/60 = 1 1/60
3 5
c 1 3 + 9 = 1 3/9 + 7/9 = 1 + 10/9 = 2 1/9

1 7
d 2 5 − 12 = 2 48/60 – 55/60 = 168/60 – 55/60 = 113/60 = 1 53/60

4 11
e 6
7 − 2
1
= 12/14 – 7/14 = 5/14
f 2 9 − 6 = 2 4/36 – 30/36 = 76/36 – 30/36 = 46/36 = 1 10/36 = 1 5/18
1 5
5 Ling is solving the problem 125 × 16.
a Use the standard algorithm to find the product of 125 × 16.

13
125
× 16
750
+ 1250
2,000
b Use another strategy to solve 125 × 16. Think of the most efficient strategy you know.
125 × 16 = (100 × 16) + (25 × 16)
= 1,600 + 400
= 2,000
6 Convert the following measurements.
a 1,200 ml
1.2 liters = _______
b 13
13,000 ml = _______ liters
c 26.74 liters = 26,740

_______ ml
d 2,675 ml = 2.675
_______ liters
e CHALLENGE 3 days = 259,200

_______ seconds
NAME | DATE
You Choose page 1 of 2

1 Jade’s mom made 8 cups of chicken soup. She wants to freeze the soup in 2 -cup
1
containers. How many containers will she need to hold all of the soup?
a Write an expression that represents the problem.

8 ÷ 1/2 = c (expressions may vary slightly)
b Solve the problem. Show your thinking with equations, a ratio table, or a
rectangular array.
16 containers. Work will vary, but students should
show equations, a ratio table, or a rectangular array.
2 Jade’s braces cost her parents $2,848. Her parents will pay $89 each month. How
many months will it take them to pay for her braces?

$2,848 ÷ 89 = m (expressions may vary slightly)
b Solve the problem. Show your thinking with equations, a ratio table, or a
rectangular array.
32 months. Work will vary, but students should show
equations, a ratio table, or a rectangular array.
3 Jade’s brother, Marcus, has 3 licorice ropes to share with his friends. He cut each
rope into fourths. How many pieces did he have when he was finished?

3 ÷ 1/4 = p (expressions may vary slightly)
b Solve the problem. Show your work.
12 pieces. Work will vary.
NAME | DATE
You Choose page 2 of 2
a 48
2 × (4 + (120 ÷ 6)) = ______
b 16
4 121
+ (13 × 9) = ______
c 9
(2 × 3 × 2) − (9 ÷ 3) = ______
d 2
18
( 3 × 12) + (14 − (2 × 2)) = ______
5 Find the product.
a 180 ×
2
3 120
= ______
b 4
5 88/5 = 17 3/5
× 22 = ______
c = 6/12 = 1/2
2 3
3 × 4 ______
6 3
Write a story problem for the problem 21 × 7 . Then solve the problem and show
your work.
21 × 3/7 = 9. Problems will vary.
7 CHALLENGE Jasmin had a large collection of seashells from her trip to the beach. She
1 1
gave 2 of the shells to her 5 siblings to share evenly, and 4 of the shells to her two
friends to share evenly. Did a single friend or a sibling get more of the collection?
How do you know?
Friends (individually) got more of the collection than
siblings (individually). Each sibling got 1/10 of the
collection and each friend got 1/8 of the collection. Each
friend got more than each sibling, because 1/8 > 1/10.
NAME | DATE
Related Division Problems page 1 of 2

1 Eva has 680 cookies and several plates. She puts 68 cookies on each plate. How
many plates does Eva use?
a Write an equation for the problem.

680 ÷ 68 = p
Equations may vary slightly.
10 plates
Work will vary.
2 Max has 612 cookies and several plates. He puts 68 cookies on each plate. How
many plates does Max use?

612 ÷ 68 = p
9 plates
Work will vary.
3 Erika has 748 cookies and several plates. She puts 68 cookies on each plate. How
many plates does Erika use?

