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 Dear Students and Families,
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Welcome to California Go Math!, Grade 6! In this exciting mathematics

program, there are hands-on activities to do and real-world problems
to solve. Best of all, you will write your ideas and answers right in your
book. In California Go Math!, writing and drawing on the pages
helps you think deeply about what you are learning, and you will really
understand math!

By the way, all of the pages in your California Go Math! book are
made using recycled paper. We wanted you to know that you can
Go Green with California Go Math!
Images; (c) ©Mark Mirror/Shutterstock; (r) ©Joseph Sohm/Visions of America/Corbis

Sincerely,

The Authors

Made in the United States

Text printed on 100% recycled paper
 © Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Jeff Oishan/Getty Images; (t) ©Mark Karrass/Corbis; (b) ©Allan Vernon/Flickr/Getty Images
Authors
Juli K. Dixon, Ph.D. Matthew R. Larson, Ph.D.
Professor, Mathematics Education K-12 Curriculum Specialist for
University of Central Florida Mathematics
Orlando, Florida Lincoln Public Schools
Lincoln, Nebraska
Edward B. Burger, Ph.D. Martha E. Sandoval-Martinez
President, Southwestern University Math Instructor
Georgetown, Texas El Camino College
Torrance, California
Steven J. Leinwand
Principal Research Analyst
American Institutes for
Research (AIR) English Language
Washington, D.C. Learners Consultant
Elizabeth Jiménez
Contributor CEO, GEMAS Consulting
Professional Expert on English
Rena Petrello Learner Education
Professor, Mathematics Bilingual Education and
Moorpark College Dual Language
Moorpark, CA Pomona, California
 The Number System Critical Area
Critical Area Completing understanding of division of fractions and
extending the notion of number to the system of rational numbers, which
includes negative numbers

Project: Sweet Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

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1 Whole Numbers and Decimals

Domain The Number System
3 lessons are interactive.
Use iTools, Animated
Math Models, the
CALIFORNIA COMMON CORE STANDARDS 6.NS.2, 6.NS.3, 6.NS.4 Multimedia eGlossary,
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
1 Divide Multi-Digit Numbers. . . . . . . . . . . . . . . . . . . . . . . . . .5
2 Prime Factorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
3 Least Common Multiple . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4 Greatest Common Factor . . . . . . . . . . . . . . . . . . . . . . . . . . 17
5 Problem Solving • Apply the Greatest Common Factor . . . . . . . . 21
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6 Add and Subtract Decimals . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 1 Overview
7 Multiply Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 In this chapter, you will
8 Divide Decimals by Whole Numbers . . . . . . . . . . . . . . . . . . . 35 explore and discover
9 Divide with Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 answers to the following
Essential Questions:
Chapter 1 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 • How do you solve
real-world problems
involving whole numbers
and decimals?
• How does estimation
2 Fractions
Domain The Number System
49 help you solve problems
involving decimals and
whole numbers?
CALIFORNIA COMMON CORE STANDARDS 6.NS.1, 6.NS.4, 6.NS.6c • How can you use the
GCF and the LCM to
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 solve problems?
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
1 Fractions and Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
2 Compare and Order Fractions and Decimals . . . . . . . . . . . . . . 55 Chapter 2 Overview
3 Multiply Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 In this chapter, you will
4 Simplify Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 explore and discover
answers to the following
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Essential Questions:
© Houghton Mifflin Harcourt Publishing Company

5 Investigate • Model Fraction Division. . . . . . . . . . . . . . . . . . . 69 • How can you use the

6 Estimate Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 relationship between
7 Divide Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 multiplication and
division to divide
8 Investigate • Model Mixed Number Division . . . . . . . . . . . . . . 81 fractions?
9 Divide Mixed Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 • What is a mixed
10 Problem Solving • Fraction Operations . . . . . . . . . . . . . . . . . 89 number?
Chapter 2 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 • How can you estimate
products and quotients
of fractions and mixed
numbers?

v
Chapter 3 Overview
In this chapter, you will
explore and discover
3 Rational Numbers
Domain The Number System
99

answers to the following CALIFORNIA COMMON CORE STANDARDS 6.NS.5, 6.NS.6a, 6.NS.6b, 6.NS.6c, 6.NS.7a,
Essential Questions: 6.NS.7b, 6.NS.7c, 6.NS.7d, 6.NS.8
• How do you write,
interpret, and use Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
rational numbers? Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
• How do you calculate 1 Understand Positive and Negative Numbers. . . . . . . . . . . . . . 101
the absolute value of a
number? 2 Compare and Order Integers . . . . . . . . . . . . . . . . . . . . . . . 105
• How do you graph an 3 Rational Numbers and the Number Line . . . . . . . . . . . . . . . . 109
ordered pair? 4 Compare and Order Rational Numbers . . . . . . . . . . . . . . . . . 113
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 117
5 Absolute Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
6 Compare Absolute Values . . . . . . . . . . . . . . . . . . . . . . . . . 123
7 Rational Numbers and the Coordinate Plane . . . . . . . . . . . . . 127
8 Ordered Pair Relationships . . . . . . . . . . . . . . . . . . . . . . . . 131
9 Distance on the Coordinate Plane . . . . . . . . . . . . . . . . . . . . 135
10 Problem Solving • he Coordinate Plane. . . . . . . . . . . . . . . . 139
Chapter 3 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

© Houghton Mifflin Harcourt Publishing Company

vi
 Ratios and Rates Critical Area
Critical Area Connecting ratio and rate to whole number multiplication
and division and using concepts of ratio and rate to solve problems

Project: Meet Me in St. Louis . . . . . . . . . . . . . . . . . . . . . . 150

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4 Ratios and Rates

Domain Ratios and Proportional Relationships
151 lessons are interactive.
Use iTools, Animated
Math Models, the
CALIFORNIA COMMON CORE STANDARDS 6.RP.1, 6.RP.2, 6.RP.3a, 6.RP.3b Multimedia eGlossary,
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
1 Investigate • Model Ratios. . . . . . . . . . . . . . . . . . . . . . . . . 153
2 Ratios and Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
3 Equivalent Ratios and Multiplication Tables . . . . . . . . . . . . . . 161
4 Problem Solving • Use Tables to Compare Ratios . . . . . . . . . . 165
5 Algebra • Use Equivalent Ratios . . . . . . . . . . . . . . . . . . . . . 169
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 173
6 Find Unit Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Chapter 4 Overview
7 Algebra • Use Unit Rates . . . . . . . . . . . . . . . . . . . . . . . . . . 179 In this chapter, you will
8 Algebra • Equivalent Ratios and Graphs . . . . . . . . . . . . . . . . 183 explore and discover
answers to the following
Chapter 4 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Essential Questions:
• How can you use ratios
to express relationships
and solve problems?
• How can you write a
ratio?

5 Percents
Domain Ratios and Proportional Relationships
193 • What are equivalent
ratios?
• How are rates related
CALIFORNIA COMMON CORE STANDARDS 6.RP.3c to ratios?

Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
1 Investigate • Model Percents . . . . . . . . . . . . . . . . . . . . . . . 195 Chapter 5 Overview
2 Write Percents as Fractions and Decimals . . . . . . . . . . . . . . . 199 In this chapter, you will
explore and discover
3 Write Fractions and Decimals as Percents . . . . . . . . . . . . . . . 203 answers to the following
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 207 Essential Questions:
4 Percent of a Quantity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 • How can you use ratio
© Houghton Mifflin Harcourt Publishing Company

5 Problem Solving • Percents . . . . . . . . . . . . . . . . . . . . . . . . 213 reasoning to solve

percent problems?
6 Find the Whole from a Percent . . . . . . . . . . . . . . . . . . . . . . 217
• How can you write a
Chapter 5 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 percent as a fraction?
• How can you use a ratio
to find a percent of a
number?

vii
Chapter 6 Overview
In this chapter, you will
explore and discover
6 Units of Measure
Domain Ratios and Proportional Relationships
227

answers to the following CALIFORNIA COMMON CORE STANDARDS 6.RP.3d

Essential Questions:
• How can you use Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
measurements to Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
help you describe and
compare objects? 1 Convert Units of Length . . . . . . . . . . . . . . . . . . . . . . . . . . 229
• Why do you need to 2 Convert Units of Capacity . . . . . . . . . . . . . . . . . . . . . . . . . 233
convert between units 3 Convert Units of Weight and Mass . . . . . . . . . . . . . . . . . . . . 237
of measure?
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 241
• How can you use a ratio
to convert units?
4 Transform Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
• How do you transform 5 Problem Solving • Distance, Rate, and Time Formulas . . . . . . . 247
units to solve problems? Chapter 6 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 251

© Houghton Mifflin Harcourt Publishing Company

viii
 Expressions and Equations Critical Area
Critical Area Writing, interpreting, and using expressions and equations

Project: he Great Outdoors . . . . . . . . . . . . . . . . . . . . . . 258

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7 Algebra: Expressions
Domain Expressions and Equations
259 lessons are interactive.
Use iTools, Animated
Math Models, the
CALIFORNIA COMMON CORE STANDARDS 6.EE.1, 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, Multimedia eGlossary,
6.EE.4, 6.EE.6 and more.

Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
1 Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
2 Evaluate Expressions Involving Exponents. . . . . . . . . . . . . . . 265
3 Write Algebraic Expressions . . . . . . . . . . . . . . . . . . . . . . . . 269
4 Identify Parts of Expressions. . . . . . . . . . . . . . . . . . . . . . . . 273
5 Evaluate Algebraic Expressions and Formulas . . . . . . . . . . . . 277
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 281 Chapter 7 Overview
6 Use Algebraic Expressions . . . . . . . . . . . . . . . . . . . . . . . . . 283 In this chapter, you will
7 Problem Solving • Combine Like Terms . . . . . . . . . . . . . . . . 287 explore and discover
8 Generate Equivalent Expressions . . . . . . . . . . . . . . . . . . . . 291 answers to the following
Essential Questions:
9 Identify Equivalent Expressions . . . . . . . . . . . . . . . . . . . . . 295
• How do you write,
Chapter 7 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 interpret, and use
algebraic expressions?
• How can you use
expressions to
represent real-world
situations?
• How do you use the
order of operations to
evaluate expressions?
• How can you
tell whether two
expressions are
equivalent?
© Houghton Mifflin Harcourt Publishing Company

ix
 Chapter 8 Overview
In this chapter, you will
explore and discover
8 Algebra: Equations
and Inequalities 305
answers to the following Domain Expressions and Equations
Essential Questions:
CALIFORNIA COMMON CORE STANDARDS 6.EE.5, 6.EE.7, 6.EE.8
• How can you use
equations and
inequalities to represent Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
situations and solve Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
problems? 1 Solutions of Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
• How can you use 2 Write Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Properties of Equality
to solve equations? 3 Investigate • Model and Solve Addition Equations. . . . . . . . . . 315
• How do inequalities 4 Solve Addition and Subtraction Equations . . . . . . . . . . . . . . . 319
differ from equations? 5 Investigate • Model and Solve Multiplication Equations . . . . . . 323
• Why is it useful to 6 Solve Multiplication and Division Equations . . . . . . . . . . . . . 327
describe situations by 7 Problem Solving • Equations with Fractions . . . . . . . . . . . . . 331
using algebra?
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 335
8 Solutions of Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . 337
9 Write Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
10 Graph Inequalities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Chapter 8 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 349

Chapter 9 Overview
In this chapter, you will
explore and discover
9 Algebra: Relationships
Between Variables 355
answers to the following Domain Expressions and Equations
Essential Questions:
CALIFORNIA COMMON CORE STANDARDS 6.EE.9
• How can you show
relationships between
variables? Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
• How can you determine Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
the equation that 1 Independent and Dependent Variables. . . . . . . . . . . . . . . . . 357
gives the relationship 2 Equations and Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
between two variables?
3 Problem Solving • Analyze Relationships . . . . . . . . . . . . . . . 365
• How can you use
tables and graphs to Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 369
© Houghton Mifflin Harcourt Publishing Company

visualize the relationship 4 Graph Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

between two variables? 5 Equations and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Chapter 9 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 379

x
 Geometry and Statistics Critical Area
Critical Area Solve real-world and mathematical problems involving area,
surface area, and volume; and developing understanding of statistical thinking

Project: his Place Is a Zoo! . . . . . . . . . . . . . . . . . . . . . . . 386

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10 Area
Domain Geometry
387 lessons are interactive.
Use iTools, Animated
Math Models, the
CALIFORNIA COMMON CORE STANDARDS 6.G.1, 6.G.3 Multimedia eGlossary,
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
1 Algebra • Area of Parallelograms . . . . . . . . . . . . . . . . . . . . . 389
2 Investigate • Explore Area of Triangles . . . . . . . . . . . . . . . . . 393
3 Algebra • Area of Triangles . . . . . . . . . . . . . . . . . . . . . . . . 397
4 Investigate • Explore Area of Trapezoids . . . . . . . . . . . . . . . . 401
5 Algebra • Area of Trapezoids . . . . . . . . . . . . . . . . . . . . . . . 405
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 409
6 Area of Regular Polygons. . . . . . . . . . . . . . . . . . . . . . . . . . 411 Chapter 10 Overview
7 Composite Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 In this chapter, you will
8 Problem Solving • Changing Dimensions . . . . . . . . . . . . . . . 419 explore and discover
answers to the following
9 Figures on the Coordinate Plane . . . . . . . . . . . . . . . . . . . . . 423 Essential Questions:
Chapter 10 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 427 • How can you use
measurements
to describe two-
dimensional figures?
• What does area
represent?
• How are the areas
of rectangles and
11 Surface Area and Volume
Domain Geometry
433 parallelograms related?
• How are the areas of
CALIFORNIA COMMON CORE STANDARDS 6.G.2, 6.G.4 triangles and trapezoids
related?
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
1 hree-Dimensional Figures and Nets . . . . . . . . . . . . . . . . . . 435 Chapter 11 Overview
2 Investigate • Explore Surface Area Using Nets. . . . . . . . . . . . . 439
In this chapter, you will
3 Algebra • Surface Area of Prisms . . . . . . . . . . . . . . . . . . . . . 443 explore and discover
4 Algebra • Surface Area of Pyramids . . . . . . . . . . . . . . . . . . . 447 answers to the following
Essential Questions:
© Houghton Mifflin Harcourt Publishing Company

Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 451

• How can you use
5 Investigate • Fractions and Volume . . . . . . . . . . . . . . . . . . . 453 measurements to
6 Algebra • Volume of Rectangular Prisms . . . . . . . . . . . . . . . . 457 describe three-
7 Problem Solving • Geometric Measurements. . . . . . . . . . . . . 461 dimensional figures?
Chapter 11 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 465 • How can you use a net
to find the surface area
of a three-dimensional
figure?
• How can you find the
volume of a rectangular
prism?

xi
Chapter 12 Overview
In this chapter, you will
explore and discover
12 Data Displays and
Measures of Center 471
answers to the following Domain Statistics and Probability
Essential Questions:
CALIFORNIA COMMON CORE STANDARDS 6.SP.1, 6.SP.4, 6.SP.5a, 6.SP.5b, 6.SP.5c,
• How can you display 6.SP.5d
data and analyze
measures of center?
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
• When does it make
sense to display data Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
in a dot plot? in a 1 Recognize Statistical Questions . . . . . . . . . . . . . . . . . . . . . . 473
histogram? 2 Describe Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . 477
• What are the 3 Dot Plots and Frequency Tables . . . . . . . . . . . . . . . . . . . . . 481
differences between
the three measures of 4 Histograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485
center? Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 489
5 Investigate • Mean as Fair Share and Balance Point . . . . . . . . . 491
6 Measures of Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
7 Efects of Outliers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
8 Problem Solving • Data Displays. . . . . . . . . . . . . . . . . . . . . 503
Chapter 12 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 507

Chapter 13 Overview
In this chapter, you will
explore and discover
13 Variability and
Data Distributions 513
answers to the following Domain Statistics and Probability
Essential Questions:
CALIFORNIA COMMON CORE STANDARDS 6.SP.2, 6.SP.3, 6.SP.4, 6.SP.5c, 6.SP.5d
• How can you describe
the shape of a data set
using graphs, measures Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
of center, and measures Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
of variability? 1 Patterns in Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515
• How do you calculate 2 Box Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519
the different measures
of center? 3 Investigate • Mean Absolute Deviation . . . . . . . . . . . . . . . . . 523
• How do you calculate 4 Measures of Variability . . . . . . . . . . . . . . . . . . . . . . . . . . . 527
the different measures Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 531
of variability? 5 Choose Appropriate Measures of Center and Variability . . . . . . 533
© Houghton Mifflin Harcourt Publishing Company

6 Apply Measures of Center and Variability . . . . . . . . . . . . . . . 537

7 Describe Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
8 Problem Solving • Misleading Statistics . . . . . . . . . . . . . . . . 545
Chapter 13 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 549

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H1
California Common Core State Standards Correlations . . . . . . . H17
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H27
Table of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H39

xii
 Critical Area The Number
System
CRITICAL AREA Completing understanding of division of
fractions and extending the notion of number to the system
of rational numbers, which includes negative numbers
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California is one of the nation’s

largest growers of apples.

1
 Project
Sweet Success
Businesses that sell food products need to combine ingredients in the
correct amounts. They also need to determine what price to charge for
the products they sell.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©D. Hurst/Alamy; (br) ©Foodcollection RF/Getty Images; (cl) ©Frederic Cirou and Isabelle Rozenbaum/PhotoAlto/Corbis
A company sells Apple Cherry Mix. They make large
batches of the mix that can be used to fill 250 bags
each. Determine how many pounds of each ingredient
should be used to make one batch of Apple Cherry Mix.
Then decide how much the company should charge
for each bag of Apple Cherry Mix, and explain how you
made your decision.

Important Facts
Ingredients in Apple Cherry Mix
(1 bag)
• 3_4 pound of dried apples
• 1_2 pound of dried cherries
• 1_4 pound of walnuts

Cost of Ingredients
• dried apples: $2.80 per pound
• dried cherries: $4.48 per pound
• walnuts: $3.96 per pound

Completed by

2 Chapters 1–3
 Whole Numbers and Decimals
Show Wha t You Know
Check your understanding of important skills.

Name

Factors Find all of the factors of the number.

1. 16 ____ 2. 27 ____

3. 30 ____ 4. 45 ____

Round Decimals Round to the place of the underlined digit.

5. 0.323 6. 4.096 7. 10.67 8. 5.278

___ ___ ___ ___

Multiply 3-Digit and 4-Digit Numbers Multiply.
9. 2,143 10. 375 11. 3,762 12. 603
__6
× ×
_8 ×
__7 _9
×

___ ___ ___ ___

© Houghton Mifflin Harcourt Publishing Company

Maxwell saved $18 to buy a fingerprinting kit

that costs $99. He spent 0.25 of his savings to
buy a magnifying glass. Be a Math Detective and
help Maxwell find out how much more he needs
to save to buy the fingerprinting kit.

Personal Math Trainer

Online Assessment
and Intervention Chapter 1 3
 Voca bula ry Builder
Visualize It
Complete the Flow Map using the words with a ✓. Review Words

✓ compatible numbers
Estimation decimal
✓ dividend
Division
divisible
✓ divisor
÷ =
84.15 18.7 4.5 factor
prime number
✓ quotient
thousandth

Preview Words

common factor
80 ÷ 20 = 4
greatest common
factor
Understand Vocabulary least common multiple
Complete the sentences using the preview words.
prime factorization
1. The least number that is a common multiple of two or more

numbers is the _____.

2. The greatest factor that two or more numbers have in common

is the _____.

3. A number that is a factor of two or more numbers is a

_____.
© Houghton Mifflin Harcourt Publishing Company

4. A number written as the product of its prime factors is the

_____ of the number.

• Interactive Student Edition

4 • Multimedia eGlossary
 Lesson 1.1
Name
Divide Multi-Digit Numbers The Number System—
Essential Question How do you divide multi-digit numbers? 6.NS.2
MATHEMATICAL PRACTICES
MP.1, MP.2

Unlock
Unlock the
the Problem
Problem
When you watch a cartoon, the frames of film seem to blend together to form
a moving image. A cartoon lasting just 92 seconds requires 2,208 frames. How
many frames do you see each second when you watch a cartoon?

Divide 2,208 ÷ 92.

Estimate using compatible numbers. _ ÷ _ = _

2
92qw
2,208 Divide the tens.

− 1 84
368 Divide the ones.

Compare your estimate with the quotient. Since the estimate, _ ,

is close to _ , the answer is reasonable.

So, you see _ frames each second when you watch a cartoon.

Example 1 Divide 12,749 ÷ 18.

You can write a remainder
Estimate using compatible numbers. _ ÷ _ = _ with an r, as a fractional part of
the divisor, or as a decimal. For
STEP 1 Divide. STEP 2 Check your answer. 131 ÷ 5, the quotient can be
written as 26 r1, 26 _51 , or 26.2.
70 r5
18qw
12,749
Multiply the whole number part of the
− 12 6 × 18
__ quotient by the divisor.
© Houghton Mifflin Harcourt Publishing Company

14
− 0 +
__
149
− + Add the remainder.

12,749
So, 12,749 ÷ 18 = __.

Chapter 1 5
 Example 2
Divide 59,990 ÷ 280. Write the remainder as a fraction.

Estimate using compatible numbers. __ ÷ _ = _

STEP 1 Divide. STEP 2 Write the remainder as a fraction.

remainder = ____
________ Write the remainder over
280qw
59,990 divisor 280 the divisor.

−
70 ÷
_________ = ___ Simplify.
− 280 ÷

−
70
Compare your estimate with the quotient. Since the estimate, _

is close to _ , the answer is reasonable.

So, 59,990 ÷ 280 = _.

MATHEMATICAL
PRACTICE 1 Describe two ways to check your answer in Example 2.

Share
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and Show
Show
Estimate. Then find the quotient. Write the remainder, if any, with an r.
© Houghton Mifflin Harcourt Publishing Company

1. 29qw
986 Think: 30 × 3 = 90
2. 37qw
3,786

___ ___

6
 Name

Share
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and Show
Show
Estimate. Then find the quotient. Write the remainder, if any, as a fraction.
3. 6,114 ÷ 63 4. 11,050 ÷ 26

___ ___
Math
Talk Mathematical Practices
Explain why you can use
multiplication to check a
division problem.
On
On Your
Your Own
Own
Estimate. Then find the quotient. Write the remainder, if any, as a fraction.

5. 3,150 ÷ 9 6. 2,115 ÷ 72 7. 20,835 ÷ 180

___ ___ ___

Find the least whole number that can replace ■ to make the
statement true.

8. ■ ÷ 9 > 700 9. ■ ÷ 19 > 89 10. 110 < ■ ÷ 47

___ ___ ___

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL DEEPER
11. PRACTICE 2
Use Reasoning Name two 12. A factory produces 30,480 bolts
whole numbers that can replace ■ to make in 12 hours. If the same number of bolts are
both statements true. produced each hour, how many bolts does the
factory produce in 5 hours?
2 × ■ < 1,800 ÷ 12 ■ > 3,744 ÷ 52

___ ___

Chapter 1 • Lesson 1 7
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 13–16.

13. A Boeing 747-400 jet carried 6,045 passengers

last week, and all of its flights were full. How
many flights did the jet make last week?

14. DEEPER Last month an airline made

6,322 reservations for flights from Newark,
New Jersey, to Frankfurt, Germany. If there
were 21 full flights and 64 reservations were Airplane Passenger Seats
cancelled, which airplane made the flights? Type of Plane Seats
Airbus A330-300 298
Boeing 747-400 403

SMARTER McDonnell Douglas MD-90 160

15. An airline carries about
750 passengers from Houston to Chicago each Embraer 170 70
day. How many McDonnell Douglas MD-90
jets would be needed to carry this many
passengers, and how many empty seats would
there be?

WRITE Math • Show Your Work

16. SMARTER Pose a Problem Refer
back to Problem 13. Use the information in
the table to write a similar problem involving

© Houghton Mifflin Harcourt Publishing Image Credits: Company (t) ©PhotoDisc/Getty Images
airplane passenger seats.

17. SMARTER For numbers 17a–17d,

choose Yes or No to indicate whether the
equation is correct.

17a. 1,350 ÷ 5 = 270 Yes No

17b. 3,732 ÷ 4 = 933 Yes No

17c. 4,200 ÷ 35 = 12 Yes No

17d. 1,586 ÷ 13 = 122 Yes No

FOR MORE PRACTICE:

8 Standards Practice Book
 Lesson 1.2
Name

Prime Factorization The Number System—

6.NS.4
Essential Question How do you write the prime factorization of
a number? MATHEMATICAL PRACTICES
MP.1, MP.7, MP.8

Unlock
Unlock the
the Problem
Problem
Secret codes are often used to send information over the
Internet. Many of these codes are based on very large
numbers. For some codes, a computer must determine
the prime factorization of these numbers to decode
the information.

The prime factorization of a number is the number written

as a product of all of its prime factors.

One Way Use a factor tree.

The key for a code is based on the prime factorization of 180. Find
the prime factorization of 180.
A prime number is a whole
Choose any two factors whose product is 180. Continue finding number greater than 1 that has
factors until only prime factors are left. exactly two factors: itself and 1.

A Use a basic fact. B Use a divisibility rule.

Think: 10 times what number is equal to 180? Think: 180 is even, so it is divisible by 2.

10 × _ = 180 2 × _ = 180
180
© Houghton Mifflin Harcourt Publishing Company Image Credits: (r) ©PhotoDisc/Getty Images

180

2
10
2 2

2 6 3

2 3

180 = _ × _ × _ × _ × _ List the prime factors from least to greatest.

So, the prime factorization of 180 is _ × _ × _ × _ × _.

Math
Talk Mathematical Practices
Explain how you know whether a
number is divisible by another number.
Chapter 1 9
 Another Way Use a ladder diagram.
The key for a code is based on the prime factorization of 140. Find the prime
factorization of 140.

Choose a prime factor of 140. Continue dividing by prime factors until the
quotient is 1.

A Use the divisibility rule for 2. B Use the divisibility rule for 5.
Think: 140 is even, so 140 is divisible by 2. Think: The last digit is 0, so 140 is divisible by 5.

5 140
2 140
140 ÷ 2 = 70
2
7 70
prime factors 14
10
2
2
1

140 = _ × _ × _ × _ List the prime factors from least to greatest.

So, the prime factorization of 140 is _ × _ × _ × _.

Math
Talk Mathematical Practices
How can you check whether
Share
Share and
and Show
Show the prime factorization of a
number is correct?

Find the prime factorization.

1. 18 2. 42

18
2 42
© Houghton Mifflin Harcourt Publishing Company

6 3

18 = _ × _ × _ 42 = _ × _ × _

10
 Name

Share
Share and
and Show
Show
Find the prime factorization.

3. 75 4. 12 5. 65

Math
Talk Mathematical Practices
Explain why a prime number
cannot be written as a
On
On Your
Your Own
Own product of prime factors.

Write the number whose prime factorization is given.

6. 2 × 2 × 2 × 7 7. 2 × 2 × 5 × 5 8. 2 × 2 × 2 × 2 × 3 × 3

Practice: Copy and Solve Find the prime factorization.

9. 45 10. 50 11. 32

12. 76 13. 108 14. 126

MATHEMATICAL
© Houghton Mifflin Harcourt Publishing Company

15. The area of a rectangle is the product of its length 16. PRACTICE 7 Look for Structure Dani says she
and width. A rectangular poster has an area of is thinking of a secret number. As a clue, she
260 square inches. The width of the poster is says the number is the least whole number that
greater than 10 inches and is a prime number. has three different prime factors. What is Dani’s
What is the width of the poster? secret number? What is its prime factorization?

Chapter 1 • Lesson 2 11
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 17–19. Agent Sanchez must enter a
code on a keypad to unlock the door to her office.

17. In August, the digits of the code number are the

prime factors of 150. What is the code number for
the office door in August?

18. DEEPER In September, the fourth digit of the

code number is 2 more than the fourth digit of the
code number based on the prime factors of 225.
The prime factors of what number were used for the Code Number Rules
code in September? 1. The code is a 4-digit number.

2. Each digit is a prime number.

3. The prime numbers are entered from least to

greatest.
19. SMARTER One day in October,
4. The code number is changed at the beginning
Agent Sanchez enters the code 3477.
of each month.
How do you know that this code is
incorrect and will not open the door?

WRITE Math • Show Your Work

20. SMARTER Use the numbers to

complete the factor tree. You may use a
number more than once.

2 3 6 9 18

36 © Houghton Mifflin Harcourt Publishing Company

Write the prime factorization of 36.

FOR MORE PRACTICE:

12 Standards Practice Book
 Lesson 1.3
Name
Least Common Multiple The Number System—
Essential Question How can you find the least common multiple of two 6.NS.4
whole numbers? MATHEMATICAL PRACTICES
MP.4, MP.6

Unlock
Unlock the
the Problem
Problem
In an experiment, each flowerpot will get one seed. If the • Explain why you cannot buy the same
flowerpots are in packages of 6 and the seeds are in number of packages of each item.

packets of 8, what is the least number of plants that can

be grown without any seeds or pots left over?

The least common multiple, or LCM, is the least number

that is a common multiple of two or more numbers.

One Way Use a list.

Make a list of the first eight nonzero multiples of 6
and 8. Circle the common multiples. Then find the
least common multiple.

Multiples of 6: 6, 12, 18, _ ,_ ,_ ,_ ,_

Multiples of 8: 8, 16, 24, _ ,_ ,_ ,_ ,_

The least common multiple, or LCM, is _ .

© Houghton Mifflin Harcourt Publishing Company Image Credits: (cr) ©C Squared Studios/Photodisc/Getty Images

Another Way Use prime factorization and a Venn diagram.

Write the prime factorization of 6=2×_
each number.
8=2×_×_

List the common prime factors of the 6 and 8 have one prime factor of _ in common.
numbers, if any. Prime factors of 8
Prime factors of 6

Place the prime factors of the numbers in

the appropriate parts of the Venn diagram. 2
To find the LCM, find the product of all of 3
the prime factors in the Venn diagram.

3×2×2×2=_

The LCM is _. Common prime factors

So, the least number of plants is _. Math

Talk Mathematical Practices
Explain how the diagram shows the
prime factorization of 6 and 8.

Chapter 1 13
 Example Use prime factorization to find the LCM of 12 and 18.
Write the prime factorization 12 = 2 × 2 × _
of each number.

Line up the common factors. 18 = 2 × 3 ×_ The factors in the prime

factorization of a number are
Multiply one number from 2×2× 3 × 3 = 36 usually listed in order from least
each column. to greatest.

So, the LCM of 12 and 18 is _.

Try This! Find the LCM.

A 10, 15, and 25 B 3 and 12

Use prime factorization. Use a list.

10 = ___ Multiples of 3: ___

15 = ___ Multiples of 12: ___

25 = ___ The LCM is _.

____
The LCM is _.

1. How can you tell whether the LCM of a pair of numbers is one of the
numbers? Give an example.

MATHEMATICAL
2. PRACTICE 6 Explain one reason why you might use prime factorization
instead of making a list of multiples to find the LCM of 10, 15, and 25.
© Houghton Mifflin Harcourt Publishing Company

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and Show
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1. List the first six nonzero multiples of 6 and 9. Circle the common
multiples. Then find the LCM.

Multiples of 6: ____

Multiples of 9: ____ The LCM of 6 and 9 is _.

14
 Name

Share
Share and
and Show
Show
Find the LCM.
2. 3, 5 3. 3, 9 4. 9, 15

__ __ __

Math
Talk Mathematical Practices
On
On Your
Your Own
Own Explain what the LCM of
two numbers represents.
Find the LCM.

5. 5, 10 6. 3, 8 7. 9, 12

__ __ __
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Write the unknown number for the ■.

8. 5, 8 LCM: ■ 9. 5, ■ LCM: 15 10. ■, 6 LCM: 42

■ = __ ■ = __ ■ = __

MATHEMATICAL DEEPER
11. PRACTICE 3
Verify the Reasoning of Others 12. A deli has a special one-day event
Mr. Haigwood is shopping for a school picnic. to celebrate its anniversary. On the day of the
© Houghton Mifflin Harcourt Publishing Company

Veggie burgers come in packages of 15, and buns event, every eighth customer receives a free
come in packages of 6. He wants to serve veggie drink. Every twelfth customer receives a free
burgers on buns and wants to have no items left sandwich. If 200 customers show up for the
over. Mr. Haigwood says that he will have to buy event, how many of the customers will receive
at least 90 of each item, since 6 × 15 = 90. Do both a free drink and a free sandwich?
you agree with his reasoning? Explain.

Chapter 1 • Lesson 3 15
 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem
13. Katie is making hair clips to sell at the craft fair. To make each hair clip, she
uses 1 barrette and 1 precut ribbon. The barrettes are sold in packs of 12, and
the precut ribbons are sold in packs of 9. How many packs of each item does
she need to buy to make the least number of hair clips with no supplies left over?

a. What information are you given?

b. What problem are you being asked to solve?

c. Show the steps you use to solve d. Complete the sentences.

the problem.
The least common multiple of

12 and 9 is _ .

Katie can make _ hair clips with no

supplies left over.

To get 36 barrettes and 36 ribbons, she

needs to buy _ packs of barrettes

and _ packs of precut ribbons.

14. SMARTER Reptile stickers 15. SMARTER For numbers 15a–15d,

come in sheets of 6 and fish choose Yes or No to indicate whether the
stickers come in sheets of 9. LCM of the two numbers is 16.
Antonio buys the same number
© Houghton Mifflin Harcourt Publishing Company

of both types of stickers and he 15a. 2, 8 Yes No

buys at least 100 of each type.
What is the least number of 15b. 2, 16 Yes No
sheets of each type he might buy?
15c. 4, 8 Yes No

15d. 8, 16 Yes No

FOR MORE PRACTICE:

16 Standards Practice Book
 Lesson 1.4
Name
Greatest Common Factor The Number System—
Essential Question How can you find the greatest common factor of two 6.NS.4
whole numbers? MATHEMATICAL PRACTICES
MP.2, MP.4
A common factor is a number that is a factor of two or more numbers.
The numbers 16 and 20 have 1, 2, and 4 as common factors.

Factors of 16: 1, 2, 4, 8, 16 A number that is multiplied by

another number to find a
Factors of 20: 1, 2, 4, 5, 10, 20 product is a factor.
Factors of 6: 1, 2, 3, 6
The greatest common factor, or GCF, is the greatest factor that two Factors of 9: 1, 3, 9
or more numbers have in common. The greatest common factor of Every number has 1 as a factor.
16 and 20 is 4.

Unlock
Unlock the
the Problem
Problem
Jim is cutting two strips of wood to make picture
frames. The wood strips measure 12 inches and 12 inches
18 inches. He wants to cut the strips into equal
lengths that are as long as possible. Into what
18 inches
lengths should he cut the wood?

Find the greatest common factor, or GCF, of 12 and 18.

One Way Use a list.

Factors of 12: 1, 2, _ , _ , _ , 12 Math
Talk Mathematical Practices
Factors of 18: 1, _ , _ , _ , _ , _ Into what other lengths
could Jim cut the wood to
The greatest common factor, or GCF, is _ . obtain equal lengths?

Another Way Use prime factorization.

Write the prime factorization of each number.
Prime factors of 12 Prime factors of 18
12 = 2 × _ × 3

18 = _ × 3 × _
© Houghton Mifflin Harcourt Publishing Company

2
Place the prime factors of the numbers in the
3
appropriate parts of the Venn diagram.

To find the GCF, find the product of the common prime factors.
Common prime
2×3=_ The GCF is _. factors

So, Jim should cut the wood into _-inch lengths.

Chapter 1 17
 Distributive Property
Multiplying a sum by a number is the same as multiplying 5 × (8 + 6) = (5 × 8) + (5 × 6)
each addend by the number and then adding the products.

You can use the Distributive Property to express the sum of two whole
numbers as a product if the numbers have a common factor.

Example Use the GCF and the Distributive

Property to express 36 + 27 as a product.

Find the GCF of 36 and 27. GCF: _

Write each number as the product 36 + 27

of the GCF and another factor.
(9 × _ ) + (9 × _ )

Use the Distributive Property to 9 × (4 + _ )

write 36 + 27 as a product.

Check your answer. 36 + 27 = _

9 × (4 + _ ) = 9 × _ = _

So, 36 + 27 = _ × ( _ + _ ).

1. Explain two ways to find the GCF of 36 and 27.

MATHEMATICAL
2. PRACTICE 4
Use Diagrams Describe how the figure at the right 4 3
shows that 36 + 27 = 9 × (4 + 3) .
© Houghton Mifflin Harcourt Publishing Company

9×4 9×3

18
 Name

Share
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and Show
Show
1. List the factors of 12 and 20. Circle the GCF.

Factors of 12: ___

Factors of 20: ___

Find the GCF.

2. 16, 18 3. 25, 40 4. 24, 40 5. 14, 35

__ __ __ __
Use the GCF and the Distributive Property to express the sum as a product.

6. 21 + 28 7. 15 + 27 8. 40 + 15 9. 32 + 20

__ __ __ __

Math
Talk Mathematical Practices
Explain how to use the prime
On
On Your
Your Own
Own factorization of two numbers to find
their GCF.
Find the GCF.
10. 8, 25 11. 31, 32 12. 56, 64 13. 150, 275

__ __ __ __
Use the GCF and the Distributive Property to express the sum as a product.

14. 24 + 30 15. 49 + 14 16. 63 + 81 17. 60 + 12

© Houghton Mifflin Harcourt Publishing Company

__ __ __ __
MATHEMATICAL
18. PRACTICE 1
Describe the difference between the LCM and the
GCF of two numbers.

Chapter 1 • Lesson 4 19
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 19–22. Teachers at the Scott School of
Music teach only one instrument in each class.

19. Francisco teaches group lessons to all of the violin and

viola students at the Scott School of Music. All of his
classes have the same number of students. What is the
greatest number of students he can have in each class?

20. DEEPER Amanda teaches all of the bass and viola

Scott School of Music
students. All her classes have the same number of
Number of
students. Each class has the greatest possible number Instrument
Students
of students. How many of these classes does she teach? Bass 20
Cello 27
Viola 30
21. SMARTER Mia teaches jazz classes. She has Violin 36
9 students in each class, and she teaches all the students
who play two instruments. How many students does
she have, and which two instruments does she teach?

22. WRITE Math Explain how you could use the GCF and the Distributive
Show
PropertyYour Work the sum of the number of bass students and the number
to express
of violin students as a product.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©mediacolours/Alamy Images

23. SMARTER The prime factorization of each number is shown.

6=2×3
Prime factors of 6 Prime factors of 12
12 = 2 × 2 × 3
Using the prime factorization, complete the Venn
diagram and write the GCF of 6 and 12.

GCF = ______
Common prime factors

FOR MORE PRACTICE:

20 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 1.5
Problem Solving • Apply the Greatest
Common Factor The Number System—
6.NS.4
Essential Question How can you use the strategy draw a diagram to MATHEMATICAL PRACTICES
help you solve problems involving the GCF and the Distributive Property?
MP.1, MP.4, MP.5, MP.6

Unlock
U l k the
Unlock th Problem
the Problem
P bl
A trophy case at Riverside Middle School holds 18 baseball
trophies and 24 soccer trophies. All shelves hold the same
number of trophies. Only one sport is represented on each shelf.
What is the greatest number of trophies that can be on each
shelf? How many shelves are there for each sport?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find? Total trophies = baseball + soccer

I need to find 18 + 24

Find the GCF of 18 and 24. GCF: _

Write each number as the 18 + 24

product of the GCF and
another factor. (6 × _) + (6 × _)
What information do I need
to use? Use the Distributive Property 6 × (_ + _)
to write 18 + 24 as a product.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Randy Faris/Corbis

I need to use
Use the product to draw a
diagram of the trophy case. BBBBBB
Use B’s to represent baseball
trophies. Use S’s to represent
How will I use the information? soccer trophies.
SSSSSS
I can find the GCF of __ and
use it to draw a diagram representing

the __ of the trophy case.

Math
Talk Mathematical Practices
Explain how the Distributive
So, there are _ trophies on each shelf. There are _ shelves of Property helped you solve
the problem.

baseball trophies and _ shelves of soccer trophies.

Chapter 1 21
 Try Another Problem
Delia is bagging 24 onion bagels and 16 plain bagels for her bakery
customers. Each bag will hold only one type of bagel. Each bag will hold the
same number of bagels. What is the greatest number of bagels she can put in
each bag? How many bags of each type of bagel will there be?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Jean-Blaise Hall/Getty Images
How will I use the information?

So, there will be _ bagels in each bag. There will be

_ bags of onion bagels and _ bags of plain bagels.

MATHEMATICAL
• PRACTICE 6
Explain how knowing that the GCF of 24 and 16 is 8 helped
you solve the bagel problem.

22
 Name
Unlock the Problem
Share
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and Show
Show √ Circle important facts.
√ Check to make sure you answered
1. Toby is packaging 21 baseball cards and 12 football cards to the question.
sell at a swap meet. Each packet will have the same number √ Check your answer.
of cards. Each packet will have cards for only one sport.
What is the greatest number of cards he can place in each
packet? How many packets will there be for each sport? WRITE Math
Show Your Work
First, find the GCF of 21 and 12.

Next, use the Distributive Property to write 21 + 12 as a

product, with the GCF as one of the factors.

So, there will be _ packets of baseball cards and

_ packets of football cards. Each packet will

contain _ cards.

2. SMARTER What if Toby had decided to keep one

baseball card for himself and sell the rest? How would your
answers to the previous problem have changed?

3. Melissa bought 42 pine seedlings and 30 juniper seedlings

to plant in rows on her tree farm. She wants each row to
have the same number of seedlings. She wants only one
type of seedling in each row. What is the greatest number of
seedlings she can plant in each row? How many rows of each
© Houghton Mifflin Harcourt Publishing Company

type of tree will there be?

Chapter 1 • Lesson 5 23
 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
4.
MATHEMATICAL
PRACTICE 1 Make Sense of Problems A drum and bugle WRITE Math • Show Your Work
marching band has 45 members who play bugles and
27 members who play drums. When they march, each row has
the same number of players. Each row has only bugle players
or only drummers. What is the greatest number of players
there can be in each row? How many rows of each type of
player can there be?

5. SMARTERThe “color guard” of a drum and bugle

band consists of members who march with flags, hoops, and
other props. How would your answers to Exercise
4 change if there were 21 color guard members marching
along with the bugle players and drummers?

6. DEEPER If you continue the pattern below so that you

write all of the numbers in the pattern less than 500, how
many even numbers will you write?
4, 9, 14, 19, 24, 29…

Personal Math Trainer

7. SMARTER +Mr. Yaw’s bookcase holds

20 nonfiction books and 15 fiction books. Each shelf
holds the same number of books and contains only one type
of book. How many books will be on each shelf if each shelf
© Houghton Mifflin Harcourt Publishing Company

has the greatest possible number of books? Show your work.

FOR MORE PRACTICE:

24 Standards Practice Book
 Name

Mid-Chapter Checkpoint
Vocabulary
Vocabulary
Vocabulary
Choose the best term from the box to complete the sentence.
greatest common
1. The _____ of two numbers is greater than factor
or equal to the numbers. (p.13) least common multiple

2. The _____ of two numbers is less than or prime number

equal to the numbers. (p.17)

Concepts
Concepts and
and Skills
Skills
Estimate. Then find the quotient. Write the remainder,
if any, with an r. (6.NS.2)

3. 2,800 ÷ 25 4. 19,129 ÷ 37 5. 32,111 ÷ 181

___ ___ ___

Find the prime factorization. (6.NS.4)
6. 44 7. 36 8. 90

___ ___ ___

Find the LCM. (6.NS.4)

9. 8, 10 10. 4, 14 11. 6, 9
© Houghton Mifflin Harcourt Publishing Company

___ ___ ___

Find the GCF. (6.NS.4)

12. 16, 20 13. 8, 52 14. 36, 54

___ ___ ___

Chapter 1 25
15. A zookeeper divided 2,440 pounds of food equally among 8 elephants.
How many pounds of food did each elephant receive? (6.NS.2)

16. DVD cases are sold in packages of 20. Padded mailing envelopes are
sold in packets of 12. What is the least number of cases and envelopes
you could buy so that there is one case for each envelope with none left
over? (6.NS.4)

17. Max bought two deli sandwich rolls measuring 18 inches and 30 inches.
He wants them to be cut into equal sections that are as long as possible.
Into what lengths should the rolls be cut? (6.NS.4)

18. Susan is buying supplies for a party. If spoons only come in bags of 8 and
forks only come in bags of 6, what is the least number of spoons and the
least number of forks she can buy so that she has the same number of
each? (6.NS.4)

19. Tina is placing 30 roses and 42 tulips in vases for table decorations in her
© Houghton Mifflin Harcourt Publishing Company

restaurant. Each vase will hold the same number of flowers. Each vase
will have only one type of flower. What is the greatest number of flowers
she can place in each vase? (6.NS.4)

26
 Lesson 1.6
Name

Add and Subtract Decimals The Number System—

6.NS.3
Essential Question How do you add and subtract multi-digit decimals?
MATHEMATICAL PRACTICES
MP.2, MP.6, MP.7
connect The place value of a digit in a number shows
the value of the digit. The number 2.358 shows 2 ones,
3 tenths, 5 hundredths, and 8 thousandths.

Place Value
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
2 • 3 5 8

Unlock
Unlock the
the Problem
Problem
Amanda and three of her friends volunteer at the
local animal shelter. One of their jobs is to weigh • How do you know whether to add or
subtract the weights given in the problem?
the puppies and kittens and chart their growth.
Amanda’s favorite puppy weighed 2.358 lb last
month. If it gained 1.08 lb, how much does it weigh
this month?

Add 2.358 + 1.08.

Estimate the sum. _ + _ = _

Add the thousandths first. 2.358
Then add the hundredths, tenths, and ones. +
__1.08
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Rubberball/Alamy

Regroup as needed.

Compare your estimate with the sum. Since the estimate,

_, is close to __, the answer is reasonable.

So, the puppy weighs __ lb this month.

MATHEMATICAL
1. PRACTICE 7 Look for Structure Is it necessary to add a zero after 1.08
to find the sum? Explain.

2. Explain how place value can help you add decimals.

Chapter 1 27
 Example 1
A bee hummingbird, the world’s smallest bird, has a mass of You can place zeros to the right
1.836 grams. A new United States nickel has a mass of of a decimal without changing
5 grams. What is the difference in grams between the mass its value.
of a nickel and the mass of a bee hummingbird? 4.91 = 4.910 = 4.9100

Subtract 5 − 1.836.
Bee hummingbird
Estimate the difference. _ − _ ∙ _

Think: 5 = 5.__

Subtract the thousandths first.

5.
Then subtract the hundredths, tenths, and ones. –1.836
__
Regroup as needed.

Compare your estimate with the difference. Since the estimate,

_, is close to __ , the answer is reasonable.

So, the mass of a new nickel is __ grams more U.S. Nickel

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Lee Dalton/Alamy Images (cl) Courtesy, United States Mint
than the mass of a bee hummingbird.
Math
Talk Mathematical Practices
Explain how to use inverse
operations to check your
answer to 5 − 1.836.

Example 2 Evaluate (6.5 − 1.97) + 3.461 using the order of operations.

Write the expression. (6.5 – 1.97) + 3.461
Perform operations in parentheses. 6.50
–1.97
__

Add.

+ 3. 461
__ Math
Talk Mathematical Practices
Describe how adding and
subtracting decimals is like
So, the value of the expression is __. adding and subtracting
whole numbers.

28
 Name

Share
Share and
and Show
Show
1. Find 3.42 − 1.9.

Estimate. _−_=_
Subtract the ___ first.
3.42
–1.90
__

Estimate. Then find the sum or difference.

2. 2.3 + 5.68 + 21.047 3. 33.25 − 21.463 4. Evaluate

(8.54 + 3.46) − 6.749.

____ ____ ____

Math
Talk Mathematical Practices
Explain why it is important to align
the decimal points when you add or
On
On Your
Your Own
Own subtract decimals.

Estimate. Then find the sum or difference.

5. 57.08 + 34.71 6. 20.11 − 13.27 7. 62 − 9.817 8. 35.1 + 4.89

__ __ __ __

Practice: Copy and Solve Evaluate using the order of operations.

9. 8.01 − (2.2 + 4.67) 10. 54 + (9.2 − 1.413)

© Houghton Mifflin Harcourt Publishing Company

11. (3.26 + 1.51) + 4.77 12. (2.4 + 13.913) − 0.92

13. 21.3 − (19.1 − 3.22) 14. 23.7 + (96.5 + 9.25)

MATHEMATICAL
15. PRACTICE 3 Make Arguments A student evaluated 19.1 + (4.32 + 6.9) and got 69.2.
How can you use estimation to convince the student that this answer is not reasonable?

Chapter 1 • Lesson 6 29
 MATHEMATICAL PRACTICES

16. SMARTER
For numbers 16a–16d, select True or
False for each equation.

16a. 3.76 + 2.7 = 6.46 True False

16b. 4.14 + 1.8 = 4.32 True False

16c. 2.01 – 1.33 = 0.68 True False

16d. 51 – 49.2 = 1.8 True False

Comparing Eggs
Different types of birds lay eggs of different sizes. Small
birds lay eggs that are smaller than those that are laid
by larger birds. The table shows the average lengths and
widths of five different birds’ eggs.

Average Dimensions of Bird Eggs

Bird Length (m) Width (m)
Canada Goose 0.086 0.058
Hummingbird 0.013 0.013
Raven 0.049 0.033
Robin 0.019 0.015
Turtledove 0.031 0.023

© Houghton Mifflin Harcourt Publishing Company Image Credits: (c) ©David R. Frazier Photolibrary, Inc./Alamy Images
Canada Goose
Use the table for 17–19.

17. What is the difference in average length between the longest egg
and the shortest egg?

18. DEEPER Which egg has a width that is eight thousandths of a meter shorter
than its length?

19. SMARTER
How many robin eggs, laid end to end, would be about equal in
length to two raven eggs? Justify your answer.

FOR MORE PRACTICE:

30 Standards Practice Book
 Name
Lesson 1.7
Multiply Decimals The Number System—
6.NS.3
Essential Question How do you multiply multi-digit decimals?
MATHEMATICAL PRACTICES
MP.2, MP.3, MP.6, MP.8

Unlock
Unlock the
the Problem
Problem
Last summer Rachel worked 38.5 hours per week
at a grocery store. She earned $9.70 per hour. • How can you estimate the product?
How much did she earn in a week?

Multiply $9.70 × 38.5.

First estimate the product. $10 × 40 = __

You can use the estimate to place the decimal in a product.

$9.70 Multiply as you would with whole numbers.

× 38.5
The estimate is about $ __,

so the decimal point should be

+ placed after $__.
$

Since the estimate, __, is close to __,

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©SW Productions/PhotoDisc/Getty Images

the answer is reasonable.

So, Rachel earned __ per week.

1. Explain how your estimate helped you know where to place the decimal
in the product.

Try This! What if Rachel gets a raise of $1.50 per hour? How much
will she earn when she works 38.5 hours?

Chapter 1 31
Counting Decimal Places Another way to place the decimal in a
product is to add the numbers of decimal places in the factors.

Example 1 Multiply 0.084 × 0.096.

0.084 _ decimal places

× 0.096
___ _ decimal places
Multiply as you would with whole numbers.

+
___
_ 1 _, or _ decimal places

Example 2 Evaluate 0.35 × (0.48 + 1.24) using the order of operations.

Write the expression. 0.35 × (0.48 + 1.24)

Perform operations
in parentheses.
0.35 × __

Multiply. 0. 35 _ decimal places

× _ decimal places
__

+
__
_ 1 _, or _ decimal places

So, the value of the expression is __. Math

Talk Mathematical Practices
Is the product of 0.5 and 3.052 greater
than or less than 3.052? Explain.
MATHEMATICAL
2. PRACTICE 8 Use Repeated Reasoning Look for a pattern. Explain.

0.645 × 1 = 0.645
© Houghton Mifflin Harcourt Publishing Company

0.645 × 10 = 6.45 The decimal point moves _ place to the right.

0.645 × 100 = __ The decimal point moves _ places to the right.

0.645 × 1,000 = __ The decimal point moves _ places to the right.

32
 Name

Share
Share and
and Show
Show
Estimate. Then find the product.

1. 12.42 × 28.6 2. 32.5 3 7.4

_×_=_ Estimate.

Think: The estimate is

12.42 about _, so the
× 28.6
__ decimal point should be

placed after _.

MATHEMATICAL
PRACTICE 6 Attend to Precision Algebra Evaluate using the order of operations.
3. 0.24 × (7.3 + 2.1) 4. 0.075 × (9.2 − 0.8) 5. 2.83 + (0.3 × 2.16)

On
On Your
Your Own
Own
Estimate. Then find the product.
6. 29.14 × 5.2 7. 6.95 × 12 8. 0.055 × 1.82

MATHEMATICAL
PRACTICE 6 Attend to Precision Algebra Evaluate using the order of operations.
9. (3.62 × 2.1) − 0.749 10. 5.8 − (0.25 × 1.5) 11. (0.83 + 1.27) × 6.4
© Houghton Mifflin Harcourt Publishing Company

12. DEEPER Jamal is buying ingredients to make a large batch of granola

to sell at a school fair. He buys 3.2 pounds of walnuts for $4.40 per pound
and 2.4 pounds of cashews for $6.25 per pound. How much change will
he receive if he pays with two $20 bills?

Chapter 1 • Lesson 7 33
 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem
The table shows some currency exchange rates for 2009.

Major Currency Exchange Rates in 2009

Currency U.S. Dollar Japanese Yen European Euro Canadian Dollar
U.S. Dollar 1 88.353 0.676 1.052
Japanese Yen 0.011 1 0.008 0.012
European Euro 1.479 130.692 1 1.556
Canadian Dollar 0.951 83.995 0.643 1

13. SMARTER When Cameron went to Canada

in 2007, he exchanged 40 U.S. dollars for 46.52 Canadian
dollars. If Cameron exchanged 40 U.S. dollars in 2009, Different denominations
did he receive more or less than he received in 2007? of Euro
How much more or less?
a. What do you need to find?

b. How will you use the table to solve c. Complete the sentences.
the problem?
40 U.S. dollars were worth __
Canadian dollars in 2009.

So, Cameron would receive __

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Comstock/Getty Images
__ Canadian dollars in 2009.

Personal Math Trainer

14. SMARTER + At a convenience store, the Item Calculation Cost

Jensen family puts 12.4 gallons of gasoline in their
Gasoline 12.4 × $3.80
van at a cost of $3.80 per gallon. They also buy
4 water bottles for $1.99 each, and 2 snacks for Water bottles 4 × $1.99
$1.55 each. Complete the table to find the cost
for each item. Snacks 2 × $1.55

Mrs. Jensen says the total cost for everything before tax
is $56.66. Do you agree with her? Explain why or why not.

FOR MORE PRACTICE:

34 Standards Practice Book
 Lesson 1.8
Name

Divide Decimals by Whole Numbers The Number System—6.NS.3

MATHEMATICAL PRACTICES
Essential Question How do you divide decimals by whole numbers? MP.1, MP.2, MP.6

Unlock
Unlock the
the Problem
Problem
Dan opened a savings account at a bank to save for
a new snowboard. He earned $3.48 interest on his
savings account over a 3-month period. What was the
average amount of interest Dan earned per month on
his savings account?

Divide $3.48 ÷ 3.

First estimate. 3 ÷ 3 = _
Quotient
1. ↓
1.23
3qw
3.48 Think: 3.48 is shared among 3 groups. Divisor → 2qw
2.46 ← Dividend

−3
04 Divide the ones. Place a decimal point
after the ones place in the quotient.
− 3
18
− 18 Divide the tenths and then the hundredths. When
0 the remainder is zero and there are no more digits
in the dividend, the division is complete.

Check your answer.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Alamy Images

$ Multiply the quotient by the divisor to

×
__ 3 check your answer.

$3.48
So, Dan earned an average of __ in interest per month.
Math
Talk Mathematical Practices
Explain how you know your answer is
reasonable.

MATHEMATICAL
1. PRACTICE 1 Analyze Relationships What if the same amount of interest
was gained over 4 months? Explain how you would solve the problem.

Chapter 1 35
 Example Divide 42.133 ÷ 7.

First estimate. 42 ÷ 7 = _
6.0
7qw42.133 Think: 42.133 is shared among 7 groups.

–-42
__ Divide the ones. Place a decimal point after the
ones place in the quotient.
01
Divide the tenths. Since 1 tenth cannot be shared
__ –-0 among 7 groups, write a zero in the quotient.
Regroup the 1 tenth as 10 hundredths. Now you
13 have 13 hundredths.

__ –-7
Continue to divide until the remainder is zero
63 and there are no more digits in the dividend.

–
___

Check your answer.

6.019 Multiply the quotient by the divisor to

check your answer.
×
__ 7

So, 42.133 ÷ 7 = __.

2. Explain how you know which numbers to multiply when checking

your answer.

Share
Share and
and Show
Show
© Houghton Mifflin Harcourt Publishing Company

1. Estimate 24.186 ÷ 6. Then find the quotient. Check your answer.

Estimate. _ ÷ _ = _

Think: Place a decimal point after the

ones place in the quotient. 6qw
24.186 ×
__6

36
 Name

Share
Share and
and Show
Show

Estimate. Then find the quotient.

2. 7qw
$17.15 3. 4qw
1.068 4. 12qw
60.84 5. 18.042 ÷ 6

___ ___ ___ ___

Math
Talk Mathematical Practices
Explain how you know where to
On
On Your
Your Own
Own place the decimal point in the
quotient when dividing a decimal by
a whole number.
Estimate. Then find the quotient.

6. $21.24 ÷ 6 7. 28.63 ÷ 7 8. 1.505 ÷ 35 9. 0.108 ÷ 18

___ ___ ___ ___

MATHEMATICAL
PRACTICE 6 Attend to Precision Algebra Evaluate using the order of operations.
10. (3.11 + 4.0) ÷ 9 11. (6.18 − 1.32) ÷ 3 12. (18 − 5.76) ÷ 6

____ ____ ____

MATHEMATICAL
13. PRACTICE 5 Use Appropriate Tools Find the length of a dollar bill to the
nearest tenth of a centimeter. Then show how to use division to find the length
© Houghton Mifflin Harcourt Publishing Company

of the bill when it is folded in half along the portrait of George Washington.

14. DEEPER
Emilio bought 5.65 pounds of green grapes and 3.07 pounds of
red grapes. He divided the grapes equally into 16 bags. If each bag of grapes
has the same weight, how much does each bag weigh?

Chapter 1 • Lesson 8 37
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Pose a Problem

15. SMARTER This table shows the

Average Height (in.)
average height in inches for girls and
Age 8 Age 10 Age 12 Age 14
boys at ages 8, 10, 12, and 14 years.
Girls 50.75 55.50 60.50 62.50
To find the average growth per year for
Boys 51.00 55.25 59.00 65.20
girls from age 8 to age 12, Emma knew
she had to find the amount of growth
between age 8 and age 12, then divide
that number by the number of years
between age 8 and age 12.

Emma used this expression: (60.50 − 50.75) ÷ 4

She evaluated the expression using the order of operations.

Write the expression. (60.50 − 50.75) ÷ 4
Perform operations in parentheses. 9.75 ÷ 4
Divide. 2.4375

So, the average annual growth for girls ages 8 to 12 is 2.4375 inches.

Write a new problem using the information in the table for the average
height for boys. Use division in your problem.
Pose a Problem Solve Your Problem

16. SMARTER The table shows the number Number Average

Total Cost
Friend of books Cost
© Houghton Mifflin Harcourt Publishing Company

of books each of three friends bought and (in dollars)

Purchased (in dollars)
the cost. On average, which friend spent the
Joyce 1 $10.95
most per book? Use numbers and words
to explain your answer. Nabil 2 $40.50

Kenneth 3 $51.15

FOR MORE PRACTICE:

38 Standards Practice Book
 Lesson 1.9
Name
Divide with Decimals The Number System—
Essential Question How do you divide whole numbers and decimals by decimals? 6.NS.3
MATHEMATICAL PRACTICES
connect Find each quotient to discover a pattern. MP.1, MP.2, MP.8

4÷2=_

40 ÷ 20 = _

400 ÷ 200 = _

When you multiply both the dividend and the divisor by the same

power of _, the quotient is the __. You can use this

fact to help you divide decimals.

Unlock
Unlock the
the Problem
Problem
Tami is training for a triathlon. In a triathlon, athletes compete
in three events: swimming, cycling, and running. She cycled 66.5
miles in 3.5 hours. If she cycled at a constant speed, how far did Compatible numbers are pairs
of numbers that are easy to
she cycle in 1 hour?
compute mentally.
Divide 66.5 ÷ 3.5.

Estimate using compatible numbers.

60 ÷ 3 = _

STEP 1
© Houghton Mifflin Harcourt Publishing Company Image Credits: (b) ©Brand X Pictures/Getty Images

Make the divisor a whole number

by multiplying the divisor and 3.5qw
66.5
dividend by 10.

Think: 3.5 × 10 = 35 66.5 × 10 = 665

STEP 2

Divide.
35qw665
−

So, Tami cycled __ in 1 hour.

MATHEMATICAL
• PRACTICE 1 Evaluate Reasonableness Explain whether your answer is reasonable.

Chapter 1 39
 Example 1 Divide 17.25 ÷ 5.75. Check.

STEP 1

Make the divisor a whole number by

5.75qw
17.25
multiplying the divisor and dividend by _.

5.75 × _ = _

17.25 × _ = _

STEP 2

Divide. 575qw
1, 725
−

STEP 3

Check.
×
__
So, 17.25 ÷ 5.75 5 _.

Example 2 Divide 37.8 ÷ 0.14.

STEP 1 Be careful to move the decimal

point in the dividend the same
Make the divisor a whole number by 0.14qw
37.80 number of places that you moved
multiplying the divisor and dividend by _. the decimal point in the divisor.

Think: Add a zero to

_×_=_ the right of the dividend
so that you can move
_×_=_ the decimal point.

STEP 2

Divide. 14qw
3,780
−
© Houghton Mifflin Harcourt Publishing Company

− Math
Talk Mathematical Practices
So, 37.8 ÷ 0.14 5 _. Explain how to check the
quotient.

40
 Name

Share
Share and
and Show
Show
1. Find the quotient.

Think: Make the divisor a whole number by

14.8qw
99.456

multiplying the divisor and dividend by _.

Estimate. Then find the quotient.

2. $10.80 ÷ $1.35 3. 26.4 ÷ 1.76 4. 8.7qw
53.07

____ ____ ___

Math
Talk Mathematical Practices
Explain how you know how
many places to move the
decimal point in the divisor
On
On Your
Your Own
Own and the dividend.

Estimate. Then find the quotient.

5. 75 ÷ 12.5 6. 544.6 ÷ 1.75 7. 2.7qw
22.41

____ ____ ___

Practice: Copy and Solve Find the quotient.

8. 2.64 ÷ 0.2 9. 1.43 ÷ 1.1 10. 0.3qw
3.15 11. 0.78qw
0.234
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
PRACTICE 6 Attend to Precision Algebra Evaluate using the order of operations.
12. 36.4 + (9.2 − 4.9 ÷ 7) 13. 16 ÷ 2.5 − 3.2 × 0.043 14. 142 ÷ (42 − 6.5) × 3.9

____ ____ ____

Chapter 1 • Lesson 9 41
15. SMARTER The table shows the earnings
Number Earnings
and the number of hours worked for three Total Earned
Employee of Hours per Hour
employees. Complete the table by finding the (in dollars)
Worked (in dollars)
missing values. Which employee earned the least
1 $34.02 $9.72
per hour? Explain.
2 $42.75 4.5

3 $52.65 $9.75

Amoebas
Amoebas are tiny one-celled organisms. Amoebas can
range in size from 0.01 mm to 5 mm in length. You can
study amoebas by using a microscope or by studying
photographic enlargements of them.
Jacob has a photograph of an amoeba that has been
enlarged 1,000 times. The length of the amoeba in the
photo is 60 mm. What is the actual length of the amoeba?

Divide 60 ÷ 1,000 by looking for a pattern.

60 ÷ 1 5 60

60 ÷ 10 = 6.0 The decimal point moves _ place to the left.

60 ÷ 100 = _ The decimal point moves _ places to the left.

© Houghton Mifflin Harcourt Publishing Company Image Credits: (c) ©M. I. Walker/Science Source
60 ÷ 1,000 5 _ The decimal point moves _ places to the left.

So, the actual length of the amoeba is __ mm.

16. SMARTER Explain the pattern.

17. DEEPER Pelomyxa palustris is an amoeba with a length of 4.9 mm.

Amoeba proteus has a length of 0.7 mm. How many Amoeba proteus
would you have to line up to equal the length of three Pelomyxa
palustris? Explain.

FOR MORE PRACTICE:

42 Standards Practice Book
 Name

Chapter 1 Review/Test
1. Use the numbers to complete the factor tree. You may use a number
more than once.
54
2 3 6 9 27

9
Write the prime factorization of 54.

2. For 2a–2d, choose Yes or No to indicate whether the LCM of the two
numbers is 15.

2a. 5, 3 Yes No

2b. 5, 10 Yes No

2c. 5, 15 Yes No

2d. 5, 20 Yes No

3. Select two numbers that have 9 as their greatest common factor.

Mark all that apply.