748 ÷ 68 = p
11 plates
Work will vary.
NAME | DATE
Related Division Problems page 2 of 2
4 Solve. Hint: Use the results of the first problem to help with the rest.
a 10
840 ÷ 84 = _____
b 11
924 ÷ 84 = _____
c 9
756 ÷ 84 = _____
d 8
672 ÷ 84 = _____
e 12
1,008 ÷ 84 = _____
Review
5 What is the volume of a box that has a length of 8 cm, a width of 14 cm, and a
height of 12 cm? Show your work.
1,344 cm3
Work will vary.
6 What is the volume of a box that has a base of area 38 cm2 and a height of 22 cm?
Show your work.
836 cm3
Work will vary.
7 Fill in the blanks to make each equation true.
a 8.10 + 4.00
8.21 + 3.89 = _______
b 0.454 = 1.000 – 0.457

0.997 – _______
c 1
28 × 24 = (28 × 25) – (28 × _____)
d 12
28 × 24 = (56 × _____)
e 90 × 17) – (1 × 17)
89 × 17 = (_____
NAME | DATE
More Division Practice page 1 of 2

1 Mr. Arnold’s students are going on a field trip to the Art Museum. The 28 students’
tickets cost $161. How much did each ticket cost?
a Solve the problem. Show your work.

$5.75
Work will vary.
b 5 and ____
Between which two whole numbers does your answer lie? ____ 6
c Write an equation to represent the problem and the answer.
161 ÷ 28 = 5.75
d Explain what you did with the remainder, if any, and why.
Work will vary. Example: I divided the remainder to get the $0.75
part of the answer because you can divide up dollars into cents.
2 Solve. Show your work.
1065 ÷ 39 = 27 R12
Work will vary.
1953 ÷ 36 = 54 R9
Work will vary.
837 ÷ 45 = 18 R27
Work will vary.
NAME | DATE
More Division Practice page 2 of 2
3 Solve each problem. Show your work.
a 270 ÷ 27 = _______ 10
b 540 ÷ 27 = _______20
c 810 ÷ 27 = _______30
d What strategy or strategies did you use for these problems?
Responses will vary. Students may use the relationships
between the problems to solve them.
a 430 ÷ 43 = _______ 10
b 473 ÷ 43 = _______ 11
c 387 ÷ 43 = _______ 9
5 Convert each fraction to a decimal.
a 6
8 75
= 0._______ b 3
75
1 4 = 1._______
6 Convert each decimal to a fraction.

a 6/10 = 3/5
0.6 = _______ b 1.25 =1_______
1/4 (or 5/4)
7 Round each number to the nearest tenth, whole number, ten, and hundred.
tenth whole number ten hundred
1,806.51 1,806.5 1,807 1,810 1,800
8731.89 8,731.9 8,732 8,730 8,700
603.04 603.0 603 600 600
NAME | DATE
Division Review page 1 of 2

Solve each problem. Be sure to show your work.
1 Kyra made 184 brownies for a potluck dinner.
a If she arranges them on 12 plates, how many brownies will be on each plate?
Work will vary; students have to decide how to handle
the remainder. Example: She could put 15 on 11 plates
and 19 on the 12th plate.
b If she arranges them on 15 plates, how many brownies will be on each plate?
Work will vary; students have to decide how to handle
the remainder. Example: She could put 12 on 14 plates
and 16 on the 15th plate.
c If she arranges them on 23 plates, how many brownies will be on each plate?
8
(Assuming an equal distribution among the 23 plates)
d Should Kyra arrange the brownies on 12, 15, or 23 plates? Why?

Student opinions will vary. Arranging the brownies on 23
plates results in an even distribution, but students may
propose good reasons for the other arrangements, such
as having fewer dishes to wash or making the plates look
more full.
2 Solve:
a ÷ 9 = 1/36
1
4 ____
b 7÷
1
6
42
= ____
c ÷ 8 = 1/40
1
5 ____
NAME | DATE
Division Review page 2 of 2
a 10
380 ÷ 38 = ____
b 5
190 ÷ 38 = ____
c 15
570 ÷ 38 = ____

a 10
670 ÷ 67 = ____
b 9
603 ÷ 67 = ____
c 11
737 ÷ 67 = ____

5 CHALLENGE Lily has 1,062 books to give away. She gave 279 books to her younger
1
sister. She gave 3 of her remaining books to her brother. She divided the remaining
books into 15 boxes to give to a homeless shelter. If she put the same number of
books into each of the 15 boxes, how many books are in each box?
34 books per box with 12 books left over.
1062 – 279 = 783
783 – (783 × 1/3) = 522
522 ÷ 15 = 34 R12
NAME | DATE
Reviewing Numbers Small & Large page 1 of 2