A 3, 9
© Houghton Mifflin Harcourt Publishing Company

B 3, 18

C 9, 18

D 9, 36

E 18, 27

Assessment Options
Chapter Test
Chapter 1 43
4. The prime factorization of each number is shown.

15 = 3 × 5
18 = 2 × 3 × 3

Part A

Using the prime factorization, complete the Venn diagram.

Prime factors of 15 Prime factors of 18

Common prime factors

Part B

Find the GCF of 15 and 18.

5. For numbers 5a–5d, choose Yes or No to indicate whether each

equation is correct.

5a. 222.2 ÷ 11 = 22.2 Yes No

5b. 400 ÷ 50 = 8 Yes No

5c. 1,440 ÷ 36 = 40 Yes No

5d. 7,236 ÷ 9 = 804 Yes No

© Houghton Mifflin Harcourt Publishing Company

44
 Name
6. For numbers 6a–6d, select True or False for each equation.

6a. 1.7 + 4.03 = 6 True False

6b. 2.58 + 3.5 = 6.08 True False

6c. 3.21 − 0.98 = 2.23 True False

6d. 14 − 1.3 = 0.01 True False

7. Four friends went shopping at a music store. The table shows the
number of CDs each friend bought and the total cost. Complete the
table to show the average cost of the CDs each friend bought.

Friend Number of CDs Total Cost Average Cost

Purchased (in dollars) (in dollars)

Lana 4 $36.72

Troy 5 $40.50

Juanita 5 $47.15

Alex 6 $54.36

8. The table shows the earnings and the number of hours worked for five
employees. Complete the table by finding the missing values.

Employee Total Money Earned Number of Earnings per Hour

(in dollars) Hours Worked (in dollars)

1 $23.75 $9.50

2 $28.38 3.3
© Houghton Mifflin Harcourt Publishing Company

3 $38.50 $8.75

4 $55.00 5.5

5 $60.00 2.5

Chapter 1 45
 9. The distance around the outside of Cedar Park is 0.8 mile. Joanie
ran 0.25 of the distance during her lunch break. How far did she run?
Show your work.

10. A one-celled organism measures 32 millimeters in length in a

photograph. If the photo has been enlarged by a factor of 100, what is
the actual length of the organism? Show your work.

11. You can buy 5 T-shirts at Baxter’s for the same price that you can buy
4 T-shirts at Bixby’s. If one T-shirt costs $11.80 at Bixby’s, how much
does one T-shirt cost at Baxter’s? Use numbers and words to explain
your answer.
© Houghton Mifflin Harcourt Publishing Company

46
 Name
12. Crackers come in packages of 24. Cheese slices come in packages
of 18. Andy wants one cheese slice for each cracker. Patrick made the
statement shown.

If Andy doesn’t want any crackers or cheese slices left over, he needs
to buy at least 432 of each.

Is Patrick’s statement correct? Use numbers and words to explain

why or why not. If Patrick’s statement is incorrect, what should he
do to correct it?

13. There are 16 sixth graders and 20 seventh graders in the Robotics
Club. For the first project, the club sponsor wants to organize the club
members into equal-size groups. Each group will have only sixth graders
or only seventh graders.

Part A

How many students will be in each group if each group has the greatest
possible number of club members? Show your work.

Part B
© Houghton Mifflin Harcourt Publishing Company

If each group has the greatest possible number of club members, how
many groups of sixth graders and how many groups of seventh graders
will there be? Use numbers and words to explain your answer.

Chapter 1 47
14. The Hernandez family is going to the beach. They buy sun block for
$9.99, 5 snacks for $1.89 each, and 3 beach toys for $1.49 each. Before
they leave, they fill up the car with 13.1 gallons of gasoline at a cost of
$3.70 per gallon.

Part A

Complete the table by calculating the total cost for each item.

Item Calculation Total Cost

Gasoline 13.1 × $3.70

Snacks 5 × $1.89

Beach toys 3 × $1.49

Sun block 1 × $9.99

Part B

What is the total cost for everything before tax? Show your work.

Part C

Mr. Hernandez calculates the total cost for everything before tax using
this equation.

Total cost = 13.1 + 3.70 × 5 + 1.89 × 3 + 1.49 × 9.99

Do you agree with his equation? Use numbers and words to explain why
or why not. If the equation is not correct, write a correct equation.
© Houghton Mifflin Harcourt Publishing Company

48
 Fractions
Show Wha t You Know
Check your understanding of important skills.

Name

Compare and Order Whole Numbers Compare.

Write <, >, or = for the .

1. 289 291 2. 476,225 476,225

3. 5,823 5,286 4. 30,189 30,201

Benchmark Fractions Write whether the fraction

is closest to 0, __21 or 1.
3 6 1 1
5. _5 __ 6. _7 __ 7. _ __ 8. _ __
6 3

Multiply Fractions and Whole Numbers Find the product.

Write it in simplest form.

2 1 2
9. _ × 21 10. _4 × 10 11. 6 × _9
3

__ __ __
3 2 3
12. _4 × 14 13. 35 × _5 14. _ × 12
8

__ __ __
© Houghton Mifflin Harcourt Publishing Company

Cyndi bought an extra large pizza, cut into 12 pieces, for

today’s meeting of the Mystery Club. She ate 1_6 of the pizza
yesterday afternoon. Her brother ate 1_5 of what was left
last night. Cyndi knows that she needs 8 pieces of pizza for
the club meeting. Be a Math Detective and help Cyndi
figure out if she has enough pizza left for the meeting.

Personal Math Trainer

Online Assessment Chapter 2 49
and Intervention
 Voca bula ry Builder
Visualize It
Complete the Bubble Map using review words that are related Review Words
to fractions.
✓ benchmark
✓ compatible numbers
denominator
✓ equivalent fractions
fractions
mixed numbers
numerator
fractions ✓ simplest form

Preview Words

✓ multiplicative inverse
✓ reciprocal

Understand Vocabulary
Complete the sentences using the checked words.

1. _____ are numbers that are easy to compute

with mentally.

2. One of two numbers whose product is 1 is a

____ or a _____.
© Houghton Mifflin Harcourt Publishing Company

3. A ____ is a reference point that is used for

estimating fractions.
4. When the numerator and denominator of a fraction have only

1 as a common factor, the fraction is in ____.

5. Fractions that name the same amount are _____.

• Interactive Student Edition

50 • Multimedia eGlossary
 Lesson 2.1
Name
Fractions and Decimals The Number System—
6.NS.6c
Essential Question How can you convert between fractions and decimals?
MATHEMATICAL PRACTICES
MP.2, MP.4
connect You can use place value to write a decimal
as a fraction or a mixed number. Place Value
Ones Tenths Hundredths Thousandths
1 . 2 3 4

Unlock
Unlock the
the Problem
Problem
The African pygmy hedgehog is a popular pet in North
America. The average African pygmy hedgehog weighs • How do you know if a fraction is in
simplest form?
between 0.5 lb and 1.25 lb. How can these weights be
written as fractions or mixed numbers?

Write 0.5 as a fraction and 1.25 as a mixed

number in simplest form.

A 0.5

0.5 is five __. 5

0.5 = ____
Simplify using the GCF.

The GCF of 5 and 10 is _. 5 = _________

____ 5 ÷ = ___
÷
Divide the numerator and
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©brandi ediss/Flickr/Getty Images

the denominator by _.
B 1.25

1.25 is one and 1.25 = 1_____

___.
Simplify using the GCF.

The GCF of 25 and 100 is ÷

_. 1_____ = 1___________ = 1___
÷
Divide the numerator and

the denominator by _. Math

So, the average African pygmy hedgehog weighs between
Talk Mathematical Practices
Explain how you can use
place value to write 0.05
__ lb and __ lb. and 0.005 as fractions.
Then write the fractions in
simplest form.

Chapter 2 51
You can use division to write a fraction or a mixed number as a decimal.

Example Write 6_ as a decimal.3

8

STEP 1

Use division to rename the fraction

part as a decimal.
8qw3.000
−
The quotient has __ decimal places.

−
STEP 2
Math
Add the whole number to the decimal. − Talk Mathematical Practices

0 Explain why zeros were

placed after the decimal
6 + ___ = ___ point in the dividend.

So, 6 3_8 = ___.

MATHEMATICAL
1. PRACTICE 4
Use Graphs Sometimes you can use a number line to
convert between fractions and decimals. Can you use this number line
to write a decimal for 3 3_5 ? Explain.

3 3 51 3 25 3 53 3 45 4

SMARTER
© Houghton Mifflin Harcourt Publishing Company

2. On the number line below, write decimals for the

1 and __
fractions __ 2.
50 25

0 0.1

0 1 1 3 2 1
50 25 50 25 10

52
 Name

Share
Share and
and Show
Show
Write as a fraction or as a mixed number in simplest form.

1.
5 =
95.5 = 95____ 2. 0.6 3. 5.75

____ ____ ____

Write as a decimal.
4. 7_8 5. 13
__ 3
6. __
25
20

____ ____ ____

Math
Talk Mathematical Practices
Explain how you can find the decimal
that is equivalent to _87 .
On
On Your
Your Own
Own
Write as a fraction or as a mixed number in simplest form.
7. 0.27 8. 0.055 9. 2.45

____ ____ ____

Write as a decimal.
10. 3_8 11. 3 1_5 __
12. 2 11
20

____ ____ ____

© Houghton Mifflin Harcourt Publishing Company

Identify a decimal and a fraction in simplest form for the point.

D A C B

0 0.2 0.4 0.6 0.8 1.0

13. Point A 14. Point B 15. Point C 16. Point D

___ ___ ___ ___

Chapter 2 • Lesson 1 53
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications Ozark Trail Hiking Club
Hiker June July
Use the table for 17 and 18.
Maria 2.95 25
8
17. Members of the Ozark Trail Hiking Club hiked a steep
Devin 3.25 31
section of the trail in June and July. The table shows the 8
distances club members hiked in miles. Write Maria’s July Kelsey 3.15 27
8
distance as a decimal.
Zoey 2.85 33
8

18. DEEPERHow much farther did Zoey hike in June and

July than Maria hiked in June and July? Explain how you
found your answer.

19. SMARTER What’s the Error? Tabitha’s hiking

distance in July was 2 _51 miles. She wrote the distance as
2.02 miles. What error did she make?

MATHEMATICAL
20. PRACTICE 5 Use Patterns Write _3 , 4_ , and 5_ as decimals.
8 8 8
What pattern do you see? Use the pattern to predict the
decimal form of 6_8 and _87 .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Don Mason/Corbis
21. SMARTER Identify a decimal and a fraction in
simplest form for the point.

C A B D

0 0.2 0.4 0.6 0.8 1.0

Point A Point B

Point C Point D

FOR MORE PRACTICE:

54 Standards Practice Book
 Lesson 2.2
Name

Compare and Order Fractions and Decimals The Number System—

6.NS.6c
Essential Question How can you compare and order fractions and decimals?
MATHEMATICAL PRACTICES
To compare fractions with the same denominators, compare the MP.4, MP.5
numerators. To compare fractions with the same numerators,
compare the denominators.
Same Denominators Same Numerators
2 2
3 3
1 2
3 5

Two of three equal parts is greater Two of three equal parts is greater
than one of three equal parts. than two of five equal parts.

So, 3_2 > 3_1. So, 2_ > 52_.

3

Unlock
Unlock the
the Problem
Problem

Three new flowering dogwood trees were planted in a park in

Springfield, Missouri. The trees were 6 1_2 ft, 5 2_3 ft, and 5 _85 ft tall. • Equivalent fractions are
Order the plant heights from least to greatest. fractions that name the same
amount or part.
To compare and order fractions with unlike denominators, • A common denominator is a
write equivalent fractions with common denominators. denominator that is the same
in two or more fractions.

One Way Order 6_, 5_, and 5_ from least to greatest.

1
2
2
3
5
8

STEP 1
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Craig Tuttle/Design Pics/Corbis

Compare the whole numbers first. 61

__ 52
__ 55
__ 5 6
2 3 8

STEP 2 Think: __ is a multiple of 3 and 8,

If the whole numbers are the same,
compare the fractions.
so __ is a common denominator.
Use common denominators to write 5×
equivalent fractions. 52 × 8 = 5 ____
____ 5 ______ = 5____
3×8 8×

STEP 3

Compare the numerators. 5 ___ < 5 ___ < 61

__
2
Order the fractions from least
to greatest.

So, from least to greatest, the order is __ ft, Math

Talk Mathematical Practices
__ ft, __ ft. Explain how you could
compare 3 3_4 and 3 _73 .

Chapter 2 55
 Fractions and Decimals You can compare fractions and decimals.

One Way Compare to _21 .

Compare 0.92 and 2_7 . Write <, >, or =.

STEP 1 Compare 0.92 to 1
__. STEP 2 Compare 2 1.
__ to __
2 7 2
1
__ 2
__ 1
__ Math
0.92 2 7 2 Talk Mathematical Practices
Explain how to compare
2
_ _ to _1 .
2
So, 0.92 7. 7 2

Another Way Rewrite the fraction as a decimal.

Compare 0.8 and 3__. Write <, >, or =.
4
3
STEP 1 Write __ as a decimal. STEP 2 Use ,, ., or 5 to
4
compare the decimals.

4qw
3.00
– 3
__ 5
4
_

– 3
So, 0.8 _
0 0.80 _ 4.

You can use a number line to order fractions and decimals.

Example Use a number line to order 0.95, __, _, and 0.45 3 1

10 4
from least to greatest.

STEP 1 Write each fraction as a decimal.

3 → 10 3.00
___ 1 → 4qw • Numbers read from left to

10
q w __ 1.00 right on a number line are in
4 order from least to greatest.
© Houghton Mifflin Harcourt Publishing Company

• Numbers read from right to

STEP 2 Locate each decimal on a number line. left are in order from greatest
to least.

0.45 0.95

0 0.2 0.4 0.6 0.8 1.0

So, from least to greatest, the order is __, __, __, __.

56
 Name

Share
Share and
and Show
Show
Order from least to greatest.
1. 33_, 35_, 2__
9
6 8 10

Think: Compare the 3 3_____

× = 3 ___ 3 5_____
× = 3 ___
whole numbers first. 6× 8× _, _, _
Write <, >, or =.
4 1 1
2. 0.8 __ 3. 0.22 _
4
4. __
20
0.06
12

Use a number line to order from least to greatest.

5. 14_, 1.25, 1 __
1
5 10

1 1.2 1.4 1.6 1.8 2

____
Math
Talk Mathematical Practices
Explain how to compare 3_5
and 0.37 by comparing to 1_2 .
On
On Your
Your Own
Own
Order from least to greatest.
6. 13_4, 5_7, 13_ 7. 0.6, 4_, 0.75 8. _12, 2_, __
7
5 5 5 15

____ ____ ____

Write <, >, or =.
7
9. __ 7
__ 10. 1_ 0.125 11. 7_1 62_
15 10 8 3 3
© Houghton Mifflin Harcourt Publishing Company

Order from greatest to least.

12. 51_, 5.05, 55_ 13. 37
10
_, 31
__, 3 2 _
4
14. 5_7, 5_, __
5
2 9 5 6 12

____ ____ ____

Chapter 2 • Lesson 2 57
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 15–18.

15. DEEPER In one week, Altoona, PA, and

Bethlehem, PA, received snowfall every day,
Monday through Friday. On which days did Altoona
receive over 0.1 inch more snow than Bethlehem? Altoona and Bethlehem
Snowfall (inches)
Day Altoona Bethlehem
16. SMARTER What if Altoona received an Monday 21 2.6
4
additional 0.3 inch of snow on Thursday? How
would the total amount of snow in Altoona compare Tuesday 31 3.2
4
to the amount received in Bethlehem that day?
Wednesday 25 2.5
8
Thursday 43 4.8
5
Friday 43 2.7
MATHEMATICAL
6 Explain two ways you could compare the snowfall 4
17. PRACTICE

amounts in Altoona and Bethlehem on Monday.

18. WRITE Math Explain how you could compare the snowfall
Show Your Work on Thursday and Friday.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©PhotoDisc/Getty Images
amounts in Altoona

19. SMARTER Write the values in order from least

to greatest.

1
_ 0.45 0.39 2
_
3 5

FOR MORE PRACTICE:

58 Standards Practice Book
 Lesson 2.3
Name

Multiply Fractions The Number System—

6.NS.4
Essential Question How do you multiply fractions?
MATHEMATICAL PRACTICES
MP.2, MP.6

Unlock
Unlock the
the Problem
Problem
Sasha still has _54 of a scarf left to knit. If she finishes 1_2
of the remaining part of the scarf today, how much
of the scarf will Sasha knit today? You can find the product of
two fractions by multiplying the
Multiply 1 4. Write the product in
__ ∙ __
numerators and multiplying the
2 5
simplest form. denominators.
1×2
__ __ = 1 ×2
_____ 2
= ___
3 5 3×5 15

Multiply the numerators. 1 4=1

__ × __ ×
_____ = ____
Multiply the denominators. 2 5 2×

Simplify using the GCF.

The GCF of 4 and 10 is __.

÷
= _______ = ___
Divide the numerator and the
10 ÷
denominator by __.

1 4
_ × _ = _, so Sasha will knit _ of the scarf today.
2 5

Example 1
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Anna Peisi/Corbis

Multiply 1 1_4 ∙ 1 2_3 . Write the product in simplest form.

Estimate. 1 × _ = _

Write the mixed numbers as fractions __ × 12

11 5 × ___
__ = __
greater than 1. 4 3 4 3

Multiply the fractions. =5 ×

_____ = ____ , or __
4×3
Write the product as a fraction or
mixed number in simplest form.

Since the estimate is __, the answer is reasonable.

Math
So, 11_4 × 12_ = _, or _.
3
Talk Mathematical Practices

Explain whether the product 1_3 ∙ 3_4

will be less than or greater than _43 .

Chapter 2 59
 Example 2
Evaluate _45 + ( 6 ∙ 3_8 ) using the order of operations.
A benchmark is a reference
STEP 1 + 6×1
(__ =
) +3= point, such as 0, _21 , or 1, that is
used for estimating fractions.
2
Estimate using benchmarks.

4+ 6×3 6×3
STEP 2

Perform operations
in parentheses.
__
5 ( 4 + _____
__ = __
8 5 ) ×8 ( )
=4
__ + ____
5

STEP 3
=4 ×5
× 8 + ______
____
Write equivalent 5×8 ×5
fractions using a common

= 32
denominator. ___ + ____ = ____
Then add. 40

= 122 ÷
STEP 4 ________
Simplify using the GCF. 40 ÷

= ____ , or __

Since the estimate is __, the answer is reasonable.

So, 4_5 + 6 × 3_ = _ , or _.
( )
8

MATHEMATICAL
1. PRACTICE 2 Use Reasoning What if you did not follow the order of
operations and instead worked from left to right? How would that affect
your answer?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 6 Explain how you used benchmarks to estimate the answer.

60
 Name

Share
Share and
and Show
Show
Find the product. Write it in simplest form.
1. 6 × 3_ 2. _3 × 8_ 3. Sam and his friends ate 3 3_4
8 8 9
bags of fruit snacks. If each
6 × __
__ 3 = ____
bag contained 2 _21 ounces, how
1 8
many ounces of fruit snacks
did Sam and his friends eat?
÷ = ___
________
8÷

or __ ___ ___
MATHEMATICAL
PRACTICE Attend to Precision Algebra Evaluate using the order of operations.
6
Write the answer in simplest form.
5
4. 3_4 − 1_ × 3_
( ) 5. _1 + 4_9 × 12 6. 5_ × __
7 – 1_
4
7. 3 × __( 1_
18 + +
2_
)
2 5 3 8 10 6 5

___ ___ ___ ___

Math
Talk Mathematical Practices
Explain why the product of two
fractions has the same value before
and after dividing the numerator and
On
On Your
Your Own
Own denominator by the GCF.

Practice: Copy and Solve Find the product. Write it in simplest form.
8. 1_2 × 25_ 9. _4 × 4_ 10. _1 × 2_ 11. 4_71 × 31_
3 8 9 5 6 3 9

12. 5_6 of the pets in the pet show are cats. 4_5 13. Five cats each ate _41 cup of cat food. How much
of the cats are calico cats. What fraction food did the five cats eat?
of the pets are calico cats?

______ ______
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
PRACTICE Attend to Precision Algebra Evaluate using the order of operations.
6
Write the answer in simplest form.
3
14. 1_4 × _9 + 5
( ) 9 – 3_ × 1_
15. __ 16. 4_ + 1_2 – 3_7 × 2
( ) 3 + _7
17. 15 × __
10 5 2 5 10 8

___ ___ ___ ___

Chapter 2 • Lesson 3 61
18. SMARTER Write and solve a word problem for the
expression _1 × 2_. Show your work.
4 3

Changing Recipes
You can make a lot of recipes more healthful by reducing
the amounts of fat, sugar, and salt.

Kelly has a recipe for muffins that asks for 1 1_2 cups
of sugar. She wants to use 1_2 that amount of sugar
and more cinnamon and vanilla. How much sugar
will she use?

Find _21 of 1 1_2 cups to find what part of the original amount of sugar to use.

Write the mixed number as a 1

__ × 11 1 × ___
__ = __
fraction greater than 1. 2 2 2 2

Multiply. = ____

So, Kelly will use _ cup of sugar.

19. Michelle has a recipe that asks for 2 1_2 cups of vegetable oil.
DEEPER
She wants to use _32 that amount of oil and use applesauce to replace the
rest. How much applesauce will she use? © Houghton Mifflin Harcourt Publishing Company

20. SMARTER Cara’s muffin recipe asks for 1 1_2 cups of flour for the
muffins and _41 cup of flour for the topping. If she makes _21 of the original
recipe, how much flour will she use for the muffins and topping?

FOR MORE PRACTICE:

62 Standards Practice Book
 Lesson 2.4
Name
Simplify Factors The Number System—
Essential Question How do you simplify fractional factors by using the 6.NS.4
greatest common factor? MATHEMATICAL PRACTICES
MP.3, MP.6

Unlock
Unlock the
the Problem
Problem
Some of the corn grown in the United States is used
for making fuel. Suppose __ 7
10 of a farmer’s total crop
is corn. He sells 2_5 of the corn for fuel production.
What fraction of the farmer’s total crop does he sell
for fuel production?
7
Multiply 2__5 ∙ ___
10
.

One Way Simplify the product.

Multiply the numerators. 7 = _____
2 × ___
__ 2 × 7 = ____
Multiply the denominators.
5 10 5 × 10
Write the product as a fraction in
simplest form. ÷ 2 = ____
= ________
50 ÷
So, _52 × __
7
10 = _.

Another Way Simplify before multiplying.

Write the problem as a single fraction. 2 × ___
__ 2×7
7 = ______
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Bernhard Classen/Alamy

5 10 5 × 10
Think: Do any numbers in the numerator 2 in the numerator and _ in
have common factors with numbers in the denominator have a common
the denominator?
factor other than 1.

Divide the numerator and the

denominator by the GCF. 1
2×7
______
The GCF of 2 and 10 is _. 5 × 10
2÷2=_ 10 ÷ 2 = _
Math
Multiply the numerators. 1 × 7 = ____
______ Talk Mathematical Practices
Multiply the denominators.
When you multiply two
5× fractions, will the product
be the same whether you
_2× __
7 multiply first or simplify
5 10 = _, so the farmer sells _ of his crop first? Explain.
for fuel production.

Chapter 2 63
 Example
Find 5
__ ∙ 14
___. Simplify before multiplying.
8 15

Divide a numerator and a denominator 1

by their GCF. 5 × ___
__ 14 Be sure to divide both a
8 15 numerator and a denominator
by a common factor to write a
The GCF of 5 and 15 is _.
fraction in simplest form.

1
5 × 14
__ ___
The GCF of 8 and 14 is _.
8 15
3

Multiply the numerators. 1 × ___ = ____

Multiply the denominators.
___
3

So, _85 × 14
__ = _.
15

Try This! Find the product. Simplify before multiplying.

A 3
__ × 2__ B 4
__ 7
× ___
8 9 7 12
The GCF of 3 and 9 is _. The GCF of 4 and 12 is _.

The GCF of 2 and 8 is _. The GCF of 7 and 7 is _.

3 2 = ____
__ × __ 7 = ___
4 × ___
__
8 9 7 12

MATHEMATICAL
1. PRACTICE 6 Explain why you cannot simplify before multiplying when
finding _3 × _6. 7
5
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 3
Compare Strategies What if you divided by a common
factor other than the GCF before you multiplied? How would that affect
your answer?

64
 Name

Share
Share and
and Show
Show
Find the product. Simplify before multiplying.
3
1. _5 × __ 2. _34 × 5_ 9
3. _2 × __
6 10 9 3 10

5 3 = ___
__ × ___
6 10

4. After a picnic, __ 5
12 of the cornbread is left over. Val 5. The reptile house at the zoo has an iguana that
eats _53 of the leftover cornbread. What fraction of is 5_6 yd long. It has a Gila monster that is 4_5 of
the cornbread does Val eat? the length of the iguana. How long is the Gila
monster?

Math
Talk Mathematical Practices
Explain two ways to find the
product 1_6 × _32 in simplest
On
On Your
Your Own
Own form.

Find the product. Simplify before multiplying.

6. _34 × 1_ 7 × 2_
7. __ 8. _5 × 2_ 9 × 5_
9. __ __ × 3
10. 11 _
6 10 3 8 5 10 6 12 7

11. Shelley’s basketball team won 3_4 of their games 12. DEEPER Mr. Ortiz has 3_ pound of oatmeal.
4
last season. In 1_6 of the games they won, they He uses 2_ of the oatmeal to bake muffins. How
3
outscored their opponents by more than 10 much oatmeal does Mr. Ortiz have left?
points. What fraction of their games did Shelley’s
team win by more than 10 points?
© Houghton Mifflin Harcourt Publishing Company

13. MATHEMATICAL
PRACTICE Compare Strategies To find __
3 16 3_
27 × 4 , you can multiply the
fractions and then simplify the product or you can simplify the fractions
and then multiply. Which method do you prefer? Explain.

Chapter 2 • Lesson 4 65
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
14. Three students each popped 3_4 cup of popcorn
kernels. The table shows the fraction of each
student’s kernels that did not pop. Which
student had __
1
16 cup unpopped kernels?

15. DEEPER The jogging track at Francine's

school is 3_ mile long. Yesterday Francine
4
completed two laps on the track. If she ran 1_3
of the distance and walked the remainder of Popcorn Popping
the way, how far did she walk? Fraction of Kernels not
Student
Popped

Katie 1
__
10
16. SMARTER At a snack store, __
7
12 of the
1
__
customers bought pretzels and __ 3
10 of those
Mirza
12
customers bought low-salt pretzels. Bill states
__
7 of the customers bought low-salt Jawan 1_
that 30 9
pretzels. Does Bill's statement make sense?
Explain.

WRITE Math • Show Your Work

17. SMARTER The table shows Tonya’s

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Judith Collins/Alamy
homework assignment. Tonya’s teacher
instructed the class to simplify each
expression by dividing the numerator and
denominator by the GCF. Complete the table
by simplifying each expression and then
finding the value.

Simplified
Problem Expression Value
Expression

a 2_ × _43
7
3
_ × 7_
b 7 9

5
_ × 2_
c
7 3

d
4
__ × 3_
15 8

FOR MORE PRACTICE:

66 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary
Choose the best term from the box to complete the sentence. common denominator
5 are ____. (p. 55)
1. The fractions _1 and __ equivalent fractions
2 10
mixed number
2. A ____ is a denominator that is the same in two
or more fractions. (p. 55)

Concepts
Concepts and
and Skills
Skills
Write as a decimal. (6.NS.6c)

7
3. __ 4. 839
__ 5. 15_ 6. 19
__
20 40 8 25

Order from least to greatest. (6.NS.6c)

7. 4_5, _34, 0.88 8. 0.65, 0.59, 3_ 9. 11_4, 12_, 11

__ 10. 0.9, 7_, 0.86
5 3 12 8
© Houghton Mifflin Harcourt Publishing Company

Find the product. Write it in simplest form. (6.NS.4)

11. 2_ × 1_ 12. 4_ × 2_ 13. 12 × 3_4 14. Mia climbs _85 of the height of the rock
3 8 5 5
wall. Lee climbs 4_5 of Mia’s distance. What
fraction of the wall does Lee climb?

Chapter 2 67
15. In Zoe’s class, _54 of the students have pets. Of the students who have
pets, 1_8 have rodents. What fraction of the students in Zoe’s class have
rodents? (6.NS.4)

16. A recipe calls for 2 2_3 cups of flour. Terell wants to make 3_4 of the recipe.
How much flour should he use? (6.NS.4)

17. Following the Baltimore Running Festival in 2009, volunteers collected

and recycled 3.75 tons of trash. Write 3.75 as a mixed number in
simplest form. (6.NS.6c)

18. Four students took an exam. The fraction of the Student Score
total possible points that each received is given. 22
Monica __
Which student had the highest score? (6.NS.6c) 25
Lily 17
__
20
Nikki 4_
5
© Houghton Mifflin Harcourt Publishing Company

Sydney 3_
4

68
 Lesson 2.5
Name

Model Fraction Division The Number System—

6.NS.1
Essential Question How can you use a model to show division of fractions?
MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5
connect There are two types of division problems. In one type you
find how many or how much in each group, and in the other you find
how many groups.

Hands
Investigate
Investigate On

Materials ■ fraction strips

A class is working on a community project to clear a path near
the lake. They are working in teams on sections of the path.

A. Four students clear a section that is 2_3 mi long. If each student

clears an equal part, what fraction of a mile will each clear?
2 ÷ 4.
Divide __
3

• Use fraction strips to

model the division.
Draw your model.

• What are you trying to find?

2_ ÷ 4 = _ , so each student will clear _ of a mile.

3

B. Another team clears a section of the path that is 3_4 mi long.

If each student clears 1_8 of a mile, how many students are
on the team?

Divide 3 1.
__ ÷ __
4 8

• Use fraction strips to

model the division.
© Houghton Mifflin Harcourt Publishing Company

Draw your model.

• What are you trying to find?

3_ ÷ 1
_ = _ , so there are _ students on the team.
4 8

Chapter 2 69
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 4 Use Models Explain how the model in problem A
shows a related multiplication fact.

MATHEMATICAL
2. PRACTICE 1 Analyze Suppose a whole number is divided by a
fraction between 0 and 1. Is the quotient greater than or less
than the dividend? Explain and give an example.

Make
Make Connections
Connections
You can draw a model to help you solve a fraction division problem.
Jessica is making a recipe that calls for 3_4 cup of flour.
Suppose she only has a 1_2 cup-size measuring scoop.
How many _21 cup scoops of flour does she need?

Divide 3
_÷1
_.
4 2

STEP 1 Draw a model that represents the total STEP 2 Draw fraction parts that represent the
amount of flour. scoops of flour.

Think: Divide a whole into _. Think: What are you trying to find?

Jessica needs _ cup. ____

There is _ full group of _1 and _ of a group of 1_.

2 2 Math
Talk Mathematical Practices
© Houghton Mifflin Harcourt Publishing Company

So, there are _ groups of _1 in 3_4. Explain how you used the
2 model to determine the
number of groups of 1_2 in _43 .
3÷1
_ _ = _, so Jessica will need _ scoops of flour.
4 2

• What if Jessica’s recipe calls for 1_4 cup flour?

How many 1_2 cup scoops of flour does she need?

70
 Name

Share
Share and
and Show
Show
Use the model to find the quotient.
1 3
1. _2 ÷ 3 = _ 2. _34 ÷ _8 = _

Think: 1_2 is shared among 3 groups.

? ? ?

Use fraction strips to find the quotient. Then draw the model.

3. _1 ÷ 4 = _ 4. 3_ ÷ __
3 =_
3 5 10

Draw a model to solve.

5. How many 1_4 cup servings of raisins are 6. How many 1_ lb bags of trail mix can Josh
3
in _3 cup of raisins? make from _5 lb of trail mix?
8 6
© Houghton Mifflin Harcourt Publishing Company

____ ____

7. WRITE Math Pose a Problem Write and solve a problem for

3Show
_ Yourrepresents
÷ 3 that Work how much in each of 3 groups.
4

Chapter 2 • Lesson 5 71
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The table shows the amount of each material that
students in a sewing class need for one purse.

Use the table for 8–10. Use models to solve.

8. DEEPER Mrs. Brown has _ 1 yd of blue denim

1 3
and _ yd of black denim. How many purses can be
2
made using denim as the main fabric?

Purse Materials (yd)

1
Ribbon 4
9. SMARTER One student brings _21 yd of 1
Main fabric
ribbon. If 3 students receive an equal length of 6
Trim fabric 1
the ribbon, how much ribbon will each student 12
receive? Will each of them have enough ribbon for a
purse? Explain.

10.
MATHEMATICAL
PRACTICE 3 Make Arguments There was _1 yd of WRITE Math • Show Your Work
2
purple and pink striped fabric. Jessie said she could
only make __1
24 of a purse using that fabric as the
trim. Is she correct? Use what you know about the
meanings of multiplication and division to defend
your answer.

11. SMARTER Draw a model to find

the quotient.

1÷4=
_
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE:

72 Standards Practice Book
 Name
Lesson 2.6
Estimate Quotients The Number System—
6.NS.1
Essential Question How can you use compatible numbers to
estimate quotients of fractions and mixed numbers? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.3, MP.6
connect You have used compatible numbers to estimate
quotients of whole numbers and decimals. You can also use
compatible numbers to estimate quotients of fractions and Compatible numbers are pairs
mixed numbers. of numbers that are easy to
compute mentally.

Unlock
Unlock the
the Problem
Problem
Humpback whales have “songs” that they repeat
continuously over periods of several hours. Eric • Which operation should you use to solve the
problem? Why?
is using an underwater microphone to record a
3 5_6 minute humpback song. He has 15 3_4 minutes of
battery power left. About how many times will he
be able to record the song?
• How do you know that the problem calls for
an estimate?
One Way Estimate 15__43 ÷ 3__65 using
compatible numbers.
Think: What whole numbers 153
__ is close to _.
4
close to 153 5 are easy
__ and 3__
4 6
to divide mentally? 5 is close to _.
3__
6

Rewrite the problem using

__ ÷ 35
153 __
4 6
compatible numbers.
↓ ↓
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Amos Nachoum/Corbis

Divide. 16 ÷ 4 = _

So, Eric will be able to record the complete whale song

about _ times.

MATHEMATICAL
1. PRACTICE 3 Compare Strategies To estimate 15 _3 ÷ 3 5_ , Martin used
4 6
15 and 3 as compatible numbers. Tina used 15 and 4. Were their choices
good ones? Explain why or why not.

Chapter 2 73
 Example Estimate using compatible numbers.

A 5__2 ÷ 5__
3 8
Rewrite the problem using compatible numbers. 52
__ ÷ 5
__
3 8
↓ ↓

_÷_
Think: How many halves are there in 6? 6÷1
__ = _
2

So, 52_ ÷ 5_ is about _.

3 8

B 7÷1
__ __
8 4
Rewrite the problem using compatible numbers. 7
__ ÷ 1
__
8 4
↓ ↓

_÷ 1
__
4

Think: How many fourths are there in 1? 1=

1 ÷ __ _
4

So, 7_ ÷ 1_4 is about _.

8

MATHEMATICAL
2. PRACTICE 2 Use Reasoning Will the actual quotient 5 _2 ÷ 5_ be greater
3 8
than or less than the estimated quotient? Explain.

3. Will the actual quotient 7_8 ÷ _41 be greater than or less than the estimated
quotient? Explain. © Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
4. PRACTICE 6 Explain how you would estimate the quotient 14 _3 ÷ 3 __
9
4 10
using compatible numbers.

74
 Name

Share
Share and
and Show
Show
Estimate using compatible numbers.
1. 22_4 ÷ 61_4 2. 12 ÷ 33_4 3. 337_ ÷ 51_
5 8 3

↓ ↓

_÷_=_

4. 37_ ÷ 5_ 7 ÷ 73_
5. 34__ 6. 12_ ÷ 1_
8 9 12 8 9 6

Math
Talk Mathematical Practices
Explain how using compatible
numbers is different than rounding
to estimate 35 1_2 ÷ 6 _65 .

On
On Your
Your Own
Own
Estimate using compatible numbers.
7. 441_4 ÷ 117_ __ ÷ 83
8. 7111 _
4
9. 11_ ÷ 1_
9 12 6 8

SMARTER Estimate to compare. Write <, >, or =.

3 ÷ 25_
10. 21__
10 6 ● 35 ÷ 37
_
9
2_
3
11. 294_ ÷ 51_
5 6 ● 27 ÷ 6
8
_
9
5_
8
12. 555_ ÷ 6__
6
7
10 ● 11 ÷
5
_
7
5_
8

13. Marion is making school flags. Each flag uses 2 3_4 yards of felt. Marion
© Houghton Mifflin Harcourt Publishing Company

has 24 1_ yards of felt. About how many flags can he make?

8

14. DEEPER A garden snail travels about 2 3_ feet in 1 minute. At that

5
speed, about how many hours would it take the snail to travel 350 feet?

Chapter 2 • Lesson 6 75
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

What’s the Error?

15. Megan is making pennants from a piece of butcher paper
that is 10 3_8 yards long. Each pennant requires 3_8 yard of paper.
To estimate the number of pennants she could make, Megan
estimated the quotient 10 3_8 ÷ 3_8 .

Look at how Megan solved the problem. Correct the error.

Find her error. Estimate the quotient.

Estimate:

10_3 ÷ 3_8
8

↓ ↓

10 ÷ 1_2 = 5

So, Megan can make about _ pennants.

MATHEMATICAL
• PRACTICE 1 Describe the error that Megan made.

MATHEMATICAL
• 6 Explain Tell which compatible numbers you used to
PRACTICE

estimate 10 _3 ÷ _3 . Explain why you chose those numbers.

8 8

16. SMARTER
For numbers 16a–16c, estimate to compare.
Choose <, >, or =.
© Houghton Mifflin Harcourt Publishing Company

3 ÷25 <
16a. 18 __ _
>
30 _7 ÷ 3 1_
10 6 9 3
=
<
16b. 17 4_ ÷ 6 1_ > 19 _8 ÷ 4 5_
5 6 9 8
=
<
16c. 35 5_ ÷ 6 1_4 > 11 _75 ÷ 2 3_4
6
=
FOR MORE PRACTICE:
76 Standards Practice Book
 Lesson 2.7
Name
Divide Fractions The Number System—
Essential Question How do you divide fractions? 6.NS.1
MATHEMATICAL PRACTICES
MP.1, MP.7, MP.8

Unlock
Unlock the
the Problem
Problem
Toby and his dad are building a doghouse. They
need to cut a board that is 2_3 yard long into 1_6 yard
pieces. How many 1_6 yard pieces can they cut?

One Way Divide __32 ÷ 1__6 by using a number line.

STEP 1 Draw a number line, and shade it to STEP 2 Show fraction parts that represent
represent the total length of the board. the pieces of board.

Think: Divide a whole into thirds. Think: Find the number of groups of __1 in 2__.
6 3
2 yard, so shade __
Toby and his dad have __ 2.
3 3

1
6

0 1 2 1
3 3

So, there are _ 1_6 yard pieces in 2_3 yard.

Another Way Divide 2__3 ÷ 1__6 by using a common denominator.

STEP 1 Write equivalent fractions using a 2 ÷ __
__ 1=2 ×
_____ 1 = ___ ÷ 1
÷ __ __
common denominator. 3 6 3× 6 6 6
Think: _ is a multiple of 3 and 6,
© Houghton Mifflin Harcourt Publishing Company

so _ is a common denominator.

STEP 2 Divide.
4 ÷ __
__ 1=_
Think: There are _ groups of 1__ in __4.
6 6 6 6 Math
Talk Mathematical Practices
Explain how to find the
So, _32 ÷ 1_6 = _. Toby and his dad can cut _ 1_6 yard pieces. quotient 2_3 ÷ _92 by using a
common denominator.

Chapter 2 77
You can use reciprocals and inverse operations to divide fractions.
Two numbers whose product is 1 are reciprocals or multiplicative inverses.
2×3
_ _=1 2 and _3 are reciprocals.
_
3 2 3 2

Activity Find a pattern.

• Complete the table by finding the products. Division Multiplication
• How are each pair of division and multiplication problems the 4 ÷ 2_ = 2
_ 4_ × 7_ =
same, and how are they different? 7 7 7 2

5_ ÷ 4_ = 5_ 5_ × 6_ =
6 6 4 6 4

1_ ÷ 5_ = 3_ 1_ × 9_ =
3 9 5 3 5

• How could you use the pattern in the table to rewrite a division
problem involving fractions as a multiplication problem?

Example
Winnie needs pieces of string for a craft project. How many
__
1 3_
12 yd pieces of string can she cut from a piece that is 4 yd long?

Divide 3_4 ÷ __
1.
12

Estimate. _ ÷ __
12 = _
1

Use the reciprocal of the divisor

3 ÷ ___
__ 3 × ____
1 = __
to write a multiplication problem. 4 12 4

Simplify the factors. 3 × ___

= __ 12
4 1
© Houghton Mifflin Harcourt Publishing Company

Multiply. = __

Check your answer. 1 3

___ __ 5 __ 5 __
12

Since the estimate is _ , the answer is reasonable. Math

Talk Mathematical Practices
So, Winnie can cut _ __
1
12 yd pieces of string. Explain how you used multiplication
to check your answer.

78
 Name

Share
Share and
and Show
Show
Estimate. Then find the quotient.
5
1. __ ÷ 3 Write the whole number as Use the reciprocal of the divisor to
6 a fraction. write a multiplication problem.

5 ÷ ___
__ 3 5 × ___ = ____
__
Estimate. _ ÷ 3 = _ 6
6

Use a number line to find the quotient.

2. _34 ÷ 1_ = _ 3. _35 ÷ __
3 =_
8 10

0 1 0 1

Estimate. Then write the quotient in simplest form.

4. 3_4 ÷ 5_ 5. 3 ÷ 3_4 6. _12 ÷ 3_4 5
7. __
12
÷3
6

___ ___ ___ ___

Math
Talk Mathematical Practices
Explain how to find a reasonable
__ 4 _1 .
estimate for 11
12 4
On
On Your
Your Own
Own
Practice: Copy and Solve Estimate. Then write the quotient in simplest form.
8. 2 ÷ _1 9. _34 ÷ 3_ 10. _25 ÷ 5 11. 4 ÷ 1_7
8 5

Practice: Copy and Solve Evaluate using the order of operations.

Write the answer in simplest form.
© Houghton Mifflin Harcourt Publishing Company

(
12. 3_5 + __
1 ÷2
10 ) 13. 3_5 + __
10
1 ÷2 14. 3_5 + 2 ÷ __
1
10

MATHEMATICAL
15. PRACTICE 8 Generalize Suppose the divisor and the dividend
of a division problem are both fractions between 0 and 1, and
the divisor is greater than the dividend. Is the quotient less than,
equal to, or greater than 1?

Chapter 2 • Lesson 7 79
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 16–19.

16. Kristen wants to cut ladder rungs from a 6 ft Tree House Measurements
board. How many ladder rungs can she cut? Item Board Length
3 ft
Ladder rung
4
“Keep Out” sign 5 yd
SMARTER 8
17. Pose a Problem Look
Windowsill 1 yd
back at Problem 16. Write and solve a new 2
problem by changing the length of the board
Kristen is cutting for ladder rungs.

18. Dan paints a design that has 8 equal parts

WRITE Math • Show Your Work
along the entire length of the windowsill.
How long is each part of the design?

19. DEEPER __ yd.

Dan has a board that is 15
16
How many “Keep Out” signs can he make if
the length of the sign is changed to half of the
original length?

Personal Math Trainer

20. SMARTER + Lauren has _43 cup of

dried fruit. She puts the dried fruit into bags,
each holding _81 cup. How many bags will
Lauren use? Explain your answer using words
© Houghton Mifflin Harcourt Publishing Company

and numbers.

FOR MORE PRACTICE:

80 Standards Practice Book
 Lesson 2.8
Name
Model Mixed Number Division The Number System—
Essential Question How can you use a model to show division of 6.NS.1
mixed numbers? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.4, MP.5
Hands
Investigate
Investigate On

Materials ■ pattern blocks

A science teacher has 1 _32 cups of baking soda. She performs
an experiment for her students by mixing _61 cup of baking soda
with vinegar. If the teacher uses the same amount of baking
soda for each experiment, how many times can she perform
the experiment?

A. Which operation should you use to find the answer? Why?

B. Use pattern blocks to show 1 2_3 .

Draw your model.

Think: A hexagon block is

one whole, and a rhombus is

_ of a whole.

• What type and number of blocks did you use to model 1 2_3 ?

C. Cover 1 _32 with blocks that represent 1_6 to show dividing by 1_6 . Draw
your model.

Think: One __

block represents _ of a
© Houghton Mifflin Harcourt Publishing Company

whole.

_ triangle blocks cover 12_3.

1_2 ÷ 1_ = _
3 6 Math
So, the teacher can perform the experiment _ times.
Talk Mathematical Practices
Explain how you could
check that your answer is
reasonable.

Chapter 2 81
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 5 Communicate Tell how your model shows a related
multiplication problem.

MATHEMATICAL
2. PRACTICE 1 Describe Relationships Suppose a mixed number is
divided by a fraction between 0 and 1. Is the quotient greater than or less
than the dividend? Explain and give an example.

Make
Make Connections
Connections
You can use a model to divide a mixed number by a whole number.

Naomi has 2 1_4 quarts of lemonade. She wants to divide the lemonade
equally between 2 pitchers. How many quarts of lemonade should
she pour into each pitcher?

Divide 21
__ ÷ 2.
4
STEP 1 Draw a model that represents the total STEP 2 Draw parts that represent the amount
amount of lemonade. in each pitcher.

Think: Divide 3 wholes into __. Think: What are you trying to find?

Shade _. ______

© Houghton Mifflin Harcourt Publishing Company

Think: In each of the two equal groups there is _ whole and _ of 1__4.

1 of __
__ 1 is _. Math
2 4 Talk Mathematical Practices
Explain how the quotient
So, 21_4 ÷ 2 = _. Naomi should pour _ quarts of compares to the dividend
lemonade into each pitcher. when dividing a mixed
number by a whole number
greater than 1.

82
 Name

Share
Share and
and Show
Show
Use the model to find the quotient.

1. 31_ ÷ 1_ = _ 2. 21_ ÷ 1_ = _
3 3 2 6

Use pattern blocks to find the quotient. Then draw the model.

3. 22_ ÷ 1_ = _ 4. 31_ ÷ 1_ = _
3 6 2 2

Draw a model to find the quotient.

5. 31_ ÷ 3 = _
2

6. 141_ ÷ 2 = _
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
7. PRACTICE 5 Use Appropriate Tools Explain how models can be used
to divide mixed numbers by fractions or whole numbers.

Chapter 2 • Lesson 8 83
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

Use a model to solve.

MATHEMATICAL
8. 4 Use Models Eliza opens a box of bead kits. The
PRACTICE

box weighs 2 2_ lb. Each bead kit weighs 1_ lb. How many kits
3 6
are in the box?

9. DEEPER Hassan has two boxes of trail mix. Each box

holds 1 _2 lb of trail mix. He eats 1_ lb of trail mix each day. How
3 3
many days can Hassan eat trail mix before he runs out?

10. SMARTER Sense or Nonsense? Steve made

this model to show 2 _31 ÷ 1_6 . He says that the quotient WRITE Math
is 7. Is his answer sense or nonsense? Explain your Show Your Work
reasoning.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Garry Gay/Alamy
11. SMARTER Eva is making muffins to sell at a fundraiser. She
has 2 4 cups of flour, and the recipe calls for 3_4 cup of flour for each
_
1

batch of muffins. Explain how to use a model to find the number of

batches of muffins Eva can make.

FOR MORE PRACTICE:

84 Standards Practice Book
 Lesson 2.9
Name

Divide Mixed Numbers The Number System—

Essential Question How do you divide mixed numbers? 6.NS.1
MATHEMATICAL PRACTICES
MP.1, MP.6
Unlock
Unlock the
the Problem
Problem
A box weighing 9 1_3 lb contains robot kits weighing
1 _61 lb apiece. How many robot kits are in the box? • Underline the sentence that tells you what you
are trying to find.
• Circle the numbers you need to use to solve
Divide 9 _1 ÷ 1_1 . the problem.
3 6

Estimate the quotient. _÷_=_

Write the mixed numbers

as fractions. 1 ÷ 11
9__ __ = ____ ÷ ___
3 6 3 6

= 28
Use the reciprocal of ___ × ___
the divisor to write a
multiplication problem. 3

= 28 6
___ × __
3 7
Simplify.

Multiply. = _____, or _
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Photodisc/Getty Images

Compare your estimate with the quotient. Since the estimate, _,

is close to _, the answer is reasonable.

So, there are _ robot kits in the box.

Try This! Estimate. Then write the quotient in simplest form.

Think: Write the mixed numbers as fractions.

1 1
A 2_3 ÷ _6 B 53_ ÷ 3_
4 8

Chapter 2 85
 Example Four hikers shared 3 1_3 qt of water
equally. How much did each hiker receive?

Divide 3 _31 ÷ 4. Check.

Estimate. _ ÷ 4 = 1

Write the mixed number 31

__ ÷ 4 = ____ ÷ ___
and the whole number 3 3
as fractions.

Use the reciprocal of

the divisor to write
10 × ___
= ___
a multiplication problem. 3

Simplify. 10 × __
= ___ 1
3 4

Multiply. =_

Check your answer.

______
4 × _= =_

Math
So, each hiker received _ qt. Talk Mathematical Practices
Explain why your answer
is reasonable using the
information in the problem.
1. Describe what you are trying to find in the Example above.

MATHEMATICAL
2. PRACTICE 6 Compare Explain how dividing mixed numbers is similar
to multiplying mixed numbers. How are they different?

© Houghton Mifflin Harcourt Publishing Company

3. SMARTER The divisor in a division problem is between 0 and 1

and the dividend is greater than 0. Will the quotient be greater than or
less than the dividend? Explain.

86
 Name

Share
Share and
and Show
Show
Estimate. Then write the quotient in simplest form.

1. __ ÷ 3
41 __ = ______ ÷ 3
__ 2. Six hikers shared 4 1_2 lb of trail mix. How much
3 4 3 4 trail mix did each hiker receive?

13 × ___
= ___
3

= ____, or 5 ___
9 ________
3. 52_ 4 3 4. 71_ 4 21_
3 2 2

________ ________
Math
Talk Mathematical Practices
Explain why you write a mixed
On
On Your
Your Own
Own number as a fraction before using it
as a dividend or divisor.

Estimate. Then write the quotient in simplest form.

5. How many 3 _31 yd pieces can Amanda get 6. Samantha cut 6 _43 yd of yarn into 3 equal pieces.
from a 13 1_3 yd ribbon? How long was each piece?

________ ________
7. 5_43 ÷ 41_ 8. 5 ÷ 11_ 9. 63_4 ÷ 2 10. 22_ ÷ 13_7
2 3 9

___ ___ ___ ___

MATHEMATICAL
PRACTICE 1 Evaluate Algebra Evaluate using the order of operations. Write the answer in simplest form.
11. 11_ × 2 ÷ 11_ 12. 12_ ÷ 113
__ + 5
_ 13. 31_ − 15_ ÷ 12_
© Houghton Mifflin Harcourt Publishing Company

2 3 5 15 8 2 6 9

___ ___ ___

MATHEMATICAL
14. PRACTICE 7 Look for a Pattern Find these quotients:
20 ÷ 4 _4 , 10 ÷ 4 _4 , 5 ÷ 4 4_ . Describe a pattern you see.
5 5 5

Chapter 2 • Lesson 9 87
 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

15. DEEPER Dina hikes _21 of the easy trail and Hiking Trails
stops for a break every 3 1_4 miles. How many
Park Trail Length (mi) Difficulty
breaks will she take?
Ohio and Erie easy
191_
Canal Towpath 2
a. What problem are you asked to solve? Cuyahoga
Brandywine moderate
Valley National 1_1
Gorge 4
Park, Ohio
Buckeye Trail difficult
53_
(Jaite to Boston) 5

b. How will you use the information in the table to d. What operation will you use to find how many
solve the problem? breaks Dina takes?

c. How can you find the distance Dina hikes? How e. How many breaks will Dina take?
far does she hike?

16. SMARTER Carlo packs 15 _43 lb of books in 2 boxes. Each book

weighs 1 1_8
lb. here are 4 more books in Box A than in Box B. How many
books are in Box A? Explain your work.

17. SMARTER Rex’s goal is to run 13 _43 miles over 5 days. He wants to
run the same distance each day. Jordan said that Rex would have to run
© Houghton Mifflin Harcourt Publishing Company

3 3_4 miles each day to reach his goal. Do you agree with Jordan? Explain
your answer using words and numbers.

FOR MORE PRACTICE:

88 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 2.10
Problem Solving • Fraction Operations
Essential Question How can you use the strategy use a model to help The Number System—
you solve a division problem? 6.NS.1
MATHEMATICAL PRACTICES
MP.1, MP.2, MP.4, MP.6
Unlock
Unlock the
the Problem
Problem
Sam had _43 lb of granola. Each day he took
1_ 1_
8 lb to school for a snack. If he had 4 lb left over,
how many days did Sam take granola to school?

Use the graphic organizer below to help you solve the

problem.

Read the Problem

What do I need to find? What information do How will I use the
I need to use? information?
I need to find __
Sam started with _ lb of I will draw a bar model to find

granola and took _ lb how much ___

____.
each day. He had _ lb ____
left over. ____.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Plush Studios/Blend Images/Corbis

Solve the Problem

3
4 lb

The model shows that Sam used _ lb

of granola.

1 _ groups of _81 are equivalent to 1_2

8
so 1_2 ÷ 1_8 = _ .
used left

Math
Talk Mathematical Practices
Explain how you can justify your answer
So, Sam took granola to school for _ days. by solving the problem a different way.

Chapter 2 89
 Try Another Problem
For a science experiment, Mr. Barrows divides 2_3 cup of salt into small jars,
each containing __ 1 _1
12 cup. If he has 6 cup of salt left over, how many
jars does he fill?

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

So, Mr. Barrows fills _ jars.

MATHEMATICAL
1. PRACTICE 4 Write an Expression you could use to solve the problem.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 6 Explain a Method Suppose that Mr. Barrows starts with 1 _2 cups
3
of salt. Explain how you could find how many jars he fills.

90
 Name
Unlock the Problem
Share
Share and
and Show
Show • Underline the question.
• Circle important information.
1. There is 4_5 lb of sand in the class science supplies. If one • Check to make sure you answered
scoop of sand weighs __ 1
20 lb, how many scoops of sand
the question.
can Maria get from the class supplies and still leave _21 lb
in the supplies?
WRITE Math • Show Your Work
First, draw a bar model.

4
5 lb

Next, find how much sand Maria gets.

Maria will get ____

10 lb of sand.

Finally, find the number of scoops.

_ groups of __
1 ____
20 are equivalent to 10

10 4 20 5 _.
so ____ __
1

So, Maria will get _ scoops of sand.

2. SMARTER What if Maria leaves 2_5 lb of sand in the

supplies? How many scoops of sand can she get?
© Houghton Mifflin Harcourt Publishing Company

3. There are 6 gallons of distilled water in the science

supplies. If 10 students each use an equal amount of the
distilled water and there is 1 gal left in the supplies, how
much will each student get?

Chapter 2 • Lesson 10 91
 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

4. SMARTER The total weight of the fish in a

tank of tropical fish at Fish ‘n’ Fur was 7_8 lb. Each fish
weighed __ 1
64 lb. After Eric bought some fish, the total
weight of the fish remaining in the tank was _21 lb.
How many fish did Eric buy?

5. DEEPER Fish ‘n’ Fur had a bin containing 2 1_2 lb

of gerbil food. After selling bags of gerbil food that
each held _43 lb, 1_4 lb of food was left in the bin. If each
bag of gerbil food sold for $3.25, how much did the
store earn?

MATHEMATICAL
6. PRACTICE1 Describe Niko bought 2 lb of dog
treats. He gave his dog 3_ lb of treats one week
5
and __
7
10 lb of treats the next week. Describe how Niko
can find how much is left.

WRITE Math • Show Your Work

Personal Math Trainer

+ There were 14 1_4 cups of apple

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©ImageState/Alamy

7. SMARTER
juice in a container. Each day, Elise drank 1 _21 cups of
apple juice. Today, there is 3_4 cup of apple juice left.
Derek said that Elise drank apple juice on nine
days. Do you agree with Derek? Use words and
numbers to explain your answer.

FOR MORE PRACTICE:

92 Standards Practice Book
 Name

Chapter 2 Review/Test
1. Write the values in order from least to greatest.

0.45 3
_ 5
_ 0.5
4 8

___ ___ ___ ___

2. For numbers 2a–2d, compare. Choose <, >, or =.

< <
2a. 0.75 3_ 2c. 1_3 1.9
> 4 5
>
= =

< <
2b. 4_ 0.325 2d. 7.4 72_
5
> > 5
= =

3. The table lists the heights of 4 trees.

Type of Tree Height (feet)

Sycamore 15_2
3

Oak 143_
4

Maple 153_
4

Birch 15.72

For numbers 3a–3d, select True or False for each statement.

© Houghton Mifflin Harcourt Publishing Company

3a. The oak tree is the shortest. True False

3b. The birch tree is the tallest. True False

3c . Two of the trees are the True False

same height.

3d. The sycamore tree is taller True False

than the maple tree.

Assessment Options
Chapter Test
Chapter 2 93
4. For numbers 4a–4d, choose Yes or No to indicate whether the statement
is correct.

A B C D

0 0.2 0.4 0.6 0.8 1.0

4a. Point A represents 1.0. Yes No

4b. Point B represents __

3.
10
Yes No

4c. Point C represents 6.5. Yes No

4d. Point D represents _4. Yes No

5

5. Select the values that are equivalent to one twenty-fifth. Mark all
that apply.
1
__
A 25
B 25

C 0.04

D 0.025

6. The table shows Lily’s homework assignment. Lily’s teacher instructed

the class to simplify each expression by dividing the numerator and
denominator by the GCF. Complete the table by simplifying each
expression and then finding the product.

Problem Expression Simplified Expression Product

2_ × _1
© Houghton Mifflin Harcourt Publishing Company

a
5 4

b 4_ × _5
5 8

c 3_ × _5
7 8

d 3
4_ × __
9 16

94
 Name
7. Two-fifths of the fish in Gary’s fish tank are guppies. One-fourth of the
guppies are red. What fraction of the fish in Gary’s tank are red guppies?
Show your work.

8. One-third of the students at Finley High School play sports. Two-fifths

of the students who play sports are girls. What fraction of all students are
girls who play sports? Use numbers and words to explain your answer.

9. Draw a model to find the quotient.

3÷2=
_ 3_ ÷ 3_ =
4 4 8

0 1 2 3 1
4 4 4

How are your models alike? How are they different?

© Houghton Mifflin Harcourt Publishing Company

10. Explain how to use a model to find the quotient.

21_ ÷ 2 =
2

Chapter 2 95
Divide. Show your work.

11. 7_ ÷ 3_ = 12. 1 ÷ 11_ =

2__
8 5 10 5

13. Sophie has _43 quart of lemonade. If she divides the lemonade into glasses
that hold __
1 quart, how many glasses can Sophie fill? Show your work.
16

14. Ink cartridges weigh 1_8 pound. The total weight of the cartridges in a box
is 4 1_2 pounds. How many cartridges does the box contain? Show your
work and explain why you chose the operation you did.

15. Beth had 1 yard of ribbon. She used 1_3 yard for a project. She wants to
divide the rest of the ribbon into pieces 1_6 yard long. How many 1_6 yard
pieces of ribbon can she make? Explain your solution.
© Houghton Mifflin Harcourt Publishing Company

96
 Name
16. Complete the table by finding the products. Then answer the questions
in Part A and Part B.

Division Multiplication

_ 3 = __
1÷_ 4 1 4=
_×_
5 4 15 5 3

2 ÷_
__ 1 = __
10 2 ×_
__ 5=
13 5 13 13 1

4 3=4
_÷_ _ 4×5
_ _=
5 5 3 5 3

Part A

Explain how each pair of division and multiplication problems are the
same, and how they are different.

Part B

Explain how to use the pattern in the table to rewrite a division problem
involving fractions as a multiplication problem.
© Houghton Mifflin Harcourt Publishing Company

Chapter 2 97
17. Margie hiked a 17 7_8 mile trail. She stopped every 3 2_5 miles to take a
picture. Martin and Tina estimated how many times Margie stopped.

Martin’s Estimate Tina’s Estimate

17_7 ÷ 32_ 177_ ÷ 32_

8 5 8 5
←

←
16 ÷ 4 = 4 18 ÷ 3 = 6

Who made the better estimate? Use numbers and words to explain
your answer.

18. Brad and Wes are building a tree house. They cut a 12 1_2 foot piece of
wood into 5 of the same length pieces. How long is each piece of wood?
Show your work.

© Houghton Mifflin Harcourt Publishing Company

98
 Rational Numbers
Show Wha t You Know
Check your understanding of important skills.

Name

l l
Compare Fractions Compare. Write <, >, or =.
3
1. 3_ 1_ 2. _7 1_

l l
5 3 2

6
3. _3 5_ 4. _ 2_
3 5 8 4

Equivalent Fractions Write an equivalent fraction.

5. _3 _ 6. _2 _
8 5

7. 10
__ 8. 6_ _
12 _ 9

l 0.30 l 3.8
Compare Decimals Compare. Write <, >, or =.
9. 0.3 10. 4

11. 0.4 l 0.51 12. $2.61 l $6.21

10 Bat Cave Waterfall

9 1 unit on the map
represents 1 meter.
8
7 Start at the point
© Houghton Mifflin Harcourt Publishing Company

6 halfway between
y-axis

Angie finds a treasure map. Be a Math 5 the bat cave and

N
the waterfall.
Detective and use the clues to find the 4
Bridge
ridge
location of the treasure. Write the 3 W E Then walk 7
location as an ordered pair. meters south and
2 2 meters west,
1 S and start digging.

0 1 2 3 4 5 6 7 8 9 10
x-axis
Personal Math Trainer
Online Assessment
and Intervention Chapter 3 99
 Voca bula ry Builder

Visualize It
Use the checked words to complete the flow map. Review Words
What is it? What are some compare
1 4 ✓common denominator
5
2 8
✓equivalent fractions

(3, 5), (6, 10)

order
✓whole numbers

31, 2, 70, 145

Preview Words
absolute value
4 3
6
and
6 coordinate plane
integers
-9, -26, -4 ✓negative number
opposite
✓ordered pair
origin
positive number
Understand Vocabulary
quadrants
Complete the sentences using the preview words.
rational number
1. The _____ are the set of whole
numbers and their opposites.
2. The distance of a number from 0 on a number line is the

number’s _____.
3. Two numbers that are the same distance from zero
on the number line, but on different sides of zero, are

called _____.

4. A _____ is any number that can be

© Houghton Mifflin Harcourt Publishing Company

written as a__, where a and b are integers and b Þ 0.

b
5. The four regions of the coordinate plane that are separated by

the x- and y-axes are called _____.

• Interactive Student Edition

100 • Multimedia eGlossary
 Lesson 3.1
Name

Understand Positive and Negative Numbers The Number System—6.NS.5,

6.NS.6a
Essential Question How can you use positive and negative numbers to represent
real-world quantities? MATHEMATICAL PRACTICES
MP.5, MP.6, MP.7
Integers are the set of all whole numbers and their opposites. Two
numbers are opposites if they are the same distance from 0 on the
number line, but on different sides of 0. For example, the integers
+
3 and −3 are opposites. Zero is its own opposite. You do not need to write the
+ symbol for positive integers,
Opposites so +3 can also be written as 3.

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

Negative integers Positive integers

Positive numbers are located to the right of 0 on the number line, and
negative numbers are located to the left of 0.

Unlock
Unlock the
the Problem
Problem
The temperature at the start of a 2009 Major League
Baseball playoff game between the Colorado • What are you asked to find?
Rockies and the Philadelphia Phillies was 2°C. The
temperature at the end of the game was −4°C. What
• Where can you find the opposite of a number
is the opposite of each temperature? on the number line?

Graph each integer and its opposite on a

number line.

A 2

The integer 2 is on the _ side of 0.

Graph the opposite of 2 at _.
-5 -4 -3 -2 -1 0 1 2 3 4 5
So, the opposite of 2°C is _.

B −4
© Houghton Mifflin Harcourt Publishing Company

The integer −4 is on the _ side of 0.

Graph the opposite of −4 at _. -5 -4 -3 -2 -1 0 1 2 3 4 5

So, the opposite of −4°C is _.

Math
Talk Mathematical Practices
Explain how to find the opposite of
−
8 on a number line.

Chapter 3 101
 Example 1 Name the integer that represents the situation, and tell
what 0 represents in that situation.

Situation Integer What Does 0 Represent?

A team loses 10 yards on a −
10 the team neither gains nor loses yardage
football play.
A point in Yuma, Arizona, is 70 feet
above sea level.
A temperature of 40 degrees below
zero was recorded in Missouri.
Larry withdraws $30 from his
bank account.
Tricia’s golf score was 7 strokes
below par.

Example 2 Use a number line to find − ( −3 ), the

opposite of the opposite of 3.