Work will vary.
1 Write two fractions that are equal to each decimal number. Examples shown.
2/10 and _________
0.2 = _________ 20/100 2/100 and _________
0.02 = _________ 20/1,000
2/1000 and _________
0.002 = _________ 1/500 6/100 and _________
0.06 = _________ 3/50
2 Complete the chart below.
Number 0.1 less 0.1 greater 0.01 less 0.01 greater 0.001 less 0.001 greater
3.5 3.4 3.6 3.49 3.51 3.499 3.501

7.38 7.28 7.48 7.37 7.39 7.379 7.381
12.03 11.93 12.13 12.02 12.04 12.029 12.031
16.7 16.6 16.8 16.69 16.71 16.699 16.701
3.784 3.684 3.884 3.774 3.794 3.783 3.785
13 12.9 13.1 12.99 13.01 12.999 13.001
3 Round each number to the place shown to complete the chart below.
Nearest tenth (0.1) Nearest hundredth (0.01) Nearest thousandth (0.001)
Number
Look at the 0.01 place. Look at the 0.001 place. Look at the 0.0001 place.
0.5477 0.5 0.55 0.548

0.9403 0.9 0.94 0.940
0.0875 0.1 0.09 0.088
8.0035 8.0 8.00 8.004
4 A microgram is a unit of mass that is one millionth of a gram (0.000001 g)
or one thousandth of a milligram (0.001 mg). What is the mass, in micrograms,
of 100 milligrams?
100,000 micrograms
A previous version of this assignment reviewed problems from Unit 3, Module 3,

Session 4. Answers to those problems can be found on page 55. (continued on next page)
NAME | DATE
Reviewing Numbers Small & Large page 2 of 2
5 The football team for the University of Hawaii, the Rainbow Warriors, plays its
home games in the Aloha Stadium in Honolulu, Hawaii. The stadium holds about
50,000 people.
a How many stadiums of this size would it take to hold 500,000 people (a bit less
than the number of people living in Fresno, California)?
10 Aloha Stadiums
b According to estimates, there are over 100 million people living in the
Philippines. How many Aloha Stadiums would it take to hold 100 million people?
2,000 Aloha Stadiums
6 The table below shows the estimated population of different countries as of 2014.
Round each number to complete the table.
Country Population Nearest 1,000,000 Nearest 100,000 Nearest 10,000
Brazil 203,562,000 204,000,000 203,600,000 203,560,000

Ethiopia 87,952,991 88,000,000 88,000,000 87,950,000
Italy 60,769,102 61,000,000 60,800,000 60,770,000
Burma 51,419,420 51,000,000 51,400,000 51,420,000
Canada 35,540,419 36,000,000 35,500,000 35,540,000
Belgium 11,225,469 11,000,000 11,200,000 11,230,000
A previous version of this assignment reviewed problems from Unit 3, Module 3,
Session 4. Answers to those problems can be found on page 56.
NAME | DATE
Olympic Swimmers page 1 of 2

For each problem, first estimate the answer and then solve the problem. Show your
thinking using words, numbers, or labeled sketches.
1 In the 2012 Olympics, U.S. athlete Nathan Adrian finished the 100-meter freestyle
swim in 47.52 seconds. If Nathan swam at the same pace in a regular 25-meter pool,
what would his time have been per lap?
Work will vary.
Estimates will vary.

Estimate __________________________ 11.88 seconds
Answer __________________________
2 Dana Vollmer set a world record in the 100-meter butterfly finals in London. Her
time was 55.98 seconds. If Dana swam at the same pace in a 25-meter pool, what
would her time be per lap?
Work will vary.

Answer __________________________
3 Missy Franklin competed in seven Olympic swimming events and posted five gold
medals in London. Her time in the 100-meter backstroke was 58.33 seconds. If
Missy swam at the same pace in a 25-meter pool, what would her time be per lap?
Work will vary.