STEP 1
- 5 -4 - 3 - 2 - 1 0 1 2 3 4 5
Graph 3 on the number line.

STEP 2

Use the number line to graph the opposite of 3.

STEP 3

Use the number line to graph the opposite of the number you
graphed in Step 2.

So, − ( −3 ), or the opposite of the opposite of 3, equals _.

Try This! Write the opposite of the opposite of the integer.

A +
9 _ B −
12 _ C 0 _
Math
Talk Mathematical Practices
© Houghton Mifflin Harcourt Publishing Company

Describe the pattern you see

when finding the opposite
Explain A plane’s altitude changes by −1,000 feet. Is the
MATHEMATICAL of the opposite of a number.
• PRACTICE 6
plane going up or down? Explain.

102
 Name

Share
Share and
and Show
Show
Graph the integer and its opposite on a number line.
1. −
7 opposite: _ 2. 9 opposite: _

- 10 -8 -6 - 4 - 2 0 2 4 6 8 10 - 10 -8 -6 - 4 - 2 0 2 4 6 8 10

Name the integer that represents the situation, and tell what 0
represents in that situation.

Situation Integer What Does 0 Represent?

3. Kerri gained 24 points during a
round of a game show.
4. Ben lost 5 pounds during the
summer.
5. Marcy deposited $35 in her savings
account.

Math
Talk Mathematical Practices
Identify a real-world situation
involving an integer and its opposite.

On
On Your
Your Own
Own
Write the opposite of the integer.
6. −
98 _ 7. 0 _ 8. −
53 _

Name the integer that represents the situation, and tell what 0 represents in
that situation.

Situation Integer What Does 0 Represent?

9. Desmond made $850 at his
summer job.
10. Miguel withdraws $300 from his
checking account.
© Houghton Mifflin Harcourt Publishing Company

11. Renee lost 18 points during her

turn in the board game.

Write the opposite of the opposite of the integer.

12. −
23 _ 13. 17 _ 14. −
125 _

MATHEMATICAL
15. PRACTICE 6 Explain Suppose you know a certain number’s distance from zero on
the number line. Explain how you could find the number’s distance from its opposite.

Chapter 3 • Lesson 1 103

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

Wind makes the air temperature seem colder.

The chart gives the wind chill temperature
(what the temperature seems like) at several
air temperatures and wind speeds. Use the
chart for 16–18. Wind Chill Chart
Air Temperature (˚F)
16. At 6 a.m., the air temperature was 20°F and the 30 25 20 15
wind speed was 55 mi/hr. What was the wind

Wind (mi/hr)
25 16 9 3 −
4
chill temperature at 6 a.m.?
35 14 7 0 −
7
45 12 5 −
2 −
9
55 11 3 −
4 −
11
17. DEEPER At noon, the air temperature was
15°F and the wind speed was 45 mi/hr. At what
air temperature and wind speed would the
wind chill temperature be the opposite of what
it was at noon?

18. SMARTER The wind was blowing

35 mi/hr in both Ashton and Fenton. The
wind chill temperatures in the two towns were
opposites. If the air temperature in Ashton was
25°F, what was the air temperature in Fenton?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Yellow Dog Productions/Getty Images
19. Sense or Nonsense? Claudia states that the
opposite of any integer is always a different
number than the integer. Is Claudia’s statement
sense or nonsense? Explain.

20. SMARTER For numbers 20a−20d, choose Yes or No to indicate

whether the situation can be represented by a negative number.

20a. Death Valley is located 282 feet below sea level. Yes No

20b. Austin’s golf score was 3 strokes below par. Yes No

20c. The average temperature in Santa Monica in August is 75°F. Yes No

20d. Janai withdraws $20 from her bank account. Yes No

FOR MORE PRACTICE:

104 Standards Practice Book
 Lesson 3.2
Name
Compare and Order Integers The Number System—6.NS.7a,
Essential Question How can you compare and order integers? 6.NS.7b
MATHEMATICAL PRACTICES
You can use a number line to compare integers. MP.5, MP.8

Unlock
Unlock the
the Problem
Problem
On one play of a football game, the ball changed
position by −7 yards. On the next play, the ball
changed position by −4 yards. Compare −7 and −4.

Use a number line to compare the numbers.

STEP 1 Graph −7 and −4 on the number line.

- 10 - 9 - 8 - 7 - 6 - 5 -4 - 3 - 2 - 1 0 1 2 3 4 5

STEP 2 Note the locations of the numbers. As you move to the right on a
horizontal number line, the values
−
7 is to the __ of −4 on the number become greater. As you move to
the left, values become less.
line, so −7 is __ −4.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Visions of America, LLC/Alamy Images

Try This! Use the number line to compare the numbers.

A 5 and −9

- 10 - 9 - 8 - 7 - 6 - 5 -4 - 3 - 2 - 1 0 1 2 3 4 5 6 7 8 9 10

5 is to the __ of −9 on the number line, so 5 is __ −9.

−
B 2 and 0

- 10 - 9 - 8 - 7 - 6 - 5 -4 - 3 - 2 - 1 0 1 2 3 4 5 6 7 8 9 10

_ is to the left of _ on the number line, so −2 is __ 0.

Math
Talk Mathematical Practices
Explain how you know that
−
3 is less than 0 without
using a number line.

Chapter 3 105
You can also use a vertical number line to order integers.

Example The table gives the coldest temperatures

recorded in seven cities in 2007.

Record Coldest Temperatures for 2007 (°F)

Anchorage, AK Boise, ID Duluth, MN Los Angeles, CA Memphis, TN Pittsburgh, PA

− − −
17 7 25 35 18 5

A Order the temperatures from least to greatest. Record Coldest Temperatures (°F) for 2007

STEP 1 Draw a dot on the number line to represent the

40
record temperature of each city. Write the first letter of
the city beside the dot.
30

STEP 2 Write the record temperatures in order from least 20

to greatest. Explain how you determined the order.
10

-10

- 20

B Use the table and the number line to answer each question. - 30

• Which city had the colder record temperature, - 40

Memphis or Pittsburgh? How do you know?

• Which city had the warmest record temperature? How do you know?

• What are the record temperatures for Boise, Memphis,

© Houghton Mifflin Harcourt Publishing Company

and Pittsburgh in order from least to greatest?

_ < _< _ The symbol < means less than.

The symbol > means greater than.
• What are the record temperatures for Anchorage, Duluth,
and Los Angeles in order from greatest to least?
Math
_>_>_ Talk Mathematical Practices
Generalize What rule can
you use to compare numbers
on a vertical number line?
106
 Name

Share
Share and
and Show
Show
Compare the numbers. Write < or >.

1. −
8 6 Think: −8 is to the _ of 6 on the number line, so −8 is __ 6.

− − −
2. 1 8 3. 4 0 4. 3 7

Order the numbers from least to greatest.

5. 4, −3, −7 6. 0, −1, 3 7. −
5, −3, −9

_<_<_ _<_<_ _<_<_

Order the numbers from greatest to least.

−
8. 1, −4, 2 9. 5, 0, 10 10. −
5, −4, −3

_>_>_ _>_>_ _>_>_

Math
Talk Mathematical Practices

On
On Your
Your Own
Own Explain how you can use
a number line to compare
numbers.
Order the numbers from least to greatest.
11. 2, 1, −1 12. −
6, −12, 30 13. 15, −9, −20

_<_<_ _<_<_ _<_<_

Order the numbers from greatest to least.
−
14. 13, 14, −14 15. −
20, −30, −40 16. 9, −37, 0

_>_>_ _>_>_ _>_>_

17. Saturday’s low temperature was −6°F. Sunday’s low

DEEPER
temperature was 3°F. Monday’s low temperature was −2°F. Tuesday’s low
temperature was 5°F. Which day’s low temperature was closest to 0°F?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
18. PRACTICE 4
Use Symbols Write a comparison using < or > to
show that South America’s Valdes Peninsula (elevation −131 ft) is
lower than Europe’s Caspian Sea (elevation −92 ft).

Chapter 3 • Lesson 2 107

 MATHEMATICAL PRACTICES

Problem
ProblemSolving
Problem Solving
Solving •• Applications
Applications
SMARTER What’s the Error?
19. In the game of golf, the player with the lowest
score wins. Raheem, Erin, and Blake played a
game of miniature golf. The table shows their
scores compared to par.

Raheem Erin Blake

0 − −
5 1

At the end of the game, they wanted to know

who had won.
Look at how they solved the Correct the error by ordering the
problem. Find their error. scores from least to greatest.

STEP 1: 0 is greater than both −1 and −5. Since

Raheem had the highest score, he did not
win.

STEP 2: −1 is less than −5, so Blake’s score was

less than Erin’s score. Since Blake had the
lowest score, he won the game.

So, __ won. __ came in second. __ came in third.

• Describe the error that the players made.

20. SMARTER Jasmine recorded the low temperatures for 3 cities.

City Temperature (°F)

© Houghton Mifflin Harcourt Publishing Company

A 6
B −4 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

C 2

Draw a dot on the number line to represent the low temperature

of each city. Write the letter of the city above the dot.

FOR MORE PRACTICE:

108 Standards Practice Book
 Lesson 3.3
Name
Rational Numbers and the Number Line The Number System—6.NS.6a,
Essential Question How can you plot rational numbers on a number line? 6.NS.6c
MATHEMATICAL PRACTICES
connect A rational number is any number that can be MP.2, MP.4, MP.7
written as _ab , where a and b are integers and b ∙ 0. Decimals,
fractions, and integers are all rational numbers.

Unlock
Unlock the
the Problem
Problem
The freezing point of a liquid is the temperature at which the Liquid Freezing Points
liquid turns into a solid when it is cooled. The table shows the Liquid Freezing Point (°C)
Carbonated water −
approximate freezing points of various liquids. Graph each 0.3
temperature on a number line. Fizzy lemonade −
0.5
Hydrazine 1.4
Graph the values in the table.

STEP 1 Locate each number in relation to the nearest integers.

Think: −
0.3 is the opposite of _.
0.3 is between the integers _ and _ .
−
So, −0.3 is between the opposites of these integers. 0.3 is between _ and _.
−
0.5 is between _ and _. 1.4 is between _ and _.

STEP 2 Graph each temperature.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Digital Vision/Getty Images

− − 1.4°C
0.3°C 0.5°C

2 2 2

−
Think: 0.3 is 3
tenths below 0 on 1 1 1
the number line.

0 0 0

-1 -1 -1

Math
-2 -2 -2
Talk Mathematical Practices
How can you tell which
number −0.3 is closer to, 0
or −1? Explain.

Chapter 3 109
 Example Points of Interest
Name Location
City Hall is located at point 0 on a map of Maple Avenue. Other City Park − 3_
8
points of interest on Maple Avenue are indicated by their distances, − 1_
Fountain 12
in miles, to the right of City Hall (positive numbers) or to the left of
Library 1 1_4
City Hall (negative numbers). Graph each location on a number line.
Mall _3
4
STEP 1 Locate the numbers in relation to the nearest integers.
−3
__
8
is between _ and _. − _
1 21 is between _ and _.
1 1_4 is between _ and _. 3
__ is between _ and _.
4

STEP 2 Graph each location on the number line.

3 _
−3
City Park: −__ Think: 8 is three eighths to the left of 0 on the number line.
8
City Hall

-2 -1 0 1 2

City Hall
Fountain: 1 _2
− 1

-2 -1 0 1 2

City Hall
Library: 1 _41
-2 -1 0 1 2

City Hall
Mall: 3
__
4 Math
-2 -1 0 1 2 Talk Mathematical Practices
Explain how you can use
a horizontal or vertical
number line to graph a
MATHEMATICAL rational number.
1. PRACTICE 2
Reason Quantitatively How did you identify the two
integers that −1 1_2 is between?

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MATHEMATICAL
2. PRACTICE 7
Identify Relationships How do you know from looking
at the table that City Hall is between the city park and the mall?

110
 Name

Share
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and Show
Show
Graph the number on the horizontal number line.
− _
1. 2 14
-3 -2 -1 0 1 2 3

The number is between the integers _ and _.

It is closer to the integer _.

2. − 5_
18 3. 1_2

-3 -2 -1 0 1 2 3 -3 -2 -1 0 1 2 3

Math
Talk Mathematical Practices
Two numbers are opposites.
Zero is not one of the
numbers. Are the numbers
on the same side or opposite
sides of zero on a number
line? Explain.
On
On Your
Your Own
Own
Practice: Copy and Solve Graph the number on a vertical number line.
− −
4. 0.6 5. 1.25 6. 1.5 7. 0.3

− − −
8. 0.7 9. 1.4 10. 0.5 11. 0.25

State whether the numbers are on the same or opposite sides of zero.

12. −
1.38 and 2.9 13. − __9
3 10 and −0.99 14. 5_6 and −4.713

___ ___ ___

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15. The roots of 6 corn plants had depths of −3.54 feet, −2__4 feet,
DEEPER
5
−
3.86 feet, −41_ feet, −4.25 feet, and −32_ feet. How many corn plants had
8 5
roots between 3 and 4 feet deep?

Chapter 3 • Lesson 3 111

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
A star’s magnitude is a number that measures
the star’s brightness. Use the table of star
magnitudes for 16–18.

16. Between what two integers is the magnitude

of Canopus?

MATHEMATICAL
17. PRACTICE 4
Model Mathematics
Magnitudes of Stars
Graph the magnitude of Betelgeuse on the
Star Magnitude
number line.
Arcturus −
0.04

-1 - 0.5 Betelgeuse 0.7

0 0.5 1
Canopus −
0.72
18. SMARTER What’s the Error? Deneb 1.25
Jacob graphed the magnitude of Rigel Kentaurus A −
0.01
Sirius on the number line. Explain Sirius −
1.46
his error. Then graph the magnitude
correctly.

-2 -1 0

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Lucas Janin/Getty Images
Personal Math Trainer

19. SMARTER +
The flag pole is located at point 0 on a map
of Orange Avenue. Other points of interest on Orange Avenue are
indicated by their distances, in miles to the right of the flag pole
(positive numbers) or to the left of the flag pole (negative numbers).
Graph and label each location on the number line.

Name Location
School 0.4
Post Office 1.8
Library −
1
Fire Station −
1.3 -2 -1 0 1 2

FOR MORE PRACTICE:

112 Standards Practice Book
 Lesson 3.4
Name
Compare and Order Rational Numbers The Number System—6.NS.7a,
Essential Question How can you compare and order rational numbers? 6.NS.7b
MATHEMATICAL PRACTICES
connect You have used a number line to compare and order MP.1, MP.5
integers. You can also use a number line to compare other rational
numbers, including decimals and fractions.

Unlock
Unlock the
the Problem
Problem
The table shows the average December Average December Temperatures
temperatures in five U.S. cities. Which city has City Temperature (°C)
the greater average December temperature, −
Boise, ID 1
Indianapolis or Boise?
Boston, MA 0.9
Indianapolis, IN −
0.6
One Way Use a number line. Philadelphia, PA 2.1
Syracuse, NY −
Graph the temperatures for Indianapolis and Boise. 2

-3 -2 -1 0 1 2 3

Think: As you move to the _ on a horizontal

number line, the numbers become greater.
−
0.6 is to the _ of −1.

So, the city whose temperature is farther to the right is __.

Another Way Use place value to compare the decimals.

STEP 1 Write the temperatures with Indianapolis: _

their decimal points lined up.
Boise: _

STEP 2 Compare the digits in the

Think: 0 is __ than −1.
ones place. If the number is
0.6 is __ than −1.
© Houghton Mifflin Harcourt Publishing Company

negative, include a negative −

sign with the digit.

−
0.6°C is __ than −1°C, so __ has a Math
Talk Mathematical Practices
greater average December temperature than __. Explain how you can order
the average December
temperatures of Boston,
Philadelphia, and Syracuse
from greatest to least.

Chapter 3 113
 Example 1
The elevations of objects found at a dig site are recorded in
the table. Which object was found at a lower elevation, the
fossil of the shell or the fossil of the fish?

1
One Way Use a number line.
0
Graph the elevations for the fossil of the shell Fossils
and the fossil of the fish. -1 Object Elevation (ft)
− _1
Shell 32
Think: As you move __ on a vertical
-2 1_
number line, the numbers become less. Fern 4
− 1_
Fish 34
− _1
32 is __ −341_ on the number line. -3

-4

Another Way Use common denominators to compare fractions.

STEP 1 Write the elevations with a − 1

common denominator. 3 _2 = −3 ___ − _
3 41 = −3 ___

STEP 2 Since the whole numbers are − 2_

__ than −4_1, so
4 is
the same, you only need to
compare the fractions. If the 3 2 is __ than −3 _41 .
− _
1
number is negative, include a
negative sign with the fraction.

So, the fossil of the __ was found at a lower

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©PhotoDisc/Getty Images
elevation than the fossil of the __.

Example 2 Compare −0.1 and _.

−4
5

Convert to all fractions or all decimals.

− − −4 −
fractions 0.1 = ___
10
_
5
= ___
10
decimals −
0.1 = −0.1 − _4
5 = −0.

−
8 is _ than −1, so − _54 is less than −0.1. −
0.8 is _ than −0.1, so − 4_5 is less than −0.1.
Use a number line to check your answer.
-4
5 - 0.1

-1 0
Math
Talk Mathematical Practices
Explain how you could use
number sense to compare
114
−
0.1 and − _54 .
 Name

Share
Share and
and Show
Show

Compare the numbers. Write < or >.

1. −
0.3 0.2 Think: −0.3 is to the _ of 0.2 on the number line, so −0.3 is _ than 0.2.

−2 3
2. _31 _
5 3. −
0.8 −
0.5 4. −_
4
−
0.7

Order the numbers from least to greatest.

6 _
5. 3.6, −7.1, −5.9 6. −_
, 1, −2_
7 9 3 7. − _1 −
5 4 , 6.5, −5.3

_<_<_ _<_<_ _<_<_

Math
Talk Mathematical Practices
Tell what the statement
−1_ > − 1_ means. Explain how
3 2
you know that the statement
On
On Your
Your Own
Own is true.

Compare the numbers. Write < or >.

1
−_ −3
_ − − − _ −
8. 2 7 9. 23.7 18.8 10. 3 14 4.3

Order the numbers from greatest to least.

2 −3_ −_1
−_
11. −
2.4, 1.9, −7.6 12. 5, 4, 2 13. 3, −6 4_5 , −3 2_3

_>_>_ _>_>_ _>_>_

14. Last week, Wednesday’s low temperature was −4.5°F,

DEEPER
Thursday’s low temperature was −1.2°F, Friday’s low temperature was
−
2.7°F, and Saturday’s low temperature was 0.5°F. The average low
© Houghton Mifflin Harcourt Publishing Company

temperature for the week was −1.5°F. How many of these days had low
temperatures less than the average low temperature for the week?

MATHEMATICAL
15. PRACTICE 4
Use Symbols Write a comparison using < or > to show the
relationship between an elevation of −12 _21 ft and an elevation of −16 _85 ft.

Chapter 3 • Lesson 4 115

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Elevations, in miles, are given for the lowest
points below sea level for 4 bodies of water.
Use the table for 16–19.

16. The lowest point of which has the greater elevation,

the Arctic Ocean or Lake Tanganyika?

17. Which has a lower elevation, the lowest point of

Lake Superior or a point at an elevation of − _52 mi?
Lowest Points
Location Elevation (mi)
Arctic Ocean −
0.8
18. List the elevations in order from least to greatest. − _1
Lake Superior 4

Lake Tanganyika −
0.9
Red Sea − _1
3

19. SMARTER A shipwreck is WRITE Math • Show Your Work

found at an elevation of –0.75 mile.
In which bodies of water could the
shipwreck have been found?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©imagewerks RF/Getty Images
20. SMARTER Circle <, >, or =.

− < 4
−_
20a. _3 > 5
5
=

< 3
20b. 2_5
− −_
> 4
=

<
20c. −6.5 > −4.2
=

<
20d. −2.4 > −3.7
=

FOR MORE PRACTICE:

116 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box to complete the sentence. integers
1. Any number that can be written as a_b , where a and b are integers opposites
rational number
and b Þ 0 is called a(n) ____. (p. 109)

2. The set of whole numbers and their opposites is the set of

____ . (p. 101)

Concepts
Concepts and
and Skills
Skills
Write the opposite of the integer. (6.NS.6a)
− 4. 0 − 6. 27
3. 72 5. 31
_ _ _ _

Name the integer that represents the situation, and tell

what 0 represents in that situation. (6.NS.5)

Situation Integer What Does 0 Represent?

7. Greg scored 278 points during his
turn in the video game.
8. The temperature was
8 degrees below zero.

l l 5 l 6
Compare the numbers. Write < or >. (6.NS.7a)
− − − −
9. 3 4 10. 6 11. 5

12. 1_
3 l −1
_
2 13. −
3.1 l 4.3
−
14. 1 l 2
3
_
4
− 1
_
2
© Houghton Mifflin Harcourt Publishing Company

Order the numbers. (6.NS.7a)

15. 5, −2, −8 16. 0, −3, 1 17. −

7, −6, −11

_<_<_ _<_<_ _>_>_

−
18. 2.5, −1.7, −4.3 19. 2_, ___ 5
1, __ 20. −
5.2, −3.8, −9.4
3 4 12

_<_<_ _<_<_ _>_>_

Chapter 3 117
21. Judy is scuba diving at −7 meters, Nelda is scuba diving at
−
9 meters, and Rod is scuba diving at −3 meters. List the
divers in order from the deepest diver to the diver
who is closest to the surface. (6.NS.7b)

22. A football team gains 8 yards on their first play. They lose
12 yards on the next play. What two integers represent
the two plays? (6.NS.5)

23. The player who scores the closest to

Game Scores
0 points wins the game. The scores
Player Points
of four players are given in the table.
Who won the game? (6.NS.7b) Myra −
1.93

Amari − 2_
13

Justine −
1.8

Donovan − _1
12

24. Which point on the graph represents −33_4? (6.NS.6c)

A B C D
© Houghton Mifflin Harcourt Publishing Company

-5 -4 -3 -2 -1 0 1 2 3 4 5

118
 Lesson 3.5
Name

Absolute Value The Number System—

Essential Question How can you find and interpret the absolute value 6.NS.7c
of rational numbers? MATHEMATICAL PRACTICES
MP.2, MP.3, MP.4, MP.8
The absolute value of a number is the number’s distance from
0 on a number line. The absolute value of –3 is 3.
3 units

-5 -4 -3 -2 -1 0 1 2 3 4 5

The absolute value of –3 is written symbolically as | –3|.

Unlock
Unlock the
the Problem
Problem
In 1934, a cargo ship called the Mohican sank off the 10
coast of Florida. Divers today can visit the ship at an
elevation of – 32 feet. Use a number line to find | – 32|. 0

- 10
Graph − 32. Then find its absolute value.

Graph –32 on the number line. - 20

Think: The distance from 0 to the point I graphed - 30

is _ units. Since distance can never be

- 40 negative, the absolute value of a
number can never be negative.
So, | –32| = _.
- 50

Math
Talk Mathematical Practices

1. The depth of a diver is her distance below sea level. Compare the absolute
values of two numbers that
Because depth represents a distance, it is never negative. are opposites. Explain your
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Corbis

Find the depth of a diver visiting the Mohican, and explain reasoning.
how her depth is related to the ship’s elevation of –32 ft.

2. Explain how the expression | –32| relates to the diver’s depth.

Chapter 3 119
You can find the absolute values of decimals, fractions, and other rational
numbers just as you found the absolute values of integers.

Example 1 Food Test Results

Name Weight Change (lb)
A food scientist tested a new dog food on five dogs. Each dog’s weight 3
_
Buck 4
was monitored during the course of the test. The results are shown in
–5
_
the table. Positive values indicate weight gains in pounds. Negative Goldie
8
values indicate weight losses in pounds. Mackerel 17
– __
16

Graph the weight changes on the number line. Then find their Paloma 21_
8
absolute values. Spike –3
_
8

-3 -2 -1 0 1 2 3

Think: The distance from 0 to the point I graphed is 3_4 .

||
_3_ = _3_
4 4

| |
−_5_ =
8 _ | |7 =
−1___
16 _ | |
2_1_ = _
8 | | −_3_ =
8 _

MATHEMATICAL
3. PRACTICE 4
Interpret a Result Explain how the absolute values of the
positive and negative weight changes relate to the starting weights of the dogs.

Example 2 Find all integers with an absolute value of 7.

- 10 - 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 -1 0 1 2 3 4 5 6 7 8 9 10

Think: The distance from 0 to integers with an absolute value of 7 is _ units.

Graph integers located 7 units from 0 on the number line.
© Houghton Mifflin Harcourt Publishing Company

| _ | = 7 and | _ | = 7

So, both _ and _ have an absolute value of 7.

MATHEMATICAL
4. PRACTICE 3
Use Counterexamples Paula says that there are always
two numbers that have a given absolute value. Is she correct? Explain.

120
 Name

Share
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and Show
Show
Find the absolute value.
1. | –2| Graph –2 on the number line.
–
2 is _ units from 0.
-3 -2 -1 0 1 2 3
–
| 2| = _

2. |6| 3. | –5| 4. | –11| 5. |9| 6. | –15 |

Math
Talk Mathematical Practices
Can a number have a
negative absolute value?
Explain.

On
On Your
Your Own
Own
Find the absolute value.
7. | –37| 8. |1.8| 9.
||2
–_
3 10. | –6.39| 11.
| |
57
– _
8

Find all numbers with the given absolute value.

12. 13 13. 5_6 14. 14.03 15. 0.59 16. 31_7
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
PRACTICE Use Reasoning Algebra Find the missing number or numbers to
2
make the statement true.
15
17. | ■ | = 10 18. | ■ | = 1.78 19. | ■ | = 0 20. | ■ | = __
16

___ ___ ___ ___

21. DEEPER Find all of the integers whose absolute value is less than | –4|.

Chapter 3 • Lesson 5 121

 MATHEMATICAL PRACTICES

Unlock
U l k the
Unlock th Problem
the Problem
P bl
22. The Blue Ridge Trail starts at Park Elevation Compared to
Point of Interest
Park Headquarters (km)
Headquarters in Big Bear Park
A 1.9
and goes up the mountain. The
Green Creek Trail starts at Park B 1.1
Headquarters and goes down the C 0.7
mountain. The table gives elevations D 0.3
of various points of interest in –
E 0.2
relation to Park Headquarters. How
F –
many points of interest are less than 0.5
G –
1 kilometer above or below Park 0.9
Headquarters? H –
1.6

a. How can you find how far above or below c. Find how far above or below Park Headquarters
Park Headquarters a given point of interest each point of interest is located.
is located?

b. How can you find the number of points of

interest that are less than 1 km above or below
Park Headquarters? d. How many points of interest are less than
1 kilometer above or below Park Headquarters?

23.
MATHEMATICAL
PRACTICE 2
Use Reasoning Name a rational 24. SMARTER Laila said |4| equals | −4|.
number that can replace ■ to make both Is Laila correct? Use the number line and
statements true. words to support your answer.
© Houghton Mifflin Harcourt Publishing Company

■ > −3 | ■ | < | −3|

-4 -3 -2 -1 0 1 2 3 4

FOR MORE PRACTICE:

122 Standards Practice Book
 Lesson 3.6
Name
Compare Absolute Values The Number System—
Essential Question How can you interpret comparisons involving 6.NS.7d
absolute values? MATHEMATICAL PRACTICES
MP.1, MP.2

Unlock
Unlock the
the Problem
Problem

Activity
Carmen is taking a one-day scuba diving class.
Completion of the class will allow her to explore
the ocean at elevations that are less than −25 feet.
Use absolute value to describe the depths to which
Carmen will be able to dive after taking the class.

• Graph an elevation of −25 feet on the number line.

• List three elevations less than −25 feet. Then graph these elevations. Elevation (feet)

30

• Elevations less than −25 feet are found __ −25 feet. 20

10
• Because depth represents a distance below sea level, it is never
0
negative. In this situation, | −25| ft represents a depth of _ feet.
-10
• Write each elevation as a depth. - 20

Elevation (ft) Depth (ft) - 30

−
30 - 40
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Tim Clayton/Corbis

−
35 - 50
−
40

• An elevation of less than | −25| feet is a depth __ than 25 feet.

So, Carmen will be able to dive to depths __ than 25 feet after

taking the class.

1. Compare a −175-foot elevation and a 175-foot depth. Explain your reasoning.

Chapter 3 123
 Example Cole has an online account for buying video games.
His account balance has always been greater than −$16. Use absolute
value to describe Cole’s account balance as a debt.

STEP 1 Graph an account balance of −$16 on the number line.

Account balance ($)

- 20 - 16 - 12 -8 -4 0 4 8 12 16 20

STEP 2 List three account balances greater than −$16. Then graph these
account balances on the number line above.

Balances greater than −$16 are found to the __ of −$16.

STEP 3 Express an account balance of −$16 as a debt.

In this situation | −$16| represents a debt of _.

STEP 4 Complete the table.

Balances Greater
Debt
Than –$16
−
$15
−
$14

$13

Each debt in the table is __ than $16.

Math
Cole’s account balance is always greater than −$16, so his debt Talk Mathematical Practices
The temperature at the North Pole
on the account is always __ than $16. was −35ºF at noon. Explain how you
can use absolute value to express a
temperature of −35ºF.
2. Explain how you can describe a debt as an absolute value.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
3. PRACTICE Describe List three numbers greater than |−28|. Describe how
1
you determined your answer.

124
 Name

Share
Share and
and Show
Show
1. On Monday, Allie’s bank account balance was 2. Matthew scored −36 points in his turn at
–
$24. On Tuesday, her account balance was less a video game. In Genevieve’s turn, she scored
than it was on Monday. Use absolute value to fewer points than Matthew. Use absolute value
describe Allie’s balance on Tuesday as a debt. to describe Genevieve’s score as a loss.

In this situation | –$24| represents a debt

of _.

On Tuesday, Allie had a debt of _

than $24. Genevieve lost _ than 36 points.

Math
Talk Mathematical Practices
Compare a negative bank balance
and the amount of the debt owed to
the bank. Explain.

On
On Your
Your Own
Own

3. DEEPER One of the cats shown in the table Weight Change

Cat
(ounces)
is a tabby. The tabby had a decrease in weight of
Missy 3.8
more than 3.3 ounces. Which cat is the tabby?
Angel −
3.2

Frankie −
2.6

Spot −
3.4

l| l| l|
Compare. Write <, >, or =.
− − −
4. 8 8| 5. 13 13| 6. | −23| −
24|

7. 15 l| −
14| 8. 34 l| −
36| 9. −
5 l| −
6|
© Houghton Mifflin Harcourt Publishing Company

10. SMARTER Write the values in order

from least to greatest.

| −2| |3| | −6| |1|

Chapter 3 • Lesson 6 125

 Compare and Contrast
When you compare and contrast, you look for ways that two
or more subjects are alike (compare) and ways they are
different (contrast). This helps you to discover information
about each subject that you might not have known otherwise.
As you read the following passage, think about how the main
topics are alike and how they are different.

Trevor mows lawns after school to raise money for a new

mountain bike. Last week, it rained every day, and he couldn’t
work. While waiting for better weather, he spent some of his
savings on lawnmower repairs. As a result, his savings balance
changed by −$45. This week, the weather was better, and
Trevor returned to work. His savings balance changed by
+
$45 this week.

11. The passage has two main parts. Describe them.

12. Describe the two changes in Trevor’s savings balance.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Jaak Nilson/Alamy Images
MATHEMATICAL
13. PRACTICE 2 Reason Quantitatively Compare the two changes in
Trevor’s savings balance. How are they alike?

14. SMARTERContrast the two changes in Trevor’s savings

balance. How are they different?

FOR MORE PRACTICE:

126 Standards Practice Book
 Lesson 3.7
Name

Rational Numbers and the Coordinate Plane The Number System—

6.NS.6c
Essential Question How do you plot ordered pairs of rational numbers MATHEMATICAL PRACTICES
on a coordinate plane?
MP.6, MP.8
A coordinate plane is a plane formed by a horizontal number line
y
called the x-axis that intersects a vertical number line called the 5
y-axis. The axes intersect at 0 on both number lines. The point 4
where the axes intersect is the origin. 3 (3, 2)
2
1
An ordered pair is a pair of numbers, such as (3, 2), that can be x
used to locate a point on the coordinate plane. The first number -5 -4 -3 -2 -1 0 1 2 3 4 5
-1
is the x-coordinate; it tells the distance to move left or right from -2 Origin
the origin. The second number is the y-coordinate; it tells the -3
-4
distance to move up or down from the origin. The ordered pair for -5
the origin is (0, 0).

Unlock
Unlock the
the Problem
Problem
A screen in a video game shows a coordinate plane.
The points P, Q, R, and S represent treasure chests. • If a point is to the left of the y-axis, is its
x-coordinate positive or negative?
Write the ordered pair for each treasure chest’s
location.

One
Find theWay
coordinates of each point.

To find the coordinates of point P, start at the origin.

To find the x-coordinate, move right Move 2 units to the _.

(positive) or left (negative).
To find the y-coordinate, move up Move _ units up.
(positive) or down (negative).

Point P is located at ( 22, _).

Point Q is located at ( _, _).

Point R is located at (_, _).

Point S is located at (_, _).

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
1. PRACTICE 8 Draw Conclusions Make a conjecture about the
x-coordinate of any point that lies on the y-axis.

2. Explain why (2, 4) represents a different location than (4, 2).

Chapter 3 127
 Example Graph and label the point on the coordinate plane.

A A(2, −1
__ y
2
)
2
Start at the origin.
1
The x-coordinate is positive. Move _ units to the right.
x
-2 -1 0 1 2
The y-coordinate is negative. Move 1_2 unit _.
-1
Plot the point and label it A.
-2
B B( 0.5, 0)
−

Start at the origin.

The x-coordinate is __. Move _ unit to the _.

The y-coordinate is 0. The point lies on the _-axis.

Plot the point and label it B.

C C (2 1__, 3__ ) D D( –1.25, –1.75)

2 4
Start at the origin. Start at the origin.

Move _ units to the _. Move _ units to the _.

Move _ unit _. Move _ units _.

Math
Plot the point and label it C. Plot the point and label it D. Talk Mathematical Practices
Describe the location of a
point that has a positive
x-coordinate and a negative
y-coordinate.
Share
Share and
and Show
Show
y

J
1. Write the ordered pair for point J. 2

Start at the origin. Move _ units to the _ 1

M x
and _ units _. -2 -1 0 1 2
© Houghton Mifflin Harcourt Publishing Company

-1
The ordered pair is __.
L -2 K

Write the ordered pair for the point.

2. K 3. L 4. M

128
 Name
Graph and label the point on the coordinate plane. y

6. Q( –2, 1_4)
– 7. R(0, 1.5)
5. P ( 2.5, 2) 2

8. S( 1, –_21)
–
9. T (1_1, –2) 10. U(0.75, 1.25) 1
2
13. X (0, –2)
x
11. V ( –0.5, 0) 12. W (2, 0) -2 -1 0 1 2
-1

-2

On
On Your
Your Own
Own Math
Talk Mathematical Practices
Write the ordered pair for the point. Give approximate Explain how graphing (3, 2)
coordinates when necessary. is similar to and different
from graphing (3, –2).
14. A 15. B 16. C

y
5 A
4
B H
3
17. D 18. E 19. F 2
C J
1 F x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
D -3 E
-4
G -5
20. G 21. H 22. J

Graph and label the point on the coordinate plane. y

(–
23. M 4, 0) 24. N(2, 2) (–
25. P 3, 3) 5
4
3
(
26. Q 0, 221_ ) 27. R(0.5, 0.5) (
28. S –5, 1_2 ) 2
© Houghton Mifflin Harcourt Publishing Company

1
29. T(0, 0) (
30. U 3 1_2 , 0 ) 31. V( –2, –4)
-5 -4 -3 -2 -1 0 1 2 3 4 5
x

-1
MATHEMATICAL
7 -2
32. PRACTICE Look for Structure A point lies to the left of the y-axis
-3
and below the x-axis. What can you conclude about the coordinates -4
of the point? -5

Chapter 3 • Lesson 7 129

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Many of the streets in downtown Philadelphia can
be modeled by a coordinate plane, as shown on the
map. Each unit on the map represents one block.
Use the map for 33 and 34.

33. DEEPER Anita works at the Historical Society.

She leaves the building and walks 3 blocks north
to a restaurant. What ordered pair represents the
restaurant?

34. SMARTER
Pose a Problem Write and solve
a new problem that uses a location on the map.

35. SMARTER The points A, B, C, and D on a coordinate plane can

be connected to form a rectangle. Point A is located at (2, 0), point B is
located at (6, 0), and point C is located at (6, 2.5). Write the ordered pair
for point D.

MATHEMATICAL
36. PRACTICE 7
Identify Relationships Explain how you can tell that
the line segment connecting two points is vertical without graphing
the points.

37. SMARTER For numbers 37a–37d, select True or False for

© Houghton Mifflin Harcourt Publishing Company

each statement.

37a. Point A (2, –1) is to the right of the y-axis and below the x-axis. True False

37b. Point B (–5, 2) is to the left of the y-axis and below the x-axis. True False

37c. Point C (3, 2) is to the right of the y-axis and above the x-axis. True False

37d. Point D (–2, –1) is to the left of the y-axis and below the x-axis. True False

FOR MORE PRACTICE:

130 Standards Practice Book
 Lesson 3.8
Name
Ordered Pair Relationships The Number System—
Essential Question How can you identify the relationship between 6.NS.6b
points on a coordinate plane? MATHEMATICAL PRACTICES
MP.4, MP.7
The four regions of the coordinate plane that are separated by the y
5
x- and y-axes are called quadrants. Quadrants are numbered with 4
the Roman numerals I, II, III, and IV. If you know the signs of the Quadrant II 3 Quadrant I
(2, 1) 2 (1, 1)
coordinates of a point, you can determine the quadrant where the
1
point is located. x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
Quadrant III - Quadrant IV
(2, 2) 3 (1, 2)
-4
-5

Unlock
Unlock the
the Problem
Problem
The point ( −3, 4) represents the location of a
bookstore on a map of a shopping mall. Identify the • What is the x-coordinate of the point? _
quadrant where the point is located.
• What is the y-coordinate of the point? _
One
Find theWay
quadrant that contains ( −
3, 4).

STEP 1 Examine the x-coordinate.

Think: The x-coordinate is _ , so the point is _ units to the _

of the origin.

Since the point is to the left of the origin, it must be located in either

Quadrant _ or Quadrant _.

STEP 2 Examine the y-coordinate. y

II 5 I
Think: The y-coordinate is _ , so the point is _ units _ 4
from the origin. 3
2
Since the point is above the origin, it must be located in 1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
Quadrant _. -1
-2
Check by graphing the point ( −3, 4) on the coordinate plane. -3
-4
So, the point representing the bookstore is located in III -5 IV
© Houghton Mifflin Harcourt Publishing Company

Quadrant _ .

MATHEMATICAL
• PRACTICE 7
Look for Structure Look at the signs of the coordinates
of points in Quadrants I and II. What do they have in common? How are
they different?

Chapter 3 131
 A figure has line symmetry if it can be folded about a line so that its two
parts match exactly. If you cut out the isosceles triangle at the right and Line of symmetry
fold it along the dashed line, the two parts would match. A line that divides
a figure into two halves that are reflections of each other is called a line of
symmetry.

You can use the idea of line symmetry to analyze the relationship
between points such as (5, −1) and (−5, −1) whose coordinates
differ only in their signs.

Activity
• Identify the lines of symmetry in the rectangle. y
D (25, 4) 5 A (5, 4)
4
The _ -axis is a horizontal line of symmetry, and the _ -axis
3
is a vertical line of symmetry. 2
1
x
• Look at points A and B. What do you notice about the x-coordinates? -5 -4 -3 -2 -1 0 1 2 3 4 5
What do you notice about the y-coordinates? -1
-2
-3
-4
C (25, 24) -5 B (5, 24)

• Point B is a reflection of point A across which axis? How do you know?

• Look at points A and D. What do you notice about the x-coordinates? What
do you notice about the y-coordinates?

• Point D is a reflection of point A across which axis? How do you know?

• Which point is a reflection of point B across the x-axis and then the y-axis?
© Houghton Mifflin Harcourt Publishing Company

• Compare the coordinates of point B with the coordinates of point D.

Math
Talk Mathematical Practices
Describe how the coordinates
of a point change if it is
reflected across the x-axis.

132
 Name

Share
Share and
and Show
Show
Identify the quadrant where the point is located.
1. (2, −5) 2. (4, 1)

To graph the point, first move to the _ from the origin.

Then move _ .
Quadrant: _
Quadrant: _

3. (−6, −2) 4. (−7, 3) 5. (8, 8) 6. (1, −1)

Quadrant: _ Quadrant: _ Quadrant: _ Quadrant: _

The two points are reflections of each other across the x- or y-axis. Identify the axis.
7. (−1, 3) and (1, 3) 8. (4, 4) and (4, −4) 9. (2, −9) and (2, 9) 10. (8, 1) and (−8, 1)

axis: _ axis: _ axis: _ axis: _

Math
Talk Mathematical Practices
Explain how you can identify
the quadrant where a given
On
On Your
Your Own
Own point is located.

Identify the quadrant where the point is located.

11. (−8, −9) 12. (12, 1) 13. (−13, 10) 14. (5, −20)

Quadrant: _ Quadrant: _ Quadrant: _ Quadrant: _

The two points are reflections of each other across the x- or y-axis. Identify the axis.
15. (−9, −10) and (−9, 10) 16. (21, −31) and (21, 31) 17. (15, −20) and (−15, −20)
© Houghton Mifflin Harcourt Publishing Company

axis: _ axis: _ axis: _

Give the reflection of the point across the given axis.

18. (−7, −7), y-axis 19. (−15, 18), x-axis 20. (11, 9), x-axis

__ __ __
Chapter 3 • Lesson 8 133
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the map of Gridville for 21–23.

21. DEEPER The library’s location has the

same y-coordinate as City Hall but the opposite
x-coordinate. Across which street could you
reflect City Hall’s location to find the library’s
location?

22. SMARTER Each unit on the

map represents 1 mile. Gregory
leaves his house at (−5, 4), cycles
4 miles east, 6 miles south, and
1 mile west. In which quadrant of
the city is he now?

23. The bus station has the same x-coordinate as City Hall but the
opposite y-coordinate. In which quadrant of the city is the bus
station located?

MATHEMATICAL
24. PRACTICE 1 Describe Relationships Describe the relationship
between the locations of the points (2, 5) and (2,−5) on the
coordinate plane.

25. SMARTER Identify the quadrant where each point is

located. Write each point in the correct box.

( −1, 3) (4, −2) ( −3, −2)

© Houghton Mifflin Harcourt Publishing Company

(1, −3) ( −1, 2) (3, 4)

Quadrant I Quadrant II Quadrant III Quadrant IV

FOR MORE PRACTICE:

134 Standards Practice Book
 Lesson 3.9
Name
Distance on the Coordinate Plane The Number System—
Essential Question How can you find the distance between two points 6.NS.8
that lie on a horizontal or vertical line on a coordinate plane? MATHEMATICAL PRACTICES
MP.1, MP.5, MP.6

Unlock
Unlock the
the Problem
Problem
The map of Foggy Mountain Park is marked on a
coordinate plane in units of 1 mile. There are two
campgrounds in the park. Camp 1 is located at
(−4, 3). Camp 2 is located at (5, 3). How far is it
from Camp 1 to Camp 2?

Find the distance from Camp 1 to Camp 2.

STEP 1 Graph the points.

Think: The points have the same _ -coordinate, so they are located on a horizontal line.

STEP 2 Find the horizontal distance from Camp 1 to the y-axis.

Find the distance between the x-coordinates of the point ( _, 3) and the point (0, 3).
The distance of a number from 0 is the ___ of the number.
| 24 | 5 4

Remember that distance

is never negative. You can
- 6 - 5 -4 - 3 - 2 - 1 0 1 2 find the distance between a
negative number and 0 by
The distance from (−4, 3) to (0, 3) is | −4| = _ miles. using absolute value.

STEP 3 Find the horizontal distance from Camp 2 to the y-axis.

Math
_ , 3) and ( _ , 3).
Find the distance between the x-coordinates of ( Talk Mathematical Practices
Explain how you could check
The distance from (5, 3) to (0, 3) is |_| = _ miles.
that you found the distance
correctly.
STEP 4 Add to find the total distance: _ + _ = _ miles.
© Houghton Mifflin Harcourt Publishing Company

So, the distance from Camp 1 to Camp 2 is _ miles.

MATHEMATICAL
1. PRACTICE 6
Explain how you could use absolute value to find the distance
from Camp 2 to the Eagle Nest. What is the distance?

Chapter 3 135
In the problem on the previous page, you used absolute value to find the
distance between points in different quadrants. You can also use absolute
value to find the distance between points in the same quadrant.

Example Find the distance between the pair of 10

y

8
C (8, 10)
points on the coordinate plane.
6
D (8, 3)
A points A and B 4
2
x
STEP 1 Look at the coordinates of the points.
- 10- 8 - 6 - 4 - 2 0 2 4 6 8 10
-2
The _ -coordinates of the points are the same, - 4
so the points lie on a horizontal line. A (29, 26) -6
-8
Think of the horizontal line passing through A and B as a number line. B (24, 26) - 10
A B

- 10 - 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 - 1 0 1 2

STEP 2 Find the distances of A and B from 0. Distance of A from 0:

| 29 | ⎜−9⎟ = _ units
A ? B | 24 |
Distance of B from 0:

⎜_⎟ = _ units
-10 - 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 - 1 0 1 2

STEP 3 Subtract to find the distance from A to B: _ − _ = _ units.

So, the distance from A to B is _ units.

B points C and D 10 C
9
STEP 1 Look at the coordinates of the points.
8
The _ -coordinates of the points are the same, so the points lie 7
on a vertical line. ?
6
Think of the vertical line passing through C and D as a number line. 5 |10 |
4
STEP 2 Find the distances of C and D from 0 on the vertical number line.
3 D
Distance of C from 0: ⎜10 ⎟ = _ units
2 |3 |
© Houghton Mifflin Harcourt Publishing Company

Distance of D from 0: ⎜_⎜ = _ units 1

STEP 3 Subtract to find the distance from C to D: 0

-1
_ − _ = _ units.
Math
So, the distance between C and D is _ units. Talk Mathematical Practices
Explain how to find the
distance from M(−5, 1) to
N(−5, 7).

136
 Name

Share
Share and
and Show
Show
Find the distance between the pair of points. y
6
5
1. ( −3, 1) and (2, 1) 4
(23, 3)
3
Horizontal distance from (−3, 1) to y-axis: 2
(23, 1) (2, 1)
1
| _|=_
x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
-1
Horizontal distance from (2, 1) to y-axis: |_| = _ -2
-3 (2, 24)
-4
Distance from ( 3, 1) to (2, 1): __
−
(4, 24)
-5
-6

2. (2, 1) and (2, −4) 3. (2, −4) and (4, −4) 4. (−3, 3) and (−3, 1)

___ ___ ___

Math
Talk Mathematical Practices
Explain how you can find
the distance between two
points that have the same
y-coordinate.
On
On Your
Your Own
Own
Practice: Copy and Solve Graph the pair of points. Then find the distance between them.

5. (0, 5) and (0, −5) 6. (1, 1) and (1, −3) 7. ( −2, −5) and ( −2, −1)

___ ___ ___

8. ( −7, 3) and (5, 3) 9. (3, −6) and (3, −10) 10. (8, 0) and (8, −8)
© Houghton Mifflin Harcourt Publishing Company

___ ___ ___

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Write the coordinates of a point that is the given
distance from the given point.
11. 4 units from (3, 5) 12. 6 units from (2, 1) 13. 7 units from ( −4, −1)

(3, ) ( , 1) ( −4, )
Chapter 3 • Lesson 9 137
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
An archaeologist is digging at an ancient city. The map
shows the locations of several important finds. Each
unit represents 1 kilometer. Use the map for 14–18.

14. How far is it from the stadium to the statue?

15. DEEPER The archaeologist drives 3 km south

from the palace. How far is he from the market?

Archaeological Site
16. The archaeologist’s campsite is located at ( −9, −3) .
How far is it from the campsite to the market? N
y
5
Stadium
Royal Road 4
3
2 Imperial
17. SMARTER The archaeologist rode Palace Highway
1
x
east on a donkey from the Great Gate, at W E
-5 -4 -3 -2 -1 0 1 2 3 4 5
( −11, 4), to the Royal Road. Then he rode -1
-2
south to the palace. How far did the
-3
archaeologist ride? Market -4 Statue
-5

S
MATHEMATICAL
18. PRACTICE 8 Generalize Explain how you could
find the distance from the palace to any point on the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Danita Delimont/Alamy Images
Imperial Highway. Math • Show Your Work
WRITE

19. SMARTER Select the pairs of points

that have a distance of 10 between them.
Mark all that apply.

(3, −6) and (3, 4)

( −3, 8) and (7, 8)

(4, 5) and (6, 5)

(4, 1) and (4, 11)

FOR MORE PRACTICE:

138 Standards Practice Book
 Lesson 3.10
Name
Problem Solving • The Coordinate Plane The Number System—
Essential Question How can you use the strategy draw a diagram to 6.NS.8
help you solve a problem on the coordinate plane? MATHEMATICAL PRACTICES
MP.1, MP.5, MP.6

Unlock
Unlock the
the Problem
Problem
An artist is using an illustration program. The program uses
a coordinate plane, with the origin (0, 0) located at the center
of the computer screen. The artist draws a dinosaur centered on the
point (4, 6). Then she moves it 10 units to the left and 12 units down.
What ordered pair represents the dinosaur’s new location?

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find the
The dinosaur started at the I can draw a diagram to
___ for the
graph the information on a
dinosaur’s new location. point __. Then the
___.
artist moved it __ to

the left and __ down.

Solve the Problem

• Start by graphing and labeling the point __. 10
y

8
• From this point, count __ to the left. 6
4
• Then count __ down. 2
x
- 10- 8 - 6 - 4 - 2 0 2 4 6 8 10
• Graph and label the point at this location, and -2
-4
© Houghton Mifflin Harcourt Publishing Company

-6
write its coordinates: __. -8
- 10

So, the dinosaur’s new location is __. Math

Talk Mathematical Practices
Explain how you could check
that your answer is correct.

Chapter 3 139
 Try Another Problem
Tyrone and Kyra both walk home from school. Kyra walks
4 blocks east and 3 blocks south to get home. Tyrone lives
3 blocks west and 3 blocks south of the school. How far
apart are Tyrone’s and Kyra’s homes?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find?
y

What information do I need to use?

How will I use the information?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©PhotoAlto/Alamy Images

So, it is _ blocks from Tyrone’s house to Kyra’s house. Math

Talk Mathematical Practices
Explain how you know that
MATHEMATICAL
• PRACTICE 5 Use Appropriate Tools Describe the advantages of your answer is reasonable.
using a coordinate plane to solve a problem like the one above.

140
 Name
Unlock the Problem
Share √ Draw a diagram of the situation.
Share and
and Show
Show
√ Use absolute value to find distance.

1. DEEPER Busby County is rectangular. A map of the county

on a coordinate plane shows the vertices of the county at
( −5, 8), (8, 8), (8, −10), and ( −5, −10). Each unit on
the map represents 1 mile. What is the county’s perimeter? WRITE Math • Show Your Work

First, draw a diagram of Busby County.

Busby County
y
10
8
6
4
2
x
- 10- 8 - 6 - 4 - 2 0 2 4 6 8 10
-2
-4
-6
-8
- 10

Next, use the diagram to find the length of each side of the
rectangle. Then add.

So, the perimeter of Busby County is __.

2. SMARTER What if the vertices of the county were

( 5, 8), (8, 8), (8, 6), and ( −5, −6)? What would the
− −

perimeter of the county be?

3. On a coordinate map of Melville, a restaurant is located

at ( −9, −5). A laundry business is located 3 units to the left
of the restaurant on the map. What are the map coordinates
© Houghton Mifflin Harcourt Publishing Company

of the laundry business?

4. DEEPER The library is 4 blocks north and 9 blocks

east of the school. The museum is 9 blocks east and
11 blocks south of the school. How far is it from the library
to the museum?

Chapter 3 • Lesson 10 141

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
MATHEMATICAL
5. PRACTICE 1
Make Sense of Problems Diana left her campsite at
(2, 6) on a map of Big Trees Park, hiked to Redwood Grove at ( −5, 6),
and continued on to Bass Lake at ( −5, −3). Each unit on the map
represents 1 kilometer. How far did Diana hike?

6. SMARTER Hector left his house at ( −6, 13) on

a map of Coleville and walked to the zoo at ( −6, 2).
From there he walked east to his friend’s house. He
walked a total distance of 25 blocks. If each unit on the
map represents one block, what are the coordinates of
Hector’s friend’s house?

7. DEEPER In November, the price of a cell phone was double the

price in March. In December, the price was $57, which was $29 less than
the price in November. What was the price of the cell phone in March?

Personal Math Trainer

8. SMARTER + A map of the city holding the Building Location

Olympics is placed on a coordinate plane. Olympic
Olympic Village (−8, 4)
Stadium is located at the origin of the map. Each unit
on the map represents 2 miles. Aquatics Center (8, 4)
Media Center (4, −5)
Graph the locations of four other Olympic buildings.
Basketball Arena (−8, −5)
Max said the distance between the Aquatics Center
and the Olympic Village is greater than the distance y
between the Media Center and the Basketball Arena. 10
8
Do you agree with Max? Use words and numbers to 6
support your answer. 4
2
x
- 10 - 8 - 6 - 4 - 2 0 2 4 6 8 10
-2
© Houghton Mifflin Harcourt Publishing Company

-4
-6
-8
- 10

FOR MORE PRACTICE:

142 Standards Practice Book
 Name

Chapter 3 Review/Test
1. For numbers 1a–1d, choose Yes or No to indicate whether the situation
can be represented by a negative number.

1a. Sherri lost 100 points answering Yes No

a question wrong.

1b. The peak of a mountain is Yes No

2,000 feet above sea level.

1c. Yong paid $25 for a parking Yes No

ticket.

1d. A puppy gained 3 pounds. Yes No

2. The low weekday temperatures for a city are shown.

Low Temperatures
Day Low Temperature (°F)
Monday −
5
Tuesday −
3
Wednesday 2

Thursday −
7
Friday 3

Part A
Using the information in the table, order the temperatures from lowest
to highest.

Part B
Explain how to use a vertical number line to determine the order.
© Houghton Mifflin Harcourt Publishing Company

Assessment Options
Chapter Test
Chapter 3 143
3. For numbers 3a–3e, choose Yes or No to indicate whether the number is
between –1 and –2.
–_
4
3a. 5 Yes No

3b. 1_2 Yes No

3
–
3c. 1.3 Yes No

3d. 11
– _
Yes No
4
3e. 21
– __
Yes No
10
–
4. Compare _51 and –0.9. Use numbers and words to explain your answer.

5. Jeandre said |3| equals |–3|. Is Jeandre correct? Use a number line and
words to support your answer.

6. Write the values in order from least to greatest.

|–4| |2| |–12| |8|

__ __ __ __
7. For numbers 7a–7d, select True or False for each statement.

7a. The x-coordinate of any point True False

on the y-axis is 0.
© Houghton Mifflin Harcourt Publishing Company

7b. Point D( –2, 1) is to the left of True False

the y-axis and below the x-axis.

7c. The point where the axes True False

intersect is the origin.

7d. If both the x- and y- coordinates True False

are positive, the point is to the right
of the y-axis and below the x-axis.

144
 Name
8. Mia’s house is located at point (3, 4) on a coordinate plane. The location
of Keisha’s house is the reflection of the location of Mia’s house across
the y-axis. In what quadrant is Keisha’s house in?

9. Points A(3, 8) and B( –4, 8) are located on a coordinate plane.

Graph the pair of points. Then find the distance between them. Use
numbers and words to explain your answer.
y
10
8

2
x
- 10 -8 -6 -4 -2 0 2 4 6 8 10
-2

-4

-6

-8

- 10
© Houghton Mifflin Harcourt Publishing Company

Chapter 3 145
10. The map shows the location J of Jose’s y
10
house and the location F of the football Jose’s House
8
field. Jose is going to go to Tyrell’s house J

and then the two of them are going to go 6

to the football field for practice. 4

2
Part A
x
- 10 -8 -6 -4 -2 0 2 4 6 8 10
Tyrell’s house is located at point T,
-2
the reflection of point J across the
-4
y-axis. What are the coordinates of Football Field
points T, J, and F? -6 F

-8

- 10
Part B

If each unit on the map represents 1 block, what was the distance Tyrell
traveled to the football field and what was the distance Jose traveled to
the football field? Use numbers and words to explain your answer.

11. For numbers 11a–11d, choose Yes or No to indicate whether the

situation could be represented by the integer +3.

11a. A football team gains Yes No

3 yards on a play.
© Houghton Mifflin Harcourt Publishing Company

11b. A golfer’s score is Yes No

3 over par.

11c. A student answers a Yes No

3-point question correctly.

11d. A cat loses 3 pounds. Yes No

146
 Name
12. Jason used a map to record the elevations of five locations.

Elevations
Location Elevation (feet)
Nob Hill 5

Bear Creek −
18
Po Valley −
20
Fox Hill 8
Jax River −
3

Jason wrote the elevations in order from lowest to highest. Is Jason

correct? Use words and numbers to explain why or why not. If Jason is
incorrect, what is the correct order?

–
3, 5, 8, –18, –20

13. For numbers 13a–13d, select True or False for each statement.

13a. _1 is between 0 and 1. True False

5
13b. 22 is between –1 and –2.
– _
True False
3
13c. 35 is between –3 and –4.
– _
True False
8
13d. 4_3 is between 3 and 4. True False
4

14. Choose <, >, or =.

< <
© Houghton Mifflin Harcourt Publishing Company

14a. 0.25 3
_ 14c. 27_ 2.875
> 4 8
>
= =

< <
1
_ –3
_ 1
–_
14b. > 0.325 14d. >
3 4 2
= =

Chapter 3 147
15. Graph 4 and −4 on the number line.

-4 -3 - 2 - 1 0 1 2 3 4

Tyler says both 4 and −4 have an absolute value of 4. Is Tyler correct?

Use the number line and words to explain why or why not.

16. Lindsay and Will have online accounts for buying music. Lindsay's
account balance is −$20 and Will's account balance is −$15. Express
each account balance as a debt and explain whose debt is greater.

17. Explain how to graph points A(–3, 0), B (0, 0), and C (0, –3) on the
coordinate plane. Then, explain how to graph point D, so that ABCD
is a square.

18. Point A(2, –3) is reflected across the x-axis to point B. Point B is reflected
across the y-axis to point C. What are the coordinates of point C? Use
words and numbers to explain your answer.
© Houghton Mifflin Harcourt Publishing Company

148
 Critical Area Ratios and Rates
CRITICAL AREA Connecting ratio and rate to whole number
multiplication and division and using concepts of ratio and
rate to solve problems
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Tannen Maury/epa/Corbis

The St. Louis Cardinals, based in

St. Louis, Missouri, were founded
in 1882.

149
 Project
Meet Me in St. Louis
Baseball teams, like the St. Louis Cardinals, record information
about each player on the team. These statistics are used to
describe a player’s performance.

Important Facts
A batting average is calculated from the ratio of a Player Name Batting Results
player’s hits to the number of at bats. Batting averages
187 hits in 524 at
are usually recorded as a decimal to the thousandths Albert Pujols (2008)
bats
place. The table shows the batting results of three
baseball players who received the Most Valuable Player 230 hits in 611 at
Stan Musial (1948)
bats
award while playing for the St. Louis Cardinals. Write
each batting ratio as a fraction. Then write the fraction 203 hits in 504 at
Rogers Hornsby (1925)
bats
as a decimal to the thousandths place and as a percent.

The players on a baseball team take their turns batting in the same order or sequence
throughout a game. The manager sets the batting order. Suppose you are the manager
of a team that includes Pujols, Musial, and Hornsby. What batting order would you use
for those three players? Explain your answer.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Jonathan Daniel/Getty Images

ALBERT PUJOLS Completed by

150 Chapters 4–6

 Ratios and Rates
Show Wha t You Know
Check your understanding of important skills.

Name

Multiply or Divide to Find Equivalent Fractions Multiply or divide to

find two equivalent fractions for the given fraction.

1. _1 2. 5_ 12
3. __
2 6 18

___ ___ ___

Extend Patterns Write a description of the pattern. Then find the

missing numbers.

4. 3, __ , 48, 192, 768, __ 5. 625, 575, 525, __ , __ , 375

__ __

Multiply by 2-Digit Numbers Find the product.

6. 52 7. 14 8. 37 9. 45
×
_ 19 ×
_ 88 ×
_ 21 ×
_ 62
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Image Source/Corbis

The student council should have 1 representative for every

25 students. Be a Math Detective and determine which of
these situations fits the description. Explain your answer.
a. 5 representatives for 100 students
b. 10 representatives for 250 students
c. 15 representatives for 300 students

Personal Math Trainer

Online Assessment
and Intervention Chapter 4 151
 Voca bula ry Builder
Visualize It
Complete the bubble map with review words that are related to Review Words
fractions.
coordinate plane
denominator
✓ equivalent fractions
numerator
✓ ordered pair
patern
Fractions simplify
x-coordinate
y-coordinate

Preview Words

✓ equivalent ratios
✓ rate
✓ ratio
Understand Vocabulary
✓ unit rate
Complete the sentences using the checked words.

1. A comparison of one number to another by division is a

___________ .
2. ___________ are ratios that name the same comparison.
3. ___________ are fractions that name the same
amount or part.
4. A ratio that compares quantities with different units is a

___________ .
5. A ___________ is a rate that compares a quantity
© Houghton Mifflin Harcourt Publishing Company

to 1 unit.

6. In an ___________ the first number is the x-coordinate

and the second number is the y-coordinate.

• Interactive Student Edition

• Multimedia eGlossary
152
 Lesson 4.1
Name
Model Ratios Ratios and Proportional
Essential Question How can you model ratios? Relationships—6.RP.1
MATHEMATICAL PRACTICES
MP.5, MP.7, MP.8
The drawing shows 5 blue squares and 1 red square. You can
compare the number of blue squares to the number of red squares
by using a ratio. A ratio is a comparison of two quantities by division.

The ratio that compares blue squares to red squares is 5 to 1.

The ratio 5 to 1 can also be written as 5:1.

Hands
Investigate
Investigate On

Materials ■ two-color counters

Julie makes 3 bracelets for every 1 bracelet Beth makes.
Use ratios to compare the number of bracelets Julie
makes to the number Beth makes.

A. Use red and yellow counters to model the ratio

that compares the number of bracelets Julie makes
to the number of bracelets Beth makes.

Think: Julie makes _ bracelets

when Beth makes 1 bracelet.

The ratio is _:1.

B. Model the ratio that shows the number of bracelets Julie

makes when Beth makes 2 bracelets. Write the ratio and
explain how you modeled it.
© Houghton Mifflin Harcourt Publishing Company

C. How could you change the model from Part B to show

the number of bracelets Julie makes when Beth makes
3 bracelets? Write the ratio.
Math
Talk Mathematical Practices
For each ratio, divide the number of
bracelets Julie makes by the number
of bracelets Beth makes. Describe a
pattern you notice in the quotients.

Chapter 4 153
 Draw Conclusions
1. Explain how you used counters to compare the number of
bracelets Julie makes to the number of bracelets Beth makes.

MATHEMATICAL
2. PRACTICE 8
Generalize Describe a rule that you can use to find the
number of bracelets Julie makes when you know the number of bracelets
Beth makes.

3. SMARTER
How can you use counters to find how many bracelets
Beth makes if you know the number Julie makes? Explain and give an example.

Make
Make Connections
Connections
You can use a table to compare quantities and write ratios.

A bakery uses 1 packing box for every 4 muffins. Draw a model

and make a table to show the ratio of boxes to muffins.
STEP 1 Draw a model to show the ratio that
compares boxes to muffins.

Think: There is _ box for every _ muffins.

The ratio is _ : _.

STEP 2 Complete the table to show the ratio +1

of boxes to muffins. Number of
1 2 3 4
Boxes
Think: Each time the number of boxes increases by 1,
© Houghton Mifflin Harcourt Publishing Company

Number of
4
Muffins
the number of muffins increases by _.
+
What is the ratio of boxes to muffins when there are 2 boxes? _ Math
Talk Mathematical Practices
Write another ratio shown by the table. Explain what the ratio represents. Describe the pattern you
see in the table comparing
the number of boxes to the
number of muffins.

154
 Name

Share
Share and
and Show
Show
Write the ratio of yellow counters to red counters.

1. 2.

_:_ ______

Draw a model of the ratio.

3. 3:2 4. 1:5

Use the ratio to complete the table.

5. Wen is arranging flowers in vases. For 6. On the sixth-grade field trip, there are
every 1 rose she uses, she uses 6 tulips. 8 students for every 1 adult. Complete
Complete the table to show the ratio of the table to show the ratio of students
roses to tulips. to adults.

Roses 1 2 3 4 Students 8 24

Tulips 6 Adults 1 2 4
© Houghton Mifflin Harcourt Publishing Company

7. SMARTERZena adds 4 cups flour for every 3 cups of sugar in her

recipe. Draw a model that compares cups of flour to cups of sugar.

Chapter 4 • Lesson 1 155

 Draw Conclusions
The reading skill draw conclusions can help you analyze and
make sense of information.

Hikers take trail mix as a snack on long hikes because it is tasty,

nutritious, and easy to carry. There are many different recipes
for trail mix, but it is usually made from different combinations
of dried fruit, raisins, seeds, and nuts. Tanner and his dad make
trail mix that has 1 cup of raisins for
every 3 cups of sunflower seeds.

MATHEMATICAL
8. PRACTICE 4 Model Mathematics Explain how you could model the
ratio that compares cups of raisins to cups of sunflower seeds when
Tanner uses 2 cups of raisins.

The table shows the ratio of cups of raisins to Trail Mix

cups of sunflower seeds for different amounts
of trail mix. Model each ratio as you complete Raisins (cups) 1 2 3 4 5
the table. Sunflower Seeds
3
(cups)

9. SMARTER Describe the pattern you see in the table.

MATHEMATICAL
10. PRACTICE 8 Draw Conclusions What conclusion can Tanner draw from this pattern?
© Houghton Mifflin Harcourt Publishing Company

11. DEEPER What is the ratio of cups of sunflower seeds to cups of trail mix when
Tanner uses 4 cups of raisins?

FOR MORE PRACTICE:

156 Standards Practice Book
 Lesson 4.2
Name
Ratios and Rates Ratios and Proportional
Essential Question How do you write ratios and rates? Relationships—6.RP.1 Also 6.RP.2
MATHEMATICAL PRACTICES
MP.1, MP.2, MP.5

Unlock
Unlock the
the Problem
Problem
A bird rescue group is caring for 3 eagles, 2 hawks, and
5 owls in their rescue center.

You can compare the numbers of different types of

birds using ratios. There are three ways to write the
ratio of owls to eagles in the rescue center.

Using words As a fraction With a colon

5 to 3 5_ 5:3
3

Ratios can be written to compare a part to a part,

a part to a whole, or a whole to a part.

Write each ratio using words, as a fraction,

and with a colon.

A Owls to hawks

____
Part to part
_ to _ _:_
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Photodisc/Getty Images

B Eagles to total birds in the rescue center

____
Part to whole
_ to _ _ :_

C Total birds in the rescue center to hawks

____ Whole to part

_ to _ _:_

1. The ratio of owls to total number of birds is 5:10. Explain what this ratio means.

Chapter 4 157
 Example A restaurant sells veggie burgers at the rate of $4
for 1 burger. What rate gives the cost of 5 veggie burgers? Write the rate for
5 burgers using words, as a fraction, and with a colon.

A rate is a ratio that compares two quantities that have different units
of measure.

A unit rate is a rate that makes a comparison to 1 unit. The unit rate
$4
for cost per veggie burger is $4 to 1 burger or ______
1 burger
.

Complete the table to find the rate that gives the cost of 5 veggie burgers.

Think: 1 veggie burger costs $4, so 2 veggie burgers cost $4 + _ , or 2 × _.

Unit 2 • $4 3 • $4 • $4 • $4
Rate ↓ ↓ ↓ ↓
Cost $4 $8

Veggie Burgers 1 2 3 4

↑ ↑ ↑ ↑
2 •1 •1 4 •1 •1

The table shows that 5 veggie burgers cost _.

So, the rate that gives the cost for 5 veggie burgers is Math
$ Talk Mathematical Practices
$_ to _ burgers, ___________ , or $_ : _ burgers.
burgers Describe two other ways to
say “$4 per burger”.

Try This! Write the rate in three different ways.

A The rate that gives the cost of 3 veggie B The rate that gives the cost of 4 veggie
burgers burgers
© Houghton Mifflin Harcourt Publishing Company

$4
2. Explain why the ratio ______
1 burger
is a unit rate.

MATHEMATICAL
3. PRACTICE 5 Use Patterns Explain the pattern you see in the table in the Example.

158
 Name

Share
Share and
and Show
Show
1. Write the ratio of the number of red bars to
blue stars.

_____

Write the ratio in two different ways.

2. 8 to 16 4
3. __ 4. 1:3 5. 7 to 9
24

6. Marilyn saves $15 per week. Complete the

Savings $30 $45 $75
table to find the rate that gives the amount
saved in 4 weeks. Write the rate in three
Weeks 1 2 3 4 5
different ways.

Math
Talk Mathematical Practices
Explain whether the ratios
5:2 and 2:5 are the same or
different.

On
On Your
Your Own
Own
Write the ratio in two different ways.
7. 16
__ 8. 8:12 9. 4 to 11 10. 2:13
40

11. There are 24 baseball cards in 4 packs. Complete

Cards 18 24
the table to find the rate that gives the number of
cards in 2 packs. Write this rate in three different ways.
Packs 1 2 3 4
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
12. PRACTICE 6 Make Connections Explain how the statement "There are 6 apples per bag"
represents a rate.

Chapter 4 • Lesson 2 159

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the diagram of a birdhouse for 13–15. B
12 in.
13. Write the ratio of AB to BC in three different ways. C
28 in.
24 in.
14. DEEPER Write the ratio of the shortest side length of triangle
ABC to the perimeter of the triangle in three different ways.
A

MATHEMATICAL
15. PRACTICE Represent a Problem Write the ratio of the
2
perimeter of triangle ABC to the longest side length of the
triangle in three different ways.
WRITE Math • Show Your Work

16. Leandra places 6 photos on each page in a photo album. Find

the rate that gives the number of photos on 2 pages. Write the
rate in three different ways.

17. SMARTERWhat’s the Question? The ratio of total

students in Ms. Murray’s class to students in the class who
have an older brother is 3 to 1. The answer is 1:2. What is
the question?

18. WRITE Math What do all unit rates have in common?

Show Your Work

© Houghton Mifflin Harcourt Publishing Company

19. SMARTER Julia has 2 green reusable shopping bags

and 5 purple reusable shopping bags. Select the ratios that
compare the number of purple reusable shopping bags to the
total number of reusable shopping bags. Mark all that apply.

5 to 7 5:2 2 to 7
2
_ 5
_
5:7 5 7

FOR MORE PRACTICE:

160 Standards Practice Book
 Lesson 4.3
Name
Equivalent Ratios and Multiplication Tables Ratios and Proportional
Essential Question How can you use a multiplication table to find equivalent ratios? Relationships—6.RP.3a
MATHEMATICAL PRACTICES
MP.1, MP.4, MP.6
The table below shows two rows from the multiplication table: the
row for 1 and the row for 6. The ratios shown in each column of the
table are equivalent to the original ratio. Ratios that name the same 1 2 3 4 5
comparison are equivalent ratios. 1 1 2 3 4 5
Original 2 2 4 6 8 10
2∙1 3∙1 4∙1 5∙1
ratio
↓ ↓ ↓ ↓ 3 3 6 9 12 15
Bags 1 2 3 4 5
4 4 8 12 16 20
Apples 6 12 18 24 30
↑ ↑ ↑ ↑ 5 5 10 15 20 25
2∙6 3∙6 4∙6 5∙6 6 12 18 24 30
6
You can use a multiplication table to find equivalent ratios.

Unlock
Unlock the
the Problem
Problem
The ratio of adults to students on a field trip is 3_8 . 1 2 3 4 5 6 7 8 9

1 1 2 3 4 5 6 7 8 9
Write two ratios that are equivalent to 3_8 .
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
Use the multiplication table.
4 4 8 12 16 20 24 28 32 36
STEP 1 Shade the rows that show the original ratio. 5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
Think: The original ratio is ____. Shade the row for _ and
7 7 14 21 28 35 42 49 56 63
the row for _ on the multiplication table. 8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
STEP 2 Circle the column that shows the original ratio.

Think: There is one group of 3 adults for every group of 8 students.

STEP 3 Circle two columns that show equivalent ratios.

The column for 2 shows there are 2 ∙ 3 , or _ adults when

© Houghton Mifflin Harcourt Publishing Company

there are 2 ∙ 8, or _ students.

The column for 3 shows there are 3 ∙ 3, or _ adults when
_ students.
there are 3 ∙ 8, or
Math
Talk Mathematical Practices
So, _ and _ are equivalent to 3_8 . Explain whether the multiplication
table shown represents all of the
ratios that are equivalent to 3:8.

Chapter 4 161
connect You can find equivalent ratios by using a table or by multiplying or dividing by a form of one.

One Way Use a table.

Jessa made fruit punch by mixing 2 pints of orange juice with

5 pints of pineapple juice. To make more punch, she needs to
mix orange juice and pineapple juice in the same ratio. Write three
equivalent ratios for 2_5 .

Think: Use rows from the multiplication table to help you complete
a table of equivalent ratios.

1 2 3 4 5
Original
1 1 2 3 4 5 2∙2 3∙2 ∙2
ratio
↓ ↓ ↓
2 2 4 6 8 10
Orange juice (pints) 2 8
3 3 6 9 12 15
4 4 8 12 16 20 Pineapple juice (pints) 5 15

5 5 10 15 20 25 ↑ ↑ ↑
2∙5 ∙5 4∙5

So, _52 , _, _, and _ are equivalent ratios.

Another Way Multiply or divide by a form of one.

Write two equivalent ratios for 6_8 .

A Multiply by a form of one.

Multiply the numerator and denominator by the same number. Be sure to multiply or
divide the numerator and
6·
_____ = ____
the denominator by the
same number.
8·
B Divide by a form of one.

Divide the numerator and denominator by the same number.

6÷
______ = ___
8÷
© Houghton Mifflin Harcourt Publishing Company

So, 6_8 , _, and _ are equivalent ratios.

MATHEMATICAL
• Compare Explain how ratios are similar to fractions.
PRACTICE 6
Explain how they are different.

162
 Name

Share
Share and
and Show
Show
Write two equivalent ratios.

1. Use a multiplication table to write two ratios that are equivalent to 4_7 .
Find the rows that show 4_7 .

Find columns that show equivalent ratios. 4_

= =
7 _ _

2. 3. 4.
3 5 2

7 2 10

5. 4_ 6. 12
__ 7. 2_
5 30 9

Math
Talk Mathematical Practices
Explain how the
multiplication table helps
you find equivalent ratios.

On
On Your
Your Own
Own
Write two equivalent ratios.

8. 9. 10.
9 5 6

8 4 9

11. 8_ 12. 2_ 4
13. __
7 6 11
© Houghton Mifflin Harcourt Publishing Company

Determine whether the ratios are equivalent.

14. _2 and __
8 8
15. __ 6
and __ 16. 16 4
__ and __ 3
17. __ 8
and __
3 12 10 10 60 15 14 28

Chapter 4 • Lesson 3 163

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications 1 2 3 4 5 6 7 8 9

Use the multiplication table for 18 and 19. 1 1 2 3 4 5 6 7 8 9

2 2 4 6 8 10 12 14 16 18
18. In Keith’s baseball games this year, the ratio of times he has
3 3 6 9 12 15 18 21 24 27
gotten on base to the times he has been at bat is __4 . Write
14
two ratios that are equivalent to __
4
14
. 4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
19. SMARTER Pose a Problem Use the 7 7 14 21 28 35 42 49 56 63
multiplication table to write a new problem 8 8 16 24 32 40 48 56 64 72
involving equivalent ratios. Then solve the problem.
9 9 18 27 36 45 54 63 72 81

MATHEMATICAL
20. PRACTICE 1 Describe how to write an equivalent ratio
__
9
for 27 without using a multiplication table.

21. DEEPER Write a ratio that is equivalent to 6_9 and 16

__ .
24

22. SMARTER Determine whether each ratio is equivalent to 1_3 , __

5 , or _3 .
10 5
Write the ratio in the correct box.

2
__ 3
__ 7
___ 18
___ 10
___ 6
___ 1
__ 8
___
4 9 21 30 30 10 2 16
© Houghton Mifflin Harcourt Publishing Company

1
_ 5
__ 3
_
3 10 5

FOR MORE PRACTICE:

164 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 4.4
Problem Solving •
Use Tables to Compare Ratios Ratios and Proportional
Relationships—6.RP.3a
Essential Question How can you use the strategy find a pattern to MATHEMATICAL PRACTICES
help you compare ratios? MP.1, MP.5, MP.7

Unlock
Unlock the
the Problem
Problem
A paint store makes rose-pink paint by mixing 3 parts red paint to
8 parts white paint. A clerk mixes 4 parts red paint to 7 parts white
paint. Did the clerk mix the paint correctly to make rose-pink paint?
Use tables of equivalent ratios to support your answer.

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find whether the
ratio used by the clerk is I need to use the rose-pink I will make tables of equivalent
paint ratio and the ratio used ratios to compare the ratios
__ to the ratio for by the clerk.
rose-pink paint. _ to _ and _

to _.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ron Chapple Stock/Alamy Images

Solve the Problem

Rose-Pink Paint Clerk’s Paint Mixture

Parts Red 3 6 9 12 Parts Red 4

Parts White 8 Parts White 7 14 21 28

Look for a pattern to determine whether the ratios in the first

table are equivalent to the ratios in the second table.

Think: The number 12 appears in the first row of both tables.

12 is/is not equivalent to ______

______ 12 .

The ratios have the same numerator and __ denominators.

Math
Talk Mathematical Practices
So, the clerk __ mix the paint correctly.
Explain how you can check
that your answer is correct.

Chapter 4 165
 Try Another Problem
In Amy’s art class, the ratio of brushes to students is 6 to 4. In
Traci’s art class, the ratio of brushes to students is 9 to 6. Is the
ratio of brushes to students in Amy’s class equivalent to the ratio
of brushes to students in Traci’s class? Use tables of equivalent
ratios to support your answer.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Hill Street Studios/Getty Images
So, the ratio of brushes to students in Amy’s class is/is not equivalent
to the ratio of brushes to students in Traci’s class.

MATHEMATICAL
1. PRACTICE 5
Use Patterns Explain how you used a pattern to determine whether the
ratios in the two tables are equivalent.

2. Tell how writing the ratios in simplest form can help you justify your answer.

166
 Name
Unlock the Problem
Share
Share and
and Show
Show √ Circle the question.
√ Underline important facts.
1. In Jawan’s school, 4 out of 10 students chose basketball √ Check to make sure you answered
as a sport they like to watch, and 3 out of 5 students the question.
chose football. Is the ratio of students who chose
basketball (4 to 10) equivalent to the ratio of students
who chose football (3 to 5)?

First, make tables to show the ratios.

Basketball Football

Next, compare the ratios in the tables. Find a ratio in the first
table that has the same numerator as a ratio in the second table.

12
______ __ equivalent to ______. 12

So, the ratios __ equivalent.

2. SMARTER What if 20 out of 50 students chose baseball as a

sport they like to watch? Is this ratio equivalent to the ratio for either
basketball or football? Explain.

MATHEMATICAL
3. PRACTICE 7 Look for Structure The table shows the results of the Hannah’s Quiz Results
quizzes Hannah took in one week. Did Hannah get the same score on her Subject Questions Correct
math and science quizzes? Explain. Social Studies 4 out of 5
Math 8 out of 10
© Houghton Mifflin Harcourt Publishing Company

Science 3 out of 4
English 10 out of 12

4. Did Hannah get the same score on the quizzes in any of her classes?
Explain.

Chapter 4 • Lesson 4 167

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

5. DEEPER For every $10 that Julie makes, she saves $3. For every
$15 Liam makes, he saves $6. Is Julie’s ratio of money saved to money
earned equivalent to Liam’s ratio of money saved to money earned?

6. SMARTER A florist offers three

different bouquets of tulips and irises. The Bouquet Ratios
list shows the ratios of tulips to irises in each
Spring Mix
bouquet. Determine the bouquets that have
equivalent ratios. 4 tulips to 6 irises
Morning Melody
9 tulips to 12 irises
Splash of Sun
7. The ratio of boys to girls in a school’s soccer club is 3 to 5. 10 tulips to 15 irises
The ratio of boys to girls in the school’s chess club is
13 to 15. Is the ratio of boys to girls in the soccer club
equivalent to the ratio of boys to girls in the chess club? Explain.
WRITE Math
Show Your Work

MATHEMATICAL
8. PRACTICE 1 Analyze Thad, Joey, and Mia ran in a race. The finishing
times were 4.56 minutes, 3.33 minutes, and 4.75 minutes. Thad did
not finish last. Mia had the fastest time. What was each runner’s time?

9. SMARTER Fernando donates $2 to a local charity organization

for every $15 he earns. Cleo donates $4 for every $17 she earns. Is
Fernando's ratio of money donated to money earned equivalent to
© Houghton Mifflin Harcourt Publishing Company

Cleo's ratio of money donated to money earned? Explain.

FOR MORE PRACTICE:

168 Standards Practice Book
 ALGEBRA
Name
Lesson 4.5
Use Equivalent Ratios
Essential Question How can you use tables to solve problems involving Ratios and Proportional
equivalent ratios? Relationships—6.RP.3a
MATHEMATICAL PRACTICES
MP.4, MP.8

Unlock
Unlock the
the Problem
Problem
In warm weather, the Anderson family likes to
spend time on the family’s boat. The boat uses 2 • What are you asked to find?
gallons of gas to travel 12 miles on the lake. How
much gas would the boat use to travel
48 miles?

Solve by finding equivalent ratios.

Let ■ represent the unknown number of gallons.

gallons
_______ → ___ ■ ← gallons
2 = ___ _______
miles → 12 48 ← miles
Make a table of equivalent ratios.

Original 2∙2 ∙2 ∙2
ratio ↓ ↓ ↓
Gas used (gallons) 2 6

Distance (miles) 12 24 48

↑ ↑ ↑
∙ 12 3 ∙ 12 ∙ 12
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Andersen Ross/Getty Images

__
2
The ratios 12 and _ are equivalent ratios,

2
so ___ = ___.
12 48
So, the boat will use _ gallons of gas to travel
48 miles.

• What if the boat uses 14 gallons of gas? Explain how you can use
equivalent ratios to find the number of miles the boat travels when it
uses 14 gallons of gas.

Chapter 4 169
 Example Use equivalent ratios to find the unknown value.
A __ ■
3 = ___
4 20
Use common denominators to write equivalent ratios. 3 = ___
■
__
_ is a multiple of 4, so _ is a common denominator. 4 20

Multiply the ___ and denominator by _ to 3×

_______ ■
= ___
write the ratios using a common denominator.
4× 20
The ___ are the same, so the ___ ■
are equal to each other. ____ = ___
20 20
So, the unknown value is _ and _43 = ____
20 .

Check your answer by making a table of equivalent ratios.

Original ratio ∙3 ∙3 ∙3 ∙3
↓ ↓ ↓ ↓
3 6

4 8

↑ ↑ ↑ ↑
∙4 ∙4 ∙4 ∙4

B 56 = __
___ 8
42 ■
Write an equivalent ratio with 8 in the numerator. 56 = __
___ 8
42 ■
Think: Divide 56 by _ to get 8.
56 ÷
________ 8
= __
So, divide the denominator by _ as well.
42 ÷ ■
The ___ are the same, so the ___ 8 = __
___ 8
are equal to each other. ■
So, the unknown value is _ and __
56
42 =
____
8 .
Math
Talk Mathematical Practices
Check your answer by making a table of equivalent ratios. Give an example of two
© Houghton Mifflin Harcourt Publishing Company

equivalent ratios. Explain

Original ratio how you know that they are
∙8 ∙8 ∙8 ∙8 ∙8 ∙8
↓ ↓ ↓ ↓ ↓ ↓ equivalent.

8 16

6 12

↑ ↑ ↑ ↑ ↑ ↑
∙6 ∙6 ∙6 ∙6 ∙6 ∙6

170
 Name

Share
Share and
and Show
Show
Use equivalent ratios to find the unknown value.
■ =4
1. ____ __ 18 6
2. ____ = __
10 5 24 ■
■ =4 • 18 ÷
____________ 6
__
____ ________
24 ÷
= ■
10 5 •
6
_____ 6
__
■ = _____
____ =■
10 10
So, the unknown value is _.
So, the unknown value is _.

3. _36 = 15
__ 4. ■ 8
__ = __ ■
5. 7_ = __ 6. 10
__ = 40
__
■ 5 10 4 12 ■ 12

__ __ __ __

Math
Talk Mathematical Practices
Explain whether you can always find
an equivalent ratio by subtracting the
same number from the numerator
and denominator. Give an example to
support your answer.
On
On Your
Your Own
Own
Use equivalent ratios to find the unknown value.
■
7. _26 = __ 5 = ___
8. __ 55 9
9. _3 = __ ■ = 16
10. __ __
30 ■ 110 9 ■ 6 24
© Houghton Mifflin Harcourt Publishing Company

__ __ __ __

11. MATHEMATICAL ■ the

2 Use Reasoning Is the unknown value in _2 = __
PRACTICE 3 18
same as the unknown value in 3_ = 18
2
__ ? Explain.
■

Chapter 4 • Lesson 5 171

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Solve by finding an equivalent ratio.

12. It takes 8 minutes for Sue to make 2 laps around the

go-kart track. How many laps can Sue complete in
24 minutes?

13. DEEPER The width of Jay’s original photo is

8 inches. The length of the original photo is
10 inches. He prints a smaller version that has an
equivalent ratio of width to length. The width of the
smaller version is 4 inches less than the width of the
original. What is the length of the smaller version?

14. Ariel bought 3 raffle tickets for $5. How many tickets could Ariel
buy for $15?

15. SMARTER What’s the Error? Greg used the steps shown to find
the unknown value. Describe his error and give the correct solution.
■
2 = __
_
6 12
■
2 + 6 = __
_____
6+6 12
■
8 = __
__
12 12

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Darryl Leniuk/Corbis
The unknown value is 8.

16. SMARTER Courtney bought 3 maps for $10. Use the table of
equivalent ratios to find how many maps she can buy for $30.

3 6

10 20 30

FOR MORE PRACTICE:

172 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box to complete the sentence. equivalent ratios
rate
1. A ___ is a rate that makes a comparison
to 1 unit. (p. 158) ratio
unit rate
2. Two ratios that name the same comparison are

___. (p. 161)

Concepts
Concepts and
and Skills
Skills

3. Write the ratio of red circles to blue squares. (6.RP.1)

Write the ratio in two different ways. (6.RP.1)

4. 8 to 12 5. 7:2 6. 5_9 7. 11 to 3

__ __ __ __
Write two equivalent ratios. (6.RP.3a)

8. 2_7 9. 6_5 9
10. __
12
11. 18
__
6
© Houghton Mifflin Harcourt Publishing Company

Find the unknown value. (6.RP.3a)

12. __ 5
15 = __ ■ = 12
13. __ __ __ = ■
14. 48 __ 9
15. __ 3
= __
■ 10 9 3 16 8 36 ■

__ __ __ __

Chapter 4 173
16. There are 36 students in the chess club, 40 students in the drama club,
and 24 students in the film club. What is the ratio of students in the
drama club to students in the film club? (6.RP.3a)

17. A trail mix has 4 cups of raisins, 3 cups of dates, 6 cups of peanuts, and
2 cups of cashews. Which ingredients are in the same ratio as cashews
to raisins? (6.RP.3a)

18. There are 32 adults and 20 children at a school play. What is the ratio of
children to people at the school play? (6.RP.3a)

19. Sonya got 8 out of 10 questions right on a quiz. She got the same score
on a quiz that had 20 questions. How many questions did Sonya get
right on the second quiz? (6.RP.3a)
© Houghton Mifflin Harcourt Publishing Company

174
 Lesson 4.6
Name
Find Unit Rates Ratios and Proportional
Essential Question How can you use unit rates to make comparisons? Relationships—6.RP.2 Also 6.RP.3b
MATHEMATICAL PRACTICES
MP.2, MP.3, MP.6

Unlock
Unlock the
the Problem
Problem
The star fruit, or carambola, is the fruit of a tree that
• Underline the sentence that tells you what you
is native to Indonesia, India, and Sri Lanka. Slices
are trying to find.
of the fruit are in the shape of a five-pointed star.
• Circle the numbers you need to use to solve
Lara paid $9.60 for 16 ounces of star fruit. Find the the problem.
price of 1 ounce of star fruit.

Recall that a unit rate makes a comparison to

1 unit. You can find a unit rate by dividing the
numerator and denominator by the number in the
denominator.

Write the unit rate for the price of star fruit.

Write a ratio that compares __ price

_____ $
_______
→
weight oz
to __.
Divide the numerator and denominator by $9.60 ÷
___________
the number in the ___. 16 oz ÷
$
_______
1 oz

So, the unit rate is __. The price is __

per ounce.
Math
Talk Mathematical Practices
Explain the difference
MATHEMATICAL
between a ratio and a rate.
1. PRACTICE 6 Explain why the unit rate is equivalent to the original rate.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 3
Make Arguments Explain a way to convince others that you
found the unit rate correctly.

Chapter 4 175
 Example
A During migration, a hummingbird can fly 210 miles in 7 hours,
and a goose can fly 165 miles in 3 hours. Which bird flies at a
faster rate?

Write the rate for each bird.

miles
Hummingbird: _________ 165 miles
Goose: _________
7 hours hours

Write the unit rates. 210 mi ÷

__________ 165 mi ÷
__________
7 hr ÷ 3 hr ÷

mi
______ mi
______
1 hr 1 hr
Compare the unit rates. _ miles per hour is faster than _ miles per hour.
So, the __ flies at a faster rate.

B A 64-ounce bottle of apple juice costs $5.76. A 15-ounce bottle of apple

juice costs $1.80. Which item costs less per ounce?

Write the rate for

each bottle.
64-ounce botle: ________ 15-ounce botle: _________
ounces
64 ounces
Write the unit
rates. ÷
____________ $1.80 ÷
___________
64 oz ÷ oz ÷

_______ _______
1 oz 1 oz
Compare the unit
rates. _ per ounce is less expensive than _ per ounce.
So, the _ -ounce bottle costs less per ounce.

Try This! At one grocery store, a dozen eggs cost $1.20. At another
store, 1 _21 dozen eggs cost $2.16. Which is the better buy?
© Houghton Mifflin Harcourt Publishing Company

Store 1: Store 2:

The unit price is lower at Store _ , so a dozen eggs for __ is the

better buy.

176
 Name

Share
Share and
and Show
Show
Write the rate as a fraction. Then find the unit rate.

1. Sara drove 72 miles on 4 gallons of gas. 2. Dean paid $27.00 for 4 movie tickets.

÷
______ = __________ = ______
4 gal 4 gal ÷ 1 gal

3. Amy and Mai have to read Bud, Not Buddy 4. An online music store offers 5 downloads for
for a class. Amy reads 20 pages in 2 days. $6.25. Another online music store offers
Mai reads 35 pages in 3 days. Who reads at a 12 downloads for $17.40. Which store offers
faster rate? the better deal?

Math
Talk Mathematical Practices
Explain how to find a unit
On
On Your
Your Own
Own rate.

Write the rate as a fraction. Then find the unit rate.

5. A company packed 108 items in 12 boxes. 6. There are 112 students for 14 teachers.

DEEPER MATHEMATICAL
7. Geoff charges $27 for 3 hours 8. PRACTICE 6
Compare One florist made
of swimming lessons. Anne charges $31 for 16 bouquets in 5 hours. A second florist made
4 hours. How much more does Geoff charge 40 bouquets in 12 hours. Which florist makes
per hour than Anne? bouquets at a faster rate?
© Houghton Mifflin Harcourt Publishing Company

Tell which rate is faster by comparing unit rates.

9. 160 mi and ______

______ 210 mi 270 ft and _____
10. _____ 180 ft 11. 250 m and 120
_____ m
_____
2 hr 3 hr 9 min 9 min 10 s 4s

Chapter 4 • Lesson 6 177

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

12. SMARTER
Ryan wants
to buy treats for his puppy.
If Ryan wants to buy the treats Cost of Dog Treats
that cost the least per pack,
Name Cost Number of Packs
which treat should he buy?
Explain. Pup Bites $5.76 4
Doggie Treats $7.38 6
a. What do you need to find? Pupster Snacks $7.86 6
Nutri-Biscuits $9.44 8

b. Find the price per pack for each treat. c. Complete the sentences.
The treat with the highest price per pack is

The treat with the lowest price per pack is

Ryan should buy ____

because _____

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©GK Hart/Vikki Hart/PhotoDisc/Getty Images
.

MATHEMATICAL
13. PRACTICE 2
Reason Abstractly What 14. SMARTER Select the cars that get
information do you need to consider in order to a higher mileage per gallon of gas than a
decide whether one product is a better deal than car that gets 25 miles per gallon. Mark all
another? When might the lower unit rate not that apply.
be the best choice? Explain.
Car A: 22 miles per 1 gallon

Car B: 56 miles per 2 gallons

Car C: 81 miles per 3 gallons

Car D: 51 miles per 3 gallons

FOR MORE PRACTICE:

178 Standards Practice Book
 ALGEBRA
Name
Lesson 4.7
Use Unit Rates
Essential Question How can you solve problems using unit rates? Ratios and Proportional
Relationships—6.RP.3b
MATHEMATICAL PRACTICES
MP1, MP.3, MP.5
Unlock
Unlock the
the Problem
Problem
The Champie family is traveling from Arizona to
Texas. On the first part of the trip, they drove 500
miles in 10 hours. If they continue driving at the
same rate, how many hours will it take them to
drive 750 miles?

You can use equivalent ratios to find the number of

hours it will take the Champie family to drive 750
miles. You may need to find a unit rate before you
can write equivalent ratios.

Find equivalent ratios by using a unit rate.

→ ←
Write ratios that compare miles to hours. miles
_____ 500 = ______
____ 750 ←
miles
____
→
750 is not a multiple of 500.
hours 10 ■ hours

Write the known ratio as a unit rate. 500 ÷

__________ = 750
____
10 ÷ 10 ■

____ = 750
______
1 ■
Write an equivalent rate by multiplying the
______
50 • 750
= ____
___ and ___ by the 1• ■
same value.

Think: Multiply 50 by _ to get 750.

So, multiply the denominator by _ also.

© Houghton Mifflin Harcourt Publishing Company

The ___ are the same, so the

_____ = 750
______
___ are equal to each other. 15 ■
The unknown value is _.

So, it will take the family _ hours to drive 750 miles. Math
Talk Mathematical Practices
Explain why you needed to
find a unit rate first.

Chapter 4 179
 Example
Kenyon earns $105 for mowing 3 lawns. How much
would Kenyon earn for mowing 10 lawns?

STEP 1 Draw a bar model to represent the situation:

$105

$?

STEP 2 Solve the problem.

The model shows that 3 units represent $105.

You need to find the value represented by _ units.

Write a unit rate:

$105 $105 ÷
_____ = ___________ =$
_____
1 unit represents $ _. 3 3÷ 1
10 units are equal to 10 times 1 unit,

so 10 units 5 10 3 $ _. 10 × $_ = $__
So, Kenyon will earn $__ for mowing 10 lawns.

Try This!
Last summer, Kenyon earned $210 for mowing 7 lawns. How much did
he earn for mowing 5 lawns last summer?

STEP 1 Draw a bar model to represent the situation.

STEP 2 Solve the problem.

© Houghton Mifflin Harcourt Publishing Company

180
 Name

Share
Share and
and Show
Show
Use a unit rate to find the unknown value.

1.
10 6
___ = __ 2.
6 = ___
__ ■
■ 3 8 20
10 6÷
___ = _____ 6 ÷
______ = ___
■
■ 3÷3 8÷8 20
10
___ = ___ _____ = ___
■
■ 1 1 20
10 2• 0.75 • 20 = ___
_________ ■
___ = ______ 1• 20
■ 1•
10 10
___ = ___ ____ = ___
■
■ 20 20
■=_ ■=_

On
On Your
Your Own
Own
Use a unit rate to find the unknown value.
40 = 45
3. __ __ 42 = ■
4. __ __ 5. ■ 56
__ = __ 6. ■ 26
__ = __
8 ■ 14 5 2 8 4 13

Practice: Copy and Solve Draw a bar model to find the unknown value.

7. __ 9
4 = __ 8. 9_ = ■
__ ■ = 9_
9. __ 3 = ____
10. __ 2
32 ■ 3 4 14 7 ■ 1.25

MATHEMATICAL
11. PRACTICE 5 Communicate Explain how to find an unknown value
in a ratio by using a unit rate.
© Houghton Mifflin Harcourt Publishing Company

12. DEEPER Savannah is tiling her kitchen floor. She bought 8 cases
of tile for $192. She realizes she bought too much tile and returns
2 unopened cases to the store. What was her final cost for tile?

Chapter 4 • Lesson 7 181

 MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

Pose a Problem
13. SMARTER Josie runs a T-shirt
Adult T-Shirt Sizes
printing company. The table shows the Size Length (inches) Width (inches)
length and width of four sizes of T-shirts. Small 27 18
The measurements of each size T-shirt form Medium 30 20
equivalent ratios.
Large ? 22

What is the length of an extra-large T-shirt? X-large ? 24

Write two equivalent ratios and find the unknown value:

Length of medium → __ ■ ← Length of X-large C

________________ 30 = __ ______________
← Width of X-large \
Width of medium → 20 24
e
^
30 4 20 = __
_______ ■ → 1.5 ■ → 1.5
___ = __ ? 24 = __
_______ ■ → 36 ■
__ = __ k
20 4 20 24 1 24 1 ? 24 24 24 24
Width _
The length of an extra-large T-shirt is 36 inches.

Write a problem that can be solved by using the information in

the table and could be solved by using equivalent ratios.

Pose a Problem Solve Your Problem

© Houghton Mifflin Harcourt Publishing Company

Personal Math Trainer

14. SMARTER + Peri earned $27 for walking her neighbor's

27 36
dog 3 times. If Peri earned $36, how many times did she walk her
_______ = _______
neighbor's dog? Use a unit rate to find the unknown value.
3

FOR MORE PRACTICE:

182 Standards Practice Book
 ALGEBRA
Name
Lesson 4.8
Equivalent Ratios and Graphs
Essential Question How can you use a graph to represent equivalent ratios? Ratios and Proportional
Relationships—6.RP.3a
MATHEMATICAL PRACTICES
MP.4, MP.5, MP.7
Unlock
Unlock the
the Problem
Problem
A car travels at a rate of 50 miles per hour. Use
equivalent ratios to graph the distance the car travels • What words in the problem tell the unit rate?
over time. Graph time on the x-axis and distance on
the y-axis.

Write and graph equivalent ratios.

STEP 1 Use the unit rate to write equivalent ratios. Complete the table of equivalent ratios.

Write the unit rate.

miles
______________
Distance (mi) 150 200
1 hour
Time (hr) 1 2 5
mi × 2
Write an equivalent ratio. _______________
1 hr × 2
mi
= ____________
hr
STEP 2 Use an ordered pair to represent each ratio (1, _)
in the table.
(2, _)
Let the x-coordinate represent time in hours and
the y-coordinate represent distance in miles. The first number in an ordered
(_, 150) pair is the x-coordinate, and
50 mi
_____ the second number is the
(1, 50) (_, 200)
↓

y-coordinate.
1 hr
(5, _)

STEP 3 Use the ordered pairs to graph the car’s Car Travel
distance over time. y
Think: The graph represents the same relationship as
400
© Houghton Mifflin Harcourt Publishing Company

the unit rate. 350

Distance (mi)

300
For every 1 hour the car travels, the distance increases by 250
200
_ miles. 150
100
50
0 1 2 3 4 5 6 7 8 x
Math
Time (hr)
Talk Mathematical Practices
Identify a pattern in the
graph.
Chapter 4 183
 Example During a heavy rainstorm, the waters of the
Blue River rose at a steady rate for 8 hours. The graph shows the river’s
increase in height over time. Use the graph to complete the table of
equivalent ratios. How many inches did the river rise in 8 hours?

Think: On the graph, x-coordinates represent Increase in Blue River Height

y
time in __, and y-coordinates represent 24
21
__.

Height (in.)
the river’s increase in height in 18
15
12
The ordered pair (1, _) means that after _ 9
6
hour, the river rose _ inches. 3
0 1 2 3 4 5 6 7 8 x
Increase in Time (hr)
height (in.) 3

Time (hr) 1 2 4 6 8

So, the river rose _ inches in 8 hours.

MATHEMATICAL
1. PRACTICE 7
Look for a Pattern Describe the pattern you see in the
graph and the table.

2. Explain how you know that the ratios in the table are equivalent.

MATHEMATICAL
3. PRACTICE 5
Use Appropriate Tools Matt earns $12 per hour.
© Houghton Mifflin Harcourt Publishing Company

Explain how you could use equivalent ratios to draw a graph of his
earnings over time.

184
 Name

Share
Share and
and Show
Show
A redwood tree grew at a rate of 4 feet per year. Use this
information for 1–3.

1. Complete the table of equivalent ratios for the first 3. Use the ordered pairs to graph
5 years. the tree’s growth over time.

Height (ft)
Redwood Tree Growth
y
Time (yr) 1 2

Height (ft)
2. Write ordered pairs, letting the x-coordinate represent time
in years and the y-coordinate represent height in feet.

(1, _ ), (2, _ ), ( _ , _ )

( _ , _ ), ( _ , _ )
x
Time (yr)
On
On Your
Your Own
Own Math
Talk Mathematical Practices
The graph shows the rate at which Luis’s car uses gas, Explain what the point (1, 4)
in miles per gallon. Use the graph for 4–8. represents on the graph of
the redwood tree's growth.
4. Complete the table of equivalent ratios.
Gas Usage in Luis’s Car
Distance (mi) 30 y
180
Distance (mi)

Gas (gal) 1 2 3 4 5 150

120
90
miles
5. Find the car’s unit rate of gas usage. ___________ 60
gallon
30
0 1 2 3 4 5 6 x
6. How far can the car go on 5 gallons of gas? __
Gas (gal)
7. Estimate the amount of gas needed to travel 50 miles.
© Houghton Mifflin Harcourt Publishing Company

_________

8. DEEPER Ellen’s car averages 35 miles per gallon of gas. If you

used equivalent ratios to graph her car’s gas usage, how would the
graph differ from the graph of Luis’s car’s gas usage?

Chapter 4 • Lesson 8 185

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

MATHEMATICAL
9. PRACTICE 7
Look for Structure The graph shows the depth of Submarine Depth
a submarine over time. Use equivalent ratios to find the number y
of minutes it will take the submarine to descend 1,600 feet. 1,200

Depth (ft)
1,000
800
600
400
200
0 1 2 3 4 5 6 x
Time (min)
10. The graph shows the distance that a plane flying at a steady rate
travels over time. Use equivalent ratios to find how far the plane Plane Travel
travels in 13 minutes. y
42

Distance (mi)
35
28
21
14
7
0 1 2 3 4 5 6 x
Time (min)
11. SMARTER Sense or Nonsense?
Emilio types at a rate of 84 words per minute.
He claims that he can type a 500-word essay in Emilio’s Typing Rate
y
5 minutes. Is Emilio’s claim sense or nonsense?
Use a graph to help explain your answer.
Number of Words

x
Time (min)
© Houghton Mifflin Harcourt Publishing Company

Personal Math Trainer

12. SMARTER + The Tuckers drive at a rate of 20 miles per

hour through the mountains. Use the ordered pairs to graph the 100
Distance

distance traveled over time. 80

(miles)

60
Distance (miles) 20 40 60 80 100 40
20
Time (hours) 1 2 3 4 5
0 1 2 3 4 5
Time (hours)
FOR MORE PRACTICE:
186 Standards Practice Book
 Name

Chapter 4 Review/Test
1. Kendra has 4 necklaces, 7 bracelets, and 5 rings. Draw a model to show
the ratio that compares rings to bracelets.

2. There are 3 girls and 2 boys taking swimming lessons. Write the ratio
that compares the girls taking swimming lessons to the total number of
students taking swimming lessons.

3. Luis adds 3 strawberries for every 2 blueberries in his fruit smoothie.

Draw a model to show the ratio that compares strawberries to
blueberries.

4. Write the ratio 3 to 10 in two different ways.

5. Alex takes 3 steps every 5 feet he walks. As Alex continues walking, he

© Houghton Mifflin Harcourt Publishing Company

takes more steps and walks a longer distance. Complete the table by
writing two equivalent ratios.

Steps 3

Distance (feet) 5

Assessment Options
Chapter Test
Chapter 4 187
6. Sam has 3 green apples and 4 red apples. Select the ratios that
compare the number of red apples to the total number of apples.
Mark all that apply.

4 to 7

3 to 7

4:7

4:3
3
_
7
4
_
7

7. Jeff ran 2 miles in 12 minutes. Ju Chan ran 3 miles in 18 minutes. Did Jeff
and Ju Chan run the same number of miles per minute? Complete the
tables of equivalent ratios to support your answer.

Jeff

Distance (miles) 2

Time (minutes) 12

Ju Chan

Distance (miles) 3

Time (minutes) 18

8. Jen bought 2 notebooks for $10. Write the rate as a fraction. Then find
the unit rate.
© Houghton Mifflin Harcourt Publishing Company

__________ = __________
2 notebooks 1 notebook

188
 Name
9. Determine whether each ratio is equivalent to 1_2 , 2_3 , or _74 . Write the ratio
in the correct box.

6
__ 4
__ 7
___ 20
___ 40
___ 8
___ 4
_ 8
___
9 8 14 35 80 14 6 12

1
_ 2
_ 4
_
2 3 7

10. Amos bought 5 cantaloupes for $8. How many cantaloupes can he buy
for $24? Show your work.

11. Camille said 4_5 is equivalent to __

24 . Check her work by making a table of
30
equivalent ratios.

12. A box of oat cereal costs $3.90 for 15 ounces. A box of rice cereal costs
$3.30 for 11 ounces. Which box of cereal costs less per ounce? Use
numbers and words to explain your answer.
© Houghton Mifflin Harcourt Publishing Company

Chapter 4 189
13. Scotty earns $35 for babysitting for 5 hours. If Scotty charges the same
rate, how many hours will it take him to earn $42?

_ hours

14. Use a unit rate to find the unknown value.

42 9
_______ = _______

14

15. Jenna saves $3 for every $13 she earns. Vanessa saves $6 for every $16
she earns. Is Jenna's ratio of money saved to money earned equivalent to
Vanessa's ratio of money saved to money earned?

16. The Hendersons are on their way to a national park. They are traveling
at a rate of 40 miles per hour. Use the ordered pairs to graph the distance
traveled over time.

Distance (miles) 40 80 120 160 200

Time (minutes) 1 2 3 4 5

y
200

160
Distance (miles)

120

80

40

0 1 2 3 4 5 x
© Houghton Mifflin Harcourt Publishing Company

Time (hours)

190
 Name
17. Abby goes to the pool to swim laps. The graph shows how far Abby
swam over time. Use equivalent ratios to find how far Abby swam in
7 minutes.
y
250

200
Distance (meters)
150

100

50

0 1 2 3 4 5 x
Time (minutes)

_ meters
18. A rabbit runs 35 miles per hour. Select the animals who run at a faster
unit rate per hour than the rabbit. Mark all that apply.

Reindeer: 100 miles in 2 hours

Ostrich: 80 miles in 2 hours

Zebra: 90 miles in 3 hours

Squirrel: 36 miles in 3 hours

19. Caleb bought 6 packs of pencils for $12.

Part A
How much will he pay for 9 packs of pencils? Use numbers and words to
explain your answer.
© Houghton Mifflin Harcourt Publishing Company

Part B
Describe how to use a bar model to solve the problem.

Chapter 4 191
20. Water is filling a bathtub at a rate of 3 gallons per minute.

Part A

Complete the table of equivalent ratios for the first five minutes of the
bathtub filling up.

Amount of Water (gallons) 3

Time (minutes) 1

Part B

Emily said there will be 36 gallons of water in the bathtub after

12 minutes. Explain how Emily could have found her answer.

© Houghton Mifflin Harcourt Publishing Company

192
 Percents

Show Wha t You Know

Check your understanding of important skills.

Name

Decimal Models Shade the model to show the decimal.

1. 0.31 2. 0.7 3. 1.7

Division Find the quotient.

4. 2,002 ÷ 91 5. 98qw
3,038 6. 24,487 ÷ 47 7. 22qw
2,332

__ __ __ __
Multiply Whole Numbers by Decimals Find the product.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Cathy Maler Callanan/Getty Images

8. 2.38 9. 32.06 10. 4.60 11. 7.04

×
__ 4 ×
__ 7 × 18
__ × 32
__

__ __ __ __

Esmeralda likes to listen to music while she works out. She had
a playlist on her MP3 player that lasted 40 minutes, but she
accidentally deleted 25% of the music. Be a Math Detective and
figure out if Esmeralda has enough music left on her playlist for
a 30-minute workout. Explain your answer.

Personal Math Trainer

Online Assessment Chapter 5 193
and Intervention
 Voca bula ry Builder

Visualize It
Complete the bubble map with review and preview words that are Review Words
related to ratios.
decimal
equivalent ratios
factor
quotient
rate
ratio
Ratios simplify

Preview Word

percent

Understand Vocabulary

Complete the sentences using review and preview words.

1. A comparison of one number to another by division is a

___________ .

2. ___________ name the same comparison.

3. A ratio that compares quantities with different units is a

___________ .

4. A ___________ is a ratio, or rate, that compares a

© Houghton Mifflin Harcourt Publishing Company

number to 100.

5. ___________ a fraction or a ratio by dividing the

numerator and denominator by a common factor.

• Interactive Student Edition

194 • Multimedia eGlossary
 Lesson 5.1
Name
Model Percents Ratios and Proportional
Essential Question How can you use a model to show a percent? Relationships—6.RP.3c
MATHEMATICAL PRACTICES
MP.3, MP.5
Hands
Investigate
Investigate On

Materials ■ 10-by-10 grids

Not many people drive electric cars today. But one expert
estimates that by 2025, 35 percent of all cars will be powered
by electricity.

A percent is a ratio, or rate, that compares a number to 100.

Percent means “per hundred.” The symbol for percent is %.

A. Model 35% on the 10-by-10 grid. Then tell what the

percent represents.

The large square represents the whole, or 100%.

Each small square represents 1%.

• Shade the grid to show 35%.

Think: 35% is _ out of 100.

• Write 35% as a ratio comparing 35 to 100.

Think: 35 out of 100 squares is _______.

100

• 35% = _______
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Mirafoto.com/Alamy

So, by 2025, _ out of _ cars may be powered by

electricity.

B. Model 52% on a 10-by-10 grid.

• _ out of _ squares is ______

100
.

• 52% = ______
100

C. Model 18% on a 10-by-10 grid.

• _ out of _ squares is ______

100
.

• 18% = ______
100

Chapter 5 195
 Draw Conclusions
1. Explain how you would use a 10-by-10 grid to model 7%.

2. Model 1_4 on a 10-by-10 grid. What percent is shaded? Explain.

MATHEMATICAL
3. PRACTICE 5 Use a Concrete Model Explain how you could model
0.5% on a 10-by-10 grid.

4. SMARTER How would you model 181% using 10-by-10 grids?

Make
Make Connections
Connections
The table shows the types of meteorites in Meg’s collection. Meg’s Meteorite Collection
Shade a grid to show the ratio comparing the number of each
Type Number
type to the total number. Then write the ratio as a percent.
Iron 21
Stone 76
Think: A percent is a ratio that compares a number to __.
Stony-iron 3

Iron Stone Stony-iron

_ out of __ _ out of __ _ out of __
meteorites are iron. meteorites are stone. meteorites are stony-iron.

© Houghton Mifflin Harcourt Publishing Company

____ = _% ____ = _% ____ = _%

100

Math
Talk Mathematical Practices
Explain what this statement
means: 13% of the students at
Harding Middle School are left-
handed.

196
 Name

Share
Share and
and Show
Show
Write a ratio and a percent to represent the shaded part.
1. 2. 3.

ratio: _ percent: _ ratio: _ percent: _ ratio: _ percent: _

Model the percent and write it as a ratio.

4. 30% 5. 5% 6. 75%

ratio: _ ratio: _ ratio: _

Problem
Problem Solving
Solving •• Applications
Applications

MATHEMATICAL
7. PRACTICE 5 Use a Concrete Model Explain how to model 32% on a 10-by-10 grid.
How does the model represent the ratio of 32 to 100?
© Houghton Mifflin Harcourt Publishing Company

8. DEEPER A floor has 100 tiles. There are 24 black tiles and 35 brown tiles.
The rest of the tiles are white. What percent of the tiles are white?

Chapter 5 • Lesson 1 197

 MATHEMATICAL PRACTICES

Pose a Problem
9. SMARTER Javier designed a mosaic wall mural using 100 tiles in
3 different colors: yellow, blue, and red. If 64 of the tiles are yellow, what
percent of the tiles are either red or blue?

To find the number of tiles that are either red or blue, count the red and
blue squares. Or subtract the number of yellow squares, 64, from the
total number of squares, 100.

36 out of 100 tiles are red or blue.

36 .
The ratio of red or blue tiles to all tiles is ___
100
So, the percent of the tiles that are either red or blue is 36%.

Write another problem involving a percent that can be solved by using

the mosaic wall mural.

Pose a Problem Solve Your Problem

10. SMARTER Select the 10-by-10 grids that model 45%. Mark all that apply.

● ● ●

© Houghton Mifflin Harcourt Publishing Company

● ●

FOR MORE PRACTICE:

198 Standards Practice Book
 Lesson 5.2
Name
Write Percents as Fractions and Decimals Ratios and Proportional
Relationships—6.RP.3c
Essential Question How can you write percents as fractions
and decimals? MATHEMATICAL PRACTICES
MP.2, MP.5, MP.7, MP.8
To write a percent as a fraction or a decimal, first write the percent as a
ratio that compares a number to 100. For example, 37% = ___ 37 .
100

Unlock
Unlock the
the Problem
Problem
Carlos eats a banana, an orange, and a blueberry
Vitamin C Content
muffin for breakfast. What fraction of the daily value
Item Percent of Daily Value
of vitamin C does each item contain?
Banana 15%
Orange 113%
Write each percent as a fraction.
Blueberry Muffin 0.5%
A Write 15% as a fraction.

15% = ____ = ____ 15% is 15 out of 100.

100 Write the fraction in simplest form.

So, 15% = _.

B Write 113% as a fraction.

13
113% = ____ + ____
113% is 100 out of 100 plus
13 out of 100.
100 100
13
= _ + ____
100
____
100
51
100
Write the sum as a mixed
So, 113% = _. number.

C Write 0.5% as a fraction.

0.5% = ____ 0.5% is 0.5 out of 100.

100
Multiply the numerator and
0.5 • 10 = _____
= _______ denominator by 10 to get a whole
100 • 10 1,000 number in the numerator.
1
= ____ Write the fraction in simplest form.
© Houghton Mifflin Harcourt Publishing Company

So, 0.5% = _.

• MATHEMATICAL
PRACTICE 2 Reason Quantitatively Explain why two 10-by-10 grids
were used to show 113%.

Chapter 5 199
 Example
A Write 72% as a decimal.

72% = ____ 72% is 72 out of 100.

100
Use place value to write 72
= __ hundredths as a decimal.

So, 72% = __.

B Write 4% as a decimal.

4% = ____ 4% is 4 out of 100.

100
Use division to write 4% as a decimal.

100 qww
4.00 Divide the ones. Since 4 ones cannot
–0 be shared among 100 groups, write a
zero in the quotient.
40
– 0 Place a decimal point after the ones
400 place in the quotient.

–400
0
When you divide decimal
So, 4% = __. numbers by powers of 10, you
move the decimal point one
C Write 25.81% as a decimal. place to the left for each factor
of 10.

25.81% = ______ 25.81% is 25.81 out of 100.

100
To divide by 100, move the decimal
= __ point 2 places to the left: 0.2581

So, 25.81% = __.

Share
Share and
and Show
Show
Write the percent as a fraction.
© Houghton Mifflin Harcourt Publishing Company

1. 80% 2. 150% 3. 0.2%

80% = ____ = ___

100
Write the percent as a decimal. Math
4. 58% 5. 9% Talk Mathematical Practices
Explain how to use estimation
to check that your answer is
reasonable when you write a
percent as a fraction or decimal.

200
 Name

On
On Your
Your Own
Own
Write the percent as a fraction or mixed number.
6. 17% 7. 20% 8. 125%

9. 355% 10. 0.1% 11. 2.5%

Write the percent as a decimal.

12. 89% 13. 30% 14. 2%

15. 122% 16. 3.5% 17. 6.33%

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL DEEPER
18. PRACTICE 2 Use Reasoning Write <, >, or =. 19. Georgianne completed 60% of her
homework assignment. Write the portion of her
21.6% 1
_
5 homework that she still needs to complete as a
fraction.

Chapter 5 • Lesson 2 201

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 20 and 21.

20. What fraction of computer and video game

players are 50 years old or more?

Age of Computer and

Video Game Players
21. What fraction of computer and video game Age (years) Percent
players are 18 years old or more?
Under 18 25%

18 to 49 49%

SMARTER
50 or more 26%
22. Box A and Box B each
contain black tiles and white tiles. They have
the same total number of tiles. In Box A, 45%
of the tiles are black. In Box B, _
11
20
of the tiles
are white. Compare the number of black tiles
in the boxes. Explain your reasoning.

23. SMARTER Mr. Truong is organizing a summer program

for 6th grade students. He surveyed students to find the percent
of students interested in each activity. Complete the table by
writing each percent as a fraction or decimal.

Activity Percent Fraction Decimal

Sports 48% 12
__
25

Cooking 23% 0.23

© Houghton Mifflin Harcourt Publishing Company

Music 20% 0.2

Art 9% 9
___
100

FOR MORE PRACTICE:

202 Standards Practice Book
 Lesson 5.3
Name

Write Fractions and Decimals as Percents Ratios and Proportional

Relationships—6.RP.3c
Essential Question How can you write fractions and decimals as percents?
MATHEMATICAL PRACTICES
MP.5, MP.8

Unlock
Unlock the
the Problem
Problem
During the 2008−2009 season of the National
Basketball Association (NBA), the Phoenix Suns • Underline the sentence that tells you what you
are trying to find.
won about __
11
20 of their games. The Miami
Heat won about 0.524 of their games. Which • Circle the numbers you need to use.
team was more successful during the season?

To compare the season performances of the Suns

and the Heat, it is helpful to write the fraction and
the decimal as a percent.

Write the fraction or decimal as a percent.

A 11
___
20

___ and ___

Multiply the
11 = 11 ×
_______
20 20 ×
___ by the same value
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Victor Baldlzon/National Basketball Association/Getty Images

to write an equivalent fraction with a

denominator of 100. = ____
100
A percent is a ratio comparing a number

to ___. Write the ratio =_

as a ___.
So, the percent of games won by the Phoenix Suns is _.
B 0.524

To write a percent as a decimal, divide by _.

To write a decimal as a percent,

___ by 100. 0.524 3 100 5 52.4

To multiply by 100, move the decimal

point 2 places to the ___. 0.524 5 _%

So, the percent of games won by the Miami Heat is _.

Because they won a greater percentage of their games, the ___

were more successful during the 2008−2009 season.

Chapter 5 203
 connect You can use what you know about fractions, decimals, and
percents to write numbers in different forms.

Example
A Write 0.7 as a fraction and as a percent.
7
0.7 = _____
0.7 means 7 ___. Write If you want to write 0.7 as a
0.7 as a fraction. percent without first writing it
as a fraction, be sure to place
To write as a percent, first write a zero in the hundredths place
an equivalent fraction with a denominator 7×
= _________ when you move the decimal
10 × point 2 places to the right.
of __. 0.7 = 0.70 = 70%

Write the ratio of _ to = ____

100
___ as a percent. =_
So, 0.7 written as a fraction is ___ , and

0.7 written as a percent is __.

3 as a decimal and as a percent.
B Write ___
40
Since 40 is not a factor of 100, it is more
difficult to find an equivalent fraction
with a denominator of 100.
40qw
3.000
3 as a decimal.
Use division to write ___
–0
40
30
Divide 3 by 40.
– 0
300
–280
200
–200
0
To write a decimal as a percent,

3 = 0.075
___ by 100. ___
40
© Houghton Mifflin Harcourt Publishing Company

Move the decimal point 2 places to the

___. 0.075 = ___

So, __
3
40 written as a decimal is ___ , and Math
__
3
___ . Talk Mathematical Practices
40 written as a percent is
Explain why it makes sense that
__
3
is less than 10%.
40

204
 Name

Share
Share and
and Show
Show
Write the fraction or decimal as a percent.
3
1. __ 3
2. __ 3. 0.717 4. 0.02
25 10

3×
_______ = ____
25 × 100

__ __ __ __

On
On Your
Your Own
Own
Write the number in two other forms ( fraction, decimal, or percent ).
5. 0.01 6. 13
__ 7. 6_ 8. 0.008
40 5

__ __ __ __
The table shows the portion of Kim’s class that participates Participation in Sports
in each sport. Use the table for 9–10.
Sport Part of Class
9. DEEPER Do more students take part in soccer or in Baseball 23%
swimming? Explain your reasoning. 1_
Soccer
5
Swimming 0.09

MATHEMATICAL
10. PRACTICE 6 Explain What percent of Kim’s class participates
in one of the sports listed? Explain how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

11. SMARTER For their reading project, students chose to either complete a character
study, or write a book review. _1 of the students completed a character study, and 0.8 of the
5
students wrote a book review. Joia said that more students wrote a book review than completed
a character study. Do you agree with Joia? Use numbers and words to support your answer.

Chapter 5 • Lesson 3 205

 Sand Sculptures
Every year, dozens of teams compete in the U.S. Open
Sandcastle Competition. Recent winners have included
complex sculptures in the shape of flowers, elephants,
and racing cars.
Teams that participate in the contest build their sculptures
using a mixture of sand and water. Finding the correct
ratios of these ingredients is essential for creating a
stable sculpture.
The table shows the recipes that three teams used. Which
team used the greatest percent of sand in their recipe?

Convert to percents. Then order from least to greatest.

Team A
30 = ___
_______ 30 = 0.75 = _% Sand Sculpture Recipes
30 + 10 40
Team Sand Water
Team B 19 19 ×
___ = _______ = ____ = _% A 30 cups 10 cups
20 20 × 100 B 19
__ cup 1 cup
__
20 20
C 0.84 cup 0.16 cup
Team C 0.84 = _%

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©J. Griffs Smith/Texas Department of Transportation
From least to greatest, the percents are ____.

So, Team ___ used the greatest percent of sand.

Solve.
12. Which team used the greatest percent of water in their recipe?

13. Some people say that the ideal recipe for sand sculptures contains 88.9%
sand. Which team’s recipe is closest to the ideal recipe?

14. SMARTER Team D used a recipe that consists of 20 cups of sand,

2 cups of flour, and 3 cups of water. How does the percent of sand in
Team D’s recipe compare to that of the other teams?

FOR MORE PRACTICE:

206 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box to complete the sentence. percent
rate
1. A __ is a ratio that compares a quantity to 100. (p. 195)

Concepts
Concepts and
and Skills
Skills

Write a ratio and a percent to represent the shaded part. (6.RP.3c)

2. 3. 4.

5. 6. 7.

Write the number in two other forms (fraction, decimal, or percent). (6.RP.3c)
3
8. 0.04 9. __
10
10. 1% 11. 11_
5
© Houghton Mifflin Harcourt Publishing Company

12. 0.9 13. 0.5% 14. 7_8 15. 355%

Chapter 5 207
16. About __9 of the avocados grown in the United States are grown in
10
California. About what percent of the avocados grown in the United
States are grown in California? (6.RP.3c)

17. Morton made 36 out of 48 free throws last season. What percent of his
free throws did Morton make? (6.RP.3c)

18. Sarah answered 85% of the trivia questions correctly. What fraction
describes this percent? (6.RP.3c)

19. About _4 of all the orange juice in the world is produced in Brazil.
5
About what percent of all the orange juice in the world is produced in
Brazil? (6.RP.3c)

20. If you eat 4 medium strawberries, you get 48% of your daily
recommended amount of vitamin C. What fraction of your daily
© Houghton Mifflin Harcourt Publishing Company

amount of vitamin C do you still need? (6.RP.3c)

208
 Lesson 5.4
Name
Percent of a Quantity Ratios and Proportional
Essential Question How do you find a percent of a quantity? Relationships—6.RP.3c
MATHEMATICAL PRACTICES
MP.1, MP.2, MP.5
Unlock
Unlock the
the Problem
Problem
A typical family of four uses about 400 gallons of
water each day, and 30% of this water is for outdoor • Will the number of gallons of water for
outdoor activities be greater than or less than
activities, such as gardening. How many gallons of 200 gallons? Explain.
water does a typical family of four use each day for
outdoor activities?

One Way Use ratio reasoning.

Draw a bar model.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

400

The model shows that 100% represents 400 gallons.

Think: 30% is 3 groups of 10%, so divide the model into 10 equal groups.

Find the value of 10% of 400. 10% of 400 = ___ 400 = _

1 × 400 = ______
10

Find the value of 30% of 400. 30% of 400 = 3 × _ = _

Another Way Multiply.

You can find 30% of 400 by multiplying.

Write the percent as a rate per 100. 30

30% = ____
100
30 of 400.
Multiply to find ____ 30 × 400 =
____ _
© Houghton Mifflin Harcourt Publishing Company

100 100

So, 30% of 400 gallons is _ gallons. Math

Talk Mathematical Practices
How can you find the number
Try This! Find 65% of 300. of gallons of water used for
indoor activities?

65% = _

_ × 300 = _

Chapter 5 209
 Example
Charla earns $4,000 per month. She spends 40% of her
salary on rent and 15% of her salary on groceries. How
much money does Charla have left for other expenses?

STEP 1 Add to find the total

percent of Charla’s salary that 40% + _ % = _%
is used for rent and groceries.

STEP 2 Subtract the total

percent from 100% to find the
percent that is left for other 100% − _ % = 45%
expenses.

STEP 3 Write the percent from

Step 2 as a rate per 100 and 45% = _
multiply.
_ × 4,000 = __
So, Charla has $ __ left for other expenses.
Math
Talk Mathematical Practices
Explain how you could solve
the problem a different way.

Share
Share and
and Show
Show
Find the percent of the quantity. 0% 25% 50% 75% 100%

1. 25% of 320
320
25% = 1_4 , so use _ equal
groups.

1
_ × 320 320 = _
= ______
4

2. 80% of 50 3. 175% of 24 4. 60% of 210

____ ____ ____

© Houghton Mifflin Harcourt Publishing Company

5. A jar contains 125 marbles. Given that 4% of the marbles are

green, 60% of the marbles are blue, and the rest are red, how
many red marbles are in the jar?

Math
6. There are 32 students in Mr. Moreno’s class and 62.5% of the Talk Mathematical Practices
students are girls. How many boys are in the class? Explain how you could estimate
49.3% of 3,000.

210
 Name

On
On Your
Your Own
Own
Find the percent of the quantity.

7. 60% of 90 8. 25% of 32.4 9. 110% of 300 10. 0.2% of 6,500

11. A baker made 60 muffins for a cafe. By noon, 12. There are 30 treasures hidden in a castle in a
45% of the muffins were sold. How many muffins video game. LaToya found 80% of them. How
were sold by noon? many of the treasures did LaToya find?

13. A school library has 260 DVDs in its collection. DEEPER

14. Mitch planted cabbage, squash,
Given that 45% of the DVDs are about science
and carrots on his 150-acre farm. He planted half
and 40% are about history, how many of the
the farm with squash and 22% with carrots. How
DVDs are about other subjects?
many acres did he plant with cabbage?

Compare. Write <, >, or =.

15. 45% of 60 60% of 45 16. 10% of 90 90% of 100 17. 75% of 8 8% of 7.5

18. SMARTER   Sarah had 12 free throw attempts during a game and
made at least 75% of the free throws. What is the greatest number of free
throws Sarah could have missed during the game?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
19. PRACTICE 3 Chrissie likes to tip a server in a restaurant a minimum
of 20%. She and her friend have a lunch bill that is $18.34. Chrissie
says the tip will be $3.30. Her friend says that is not a minimum
of 20%. Who is correct? Explain.

Chapter 5 • Lesson 4 211

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem
20. One-third of the juniors in the Linwood High
School Marching Band play the trumpet.
The band has 50 members and the table
shows what percent of the band members are
freshmen, sophomores, juniors, and seniors.
How many juniors play the trumpet?

a. What do you need to find?

b. How can you use the table to help you solve

the problem? Linwood High School
Marching Band
Freshmen 26%
Sophomores 30%
Juniors 24%
Seniors 20%
c. What operation can you use to find the
number of juniors in the band?

d. Show the steps you use to solve the problem. e. Complete the sentences.

The band has _ members. There

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Thinkstock/Getty Images
are _ juniors in the band. The number
of juniors who play the

trumpet is _ .

21. SMARTER Compare. Circle <, >, or =.

< <
21a. 25% of 44 > 20% of 50 21b. 10% of 30 > 30% of 100
= =

<
21c. 35% of 60 > 60% of 35
=

FOR MORE PRACTICE:

212 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 5.5
Problem Solving • Percents
Essential Question How can you use the strategy use a model to help you Ratios and Proportional
solve a percent problem? Relationships—6.RP.3c
MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5, MP.6
Unlock
Unlock the
the Problem
Problem
The recommended daily amount of protein is about 50
grams. One Super Protein Cereal Bar contains 16% of that
amount of protein. If Stefon eats one Super Protein Cereal
Bar per day, how much protein will he need to get from
other sources to meet the recommended daily amount?

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
Write what you need to find.
Write the important What strategy can you use?
information.