Answer __________________________
NAME | DATE
Olympic Swimmers page 2 of 2
4 In London in 2012, Michael Phelps won a gold medal for the 100-meter butterfly
with a time of 51.21 seconds. If Michael had been swimming that event in a
25-meter pool, what would his time have been per lap?

Answer __________________________
5 CHALLENGE In the men’s 400-meter relay, each of 4 team members swims a

100-meter leg for a total of 400 meters swum. One team swam the relay with
a total time of 3 minutes and 29.32 seconds.
a If each of the four members of the team posted the same time, what would
their individual times be? (Hint: Think about how long it took the swimmers to
swim each leg of the relay.)
Estimate Estimates will vary. Answer _________________________

________________________ 52.33 seconds
b An Olympic pool is 50 meters long, so in the 400-meter relay, each team
member swims two 50-meter laps. If each member of this team swam their first
lap just as fast as their second lap, how long did it take to swim each lap?
Estimate Estimates will vary. Answer _________________________

________________________ 26.165 seconds
(The answer is half the time calculated in item 5a.)
NAME | DATE
Olympic Track Star page 1 of 2

Solve each problem. Show your thinking using words, numbers, or labeled sketches.
1 Usain Bolt won three gold medals in the Track and Field events in the 2012
Olympics in London. His times are posted below.
Race Time in Seconds
Men’s 100 meter 9.63

Men’s 200 meter 19.32
Men’s 4 × 100 meter relay 36.84
a Usain ran the 200-meter race in 19.32 seconds. If he ran 100 meters at that
speed, what would his 100 meter time be?
9.66 seconds
Work will vary.
b In the 4 × 100-meter relay, four runners each run a 100-meter leg. The Jamaican
team ran the relay with a time of 36.84. If all four legs took the same amount of
time to run, how long would one leg have taken?
9.21 seconds
Work will vary.
c In practice, the first leg of a relay takes longer to run than the others because
the first runner must start the race from a still position. If the first leg of the
Jamaican team’s relay took 9.72 seconds of the total time, but the other 3 legs
were all equal, what was the time for one of the later legs?
9.04 seconds
Work will vary.
NAME | DATE
Olympic Track Star page 2 of 2
2 Divide each number. Show your work. Work will vary.

9.6 ÷ 10 = 0.96 9.6 ÷ 100 = 0.096
16.08 ÷ 10 = 1.608 16.08 ÷ 20 = 0.804
132.22 ÷ 10 = 13.222 132.22 ÷ 100 = 1.3222
78.2 ÷ 10 = 7.82 78.2 ÷ 20 = 3.91
3 Compare what happens to the quotient when you divide by 10 and by 100.
Explanations will vary. Example: The quotient is 10 times
as small when you divide by 100 as when you divide by 10.
4 Compare what happens to the quotient when you divide by 10 and by 20.
Explanations will vary. Example: When you divide by 20 the
answer is half of what you would get if you divided by 10.
5 Kary and Val were solving the following problem: $12.55 ÷ 5. Kary wrote $25.10 as
her answer. Val wrote $2.51. Who is right? How do you know?
Val is correct. Explanations will vary.
NAME | DATE
Looking for Solar Energy in Our Neighborhood page 1 of 2

Note to Families
We are beginning a unit of study about solar energy. Please take some time to locate examples of solar energy devices.
Some examples include solar yard lights, solar-powered mobile device power sources, swimming pool covers, greenhouses,
and certain streetlights and traffic signals. You might find them in your neighborhood, or you can take a drive around your
town or city. If you are unable to find local examples of solar use, you can look in books, in magazines, or on the Internet.
Take time to talk about each type of device, its purpose, and any special features the device might have.
1 Look around your neighborhood for solar energy devices. Examples might
include solar water heaters, photovoltaic panels, photovoltaic signs and lights, and
swimming pools with solar covers. Work will vary.
a For each solar device, record the type, location, and special features on the
chart. Photograph or sketch devices you find in the world. Clip or print out
pictures of devices you find in magazines, books, or on the Internet.
Solar Energy in My Neighborhood
Type Location Special Features
NAME | DATE
Looking for Solar Energy in Our Neighborhood page 2 of 2 Work will vary.
2 Sketch or glue pictures of the devices on your chart in the space below.
3 If you can’t find evidence of solar use in your neighborhood, list several places a
solar energy device could be helpful.
4 CHALLENGE Interview someone who uses solar energy, and find out about the
benefits and challenges of using it.
NAME | DATE
Solar Reflection & Absorption Hunt page 1 of 2 Work will vary.

1 On a sunny day, go outside and find the following items. Sketch and describe each
item you find.
a A surface that reflects solar energy.
b Two objects that absorb solar energy.
c An item that stays cool even when it is sunny out.
d Something that casts a shadow from the sun.
NAME | DATE
Solar Reflection & Absorption Hunt page 2 of 2 Work will vary.

2 What temperature do you think it is outside in degrees Fahrenheit? Record your
estimate and explain your thinking.
3 Use the formula below to find your estimated temperature in degrees Celsius.
5
C = (F – 32) × 9
4 At what time of day do you think it gets the hottest? Explain your reasoning.
5 Draw a diagram showing where the sun is in the sky in the morning, at noon, and
in the afternoon. Label your diagram.
NAME | DATE
Volume of Boxes page 1 of 2

Mr. Ivy’s class is conducting a solar collection experiment and wants to make boxes that
have a volume of 32 cubic inches.
1 List all the sets of dimensions (length, width, and height) a box with a volume of 32
cubic inches could have.
ex 1" × 1" × 32" = 32 cubic inches Students might list the

1" × 2" × 16" = 32 cubic inches dimensions in different
1" × 4" × 8" = 32 cubic inches orders (e.g. 1" × 16" × 2"), but
2" × 2" × 8" = 32 cubic inches need only show one set of
2" × 4" × 4" = 32 cubic inches dimensions representing each
possible box.
2 The class needs patterns to help them make the boxes. Choose one of the boxes
you listed above. Sketch and label a model that would help someone know how
to measure and cut a piece of tagboard that could be folded and taped to make a
box (without a lid) with the dimensions you chose. You can include directions for
making the box if you like.
Note: Your sketch will be smaller than the actual measurements. For example, here is a sketch that would help
someone know how to measure and cut a piece of tagboard that could be folded and taped to make a 3" × 3" × 1" box.
1˝
Start with a square of tagboard 5" on each
1˝
side. Cut a 1" × 1" square out of each corner.
3˝ Fold along the dotted lines and tape the
corners to make a box with a base of 3" × 3"
and a height of 1".
3˝
Work will vary according to student choices. Examples shown.
2˝ 2˝
2˝ 2˝ 8”
6˝
4˝
12˝
„ „ „
Base: 2 × 8 Height: 2
„ „4˝ „
Base: 4 × 4 Height: 2
NAME | DATE
Volume of Boxes page 2 of 2
Here is what the 3" × 3" × 1" box from the example sketch looks like after it is built.
1"
3"
3"
3 Now draw and label a picture to show what the box you chose will look like after it
is built.
Work will vary according to student choices. Drawings need not
be to scale, but should be labeled. Examples shown correspond
to patterns on previous page.
2" 2"
4" 2"
4" 8"
4 Which of the sides of this box you just sketched will collect the most solar energy
when the box is set out in the sun? Explain your reasoning.
Explanations will vary. Students should generally choose
the side with the greatest surface area. (In practice, these
collectors would be positioned with the open "side" down so
that solar energy collected will be trapped inside the box as
heat. Regardless of whether the energy collected is trapped,
however, the largest side will collect the most solar energy,
shade and shadows notwithstanding.)
NAME | DATE
Volume of Earth Materials page 1 of 2

The students in Mr. Ivy’s class decided to use boxes to test how earth materials collect
and store solar energy.
1 A box in the classroom had a volume of 99 cubic inches. What were its dimensions, if no
side had a length of 1 inch? Show your work using words, numbers, or labeled sketches.
3" × 3" × 11" = 99 cubic inches. Work will vary.
2 Students in the class made several different boxes to help them decide which size to
use. The dimensions of their boxes are listed. Find the volume of each.
Note Remember to label each answer with the correct units, cubic inches or in3.
a 7" × 12" × 9" b 7" × 12" × 4"
756 in3 336 in3
c 5" × 10" × 8" d 1" × 6" × 3"