Solve the Problem

Draw a bar model. The model shows that 100% = 50 grams,

100% 50 = _.
so 1% of 50 = ___
100

Recommended 50 g 16% of 50 = 16 × _ = _
Daily Amount
© Houghton Mifflin Harcourt Publishing Company

So, the cereal bar contains __

Cereal Bar of protein.

50 − _ = _
16%
Math
Talk Mathematical Practices
So, __ of protein should come from other sources. How can you use estimation to show
that your answer is reasonable?

Chapter 5 213
 Try Another Problem
Lee has saved 65% of the money she needs to buy a pair of
jeans that cost $24. How much money does Lee have, and
how much more money does she need to buy the jeans?

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

1. Does your answer make sense? Explain how you know.

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 6 Explain how you could solve this problem
in a different way.

Math
Talk Mathematical Practices
Compare the model you used
to solve this problem with the
model on page 213.
214
 Name

Share
Share and
and Show
Show

1. A geologist visits 40 volcanoes in Alaska and California. 15% of WRITE Math

the volcanoes are in California. How many volcanoes does the Show Your Work
geologist visit in California and how many in Alaska?
First, draw a bar model.
100%

Total Volcanoes 40

California

15%

Next, find 1%.

40 = __
100% = 40, so 1% of 40 = ___
100

Then, find 15%, the number of volcanoes in California.

15% of 40 = 15 × __ = __

Finally, subtract to find the number of volcanoes in Alaska.

So, the geologist visited __ volcanoes in California

and __ volcanoes in Alaska.

2. SMARTER
What if 30% of the volcanoes were in California?
How many volcanoes would the geologist have visited in California
and how many in Alaska?

3. Ricardo has $25 to spend on school supplies. He spends 72% of the

money on a backpack and the rest on a large binder. How much does
© Houghton Mifflin Harcourt Publishing Company

he spend on the backpack? How much does he spend on the binder?

4. Kevin is hiking on a trail that is 4.2 miles long. So far, he has hiked
80% of the total distance. How many more miles does Kevin have
to hike in order to complete the trail?

Chapter 5 • Lesson 5 215

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

5. DEEPER Jordan takes 50% of the cherries from a bowl. Then Mei
takes 50% of the remaining cherries. Finally, Greg takes 50% of the
remaining cherries. There are 3 cherries left. How many cherries were in
the bowl before Jordan arrived?

6. SMARTEREach week, Tasha saves 65% of the money she earns

babysitting and spends the rest. This week she earned $40. How much
more money did she save than spend this week?

7. SMARTER An employee at a state park has 53 photos of animals

found at the park. She wants to arrange the photos in rows so that every
row except the bottom row has the same number of photos. She also
wants there to be at least 5 rows. Describe two different ways she can
arrange the photos.

MATHEMATICAL
8. PRACTICE 6 Explain a Method Maya wants to mark a length of
7 inches on a sheet of paper, but she does not have a ruler. She has
pieces of wood that are 4 inches, 5 inches, and 6 inches long. Explain
how she can use these pieces to mark a length of 7 inches.

Personal Math Trainer

9. SMARTER + Pierre’s family is driving 380 miles from San Francisco to Los
© Houghton Mifflin Harcourt Publishing Company

Angeles. On the first day, they drive 30% of the distance. On the second day, they drive
50% of the distance. On the third day, they drive the remaining distance and arrive in Los
Angeles. How many miles did Pierre’s family drive each day? Write the number of miles in
the correct box.
76 miles 190 miles 114 miles

First Day Second Day Third Day

FOR MORE PRACTICE:

216 Standards Practice Book
 Lesson 5.6
Name
Find the Whole From a Percent Ratios and Proportional
Essential Question How can you find the whole given a part and Relationships—6.RP.3c
the percent? MATHEMATICAL PRACTICES
MP.1, MP.4
A percent is equivalent to the ratio of a part to a whole. Suppose there
are 20 marbles in a bag and 5 of them are blue. The whole is the total
number of marbles, 20. The part is the number of blue marbles, 5.
5 , is equal to the percent of marbles
The ratio of the part to the whole, ___ part
20 whole
that are blue, 25%.

______ 5 = ______
part → ___ 5 × 5 = ____
25 = 25% ← percent
whole → 20 20 × 5 100
You can use the relationship among the part, the whole, and the
percent to solve problems.

Unlock
Unlock the
the Problem
Problem
Emily has sent 28 text messages so far this week. That is 20% of the
total number of text messages she is allowed in one week. What is
the total number of text messages Emily can send in one week?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Ronnie Kaufman/Larry Hirshowitz/Blend Images/Getty Images

One Way Use a double number line.

Think: The whole is the total number of messages Emily can send.
The part is the number of messages Emily has sent so far.

The double number line shows that 20% represents 28 messages.

Find the number of messages represented by 100%.

Think: I want to find 100%. What can

I multiply 20 by to get 100?

20 3 5 100
0% 20% 100%

28
28 3 5

Multiply 28 by the same factor.

So, 28 is 20% of __. Emily can send

Math
__ messages in one week. Talk Mathematical Practices
Explain the relationship among
the part, the whole, and the
percent using the information
in this problem.

Chapter 5 217
 Another Way Use equivalent ratios.

STEP 1 Write the relationship among part

the percent, part, and whole. percent = ____
whole
Think: The percent is _%. The
_ messages. The
part is 20% = ____
_ is unknown.
The denominator of the
percent ratio will always be
STEP 2 Write the percent as a ratio. 20 = ____
_____ 28 100 because 100% represents
the whole.

STEP 3 Simplify the known ratio. 1

20 ÷ 20 = ___ 28
_________ = ____
100 ÷
STEP 4 Write an equivalent ratio. _______ 28
1× 28 = ____
Think: The numerator should be _. 5×
28
28 = ____
_____

So, 28 is 20% of _. Emily can send _ messages in one week.

Example 24 is 5% of what number?

STEP 1 Write the relationship among part

the percent, part, and whole. percent = ____
whole
Think: The percent is _%. The part
is _. The _ is unknown. 5% = ____

STEP 2 Write the percent as a ratio. 5 = ____

24
_____

STEP 3 Simplify the known ratio. 5÷ 24

1 = ____
________ = ____
100 ÷
© Houghton Mifflin Harcourt Publishing Company

STEP 4 Write an equivalent ratio. 1×

________ 24
= ____
Think: The numerator should be _. 20 ×
24 = ____
_____ 24
Math
Talk Mathematical Practices
So, 24 is 5% of _. Explain how you could check
your answer to the Example.

218
 Name

Share
Share and
and Show
Show
Find the unknown value. 25 3 5 100
0% 25% 100%
1. 9 is 25% of _
9
9 3 5

2. 14 is 10% of _ 3. 3 is 5% of _ 4. 12 is 60% of _

Math
Talk Mathematical Practices
Explain how to solve a problem
involving a part, a whole, and a
percent.

On
On Your
Your Own
Own
Find the unknown value.
5. 16 is 20% of _
0% 100%

6. 42 is 50% of _ 7. 28 is 40% of _ 8. 60 is 75% of _

9. 27 is 30% of _ 10. 21 is 60% of _ 11. 12 is 15% of _

Solve.

12. 40% of the students in the sixth grade at 13. There were 170 people at the concert.
Andrew’s school participate in sports. If If 85% of the seats were filled, how many
52 students participate in sports, how many seats are in the auditorium?
sixth graders are there at Andrew’s school?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown value.
32 91 54
14. 40% = ___ 15. 65% = ___ 16. 45% = ___

__ __ __
Chapter 5 • Lesson 6 219
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

Use the advertisement for 17 and 18.

17. Corey spent 20% of his savings on a printer at Louie’s Electronics. How
much did Corey have in his savings account before he bought the
printer?

18. SMARTER Kai spent 90% of his money on a laptop that cost
$423. Does he have enough money left to buy a scanner? Explain.

19. Maurice has completed 17 pages of the research paper he is writing.

That is 85% of the required length of the paper. What is the required
length of the paper?

20. DEEPER Of 250 seventh-grade students, 175 walk to school. What

percent of seventh-graders do not walk to school?

21. What's the Error? Kate has made 20 free throws in basketball
games this year. That is 80% of the free throws she has attempted. To
find the total number of free throws she attempted, Kate wrote the
80 = ___. What error did Kate make?
equation ___
100 20

Personal Math Trainer

22. SMARTER + Maria spent 36% of her savings to buy a smart

phone. The phone cost $90. How much money was in Maria’s savings
account before she purchased the phone? Find the unknown value.
© Houghton Mifflin Harcourt Publishing Company

90
36% = _______

FOR MORE PRACTICE:

220 Standards Practice Book
 Name

Chapter 5 Review/Test
1. What percent is represented by the shaded part?

A 46%

B 60%

C 64%

D 640%

2. Write a percent to represent the shaded part.

3. Rosa made a mosaic wall mural using 42 black tiles, 35 blue tiles
and 23 red tiles. Write a percent to represent the number of red tiles
in the mural.

4. Model 39%.
© Houghton Mifflin Harcourt Publishing Company

Assessment Options
Chapter Test
Chapter 5 221
5. For 5a–5d, choose Yes or No to indicate whether the percent and the
fraction represent the same amount.

5a. 50% and 1_ Yes No

2
5b. 45% and 4_ Yes No
5
5c. 3 and 37.5%
_ Yes No
8
5d. 2 and 210%
__ Yes No
10

6. The school orchestra has 25 woodwind instruments, 15 percussion

instruments, 31 string instruments, and 30 brass instruments. Select the
portion of the instruments that are percussion. Mark all that apply.

15%

1.5
3
__
20
0.15

7. For a science project, _43 of the students chose to make a poster and
0.25 of the students wrote a report. Rosa said that more students made
a poster than wrote a report. Do you agree with Rosa? Use numbers and
words to support your answer.

© Houghton Mifflin Harcourt Publishing Company

8. Select other ways to write 0.875. Mark all that apply.

875%

87.5%
7
_
8
875
___
100

222
 Name
9. There are 88 marbles in a bin and 25% of the marbles are red.

22
25
There are red marbles in the bin.
62
66

10. Harrison has 30 CDs in his music collection. If 40% of the CDs are
country music and 30% are pop music, how many CDs are other
types of music?

_ CDs

11. For numbers 11a–11b, choose <, >, or =.

<
11a. 30% of 90 > 35% of 80

<
11b. 25% of 16 > 20% of 25

12. There were 200 people who voted at the town council meeting. Of these
people, 40% voted for building a new basketball court in the park. How
© Houghton Mifflin Harcourt Publishing Company

many people voted against building the new basketball court? Use
numbers and words to explain your answer.

Chapter 5 223
13. James and Sarah went out to lunch. The price of lunch for both of them
was $20. They tipped their server 20% of that amount. How much did
each person pay if they shared the price of lunch and the tip equally?

14. A sandwich shop has 30 stores and 60% of the stores are in California.
The rest of the stores are in Nevada.

Part A

How many stores are in California and how many are in Nevada?

Part B

The shop opens 10 new stores. Some are in California, and some are in
Nevada. Complete the table.

Locations of Sandwich Shops

Percent of Stores Number of Stores

California

Nevada 45%

15. Juanita has saved 35% of the money that she needs to buy a new bicycle.
If she has saved $63, how much money does the bicycle cost? Use
numbers and words to explain your answer.

© Houghton Mifflin Harcourt Publishing Company

224
 Name
16. For 16a–16d, choose Yes or No to indicate whether the statement
is correct.

16a. 12 is 20% of 60. Yes No

16b. 24 is 50% of 48. Yes No

16c. 14 is 75% of 20. Yes No

16d. 9 is 30% of 30. Yes No

17. Heather and her family are going to the grand opening of a new
amusement park. There is a special price on tickets this weekend.
Tickets cost $56 each. This is 70% of the cost of a regular price ticket.

Part A

What is the cost of a regular price ticket? Show your work.

Part B

Heather’s mom says that they would save more than $100 if they buy
4 tickets for their family on opening weekend. Do you agree or disagree
with Heather’s mom? Use numbers and words to support your answer.
If her statement is incorrect, explain the correct way to solve it.

18. Elise said that 0.2 equals 2%. Use words and numbers to explain
© Houghton Mifflin Harcourt Publishing Company

her mistake.

Chapter 5 225
19. Write 18% as a fraction.

20. Noah wants to put a variety of fish in his new fish tank. His tank is large
enough to hold a maximum of 70 fish.

Part A

Complete the table.

Type of Fish Percent of Maximum Number Number of Fish in Tank

Rainbow fish 20%

Swordtail 40%

Molly 30%

Part B

Has Noah put the maximum number of fish in his tank? Use
number and words to explain how you know. If he has not put the
maximum number of fish in the tank, how many more fish could he
put in the tank?

© Houghton Mifflin Harcourt Publishing Company

226
 Units of Measure
Show Wha t You Know
Check your understanding of important skills.

Name

Choose the Appropriate Unit Circle the more reasonable unit to measure
the object.
1. the length of a car 2. the length of a soccer field
inches or feet meters or kilometers

Multiply and Divide by 10, 100, and 1,000 Use mental math.
3. 2.51 × 10 4. 5.3 × 100 5. 0.71 × 1,000

____ ____ ____

6. 3.25 ÷ 10 7. 8.65 ÷ 100 8. 56.2 ÷1,000

____ ____ ____

Convert Units Complete.

9. 12 lb = ■ oz 10. 8 c = ■ pt 11. 84 in. = ■ ft
Think: 1 lb = 16 oz Think: 2 c = 1 pt Think: 12 in. = 1 ft

____ ____ ____

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©DLILLC/Corbis

A cheetah can run at a rate of 105,600 yards per hour.

Be a math detective and find the number of miles the
cheetah could run at this rate in 5 minutes.

Personal Math Trainer

Online Assessment
and Intervention Chapter 6 227
 Voca bula ry Builder

Visualize It
Sort the review words into the Venn diagram. One preview word has Review Words
been filled in for you.
✓ gallon
gram
✓ length
liter
✓ mass
meter
capacity
ounce
pint
pound
✓ quart
ton
✓ weight
Customary Metric
Preview Words

✓ capacity
Understand Vocabulary
✓ conversion factor
Complete the sentences by using the checked words.

1. A rate in which the two quantities are equal but use different

units is called a ___.

2. ____ is the the amount of matter in an object.

3. ____ is the amount a container can hold.
4. The ____ of an object tells how heavy the
object is.
© Houghton Mifflin Harcourt Publishing Company

5. Inches, feet, and yards are all customary units used to measure

____.
6. A ____ is a larger unit of capacity than a quart.

• Interactive Student Edition

228 • Multimedia eGlossary
 Name
Lesson 6.1
Convert Units of Length Ratios and Proportional
Essential Question How can you use ratio reasoning to convert from one unit Relationships—6.RP.3d
of length to another? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6
In the customary measurement system, some of the
common units of length are inches, feet, yards, and Customary Units of Length
miles. You can multiply by an appropriate conversion 1 foot (ft) 5 12 inches (in.)
factor to convert between units. A conversion factor 1 yard (yd) 5 36 inches
is a rate in which the two quantities are equal, but use 1 yard 5 3 feet
1 mile (mi) 5 5,280 feet
different units. 1 mile 5 1,760 yards

Unlock
Unlock the
the Problem
Problem
In a soccer game, Kyle scored a goal. Kyle was 33 feet from
the goal. How many yards from the goal was he? When the same unit appears
in a numerator and a
denominator, you can divide
out the common unit before
multiplying as you would with
a common factor.

Convert 33 feet to yards.

Choose a conversion factor. Think: I’m converting to 1 yd

yards from feet. 1 yard = 3 feet, so use the rate ____.
3 ft

1 yd 33 ft × ____ = 1 yd
Multiply 33 feet by the conversion factor. Units of feet 33 ft × ____ = ____ _ yd
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©PhotoDisc/Getty Images

appear in a numerator and a denominator, so you can 3 ft 1 3 ft

divide out these units before multiplying.

So, Kyle was _ yards from the goal.

How many inches from the goal was Kyle?

Choose a conversion factor. Think: I’m converting to 12 in..

inches from feet. 12 inches = 1 foot, so use the rate _____
1 ft

Multiply 33 ft by the conversion factor. 33 ft × 12 in. = 33

_____ ft × 12
____ in. =
_____ __ in.
1 ft 1 1 ft

So, Kyle was __ inches from the goal.

Math
Talk Mathematical Practices
Explain how you know which unit to use in
the numerator and which unit to use in the
denominator of a conversion factor.

Chapter 6 229
Metric Units You can use a similar process to convert
Metric Units of Length
metric units. Metric units are used throughout most of
the world. One advantage of using the metric system is 1,000 millimeters (mm) 5 1 meter (m)
that the units are related by powers of 10. 100 centimeters (cm) 5 1 meter
10 decimeters (dm) 5 1 meter
1 dekameter (dam) 5 10 meters
1 hectometer (hm) 5 100 meters
1 kilometer (km) 5 1,000 meters

Example A Boeing 777-300 passenger airplane

is 73.9 meters long. What is the length of the airplane in
centimeters? What is the length in kilometers? Be sure to use the correct
conversion factor. The units you
are converting from should divide

One Way Use a conversion factor.

out, leaving only the units you
are converting to.

73.9 meters ∙ ■ centimeters

Choose a conversion factor. cm .

100 cm = 1 m, so use the rate _________
m

Multiply 73.9 meters by the

conversion factor. Divide out
73.9 m × _______
______ cm = __ cm
the common units before 1 m
multiplying.

So, 73.9 meters is equal to __ centimeters.

Another Way Use powers of 10.

Metric units are related to each other by factors of 10.

× 10 × 10 × 10 × 10 × 10 × 10

kilo- hecto- deka- meter deci- centi- milli-

÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

■ kilometers
© Houghton Mifflin Harcourt Publishing Company

73.9 meters ∙

Use the chart.

Kilometers are 3 places to the left of 73.9 0.0739

meters in the chart. Move the decimal
point 3 places to the left. This is the Math
same as dividing by 1,000. Talk Mathematical Practices
If you convert 285 centimeters to
So, 73.9 meters is equal to __ kilometer. decimeters, will the number of
decimeters be greater or less than
the number of centimeters? Explain.

230
 Name

Share
Share and
and Show
Show
Convert to the given unit.

1. 3 miles = ■ yards 2. 43 dm = _ hm

yd
conversion factor: __________
mi

1,760 yd
3 mi × _______ = __ yd
3 miles = ____
1 1 mi

3. 9 yd = _ in. 4. 72 ft = _ yd 5. 7,500 mm = _ dm

Math
Talk Mathematical Practices
Explain how to convert from
inches to yards and yards to
inches.

On
On Your
Your Own
Own

6. Rohan used 9 yards of ribbon to wrap 7. One species of frog can grow to a
gifts. How many inches of ribbon did maximum length of 12.4 millimeters.
he use? What is the maximum length of this frog
species in centimeters?

8. The height of the Empire State Building 9. DEEPER A snail moves at a speed of
measured to the top of the lightning rod 2.5 feet per minute. How many yards will
© Houghton Mifflin Harcourt Publishing Company

is approximately 443.1 meters. What is this the snail have moved in half of an hour?
height in hectometers?

Practice: Copy and Solve Compare. Write <, >, or =.

10. 32 feet ● 11 yards 11. 537 cm ● 5.37 m 12. 75 inches ● 6 feet

Chapter 6 • Lesson 1 231
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
What’s the Error?

13. SMARTER   The Redwood National Park

is home to some of the largest trees in the world.
Hyperion is the tallest tree in the park, with a
height of approximately 379 feet. Tom wants
to find the height of the tree in yards.

Tom converted the height this way:

3 feet = 1 yard
3 ft
conversion factor: ____
1 yd
379 ft × ____
_____ 3 ft = 1,137 yd
1 1 yd

Find and describe Show how to correctly

Tom’s error. convert from 379 feet to yards.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Vito Palmisano/Getty Images
So, 379 feet = __ yards.

MATHEMATICAL
• PRACTICE 6 Explain how you knew Tom’s answer was incorrect.

14. SMARTER Choose <, >, or =.

< <
14a. 12 yards > 432 inches 14b. 321 cm > 32.1 m
= =

FOR MORE PRACTICE:

232 Standards Practice Book
 Name
Lesson 6.2
Convert Units of Capacity Ratios and Proportional
Essential Question How can you use ratio reasoning to convert from Relationships—6.RP.3d
one unit of capacity to another? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.6, MP.8
Capacity measures the amount a container can hold
Customary Units of Capacity
when filled. In the customary measurement system,
some common units of capacity are fluid ounces, cups, 8 fluid ounces (fl oz) 5 1 cup (c)
pints, quarts, and gallons. You can convert between 2 cups 5 1 pint (pt)
2 pints 5 1 quart (qt)
units by multiplying the given units by an appropriate 4 cups 5 1 quart
conversion factor. 4 quarts 5 1 gallon (gal)

Unlock
U l k the
Unlock th Problem
the Problem
P bl
A dairy cow produces about 25 quarts of milk • How are quarts and gallons related?
each day. How many gallons of milk does the cow
produce each day?
• Why can you multiply a quantity by ____
1 gal
4 qt
without changing the value of the quantity?

Convert 25 quarts to gallons.

Choose a conversion factor. Think: I’m 1 gal

converting to gallons from quarts. 1 gallon = 4 quarts, so use the rate ____
4 qt
.

1 gal 25 qt 1 gal
Multiply 25 qt by the conversion factor.
25 qt × ____ = _____ × ____ = 6 ____ gal
4 qt 1 4 qt 4
6 ____ gal × _ gallons, _ quart
The fractional part of the answer can
be renamed using the smaller unit.
4

So, the cow produces _ gallons, _ quart of milk each day.

How many pints of milk does a cow produce each day?

Choose a conversion factor. Think: I’m pt
2 pints = 1 quart, so use the rate _________.
© Houghton Mifflin Harcourt Publishing Company

converting to pints from quarts. qt

pt 25 qt
_____ × ______ = _ pt pt
Multiply 25 qt by the conversion factor. 25 qt × ______
qt = qt
1

So, the cow produces _ pints of milk each day.

Chapter 6 233
Metric Units You can use a similar process to convert
Metric Units of Capacity
metric units of capacity. Just like metric units of length,
metric units of capacity are related by powers of 10. 1,000 milliliters (mL) 5 1 liter (L)
100 centiliters (cL) 5 1 liter
10 deciliters (dL) 5 1 liter
1 dekaliter (daL) 5 10 liters
1 hectoliter (hL) 5 100 liters
1 kiloliter (kL) 5 1,000 liters

Example A piece of Native American pottery

has a capacity of 1.7 liters. What is the capacity of the pot in
dekaliters? What is the capacity in milliliters?

One Way Use a conversion factor.

1.7 liters 5 ■ dekaliters

Choose a conversion factor. 1 dekaliter = 10 liters, so use the rate

daL.
_________
L

Multiply 1.7 L by the conversion ____ daL = __ daL

1.7 L × _______
factor. 1 L

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©American School/The Bridgeman Art Library/Getty Images
So, 1.7 liters is equivalent to __ dekaliter.

Another Way Use powers of 10.

× 10 × 10 × 10 × 10 × 10 × 10

kilo- hecto- deka- liter deci- centi- milli-

÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

1.7 liters 5 ■ milliliters

Use the chart.

Milliliters are 3 places to the right of liters. So, 1.7 1700. Math
move the decimal point 3 places to the right. Talk Mathematical Practices
Explain why you cannot convert
So, 1.7 liters is equal to __ milliliters. between units in the customary
system by moving the decimal point
left or right.
MATHEMATICAL
• PRACTICE 6
Describe a Method Describe how you would
convert kiloliters to milliliters.

234
 Name

Share
Share and
and Show
Show
Convert to the given unit.

1. 5 quarts = ■ cups 2. 6.7 liters = _ hectoliters

c
conversion factor: ________
qt

5 qt4c =_c
5 quarts = ____ × ____
1 1 qt

3. 5.3 kL = _ L 4. 36 qt = _ gal 5. 5,000 mL = _ cL

Math
Talk Mathematical Practices
Compare the customary and metric
systems. In which system is it easier to
convert from one unit to another?

On
On Your
Your Own
Own
6. It takes 41 gallons of water for a washing 7. Sam squeezed 237 milliliters of juice from
machine to wash a load of laundry. 4 oranges. How many liters of juice did
How many quarts of water does it take Sam squeeze?
to wash one load?

MATHEMATICAL DEEPER
8. PRACTICE 2 Reason Quantitatively A 9. Tonya has a 1-quart, a 2-quart,
bottle contains 3.78 liters of water. Without and a 3-quart bowl. A recipe asks for 16
calculating, determine whether there are ounces of milk. If Tonya is going to triple the
more or less than 3.78 deciliters of water in recipe, what is the smallest bowl that will
the bottle. Explain your reasoning. hold the milk?
© Houghton Mifflin Harcourt Publishing Company

Practice: Copy and Solve Compare. Write <, >, or ∙.

10. 700,000 L ● 70 kL 11. 6 gal ● 30 qt 12. 54 kL ● 540,000 dL

13. 10 pt ● 5 qt 14. 500 mL ● 50 L 15. 14 c ● 4 qt
Chapter 6 • Lesson 2 235
 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

16. SMARTER   Jeffrey c. How can you find the number of cases that
is loading cases of bottled Jeffrey can load onto the elevator?
water onto a freight elevator.
There are 24 one-pint bottles
in each case. The maximum
weight that the elevator can
carry is 1,000 pounds. If
1 gallon of water weighs 8.35 pounds, what is
the maximum number of full cases Jeffrey can
load onto the elevator?

a. What do you need to find?

b. How can you find the weight of 1 case of d. What is the maximum number of full cases
bottled water? What is the weight? Jeffrey can load onto the elevator?

17. DEEPER
  Select the conversions
Monica put 1 liter, 1 deciliter, SMARTER
18.
1 centiliter, and 1 milliliter of water into a
that are equivalent to 235 liters. Mark
bowl. How many milliliters of water did she
all that apply.
put in the bowl?
© Houghton Mifflin Harcourt Publishing Company

A 235,000 milliliters

B 0.235 milliliters

C 235,000 kiloliters

D 0.235 kiloliters

FOR MORE PRACTICE:

236 Standards Practice Book
 Lesson 6.3
Name
Convert Units of Weight and Mass Ratios and Proportional
Essential Question How can you use ratio reasoning to convert from Relationships—6.RP.3d
one unit of weight or mass to another? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.3, MP.4
The weight of an object is a measure of how heavy
Customary Units of Weight
it is. Units of weight in the customary measurement
system include ounces, pounds, and tons. 1 pound (lb) 5 16 ounces (oz)
1 ton (T) 5 2,000 pounds

Unlock
U l k the
Unlock th Problem
the Problem
P bl
The largest pearl ever found weighed 226 ounces.
What was the pearl’s weight in pounds?
• How are ounces and pounds related?

• Will you expect the number of pounds to be

greater than 226 or less than 226? Explain.

Convert 226 ounces to pounds.

Choose a conversion factor.

Think: I’m converting to lb .
1 lb = 16 oz, so use the rate _________
oz
pounds from ounces.

Multiply 226 ounces by the 1 lb = 226

226 oz × _____ oz × _____
______ 1 lb = ____ lb
conversion factor. 16 oz 1 16 oz 16
Think: The fractional part of
the answer can be renamed
____ lb = _ lb, _ oz
using the smaller unit. 16
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) @Bon Appetit/Alamy

So, the largest pearl weighed _ pounds, _ ounces.

The largest emerald ever found weighed 38 pounds.

What was its weight in ounces?
Choose a conversion factor.
Think: I’m converting to oz .
16 oz = 1 lb, so use the rate ________
ounces from pounds. lb

Multiply 38 lb by the
conversion factor. 38 lb × 16 oz = 38
_____ lb × 16
_____ oz = __ oz
_____
1 lb 1 1 lb
So, the emerald weighed __ ounces.

MATHEMATICAL
1. PRACTICE 4 Model Mathematics Explain how you could convert the
emerald’s weight to tons.

Chapter 6 237
Metric Units The amount of matter in an object
Metric Units of Mass
is called the mass. Metric units of mass are
related by powers of 10. 1,000 milligrams (mg) 5 1 gram (g)
100 centigrams (cg) 5 1 gram
10 decigrams (dg) 5 1 gram
1 dekagram (dag) 5 10 grams
1 hectogram (hg) 5 100 grams
1 kilogram (kg) 5 1,000 grams

Example Corinne caught a trout with a mass of 2,570 grams.

What was the mass of the trout in centigrams? What was the
mass in kilograms?

One Way Use a conversion factor.

2,570 grams to centigrams

Choose a conversion factor. cg

100 cg = 1 g, so use the rate ________
g.

2,570 g 100 cg
Multiply 2,570 g by the _______
1
× ______ =
1g
__ cg
conversion factor.

So, the trout’s mass was __ centigrams.

Another Way Use powers of 10.

Recall that metric units are related to each other by factors of 10.
× 10 × 10 × 10 × 10 × 10 × 10

kilo- hecto- deka- gram deci- centi- milli-

÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10 ÷ 10

2,570 grams to kilograms

Use the chart.

Kilograms are 3 places to the left of grams. 2570. 2.570

Move the decimal point 3 places to the left.
© Houghton Mifflin Harcourt Publishing Company

So, 2,570 grams = __ kilograms.

Math
Talk Mathematical Practices
MATHEMATICAL Compare objects with masses
2. PRACTICE 1 Describe Relationships Suppose hoots and goots are
of 1 dg and 1 dag. Which
units of weight, and 2 hoots = 4 goots. Which is heavier, a hoot or a has a greater mass? Explain.
goot? Explain.

238
 Name

Share
Share and
and Show
Show
Convert to the given unit.

1. 9 pounds = ounces 2. 3.77 grams = _ dekagram

oz
conversion factor: ________
lb

16 oz = _ oz
9 pounds = 9 lb × _____
1 lb

3. Amanda’s computer weighs 56 ounces. 4. A honeybee can carry 40 mg of nectar.

How many pounds does it weigh? How many grams of nectar can a
honeybee carry?

Math
Talk Mathematical Practices
Compare metric units of
capacity and mass. How are
they alike? How are they
different?
On
On Your
Your Own
Own
Convert to the given unit.

5. 4 lb = __ oz 6. 7.13 g = __ cg 7. 3 T = __ lb

8. The African Goliath frog can weigh up 9. DEEPER The mass of a standard
to 7 pounds. How many ounces can the hockey puck must be at least 156 grams.
Goliath frog weigh? What is the minimum mass of 8 hockey
pucks in kilograms?
© Houghton Mifflin Harcourt Publishing Company

Practice: Copy and Solve Compare. Write <, >, or =.

10. 250 lb ● 0.25 T 11. 65.3 hg ● 653 dag 12. 5 T ● 5,000 lb

13. SMARTER Masses of precious stones are measured in carats, where
1 carat = 200 milligrams. What is the mass of a 50-dg diamond in carats?

Chapter 6 • Lesson 3 239

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 14–17.
Sport Ball Weights (in ounces)
14. Express the weight range for bowling balls in
pounds.

15. DEEPER How many more pounds does 5–5.25 2.1–2.3

the heaviest soccer ball weigh than the heaviest
baseball? Round your answer to the nearest
hundredth.

16. SMARTER A manufacturer produces

3 tons of baseballs per day and packs them 160–256 14–16
in cartons of 24 baseballs each. If all of the
balls are the minimum allowable weight,
how many cartons of balls does the
company produce each day?

MATHEMATICAL
17. PRACTICE 5 Communicate Explain how you
could use mental math to estimate the number of
soccer balls it would take to produce a total weight WRITE Math • Show Your Work
of 1 ton.

18. SMARTERThe Wilson family’s newborn

© Houghton Mifflin Harcourt Publishing Company

baby weighs 84 ounces. Choose the numbers to

show the baby’s weight in pounds and ounces.

5 3
pounds ounces
6 4
7 5

FOR MORE PRACTICE:

240 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary
Choose the best term from the box to complete the sentence. capacity
1. A ___ is a rate in which the two quantities conversion factor
are equal, but use different units. (p. 229) metric system

2. ___ is the amount a container can hold. (p. 233)

Concepts
Concepts and
and Skills
Skills
Convert units to solve. (6.RP.3d)

3. A professional football field is 160 feet wide. 4. Julia drinks 8 cups of water per day. How many
What is the width of the field in yards? quarts of water does she drink per day?

5. The mass of Hinto’s math book is 4,458 grams. 6. Turning off the water while brushing your teeth
What is the mass of 4 math books in kilograms? saves 379 centiliters of water. How many liters of
water can you save if you turn off the water the
next 3 times you brush your teeth?

Convert to the given unit. (6.RP.3d)

7. 34.2 mm = _ cm 8. 42 in. = _ ft 9. 1.4 km = _ hm

© Houghton Mifflin Harcourt Publishing Company

10. 4 gal = _ qt 11. 53 dL = _ daL 12. 28 c = _ pt

Chapter 6 241
13. Trenton’s laptop is 32 centimeters wide. What is the width of the laptop
in decimeters? (6.RP.3d)

14. A truck is carrying 8 cars weighing an average of 4,500 pounds each.

What is the total weight in tons of the cars on the truck? (6.RP.3d)

15. Ben’s living room is a rectangle measuring 10 yards by 168 inches. By

how many feet does the length of the room exceed the width? (6.RP.3d)

16. Jessie served 13 pints of orange juice at her party. How many
quarts of orange juice did she serve? (6.RP.3d)

© Houghton Mifflin Harcourt Publishing Company

17. Kaylah’s cell phone has a mass of 50,000 centigrams. What is the mass of
her phone in grams? (6.RP.3d)

242
 Lesson 6.4
Name
Transform Units Ratios and Proportional
Essential Question How can you transform units to solve problems? Relationships—6.RP.3d
MATHEMATICAL PRACTICES
You can sometimes use the units of the quantities in a problem to MP.1, MP.3, MP.5, MP.6
help you decide how to solve the problem.

Unlock
Unlock the
the Problem
Problem
A car's gas mileage is the average distance the car
can travel on 1 gallon of gas. Maria's car has a gas • Would you expect the answer to be greater or
less than 20 miles? Why?
mileage of 20 miles per gallon. How many miles
can Maria travel on 9 gallons of gas?

Analyze the units in the problem.

STEP 1 Identify the units.

You know two quantities: Gas mileage: 20 miles per gallon = 20

__________
the car’s gas mileage and 1
the amount of gas.

Amount of gas: 9 __

You want to know a third quantity: Distance: ■ __

the distance the car can travel.

STEP 2 Determine the relationship among the units.

Think: The answer needs to have units of miles. If I multiply ______
20 miles
1 gallon
by
9 gallons, I can divide out units of gallons. The product will have units of

__, which is what I want.

STEP 3 Use the relationship.
20 mi × 9 gal = 20 9 gal
mi × _____
_____
1 gal
_____
1 gal 1 = __
© Houghton Mifflin Harcourt Publishing Company

So, Maria can travel __ on 9 gallons of gas.

1. Explain why the units of gallons are crossed out in the multiplication
step above.

Chapter 6 243
Sometimes you may need to convert units before solving a problem.

Example
The material for a rectangular awning has an area of
315 square feet. If the width of the material is 5 yards,
what is the length of the material in feet? (Recall that the
area of a rectangle is equal to its length times its width.)

STEP 1 Identify the units.

You know two quantities: the area
Area: 315 sq ft = 315 ft × ft
of the material and the width of the
material.
Width: 5 _

You want to know a third quantity:

the length of the material. Length: ■ ft You can write units of area as
products.
STEP 2 Determine the relationship among the units. sq ft = ft × ft
Think: The answer needs to have units 5 yd ft
of feet. So, I should convert the width Width: ____ × ______= ft
1 1 yd
from yards to feet.

Think: If I divide the area by the width I can divide out units of feet. The
quotient will have units of _ , which is what I want.
STEP 3 Use the relationship.
Divide the area by the 315 sq ft ÷ _ ft
width to find the length.

Write the division using sq ft

__________
a fraction bar. 15 ft

Write the units of area as a product ft × ft =

____________
and divide out the common units.
ft
ft
Math

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) Victoria Smith/HRW
Talk Mathematical Practices
So, the length of the material is __. Discuss how examining the
units in a problem can help
you solve the problem.
MATHEMATICAL
2. PRACTICE 3 Apply Explain how knowing how to find the area of a
rectangle could help you solve the problem above.

MATHEMATICAL
3. PRACTICE 6 Explain why the answer is in feet even though units of
feet are divided out.

244
 Name

Share
Share and
and Show
Show
1. A dripping faucet leaks
________ and _ days
Quantities you know: 12
12 gallons of water per day.
How many gallons does the faucet 1
leak in 6 days? Quantity you want to know: ■ __
gal
________ × days = __
1 day

So, the faucet leaks __ in 6 days.

2. Bananas sell for $0.44 per pound. How much will 3. Grizzly Park is a rectangular park with an area of
7 pounds of bananas cost? 24 square miles. The park is 3 miles wide. What is
its length in miles?

On
On Your
Your Own
Own
Multiply or divide the quantities.

24 kg
4. _____ × 15 min 5. 216 sq cm ÷ 8 cm 6. 17 L × 9 hr
____
1 min 1 hr

DEEPER MATHEMATICAL
7. The rectangular rug in Marcia’s 8. PRACTICE 1 Make Sense of Problems
living room measures 12 feet by 108 inches. What A box-making machine makes cardboard
is the rug’s area in square feet? boxes at a rate of 72 boxes per minute. How
many minutes does it take to make 360 boxes?

Personal Math Trainer

© Houghton Mifflin Harcourt Publishing Company

9. SMARTER + The area of an Olympic-size swimming pool is

1,250 square meters. The length of the pool is 5,000 centimeters.
Select True or False for each statement.

9a. The length of the pool is 50 meters. True False

9b. The width of the pool is 25 meters. True False

9c. The area of the pool is 1.25 square kilometers True False

Chapter 6 • Lesson 4 245

 Make Predictions
A prediction is a guess about something in the future.
A prediction is more likely to be accurate if it is based on
facts and logical reasoning.
The Hoover Dam is one of America’s largest producers
of hydroelectric power. Up to 300,000 gallons of water
can move through the dam’s generators every second.
Predict the amount of water that moves through the
generators in half of an hour.

FACT PREDICTION
300,000 gallons per ? gallons
second in half of an hour

Use what you know about transforming units to make a prediction.

You know the rate of the water through the

gal 1_
generators, and you are given an amount of time. Rate of flow: _____________; time: __
1 sec 2

You want to find the amount of water. Amount of water: ■ gallons

Convert the amount of time to seconds to match the 1 hr =

__ min
2
units in the rate.

30 min × _________
______ sec = __ sec

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ron Chapple Stock/Alamy Images
1 1 min

Multiply the rate by the amount of time to find the gal sec =
amount of water.
_____________
sec × ___________
1
__ gal
So, a good prediction of the amount of water that moves through the

generators in half of an hour is ____.

Transform units to solve.

10. An average of 19,230 people tour the Hoover 11. SMARTER The Hoover
Dam each week. Predict the number of people Dam generates an average of
touring the dam in a year. about 11,506,000 kilowatt-hours of electricity
per day. Predict the number of kilowatt-hours
generated in 7 weeks.

FOR MORE PRACTICE:

246 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 6.5
Problem Solving • Distance, Rate, and
Time Formulas Ratios and Proportional
Relationships—6.RP.3d
Essential Question How can you use the strategy use a formula to solve MATHEMATICAL PRACTICES
problems involving distance, rate, and time? MP.1, MP.7

You can solve problems involving distance, rate, and time by using
the formulas below. In each formula, d represents distance,
r represents rate, and t represents time.

Distance, Rate, and Time Formulas

To find distance, use To find rate, use To find time, use
d=r×t r=d÷t t=d÷r

Unlock
Unlock the
the Problem
Problem
Helena drives 220 miles to visit Niagara Falls. She drives at an average
speed of 55 miles per hour. How long does the trip take?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find? • First write the formula for finding time.
I need to find the __ the trip takes.
t=d÷r
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Frank Krahmer/Getty Images

• Next substitute the values for d and r.

What information do I need to use?
mi
t = _ mi ÷ ________
I need to use the __ Helena travels and 1 hr
the _ of speed her car is moving. • Rewrite the division as multiplication by the
reciprocal of 55 mi.
_____
1 hr
How will I use the information? mi 1 hr = _ hr
t = ________ × ________
1
First I will choose the formula __ because I mi

need to find time. Next I will substitute for d and r. Then

Math
I will __ to find the time. Talk Mathematical Practices
Explain how you know which
formula to use.

So, the trip takes __ hours.

Chapter 6 247
 Try Another Problem
Santiago's class traveled to the Museum of Natural Science for
a field trip. To reach the destination, the bus traveled at a rate of
65 miles per hour for 2 hours. What distance did Santiago's class
travel?

Choose a formula.

d=r×t r=d÷t t=d÷r

Use the graphic organizer below to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©John Zich/Stringer/Getty Images
Math
So, Santiago's class traveled __ miles.
Talk Mathematical Practices
Explain how you could check
your answer by solving the
1. What if the bus traveled at a rate of 55 miles per hour for 2.5 hours? problem a different way.
How would the distance be affected?

MATHEMATICAL
2. PRACTICE 7
Identify Relationships Describe how to find the rate if you are
given the distance and time.

248
 Name
Unlock the Problem
Share
Share and
and Show
Show √ Choose the appropriate formula.
√ Include the unit in your answer.
1. Mariana runs at a rate of 180 meters per minute.
How far does she run in 5 minutes?

First, choose a formula.

WRITE Math • Show Your Work

Next, substitute the values into the formula and solve.

So, Mariana runs ___ in 5 minutes.

2. SMARTER   What if Mariana runs for 20 minutes at

the same speed? How many kilometers will she run?

3. A car traveled 130 miles in 2 hours. How fast did the car
travel?

4. A subway car travels at a rate of 32 feet per second. How far

does it travel in 16 seconds?

5. A garden snail travels at a rate of 2.6 feet per minute.

At this rate, how long will it take for the snail to travel
65 feet?

6. DEEPER A squirrel can run at a maximum speed of

© Houghton Mifflin Harcourt Publishing Company

12 miles per hour. At this rate, how many seconds will it

take the squirrel to run 3 miles?

7. SMARTER   A cyclist rides 8 miles in 32 minutes.

What is the speed of the cyclist in miles per hour?

Chapter 6 • Lesson 5 249

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
8. A pilot flies 441 kilometers in 31.5 minutes. What is the speed
of the airplane?

9. DEEPER Chris spent half of his money on a pair of

headphones. Then he spent half of his remaining money on
CDs. Finally, he spent his remaining $12.75 on a book. How
much money did Chris have to begin with?

WRITE Math
Show Your Work
10. SMARTER  André and Yazmeen leave at the same
time and travel 75 miles to a fair. André drives 11 miles in
12 minutes. Yazmeen drives 26 miles in 24 minutes. If they
continue at the same rates, who will arrive at the fair
first? Explain.

MATHEMATICAL
11. PRACTICE 3 Make Arguments Bonnie says that if she drives
at an average rate of 40 miles per hour, it will take her about
2 hours to drive 20 miles across town. Does Bonnie’s statement
make sense? Explain.

Personal Math Trainer

12. SMARTER + Claire says that if she runs at an

average rate of 6 miles per hour, it will take her about
2 hours to run 18 miles. Do you agree or disagree with
Claire? Use numbers and words to support your answer.
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE:

250 Standards Practice Book
 Name

Chapter 6 Review/Test
1. A construction crew needs to remove 2.5 tons of river rock during
the construction of new office buildings.

800
The weight of the rocks is 2,000 pounds.
5,000

2. Select the conversions that are equivalent to 10 yards.

Mark all that apply.

A 20 feet C 30 feet

B 240 inches D 360 inches

3. Meredith runs at a rate of 190 meters per minute. Use the formula
d = r × t to find how far she runs in 6 minutes.

4. The table shows data for 4 cyclists during one day of training.
Complete the table by finding the speed for each cyclist. Use the
formula r = d ÷ t.
© Houghton Mifflin Harcourt Publishing Company

Cyclist Distance (mi) Time (hr) Rate (mi per hr)

Alisha 36 3

Jose 39 3

Raul 40 4

Ruthie 22 2

Assessment Options
Chapter Test
Chapter 6 251
5. For numbers 5a–5c, choose <, >, or =.

<
5a. 5 kilometers > 5,000 meters
=

<
5b. 254 centiliters > 25.4 liters
=

<
5c. 6 kilogram > 600 gram
=

6. A recipe calls for 16 fluid ounces of light whipping cream. If Anthony has
1 pint of whipping cream in his refrigerator, does he have enough for the
recipe? Explain your answer using numbers and words.

7. For numbers 7a–7d, choose <, >, or =.

< <
7a. 43 feet > 15 yards 7c. 10 pints > 5 quarts
= =

< <
7b. 5 tons > 5000 pounds 7d. 6 miles > 600 yards
= = © Houghton Mifflin Harcourt Publishing Company

8. The distance from Caleb’s house to the school is 1.5 miles, and the
distance from Ashlee’s house to the school is 3,520 feet. Who lives
closer to the school, Caleb or Ashlee? Use numbers and words to
support your answer.

252
 Name
9. Write the mass measurements in order from least to greatest.

7.4 7.4 7.4

kilograms decigrams centigrams

__ __ __

10. An elephant’s heart beats 28 times per minute. Complete the product to
find how many times its heart beats in 30 minutes.

beats ∙ _____________
___________ minutes ∙ beats
1 minute 1

11. The length of a rectangular football field, including both end zones, is
120 yards. The area of the field is 57,600 square feet. For numbers 11a–11d,
select True or False for each statement.

11a. The width of the field is True False

480 yards.

11b. The length of the field is True False

360 feet.

11c. The width of the field is True False

160 feet.

11d. The area of the field is True False

6,400 square yards.

12. Harry received a package for his birthday. The package weighed
357,000 centigrams. Select the conversions that are equivalent to
© Houghton Mifflin Harcourt Publishing Company

357,000 centigrams. Mark all that apply.

3.57 kilograms

357 dekagrams

3,570 grams

3,570,000 decigrams

Chapter 6 253
13. Mr. Martin wrote the following problem on the board.

Juanita’s car has a gas mileage of 21 miles per gallon. How many
miles can Juanita travel on 7 gallons of gas?

Alex used the expression 21 miles × ________

_______ 1 to find the answer. Explain
1 gallon 7 gallons

Alex’s mistake.

14. Mr. Chen filled his son’s wading pool with 20 gallons of water.
80
20 gallons is equivalent to 60 quarts.
40

15. Nadia has a can of vegetables with a mass of 411 grams. Write equivalent
conversions in the correct boxes.

4.11 41.1 0.411

kilograms hectograms dekagrams

© Houghton Mifflin Harcourt Publishing Company

16. Steve is driving 440 miles to visit the Grand Canyon. He drives at an
average rate of 55 miles per hour. Explain how you can find the amount
of time it will take Steve to get to the Grand Canyon.

254
 Name
17. Lucy walks one time around the lake. She walks for 1.5 hours at
an average rate of 3 miles per hour. What is the distance, in miles,
around the lake?

__ miles

18. The parking lot at a store has a width of 20 yards 2 feet and a length
of 30 yards.

20 yards 2 feet

30 yards

Part A

Derrick says that the width could also be written as 22 feet.

Explain whether you agree or disagree with Derrick.

Part B

The cost to repave the parking lot is $2 per square foot. Explain how
much it would cost to repave the parking lot.
© Houghton Mifflin Harcourt Publishing Company

Chapter 6 255
19. Jake is using a horse trailer to take his horses to his new ranch.
Part A

Complete the table by finding the weight, in pounds, of Jake’s horse

trailer and each horse.

Weight Weight
(T) (lb)

Horse 0.5

Trailer 1.25

Part B

Jake’s truck can tow a maximum weight of 5,000 pounds. What is

the maximum number of horses he can take in his trailer at one
time without going over the maximum weight his truck can tow?
Use numbers and words to support your answer.

20. A rectangular room measures 13 feet by 132 inches. Tonya said the area
of the room is 1,716 square feet. Explain her mistake, then find the area
in square feet.

© Houghton Mifflin Harcourt Publishing Company

256
 Critical Area Expressions
and Equations
CRITICAL AREA Writing, interpreting, and using expressions
and equations
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Michele Wassell/Alamy Images

Great Smoky Mountains National Park is located in

the states of North Carolina and Tennessee.

257
 Project
The Great Outdoors
The Moores are planning a family reunion in Great Smoky Mountains
National Park. This park includes several campgrounds and over
800 miles of hiking trails. Some trails lead to stunning views of the
park’s many waterfalls.

Important Facts
The Moores want to camp at the park during their reunion.
Group Campsite
They will have 17 people in their group, and they want to
• Fee of $35 per night
spend no more than $100 on camping fees. • Holds up to 25 people

Decide how many and what type of campsites the Moores Individual Campsite
should reserve, and determine how many nights n the • Fee of $14 per night
• Holds up to 6 people
Moores can camp without going over budget. Show your
work, and support your answer by writing and evaluating
algebraic expressions.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Tim Mainiero/Alamy Images

Completed by

258 Chapters 7–9

 Algebra: Expressions
Show Wha t You Know
Check your understanding of important skills.

Name

Addition Properties Find the unknown number. Tell whether you used the Identity
(or Zero) Property, Commutative Property, or Associative Property of Addition.
1. 128 + _ = 128 2. (17 + 36 ) + 14 = 17 + ( _ + 14 )

_______ _______
3. 23 + 15 = _ + 23 4. 9 + (11 + 46 ) = ( 9 + _ ) + 46

_______ _______

Multiply with Decimals Find the product.

5. 1.5 × 7 6. 5.83 × 6 7. 3.7 × 0.8 8. 0.27 × 0.9

___ ___ ___ ___

Use Parentheses Identify which operation to do first.
Then, find the value of the expression.
9. 5 × (3 + 6 ) ___ 10. (24 ÷ 3 ) − 2 ___

11. 40 ÷ (20 − 16 ) ___ 12. (7 × 6 ) + 5 ___

ation
Lock Combin
!
Top Secret
© Houghton Mifflin Harcourt Publishing Company

3x
Greg just moved into an old house and found a mysterious
1st number:
trunk in the attic. The lock on the trunk has a dial numbered : 5x – 1
1 to 60. Greg found the note shown at right lying near the
2nd number
: x2 + 4
trunk. Be a Math Detective and help him figure out the three 3rd number
numbers needed to open the lock.
Hint: x = 6

Personal Math Trainer

Online Assessment Chapter 7 259
and Intervention
 Voca bula ry Builder

Visualize It
Sort the review words into the bubble map. Review Words

addition
+ − difference
division
multiplication
product
Operations
quotient

× ÷ subtraction
sum

Preview Words

algebraic expression
Understand Vocabulary base
Complete the sentences using the preview words. coefficient
1. An exponent is a number that tells how many times a(n)
evaluate
____ is used as a factor. numerical expression
terms
2. In the expression 4a, the number 4 is a(n)
variable
____.
3. To ____ an expression, substitute numbers

for the variables in the expression.

4. A mathematical phrase that uses only numbers and operation

symbols is a(n) ____ . © Houghton Mifflin Harcourt Publishing Company

5. A letter or symbol that stands for one or more numbers is a(n)

____ .

6. The parts of an expression that are separated by an addition

or subtraction sign are the ____ of the

expression.

• Interactive Student Edition

260 • Multimedia eGlossary
 Lesson 7.1
Name

Exponents Expressions and Equations—

6.EE.1
Essential Question How do you write and find the value of expressions
involving exponents? MATHEMATICAL PRACTICES
MP.6, MP.7, MP.8
You can use an exponent and a base to show repeated
multiplication of the same factor. An exponent is a number
that tells how many times a number called the base is used • 52 can be read “the 2nd power
of 5” or “5 squared.”
as a repeated factor.
• 53 can be read “the 3rd power
3 ← exponent
5 × 5 × 5 = 5← of 5” or “5 cubed.”
6
3 repeated factors base

Unlock
Unlock the
the Problem
Problem
The table shows the number of bonuses a player
can receive in each level of a video game. Use an
exponent to write the number of bonuses a player
can receive in level D.

Use an exponent to write 3 × 3 × 3 × 3 .

The number _ is used as a repeated factor.

Level Bonuses
3 is used as a factor _ times.
A 3
Write the base and exponent. _ B 333
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Granger Wootz/Blend Images/Corbis

C 33333
So, a player can receive _ bonuses in level D. D 3333333

Math
Talk Mathematical Practices
Explain how you know which number
to use as the base and which number
Try This! Use one or more exponents to write the expression. to use as the exponent.

A 7×7×7×7×7 B 6×6×8×8×8

The number _ is used as a repeated factor. The numbers _ and _ are used as
repeated factors.
7 is used as a factor _ times.
6 is used as a factor _ times.
Write the base and exponent. _
8 is used as a factor _ times.

Write each base with its 6 38

own exponent.

Chapter 7 261
 Example 1 Find the value.
A 103
STEP 1 Use repeated multiplication to write 103.

The repeated factor is _ . 103 5 _ 3 _ 3 _

Write the factor _ times.

STEP 2 Multiply.

Multiply each pair of factors, working from left to right. 10 3 10 3 10 5 _ 3 10

5 __
B 71 Math
The repeated factor is _. 71 5 _
Talk Mathematical Practices
In 103, what do you notice about
the value of the exponent and the
Write the factor _ time. product? Is there a similar pattern in
other powers of 10? Explain.

Example 2 Write 81 with an exponent by using 3 as the base.

STEP 1 Find the correct exponent.

Try 2. 32 5 3 3 3 5 _

Try 3. 33 5 _ 3 _ 3 _ 5 _

Try 4. 34 5 _ 3 _ 3 _ 3 _ 5 _

STEP 2 Write using the base and exponent.

81 5 _

1. Explain how to write repeated multiplication of a factor by using an exponent.

© Houghton Mifflin Harcourt Publishing Company

2. SMARTER   Is 52 equal to 25 ? Explain why or why not.

MATHEMATICAL
3. PRACTICE 6 Describe a Method Describe how you could have solved the
problem in Example 2 by using division.

262
 Name

Share
Share and
and Show
Show

2. 7 × 7 × 7 × 7 3. 5 × 5 × 5 × 5 × 5 4. 3 × 3 × 4 × 4

Math
Talk Mathematical Practices
In 34, does it matter in what
order you multiply the factors
when finding the value?
On
On Your
Your Own
Own Explain.

Find the value.

5. 202 6. 821 7. 35

8. Write 32 as a number with an exponent by using 2 as the base.

Complete the statement with the correct exponent.

9. 5 = 125 10. 16 = 16 11. 30 = 900

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL SMARTER
12. PRACTICE 8 Use Repeated Reasoning 13. Select the expressions that
1 2 3 4 5 are equivalent to 32. Mark all that apply.
Find the values of 4 , 4 , 4 , 4 , and 4 . Look for
a pattern in your results and use it to predict the
A 25
ones digit in the value of 46.
B 84
C 23 × 4
D 2×4×4

Chapter 7 • Lesson 1 263

 Bacterial Growth
Bacteria are tiny, one-celled organisms that live almost
everywhere on Earth. Although some bacteria cause
disease, other bacteria are helpful to humans, other
animals, and plants. For example, bacteria are needed to
make yogurt and many types of cheese.
Under ideal conditions, a certain type of bacterium cell
grows larger and then splits into 2 “daughter” cells. After
20 minutes, the daughter cells split, resulting in 4 cells. This
splitting can happen again and again as long as conditions
remain ideal.

Complete the table.

Bacterial Growth
Number of Cells Time (min)
1 0

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Biomedical Imaging Unit, Southampton General Hospital/Science Source
21 = 2 20
22 = 2 × 2 = 4 40
23 = _ × _ × _ = _ 60
2 = 2 × 2 × 2 × 2 = 16 80
25 = _ × _ × _ × _ × _ = _ 100
2 =_×_×_×_×_×_=_ 120
27 = 2 × 2 × 2 × 2 × 2 × 2 × 2 = _ _
Extend the pattern in the table above to answer 14 and 15.

14. DEEPER What power of 2 shows the 15. SMARTER How many
number of cells after 3 hours? How many cells minutes would it take to have
are there after 3 hours? a total of 4,096 cells?

FOR MORE PRACTICE:

264 Standards Practice Book
 Lesson 7.2
Name
Evaluate Expressions Involving Exponents Expressions and Equations—
6.EE.1
Essential Question How do you use the order of operations to evaluate
expressions involving exponents? MATHEMATICAL PRACTICES
MP.4, MP.6
A numerical expression is a mathematical phrase that
uses only numbers and operation symbols. Order of Operations
1. Perform operations in parentheses.
3 + 16 × 22 4 × ( 8 + 51 ) 23 + 4
2. Find the values of numbers with
exponents.
You evaluate a numerical expression when you find its value.
3. Multiply and divide from left to right.
To evaluate an expression with more than one operation, you
4. Add and subtract from left to right.
must follow a set of rules called the order of operations.

Unlock
Unlock the
the Problem
Problem
An archer shoots 6 arrows at a target. Two arrows
hit the ring worth 8 points, and 4 arrows hit the ring
worth 4 points. Evaluate the expression 2 × 8 + 42
to find the archer’s total number of points.

Follow the order of operations.

Write the expression. There are 2 × 8 + 42

no parentheses.

Find the value of numbers with 2×8+_

exponents.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Herbert Kehrer/Corbis

__ from left to right. _ + 16

Then add. _
So, the archer scores a total of _ points.

Math
Talk Mathematical Practices
Explain the order in which
Try This! Evaluate the expression 24 ∙ 23. you should perform the
operations to evaluate the
expression 30 − 10 + 52.
There are no parentheses. 24 ÷ 23
Find the value of numbers with 24 ÷ _
exponents.

Then divide. _

Chapter 7 265
 Example 1 Evaluate the expression 72 ∙ (13 ∙ 4) ∙ 5 ∙ 2 . 3

Write the expression. 72 ÷ (13 − 4) + 5 × 23

Perform operations in ___. 72 ÷ _ + 5 × 23

Find the values of numbers with ___. 72 ÷ 9 + 5 × _

Multiply and ___ from left to right. _+5×8

8+_

Then add. _

Example 2
Last month, an online bookstore had approximately 105 visitors to its
website. On average, each visitor bought 2 books. Approximately how
many books did the bookstore sell last month?

STEP 1 Write an expression.

Think: The number of books sold is equal to the number of visitors times the
number of books each visitor bought.

number of visitors times number of books bought

↓ ↓ ↓
10 5
× _
STEP 2 Evaluate the expression.

Write the expression. There are no parentheses. 105 × 2

Find the values of numbers with ___. ___ × 2

Multiply. ___
So, the bookstore sold approximately ___ books last month.
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MATHEMATICAL
• PRACTICE 6 Explain why the order of operations is necessary.

266
 Name

Share
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and Show
Show
1. Evaluate the expression 9 + (52 − 10).

9 + (52 − 10) Write the expression.

9 + ( _ − 10) Follow the order of operations within the parentheses.

9+_

_ Add.

Evaluate the expression.

2. 6 + 33 ÷ 9 3. (15 − 3)2 ÷ 9 4. (8 + 92) − 4 × 10

___ ___ ___

Math
Talk Mathematical Practices
Explain how the parentheses
make the values of these
expressions different:
(22 + 8) ÷ 4 and 22 + (8 ÷ 4).
On
On Your
Your Own
Own
Evaluate the expression.

5. 10 + 62 × 2 ÷ 9 6. 62 − (23 + 5) 7. 16 + 18 ÷ 9 + 34

___ ___ ___

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SMARTER Place parentheses in the expression so that it equals the given value.

8. 102 − 50 ÷ 5 9. 20 + 2 × 5 + 41 10. 28 ÷ 22 + 3
value: 10 value: 38 value: 4

___ ___ ___

Chapter 7 • Lesson 2 267
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 11–13.
MATHEMATICAL
11. PRACTICE 4 Write an Expression To find the
cost of a window, multiply its area in square feet
by the price per square foot. Write and evaluate
an expression to find the cost of a knot window.

12. DEEPER A builder installs 2 rose windows

and 2 tulip windows. Write and evaluate an
expression to find the combined area of the Art Glass Windows
windows. Area Price per
Type
(square feet) square foot
Knot 22 $27
Rose 32 $30
13.   DeShawn bought a tulip
SMARTER
window. Emma bought a rose window. Write and Tulip 42 $33
evaluate an expression to determine how much
more DeShawn paid for his window than Emma
paid for hers.

14. What’s the Error? Darius wrote 17 − 22 = 225. WRITE Math • Show Your Work
Explain his error.

15. SMARTER Ms. Hall wrote the

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expression 2 × (3 + 5) 2 ÷ 4 on the board.

Shyann said the first step is to evaluate 52.
Explain Shyann's mistake. Then evaluate
the expression.

FOR MORE PRACTICE:

268 Standards Practice Book
 Lesson 7.3
Name
Write Algebraic Expressions Expressions and Equations—
6.EE.2a
Essential Question How do you write an algebraic expression to
represent a situation? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.6
An algebraic expression is a mathematical phrase that
includes at least one variable. A variable is a letter or
symbol that stands for one or more numbers.
There are several ways to
x + 10 3×y 3 × (a + 4) show multiplication with a
variable. Each expression below
↑ ↑ ↑ represents “3 times y.”
variable variable variable
33y 3y 3(y) 3?y

Unlock
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the Problem
Problem
An artist charges $5 for each person in a cartoon
drawing. Write an algebraic expression for the cost
in dollars for a drawing that includes p people.

Write an algebraic expression for the cost.

Think: cost for each person times number of __

↑ ↑ ↑

_ × p

So, the cost in dollars is _.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©William Manning/Corbis

Math
Talk Mathematical Practices
Discuss why p is an
appropriate variable for
Try This! On Mondays, a bakery adds 2 extra muffins for free this problem. Would it be
with every muffin order. Write an algebraic expression for the appropriate to select a
different variable? Explain.
number of muffins customers will receive on Mondays when
they order m muffins.

Think: muffins ordered _ extra muffins on Mondays

↑ ↑ ↑

_ + 2

So, customers will receive __ muffins on Mondays.

Chapter 7 269
 Example 1 The table at the right shows the number of Quiz Scoring
points that items on a quiz are worth. Write an algebraic expression
for the quiz score of a student who gets m multiple-choice items and Item Type Points
s short-answer items correct. Multiple-choice 2
Short-answer 5
points for multiple-choice items _ points for short-answer items
↑ ↑ ↑

(2 × m ) + (_)

So, the student’s quiz score is __ points.

Example 2 Write an algebraic expression for the word expression.

A 30 more than the product of 4 and x
Think: Start with the product of 4 and x. Then find 30 more than the product.

the product of 4 and x _3_

30 more than the product _ 1 4x

B 4 times the sum of x and 30

Think: Start with the sum of x and 30. Then find 4 times the sum.

the sum of x and 30 _+_

4 times the sum _ 3 (x 1 30)

1. When you write an algebraic expression with two operations, how

can you show which operation to do first?
© Houghton Mifflin Harcourt Publishing Company

2. SMARTER One student wrote 4 + x for the word expression

“4 more than x.” Another student wrote x + 4 for the same word
expression. Are both students correct? Justify your answer.

270
 Name

Share
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and Show
Show
1. Write an algebraic expression for the product of 6 and p.

What operation does the word “product” indicate?

___
The expression is _ × _.

Write an algebraic expression for the word expression.

2. 11 more than e 3. 9 less than the quotient of n and 5

______ ______

Math
On
On Your
Your Own
Own Talk Mathematical Practices
Explain why 3x is an
Write an algebraic expression for the word expression. algebraic expression.

4. 20 divided by c 5. 8 times the product of 5 and t

______ ______
6. There are 12 eggs in a dozen. Write an algebraic 7. A state park charges a $6.00 entry fee plus
expression for the number of eggs in d dozen. $7.50 per night of camping. Write an algebraic
expression for the cost in dollars of entering the
park and camping for n nights.

______ ______
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
8. PRACTICE 7 Look for Structure At a bookstore, the expression 2c + 8g
gives the cost in dollars of c comic books and g graphic novels. Next month,
the store’s owner plans to increase the price of each graphic novel by $3.
Write an expression that will give the cost of c comic books and g graphic
novels next month.

Chapter 7 • Lesson 3 271

 MATHEMATICAL PRACTICES

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the Problem
Problem
9. Martina signs up for the cell phone plan
described at the right. Write an expression
that gives the total cost of the plan in dollars
if Martina uses it for m months.

a. What information do you know about the cell c. What operation can you use to show the
phone plan? discount of $10 for the first month?

b. Write an expression for the monthly fee in d. Write an expression for the total cost of the
dollars for m months. plan in dollars for m months.

10. SMARTER A group SMARTER

11. A cell phone company
of n friends evenly share
charges $40 per month plus $0.05 for each
the cost of dinner. he
text message sent. Select the expressions that
dinner costs $74. After
dinner, each friend pays represent the cost in dollars for one month of
$11 for a movie. Write an cell phone usage and sending m text messages.
expression to represent what Mark all that apply.
each friend paid for dinner
and the movie. 40m + 0.05
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40 + 0.05m

40 more than the product of 0.05 and m

the product of 40 and m plus 0.05

FOR MORE PRACTICE:

272 Standards Practice Book
 Lesson 7.4
Name
Identify Parts of Expressions Expressions and Equations—
Essential Question How can you describe the parts of an expression? 6.EE.2b
MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6

Unlock
Unlock the
the Problem
Problem
At a gardening store, seed packets cost $2 each. Martin bought
6 packets of lettuce seeds and 7 packets of pea seeds. The
• Explain how you could find the cost of
each type of seed.
expression 2 × (6 + 7) represents the cost in dollars of Martin’s
seeds. Identify the parts of the expression. Then write a word
expression for 2 × (6 + 7).