400 in 3
18 in3
NAME | DATE
Volume of Earth Materials page 2 of 2
3 The class decided to use 7" × 12" × 4" boxes. They put rocks in 9 boxes. How many
cubic inches of rocks did they need to fill the 9 boxes? Show your work.
3,024 cubic inches of rocks. Work will vary.
4 After the students filled every box with an earth material, they placed each box in
the sun so that the greatest possible surface area was exposed. What is the surface
area of one of the box’s earth material that is exposed to the sun?
84 square inches (7 × 12 = 84)
5 CHALLENGE When they were preparing their experiment, one of the groups realized
their box full of rocks was actually 7" × 11" × 4", and another group discovered
theirs was 8" × 12" × 4". How many cubic inches of rocks had the class actually used
to fill all 9 boxes? Show your work.
(7 × (7 × 12 × 4)) + (8 × 12 × 4) + (7 × 11 × 4) =
(7 correct boxes) (1 larger box) (1 smaller box)
2,352 + 384 + 308 = 3,044 in3
NAME | DATE
Windows on a House page 1 of 2

1 Amber, a student in Mr. Ivy’s class, went home and made a model house with
dimensions 11.5" wide by 10" long by 8" tall. What is the volume of Amber’s model
house? Show your work.
920 cubic inches (11.5 × 10 × 8 = 920). Work will vary.
2 What is the surface area of one of the 11.5" × 8" walls? Show your work.
92 square inches. Work will vary.
3 1
Amber decided to cut a window that took up 8 of the surface area of one of the
10" × 8" walls. How many square inches of the wall were left? Show your work.
Hint: Make a labeled sketch to help solve this problem.
70 square inches (1/8 × 80 = 10; 80 – 10 = 70).
Sketches will vary (and are not required). Example shown.
8" 2"
5"
10" (continued on next page)
NAME | DATE
Windows on a House page 2 of 2
4 Jeremy also made a model house over the weekend. Its dimensions were 25" wide
by 22" long by 12" tall. Jeremy used his brother’s new roll of blue duct tape to tape
along all of the edges of the house. His brother complained that Jeremy used most
of his 20–foot roll of tape. Did Jeremy really use most of his brother’s tape? Explain
your reasoning.
Yes, he did really use most of the tape. Work will vary.
Example shown.
22"
25" 12" × 4 = 48"
25"
12"
12" 22" × 4 = 88"
22"
25" × 4 = 100"
12"
12"
22"
232"
25" 25" 232" = 19 feet 4 inches
22" That's very close to 20 feet,
so Jeremy used most
of the tape.
5 Jeremy’s brother paid $19.17 for three rolls of colored duct tape at the hardware
store. How much did he pay per roll? Show your work.
$6.39 per roll. Work will vary. ($19.17 ÷ 3 = $6.39)
NAME | DATE
Buying Materials page 1 of 2

Note to Families
In class, students have been making and insulating model houses. They can choose among several materials for their house's
insulation: newspaper, felt, or fabric for walls and floors; weatherstripping, masking tape, or caulking for corners and edges; and
storm windows or fabric curtains for windows. If your student isn't sure what materials to choose, suggest these possibilities.
Mr. Ivy’s class made model houses with the dimensions of 11" wide by 10" long by 8" tall. Each
house has 56 square inches of windows. Alex’s team needs to buy some insulation materials for
their house. They can spend $4.50 on materials. The costs are listed in the table below.
Insulation Material Cost
1
weatherstripping (electrician’s tape) 2 yard @ $0.25
storm windows (transparency film) 8.5" × 11" @ $0.50 each
newspaper 1 sheet @ $0.20
felt 8.5" × 5.5" @ $0.35 each
polyester-blend fabric $0.40 per 42 square inches
masking tape 1 roll @ $0.40
caulking (tacky glue) 1 bottle @ $0.50
Help Alex and his team decide how to spend their $4.50 to insulate their house.
1 Use the space below to make sketches and calculate the cost of different materials.
Selections and work will vary.
NAME | DATE
Buying Materials page 2 of 2
2 Fill in the Insultation Cost Sheet below to show what you think Alex’s team should
buy. List each item and its cost per unit, the amount needed, and the total cost for
that material. When you have listed all the materials, find the total cost, and make
sure that you haven’t gone over $4.50. Selections and work will vary.
Insulation Cost Sheet

Cost per Unit
Insulation Material Amount Needed Total Cost
(piece, sheet, etc.)
Total Cost of All Materials
3 Explain the reasoning behind your selection of materials. Why did you choose these
particular materials?
NAME | DATE
Energy in Our Homes page 1 of 2 Responses will vary.

Look around your home, and answer as many of the following questions as you can:
1 If you have an attic, ask an adult at home how much insulation it has.
NN 6 inches or less NN 7–11 inches NN 12 inches or more
2 How many layers of glass do your windows have?

NN Single pane with no storm windows
NN Single pane with storm windows or double pane
NN Double pane with reflective coating or gas-filled
3 Hold your hands up near where the window meets the ledge and the edge. Do you
feel a draft?
NN Yes NN No
4 Hold your hand up against the window. Does it feel cold (in the winter) or hot (in
the summer)?
NN Yes NN No
5 Open your front door and check the condition of the weatherstripping between the
door and the door frame.
NN None NN Worn out NN Good condition
6 Do you use awnings or shades to cover your windows in the summer?

NN Yes NN No
7 Are there deciduous trees on the south-facing side of your home?

NN Yes NN No
8 Count the number of compact fluorescent light bulbs (CFLs) you have in your home.
NN 0 CFL bulbs NN 1–4 CFL bulbs NN 5 or more CFLs
NAME | DATE
Energy in Our Homes page 2 of 2 Responses will vary.

9 How often do you turn lights off when you leave a room?
NN Almost never NN Sometimes NN Always
10 At what temperature do you set your thermostat when you are home and awake?
In heating seasons (winter): In cooling seasons (summer):
NN 73° or more NN 74° or less
NN 70°–72° NN 75°–77°
NN 69° or less NN 78° or more
11 Ask an adult at home how often your furnace filters were cleaned or changed in the
last year.
NN Not at all NN 1–3 times NN 4 or more
12 At what water temperature do you wash your clothes?

NN Mostly hot water NN Mostly warm water NN Mostly cold water
13 How much time do you spend in the shower?

NN 15 minutes or more NN 10 minutes NN 5 minutes
14 What other things do you notice about how you use energy in your home?
15 Consider the information you have gathered. Write a note to your parents
explaining in what ways your home is energy efficient and what could be done to
improve its efficiency.
adapted from Energy Scavenger Hunt. energyhog.org
NAME | DATE
Drawing a House to Scale page 1 of 2

1 One team in Ms. Vega’s class made a model house with dimensions 7" wide by 10"
1
long by 8" tall. They need to cut out windows that take up 8 of the surface area of
the four walls.
a How much area do they have for windows? Show your work.
Surface area of the four walls of the model:
((8 × 7) × 2) + ((8 × 10) × 2) = 112 + 160 = 272 sq. inches
Surface area of the windows: 1/8 × 272 in2 = 34 in2
8"
7"
10"
b Decide on the size and placement of the windows on the four walls. Make a
quick sketch of each wall with windows.
Work will vary.
NAME | DATE
Drawing a House to Scale page 2 of 2
2 Draw side views of the 4 walls and a bird’s-eye view roof for this team of students,
1
using a scale factor of 3 . Work will vary.
NAME | DATE
Designing a Solar House page 1 of 2

1 Design and sketch several views of a solar house. Include and label at least three
solar energy features. The features can be active or passive. On the next page,
describe how you incorporated the solar energy features into your design.
Work will vary.
NAME | DATE
Designing a Solar House page 2 of 2
2 Describe how you incorporated solar energy features into your house design.
Work will vary.
NAME | DATE
Design Their House page 1 of 2