Describe the parts of the expression 2 ∙ (6 ∙ 7).

Identify the operations in the multiplication and __

expression.

Describe the part of the • The part in parentheses shows

expression in parentheses,
and tell what it represents.
the _ of 6 and _.
• The sum represents the number
of packets of __

seeds plus the number of packets

of __ seeds.

Describe the multiplication, • One of the factors is _. The other

and tell what it represents.
factor is the _ of 6 and 7.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©ableimages/Alamy

• The product represents the _ per packet times

the number of __ Martin bought.

So, a word expression for 2 × (6 + 7) is “the __ of 2 and the

_ of _ and 7.”

MATHEMATICAL
• PRACTICE 6
Attend to Precision Explain how the expression 2 × (6 + 7)
differs from 2 × 6 + 7. Then, write a word expression for 2 × 6 + 7.

Chapter 7 273
 The terms of an expression are the parts of the expression that are
separated by an addition or subtraction sign. A coefficient is a
number that is multiplied by a variable.

4k + 5 The expression has two terms, 4k and 5. The

coefficient of the term 4k is 4.

Example Identify the parts of the expression. Then write a

word expression for the algebraic expression.

A 2x + 8

Identify the terms in the The expression is the sum of _ terms.

expression.
The terms are _ and 8.
Describe the first term. The first term is the product of the coefficient

_ and the variable _.

Describe the second term. The second term is the number _.

Math
A word expression for 2x + 8 is “8 more than the __ Talk Mathematical Practices
Explain why the terms of the
of _ and x. ” expression are 2x and 8, not
x and 8.
B 3a − 4b

Identify the terms in the The expression is the __ of

expression.
2 terms. The terms are _ and _.
Describe the first term. The first term is the product of the

__ 3 and the variable _.

Describe the second term. The second term is the product of the

coefficient _ and the variable _.

© Houghton Mifflin Harcourt Publishing Company

A word expression for the algebraic expression is “the difference of

_ times _ and 4 __ b. ” Math

Talk Mathematical Practices
Identify the coefficient of
y in the expression 12 + y.
Explain your reasoning.

274
 Name

Share
Share and
and Show
Show
Identify the parts of the expression. Then, write a word
expression for the numerical or algebraic expression.

1. 7 × (9 − 4)

The part in parentheses shows the __ of _ and _.

One factor of the multiplication is _ , and the other factor is 9 − 4.

Word expression: _______

2. 5m + 2n

Math
Talk Mathematical Practices
Describe the expression
On
On Your
Your Own
Own 9 × (a + b) as a product of
two factors.
Practice: Copy and Solve Identify the parts of the expression. Then
write a word expression for the numerical or algebraic expression.

3. 8 + (10 − 7) 4. 1.5 × 6 + 8.3

5. b + 12 x 6. 4a ÷ 6

Identify the terms of the expression. Then, give the coefficient of each
term.

7. k − 3 d 8. 0.5x + 2.5y
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
9. PRACTICE 2 Connect Symbols and Words Ava said she wrote an
expression with three terms. She said the first term has the coefficient
7, the second term has the coefficient 1, and the third term has the
coefficient 0.1. Each term involves a different variable. Write an expression
that could be the expression Ava wrote.

Chapter 7 • Lesson 4 275

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 10–12.

10. DEEPER A football team scored 2 touchdowns

and 2 extra points. Their opponent scored 1
touchdown and 2 field goals. Write a numerical
expression for the points scored in the game.

Football Scoring
Type Points
11. Write an algebraic expression for the number of
points scored by a football team that makes Touchdown 6

t touchdowns, f field goals, and e extra points. Field Goal 3

Extra Point 1

12. Identify the parts of the expression you wrote in

WRITE Math
Exercise 11. Show Your Work

13. SMARTER Give an example of an expression

involving multiplication in which one of the factors
is a sum. Explain why you do or do not need
parentheses in your expression.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Comstock/Getty Images

14. SMARTER Kennedy bought a pounds of almonds

at $5 per pound and p pounds of peanuts at $2 per pound.
Write an algebraic expression for the cost of Kennedy’s
purchase.

FOR MORE PRACTICE:

276 Standards Practice Book
 Lesson 7.5
Name
Evaluate Algebraic Expressions and Formulas Expressions and Equations—
Essential Question How do you evaluate an algebraic expression or a formula? 6.EE.2c
MATHEMATICAL PRACTICES
To evaluate an algebraic expression, substitute numbers for the MP.4, MP.5, MP.6
variables and then follow the order of operations.

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the Problem
Problem
Amir is saving money to buy an MP3 player that costs
$120. He starts with $25, and each week he saves $9. • Which operations does the expression 25 + 9w
include?
The expression 25 + 9w gives the amount in dollars
that Amir will have saved after w weeks.
• In what order should you perform the
operations?
A How much will Amir have saved after
8 weeks?

Evaluate the expression for w ∙ 8.

Write the expression. 25 + 9 w

Substitute 8 for w. 25 + 9 × _

Multiply. 25 + _

Add. _

So, Amir will have saved $ _ after 8 weeks.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Stock4B/Getty Images

B After how many weeks will Amir have saved

enough money to buy the MP3 player?

Make a table to find the week when the amount

saved is at least $120.

Week Value of 25 + 9w Amount Saved

9 25 + 9 × 9 = 25 + _ = 106
10 25 + 9 × 10 = 25 + _ = __
11 25 + 9 × 11 = 25 + _ = __
So, Amir will have saved enough money for the Math
Talk Mathematical Practices
MP3 player after _ weeks. Explain what it means to
substitute a value for a
variable.

Chapter 7 277
 Example 1 Evaluate the expression for the given value of the variable.
A 4 ∙ (m ∙ 8) ∙ 3 for m ∙ 14
Write the expression. 4 × (m − 8) ÷ 3

Substitute 14 for m. 4 × ( _ − 8) ÷ 3

Perform operations in parentheses. 4×_÷3

Multiply and divide from left to right. _÷3

_
B 3 ∙ (y2 ∙ 2) for y ∙ 4
Write the expression. 3 × ( y 2 + 2)

Substitute 4 for y. 3 × ( _ 2 + 2) When squaring a number, be

sure to multiply the number by
Follow the order of operations within 3 × ( _ + 2) itself.
the parentheses. 42 = 4 × 4
3×_

Multiply. _

Recall that a formula is a set of symbols that expresses a mathematical rule.

Example 2
The formula P = 2∙ × 2w gives the perimeter P of a rectangle with length ∙ and width w.
What is the perimeter of a rectangular garden with a length of 2.4 meters and a width of
1.2 meters?

Write the expression for the perimeter 2∙ + 2w

of a rectangle.

Substitute 2.4 for ∙ and _ for w. 2×_+2×_

© Houghton Mifflin Harcourt Publishing Company

Multiply from left to right. _ + 2 × 1.2

4.8 + _

Add. _ Math
Talk Mathematical Practices

So, the perimeter of the garden is _ meters. Describe how evaluating

an algebraic expression is
different from evaluating a
numerical expression.

278
 Name

Share
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and Show
Show
1. Evaluate 5k + 6 for k = 4.

Write the expression. __

Substitute 4 for k. 5×_+6

Multiply. _+6
Add. _
Evaluate the expression for the given value of the variable.

2. m − 9 for m = 13 3. 16 − 3b for b = 4 4. p2 + 4 for p = 6

5. The formula A = ∙w gives the area A of a rectangle with length ∙

and width w. What is the area in square feet of a United States flag
with a length of 12 feet and a width of 8 feet?

Math
Talk Mathematical Practices
Tell what information
On
On Your
Your Own
Own you need to evaluate an
algebraic expression.

Practice: Copy and Solve Evaluate the expression for the given value of the variable.
6. 7s + 5 for s = 3 7. 21 − 4d for d = 5 8. (t − 6)2 for t = 11
© Houghton Mifflin Harcourt Publishing Company

9. 6 × (2v − 3) for v = 5 10. 2 × ( k2 − 2) for k = 6 11. 5 × (f − 32) ÷ 9 for f = 95

12. DEEPER The formula P = 4s gives the perimeter P of a square with

side length s. How much greater is the perimeter of a square with a side
length of 51_ inches than a square with a side length of 5 inches?
2

Chapter 7 • Lesson 5 279

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

The table shows how much a company charges for

skateboard wheels. Each pack of 8 wheels costs $50.
Shipping costs $7 for any order. Use the table for 13∙15.

13. Complete the table.

14. A skateboard club has $200 to spend on new wheels Costs for Skateboard Wheels
this year. What is the greatest number of packs of Packs 50 ∙ n ∙ 7 Cost
wheels the club can order?
1 50 × 1 + 7 $57

2
MATHEMATICAL
15. 1 Make Sense of Problems A sporting
PRACTICE 3
goods store placed an order for 12 packs of wheels on
the first day of each month last year. How much did the 4
sporting goods store spend on these orders last year?
5

WRITE Math • Show Your Work

16. SMARTER What’s the Error? Bob used
these steps to evaluate 3m − 3 ÷ 3 for m = 8.
Explain his error.

3 × 8 − 3 ÷ 3 = 24 − 3 ÷ 3

= 21 ÷ 3

=7

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Comstock/Getty Images

17. SMARTER The surface area of a cube can be

found by using the formula 6s2, where s represents the
length of the side of the cube.
The surface area of a cube that has a side length of

54
3 meters is 108 meters squared.
2,916

FOR MORE PRACTICE:

280 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary
Choose the best term from the box to complete the sentence. coefficient
1. A(n) ____ tells how many times a base is used exponent
as a factor. (p. 261) numerical expression

2. The mathematical phrase 5 + 2 × 18 is an example of a(n)

____ . (p. 265)

Concepts
Concepts and
and Skills
Skills
Find the value. (6.EE.1)

3. 54 4. 212 5. 83

Evaluate the expression. (6.EE.1)

6. 92 × 2 − 42 7. 2 × ( 10 − 2 ) ÷ 22 8. 30 − ( 33 − 8 )

Write an algebraic expression for the word expression. (6.EE.2a)

9. the quotient of c and 8 10. 16 more than the product of 5 11. 9 less than the sum of x and 5
and p
© Houghton Mifflin Harcourt Publishing Company

Evaluate the expression for the given value of the variable. (6.EE.2c)

12. 5 × (h + 3) for h = 7 13. 2 × (c2 − 5) for c = 4 14. 7a − 4a for a = 8

Chapter 7 281
15. The greatest value of any U.S. paper money ever printed is 105 dollars.
What is this amount written in standard form? (6.EE.1)

16. A clothing store is raising the price of all its sweaters by $3.00. Write an
expression that could be used to find the new price of a sweater that
originally cost d dollars. (6.EE.2a)

17. Kendra bought a magazine for $3 and 4 paperback books for $5 each.
The expression 3 + 4 × 5 represents the total cost in dollars of her
purchases. What are the terms in this expression? (6.EE.2b)

18. The expression 5c + 7m gives the number of people who can ride in c
cars and m minivans. What are the coefficients in this expression? (6.EE.2b)

19. The formula P = a + b + c gives the perimeter P of a triangle with side

lengths a, b, and c. A triangular field has sides that measure 33 yards,
56 yards, and 65 yards. What is the perimeter of the field? (6.EE.2c)
© Houghton Mifflin Harcourt Publishing Company

282
 Lesson 7.6
Name
Use Algebraic Expressions Expressions and Equations—
Essential Question How can you use variables and algebraic expressions 6.EE.6
to solve problems? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.4
Sometimes you are missing a number that you need to solve a problem.
You can represent a problem like this by writing an algebraic expression
in which a variable represents the unknown number.

Unlock
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the Problem
Problem
Rafe’s flight from Los Angeles to New York took 5 hours. He wants to
know the average speed of the plane in miles per hour.

A Write an expression to represent the average speed of the plane.

Use a variable to represent the unknown quantity.

Think: The plane’s average speed is equal to the distance traveled divided by the
time traveled.

Use a variable to represent the unknown Let d represent the __

quantity.
traveled in units of __.

Write an algebraic expression for the

d mi
____
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Goodshoot/Jupiterimages/Getty Images

average speed.
hr
B Rafe looks up the distance between Los Angeles and New York on
the Internet and finds that the distance is 2,460 miles. Use this
distance to find the average speed of Rafe’s plane.

Evaluate the expression for d ∙ 2,460.

Write the expression. d mi
___
5 hr
Substitute 2,460 for d. mi
________
5 hr
2,460 mi ÷
___________ mi
Divide to find the unit rate.
= ______
5 hr ÷ 5 1 hr
Math
So, the plane's average speed was __ miles per hour. Talk Mathematical Practices
Explain how you could
check whether you found
the plane’s average speed
correctly.

Chapter 7 283
 In the problem on the previous page, the variable represented a single
value—the distance in miles between Los Angeles and New York. In other
situations, a variable may represent any number in a particular set of
numbers, such as the set of positive numbers.

Example Joanna makes and sells candles online. She

charges $7 per candle, and shipping is $5 per order.

A Write an expression that Joanna can use to find the total cost for any
candle order.

Think: The number of Let n represent the number of __

candles a customer a customer buys, where n is a whole number
buys will vary from
order to order. greater than 0.

The cost per order equals the charge per times the number of plus the shipping
candle candles charge.
↓ ↓ ↓ ↓ ↓
_ × _ + _
So, an expression for the total cost of a candle order is __.

B In March, one of Joanna’s customers placed an order for 4 candles. In

May, the same customer placed an order for 6 candles. What was the
total charge for both orders?

STEP 1 Find the charge in dollars for each order.

March May

Write the expression. 7n + 5 7n + 5

Substitute the number of candles 7×_+5 7×_+5

ordered for n.

Follow the order of operations. _+5 _+5

_ _
STEP 2 Find the charge in dollars for both orders.
© Houghton Mifflin Harcourt Publishing Company

Add the charge in dollars for _+_=_

March to the charge in dollars
for May.

So, the total charge for both orders was _. Math

Talk Mathematical Practices
Explain why the value of the
variable n in the Example is
restricted to the set of whole
numbers greater than 0.

284
 Name

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and Show
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Louisa read that the highest elevation of Mount Everest is 8,848 meters.
She wants to know how much higher Mount Everest is than Mount
Rainier. Use this information for 1–2.
1. Write an expression to represent the 2. Louisa researches the highest elevation of Mount
difference in heights of the two mountains. Tell Rainier and finds that it is 4,392 meters. Use
what the variable in your expression represents. your expression to find the difference in the
mountains’ heights.

Math
Talk Mathematical Practices
Explain whether the variable
in Exercise 1 represents a
On
On Your
Your Own
Own single unknown number or any
number in a particular set.
A muffin recipe calls for 3 times as much flour as sugar.
Use this information for 3–5.
3. Write an expression that can be used to 4. Use your expression to find the amount of flour
find the amount of flour needed for a given needed when 3_4 cup of sugar is used.
amount of sugar. Tell what the variable in
your expression represents.

MATHEMATICAL
5. PRACTICE 2 Reason Quantitatively Is the value of the variable in your expression
restricted to a particular set of numbers? Explain.
© Houghton Mifflin Harcourt Publishing Company

Practice: Copy and Solve Write an algebraic expression for each

word expression. Then evaluate the expression for these values of the
variable: 1_2 , 4, and 6.5.
6. the quotient of p and 4 7. 4 less than the sum of x and 5

Chapter 7 • Lesson 6 285

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the graph for 8–10.

8. Write expressions for the distance in feet that Top Speeds of African Animals
each animal could run at top speed in a given
amount of time. Tell what the variable in your
expressions represents. 22 Elephant

Cheetah 103

Animal
51 Giraffe

21 Hippopotamus

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9. DEEPER How much farther could a 0 20 40 60 80 100
cheetah run in 20 seconds at top speed than a Speed (ft/sec)
hippopotamus could?

WRITE Math • Show Your Work

10. SMARTER A giraffe runs at top speed
toward a tree that is 400 feet away. Write an
expression that represents the giraffe’s
distance in feet from the tree after s seconds.

Personal Math Trainer

11. SMARTER + A carnival charges $7 for

admission and $2 for each ride. An expression
for the total cost of going to the carnival and
riding n rides is 7 + 2n.

Complete the table by finding the total cost of

going to the carnival and riding n rides.

Number of rides, n 7 ∙ 2n Total Cost

1
2
3
4

FOR MORE PRACTICE:

286 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 7.7
Problem Solving • Combine Like Terms
Essential Question How can you use the strategy use a model to Expressions and Equations—
combine like terms? 6.EE.3
Like terms are terms that have the same variables with the MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5
same exponents. Numerical terms are also like terms.

Algebraic Expression Terms Like Terms

5x + 3y − 2x 5x, 3y, and 2x 5x and 2x
2 2
8z2 + 4z + 12z2 8z , 4z, and 12z 8z2 and 12z2

15 − 3x + 5 15, 3x, and 5 15 and 5

Unlock
Unlock the
the Problem
Problem
Baseball caps cost $9, and patches cost $4. Shipping is $8 per order. The
expression 9n + 4n + 8 gives the cost in dollars of buying caps with patches
for n players. Simplify the expression 9n + 4n + 8 by combining like terms.

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to simplify the expression
I need to use the like terms 9n I can use a bar model to find the
__ .
and _ . sum of the _ terms.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Kevin Dodge/Corbis

Solve the Problem

Draw a bar model to add _ and _. Each square represents n, or 1n.
9n 4n

n n n n n n n n n n n n n

n
The model shows that 9n + 4n = _. 9n + 4n + 8 = _ + 8

Math
So, a simplified expression for the cost in dollars is __ .
Talk Mathematical Practices
Explain how the bar model shows
that your answer is correct.

Chapter 7 287
 Try Another Problem
Paintbrushes normally cost $5 each, but they are on sale for $1 off.
A paintbrush case costs $12. The expression 5p − p + 12 can be used to find
the cost in dollars of buying p paintbrushes on sale plus a case for them.
Simplify the expression 5p − p + 12 by combining like terms.

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

So, a simplified expression for the cost in dollars is __ .

MATHEMATICAL
1. PRACTICE 4 Use Models Explain how the bar model shows that your answer is correct.

© Houghton Mifflin Harcourt Publishing Company

2. Explain how you could combine like terms without using a model.

288
 Name
Unlock the Problem
√ Read the entire problem carefully
Share
Share and
and Show
Show before you begin to solve it.
√ Check your answer by using a
1. Museum admission costs $7, and tickets to the mammoth different method.
exhibit cost $5. The expression 7p + 5p represents the
cost in dollars for p people to visit the museum and attend
the exhibit. Simplify the expression by combining like terms. WRITE Math
Show Your Work
First, draw a bar model to combine the like terms.

Next, use the bar model to simplify the expression.

So, a simplified expression for the cost in dollars is _.

2. SMARTER What if the cost of tickets to the exhibit were

reduced to $3? Write an expression for the new cost in dollars for p
people to visit the museum and attend the exhibit. Then, simplify
the expression by combining like terms.

3. A store receives tomatoes in boxes of 40 tomatoes each. About

4 tomatoes per box cannot be sold due to damage. The expression
40b − 4b gives the number of tomatoes that the store can sell from
a shipment of b boxes. Simplify the expression by combining like
terms.

4. Each cheerleading uniform includes a shirt and a skirt. Shirts

cost $12 each, and skirts cost $18 each. The expression 12u + 18u
© Houghton Mifflin Harcourt Publishing Company

represents the cost in dollars of buying u uniforms. Simplify the

expression by combining like terms.

5. A shop sells vases holding 9 red roses and 6 white roses. The
expression 9v + 6v represents the total number of roses needed
for v vases. Simplify the expression by combining like terms.

Chapter 7 • Lesson 7 289

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
6. DEEPER Marco received a gift card. He used it
to buy 2 bike lights for $10.50 each. Then he bought a
handlebar bag for $18.25. After these purchases, he had
$0.75 left on the card. How much money was on the gift
card when Marco received it?

Sea snail shells

7. Lydia collects shells. She has 24 sea snail shells,
16 conch shells, and 32 scallop shells. She wants to Scallop shell
display the shells in equal rows, with only one type of
shell in each row. What is the greatest number of shells
Lydia can put in each row?

SMARTER
Conch shell
8. The three sides of a triangle
measure 3x + 6 inches, 5x inches, and 6x inches.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tcl) ©Artville/Getty Images, (bcr) ©Eyewire/Getty Images, (cr) ©digitalvision/Getty Images
Write an expression for the perimeter of the
triangle in inches. Then simplify the expression
by combining like terms.

MATHEMATICAL
9. PRACTICE 3 Verify the Reasoning of Others Karina
states that you can simplify the expression 20x + 4
by combining like terms to get 24x. Does Karina’s
statement make sense? Explain.

Personal Math Trainer

10. SMARTER + Vincent is ordering accessories for his surfboard. A set of

fins costs $24 each and a leash costs $15. The shipping cost is $4 per order.
The expression 24b + 15b + 4 can be used to find the cost in dollars of buying
b fins and b leashes plus the cost of shipping.

For numbers 10a–10c, select True or False for each statement.

10a. The terms are 24b, 15b and 4. ● True ● False

10b. The like terms are 24b and 15b. ● True ● False

10c. The simplified expression is 43b. ● True ● False

FOR MORE PRACTICE:

290 Standards Practice Book
 Lesson 7.8
Name
Generate Equivalent Expressions Expressions and Equations—
Essential Question How can you use properties of operations to write 6.EE.3
equivalent algebraic expressions? MATHEMATICAL PRACTICES
MP.2, MP.3, MP.8
Equivalent expressions are equal to each other for any values of their x+3 3+x
variables. For example, x + 3 and 3 + x are equivalent. You can use 4+3 3+4
properties of operations to write equivalent expressions.
7 7

Properties of Addition
Commutative Property of Addition
If the order of terms changes, the sum stays the same. 12 + a = a + 12

Associative Property of Addition

When the grouping of terms changes, the sum stays the same. 5 + (8 + b) = (5 + 8) + b

Identity Property of Addition

The sum of 0 and any number is that number. 0+c=c

Properties of Multiplication
Commutative Property of Multiplication
If the order of factors changes, the product stays the same. d×9=9×d

Associative Property of Multiplication

When the grouping of factors changes, the product stays the same. 11 × (3 × e) = (11 × 3) × e

Identity Property of Multiplication

The product of 1 and any number is that number. 1×f=f

Unlock
Unlock the
the Problem
Problem
Nelson ran 2 miles, 3 laps, and 5 miles. The expression 2 + 3∙ + 5
represents the total distance in miles Nelson ran, where ∙ is the length in
miles of one lap. Write an equivalent expression with only two terms.

Rewrite the expression 2 ∙ 3∙ ∙ 5 with only two terms.

The like terms are 2 and _. Use the 2 + 3∙ + 5 = 3∙ + _ + 5

© Houghton Mifflin Harcourt Publishing Company

__ Property to reorder the terms.

Use the __ Property to regroup the terms. = 3∙ + ( _ + _ )

Add within the parentheses. = 3∙ + _

So, an equivalent expression for the total distance in miles is __.

Chapter 7 291
 Distributive Property
Multiplying a sum by a number is the same as multiplying 5 × (g + 9) = (5 × g) + (5 × 9)
each term by the number and then adding the products.

The Distributive Property can also be used with multiplication and

subtraction. For example, 2 × (10 − h) = (2 × 10) − (2 × h).

Example 1 Use properties of operations to write an

expression equivalent to 5a ∙ 8a ∙ 16 by combining like terms.

Use the Commutative Property of Multiplication 5a + 8a − 16 = a × _ + a × _ − 16

to rewrite the like terms 5a and 8a.

Use the Distributive Property to rewrite = _ × (5 + 8) − 16

a × 5 + a × 8.

Add within the parentheses. = a × _ − 16

Use the Commutative Property of Multiplication = _ − 16

to rewrite a × 13.

So, the expression __ is equivalent to 5a + 8a − 16.

Example 2 Use the Distributive Property to write an

equivalent expression.

A 6(y + 7)
Use the Distributive Property. 6(y + 7) = (6 × _ ) + (6 × _ ) When one factor in a product
is in parentheses, you can leave
out the multiplication sign. So,
Multiply within the parentheses. = 6y + _
6 × ( y + 7) can be written as
6( y + 7).
So, the expression __ is equivalent to 6(y + 7).

B 12a + 8b
Find the greatest common factor (GCF) The GCF of 12 and 8 is _.
of the coefficients of the terms.
© Houghton Mifflin Harcourt Publishing Company

Write the first term, 12a, as the product 12a + 8b = 4 × 3a + 8b

of the GCF and another factor.

Write the second term, 8b, as the = 4 × 3a + 4 × _

product of the GCF and another factor.
Math
Use the Distributive Property. = 4 ×( _ + 2b) Talk Mathematical Practices
Give a different expression
So, the expression __ is equivalent to 12a + 8b. that is equivalent to
12a + 8b. Explain what
property you used.

292
 Name

Share
Share and
and Show
Show
Use properties of operations to write an equivalent expression by
combining like terms.
1. 3.7r − 1.5r 2. 20a + 18 + 16a 3. 7s + 8t + 10s + 12t

Use the Distributive Property to write an equivalent expression.

4. 8(h + 1.5) 5. 4m + 4p 6. 3a + 9b

Math
Talk Mathematical Practices

On
On Your
Your Own
Own List three expressions
with two terms that are
equivalent to 5x. Compare
Practice: Copy and Solve Use the Distributive Property to write an and discuss your list with a
equivalent expression. partner’s.

7. 3.5(w + 7) 8. 1_2(f + 10) 9. 4(3z + 2)

10. 20b + 16c 11. 30d + 18 12. 24g − 8h

MATHEMATICAL
13. PRACTICE 4 Write an Expression The lengths of the sides of a triangle
are 3t, 2t + 1, and t + 4. Write an expression for the perimeter (sum of
the lengths). Then, write an equivalent expression with 2 terms.
© Houghton Mifflin Harcourt Publishing Company

14. DEEPER Use properties of operations to write an expression

equivalent to the sum of the expressions 3(g + 5) and 2(3g − 6).

Chapter 7 • Lesson 8 293

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

15. SMARTER Sense or Nonsense Peter and Jade are

using what they know about properties to write an expression
equivalent to 2 × (n + 6) + 3. Whose answer makes sense?
Whose answer is nonsense? Explain your reasoning.

Peter’s Work Jade’s Work

Expression: 2 × (n + 6) + 3 Expression: 2 × (n + 6) + 3
Associative Property 2 × n + (6 + 3) Distributive Property: (2 × n) + (2 × 6) + 3
of Addition: Multiply within 2n + 12 + 3
Add within parentheses: 2×n+9 parentheses:

Multiply: 2n + 9 Associative Property 2n + (12 + 3)

of Addition:
Add within 2n + 15
parentheses:

For the answer that is nonsense, correct the statement.

16. SMARTER Write the algebraic expression in the box that shows an
© Houghton Mifflin Harcourt Publishing Company

equivalent expression.

6(z + 5) 6z + 5z 2 + 6z + 3

6z + 5 11z 6z + 30

FOR MORE PRACTICE:

294 Standards Practice Book
 Lesson 7.9
Name
Identify Equivalent Expressions Expressions and Equations—6.EE.4
Essential Question How can you identify equivalent algebraic MATHEMATICAL PRACTICES
expressions? MP.2, MP.6

Unlock
Unlock the
the Problem
Problem
Each train on a roller coaster has 10 cars, and
each car can hold 4 riders. The expression • What is one property of operations that you
could use to write an expression equivalent to
10t × 4 can be used to find the greatest number of 10t × 4?
riders when there are t trains on the track. Is this
expression equivalent to 14t? Use properties of
operations to support your answer.

Determine whether 10t ∙ 4 is equivalent to 14t.

The expression 14t is the product of a number

and a variable, so rewrite 10t × 4 as a product of a
number and a variable.

Use the Commutative Property of 10t × 4 = 4 × _

Multiplication.

Use the ___ = (4 × _) × t

Property of Multiplication.
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Multiply within the parentheses. =_

Compare the expressions 40t and 14t.

Think: 40 times a number is not equal to 14 times the number, except when the
number is 0.

Check by choosing a value for t and evaluating 40t and 14t.

Write the expressions. 40t 14t

Use 2 as a value for t. 40 × _ 14 × _

Multiply. The expressions have _ _
different values.
Math
So, the expressions 10t × 4 and 14t are ___. Talk Mathematical Practices
Explain why the expressions 7a and 9a
are not equivalent, even though they
have the same value when a ∙ 0.

Chapter 7 295
 Example Use properties of operations to determine
whether the expressions are equivalent.

A 7y ∙ (x ∙ 3y) and 10y ∙ x

The expression 10y + x is a sum of two terms, so rewrite

7y + ( x + 3y) as a sum of two terms.
Use the Commutative Property of Addition to 7y + (x + 3y) = 7y + ( _ + _ )
rewrite x + 3y.

Use the ___ Property of = ( _ + 3y) + x

Addition to group like terms.

Combine like terms. =_+x

Compare the expressions 10y + x and 10y + x: They are the same. Math
Talk Mathematical Practices

So, the expressions 7y + ( x + 3y) and 10y + x Explain how you can decide
whether two algebraic
expressions are equivalent.
are __.

B 10(m ∙ n) and 10m ∙ n

The expression 10m + n is a sum of two terms, so rewrite 10(m + n) as a

sum of two terms.
Use the Distributive Property. 10(m + n) = (10 × _ ) + (10 ×_ )
Multiply within the parentheses. = 10m + _
Compare the expressions 10m + 10n and 10m + n.

Think: The first terms of both expressions are __ , but the

second terms are different.

Check by choosing values for m and n and evaluating 10m + 10n and
10m + n.
Write the expressions. 10m + 10n 10m + n

Use 2 as a value for m and 4 as a 10 × _ + 10 × _ 10 × _ + _

value for n.
© Houghton Mifflin Harcourt Publishing Company

Multiply. _+_ _+_

Add. The expressions have different values. _ _
So, the expressions 10(m + n) and 10m + n are Math
Talk Mathematical Practices

___. Explain how you know that

the terms 10n and n from
Part B are not equivalent.

296
 Name

Share
Share and
and Show
Show
Use properties of operations to determine whether the
expressions are equivalent.
1. 7k + 4 + 2k and 4 + 9k
Rewrite 7k + 4 + 2k. Use the Commutative 7k + 4 + 2k = 4 + _ + 2k
Property of Addition.

Use the Associative Property of Addition. = 4 + (_ + _)

Add like terms. =4+_

The expressions 7k + 4 + 2k and 4 + 9k are __.

2. 9a × 3 and 12a 3. 8p + 0 and 8p × 0 4. 5(a + b) and

(5a + 2b) + 3b

Math
Talk Mathematical Practices
Explain how you can use
logical reasoning to show
On
On Your
Your Own
Own that x + 5 is not equivalent
to x + 8.
Use properties of operations to determine whether the
expressions are equivalent.

5. 3(v + 2) + 7v and 16v 6. 14h + (17 + 11h) and 7. 4b × 7 and 28b

25h + 17
© Houghton Mifflin Harcourt Publishing Company

8. DEEPER Each case of dog food contains c cans. Each case of cat
food contains 12 cans. Four students wrote the expressions below for the
number of cans in 6 cases of dog food and 1 case of cat food. Which of
the expressions are correct?

6c + 12 6c × 12 6(c + 2) (2c + 4) × 3

Chapter 7 • Lesson 9 297

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 9–11.

9. Marcus bought 4 packets of baseball cards and Collectible Cards

4 packets of animal cards. Write an algebraic Type Number per Packet
expression for the total number of cards
Baseball b
Marcus bought.
Cartoon c

Movie m

Animal a
MATHEMATICAL
10. PRACTICE 3 Make Arguments Is the
expression for the number of cards Marcus
bought equivalent to 4(a + b)? Justify your
answer.

WRITE Math • Show Your Work

11. SMARTER Angelica buys 3 packets of

movie cards and 6 packets of cartoon cards
and adds these to the 3 packets of movie cards
she already has. Write three equivalent algebraic
expressions for the number of cards Angelica
has now.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) Houghton Mifflin Harcourt
12. SMARTER Select the expressions that
are equivalent to 3(x + 2). Mark all that apply.

A 3x + 6

B 3x + 2

C 5x

D x+5

FOR MORE PRACTICE:

298 Standards Practice Book
 Name

Chapter 7 Review/Test
1. Use exponents to rewrite the expression.

3×3×3×3×5×5

3 ×5

2. A plumber charges $10 for transportation and $55 per hour for repairs.
Write an expression that can be used to find the cost in dollars for a
repair that takes h hours.

3. Ellen is 2 years older than her brother Luke. Let k represent Luke’s age.
Identify the expression that can be used to find Ellen’s age.

A k−2

B k+2

C 2k
k_
D 2

4. Write 43 using repeated multiplication. Then find the value of 43.

5. Jasmine is buying beans. She bought r pounds of red beans that

cost $3 per pound and b pounds of black beans that cost $2 per pound.
The total amount of her purchase is given by the expression 3r + 2b.
© Houghton Mifflin Harcourt Publishing Company

Select the terms of the expression. Mark all that apply.

A 2

B 2b

C 3

D 3r

Assessment Options
Chapter Test
Chapter 7 299
6. Choose the number that makes the sentence true.
The formula V = s3 gives the volume V of a cube with side length s.
The volume of a cube that has a side length of 8 inches

24
is 64 inches cubed.

512

7. Liang is ordering new chairs and cushions for his dining room table.
A new chair costs $88 and a new cushion costs $12. Shipping costs $34.
The expression 88c + 12c + 34 gives the total cost for buying c sets of
chairs and cushions. Simplify the expression by combining like terms.

8. Mr. Ruiz writes the expression 5 × (2 + 1)2 ÷ 3 on the board.

Chelsea says the first step is to evaluate 12. Explain Chelsea’s
mistake. Then, evaluate the expression.

9. Jake writes this word expression.

the product of 7 and m

© Houghton Mifflin Harcourt Publishing Company

Write an algebraic expression for the word expression. Then, evaluate the
expression for m = 4. Show your work.

300
 Name
10. Sora has some bags that each contain 12 potatoes. She takes 3 potatoes
from each bag. The expression 12p – 3p represents the number of potatoes
p left in the bags. Simplify the expression by combining like terms. Draw a
line to match the expression with the simplified expression.

• 15p

• 13p
12p − 3p •
• 11p

• 9p

11. Logan works at a florist. He earns $600 per week plus $5 for each floral
arrangement he delivers. The expression 600 + 5f 5f gives the amount in
dollars that Logan earns for delivering f floral arrangements. How much
will Logan earn if he delivers 45 floral arrangements in one week?
Show your work.

12. Choose the word that makes the sentence true.

© Houghton Mifflin Harcourt Publishing Company

Dara wrote the expression 7 × (d + 4) in her notebook. She used the

Associative
Commutative Property to write the equivalent expression 7d + 28.
Distributive

Chapter 7 301
13. Use properties of operations to determine whether 5(n + 1) + 2n
and 7n + 1 are equivalent expressions.

14. Alisha buys 5 boxes of peanut butter granola bars and 5 boxes of
cinnamon granola bars. Let p represent the number of peanut butter
granola bars and c represent the number of cinnamon granola bars.
Jaira and Emma each write an expression that represents the total
number of granola bars Alisha bought. Are the expressions equivalent?
Justify your answer.

Jaira Emma
5p + 5c 5(p + c)

15. Abe is 3 inches taller than Chen. Select the expressions that represent
Abe’s height if Chen’s height is h inches. Mark all that apply.

h−3

h+3

the sum of h and 3

the difference between h and 3

16. Write the algebraic expression in the box that shows an equivalent
expression.
© Houghton Mifflin Harcourt Publishing Company

3(k + 2) 3k + 2k 2 + 6k + 3

6k + 5 5k 3k + 6

302
 Name
17. Draw a line to match the property with the expression that shows the
property.

Associative Property of Addition • • 0 + 14 = 14

Commutative Property of Addition • • 14 + b = b + 14

Identity Property of Addition • • 6 + (8 + b) = (6 + 8) + b

18. A bike rental company charges $10 to rent a bike plus $2 for each hour
the bike is rented. An expression for the total cost of renting a bike for
h hours is 10 + 2h. Complete the table to find the total cost of renting a
bike for h hours.

Number of Hours, h 10 ∙ 2h Total Cost

1 10 + 2 × 1
2

19. An online sporting goods store charges $12 for a pair of athletic socks.
Shipping is $2 per order.

Part A

Write an expression that Hana can use to find the total cost in dollars for
ordering n pairs of socks.

Part B

Hana orders 3 pairs of athletic socks and her friend, Charlie, orders
2 pairs of athletic socks. What is the total cost, including shipping,
© Houghton Mifflin Harcourt Publishing Company

for both orders? Show your work.

Chapter 7 303
20. Fernando simplifies the expression (6 + 2)2 – 4 × 3.

Part A

Fernando shows his work on the board. Use numbers and words to
explain his mistake.
(6 + 2)2 – 4 × 3
(6 + 4) – 4 × 3
10 – 4 × 3
6×3
18

Part B

Simplify the expression (6 + 2)2 − 4 × 3 using the order of operations.

© Houghton Mifflin Harcourt Publishing Company

304
 Algebra: Equations and
Inequalities
Show Wha t You Know
Check your understanding of important skills.

Name

Multiplication Properties Find the unknown number. Write which multiplication

property you used.

1. 42 × _ = 42 2. 9 × 6 = _ × 9

_______ _______
Evaluate Algebraic Expressions Evaluate the expression.

3. 4a − 2b for a = 5 and b = 3 4. 7x + 9y for x = 7 and y = 1

_______ _______
5. 8c × d − 6 for c = 10 and d = 2 6. 4s ÷ t + 10 for s = 9 and t = 3

_______ _______
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Comstock/Jupiterimages/Getty Images

Add Fractions and Decimals Find the sum. Write the sum in simplest form.

7. 35.68 + 17.84 = __ 8. 24.38 + 25.3 = __

3 2
9. _4 + _1 = __ 10. _5 + _1 = __
8 4

The equation m ∙ 19.32v can be used to find the mass m in

grams of a pure gold coin with volume v in cubic centimeters.
Carl has a coin with a mass of 37.8 grams. The coin’s volume is
2.1 cubic centimeters. Be a Math Detective and decide if the coin
could be pure gold. Explain your reasoning.

Personal Math Trainer

Online Assessment
and Intervention Chapter 8 305
 Voca bula ry Builder

Visualize It
Use the review words to complete the tree diagram. Review Words
You may use some words more than once.
algebraic expressions
numbers
expressions
numerical expressions
operations
variables

Preview Words

Addition Property of
Equality
equation
inequality
inverse operations
Understand Vocabulary
solution of an equation
Draw a line to match the preview word with its definition.
Subtraction Property
Preview Words Definitions of Equality
1. Addition Property of • • operations that undo each
Equality other

2. inequality • • a value of a variable that makes an

equation true
3. inverse operations •
• property that states that if you add
4. equation • the same number to both sides of an
equation, the two sides will remain equal
5. solution of an equation •
• a mathematical statement that compares
6. Subtraction Property • two expressions by using the symbol <,
of Equality >, ≤, ≥, or ≠
© Houghton Mifflin Harcourt Publishing Company

• property that states that if you subtract

the same number from both sides of an
equation, the two sides will remain equal

• a statement that two mathematical

expressions are equal

• Interactive Student Edition

306 • Multimedia eGlossary
 Lesson 8.1
Name
Solutions of Equations Expressions and Equations—
Essential Question How do you determine whether a number is a 6.EE.5
solution of an equation? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.6
An equation is a statement that two mathematical expressions are
equal. These are examples of equations:

8 + 12 = 20 14 = a − 3 2d = 14

A solution of an equation is a value of a variable that makes an

equation true.

x+3=5 x = 2 is the solution of the equation because 2 + 3 = 5.

Unlock
Unlock the
the Problem
Problem
In the 2009–2010 season, the women’s basketball team
of Duke University lost 5 of their 29 games. The equation
w + 5 = 29 can be used to find the team’s number of
wins w. Determine whether w = 14 or w = 24 is a solution
of the equation, and tell what the solution means.

Use substitution to determine the solution.

STEP 1 Check whether w = 14 is a solution.

Write the equation. w + 5 = 29

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sports Illustrated/Getty Images

Substitute 14 for w. _ + 5 ≟ 29
The symbol ≠ means
Add. _ ≠ 29 “is not equal to.”
The equation is not true when w = 14, so w = 14 is not a solution.

STEP 2 Check whether w = 24 is a solution.

Write the equation. w + 5 = 29

Substitute 24 for w. _ + 5 ≟ 29
Add. _ = 29
Math
The equation is true when w = 24, so w = 24 is a solution. Talk Mathematical Practices
Describe how an algebraic
So, the solution of the equation w + 5 = 29 is w = _ , equation, such as x + 1 = 4,
is different from a numerical
which means that the team won _ games. equation, such as 3 + 1 = 4.

Chapter 8 307
 Example 1 Determine whether the given value of the variable is a
solution of the equation.

A x − 0.7 = 4.3; x = 3.6

Write the equation. x − 0.7 = 4.3

l
Substitute the given value for the variable. _ − 0.7 ≟ 4.3

Subtract. Write = or ∙. _ 4.3

The equation __ true when x = 3.6, so x = 3.6

__ a solution.

B __1a = __1; a = __3

3 4 4
Write the equation. 1 a = __
__ 1
3 4

Substitute the given value for the variable. 1 × ____ ≟ 1

__ __
3 4

Simplify factors and multiply. Write = or ∙. ____

l 1
__
4

The equation _ true when a = __3, so a = __3

4 4
_ a solution.

Example 2 The sixth-grade class president serves a term of 8 months.

Janice has already served 5 months of her term as class president. The equation
m ∙ 5 ∙ 8 can be used to determine the number of months m Janice has left.
Use mental math to find the solution of the equation.

Think: What number plus 5 is equal to 8? _ plus 5 is equal to 8.

Use substitution to check whether m = 3 is a solution.
© Houghton Mifflin Harcourt Publishing Company

Write the equation. m+5= 8

l
Substitute 3 for m. _ + 5 ≟ 8 Math
Talk Mathematical Practices
Add. Write = or ∙. _ 8
Give an example of an
equation whose solution is
So, m = _ is the solution of the equation, and y = 7. Explain how you
know that the equation has
_ months of Janice’s term remain. this solution.

308
 Name

Share
Share and
and Show
Show
Determine whether the given value of the variable is a
solution of the equation.

1. x + 12 = 29; x = 7 2. n − 13 = 2; n = 15 3. _1_ c = 14; c = 28

2
_ + 12 ≟ 29
_ ∙ 29

___ ___ ___

4. m + 2.5 = 4.6; m = 2.9 5. d − 8.7 = 6; d = 14.7 6. k − 3__ = ___

1 ; k = ___
7
5 10 10

___ ___ ___

Math
Talk Mathematical Practices

On
On Your
Your Own
Own Explain why 2x − 6 is not an equation.

Determine whether the given value of the variable is a

solution of the equation.

7. 17.9 + v = 35.8; v = 17.9 8. c + 35 = 57; c = 32 9. 18 = 2__ h; h = 12

3

___ ___ ___

Practice: Copy and Solve Use mental math to find the solution of the
equation. Use substitution to check your answer.
© Houghton Mifflin Harcourt Publishing Company

10. x + 5 = 12 11. t − 3 = 6 12. 8z = 40

13. Antonia pays for a cat toy with a $10 bill and receives $4.35 in
change. The equation 10 − c = 4.35 gives the cost in dollars of
the cat toy. Determine whether c = 5.35, c = 5.65, or c = 6.35
is a solution of the equation, and tell what the solution means.

Chapter 8 • Lesson 1 309

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 14–16.
MATHEMATICAL
14. PRACTICE 2 Connect Symbols and Words The length
of a day on Saturn is 14 hours less than a day on Mars.
The equation 24.7 − s = 14 gives the length in hours s of
a day on Saturn. Determine whether s = 9.3 or s = 10.7
is a solution of the equation, and tell what the solution
means.

15. A storm on one of the planets listed in the table lasted

for 60 hours, or 2.5 of the planet’s days. The equation
2.5h = 60 gives the length in hours h of a day on the
planet. Is the planet Earth, Mars, or Jupiter? Explain. Length of Day
Planet Length of Day (hours)
Earth 24.0
Mars 24.7
Jupiter 9.9
16. DEEPER A day on Pluto is 143.4 hours longer than a
day on one of the planets listed in the table. The equation
153.3 − p = 143.4 gives the length in hours p of a day on
the planet. What is the length of a storm that lasts 1_3 of a
day on this planet?

17. SMARTER What’s the Error? Jason said that

the solution of the equation 2m = 4 is m = 8. Describe
Jason’s error, and give the correct solution.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©NASA

18. SMARTER
The marking period is 45 school days long. Today is the
twenty-first day of the marking period. The equation x + 21 = 45 can be used to find
the number of days left in the marking period. Using substitution, Rachel determines

20
there are 24 days left in the marking period.
26

FOR MORE PRACTICE:

310 Standards Practice Book
 Lesson 8.2
Name

Write Equations Expressions and Equations—

6.EE.7
Essential Question How do you write an equation to represent a situation?
MATHEMATICAL PRACTICES
MP.2, MP.3, MP.4, MP.6
connect You can use what you know about writing algebraic
expressions to help you write algebraic equations.

Unlock
Unlock the
the Problem
Problem
A circus recently spent $1,650 on new
trapezes. The trapezes cost $275 each. • Circle the information that you need to write
the equation.
Write an equation that could be used to
• What expression could you use to represent
find the number of trapezes t that the the cost of t trapezes?
circus bought.

Write an equation for the situation.

Think:
Cost per trapeze times number of trapezes equals total cost.

__ × t = __

So, an equation that could be used to find the number of

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Concept by Beytan/Alamy Images

trapezes t is ____.

Try This! Ben is making a recipe for salsa that calls for 3 1_2 cups of
tomatoes. He chops 4 tomatoes, which fill 2 1_4 cups. Write an equation that
could be used to find out how many more cups c Ben needs.

Think: Cups filled plus cups needed equals total cups for recipe.

__ + __ = __
So, an equation that could be used to find the number of Math
Talk Mathematical Practices

additional cups c is ____. Describe another equation

you could use to model the
problem.

Chapter 8 311
 Example 1 Write an equation for the word sentence.
A Six fewer than a number is 46.33.
Think: Let n represent the unknown number. The phrase “fewer than” indicates

___.
Six fewer than a number is 46.33.

The expression n − 6 means

“6 fewer than n.” The expression
__ − __ = __ 6 − n means “n fewer than 6.”

B Two-thirds of the cost of the sweater is $18.

Think: Let c represent the __ of the sweater in dollars. The word “of”

indicates ___.

Two-thirds of the cost of the sweater is 18.

__ × __ = __

Example 2 Write two word sentences for the equation.

A a + 15 = 24 B r ÷ 0.2 = 40

• The __ of a and 15 __ 24. • The __ of r and 0.2 __ 40.

• 15 __ than a __ 24. • r __ by 0.2 __ 40.

1. Explain how you can rewrite the equation n + 8 = 24 so that it involves

subtraction rather than addition.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 3 Compare Representations One student wrote
18 × d = 54 for the sentence “The product of 18 and d equals 54.”
Another student wrote d × 18 = 54 for the same sentence. Are both
students correct? Justify your answer.

312
 Name

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and Show
Show
1. Write an equation for the word sentence “25 is 13 more than
a number.”

What operation does the phrase “more than” indicate? ___

The equation is ___ = ___ + ___.

Write an equation for the word sentence.

2. The difference of a number and 2 is 31_. 3. Ten times the number of balloons is 120.
3

Write a word sentence for the equation.

4. x − 0.3 = 1.7 5. 25 = 1_4n

Math
Talk Mathematical Practices
Describe how an equation differs
On
On Your
Your Own
Own from an expression.

Write an equation for the word sentence.

6. The quotient of a number and 20.7 is 9. 7. 24 less than the number of snakes is 35.

8. 75 is 18_1 more than a number. 9. d degrees warmer than 50 degrees is

2
© Houghton Mifflin Harcourt Publishing Company

78 degrees.

Write a word sentence for the equation.

10. 15g = 135 11. w ÷ 3.3 = 0.6

Chapter 8 • Lesson 2 313

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
To find out how far a car can travel on a certain amount of gas,
multiply the car’s fuel efficiency in miles per gallon by the gas
used in gallons. Use this information and the table for 12–13.

12. Write an equation that could be used to find how

many miles a hybrid SUV can travel in the city on Fuel Efficiency
20 gallons of gas. Vehicle Miles per Miles per
gallon, city gallon, highway
Hybrid SUV 36 31
Minivan 19 26
13. A sedan traveled 504 miles on the highway on a full tank of gas.
Write an equation that could be used to find the number of Sedan 20 28
gallons the tank holds. SUV 22 26

WRITE Math
MATHEMATICAL
2 Connect Symbols to Words Sonya was born
Show Your Work
14. PRACTICE

in 1998. Carmen was born 11 years after Sonya. If you wrote

an equation to find the year in which Carmen was born, what
operation would you use in your equation?

15. DEEPER A magazine has 110 pages. There are 23 full-page ads
and 14 half-page ads. The rest of the magazine consists of articles.
Write an equation that can be used to find the number of pages of
articles in the magazine.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Iain Masterton/Alamy Images
16. SMARTER What’s the Error? Tony is traveling 560 miles
to visit his cousins. He travels 313 miles the first day. He says that
he can use the equation m − 313 = 560 to find the number of miles
he has left on his trip. Describe and correct Tony’s error.

17. SMARTER Jamie is making cookies for a bake

sale. She triples the recipe in order to have enough cookies to
sell. Jamie uses 12 cups of flour to make the triple batch.
Write an equation that can be used to find out how much flour f
is needed for one batch of cookies.

FOR MORE PRACTICE:

314 Standards Practice Book
 Lesson 8.3
Name

Model and Solve Addition Equations Expressions and Equations—

6.EE.7
Essential Question How can you use models to solve addition equations?
MATHEMATICAL PRACTICES
MP.3, MP.4, MP. 5
You can use algebra tiles to help you find solutions of equations.

Algebra Tiles

x tile 1 tile

Hands
Investigate
Investigate
On

Materials ■ MathBoard, algebra tiles

Thomas has $2. He wants to buy a poster that costs $7.
Model and solve the equation x + 2 = 7 to find the
amount x in dollars that Thomas needs to save in order
to buy the poster.

A. Draw 2 rectangles on your MathBoard to represent the

two sides of the equation.

B. Use algebra tiles to model the equation. Model

x + 2 in the left rectangle, and model 7 in the
right rectangle.

• What type of tiles and number of tiles did you use to

model x + 2?

_____
C. To solve the equation, get the x tile by itself on one side.
If you remove a tile from one side, you can keep the
two sides equal by removing the same type of tile from
the other side.

• How many 1 tiles do you need to remove from each side to

get the x tile by itself on the left side? _

© Houghton Mifflin Harcourt Publishing Company

• When the x tile is by itself on the left side, how many

1 tiles are on the right side? _

Math
D. Write the solution of the equation: x = _. Talk Mathematical Practices
Tell what operation you modeled
So, Thomas needs to save $ _ in order to buy the poster. when you removed tiles.

Chapter 8 315
 Draw Conclusions

MATHEMATICAL
1. PRACTICE 5 Use Appropriate Tools Describe how you could use your
model to check your solution.

2. Tell how you could use algebra tiles to model the equation x + 4 = 8.

3. SMARTER What would you do to solve the equation x + 9 = 12

without using a model?

Make
Make Connections
Connections
You can solve an equation by drawing a model to represent algebra tiles.

Let a rectangle represent the variable. Let a small square represent 1.

Solve the equation x + 3 = 7.

STEP 1

Draw a model of the equation.

STEP 2

Get the variable by itself on one side of the

model by doing the same thing to both sides.

Cross out _ squares on the left side and

© Houghton Mifflin Harcourt Publishing Company

_ squares on the right side.

STEP 3
Draw a model of the solution.

There is 1 rectangle on the left side. There are

_ squares on the right side.

So, the solution of the equation x + 3 = 7 is x = _.
316
 Name

Share
Share and
and Show
Show
Model and solve the equation by using algebra tiles.

1. x + 5 = 7 __ 2. 8 = x + 1 __ 3. x + 2 = 5 __

4. x + 6 = 8 __ 5. 5 + x = 9 __ 6. 5 = 4 + x __

Solve the equation by drawing a model.

7. x + 1 = 5 ____ 8. 3 + x = 4 ____

9. 6 = x + 4 ____ 10. 8 = 2 + x ____

MATHEMATICAL
© Houghton Mifflin Harcourt Publishing Company

11. PRACTICE 6 Describe a Method Describe how you would draw a model to solve
the equation x + 5 = 10.

Chapter 8 • Lesson 3 317

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

MATHEMATICAL
12. PRACTICE 4
Interpret a Result The table shows how long
several animals have lived at a zoo. The giraffe has lived at
the zoo 4 years longer than the mountain lion. The equation
5 = 4 + y can be used to find the number of years y the
mountain lion has lived at the zoo. Solve the equation.
Then tell what the solution means. Zoo Animals
Animal Time at zoo (years)

Giraffe 5

Hippopotamus 6

Kangaroo 2
13. DEEPER Carlos walked 2 miles on Monday and 5 miles on
Zebra 9
Saturday. The number of miles he walked on those two days is
3 miles more than the number of miles he walked on Friday.
Write and solve an addition equation to find the number of miles
Carlos walked on Friday.

14. SMARTER Sense or Nonsense? Gabriela is solving

the equation x + 1 = 6. She says that the solution must be less
than 6. Is Gabriela’s statement sense or nonsense? Explain.

Personal Math Trainer

15. SMARTER +The Hawks beat the Tigers by 5 points in

a football game. The Hawks scored a total of 12 points.

Use numbers and words to explain how this model can be used to

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Corbis

solve the equation x + 5 = 12.

FOR MORE PRACTICE:

318 Standards Practice Book
 Lesson 8.4
Name

Solve Addition and Subtraction Equations Expressions and Equations—

6.EE.7
Essential Question How do you solve addition and subtraction equations?
MATHEMATICAL PRACTICES
MP.2, MP.8
connect To solve an equation, you must get the variable on one side of
the equal sign by itself. You have solved equations by using models. You
can also solve equations by using Properties of Equality.

Subtraction Property of Equality 3+4=7

If you subtract the same number from 3+4−4=7−4
both sides of an equation, the two sides 3+0=3
will remain equal.
3=3

Unlock
Unlock the
the Problem
Problem
The longest distance jumped on a pogo stick is 23 miles. Emilio has jumped
5 miles on a pogo stick. The equation d + 5 = 23 can be used to find the
remaining distance d in miles he must jump to match the record. Solve the
equation, and explain what the solution means.

Solve the addition equation.

To get d by itself, you must undo the addition by 5. Operations that undo
each other are called inverse operations. Subtracting 5 is the inverse
operation of adding 5.

Write the equation. d + 5 = 23

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Erik Isakson/Getty Images

Use the Subtraction Property of Equality. d + 5 − 5 = 23 − _

Subtract. d+0 =_

Use the Identity Property of Addition. _ = 18

Check the solution.

Write the equation. d + 5 = 23

Substitute _ for d. _ + 5 = 23
Math
The solution checks. _ = 23 Talk Mathematical Practices
Explain how you know what
number to subtract from
So, the solution means that Emilio must jump _ more miles. both sides of the equation.

Chapter 8 319
When you solve an equation that involves subtraction, you can use
addition to get the variable by itself on one side of the equal sign.

Addition Property of Equality 7−4=3

If you add the same number to both 7−4+4=3+4
sides of an equation, the two sides 7+0=7
will remain equal.
7=7

Example
While cooking dinner, Carla pours 5_8 cup of milk from a carton. This leaves
_ cup of milk in the carton. Write and solve an equation to find how much
7
8
milk was in the carton when Carla started cooking.

STEP 1 Write an equation.

Let a represent the amount of milk in cups in the carton when Carla
started cooking.

amount amount amount

in carton minus poured equals in carton
at start out at end

a − ____ = ____

STEP 2 Solve the equation.

Think: __5 is subtracted from a, so add __5 to both sides to undo the subtraction.
8 8

Write the equation. 5 =7

a − __ __
8 8
Use the Addition Property of Equality.
a−5
__ + ___ = 7
__ + ___
8 8
© Houghton Mifflin Harcourt Publishing Company

Add.
a = ______
Write the fraction greater than 1 as a mixed
number, and simplify. a =_
So, there were _ cups of milk in the carton when Carla Math
started cooking. Talk Mathematical Practices
Explain how you can check the
solution of the equation.

320
 Name

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and Show
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1. Solve the equation n + 35 = 80.

n + 35 = 80

n + 35 − 35 = 80 − _ Use the ___ Property of Equality.

n=_ Subtract.

Solve the equation, and check the solution.

2. 16 + x = 42 3. y + 6.2 = 9.1 4. m + __ 7
3 = __
10 10

____ ____ ____

5. z − 31_ = 12_ 6. 12 = x − 24 7. 25.3 = w − 14.9
3

____ ____ ____

Math
Talk Mathematical Practices
Explain how to get the variable by
On
On Your
Your Own
Own itself on one side of a subtraction
equation.

Practice: Copy and Solve Solve the equation, and check the solution.

8. y − 3_4 = 1_ 9. 75 = n + 12 10. m + 16.8 = 40

2

11. w − 36 = 56 12. 82_ = d + 22_ 13. 8.7 = r − 1.4

© Houghton Mifflin Harcourt Publishing Company

5 5
14. The temperature dropped 8 degrees between 6:00 p.m. and
midnight. The temperature at midnight was 26ºF. Write and solve
an equation to find the temperature at 6:00 p.m.

MATHEMATICAL
15. PRACTICE 2 Reason Abstractly Write an addition equation that has the solution x = 9.

Chapter 8 • Lesson 4 321

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

16. DEEPER In July, Kimberly made two

deposits into her bank account. She made no
withdrawals. At the end of July, her account
balance was $120.62. Write and solve an
equation to find Kimberly’s balance at the
beginning of July.

a. What do you need to find?

d. Solve the equation. Show your work and

describe each step.

b. What information do you need from the

bank statement?

c. Write an equation you can use to

solve the problem. Explain what the
variable represents.

e. Write Kimberly’s balance at the beginning

of July.

17. SMARTER If x + 6 = 35,

18. SMARTER Select the equations
what is the value of x + 4?
that have the solution n = 23. Mark all that
Explain how to find the value
apply.
without solving the equation.
© Houghton Mifflin Harcourt Publishing Company

A 16 + n = 39
B n − 4 = 19
C 25 = n − 2
D 12 = n − 11

FOR MORE PRACTICE:

322 Standards Practice Book
 Lesson 8.5
Name

Model and Solve Multiplication Equations Expressions and Equations—

6.EE.7
Essential Question How can you use models to solve
multiplication equations? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5, MP.6
You can use algebra tiles to model and solve equations that involve
multiplication.

Algebra Tiles

4x

x tile 1 tile

To model an expression involving multiplication of a variable,

you can use more than one x tile. For example, to model the
expression 4x, you can use four x tiles.
Hands
Investigate
Investigate On

Materials ■ MathBoard, algebra tiles

Tennis balls are sold in cans of 3 tennis balls each.
Daniel needs 15 tennis balls for a tournament. Model
and solve the equation 3x = 15 to find the number
of cans x that Daniel should buy.

A. Draw 2 rectangles on your MathBoard to represent the

two sides of the equation.

B. Use algebra tiles to model the equation. Model 3x in the

left rectangle, and model 15 in the right rectangle.

C. There are three x tiles on the left side of your model. To

solve the equation by using the model, you need to find the
value of one x tile. To do this, divide each side of your model
into 3 equal groups.
© Houghton Mifflin Harcourt Publishing Company

• When the tiles on each side have been divided into

3 equal groups, how many 1 tiles are in each group on

the right side? _

Math
D. Write the solution of the equation: x = _. Talk Mathematical Practices
Tell what operation you
So, Daniel should buy _ cans of tennis balls. modeled in Step C.

Chapter 8 323
 Draw Conclusions
1. Explain how you could use your model to check your solution.

MATHEMATICAL
2. PRACTICE 6 Describe how you could use algebra tiles to model the
equation 6x = 12.

3. SMARTERWhat would you do to solve the equation

5x = 35 without using a model?

Make
Make Connections
Connections
You can also solve multiplication equations by drawing a model
to represent algebra tiles. Let a rectangle represent x. Let a square
represent 1. Solve the equation 2x = 6.

STEP 1 Draw a model of the equation.

STEP 2 Find the value of one rectangle.

Divide each side of the model into __

equal groups.
© Houghton Mifflin Harcourt Publishing Company

STEP 3 Draw a model of the solution.

There is 1 rectangle on the left side. There

are __ squares on the right side.

So, the solution of the equation 2x = 6 is x = _ .

324
 Name

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and Show
Show
Model and solve the equation by using algebra tiles.

1. 4x = 16 2. 3x = 12 3. 4 = 4x

____ ____ ____

4. 3x = 9 5. 2x = 10 6. 15 = 5x

____ ____ ____

Solve the equation by drawing a model.

7. 4x = 8 ____ 8. 3x = 18 ____

Problem
Problem Solving
Solving •• Applications
Applications
MATHEMATICAL
9. PRACTICE 5 Communicate Explain the steps you use to solve a
multiplication equation with algebra tiles.
© Houghton Mifflin Harcourt Publishing Company

Chapter 8 • Lesson 5 325

 MATHEMATICAL PRACTICES

The bar graph shows the number of countries that

competed in the first four modern Olympic Games.
Use the bar graph for 10–11.

10. DEEPER Naomi is doing a report about the

1900 and 1904 Olympic Games. Each page will contain
information about 4 of the countries that competed
each year. Write and solve an equation to find the
number of pages Naomi will need.
Olympic Games
28
24
11. SMARTER Pose a Problem Use the 20

Countries
information in the bar graph to write and solve 16
12
a problem involving a multiplication equation.
8
4
0
1896 Athens 1900 Paris 1904 St. Louis 1908 London
Year and City

12. The equation 7s = 21 can be used to find the number of

snakes s in each cage at a zoo. Solve the equation. Then
tell what the solution means.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Joseph Sohm/Visions of America/Corbis
13. SMARTER A choir is made up of 6 vocal groups. Each group has
an equal number of singers. There are 18 singers in the choir. Solve the
equation 6p = 18 to find the number of singers in each group. Use a model.

FOR MORE PRACTICE:

326 Standards Practice Book
 Lesson 8.6
Name

Solve Multiplication and Division Equations Expressions and Equations—

6.EE.7
Essential Question How do you solve multiplication and division equations?
MATHEMATICAL PRACTICES
MP.2, MP.7, MP.8
connect You can use Properties of Equality and inverse operations to
solve multiplication and division equations.

Division Property of Equality 2 × 6 = 12

2 × 6 = 12
_____ ___
If you divide both sides of an equation by the same 2 2
nonzero number, the two sides will remain equal. 1×6=6
6=6

Unlock
Unlock the
the Problem
Problem
Mei ran 14 laps around a track for a total of 4,200
meters. The equation 14d ∙ 4,200 can be used to find • What operation is indicated by 14d?
the distance d in meters she ran in each lap. Solve the
equation, and explain what the solution means.

Solve a multiplication equation.

To get d by itself, you must undo the multiplication by 14.

Dividing by 14 is the inverse operation of multiplying by 14.

Write the equation. 14d = 4,200

4,200
14d = ______
____
Use the Division Property of Equality.

Divide. 1 × d = __
Use the Identity Property of _ = 300
Multiplication.
Check the solution.
© Houghton Mifflin Harcourt Publishing Company

Write the equation. 14d = 4,200

Substitute ___ for d. 14 × ___ = 4,200

The solution checks. ___ = 4,200

Math
So, the solution means that Mei ran ____ meters in each lap.
Talk Mathematical Practices
Explain how you know what
number to divide both sides
of the equation by.

Chapter 8 327
 Example 1 Solve the equation 2__3 n = __41.
Think: n is multiplied by __2, so divide both sides by 2__ to undo the division.
3 3
Write the equation. 2 1
__ n = __
3 4

Use the ____ Property of Equality. 2

__n ÷ 2 1 ÷ ___
__ = __
3 3 4

To divide by 2
__, multiply by its reciprocal.
2n × 3
__ 1 × ___
__ = __
3 3 2 4

Multiply. n = ___

Multiplication Property of Equality 12 = 3

___
4
If you multiply both sides of an equation by the 12 = 4 × 3
4 × ___
4
same number, the two sides will remain equal.
1 × 12 = 12
12 = 12

Example 2
A biologist divides a water sample equally among 8 test tubes.
Each test tube contains 24.5 milliliters of water. Write and solve
an equation to find the volume of the water sample.

STEP 1 Write an equation. Let v represent the volume in milliliters.

Think: The volume divided by 8 equals the volume in each test tube.
v = __
___

STEP 2 Solve the equation. v is divided by 8, so multiply both sides by

8 to undo the division.
v = 24.5
__
© Houghton Mifflin Harcourt Publishing Company

Write the equation.