1 A team in Mr. Ivy’s class made a model house with dimensions 15" wide by 18" long
by 4" tall. What is the total volume of their house? Show your work.
1,080 cubic inches. Work will vary.
2 Design a floor plan for the team that includes at least 4 rooms, and sketch it below.
Label the dimensions of each room, and label your sketch with the scale factor you used.
Work will vary.
NAME | DATE
Design Their House page 2 of 2
3 If the dimensions of the entire floor of the model house are 15" × 18", what is the
area of the floor in each room? Show your work.
Answers will vary according to students' choices on the
previous page. (The area of the entire floor of the whole
model house is 15" × 18" = 270 square inches.)
4 Find the volume of each room in the house. Then show that the volume of all the
rooms added together equals the total volume of the house. Remember that the
model house is 4" tall. Show your work.
previous page. (The total volume of the house is
15" × 18" × 4" = 1,080 cubic inches.)
5 CHALLENGE What is the volume of each room in the actual house if the scale is 25:1?
Show your work.
previous page. Students need to apply the scale to the
dimensions first, then calculate the areas and volumes,
rather than applying the scale directly to the volume of each
room. Alternatively, students might scale the model areas
by 625 (25 × 25) and then calculate volumes, or scale the
model volumes by 15,625 (25 × 25 × 25).

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SECOND EDITION GRADE

Bridges in Mathematics Second Edition Grade 5 Home Connections Volumes 1 & 2

Digital resources noted in italics.

© 2017 by The Math Learning Center

Prepared for publication using Mac OS X and Adobe Creative Suite.

What’s the Problem? page 1 of 2

c What is another way to think about 3 × 6?

b What is another way to solve 4 × 9? Work will vary. Example:

a Write an expression with parentheses to show how Kaylee would solve 7 × 5.

c What is another way to solve 7 × 5? Work will vary. Example:

a Write an expression with parentheses to show how Jasper would solve 3 × 9.

c What is another way to think about 3 × 9?

What’s the Problem? page 2 of 2

4 Braden loves multiplying by 8 because he can double-double-double.

c What is another way to think about 8 × 7? Work will vary. Example:

7 Violet divided 81 by 9 then multiplied the quotient by 3. Write an expression with

Multiplication Connections page 1 of 2

(continued on next page)

Multiplication Connections page 2 of 2

4 Solve the following problems.

5 Find the products.

7 Find the products.

Better Boxes page 1 of 2

4 How many baseballs would fit in this box?

5 How many baseballs would fit in this box?

(continued on next page)

Better Boxes page 2 of 2

6 How many baseballs would fit in this box?

9 CHALLENGEHarris said that 15 × 9 is equivalent to 45 × 3 because you can multiply

Harris is correct. Explanations will vary.

Samantha’s Strategies page 1 of 2

a To solve 18 × 20, I find double 18 and then multiply by 10.

3 Fill in the blanks.

(continued on next page)

Samantha’s Strategies page 2 of 2

7 CHALLENGE William has a total of 292 golf balls in his collection.

Finding Factors page 1 of 2

2 Find at least three multiples for each number below.

Finding Factors page 2 of 2

ex What factors do 12 and 24 have in common? 1, 2, 3, 4, 6, 12

Piper’s Ping-Pong Team page 1 of 2

1 Piper brought this box of ping-pong balls to practice on Tuesday.

b How much cardboard does it take to make the box?

a How many sets of ping-pong balls should Piper buy?

(continued on next page)

Piper’s Ping-Pong Team page 2 of 2

5 Write an expression for each item below.

Student Strategies page 1 of 2

a Write an expression to show how Juliana would solve 8 × 23.

Student Strategies page 2 of 2

Evaluate the following expressions.

a How many layers of blocks are there?

More Expressions & Equations page 1 of 2

a To find 73 × 9, I find 73 times 10 and remove 1 group of 73.

a To find 23 times 8, I double and halve.

b To find 24 times 17, I multiply 20 times 17 and add it to 4 times 17.

4 Evaluate each expression (solve each problem).

d (98 × 47) + (2 × 47) = 4,700

(continued on next page)

More Expressions & Equations page 2 of 2

a Equation for number of cubes: 7 × 3 × 4 = 84 cubes

b Equation for number of cubes: 4 × 5 × 6 = 120 cubes

Expressions, Equations & Stories page 1 of 2