8
Use the ______ Property of Equality. v
_ × __ = _ × 24.5
8
Multiply. v = __
So, the volume of the water sample is ____ milliliters. Math
Talk Mathematical Practices
Explain how you can use the
Multiplication Property of Equality to
solve Example 1.

328
 Name

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and Show
Show
1. Solve the equation 2.5m = 10.
2.5m = 10
2.5m 10
____ = ____ Use the _____ Property of Equality.
2.5

m=_ Divide.

Solve the equation, and check the solution.

2. 3x = 210 3. 2.8 = 4t 4. 1_ n = 15
3

___ ___ ___

1
5. _1 y = __ 6. 25 = a__ 7. 1.3 = _4c
2 10 5

___ ___ ___

Math
Talk Mathematical Practices
Explain how to get the
variable by itself on one side
On
On Your
Your Own
Own of a division equation.

Practice: Copy and Solve Solve the equation, and check the solution.

8. 150 = 6m 9. 14.7 = b__7 10. 1_4 = 3_ s

5

11. DEEPER There are 100 calories in 8 fluid ounces of orange juice and
© Houghton Mifflin Harcourt Publishing Company

140 calories in 8 fluid ounces of pineapple juice. Tia mixed 4 fluid ounces
of each juice. Write and solve an equation to find the number of calories
in each fluid ounce of Tia's juice mixture.

12. SMARTER Write a division equation that has the solution x = 16.

Chapter 8 • Lesson 6 329

 MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
What’s the Error?

13. SMARTER
Melinda has a block of clay that weighs 14.4 ounces.
She divides the clay into 6 equal pieces. To find the weight w in ounces
of each piece, Melinda solved the equation 6w = 14.4.
Look at how Melinda solved the Correct the error. Solve the equation,
equation. Find her error. and explain your steps.

This is how Melinda solved the equation:

6w = 14.4
6w = 6 × 14.4
___
6
w = 86.4
Melinda concludes that each piece of clay weighs
86.4 ounces.

So, w = _.

This means each piece of clay weighs ___.

MATHEMATICAL
• PRACTICE 1 Describe the error that Melinda made.

14. SMARTER
For numbers 14a−14d, choose Yes or No to indicate
whether the equation has the solution x = 15.
© Houghton Mifflin Harcourt Publishing Company

14a. 15x = 30 Yes No

14b. 4x = 60 Yes No

14c. _x = 3 Yes No
5

14d. _x = 5 Yes No
3

FOR MORE PRACTICE:

330 Standards Practice Book
 Lesson 8.7
Name
Problem Solving • Equations with Fractions Expressions and Equations—
Essential Question How can you use the strategy solve a simpler problem 6.EE.7
to solve equations involving fractions? MATHEMATICAL PRACTICES
MP.2, MP.6, MP.7, MP.8

You can change an equation involving a fraction to an equation

involving only whole numbers. To do so, multiply both sides of the
equation by the denominator of the fraction.

Unlock
Unlock the
the Problem
Problem
On canoe trips, people sometimes carry their canoes between
bodies of water. Maps for canoeing use a unit of length called
a rod to show distances. Victoria and Mick carry their canoe 40
rods. The equation 40 = __2
11 d gives the distance d in yards that they
carried the canoe. How many yards did they carry the canoe?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find? • Write a simpler equation.
I need to find Write the equation. 2d
40 = ___
11
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (C) ©Radius Images/Alamy Images

. 2d
Multiply both sides by 11 × 40 = _ × ___
11
the denominator.

What information do I need to use? Multiply. _ = 2d

I need to use ____ . • Solve the simpler equation.
Write the equation. 440 = 2d
How will I use the information?
Use the Division 440 = ____
____ 2d
I can solve a simpler problem by changing Property of Equality.
the equation to an equation involving
only whole numbers. Then I can solve the Divide. _=d
simpler equation.

So, Victoria and Mick carried their canoe _ yards. Math

Talk Mathematical Practices
Explain how you can check
that your answer to the
problem is correct.

Chapter 8 331
If an equation contains more than one fraction, you can change it to an
equation involving only whole numbers by multiplying both sides of
the equation by the product of the denominators of the fractions.

Try Another Problem

Trevor is making _32 of a recipe for chicken noodle soup. He adds 1_2
cup of chopped celery. The equation 2_3 c = 1_2 can be used to find the
number of cups c of chopped celery in the original recipe. How
many cups of chopped celery does the original recipe call for?

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

So, the original recipe calls for _ cup of chopped celery.

MATHEMATICAL
• PRACTICE 6 Describe a Method Describe another method that you
could use to solve the problem.
© Houghton Mifflin Harcourt Publishing Company

Math
Talk Mathematical Practices
Explain how you know that your
answer is reasonable.

332
 Name Unlock the Problem
√ Circle the important information.
Share
Share and
and Show
Show √ Use the Properties of Equality when
you solve equations.
1. Connor ran 3 kilometers in a relay race. His distance
represents __ 3 √ Check your solution by substituting
10 of the total distance of the race. The it into the original equation.
equation __ 3
10 d = 3 can be used to find the total
distance d of the race in kilometers. What was the
total distance of the race?
WRITE Math • Show Your Work
First, write a simpler equation by multiplying both
sides by the denominator of the fraction.

Next, solve the simpler equation.

So, the race is ___ long.

2. SMARTER What if Connor’s distance of

3 kilometers represented only __2
10 of the total distance of the
race. What would the total distance of the race have been?

3. The lightest puppy in a litter weighs 9 ounces, which

is _43 of the weight of the heaviest puppy. The equation
3_
4 w = 9 can be used to find the weight w in ounces of the
heaviest puppy. How much does the heaviest
puppy weigh?

4. Sophia took home _52 of the pizza that was left over from a
party. The amount she took represents 1_2 of a whole pizza.
The equation 2_5 p = _21 can be used to find the number of
pizzas p left over from the party. How many pizzas were
left over?
© Houghton Mifflin Harcourt Publishing Company

5. A city received 3_4 inch of rain on July 31. This represents

__
3
10 of the total amount of rain the city received in July. The
equation __ 3 3_
10 r = 4 can be used to find the amount of rain r in
inches the city received in July. How much rain did the city
receive in July?

Chapter 8 • Lesson 7 333

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

6. DEEPER Carole ordered 4 dresses for $80 each,

a $25 sweater, and a coat. The cost of the items
without sales tax was $430. What was the cost of
the coat?

7. SMARTER A dog sled race is 25 miles long.

The equation _5 k = 25 can be used to estimate the
8
race’s length k in kilometers. Approximately
how many hours will it take a dog sled team to
finish the race if it travels at an average speed
of 30 kilometers per hour?

MATHEMATICAL
8. 6 Explain a Method Explain how you
PRACTICE
WRITE Math • Show Your Work
could use the strategy solve a simpler problem to
solve the equation _43 x = __
3
10 .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Thinkstock/Getty Images
9. SMARTER In a basket of fruit, 5_6 of the
pieces of fruit are apples. There are 20 apples
in the display. The equation _65 f = 20 can be
used to find how many pieces of fruit f are in
the basket. Use words and numbers to explain
how to solve the equation to find how many
pieces of fruit are in the basket.

FOR MORE PRACTICE:

334 Standards Practice Book
 Name

Mid-Chapter Checkpoint
Vocabulary
Vocabulary
Vocabulary
Choose the best term from the box to complete the sentence.
equation
1. A(n) ____ is a statement that two inverse operations
mathematical expressions are equal. (p. 307)
solution of an equation

2. Adding 5 and subtracting 5 are ____. (p. 319)

Concepts
Concepts and
and Skills
Skills
Write an equation for the word sentence. (6.EE.7)
3. The sum of a number and 4.5 is 8.2. 4. Three times the cost is $24.

_______ _______
Determine whether the given value of the variable
is a solution of the equation. (6.EE.5)
5. x − 24 = 58; x = 82 6. _1c = 3_; c = _43
3 8

_______ _______
Solve the equation, and check the solution. (6.EE.7)
7. a + 2.4 = 7.8 8. b − 1_4 = 31_
2

_______ _______

9. 3x = 27 10. 1_s = 1_
3 5
© Houghton Mifflin Harcourt Publishing Company

_______ _______

11. _4t = 16 12. 7w

__ = 0.3

_______ _______

Chapter 8 335
13. A stadium has a total of 18,000 seats. Of these, 7,500 are field seats, and
the rest are grandstand seats. Write an equation that could be used to
find the number of grandstand seats s. (6.EE.7)

14. Aaron wants to buy a bicycle that costs $128. So far, he has saved
$56. The equation a + 56 = 128 can be used to find the amount a
in dollars that Aaron still needs to save. What is the solution of the
equation? (6.EE.7)

15. Ms. McNeil buys 2.4 gallons of gasoline. The total cost is $7.56. The
equation 2.4p = 7.56 can be used to find the price p in dollars of one
gallon of gasoline. What is the price of one gallon of gasoline? (6.EE.7)

16. Crystal is picking blueberries. So far, she has filled 2_3 of her basket, and
the blueberries weigh 3_4 pound. The equation 2_3 w = _43 can be used to
estimate the weight w in pounds of the blueberries when the basket
is full. About how much will the blueberries in Crystal’s basket weigh
when it is full? (6.EE.7)
© Houghton Mifflin Harcourt Publishing Company

336
 Lesson 8.8
Name
Solutions of Inequalities Expressions and Equations—
Essential Question How do you determine whether a number is a 6.EE.5
solution of an inequality? MATHEMATICAL PRACTICES
MP.2, MP.3, MP.6
An inequality is a mathematical sentence that compares two
expressions using the symbol <, >, ≤, ≥, or ∙. These are
examples of inequalities:
• The symbol ≤ means “is
− less than or equal to.”
8 < 11 9> 4 a ≤ 50 x ≥ 3.2
• The symbol ≥ means “is
A solution of an inequality is a value of a variable that makes the greater than or equal to.”

inequality true. Inequalities can have more than one solution.

Unlock
Unlock the
the Problem
Problem
A library has books from the Middle Ages. The books are more
than 650 years old. The inequality a > 650 represents the
possible ages a in years of the books. Determine whether
a = 678 or a = 634 is a solution of the inequality, and tell
what the solution means.

Use substitution to determine the solution.

STEP 1 Check whether a = 678 is a solution.

Write the inequality. a > 650

Substitute 678 for a. __ >? 650

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©jupiterimages/Getty Images

Compare the values. 678 is __ than 650.

The inequality is true when a = 678, so a = 678 is a solution.

STEP 2 Check whether a = 634 is a solution.

Write the inequality. a > 650

Substitute 634 for a. __ >? 650

Compare the values. 634 __ greater than 650.

The inequality __ true when a = 634, so a = 634 __

a solution.
Math
The solution a = 678 means that a book in the library from the Talk Mathematical Practices
Give another solution of the
Middle Ages could be __ years old. inequality a > 650. Explain
how you determined the
solution.

Chapter 8 337
 Example 1 Determine whether the given value of the variable is a
solution of the inequality.

A b < 0.3; b = −0.2

Write the inequality. b < 0.3

Substitute the given value for the variable. __ <? 0.3

Compare the values. −
0.2 is __ than 0.3.

The inequality _ true when b = −0.2, so b = −0.2 _

a solution.

B m ≥ __2; m = __3
3 5
Write the inequality. m≥2
__
3

Substitute the given value for

the variable. ____ ? 2
__
≥3

Rewrite the fractions with a ?

common denominator. ____ ≥ ______
15 15

Compare the values. 9

___ 10.
__ greater than or equal to ___
15 15

The inequality __ true when m = __3, so m = __

3 __
5 5
a solution.

Example 2
An airplane can hold no more than 416 passengers. The inequality
p ≤ 416 represents the possible number of passengers p on the
airplane, where p is a whole number. Give two solutions of the
inequality, and tell what the solutions mean.

Think: The solutions of the inequality are whole numbers __ than or

__ to 416.
© Houghton Mifflin Harcourt Publishing Company

• p = 200 is a solution because 200 is __ than __.

• p = __ is a solution because __ is __
than 416. h Mat
These solutions mean that the number of passengers on the Talk Mathematical Practices
Give an example of a value
of p that is not a solution of
plane could be __ or __.
the inequality. Explain why it
is not a solution.

338
 Name

Share
Share and
and Show
Show
Determine whether the given value of the variable is a solution
of the inequality.

1. a ≥ −
6; a = −
3 2. y < 7.8; y = 8 1; c = __1
3. c > __
4 5
_ ? −
≥ 6

___ ___ ___

4. x ≤ 3; x = 3 5. d < −0.52; d = −0.51 6. t ≥ 2__; t = __3

3 4

___ ___ ___

Math
Talk Mathematical Practices
Explain how you could use a
number line to check your answer
to Exercise 5.

On
On Your
Your Own
Own
Practice: Copy and Solve Determine whether the given value of
the variable is a solution of the inequality.

7. s > −1; s = 0 8. v ≤ 1 5_6 ; v = 1 3_4 9. x < 0.43; x = 0.48

Give two solutions of the inequality.

10. e < 3 11. p > −12 12. y ≥ 5.8

___ ___ ___

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
13. PRACTICE 2 Connect Symbols and Words A person must
be at least 18 years old to vote. The inequality a ≥ 18 represents
the possible ages a in years at which a person can vote. Determine
whether a = 18 , a = 1721_, and a = 91.5 are solutions of the inequality,
and tell what the solutions mean.

Chapter 8 • Lesson 8 339

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The table shows ticket and popcorn prices at five
movie theater chains. Use the table for 14–15.

14. DEEPER The inequality p < 4.75 represents

the prices p in dollars that Paige is willing to pay for
popcorn. The inequality p < 8.00 represents the prices
p in dollars that Paige is willing to pay for a movie
ticket. At how many theaters would Paige be willing to
buy a ticket and popcorn?

Movie Theater Prices

Ticket Price ($) Popcorn Price ($)
15. SMARTER Sense or Nonsense? Edward
8.00 4.25
says that the inequality d ≥ 4.00 represents the
popcorn prices in the table, where d is the price of 8.50 5.00
popcorn in dollars. Is Edward’s statement sense or 9.00 4.00
nonsense? Explain. 7.50 4.75
7.25 4.50

WRITE Math • Show Your Work

MATHEMATICAL
16. PRACTICE 6 Use Math Vocabulary Explain why the
statement t > 13 is an inequality.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Fuse/Getty Images
Personal Math Trainer

17. SMARTER +
The minimum
wind speed for a storm to be considered a
hurricane is 74 miles per hour. The inequality
w ≥ 74 represents the possible wind speeds
of a hurricane.

Two possible solutions for the inequality w ≥ 74

71 80.
are 73 and 60.
75 40.

FOR MORE PRACTICE:

340 Standards Practice Book
 Lesson 8.9
Name
Write Inequalities Expressions and Equations—
Essential Question How do you write an inequality to 6.EE.8
represent a situation? MATHEMATICAL PRACTICES
MP.2, MP.4
connect You can use what you know about writing equations to
help you write inequalities.

Unlock
Unlock the
the Problem
Problem
The highest temperature ever recorded at the
South Pole was 8°F. Write an inequality to show
• Underline the words that tell you which
inequality symbol to use.
that the temperature t in degrees Fahrenheit at the • Will you use an equal sign in your inequality?
South Pole is less than or equal to 8°F. Explain.

Write an inequality for the situation.

Think:

The temperature is less than or equal to 8°F.

t 8

So, an inequality that describes the temperature t in

degrees Fahrenheit at the South Pole is __ .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Van Hasselt John/Corbis Sygma

Try This! The directors of an animal shelter need to raise more than
$50,000 during a fundraiser. Write an inequality that represents the
amount of money m in dollars that the directors need to raise.

Think:

The amount of money is more than $50,000.

m __
So, an inequality that describes the amount of money m in
Math
dollars is __ . Talk Mathematical Practices
Explain how you knew
which inequality symbol to
use in the Try This! problem.

Chapter 8 341
 Example 1 Write an inequality for the word sentence. Tell
what type of numbers the variable in the inequality can represent.

A The weight is less than 31__ pounds.

2

Think: Let w represent the unknown weight in pounds.

The weight is less than 1 pounds.

3__
2

_ _, where w is a positive number

B There must be at least 65 police officers on duty.

Think: Let p represent the number of police officers. The phrase “at least” is

equivalent to “is __ than or equal to.”

Math
The number of is greater than Talk Mathematical Practices
65.
officers or equal to Explain why the value of p must be a
whole number.

_ _, where p is a __ number

Example 2 Write two word sentences for the inequality.

A n ≤ 0.3

• n is __ than or __ to 0.3.

• n is no __ than 0.3.

B a > −4

• a is __ than −4.
© Houghton Mifflin Harcourt Publishing Company

• a is __ than −4.

• SMARTER Which inequality symbol would you use to show that the number
of people attending a party will be at most 14? Explain.

342
 Name

Share
Share and
and Show
Show
Write an inequality for the word sentence. Tell what type of
numbers the variable in the inequality can represent.
1. The elevation e is greater than or equal to 2. A passenger’s age a must be more than
15 meters. 4 years.

Write a word sentence for the inequality.

3. b < 1_2 4. m ≥ 55

On
On Your
Your Own
Own

MATHEMATICAL
5. PRACTICE 6 Compare Explain the difference 6. DEEPER A children’s roller coaster is limited
between t ≤ 4 and t < 4. to riders whose height is at least 30 inches and
at most 48 inches. Write two inequalities that
represent the height h of riders for the roller
coaster.

7. SMARTER Match the inequality with the word sentence

it represents.

r > 10 Walter sold more than 10 tickets.

© Houghton Mifflin Harcourt Publishing Company

s ≤ 10 Fewer than 10 children are at the party.

t ≥ 10 No more than 10 people can be seated at a table.

w < 10 At least 10 people need to sign up for the class.

Chapter 8 • Lesson 9 343

 Make Generalizations
The reading skill make generalizations can help you write
inequalities to represent situations. A generalization is a
statement that is true about a group of facts.

Sea otters spend almost their entire lives in the ocean.

Their thick fur helps them to stay warm in cold water. Sea
otters often float together in groups called rafts. A team of
biologists weighed the female sea otters in one raft off the
coast of Alaska. The chart shows their results.
Weights of Female
Write two inequalities that represent generalizations about Sea Otters
the sea otter weights. Weight
Otter Number
(pounds)
First, list the weights in pounds in order from 1 50
least to greatest. 2 61
3 62
50, 51, 54, _ , _ , _ , _ , _ ,
4 69
_, _, _, _ 5 71
6 54
Next, write an inequality to describe the weights by
7 68
using the least weight in the list. Let w represent the
weights of the otters in pounds. 8 62
9 58
Think: The least weight is _ pounds, so all of W 50 10 51
the weights are greater than or equal to 50 pounds.
11 61
Now, write an inequality to describe the weights by using 12 66

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Bob Gibbons/Alamy Images
the greatest weight in the list.

Think: The greatest weight is _ pounds, so W 71

all of the weights are _ than or equal to Sea Otter Pups per
Raft
_ pounds. Raft Number
Number of
Pups
So, the inequalities __ and __ represent 1 7
generalizations about the weights w in pounds of the otters. 2 10
3 15
8. SMARTER Use the chart at the right to write two
4 23
inequalities that represent generalizations about the
5 6
number of sea otter pups per raft.
6 16
7 20
8 6

FOR MORE PRACTICE:

344 Standards Practice Book
 Lesson 8.10
Name
Graph Inequalities Expressions and Equations—
Essential Question How do you represent the solutions of an inequality 6.EE.8
on a number line? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.6
Inequalities can have an infinite number of solutions. The x>2
solutions of the inequality x > 2, for example, include all
numbers greater than 2. You can use a number line to 0 1 2 3 4 5
represent all of the solutions of an inequality.
The empty circle at 2 shows that
2 is not a solution. The shading to
The number line at right shows the solutions of the the right of 2 shows that values
inequality x > 2. greater than 2 are solutions.

Unlock
Unlock the
the Problem
Problem
Forest fires are most likely to occur when the air
temperature is greater than 60°F. The inequality t > 60
represents the temperatures t in degrees Fahrenheit for
which forest fires are most likely. Graph the solutions of
the inequality on a number line.

Show the solutions of t > 60 on a number line.

Think: I need to show all solutions that are greater

than 60.

Draw an empty circle at _ to show that 60 is 0 10 20 30 40 50 60 70 80 90 100

not a solution.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Robert McGouey/Alamy Images

Shade to the __ _ to show that

of
values greater than 60 are solutions.

Try This! Graph the solutions of the inequality y < 5.

Draw an empty circle at _ to show that 5 is

not a solution.

Shade to the __ _ to show that

of
values less than 5 are solutions.

0 1 2 3 4 5 6 7 8 9 10

MATHEMATICAL
• PRACTICE 6
Make Connections Explain why y = 5 is not a
solution of the inequality y < 5.

Chapter 8 345
You can also use a number line to show the
x≥2
solutions of an inequality that includes the
symbol ≤ or ≥. 0 1 2 3 4 5
The filled-in circle at 2 shows that 2 is a solution.
The number line at right shows the solutions of The shading to the right of 2 shows that values
the inequality x ≥ 2. greater than 2 are also solutions.

Example 1 Graph the solutions of the inequality on a

number line.

A w ≤ 0.8

Draw a filled-in circle at _ to show that 0.8

is a solution.
0 0.2 0.4 0.6 0.8 1
Shade to the __ _ of to show
that values less than 0.8 are also solutions.

B n ≥ −3

Draw a filled-in circle at _ to show that −3

is a solution.
-4 -2 0 2 4
Shade to the __
−
of _ to show
that values greater than 3 are also solutions.

Example 2 Write the inequality represented by the graph.

-5 -4 -3 -2 -1 0 1 2 3 4 5
Use x (or another letter) for the variable in the inequality.

The __ circle at _ shows that ∙2

__ a solution.
__ of _ shows that values
© Houghton Mifflin Harcourt Publishing Company

The shading to the

__ than ∙2 are solutions.

Math
So, the inequality represented by the graph is __. Talk Mathematical Practices
Explain how you know
whether to shade to the
right or to the left when
graphing an inequality.

346
 Name

Share
Share and
and Show
Show
Graph the inequality.

1. m < 15

Draw an empty circle at _ to show that 15 is

not a solution. Shade to the __ of _ to 0 5 10 15 20 25 30 35 40 45
show that values less than 15 are solutions.

2. c ≥ −1.5 3. b ≤ 5_
8

-3 -2 -1 0 1 2 3 0 1 1 3
1 1 1
4 2 4 14 12

Math
Talk Mathematical Practices
Explain why it is easier to
graph the solutions of an
On
On Your
Your Own
Own inequality than it is to list
them.

Practice: Copy and Solve Graph the inequality.

4. a < 2_3 5. x > −4 6. k ≥ 0.3 7. t ≤ 6

Write the inequality represented by the graph.

8. 9.
0 2 4 6 8 10 12 -10 -8 -6 -4 -2 0 2

__ __

MATHEMATICAL DEEPER
10. PRACTICE 4 Model Mathematics The 11. Graph the solutions of the
inequality w ≥ 60 represents the wind speed w inequality c < 12 ÷ 3 on the number line.
in miles per hour of a tornado. Graph the
© Houghton Mifflin Harcourt Publishing Company

solutions of the inequality on the number line.

0 20 40 60 80 100 120 0 2 4 6 8 10 12

Chapter 8 • Lesson 10 347

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The table shows the height requirements for
rides at an amusement park. Use the table for 12–16.

12. Write an inequality representing t, the heights in

inches of people who can go on Twirl & Whirl.

13. Graph your inequality from Exercise 12.

0 12 24 36 48 60 72

14. Write an inequality representing r, the heights in Height Requirements

inches of people who can go on Race Track. Minimum
Ride
height (in.)
Mighty Mountain 44
Race Track 42
15. Graph your inequality from Exercise 14.
River Rapids 38

0 12 24 36 48 60 72 Twirl & Whirl 48

WRITE Math • Show Your Work

16. SMARTER Write an inequality representing
b, the heights in inches of people who can go on
both River Rapids and Mighty Mountain. Explain
how you determined your answer.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Robert E Daemmrich/Getty Images
17. SMARTER Alena graphed the inequality c ≤ 25.
Darius said that 25 is not part of the solution of the
inequality. Do you agree or disagree with Darius?
Use numbers and words to support your answer.

25

FOR MORE PRACTICE:

348 Standards Practice Book
 Name

Chapter 8 Review/Test
1. For numbers 1a–1c, choose Yes or No to indicate whether the given value
of the variable is a solution of the equation.

1a. 2_ v = 10; v = 25 Yes No

5

1b. n + 5 = 15; n = 5 Yes No

1c. 5z = 25; z = 5 Yes No

2. The distance from third base to home plate is 88.9 feet. Romeo was 22.1 feet
away from third base when he was tagged out. The equation 88.9 − t = 22.1
can be used to determine how far he needed to run to get to home plate.
Using substitution, the coach determines that Romeo needed

66

to run 66.8 feet to get to home plate.

111

3. There are 84 grapes in a bag. Four friends are sharing the grapes. Write an
equation that can be used to find out how many grapes g each friend will
get if each friend gets the same number of grapes.

4. Match each scenario with the equation that can be used to solve it.

Jane’s dog eats 3 pounds of food a week. How

many weeks will a 24-pound bag last? 3x = 39

There are 39 students in the gym, and there are

an equal number of students in each class. If
three classes are in the gym, how many students
are in each class? 4x = 24
© Houghton Mifflin Harcourt Publishing Company

There are 4 games at the carnival. Kevin played

all the games in 24 minutes. How many minutes
did he spend at each game if he spent an equal
amount of time at each? 3x = 24

Assessment Options
Chapter Test
Chapter 8 349
5. Frank’s hockey team attempted 15 more goals than Spencer's team.
Frank’s team attempted 23 goals. Write and solve an equation that can
be used to find how many goals Spencer's team attempted.

6. Ryan solved the equation 10 + y = 17 by drawing a model. Use numbers

and words to explain how Ryan’s model can be used to find the solution.

7. Gabriella and Max worked on their math project for a total of 6 hours.
Max worked on the project for 2 hours by himself. Solve the equation
x + 2 = 6 to find out how many hours Gabriella worked on the project.

8. Select the equations that have the solution m = 17. Mark all that apply.
© Houghton Mifflin Harcourt Publishing Company

A 3 + m = 21

B m – 2 = 15

C 14 = m – 3

D 2 = m – 15

350
 Name
9. Describe how you could use algebra tiles to model the equation 4x = 20.

10. For numbers 10a–10d, choose Yes or No to indicate whether the

equation has the solution x = 12.

10a. 3_ x=9 Yes No

4

10b. 3x = 36 Yes No

10c. 5x = 70 Yes No

10d. _x = 4 Yes No
3

11. Bryan rides the bus to and from work on the days he works at the library.
In one month, he rode the bus 24 times. Solve the equation 2x = 24 to
find the number of days Bryan worked at the library. Use a model.
© Houghton Mifflin Harcourt Publishing Company

Chapter 8 351
12. Betty needs _3 of a yard of fabric to make a skirt. She bought 9 yards
4
of fabric.

Part A

Write and solve an equation to find how many skirts x she can make
from 9 yards of fabric.

Part B

Explain how you determined which operation was needed to write

the equation.

13. Karen is working on her math homework. She solves the equation
_ = 56 and says that the solution is b = 7. Do you agree or disagree
b
8
with Karen? Use words and numbers to support your answer. If her
answer is incorrect, find the correct answer.
© Houghton Mifflin Harcourt Publishing Company

352
 Name
14. There are 70 historical fiction books in the school library. Historical
fiction books make up __ 1 b = 70
1 of the library’s collection. The equation __
10 10
can be used to find out how many books the library has. Solve the equation
to find the total number of books in the library's collection. Use numbers
and words to explain how to solve __ 1 b = 70.
10

15. Andy drove 33 miles on Monday morning. This was 3_7 of the total number
of miles he drove on Monday. Solve the equation 3_7 m = 33 to find the total
number of miles Andy drove on Monday.

16. The maximum number of players allowed on a lacrosse team is 23.

The inequality t ≤ 23 represents the total number of players t
allowed on the team.
23 26.

Two possible solutions for the inequality are 25 and 24.

27 22.

17. Mr. Charles needs to have at least 10 students sign up for homework help
in order to use the computer lab. The inequality h ≥ 10 represents the
number of students h who must sign up. Select possible solutions of the
inequality. Mark all that apply.
© Houghton Mifflin Harcourt Publishing Company

A 7 D 10

B 8 E 11

C 9 F 12

Chapter 8 353
18. The maximum capacity of the school auditorium is 420 people. Write an
inequality for the situation. Tell what type of numbers the variable in the
inequality can represent.

19. Match the inequality to the word sentence it represents.

w < 70 he temperature did not

drop below 70 degrees.

x ≤ 70 Dane saved more than $70.

y > 70 Fewer than 70 people

attended the game.

z ≥ 70 No more than 70 people

can participate.

20. Cydney graphed the inequality d ≤ 14.

14

Part A

Dylan said that 14 is not a solution of the inequality. Do you agree

or disagree with Dylan? Use numbers and words to support
your answer.

Part B

Suppose Cydney’s graph had an empty circle at 14. Write the inequality
© Houghton Mifflin Harcourt Publishing Company

represented by this graph.

354
 Algebra: Relationships
Between Variables
Show Wha t You Know
Check your understanding of important skills.

Name

Number Patterns Write a rule to explain the pattern.

Use the rule to find the missing numbers.
1. 127, 123, 119, ■, 111, ■ 2. 5,832, ■, 648, 216, 72, ■, 8

____ ____
Identify Points on a Coordinate Grid Use the
10
ordered pair to name the point on the grid. 9 A
8
3. (4, 6 ) __ 7 B
6
y-axis 5
4. (8, 4 ) __ C
4
3 D
5. (2, 8 ) __ 2
1
0 1 2 3 4 5 6 7 8 9 10
x-axis

Evaluate Expressions Evaluate the expression.

6. 18 + 4 − 7 7. 59 − 20 + 5 8. (40 − 15) + 30 9. 77 − (59 − 18)

__ __ __ __

y
10
© Houghton Mifflin Harcourt Publishing Company

Terrell plotted points on the coordinate plane as shown. He

8
noticed that the points lie on a straight line. Be a Math Detective
(9, 6)
and help him write an equation that shows the relationship 6
(8, 5)
between the x- and y-coordinate of each point he plotted. Then 4
use the equation to find the y-coordinate of a point on the line (5, 2)
with an x-coordinate of 20. 2
(3, 0)
0 2 4 6 8 10 x
Personal Math Trainer
Online Assessment
and Intervention Chapter 9 355
 Voca bula ry Builder

Visualize It
Use the review words to complete the bubble map. Review Words

coordinate plane
ordered pair
quadrants
x-coordinate
y-coordinate

Preview Words

dependent variable
independent variable
linear equation

Understand Vocabulary
Draw a line to match the preview word with its definition.

Preview Words Definitions

1. dependent variable • • has a value that determines the value of
another quantity

2. independent variable •
• names the point where the axes in the
coordinate plane intersect

3. linear equation •
© Houghton Mifflin Harcourt Publishing Company

• has a value that depends on the value of

another quantity

• forms a straight line when graphed

• Interactive Student Edition

356 • Multimedia eGlossary
 Lesson 9.1
Name
Independent and Dependent Variables Expressions and Equations—
Essential Question How can you write an equation to represent the 6.EE.9
relationship between an independent variable and a dependent variable? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.6, MP.7
You can use an equation with two variables to represent a relationship
between two quantities. One variable is called the independent variable,
and the other is called the dependent variable. The value of the independent
variable determines the value of the dependent variable.

Unlock
Unlock the
the Problem
Problem
Jeri burns 5.8 calories for every minute she jogs. Identify the
independent and dependent variables in this situation. Then • Why do you need to use a variable?
write an equation to represent the relationship between the
number of minutes Jeri jogs and the total number of calories
she burns. • How many variables are needed to
write the equation for this problem?

Identify the independent and dependent variables.

Then use the variables to write an equation.

Let c represent the total number of __ Jeri burns.

Let m represent the number of __ Jeri jogs.

Think: The total number of calories Jeri burns depends on the number Math
of minutes she jogs. Talk Mathematical Practices
Explain how you know that the value
of c is dependent on the value of m.
_ is the dependent variable.
_ is the independent variable.
Write an equation to represent the situation.

Think: The total calories burned is equal to 5.8 times the number of minutes jogged.
↓ ↓ ↓ ↓ ↓
© Houghton Mifflin Harcourt Publishing Company

_ = 5.8 × _
So, the equation __ represents the number of calories c

Jeri burns if she jogs m minutes, where _ is the dependent

variable and _ is the independent variable.

Chapter 9 357
 Example
Lorelei is spending the afternoon bowling with her friends. Each game she
plays costs $3.25, and there is a one-time shoe-rental fee of $2.50.

A Identify the independent and dependent variables in this

situation. Then write an equation to represent the relationship
between the number of games and the total cost.

Think: The total cost in dollars c depends on the number of games g Lorelei plays.

_ is the dependent variable.

_ is the independent variable. Note that the fee for the
Think: shoes, $2.50, is a one-
time fee, and therefore
The total cost is the cost of a game times the number of games plus shoe rental. is not multiplied by the
number of games.
↓ ↓ ↓ ↓ ↓ ↓ ↓

_ = 3.25 × _ + _
So, the equation ___ represents the total cost in

dollars c that Lorelei spends if she bowls g games, where _ is

the dependent variable and _ is the independent variable.

B Use your equation to find the total cost for Lorelei to play 3 games.

Think: Find the value of c when g = 3.

Write the equation. c = 3.25g + 2.50

Substitute 3 for g. c = 3.25( _ ) + 2.50

Follow the order of operations to solve for c. b = _ + 2.50 = __

So, it will cost Lorelei __ to play 3 games.

1. SMARTER What if there were no fee for shoe rentals? How would the equation be different?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 1 Evaluate Reasonableness How can you use estimation to check that your answer
is reasonable?

358
 Name

Share
Share and
and Show
Show
Identify the independent and dependent variables. Then write
an equation to represent the relationship between them.
1. An online store lets customers The __ depends on the ___.
have their name printed on any
item they buy. The total cost c dependent variable: _
in dollars is the price of the
independent variable: _
item p in dollars plus $3.99 for
the name. equation: _ = __

2. A raft travels downriver at a rate of 6 miles per 3. Apples are on sale for $1.99 a pound. Sheila buys
hour. The total distance d in miles that the raft p pounds of apples for a total cost of c dollars.
travels is equal to the rate times the number of
hours h.
dependent variable: _
dependent variable: _
independent variable: _
independent variable: _
equation: __
equation: __
Math
On Talk Mathematical Practices
On Your
Your Own
Own Explain how you know which variable
in a relationship is dependent and
Identify the independent and dependent variables. Then write
which is independent.
an equation to represent the relationship between them.
4. Sean can make 8 paper birds in an hour. The 5. Billy has $25. His father is going to give him
total number of birds b is equal to the number more money. The total amount t Billy will have
of birds he makes per hour times the number of is equal to the amount m his father gives him
hours h. plus the $25 Billy already has.

dependent variable: _ dependent variable: _

independent variable: _ independent variable: _

equation: __ equation: __
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL DEEPER
6. PRACTICE 2
Connect Symbols and Words 7. Belinda pays $4.25 for each glass
Describe a situation that can be represented by she buys. The total cost c is equal to the price per
the equation c = 12b. glass times the number of glasses n plus $9.95
for shipping and handling. Write an equation
and use it to find how much it will cost Belinda
to buy 12 glasses.

Chapter 9 • Lesson 1 359

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem
8. Benji decides to save $15 per week to buy a
computer program. Write an equation that
models the total amount t in dollars Benji will
have saved in w weeks.

a. What does the variable t represent?

b. Which is the dependent variable? Which is the

independent variable? How do you know?

c. How can you find the total amount saved in

w weeks?

d. Write an equation for the total amount that

Benji will have saved.

9. DEEPER Coach Diaz is buying hats for the baseball team. The
total cost c is equal to the number of hats n that he buys times the
sum of the price per hat h and a $2 charge per hat to the have the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Jaak Nilson/Alamy Images
team name printed on it. Write an equation that can be used to find
the cost of the hats.

10. SMARTER A steel cable that is _21 inch in diameter weighs 0.42 pound
per foot. The total weight in pounds w is equal to 0.42 times of the number of
feet f of steel cable. Choose the letter or equation that makes each sentence true.

f. f.
The independent variable is The dependent variable is
w. w.

w = 0.42f.
The equation that represents the relationship between the variables is
f = 0.42w.

FOR MORE PRACTICE:

360 Standards Practice Book
 Lesson 9.2
Name

Equations and Tables Expressions and Equations—

6.EE.9
Essential Question How can you translate between equations and tables?
MATHEMATICAL PRACTICES
MP.2, MP.3, MP.4, MP.7
When an equation describes the relationship between two
quantities, the variable x often represents the independent Input Output
variable, and y often represents the dependent variable. y=x+3
2 5

A value of the independent variable is called the input

value, and a value of the dependent variable is called Input Output
the output value. y=x+3
4 7

Unlock
Unlock the
the Problem
Problem
A skating rink charges $3.00 for each hour of
skating, plus $1.75 to rent skates. Write an equation
for the relationship that gives the total cost y in
dollars for skating x hours. Then make a table that
shows the cost of skating for 1, 2, 3, and 4 hours.

Write an equation for the relationship, and use • What is the independent variable? What is the
dependent variable?
the equation to make a table.

STEP 1 Write an equation.

Think:

__
_. __
_.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©PhotoDisc/Getty Images

The total cost is for each hour plus

↓ ↓ ↓ ↓ ↓ ↓ ↓
__ = 3 ̣ __ + 1.75

So, the equation for the relationship is ___.

STEP 2 Make a table.

Input Rule Output

Time (hr), x 3x ∙ 1.75 Cost ($), y
Replace x with each
1 4.75 input value, and then
3 ⋅ 1 + 1.75
evaluate the rule to find
2 each output value.

3
Math
Talk Mathematical Practices
4
Explain how you could use the equation
to find the total cost of skating for 6
hours.

Chapter 9 361
 Example
Jamal downloads songs on his MP3 player. The table shows how
Download Times
the time it takes him to download a song depends on the song’s
File Size (MB), x Time (s), y
file size. Write an equation for the relationship shown in the table.
Then use the equation to find how many seconds it takes Jamal 4 48
to download a song with a file size of 7 megabytes (MB). 5 60
6 72
STEP 1 Write an equation.
7 ?
Look for a pattern between the file sizes and the download times.
8 96
File Size (MB), x 4 5 6 8
Time (s), y 48 60 72 96
Think: You can find each
download time by multiplying

12 ? 4 12 ? 5 12 ? __ 12 ? __ the file size by __.

Think: The download time is _ multiplied by the file size.
↓ ↓ ↓ ↓ ↓
__ 5 12 ? __
So, the equation for the relationship is __.

STEP 2 Use the equation to find the download time for a file size of
7 megabytes.

Write the equation. y 5 12x

Replace x with 7. y 5 12 ? __

Solve for y. y 5 __

So, it takes Jamal __ seconds to download a 7-megabyte song.

1. Explain how you can check that your equation for the relationship
is correct. © Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 3
Compare Representations Describe a situation in which it would
be more useful to represent a relationship between two quantities with an equation
than with a table of values.

362
 Name

Share
Share and
and Show
Show
Use the equation to complete the table.

1. y = x + 3 2. y = 2x + 1
Input Rule Output Input Output
x x∙3 y x y

6 613 4

8 813 7

10 10

On
On Your
Your Own
Own
Write an equation for the relationship shown in the table. Then find the
unknown value in the table.

3. 4.
x 8 9 10 11 x 10 20 30 40
y 16 18 ? 22 y 5 10 15 ?

5. DEEPER The table shows the current cost of buying apps for Cell Phone Apps
a cell phone. Next month, the price of each app will double. Write an Number of Total cost ($),
apps, x y
equation you can use to find the total cost y of buying x apps
next month. 3 9
4 12
5 15

6. SMARTER A beach resort charges $1.50 per hour plus $4.50

to rent a bicycle. he equation c = 1.50x + 4.50 gives the total cost c Input Output
© Houghton Mifflin Harcourt Publishing Company

of renting a bicycle for x hours. Use numbers and words to explain Time (hr), x Cost ($), c
how to ind the cost c of renting a bicycle for 6 hours.
1 6.00
2 7.50
3 9.00
4 10.50

Chapter 9 • Lesson 2 363

 Cause and Effect
The reading skill cause and effect can help you understand how
a change in one variable may cause a change in another variable.

In karate, a person’s skill level is often shown by the color of his or

her belt. At Sara’s karate school, students must pass a test to move
from one belt level to the next. Each test costs $23. Sara hopes to
move up 3 belt levels this year. How will this affect her karate expenses?

Cause: Effect:
Sara moves to higher Sara’s karate
belt levels. expenses go up.

Write an equation to show the relationship between cause and

effect. Then use the equation to solve the problem.
Let x represent the number of belt levels Sara moves up, and let y
represent the increase in dollars in her karate expenses.

Write the equation. y 5 __ ? x

Sara plans to move up 3 levels, so replace x with __. y 5 23 ? __

Solve for y. y 5 __

So, if Sara moves up 3 belt levels this year, her karate expenses will

increase by $_.

Write an equation to show the relationship between cause

and effect. Then use the equation to solve the problem.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Franco Vogt/Corbis
SMARTER MATHEMATICAL
7. Classes at 8. PRACTICE 4 Write an Equation A sporting
Tony’s karate school cost $29.50 goods store regularly sells karate uniforms
per month. This year he plans for $35.90 each. The store is putting karate
to take 2 more months of classes uniforms on sale for 10% off. How will this
than he did last year. How will affect the price of a karate uniform?
this affect Tony’s karate expenses?

FOR MORE PRACTICE:

364 Standards Practice Book
 Lesson 9.3
Name
Problem Solving • Analyze Relationships Expressions and Equations—
Essential Question How can you use the strategy find a pattern to solve 6.EE.9
problems involving relationships between quantities? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.8

Unlock
Unlock the
the Problem
Problem
The table shows the amount of water pumped through a fire hose
over time. If the pattern in the table continues, how long will it take a
firefighter to spray 3,000 gallons of water on a fire using this hose?

Fire Hose Flow Rate

Time (min) 1 2 3 4

Amount of water (gal) 150 300 450 600

Use the graphic organizer to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find? Use the table above to find the relationship
between the time and the amount of water.
I need to find _____
Think: Let t represent the time in minutes, and w
represent the amount of water in gallons. The amount
.
of water in gallons is _ multiplied by the time in
minutes.

What information do I need to use? _ = 150 ∙ _

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Patti McConville/Getty Images

I need to use the relationship between __ Use the equation to find how long it will take to
spray 3,000 gallons.
and ____.
Write the equation. w = 150t

Substitute 3,000 for w. 3,000 = 150t

Solve for t. Divide both

How will I use the information? 3,000 ______
sides by 150. ______ = 150t
I will find a __ in the table and write an

____. _=t
So, it will take _ minutes to spray
3,000 gallons of water.

Math
Talk Mathematical Practices

Explain how you can check that your

answer is correct.

Chapter 9 365
 Try Another Problem
Dairy cows provide 90% of the world’s milk supply. The Cow Milk Production
table shows the amount of milk produced by a cow over
Time (days), x 2 7 10 30
time. If the pattern in the table continues, how much milk
can a farmer get from a cow in 1 year (365 days)? Amount of milk
50 175 250 750
(L), y

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

Math
Talk Mathematical Practices
Explain how you wrote an equation
to represent the pattern in the table.

So, in 365 days, the farmer can get __ liters of milk from the cow.
© Houghton Mifflin Harcourt Publishing Company

• Explain how you could find the number of days it would take the
cow to produce 500 liters of milk.

366
 Name
Unlock the Problem
Share
Share and
and Show
Show √ Find a pattern in the table.
√ Write an equation to represent the
1. A soccer coach is ordering shirts for the players. The pattern.
table shows the total cost based on the number of √ Check your answer.
shirts ordered. How much will it cost the coach to
order 18 shirts?

First, find a pattern and write an equation.

The cost is _ multiplied by ___.

_=_ ∙ _
Next, use the equation to find the cost of 18 shirts.

Soccer Shirts
Number of
So, the cost of 18 shirts is _. Shirts, n
2 3 5 6

Cost ($), c 30 45 75 90
2. SMARTERWhat if the coach spent $375 to purchase a
number of shirts? Could you use the same equation to find
how many shirts the coach bought? Explain.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Barry Austin/Getty Images

3. DEEPER The table shows the number of miles the Carter

family drove over time. If the pattern continues, will the Carter
family have driven more than 400 miles in 8 hours? Explain.
Carter Family Trip
Time (hr), x Distance (mi), y

1 47

3 141

MATHEMATICAL
7 Look for a Pattern The Carter family drove a 5 235
4. PRACTICE

total of 564 miles. Describe how to use the pattern in the table 6 282
to find the number of hours they spent driving.

Chapter 9 • Lesson 3 367

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
5. A group of dancers practiced for 4 hours in March, 8 hours in April,
12 hours in May, and 16 hours in June. If the pattern continues,
how many hours will they practice in November?

6. DEEPER The table shows the number of hours Jacob worked

and the amount he earned each day.

Jacob’s Earnings
Time (hr), h 5 7 6 8 4

Amount earned ($), d 60 84 72 96 48

At the end of the week, he used his earnings to buy a new pair of
skis. He had $218 left over. How much did the skis cost?

7. SMARTER Pose a Problem Look back at Problem 6. Use

the data in the table to write a new problem in which you could use
the strategy find a pattern. Then solve the problem.

MATHEMATICAL
8. PRACTICE 8
Draw Conclusions Marlon rode his bicycle 9 miles
the first week, 18 miles the second week, and 27 miles the third
week. If the pattern continues, will Marlon ride exactly 100 miles in
a week at some point? Explain how you determined your answer.

Personal Math Trainer

9. SMARTER +
A diving instructor ordered Number of
Snorkels, s
1 2 3 4
snorkels. The table shows the cost based on the number
© Houghton Mifflin Harcourt Publishing Company

Cost ($), c 32 64 96 128

of snorkels ordered.
If the diving instructor spent $1,024, how many snorkels
did he order? Use numbers and words to explain your answer.

FOR MORE PRACTICE:

368 Standards Practice Book
 Name

Mid-Chapter Checkpoint
Vocabulary
Vocabulary
Vocabulary
Choose the best term from the box to complete the sentence.
dependent variable
1. A(n) ____ has a value that determines equation
the value of another quantity. (p. 357) independent variable
2. A variable whose value is determined by the value of another quantity

is called a(n) ____. (p. 357)

Concepts
Concepts and
and Skills
Skills
Identify the independent and dependent variables. (6.EE.9)

3. Marco spends a total of d dollars on postage to 4. Sophie has a doll collection with 36 dolls. She
mail party invitations to each of g guests. decides to sell s dolls to a museum and has r
dolls remaining.
dependent variable: _
dependent variable: _
independent variable: _
independent variable: _

Write an equation for the relationship shown in the table.

Then find the unknown value in the table. (6.EE.9)

5. x 6 7 8 9 6. x 20 40 60 80
y 42 ? 56 63 y 4 8 ? 16

_______ _______
Write an equation that describes the pattern shown in the table. (6.EE.9)

7. The table shows how the number of pepperoni 8. Brayden is training for a marathon. The table
© Houghton Mifflin Harcourt Publishing Company

slices used depends on the number of pizzas shows how the number of miles he runs depends
made. on which week of training he is in.

Pepperonis Used Miles Run During Training

Pizzas, x 2 3 5 9 Week, w 3 5 8 12
Pepperoni slices, y 34 51 85 153 Miles, m 8 10 13 17

_______ _______
Chapter 9 369
 9. The band has a total of 152 members. Some of the members are in the
marching band, and the rest are in the concert band. Write an equation
that models how many marching band members m there are if there are
c concert band members. (6.EE.9)

10. A coach is ordering baseball jerseys from a website. The jerseys cost
$15 each, and shipping is $8 per order. Write an equation that can be
used to determine the total cost y, in dollars, for x jerseys. (6.EE.9)

11. Amy volunteers at an animal shelter. She worked 10 hours in March,

12 hours in April, 14 hours in May, and 16 hours in June. If the pattern
continues, how many hours will she work in December? (6.EE.9)

12. Aaron wants to buy a new snowboard. The table shows the amount that
© Houghton Mifflin Harcourt Publishing Company

Aaron’s Savings
he has saved. If the pattern in the table continues, how much will he
Time (months) Money saved ($)
have saved after 1 year? (6.EE.9)
3 135
4 180
6 270
7 315

370
 Name
Lesson 9.4
Graph Relationships Expressions and Equations—
6.EE.9
Essential Question How can you graph the relationship between two quantities?
MATHEMATICAL PRACTICES
MP.4, MP.6, MP.7
connect You have learned that tables and equations are two ways
to represent the relationship between two quantities. You can also
represent a relationship between two quantities by using a graph.

Unlock
Unlock the
the Problem
Problem
A cafeteria has a pancake-making machine. The table shows
Pancake Production
the relationship between the time in hours and the number
Time Pancakes
of pancakes the machine can make. Graph the relationship (hours) Made
represented by the table.
1 200
2 400
Use the table values to graph the relationship.
3 600
STEP 1 Write ordered pairs.
4 800
Let x represent the time in hours and y represent the number of 5 1,000
pancakes made. Use each row of the table to write an ordered pair.

( 1, 200 ) ( 2, __) ( 3, __) ( _, __ ) ( _, __ )

STEP 2 Choose an appropriate scale for each axis of the graph.

Label the axes and give the graph a title.

STEP 3 Graph a point for each ordered pair.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Tom Schierlitz/Getty Images

Pancake Production
y
Pancakes Made

400

200

x
0 1 2 Math
Time (hours) Talk Mathematical Practices
Describe any patterns you
notice in the set of points you
graphed.

Chapter 9 371
 Example The table shows the relationship between Bicycles Left to
Time (hours), x
the number of bicycles y Shawn has left to assemble and the number Assemble, y
of hours x he has worked. Graph the relationship represented by the 0 10
table to find the unknown value of y. 1 8
2 ?
STEP 1 Write ordered pairs.
3 4
Use each row of the table to write an ordered pair. Skip the row with
the unknown y-value. 4 2

( 0, 10 ) ( 1, _ ) ( 3, _ ) ( _, _ )

STEP 2 Graph a point for each ordered pair on a coordinate plane.

y
10
9
8
7
6 The first value in an ordered
pair represents the independent
5
variable x. The second value
4 represents the dependent
3 variable y.
2
1
0 1 2 3 4 5 6 7 8 9 10 x

STEP 3 Find the unknown y-value.

The points on the graph appear to lie on a line. Use a ruler to draw
a dashed line through the points.

Use the line to find the y-value that corresponds to an x-value of 2.

Start at the origin, and move 2 units right. Move up until you reach
the line you drew. Then move left to find the y-value on the y-axis.

Math
When x has a value of 2, y has a value of __. Talk Mathematical Practices
Describe a situation in which it
So, after 2 hours, Shawn has __ bicycles left to assemble. would be more useful to represent
a function with a graph than with a
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table of values.

MATHEMATICAL
• PRACTICE 6 Describe another way you could find the unknown value
of y in the table.

372
 Name

Share
Share and
and Show
Show
Graph the relationship represented by the table.
1. 2.
x 1 2 3 4 x 20 40 60 80
y 50 100 150 200 y 100 200 300 400

y y
Write ordered pairs.
Then graph.
200 400
175 350
(1, 50) 150 300
125 250
(2, _)
100 200
75 150
(3, _)
50 100
(_, _) 25 50

0 1 2 3 4 5 6 7 x 0 10 20 30 40 50 60 70 80 90 100 x

Graph the relationship represented by the table to find the unknown value of y.

3. 4.
x 4 5 6 7 8 x 1 3 5 7 9

y 9 7 5 1 y 3 4 5 7

y y
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 1 2 3 4 5 6 7 8 9 10 x 0 1 2 3 4 5 6 7 8 9 10 x

Math
© Houghton Mifflin Harcourt Publishing Company

On
On Your
Your Own
Own Talk Mathematical Practices
Explain how to use a graph to find an
unknown y-value in a table.
Practice: Copy and Solve Graph the relationship represented
by the table to find the unknown value of y.

5. x 1 3 5 7 9
6. x 1 2 4 6 7

y 7 6 4 3 y 2 3 5 8

Chapter 9 • Lesson 4 373

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The table at the right shows the typical price of a popular
brand of corn cereal over time. Use the table for 7–8. Price of Corn Cereal
MATHEMATICAL Year Price per box ($)
7. PRACTICE 4 Use Graphs Complete the table below to show
the cost of buying 1 to 5 boxes of corn cereal in 1988. Then 1968 0.39

graph the relationship on the coordinate plane at right. 1988 1.50

2008 4.50
Boxes 1 2 3 4 5

Cost in
1988 ($)
1.50 Cost of Corn Cereal, 1988

8. DEEPER Suppose you graphed the cost of buying 1 to 5

boxes of corn cereal using the 1968 price and the 2008 price.
Explain how those graphs would compare to the graph you

Cost ($)
made using the 1988 price.

Boxes

9. SMARTER A bookstore charges $4 for shipping, no matter how many

books you buy. Irena makes a graph showing the shipping cost for 1 to 5 books.
She claims that the points she graphed lie on a line. Does her statement make
sense? Explain.

Personal Math Trainer

10. SMARTER +
Graph the relationship y
© Houghton Mifflin Harcourt Publishing Company

represented by the table to find the

unknown value of y. 7
6
5
x 1 2 3 4
4
y 2 2.5 3.5 3
2
1
0 1 2 3 4 5 6 7 x

FOR MORE PRACTICE:

374 Standards Practice Book
 Lesson 9.5
Name

Equations and Graphs Expressions and Equations—

6.EE.9
Essential Question How can you translate between equations and graphs?
MATHEMATICAL PRACTICES
MP.3, MP.4, MP.5
The solution of an equation in two variables is an ordered pair that
makes the equation true. For example, ( 2, 5 ) is a solution of the
equation y = x + 3 because 5 = 2 + 3.

A linear equation is an equation whose solutions form a

straight line on the coordinate plane. Any point on the line is a
solution of the equation.

Unlock
Unlock the
the Problem
Problem
A blue whale is swimming at an average rate of
3 miles per hour. Write a linear equation that gives the • What formula can you use to help you write
the equation?
distance y in miles that the whale swims in x hours.
Then graph the relationship.

Write and graph a linear equation.

STEP 1 Write an equation for the relationship.

Think: Distance equals rate multiplied by time.

↓ ↓ ↓ ↓ ↓
_ = _ ̣ _
STEP 2 Find ordered pairs that are solutions STEP 3 Graph the relationship.
of the equation.
Graph the ordered pairs. Draw a line through the points
Choose several values of x and find the to show all the solutions of the linear equation.
corresponding values of y. Distance Traveled by Blue Whale
y
x 3x y Ordered Pair 20
18
1 3?1 3 (1, 3) 16
Distance (mi)

14
2 3? (2, ) 12
10
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3 3? ( , ) 8
6
4 3? ( , ) 4
2
0 1 2 3 4 5 6 7 8 9 10 x
Math Time (hr)
Talk Mathematical Practices
Explain why the graph does not show
negative values of x or y.

Chapter 9 375
 Necklaces Made
Example The graph shows the number of y
beaded necklaces y that Ginger can make in x hours. Write 10
the linear equation for the relationship shown by the graph.

Number of Necklaces
8 (4, 8)
STEP 1 Use ordered pairs from the graph to complete the
table of values below.
6 (3, 6)
STEP 2 Look for a pattern in the table.
4
Compare each y-value with the corresponding x-value.
x 0 1 3 4 2 (1, 2)

y 0 (0, 0)
↓ ↓ ↓ ↓ 0 2 4 6 8 10 x
2?0 2?1 2?_ 2?_ Time (hr)

Think: Each y-value is __ times the corresponding x-value.

So, the linear equation for the relationship is y = _.

1. Explain how to graph a linear equation.

MATHEMATICAL
2. PRACTICE 3 Compare Representations Describe a situation in which it would be
more useful to represent a relationship with an equation than with a graph.

Share
Share and
and Show
Show
Graph the linear equation.

1. y = x − 2 y 2. y = 3x y
Make a table of 10 10
values. Then graph.
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8 8
x y
2 0 6 6

4 4 4

6 2 2

8
0 2 4 6 8 10 x 0 2 4 6 x

376
 Name

Write the linear equation for the relationship shown by the graph.

3. y 4. y
10 10

8 (8, 7) 8

6 6
(6, 5)
(8, 4)
4 (4, 3) 4 (6, 3)
(4, 2)
2 (2, 1) 2 (2, 1)

0 2 4 6 8 10 x 0 2 4 6 8 10 x

Math
Talk Mathematical Practices
Explain how you can tell
whether you have graphed a
On
On Your
Your Own
Own linear equation correctly.

Graph the linear equation.

5. y = x + 1 y 6. y = 2x − 1
y
10 10

8 8

6 6

4 4

2 2

0 2 4 6 8 10 x 0 2 4 6 8 10 x

Loaves of Bread Baked

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
7. PRACTICE 7 Identify Relationships The graph y
Number of Loaves

shows the number of loaves of bread y that Kareem 6

bakes in x hours. Write the linear equation for the (5, 5)
relationship shown by the graph. 4 (4, 4)

2 (2, 2)
(1, 1)
0 2 4 6 x
Time (hr)

Chapter 9 • Lesson 5 377

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The graph shows the growth of a bamboo plant.
Use the graph for 8–9.

8. Write a linear equation for the relationship shown by the

graph. Use your equation to predict the height of the bamboo
plant after 7 days.
Growth of a Bamboo Plant
y
250
SMARTER 225
9. The height y in centimeters of

Height (centimeters)
200
a second bamboo plant is given by the equation 175
y = 30x, where x is the time in days. Describe 150
how the graph showing the growth of this plant 125
would compare to the graph showing the growth 100
75
of the first plant.
50
25
x
0 1 2 3 4 5 6
Time (days)

10. DEEPER Maria graphed the linear equation y = x + 3.

Then she used her ruler to draw a vertical line through the
point (4, 0). At what point do the two lines intersect?

11. SMARTER Antonio claims the linear equation

y
for the relationship shown by the graph is y = 1_2 x + 2. 10
Use numbers and words to support Antonio’s claim. 9
8
Height (cm)

7
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6
(8, 6)
5
(6, 5)
4
(4, 4)
3
2 (2, 3)
1
x
0 1 2 3 4 5 6 7 8 9 10
Weeks

FOR MORE PRACTICE:

378 Standards Practice Book
 Name

Chapter 9 Review/Test
1. A box of peanut butter crackers contains 12 individual snacks. The total
number of individual snacks s is equal to 12 times the number of boxes
of crackers b.
b. b.
The independent variable is The dependent variable is
s. s.

The equation that represents the b = 12s.

relationship between the variables is
s = 12b.

2. A stationery store charges $8 to print logos on paper purchases. The

total cost c is the price of the paper p plus $8 for printing the logo.

For numbers 2a–2d, select True or False for each statement.

2a. The total cost c depends on the True False

price of the paper.

2b. c is the dependent variable. True False

2c. p is the independent variable. True False

2d. The equation that represents the True False

relationship between the variables
is c = 8p.

3. An electrician charges $75 an hour for labor and an initial fee of $65.
The total cost c equals 75 times the number of hours x plus 65. Write an
equation for the relationship and use the equation to complete the table.

Time (hr), x Cost ($), c

2
© Houghton Mifflin Harcourt Publishing Company

equation ___

Assessment Options
Chapter Test
Chapter 9 379
4. The community center offers classes in arts and crafts. There is a
registration fee of $125 and each class costs $79. The total cost c equals
79 times the number of classes n plus 125.

Input Output
Number of Classes, n Cost ($), c

1 204
2 283
3 362
4 441

For numbers 4a–4d, select True or False for each statement.

4a. The registration fee is $120. True False

4b. n is the independent variable. True False

4c. c is the dependent variable. True False

4d. The cost for 7 classes is $678. True False

5. Ms. Walsh is buying calculators for her class. The table shows the total
cost based on the number of calculators purchased.

Number of Calculators, n 1 2 3 4

Cost ($), c 15 30 45 60

If Ms. Walsh spent a total of $525, how many calculators did she buy?
Use numbers and words to explain your answer.

© Houghton Mifflin Harcourt Publishing Company

380
 Name
6. The table shows the number of cups of lemonade that can be
made from cups of lemon juice.

Lemon Juice (cups), j 2 4 5 7

Lemonade (cups), l 14 28 35 49

Mary Beth says the number of cups of lemon juice j depends on

the number of cups of lemonade l. She says the equation j = 7l
represents the relationship between the cups of lemon juice j and the
cups of lemonade l. Is Mary Beth correct? Use words and numbers to
explain why or why not.

7. For numbers 7a–7d, choose Yes or No to indicate whether the points,

when graphed, would lie on the same line.

7a. (1, 6), (2, 4), (3, 2), (4, 0) Yes No

7b. (1, 1), (2, 4), (3, 9), (4, 16) Yes No

7c. (1, 3), (2, 5), (3, 7), (4, 9) Yes No

7d. (1, 8), (2, 10), (3, 12), (4, 14) Yes No

8. Graph the relationship represented by the table to find the y

unknown value. 14

Time (seconds), x 40 50 60 70 12

10
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Water in Tub (gal), y 13 11.5 8.5

Water (gal)

2
x
0 20 40 60 80 100 120 140
Time (s)

Chapter 9 381
 9. Graph the relationship represented by the table. y
560
Time (hr), x

Distance (mi)
3 4 5 6 480
400
Distance (mi), y 240 320 400 480 320
240
160
80
x
0 1 2 3 4 5 6 7 8 9 10
Time (hr)

10. Miranda's wages are $15 per hour. Write a linear equation
w
that gives the wages w in dollars that Miranda earns in 80
h hours. 70
60

Wages ($)
50
40
30
20
11. The table shows the number of apples a that Lucinda uses in 10
h
b batches of applesauce.
0 1 2 3 4 5 6 7 8
Time (hr)
Batches, b 1 2 3 4

Apples, a 4 8 12 16

Graph the relationship between batches b and apples a. Then write the
equation that shows the relationship.

a
20
18
16
14
Apples

12
10
8
6
4
© Houghton Mifflin Harcourt Publishing Company

2
b
0 1 2 3 4 5 6 7 8 9 10
Batches

382
 Name
12. Delonna walks 4 miles per day for exercise. The total number
of miles m she walks equals 4 times the number of days d she walks.

What is the dependent variable? __

What is the independent variable? __

Write the equation that represents the relationship between

the m and d.

13. Lacy is staying at a hotel that costs $85 per night. The total cost
of Lacy’s stay is 85 times the number of nights n she stays.

For numbers 13a–13d, select True or False for each statement.

13a. The number of nights n True False

is dependent on the cost c.

13b. n is the independent variable. True False

13c. c is the dependent variable. True False

13d. The equation that represents the True False

total cost is c = 85n.

14. A taxi cab company charges an initial fee of $5 and then $4 per mile
for a ride. Use the equation c = 4x + 5 to complete the table.

Input Output
Miles (mi), x Cost ($), c

6
© Houghton Mifflin Harcourt Publishing Company

Chapter 9 383
15. A grocery display of cans is arranged in the form of a pyramid with 1 can
in the top row, 3 in the second row from the top, 5 in the third row, and
7 in the fourth row. The total number of cans c equals 2 times the row r
minus 1. Use the equation c = 2r − 1 to complete the table.

Row, r Cans, c
5
6
7
8

16. The graph shows the number of words Mason read w

in a given amount of minutes. If Mason continues to 1,000
read at the same rate, how many words will he have 900
800
read in 5 minutes?
700

Words
600
500
400
300
200
100
t
0 1 2 3 4 5 6 7 8 9 10
Time (min)

17. Casey claims the linear equation for the relationship c

shown by the graph is c = 25j
25 . Use numbers and 200
words to support Casey's claim. 175
150 (7, 175)
Cost ($)

125
(5, 125)
100
75
(3, 75)
50
© Houghton Mifflin Harcourt Publishing Company

25
(1, 25) j
0 1 2 3 4 5 6 7 8
Number of Jumps

384
 Critical Area Geometry and
Statistics
CRITICAL AREA
Solve real-world and mathematical problems involving area, surface
area, and volume.
Developing understanding of statistical thinking
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Ian Shaw/Alamy

The San Francisco zoo in San

Francisco, California, is home to
hundreds of different animals,
including this Bengal tiger.

385
 Project
This Place is a Zoo!
Planning a zoo is a difficult task. Each animal requires a special environment
with different amounts of space and different features.

You are helping to design a new section of a zoo. The table lists some of
the new attractions planned for the zoo. Each attraction includes notes
about the type and the amount of space needed. The zoo owns a rectangle
of land that is 100 feet long and 60 feet wide. Find the dimensions of each
of the attractions and draw a sketch of the plan for the zoo.

Important Facts
Minimum Floor
Attraction Notes
Space (sq ft)
American Alligators 400 rectangular pen with one side at least 24 feet long
Amur Tigers 750 trapezoid-shaped area with one side at least 40 feet long
Howler Monkeys 450 parallelogram-shaped cage with one side at least 30 feet long
Meerkat Village 250 square pen with glass sides
Red Foxes 350 rectangular pen with length twice as long as width

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Nicola Angella/Grand Tour/Corbis
Tropical Aquarium 200 triangular bottom with base at least 20 feet long

Completed by

386 Chapters 10–13

 Area
Show Wha t You Know
Check your understanding of important skills.

Name

Perimeter Find the perimeter.

1. 2.
8 mm 15 mm

P = _ units 17 mm P = _ mm

Identify Polygons Name each polygon based on the number of sides.

3. 4. 5.

___ ___ ___

Evaluate Algebraic Expressions Evaluate the expression.

6. 5x + 2y for x = 7 7. 6a × 3b + 4 for a = 2 8. s2 + t 2 − 23 for s = 4
and y = 9 and b = 8 and t = 6

___ ___ ___

© Houghton Mifflin Harcourt Publishing Company

Ross needs to paint the white boundary lines of

one end zone on a football field. The area of the
end zone is 4,800 square feet, and one side of the
end zone measures 30 feet. One can of paint is
enough to paint 300 feet of line. Be a Math
Detective and find out if one can is enough to line
the perimeter of the end zone.

Personal Math Trainer

Online Assessment
and Intervention Chapter 10 387
 Voca bula ry Builder

Visualize It
Complete the bubble map by using the checked words that are Review Words
types of quadrilaterals.
acute triangle
base
height
obtuse triangle
✓ polygon
quadrilateral
quadrilateral ✓ rectangle
right triangle
✓ square

Preview Words

area
composite figure
Understand Vocabulary congruent
Complete the sentences using the preview words. ✓ parallelogram
regular polygon
1. The ____ of a figure is the number of square units
✓ trapezoid
needed to cover it without any gaps or overlaps.

2. A polygon in which all sides are the same length and all angles

have the same measure is called a(n) ____.

3. A(n) ____ is a quadrilateral with exactly one pair

of parallel sides.

4. ____ figures have the same size and shape.

© Houghton Mifflin Harcourt Publishing Company

5. A quadrilateral with two pairs of parallel sides is called a

____.

6. A(n) ____ is made up of more than one shape.

• Interactive Student Edition

388 • Multimedia eGlossary
 ALGEBRA
Name
Lesson 10.1
Area of Parallelograms
Essential Question How can you find the area of parallelograms? Geometry—6.G.1 Also
6.EE.2c, 6.EE.7
MATHEMATICAL PRACTICES
connect The area of a figure is the number of square units needed MP.4, MP.5, MP.6, MP.8
to cover it without any gaps or overlaps. The area of a rectangle is
the product of the length and the width. The rectangle shown has an 4
area of 12 square units. For a rectangle with length l and width w,
A = l × w, or A = lw.
3
Recall that a rectangle is a special type of parallelogram.
A parallelogram is a quadrilateral with two pairs of parallel sides.

Unlock
Unlock the
the Problem
Problem
Victoria is making a quilt. She is using material in the shape
of parallelograms to form the pattern. The base of each
parallelogram measures 9 cm and the height measures
4 cm. What is the area of each parallelogram?

Activity Use the area of a rectangle to find the area

of the parallelogram.
Materials ■ grid paper ■ scissors height (h)
• Draw the parallelogram on grid paper and cut it out. 4 cm
• Cut along the dashed line to remove a triangle. base (b) 9 cm
• Move the triangle to the right side of the figure to form
a rectangle. width (w)
4 cm
© Houghton Mifflin Harcourt Publishing Company• Image Credits: (r) ©Roman Soumar/Corbis

• What is the area of the rectangle? ____ length (l ) 9 cm

• What is the area of the parallelogram? ____

• base of parallelogram = ___ of rectangle

The height of a parallelogram
forms a 90º angle with the base.
height of parallelogram = ___ of rectangle

area of parallelogram = ___ of rectangle

• For a parallelogram with base b and height h, A = ___

Area of parallelogram = b × h = 9 cm × 4 cm = _ sq cm
Math
So, the area of each parallelogram in the quilt is _ sq cm. Talk Mathematical Practices
Explain how you know that the area
of the parallelogram is the same as
the area of the rectangle.

Chapter 10 389
 Example 1 Use the formula A = bh to find the area
of the parallelogram.
Write the formula. A = bh 2.1 m

Replace b and h with their values. 6.3 m

A = 6.3 × __
Multiply. A = ___

So, the area of the parallelogram is _ square meters.

A square is a special rectangle in which the length and width are equal. For
a square with side length s, A = l × w = s × s = s 2, or A = s 2.

Example 2 Find the area of a square with sides

measuring 9.5 cm.
9.5 cm
Write the formula. A=s 2

Substitute 9.5 for s. Simplify. 9.5 cm

A = (__)2 = __

So, the area of the square is ___ cm2.

Example 3 A parallelogram has an area of 98 square feet

and a base of 14 feet. What is the height of the parallelogram? Area 5 98 ft 2
?
Write the formula. A = bh
14 ft
Replace A and b with their values. __ = __ × h
Use the Division Property of Equality. 98 = ____
____ 14h

Solve for h. __ = h
So, the height of the parallelogram is __ feet.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
• PRACTICE 6 Compare Explain the difference between the height of a
rectangle and the height of a parallelogram.

390
 Name

Share
Share and
and Show
Show
Find the area of the parallelogram or square.
1. A = bh 1.2 m 2.
8.3 m 6 ft
A = 8.3 × 1.2
15 ft
A = ___ m2 ___ ft2

3. 2.5 mm 4.
2 ft
2.5 mm 3

___ mm2 3 ft ___ ft2

4
Find the unknown measurement for the parallelogram.
5. Area = 11 yd2 6. Area = 32 yd2
? yd ? yd

5 21 yd
4 yd
___ yd ___ yd

Math
Talk Mathematical Practices
Explain how the areas of some
On
On Your
Your Own
Own parallelograms and rectangles
are related.
Find the area of the parallelogram.
7. 8.
6.4 m 8 ft

21 ft
9.1 m
___ m2 ___ ft2
Find the unknown measurement for the figure.
9. square 10. parallelogram 11. parallelogram 12. parallelogram
© Houghton Mifflin Harcourt Publishing Company

A = __ A = 32 m2 A = 51 1_4 in.2 A = 121 mm2

s = 15 ft b = __ b = 8 1_5 in. b = 11 mm

h=8m h = __ h = __

13. SMARTER
The height of a parallelogram is four times the base.
The base measures 3 _21 ft. Find the area of the parallelogram.

Chapter 10 • Lesson 1 391

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
14. Jane’s backyard is shaped like a parallelogram. The base of
the parallelogram is 90 feet, and the height is 25 feet. What
is the area of Jane’s backyard?

15. SMARTERJack made a parallelogram by putting 5 cm

together two congruent triangles and a square, like
the figures shown at the right. The triangles have the
same height as the square. What is the area of Jack’s
parallelogram? 8 cm 5 cm

16. DEEPER The base of a parallelogram is 2 times the

parallelogram’s height. If the base is 12 inches, what is
the area?

MATHEMATICAL
17. PRACTICE 3 Verify the Reasoning of Others Li Ping 3 in.
says that a square with 3-inch sides has a greater area than
a parallelogram that is not a square but has sides that have 3 in. 3 in. 3 in.
the same length. Does Li Ping’s statement make sense?
Explain. 3 in. 3 in.

18. SMARTER Find the area of

© Houghton Mifflin Harcourt Publishing Company

the parallelogram.
5 in. 6 in.

12 in.
The area is _ in2.

FOR MORE PRACTICE:

392 Standards Practice Book
 Lesson 10.2
Name

Explore Area of Triangles Geometry—

6.G.1
Essential Question What is the relationship among the areas of
triangles, rectangles, and parallelograms? MATHEMATICAL PRACTICES
MP.1, MP7, MP.8

Hands
Investigate
Investigate On

Materials ■ grid paper ■ tracing paper ■ ruler ■ scissors

A. On the grid, draw a rectangle with a base of

6 units and a height of 5 units.

• What is the area of the rectangle?

B. Trace the rectangle onto tracing paper. Draw

a diagonal from the top-left corner to the
lower-right corner.

• A diagonal is a line segment that connects two

nonadjacent vertices of a polygon.

C. Cut out the rectangle. Then cut along the diagonal

to divide the rectangle into two right triangles.
Compare the two triangles.

• Congruent figures are the same shape and size. Are

the two right triangles congruent?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©HMH/Guy Jarvis

• How is the area of each right triangle related to the

area of the rectangle?

• What is the area of each right triangle?

Chapter 10 393
 Draw Conclusions
1. Explain how finding the area of a rectangle is like finding the area
of a right triangle. How is it different?

MATHEMATICAL
2. PRACTICE 1 Analyze Because a rectangle is a parallelogram, its area can be found
using the formula A = b × h. Use this formula and your results from the Investigate
to write a formula for the area of a right triangle with base b and height h.

Math
Talk Mathematical Practices
Why did the two triangles
have to be congruent for the
formula to make sense?
Make
Make Connections
Connections
The area of any parallelogram, including a rectangle, can be found using the formula
A = b × h. You can use a parallelogram to look at more triangles.

A. Trace and cut out two copies of the acute triangle.

B. Arrange the two triangles to make a parallelogram.

• Are the triangles congruent? __

• If the area of the parallelogram is 10 square

centimeters, what is the area of each triangle?
Explain how you know.
Acute triangle

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C. Repeat Steps A and B with the obtuse triangle. Obtuse triangle

MATHEMATICAL
3. PRACTICE 8 Generalize Can you use the formula A = _1 × b × h to find
2
the area of any triangle? Explain.

394
 Name

Share
Share and
and Show
Show
1. Trace the parallelogram, and cut it into two congruent
triangles. Find the areas of the parallelogram and one
triangle, using square units.

Find the area of each triangle.

2. 3. 4.
8 in.
11 yd
20 ft
10 in.
18 ft 4 yd

_ in.2 _ ft2 _ yd2

5. 6. 7.

12 cm
20 in.
33 mm
16 cm

30 mm 19 in.

_ mm2 _ in.2 _ cm2

Problem
Problem Solving
Solving •• Applications
Applications
MATHEMATICAL DEEPER
8. PRACTICE 5 Communicate Describe how you 9. A school flag is in the shape of a
© Houghton Mifflin Harcourt Publishing Company

can use two triangles of the same shape and size right triangle. The height of the flag is 36 inches
to form a parallelogram. and the base is 3_4 of the height. What is the area of
the flag?

Chapter 10 • Lesson 2 395

 MATHEMATICAL PRACTICES

SMARTER Sense or Nonsense?

10. Cyndi and Tyson drew the models below. Each
said his or her drawing represents a triangle with
an area of 600 square inches. Whose statement
makes sense? Whose statement is nonsense?
Explain your reasoning.

Tyson’s Model Cyndi’s Model

40 in. 30 in.
40 in.

30 in.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©fStop/Alamy

11. SMARTER A flag is separated into two different colors.
Find the area of the white region. Show your work.

3 ft

5 ft

FOR MORE PRACTICE:

396 Standards Practice Book
 ALGEBRA
Name
Lesson 10.3
Area of Triangles
Essential Question How can you find the area of triangles? Geometry—6.G.1 Also 6.EE.2c
MATHEMATICAL PRACTICES
Any parallelogram can be divided into two congruent MP.1, MP.5, MP.8
triangles. The area of each triangle is half the area of the
parallelogram, so the area of a triangle is half the product
of its base and its height. h

b
Area of a Triangle

A=1
__ bh h
2
where b is the base and h is the height b

Unlock
Unlock the
the Problem
Problem

The Flatiron Building in New York is well known for its

unusual shape. The building was designed to fit the triangular
plot of land formed by 22nd Street, Broadway, and Fifth
Avenue. The diagram shows the dimensions of the triangular
foundation of the building. What is the area of the triangle?

79 ft
• How can you identify the base and
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Frank Whitney/Getty Images

190 ft the height of the triangle?

Find the area of the triangle.

Write the formula. A=1

__ bh
2

Substitute 190 for b and A=1

__ ×__ × __
79 for h. 2

Multiply the base and A=1

__ ×__
height. 2

Multiply by 1_2 . A = __
Math
So, the area of the triangle is ___ ft . 2 Talk Mathematical Practices
Explain how the area of a triangle
relates to the area of a rectangle with
the same base and height.

Chapter 10 397
 Example 1 Find the area of the triangle.

Write the formula. A=1

__ bh
2

Substitute 4 1_2 for b and 3 _21 for h. A=1

__ × __ × __
2 3 21 ft

Rewrite the mixed numbers as

fractions. A=1
__ × ____ × ____
2 2
2
4 21 ft

Multiply. A = ______
8

Rewrite the fraction as a mixed

number. A = __

So, the area of the triangle is __ ft2.

Example 2
Daniella is decorating a triangular pennant for
her wall. The area of the pennant is 225 in.2 and
the base measures 30 in. What is the height of the
triangular pennant?

? in.
A 5 225 in. 2

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt
30 in.

Write the formula. A=1

__ bh
2

Substitute 225 for A and 30 for b. __ = 1__2 × __ × h

Multiply 1_2 and 30. 225 = __ × h

Use the Division Property of Equality. 225 = ________

____ ×h

Simplify. __ = h
So, the height of the triangular pennant is __ in.

398
 Name

Share
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and Show
Show
1. FInd the area of the triangle. 2. The area of the triangle is
132 in.2 Find the height
A = 1_ bh of the triangle.
2
8 cm h
A = 1_ × 14 × _
2 14 cm h = __
A = _ cm 2 22 in.

Find the area of the triangle.

3. 4.

4 mm
A = __
40 mm A = __
5.5 mm
27 mm
Math
Talk Mathematical Practices
Explain how you can identify
the height of a triangle.
On
On Your
Your Own
Own

SMARTER Find the unknown measurement for the figure.

5. Area 5 52.5 in.2 6.

Area 5 17.2 cm2
h
5 in.
h
80 mm

h = __ h = __

MATHEMATICAL
7. PRACTICE 3 Verify the Reasoning of Others The height of a triangle is
© Houghton Mifflin Harcourt Publishing Company

twice the base. The area of the triangle is 625 in.2 Carson says the base of
the triangle is at least 50 in. Is Carson’s estimate reasonable? Explain.

Chapter 10 • Lesson 3 399

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

8. DEEPER Alani is building a set of 4 shelves. 14 in.

Each shelf will have 2 supports in the shape of
right isosceles triangles. Each shelf is 14 inches
deep. How many square inches of wood will she
14 in.
need to make all of the supports?

14 in.

14 in.
a. What are the base and height of each triangle?

b. What formula can you use to find the area of a

triangle?

d. How many triangular supports are needed to

c. Explain how you can find the area of one build 4 shelves?
triangular support.

e. How many square inches of wood will Alani

need to make all the supports?

9. SMARTER The area 10. SMARTER The area of a triangle

2
of a triangle is 97.5 cm2. The is 30 ft . For numbers 10a–10d, select
height of the triangle is 13 cm. Yes or No to tell if the dimensions given
Find the base of the triangle. could be the height and base of the triangle.
© Houghton Mifflin Harcourt Publishing Company

Explain your work.

10a. h = 3, b = 10 Yes No

10b. h = 3, b = 20 Yes No

10c. h = 5, b = 12 Yes No

10d. h = 5, b = 24 Yes No

FOR MORE PRACTICE:

400 Standards Practice Book
 Lesson 10.4
Name
Explore Area of Trapezoids Geometry—
Essential Question What is the relationship between the areas of 6.G.1
trapezoids and parallelograms? MATHEMATICAL PRACTICES
MP.4, MP.7, MP.8
connect A trapezoid is a quadrilateral with exactly one pair of base 2
parallel sides. The parallel sides are the bases of the trapezoid. A
line segment drawn at a 90° angle to the two bases is the height
height
of the trapezoid. You can use what you know about the area of a
parallelogram to find the area of a trapezoid.
base 1
Hands
Investigate
Investigate On

Materials ■ grid paper ■ ruler ■ scissors

3 units
A. Draw two copies of the trapezoid on grid paper.
4 units
B. Cut out the trapezoids. 6 units

C. Arrange the trapezoids to form a parallelogram, as shown.

Examine the parallelogram.

• How can you find the length of the base of the parallelogram?

• The base of the parallelogram is _ + _ = _ units.

• The height of the parallelogram is _ units.

• The area of the parallelogram is _ × _ = _ square units.

D. Examine the trapezoids.

• How does the area of one trapezoid relate to the area of

the parallelogram?
© Houghton Mifflin Harcourt Publishing Company

• Find the area of one trapezoid. Explain how you found the area.

Chapter 10 401
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 7
Identify Relationships Explain how knowing how to find
the area of a parallelogram helped you find the area of the trapezoid.

2. Use your results from the Investigate to describe how you

can find the area of any trapezoid.

MATHEMATICAL
3. PRACTICE 8
Generalize Can you use the method you described above
to find the area of a trapezoid if two copies of the trapezoid can be
arranged to form a rectangle? Explain.

Make
Make Connections
Connections
You can use the formula for the area of a rectangle to find the area of some
types of trapezoids.
5 cm

3 cm

9 cm
A. Trace and cut out two copies of the trapezoid.

B. Arrange the two trapezoids to form a rectangle. Examine the rectangle.

• The length of the rectangle is _ + _ = _ cm.

• The width of the rectangle is _ cm.

© Houghton Mifflin Harcourt Publishing Company

• The area of the rectangle is _ × _ = _ cm2.

C. Examine the trapezoids.

• How does the area of each trapezoid relate to the area of the rectangle?

• The area of the given trapezoid is 1_2 × _ = _ cm2.

402
 Name

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and Show
Show
1. Trace and cut out two copies of the trapezoid. Arrange the
trapezoids to form a parallelogram. Find the areas of the
parallelogram and one trapezoid using square units.

Find the area of the trapezoid.

2. 6 cm 3. 9 in. 4. 11 ft

5 cm
8 in. 8 ft
10 cm
5 ft
3 in.

__ cm2 __ in.2 __ ft2

5. 6. 8 mm 7.
16 cm 3 21 in.

14 cm 6.5 mm
5 41 in.
14 mm
22 cm

8 21 in.

__ cm2 __ mm2 __ in.2

Problem
Problem Solving
Solving •• Applications
Applications
MATHEMATICAL DEEPER
8. PRACTICE 4
Describe a Method Explain one 9. A patio is in the shape of a
way to find the height of a trapezoid if you know trapezoid. The length of the longer base is
the area of the trapezoid and the length of both 18 feet. The length of the shorter base is two feet
© Houghton Mifflin Harcourt Publishing Company

bases. less than half the longer base. The height is 8 feet.
What is the area of the patio?

Chapter 10 • Lesson 4 403

 MATHEMATICAL PRACTICES

SMARTER What’s the Error? 300 mi

10. Except for a small region near its
southeast corner, the state of Nevada is 200 mi
shaped like a trapezoid. The map at the 480 mi
right shows the approximate dimensions
of the trapezoid. Sabrina used the map
400 mi
to estimate the area of Nevada.

Look at how Sabrina solved the problem. Describe the error. Find the area of the
Find her error. trapezoid to estimate the area of Nevada.

Two copies of the trapezoid can be put

together to form a rectangle.

length of rectangle:

200 + 480 = 680 mi

width of rectangle: 300 mi

A = lw

= 680 × 300

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Elvele Images Ltd/Alamy Images
= 204,000

The area of Nevada is about 204,000

square miles.

11. SMARTER A photo was cut in half at an angle. What is the area of
one of the cut pieces?

3 in.

6 in.

7 in.

The area is _.

FOR MORE PRACTICE:

404 Standards Practice Book
 ALGEBRA
Name
Lesson 10.5
Area of Trapezoids
Essential Question How can you find the area of trapezoids? Geometry—6.G.1
Also 6.EE.2C
Any parallelogram can be divided into two trapezoids with the MATHEMATICAL PRACTICES
same shape and size. The bases of the trapezoids, b 1 and b 2, form MP.1, MP.3, MP.7
the base of the parallelogram. The area of each trapezoid is half b1 b2
the area of the parallelogram. So, the area of a trapezoid is half the
product of its height and the sum of its bases. h

Area of a Trapezoid b2 b1
1 (b + b )h
A = __
2 1 2 b1
where b 1 and b 2 are the two bases and h is the height

b2
Unlock
Unlock the
the Problem
Problem
Mr. Desmond has tables in his office with tops
• How can you identify the bases?
shaped like trapezoids. The diagram shows the
dimensions of each tabletop. What is the area
of each tabletop?
1.6 m
• How can you identify the height?

0.6 m

0.9 m

Find the area of the trapezoid.

Write the formula. A=1

__(b + b )h
1 2
2

Substitute 1.6 for b 1, 0.9 for b 2, 1×(_+_)×_

A = __
and 0.6 for h. 2
© Houghton Mifflin Harcourt Publishing Company

Add within the parentheses. A=1

__ × _ × 0.6
2

Multiply. 1×_=_
A = __
2 Math
So, the area of each tabletop is _ m2. Talk Mathematical Practices

Describe the relationship between

the area of a trapezoid and the area
of a parallelogram with the same
height and a base equal to the sum
of the trapezoid’s bases.

Chapter 10 405
 Example 1 Find the area of the trapezoid.

Write the formula. A=1

__ (b + b )h
2 1 2

4.6 cm
1
Substitute 4.6 for b1, A = __
2
× (_ + _ ) × 3.5
9.4 for b2, and 3.5 for h.
3.5 cm

1
Add. A = __
2
× _ × 3.5 9.4 cm

Multiply. A = _ × 3.5 = _

So, the area of the trapezoid is __ cm2.

Example 2 The area of the trapezoid is 702 in.2 Find the

height of the trapezoid.

Write the formula. A=1

__ (b + b )h
2 1 2 20 in.
Substitute 702 for A, 20 for b 1, and 34 for b 2. 1 × (20 + _ ) × h
702 = __
2

Add within the parentheses. 1×_×h

702 = __
2
?
1 and 54.
Multiply __
2 702 = _ × h

Use the Division Property of Equality. 702 = ×h

34 in.
______ ________

Math
Simplify. _=h Talk Mathematical Practices
Explain how to find the
So, the height of the trapezoid is _ in. height of a trapezoid if
you know the area and the
lengths of both bases. © Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
• PRACTICE 1
Analyze Relationships Explain why the formula for the area of a
trapezoid contains the expression b 1 + b 2.

406
 Name

Share
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and Show
Show

1. Find the area of the trapezoid.

3 cm
A = 21_(b 1 + b 2)h

4 cm
A = 21_ × ( _ + _ ) × 4

A = 2_1 × _ × 4 6 cm

A = _ cm2

2. The area of the 8 ft 3. Find the area 43 mm

trapezoid is 45 ft2. of the trapezoid.
Find the height of h 18 mm
the trapezoid. 17 mm
10 ft

h = __ A = __

Math
Talk Mathematical Practices
Two trapezoids have the same bases
and the same height. Are the areas
equal? Must the trapezoids have the
same shape? Explain.

On
On Your
Your Own
Own
Find the area of the trapezoid.
4. 21 in. 5. 2.8 m

4.2 m
14 in.
9.2 m
17 in.
A = __ A = __
© Houghton Mifflin Harcourt Publishing Company

Find the height of the trapezoid.

6. 12.5 in. 7.
Area 5 500 in.2
Area 5 99 cm2
h 3.2 cm 10 cm
h

27.5 in.

h = __ h = __

Chapter 10 • Lesson 5 407

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications Home Plate
17 in.
Use the diagram for 8–9.
DEEPER 8.5 in. 8.5 in.
8. A baseball home plate can be divided
into two trapezoids with the dimensions shown in the 17 in.
drawing. Find area of home plate.
12 in. 12 in.
_______
9. Suppose you cut home plate along the dotted line and
rearranged the pieces to form a rectangle. What would
the dimensions and the area of the rectangle be?

dimensions: ___

area: __

10. SMARTER A pattern used for tile floors is

shown. A side of the inner square measures 10 cm,
and a side of the outer square measures 30 cm.
What is the area of one of the yellow trapezoid tiles? WRITE Math • Show Your Work

_______
MATHEMATICAL
11. PRACTICE 3
Verify the Reasoning of Others A trapezoid

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Chuck Franklin/Alamy Images
has a height of 12 cm and bases with lengths of 14 cm
and 10 cm. Tina says the area of the trapezoid is 288 cm2. Find her
error, and correct the error.
__________

12. SMARTER Which expression can be used to find the

area of the trapezoid? Mark all that apply.
1.5 ft
A 1 × (4 + 1.5) × 3.5
_
2

B 1 × (1.5 + 3.5) × 4
_
2
4 ft
C 1 × (4 + 3.5) × 1.5
_
2

D 1 × (5) × 4
_
2
3.5 ft

FOR MORE PRACTICE:

408 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box to complete the sentence. area
congruent
1. A ___ is a quadrilateral with two pairs of
parallel sides. (p. 387) parallelogram
trapezoid
2. The number of square units needed to cover a surface without

any gaps or overlaps is called the ___. (p. 387)

3. Figures with the same size and shape are ___. (p. 393)

Concepts
Concepts and
and Skills
Skills
Find the area. (6.G.1, 6.EE.2c)

4. 5.

3.4 cm
6 21 in.

5.7 cm

6 21 in.
________ ________

6. 7. 18 cm

8.2 mm 9 cm
© Houghton Mifflin Harcourt Publishing Company

14 mm 13 cm
________ ________

8. A parallelogram has an area of 276 square meters 9. The base of a triangle measures 8 inches and the
and a base measuring 12 meters. What is the area is 136 square inches. What is the height of
height of the parallelogram? the triangle?

________ ________
Chapter 10 409
10. The height of a parallelogram is 3 times the base. The base measures 4.5
cm. What is the area of the parallelogram? (6.G.1)

____________________

11. A triangular window pane has a base of 30 inches and a height of 24

inches. What is the area of the window pane? (6.G.1)

____________________

12. The courtyard behind Jennie’s house is shaped like a trapezoid. The
bases measure 8 meters and 11 meters. The height of the trapezoid is 12
meters. What is the area of the courtyard? (6.G.1)

____________________

13. Rugs sell for $8 per square foot. Beth bought a 9-foot-long rectangular
rug for $432. How wide was the rug? (6.G.1, 6.EE.2c)

____________________

14. A square painting has a side length of 18 inches. What is the area of the
© Houghton Mifflin Harcourt Publishing Company

painting? (6.G.1, 6.EE.2c)

____________________

410
 Lesson 10.6
Name
Area of Regular Polygons Geometry—6.G.1
Essential Question How can you find the area of regular polygons? Also 6.EE.2c
MATHEMATICAL PRACTICES
MP.7, MP.8

Unlock
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the Problem
Problem
Emory is making a patch for his soccer ball. The patch he is
using is a regular polygon. A regular polygon is a polygon
in which all sides have the same length and all angles have
the same measure. Emory needs to find the area of a piece
of material shaped like a regular pentagon.

Activity
You can find the area of a regular polygon by dividing the polygon into
congruent triangles.

• Draw line segments from each vertex to the center of the pentagon to
divide it into five congruent triangles.

• You can find the area of one of the triangles if you know the side length of
the polygon and the height of the triangle.

Math
Talk Mathematical Practices
Explain how to determine the
number of congruent triangles a
14 cm
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Houghton Mifflin Harcourt

regular polygon should be divided

into in order to find the area.

20 cm
• Find the area of one triangle.

Write the formula. A = 1__ bh

2
Substitute 20 for b and 14 for h. A = 1__ × _ × _
2
Simplify. A = _ cm2

• Find the area of the regular polygon by multiplying the number of

triangles by the area of one triangle.

A = _ × _ = _ cm2

So, the area of the pentagon-shaped piece is __ .

Chapter 10 411
 Example Find the area of the regular polygon.

STEP 1 Draw line segments from each vertex to the

center of the hexagon.

Into how many congruent triangles did you divide the figure? _

STEP 2 Find the area of one triangle.

Write the formula. A = 1__ bh

2

Substitute 4.2 for b and 3.6 for h. A = 1__ × _ × _ 3.6 m

2

Simplify. A = _ m2
4.2 m

STEP 3 Find the area of the hexagon.

A = _ × _ = __ m2

So, the area of the hexagon is __ m2

MATHEMATICAL
1. PRACTICE 8 Use Repeated Reasoning Into how many congruent
triangles can you divide a regular decagon by drawing line segments
from each vertex to the center of the decagon? Explain.

© Houghton Mifflin Harcourt Publishing Company

2. SMARTER In an irregular polygon, the sides do not all have the

same length and the angles do not all have the same measure. Could
you find the area of an irregular polygon using the method you used in
this lesson? Explain your reasoning.

412
 Name

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and Show
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Find the area of the regular polygon.

1. number of congruent triangles inside the figure: _

6 cm
area of each triangle: _1 × _ × _ = _ cm2
2
area of octagon: _ × _ = _ cm2
5 cm

2. 3.

4m
12 mm

6m 8 mm

Math
Talk Mathematical Practices
Describe the information you must
have about a regular polygon in
order to find its area.
On
On Your
Your Own
Own
Find the area of the regular polygon.

4. 5.

7 cm
43 in.

8 cm
28 in.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
6. PRACTICE 6 Explain A regular pentagon is divided into congruent triangles
by drawing a line segment from each vertex to the center. Each triangle has
an area of 24 cm2. Explain how to find the area of the pentagon.

Chapter 10 • Lesson 6 413

 MATHEMATICAL PRACTICES

7. SMARTER Name the polygon and find its area.

Show your work.

4.8 in.

4 in.

Regular Polygons in Nature

Regular polygons are common in nature. One of the best-
known examples of regular polygons in nature is the small
hexagonal cells in honeycombs constructed by honeybees.
The cells are where bee larvae grow. Honeybees store honey
and pollen in the hexagonal cells. Scientists can measure the
health of a bee population by the size of the cells.

8. Cells in a honeycomb vary in width. To find the average

width of a cell, scientists measure the combined width of
10 cells, and then divide by 10.

The figure shows a typical 10-cell line of worker bee cells.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©B.A.E. Inc./Alamy
What is the width of each cell? 5.2 cm

9. SMARTER The diagram shows one honeycomb

cell. Use your answer to Exercise 8 to find h, the height of
the triangle. Then find the area of the hexagonal cell.
h
0.3 cm

10. DEEPER A rectangular honeycomb measures

35.1 cm by 32.4 cm. Approximately how many cells
Honeycomb
does it contain?

FOR MORE PRACTICE:

414 Standards Practice Book
 Lesson 10.7
Name

Composite Figures Geometry—6.G.1

Also 6.EE.2c
Essential Question How can you find the area of composite figures?
MATHEMATICAL PRACTICES
MP.1, MP.2, MP.5
A composite figure is made up of two or more simpler
figures, such as triangles and quadrilaterals.

Unlock
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the Problem
Problem
The new entryway to the fun house at Happy World
Amusement Park is made from the shapes shown in
4 ft
the diagram. It will be painted bright green. Juanita
needs to know the area of the entryway to determine 4 ft
how much paint to buy. What is the area of the
10 ft
entryway?

Find the area of the entryway. 4 ft 4 ft

STEP 1 Find the area of the rectangles.

Write the formula. A = lw

10 ft
Substitute the values for l and w and evaluate. A = 10 × _ = _

4 ft
Find the total area of two rectangles. 2 × _ = _ ft2

STEP 2 Find the area of the triangles.

Write the formula. A=1

__bh
4 ft
2

Substitute the values for b and h and evaluate. A=1

__ × 4 × _ = _ 4 ft
2

Find the total area of two triangles. 2 × _ = _ ft2

STEP 3 Find the area of the square.

Write the formula. A = s2

4 ft
2 4 ft
Substitute the value for s. A = (_) = _ ft2
© Houghton Mifflin Harcourt Publishing Company

STEP 4 Find the total area of the composite figure.

Add the areas. A = 80 ft2 + _ ft2 + _ ft2 = _ ft2

So, Juanita needs to buy enough paint to cover _ ft2.

Math
Talk Mathematical Practices
Discuss other ways you could divide
up the composite figure.

Chapter 10 415
 Example 1 Find the area of the composite figure shown.
9 cm
STEP 1 Find the area of the triangle, the square, and 6 cm
the trapezoid.

1
area of triangle A = __
2
bh = 1
__ × 16 × _
20 cm
2 12 cm
= _ cm2

area of square 2 16 cm 12 cm
A = s2 = ( _ )

= __ cm2

area of trapezoid
A=1 1 × (_ + _) × _
__(b + b )h = __
1 2
2 2

=1
__ × _ × 6
2

= _ cm2

STEP 2 Find the total area of the figure.

total area A = _ cm2 + _ cm2 + _ cm2

= _ cm2

So, the area of the figure is _ cm2.

Example 2 Find the area of the shaded region. 3 in.

STEP 1 Find the area of the rectangle and the square.

3 in. 6 in.
area of rectangle A = lw = _ × _
(1 ft = 12 in.)
1 ft
A = _ in. 2

area of square A = s2 = ( _ )2

A = _ in.2
© Houghton Mifflin Harcourt Publishing Company

STEP 2 Subtract the area of the square from the area of the rectangle.

area of shaded A = _ in.2 − _ in.2

region

A = _ in.2

So, the area of the shaded region is _ in.2

416
 Name

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and Show
Show
1. Find the area of the figure. 3 ft
4 ft
area of one rectangle A = lw
A = _ × _ = _ ft2
10 ft
area of two rectangles A = 2 × _ = _ ft2
5 ft 5 ft
length of base of triangle b = _ ft + _ ft + _ ft

= _ ft

area of triangle A = 1_ bh
2

A = _1 × _ × _ = _ ft2
2

area of composite figure A = _ ft2 + _ ft2 = _ ft2

Find the area of the figure.

2. 8 mm 3.
5m 13 m 13 m 5m
4 mm
6m 6m
11 mm 7m

8.2 mm
12 m

11 mm
______ ______
Math
Talk Mathematical Practices
Explain how to find the area of a
composite figure.

On
On Your
Your Own
Own
4. Find the area MATHEMATICAL
© Houghton Mifflin Harcourt Publishing Company

5. PRACTICE 6
Attend to Precision Find
of the figure.
8 in. the area of the shaded region.
12.75 m
2.5 m
10 in. 8.8 m
6 in.
2.5 m
8 in. 16 in. 4.25 m

______ ______
Chapter 10 • Lesson 7 417
 MATHEMATICAL PRACTICES

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the Problem
Problem

6. DEEPER Marco made the banner

15 in.
shown at the right. What is the area of the
yellow shape? 24 in.

a. Explain how you could find the area of the

15 in.
yellow shape if you knew the areas of the
green and red shapes and the area of the
entire banner . 48 in.
c. What is the area of the red shape? What is
the area of each green shape?

d. What equation can you write to find A, the

b. What is the area of the entire banner? Explain area of the yellow shape?
how you found it.

e. What is the area of the yellow shape?

7. There are 6 rectangular flower gardens each measuring 18 feet by 15

feet in a rectangular city park measuring 80 feet by 150 feet. How many
square feet of the park are not used for flower gardens?

Personal Math Trainer

8. SMARTER + Sabrina wants to replace the carpet in a few

rooms of her house. Select the expression she can use to find the total
area of the floor that will be covered. Mark all that apply.
© Houghton Mifflin Harcourt Publishing Company

A 8 × 22 + 130 + _1 × 10 × 9
2
8 ft
B 18 × 22 − _1 × 10 × 9
2

C 18 × 13 + _1 × 10 × 9
2
1_ × (18 + 8) × 22 10 ft 9 ft
D
2

13 ft

FOR MORE PRACTICE:

418 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 10.8
Problem Solving • Changing Dimensions
Essential Question How can you use the strategy find a pattern to show Geometry—
how changing dimensions affects area? 6.G.1
MATHEMATICAL PRACTICES
MP.1, MP.3, MP.8
Unlock
Unlock the
the Problem
Problem
Jason has created a 3-in. by 4-in. rectangular design to be made
into mouse pads. To manufacture the pads, the dimensions will be 3 in.
multiplied by 2 or 3. How will the area of the design be affected?
4 in.
Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find how
I need to use __ I can draw a sketch of each
_____ of the original design and rectangle and calculate
will be affected by changing
____ ___ of each.
the ___. Then I can look for
____
___ in my results.
____.

Solve the Problem

Sketch Dimensions Multiplier Area
3 in. by 4 in. 1 A = 3 × 4 = 12 in.2

6 in.
6 in. by 8 in. 2 A = _ × _ = _ in.2
8 in.

9 in.
© Houghton Mifflin Harcourt Publishing Company

12 in.
So, when the dimensions are multiplied by 2, the area is

multiplied by _. When the dimensions are multiplied Math

Talk Mathematical Practices
by 3, the area is multiplied by _.
Predict what would happen to the
area of a rectangle if the dimensions
were multiplied by 4.

Chapter 10 419
 Try Another Problem
6 cm
A stained-glass designer is reducing the dimensions of an earlier design.
The dimensions of the triangle shown will be multiplied by 1_2 or 1_4 . How
will the area of the design be affected? Use the graphic organizer to help
you solve the problem. 16 cm

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

Sketch Multiplier Area

1 A = 1_ × 16 × _ = _ cm2
2

3 cm

1_
2

8 cm

© Houghton Mifflin Harcourt Publishing Company

So, when the dimensions are multiplied by _21 , the area is multiplied by

__. When the dimensions are multiplied by __, the area is Math
Talk Mathematical Practices
multiplied by __. Explain what happens to the area of
a triangle when the dimensions are
multiplied by a number n.

420
 Name Unlock the Problem
√ Plan your solution by deciding on the
Share
Share and
and Show
Show steps you will use.
√ Find the original area and the new
area, and then compare the two.
1. The dimensions of a 2-cm by 6-cm rectangle are
multiplied by 5. How is the area of the rectangle
√ Look for patterns in your results.

affected?

First, find the original area:

WRITE Math • Show Your Work

Next, find the new area:

So, the area is multiplied by _.

2. SMARTER What if the dimensions

of the original rectangle in Exercise 1
had been multiplied by _21 ? How would
the area have been affected?

3. Evan bought two square rugs. The larger one

measured 12 ft square. The smaller one had an
area equal to 1_4 the area of the larger one. What
fraction of the side lengths of the larger rug were
the side lengths of the smaller one?
© Houghton Mifflin Harcourt Publishing Company

4. DEEPER On Silver Island, a palm tree, a giant

rock, and a buried treasure form a triangle with
a base of 100 yd and a height of 50 yd. On a map
of the island, the three landmarks form a triangle
with a base of 2 ft and a height of 1 ft. How many
times the area of the triangle on the map is the
area of the actual triangle?

Chapter 10 • Lesson 8 421

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
5. A square game board is divided into smaller WRITE Math
Show Your Work
squares, each with sides one-ninth the length of the
sides of the board. Into how many squares is the
game board divided?

6. SMARTER Flynn County is a rectangle

measuring 9 mi by 12 mi. Gibson County is a
rectangle with an area 6 times the area of Flynn
County and a width of 16 mi. What is the length
of Gibson County?

MATHEMATICAL
7. PRACTICE 4 Use Diagrams Carmen left her house
and drove 10 mi north, 15 mi east, 13 mi south,
11 mi west, and 3 mi north. How far was she from
home?

8. DEEPER Bernie drove from his house to his

cousin’s house in 6 hours at an average rate of
52 mi per hr. He drove home at an average rate of
60 mi per hr. How long did it take him to
drive home?

Personal Math Trainer

9. SMARTER +
Sophia wants to enlarge a
5-inch by 7-inch rectangular photo by multiplying the
dimensions by 3.

Find the area of the original photo and the enlarged

photo. Then explain how the area of the original photo is
© Houghton Mifflin Harcourt Publishing Company

affected.

FOR MORE PRACTICE:

422 Standards Practice Book
 Lesson 10.9
Name

Figures on the Coordinate Plane Geometry—

6.G.3
Essential Question How can you plot polygons on a coordinate plane
and find their side lengths? MATHEMATICAL PRACTICES
MP.4, MP.6, MP.7

Unlock
Unlock the
the Problem
Problem
The world’s largest book is a collection of photographs
from the Asian nation of Bhutan. A book collector models the • What two dimensions do you need
to find?
rectangular shape of the open book on a coordinate plane.
Each unit of the coordinate plane represents one foot. The
book collector plots the vertices of the rectangle at A(9, 3),
B(2, 3), C(2, 8), and D(9, 8). What are the dimensions of the
open book?

Plot the vertices and find the dimensions of the rectangle.

STEP 1 Complete the rectangle on the coordinate plane. 10

Plot points C(2, 8) and D(9, 8). 8

Connect the points to form a rectangle.

y-axis
6
STEP 2 Find the length of the rectangle.
4
Find the distance between points A(9, 3) and B(2, 3). B A
2
The y-coordinates are the same, so the points lie on a __ line.
0 2 4 6 8 10
Think of the horizontal line passing through A and B as a number line.
x-axis
© Houghton Mifflin Harcourt Publishing Company• Image Credits: (b) ©Toru Ysmanaka/AFP/Getty Images

Horizontal distance of A from 0: ⎢9 ⎢ = _ ft

Horizontal distance of B from 0: ⎢2 ⎢ = _ ft

Subtract to find the distance from A to B: _ − _ = _ ft.

STEP 3 Find the width of the rectangle.

Find the distance between points C (2, 8) and B(2, 3).

The x-coordinates are the same, so the points lie on a _ line.

Think of the vertical line passing through C and B as a number line.

Vertical distance of C from 0: ⎢8 ⎢ = _ ft

Vertical distance of B from 0: ⎢3 ⎢ = _ ft

Math
Talk Mathematical Practices

Subtract to find the distance from C to B: _ − _ = _ ft. Explain how you know whether to
add or subtract the absolute values
to find the distance between the
So, the dimensions of the open book are _ ft by _ ft. vertices of the rectangle.

Chapter 10 423
connect You can use properties of quadrilaterals to help you
find unknown vertices. The properties can also help you graph
quadrilaterals on the coordinate plane.

Example Find the unknown vertex, and then graph.

Three vertices of parallelogram PQRS are P(4, 2), Q(3, −3), and The name of a polygon, such as
R( −3, −3). Give the coordinates of vertex S and graph the parallelogram PQRS, gives the
parallelogram. vertices in order as you move
around the polygon.
STEP 1

Plot the given points on the coordinate plane.

STEP 2

The opposite sides of a parallelogram are __.

y
They have the same ___. 5
___
4
Since the length of side RQ is _ units, the length of 3
2
side ___ must also be _ units. 1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
STEP 3 -1
-2
Start at point P. Move horizontally _ units to the -3
-4
___ to find the location of the remaining -5
vertex, S. Plot a point at this location.

STEP 4

Draw the parallelogram. Check that opposite sides are parallel and
congruent.

So, the coordinates of the vertex S are __.

MATHEMATICAL
1. PRACTICE 6 Attend to Precision Explain why vertex S must be to the
left of vertex P rather than to the right of vertex P.
© Houghton Mifflin Harcourt Publishing Company

2. Describe how you could find the area of parallelogram PQRS

in square units.

424
 Name

Share
Share and
and Show
Show
y
1. The vertices of triangle ABC are A( −1, 3), B( −4, −2), 5
and C(2,___−2). Graph the triangle and find the length 4
of side BC . 3
2
Horizontal distance of B from 0: ⎢ −4⎢ = _ units 1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
Horizontal distance of C from 0: ⎢2 ⎢ = _ units -1
-2
The points are in different quadrants, so add to find the -3
-4
distance from B to C: _ + _ = _ units. -5

Give the coordinates of the unknown vertex of rectangle JKLM, and graph.
2. y 3. y
5
10
4
J 3
8
2
K
6 1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
4 -1
M L
-2
2 -3
-4
L K X
-5
0 2 4 6 8 10

______ ______
On
On Your
Your Own
Own
4. Give the coordinates of the unknown vertex of 5. The vertices of pentagon PQRST are P(9, 7),
rectangle PQRS, and graph. Q(9, 3), R(3, 3), S(3, 7), and T(6, 9). Graph
___ the
y pentagon and find the length of side PQ.
10 y

Q R 10
8
© Houghton Mifflin Harcourt Publishing Company

8
6
6
4
4
2
P
X 2
0 2 4 6 8 10 X
0 2 4 6 8 10
______ ______
Chapter 10 • Lesson 9 425
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The map shows the location of some city landmarks.
Use the map for 6–7.

6. DEEPER A city planner wants to locate a park

where two new roads meet. One of the new roads
will go to the mall and be parallel to Lincoln Street
which is shown in red. The other new road will go
to City Hall and be parallel to Elm Street which is
also shown in red. Give the coordinates for the
location of the park.

7. Each unit of the coordinate plane represents

2 miles. How far will the park be from City Hall?
y
5
___ 4
8. SMARTER PQ is one side of right triangle PQR. 3
triangle, ∠P is the right angle, and the length of
In the___ 2
P Q
side PR is 3 units. Give all the possible coordinates for 1
x
vertex R. -5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3
MATHEMATICAL -4
9. PRACTICE 6Use Math Vocabulary Quadrilateral
WXYZ has vertices with coordinates W( −4, 0), -5
X( −2, 3), Y(2, 3), and Z(2, 0). Classify the
quadrilateral using the most exact name possible
and explain your answer.

10. SMARTER
Kareem is drawing parallelogram y
5
ABCD on the coordinate plane.
© Houghton Mifflin Harcourt Publishing Company

4
Find and label the coordinates of the fourth vertex, 3
B 2 A
D, of the parallelogram. Draw the parallelogram. 1
x
What is the length of side CD? How do you know? -5 -4 -3 -2 -1 0 1 2 3 4 5
C -1
-2
-3
-4
-5

FOR MORE PRACTICE:

426 Standards Practice Book
 Name

Chapter 10 Review/Test
1. Find the area of the parallelogram.

7.5 in. 8.5 in.

9 in.

The area is _ in.2.

2. A wall tile is two different colors. What is the area of the white part
of the tile? Explain how you found your answer.

5.5 in.

4 in.

3. The area of a triangle is 36 ft2. For numbers 3a–3d, select Yes or No to tell
if the dimensions could be the height and base of the triangle.

3a. h = 3 ft, b = 12 ft Yes No

3b. h = 3 ft, b = 24 ft Yes No

3c. h = 4 ft, b = 18 ft Yes No

© Houghton Mifflin Harcourt Publishing Company

3d. h = 4 ft, b = 9 ft Yes No

4 in.
4. Mario traced this trapezoid. Then he cut it
out and arranged the trapezoids to form a
rectangle. What is the area of the rectangle? 8 in.

_ in.2
10 in.
Assessment Options
Chapter Test
Chapter 10 427
5. The area of the triangle is 24 ft2. Use the numbers to label the height and
base of the triangle.

2 4 6 8 10 20

ft

ft

6. A rectangle has an area of 50 cm2. The dimensions of the rectangle are

multiplied to form a new rectangle with an area of 200 cm2. By what
number were the dimensions multiplied?

7. Sami put two trapezoids with the

same dimensions together to make
a parallelogram.

The formula for the area of a trapezoid is

A = _21 ( b1 + b2) h. Explain why the bases of a
trapezoid need to be added in the formula.

8. A rectangular plastic bookmark has a triangle cut out of it. Use the
© Houghton Mifflin Harcourt Publishing Company

diagram of the bookmark to complete the table.

Square Inches of 5 in.

Area of Rectangle Area of Triangle
Plastic in Bookmark

2 in. 1 in.
1 in.

428
 Name
9. A trapezoid has an area of 32 in.2. If the lengths of the bases are 6 in. and
6.8 in., what is the height?

__ in.

10. A pillow is in the shape of a regular pentagon. The front of the pillow is
made from 5 pieces of fabric that are congruent triangles. Each triangle
has an area of 22 in.2. What is the area of the front of the pillow?

__ in.2

11. Which expressions can be used to find the area of the trapezoid? Mark
all that apply.
2 in.

5 in.

4.5 in.

1
_ 1
_
A 2 × (5 + 2) × 4.5 C 2 × (5 + 4.5) × 2
1
_ 1_
B 2 × (2 + 4.5) × 5 D 2 × (6.5) × 5

12. Name the polygon and find its area. Show your work.

6.2 in.
© Houghton Mifflin Harcourt Publishing Company

5 in.

polygon: __ area:__

Chapter 10 429
13. A carpenter needs to replace some flooring in a house.

7 ft

10 ft
12 ft

14 ft

Select the expression that can be used to find the total area of the
flooring to be replaced. Mark all that apply.

A 19 × 14 C 19 × 24 − _1 × 10 × 12
2

B 168 + 12 × 14 + 60 D 7 × 24 + 12 × 14 + 1_ × 10 × 12
2

14. Ava wants to draw a parallelogram on the coordinate plane. She

plots these 3 points.
y
5
4
3
2
J
1
x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3 H I
-4
-5

Part A
Find and label the coordinates of the fourth vertex, K
K, of the
parallelogram. Draw the parallelogram.

Part B
What is the length of side JK
JK? How do you know?
© Houghton Mifflin Harcourt Publishing Company

430
 Name
15. Joan wants to reduce the area of her posters by one-third. Draw lines to
match the original dimensions in the left column with the correct new
area in the right column. Not all dimensions will have a match.

• 20 in.2
30 in. by 12 in. •
30 in. by 18 in. • • 60 in.2

12 in. by 15 in.
• • 180 in.2

18 in. by 15 in. • • 360 in.2

16. Alex wants to enlarge a 4-ft by 6-ft vegetable garden by multiplying the
dimensions of the garden by 2.
Part A
Find each area.
Area of original garden: __

Area of enlarged garden: __

Part B
Explain how the area of the original garden will be affected.

17. Suppose the point (3, 2) is changed to (3, 1) on this rectangle. What
other point must change so the figure remains a rectangle? What is the
area of the new rectangle?
y
5
4
3
2
1
© Houghton Mifflin Harcourt Publishing Company

x
-5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3
-4
-5

Point :__ would change to __.

The area of the new rectangle is __ square units.

Chapter 10 431
18. Look at the figure below. The area of the parallelogram and the areas
of the two congruent triangles formed by a diagonal are related. If you
know the area of the parallelogram, how can you find the area of one
of the triangles?

19. The roof of Kamden’s house is shaped like a parallelogram. The base of
the roof is 13 m and the area is 110.5 m2. Choose a number and unit to
make a true statement.

123.5
m.
97.5
The height of the roof is m2.
17
m3.
8.5

y
20. Eliana is drawing a figure on the coordinate grid. For numbers 20a–20d, 5
select True or False for each statement. 4
3
2
20a. The point (−1, 1) would be the True False 1
x
fourth vertex of a square. -5 -4 -3 -2 -1 0 1 2 3 4 5
-1
-2
-3
20b. The point (1, 1) would be the True False -4
fourth vertex of a trapezoid. -5

20c. The point (2, −1) would be the True False

fourth vertex of a trapezoid.
© Houghton Mifflin Harcourt Publishing Company

20d. The point (−1, −1) would be the True False

fourth vertex of a square.

432
 Surface Area and Volume
Show Wha t You Know
Check your understanding of important skills.

Name

Estimate and Find Area Multiply to find the area.

1. 2.

___ ___
Area of Squares, Rectangles, and Triangles Find the area.
3. 4. 5.

13 cm 8 in.
6 cm
13 cm 15 in.
7 cm
A = s2 A = lw A =1_(b × h)
2
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Andres Rodriguez/Alamy Images

Area = __ Area = __ Area = __

Evaluate Expressions Evaluate the expression.

6. 3 × (2 + 4) 7. 6 + 6 ÷ 3 8. 42 + 4 × 5 – 2

_ _ _

Jerry is building an indoor beach volleyball court.

He has ordered 14,000 cubic feet of sand.
The dimensions of the court will be 30 feet by 60 feet.
Jerry needs to have a 10-foot boundary around the
court for safety. Be a math detective and determine
how deep the sand will be if Jerry uses all the sand.

Personal Math Trainer

Online Assessment
and Intervention Chapter 11 433
 Voca bula ry Builder

Visualize It
Complete the bubble map. Use the review terms Review Words
that name solid figures.
base
cube
lateral face
polygon
polyhedron
prism
pyramid
vertex
solid figure
edge

Preview Words

net
solid figure
surface area
volume
Understand Vocabulary
Complete the sentences using the preview words.

1. A three-dimensional figure having length, width, and height is

called a(n) ___.

2. A two-dimensional pattern that can be folded into a

three-dimensional figure is called a(n) ___.

3. ___ is the sum of the areas of all the faces,

© Houghton Mifflin Harcourt Publishing Company

or surfaces, of a solid figure.

4. ___ is the measure of space a solid figure

occupies.

• Interactive Student Edition

434 • Multimedia eGlossary
 Lesson 11.1
Name

Three-Dimensional Figures and Nets Geometry—

6.G.4
Essential Question How do you use nets to represent three-dimensional figures?
MATHEMATICAL PRACTICES
MP.1, MP.6
A solid figure is a three-dimensional figure
base
because it has three dimensions—length,
width, and height. Solid figures can be vertex
identified by the shapes of their bases, the
edge lateral face
number of bases, and the shapes of their
lateral faces.

Triangular Prism

Unlock
Unlock the
the Problem
Problem
A designer is working on the layout for the cereal
box shown. Identify the solid figure and draw a net • How many bases are there? __
that the designer can use to show the placement of
information and artwork on the box. • Are the bases congruent? __

• What shape are the bases? __

Identify the solid figure.

Recall that a prism is a solid figure with two congruent, parallel bases.
Its lateral faces are rectangles. It is named for the shape of its bases.

Is the cereal box a prism? __

What shape are the bases? __

So, the box is a ____.

Draw a net for the figure.

A net is a two-dimensional figure that can be folded into a solid figure.

STEP 1 STEP 2

Make a list of the shapes you will use. Draw the net using the shapes you listed in
© Houghton Mifflin Harcourt Publishing Company

Step 1. One possible net is shown.

top and bottom bases: __

left and right faces: __ Corn

Twisties

front and back faces: __

Chapter 11 435
A pyramid is a solid figure with a polygon-shaped base
lateral
and triangles for lateral faces. Like prisms, pyramids are face
named by the shape of their bases. A pyramid with a
rectangle for a base is called a rectangular pyramid.

base
Rectangular Pyramid

Example 1 Identify and draw a net for the solid figure.

Describe the base of the figure.

___________
Describe the lateral faces.

___________
The figure is a ____.

Shapes to use in the net: Net:

base: __

lateral faces: __

Example 2 Identify and sketch the solid figure

that could be formed by the net.

The net has only _ triangles, so it cannot be a

__.
The triangles must be the __ for a

___.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
• PRACTICE 6 Compare the bases and lateral faces of prisms and pyramids.

436
 Name

Share
Share and
and Show
Show
Identify and draw a net for the solid figure.
1. Net: 2.

base: ___

lateral faces: ___

figure: ____ ______

Identify and sketch the solid figure that could be formed by the net.

3. 4.

______ ______

Math
Talk Mathematical Practices
Describe the characteristics of
a solid figure that you need to
On
On Your
Your Own
Own consider when making its net.

Identify and draw a net for the solid figure.

5. 6.
© Houghton Mifflin Harcourt Publishing Company

______ ______
Chapter 11 • Lesson 1 437
 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Solve.

7. The lateral faces and bases of crystals of the mineral galena

are congruent squares. Identify the shape of
a galena crystal.

8. SMARTER Rhianon draws the net below and WRITE Math • Show Your Work
labels each square. Can Rhianon fold her net into a
cube that has letters A through G on its faces? Explain.

A C E F G

MATHEMATICAL
9. PRACTICE 1Describe A diamond crystal
is shown. Describe the figure in terms
of the solid figures you have seen in
this lesson.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Harry Taylor/Getty Images
10. SMARTER Sasha makes a triangular prism from paper.

rectangles.
The bases are squares.
triangles.

rectangles.
The lateral faces are squares.
triangles.

FOR MORE PRACTICE:

438 Standards Practice Book
 Lesson 11.2
Name
Explore Surface Area Using Nets Geometry—
Essential Question What is the relationship between a net and the 6.G.4
surface area of a prism? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.3, MP.4
connect The surface area of a solid figure is the sum of the areas of
all the faces or surfaces of the figure. Surface area is measured in square
units. You can use a net to help you find the surface area of a solid figure.

Hands
Investigate
Investigate On

Materials ■ centimeter grid paper, ruler, scissors

A box is shaped like a rectangular prism. The box is 8 cm long, 6 cm
wide, and 4 cm high. What is the surface area of the box?

Find the surface area of the rectangular prism.

A. Draw a net of the prism on centimeter grid paper.

B. Cut out the net.

C. Fold the net to confirm that it represents a rectangular prism

measuring 8 cm by 6 cm by 4 cm.
4 cm
D. Count the grid squares on each face of the net.
6 cm 8 cm
So, the surface area of the box is __ cm2.

Make sure you include all

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Nikreates/Alamy

surfaces in the net of a

Draw Conclusions three-dimensional figure, not
just the surfaces you can see
1. Explain how you used the net to find the surface area of the box. in the diagram of the figure.

2. SMARTER Describe how you could find the area of each face of
the prism without counting grid squares on the net.

Chapter 11 439
 Make
Make Connections
Connections
You can also use the formula for the area of a rectangle to find the
surface area of the box.

Find the surface area of the box in the Investigate, which

measures 8 cm by 6 cm by 4 cm.

STEP 1 Label the rectangles in the net A through F. Then label the
dimensions.

4 cm
4 cm B

8 cm A C E F

STEP 2 Find the area of each face of the prism.

Think: I can find the area of a rectangle by multiplying the rectangle’s __

times its __.

Record the areas of the faces below.

Face A: 4 ∙ 8 ∙ 32 cm2 Face B: _ cm2 Face C: _ cm2

Face D: _ cm2 Face E: _ cm2 Face F: _ cm2

STEP 3 Add the areas to find the surface area of the prism.
Math
The surface area of the prism is _ cm2. Talk Mathematical Practices
Compare the surface area you
found by adding the areas of
MATHEMATICAL
3. PRACTICE 2
Use Reasoning Identify any prism faces that have equal the faces to the surface area
you found by counting grid
areas. How could you use that fact to simplify the process of finding the squares. Explain your results.
surface area of the prism?
© Houghton Mifflin Harcourt Publishing Company

4. Describe how you could find the surface area of a cube.

440
 Name

Share
Share and
and Show
Show
Use the net to find the surface area of the prism.
1. A Face A: _ cm2 Face D: _ cm2
3 cm
B C D E Face B: _ cm2 Face E: _ cm2
2 cm
F 4 cm Face C: _ cm2 Face F: _ cm2

Surface area: _ cm2

Find the surface area of the rectangular prism.

2. 3. 10 cm 4.
5 cm

3 cm 5 cm
10 cm 15 cm
9 cm 7 cm

10 cm

Problem
Problem Solving
Solving •• Applications
Applications

5. A cereal box is shaped like a rectangular prism. The box is 20 cm long

by 5 cm wide by 30 cm high. What is the surface area of the cereal box?

MATHEMATICAL
6. PRACTICE 1
Darren is painting a wooden block as part of his art project.
The block is a rectangular prism that is 12 cm long by 9 cm wide by
5 cm high. Describe the rectangles that make up the net for the prism.
© Houghton Mifflin Harcourt Publishing Company

7. DEEPERIn Exercise 6, what is the surface area, in square meters,

that Darren has to paint?

Chapter 11 • Lesson 2 441

 MATHEMATICAL PRACTICES

What’s the Error?

8. SMARTER Emilio is designing the packaging

for a new MP3 player. The box for the MP3 player is
5 cm by 3 cm by 2 cm. Emilio needs to find the surface
area of the box.

Look at how Emilio solved the problem. Find his error.

STEP 1 Draw a net. STEP 2 Find the areas of all the

faces and add them.
3 cm
3 cm Face A: 3 ∙ 2 ∙ 6 cm2
2 cm A 3 cm 3 cm
Face B: 3 ∙ 5 ∙ 15 cm2

5 cm B D E F Face C: 3 ∙ 2 ∙ 6 cm2

Face D: 3 ∙ 5 ∙ 15 cm2

C 2 cm Face E: 3 ∙ 5 ∙ 15 cm2

Face F: 3 ∙ 5 ∙ 15 cm2

Surface area: 72 cm2

Correct the error. Find the surface area of the prism.

So, the surface area of the prism is __.

9. SMARTER For numbers 9a–9d, select True or False for each statement.
© Houghton Mifflin Harcourt Publishing Company

9a. The area of face A is 10 cm2. True False A

9b. The area of face B is 10 cm2. True False

8 cm
B C D E
2
9c. The area of face C is 40 cm . True False
2 cm
9d. The surface area of the True False F 5 cm

prism is 66 cm2.

FOR MORE PRACTICE:

442 Standards Practice Book
 ALGEBRA
Name
Lesson 11.3
Surface Area of Prisms
Essential Question How can you find the surface area of a prism? Geometry—6.G.4
Also 6.EE.2c
You can use a net to find the surface area of a MATHEMATICAL PRACTICES
solid figure, such as a prism. MP.2, MP.4, MP.8

Unlock
Unlock the
the Problem
Problem
Alex is designing wooden boxes for his books. Each
box measures 15 in. by 12 in. by 10 in. Before he • What is the shape of each face?
buys wood, he needs to find the surface area of
each box. What is the surface area of each box?
• What are the dimensions of each face?

Use a net to find the surface area.

12 in.

10 in. A
10 in. 10 in. 12 in.
15 in.

B C D E 15 in.

10 in.

10 in. F 12 in.

STEP 1 Find the area of each lettered face.

Face A: 12 × 10 = 120 in.2 Face B: 15 × 10 = _ in.2

Face C: _ × _ = _ in.2 Face D: _ × _ = _ in.2

© Houghton Mifflin Harcourt Publishing Company

Face E: _ × _ = _ in.2 Face F: _ × _ = _ in.2

STEP 2 Find the sum of the areas of the faces. __ Math

Talk Mathematical Practices

So, the surface area of each box is __. Describe What do you notice
about the opposite faces of the
box that could help you find its
surface area?

Chapter 11 443
 Example 1 Use a net to find the surface area of the 12 in.
5 in.
triangular prism.

The surface area equals the sum of the areas of the three rectangular 10 in.
faces and two triangular bases. Note that the bases have the same area.
13 in.
area of bases A and E: A = 1
__ bh = 1
__ × 12 × _ = _
2 2

area of face B: A = lw = 5 × 10 = _ A 5 in.

13 in. 12 in. 5 in.
area of face C: A = lw = _ × _ = _ 10 in. D C B 10 in.

area of face D: A = lw = _ × _ = _
E 5 in.
Surface area: 2 × _ + _ + _ + _ = _
Math
So, the surface area of the triangular prism is ___. Talk Mathematical Practices
Explain why the area of one
triangular base was multiplied by 2.

Example 2 Find the surface area of the cube.

One Way Use a net. 5 cm
STEP 1 Find the area of each face. 5 cm
5 cm
All of the faces are squares with a side length of __ , so the areas of all
5 cm
the squares are the same.
5 cm
5 cm 5 cm 5 cm
Area of one face: A = _ × _ = __
5 cm
STEP 2 Find the sum of the areas of all _ faces. 5 cm

_ + _ + _ + _ + _ + _ = __

Another Way Use a formula.

© Houghton Mifflin Harcourt Publishing Company

You can also find the surface area of a cube using the formula S = 6s2, where S is
the surface area and s is the side length of the cube.
Write the formula. S = 6s2

Replace s with 5. S = 6 ( _ )2

Simplify.
S = 6 (_) = _

The surface area of the cube is __ .

444
 Name

Share
Share and
and Show
Show
Use a net to find the surface area.

1. area of each face: _ × _ = _

2 ft
2 ft number of faces: _

2 ft 2 ft 2 ft surface area = _ × _ = _ ft2

2 ft
2 ft 2 ft

2 ft

2. 10 cm 3.

8 21 in.

6 cm 16 cm
4 in.
8 cm 3 21 in.

______ ______

Math
Talk Mathematical Practices
Explain how to find the surface area
of a rectangular prism with a length of
On
On Your
Your Own
Own 8 ft, a width of 2 ft, and a height of
3 ft. Then find the surface area.
Use a net to find the surface area.
4. 5.

8m

7 in.
5m
© Houghton Mifflin Harcourt Publishing Company

3m 7 in.
7 in.

______ ______
MATHEMATICAL
6. PRACTICE 6
Attend to Precision Calculate the surface area of the
cube in Exercise 5 using the formula S = 6s2. Show your work.

Chapter 11 • Lesson 3 445

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

7. SMARTER The Vehicle

Assembly Building at Kennedy
Space Center is a rectangular
prism. It is 218 m long, 158 m
wide, and 160 m tall. There are
four 139 m tall doors in the
building, averaging 29 in width.
What is the building’s outside surface area
when the doors are open?

a. Draw each face of the building, not including d. Find the building’s surface area (not including
the floor. the floor) when the doors are closed.

e. Find the area of the four doors.

b. What are the dimensions of the 4 walls?

f. Find the building’s surface area (not including

the floor) when the doors are open.

c. What are the dimensions of the roof?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Courtesy, NASA
8. DEEPER A rectangular prism is 11_ ft long, 9. SMARTER A gift box is a rectangular
2
2 ft wide, and 5_ ft high. What is the surface
_ prism. The box measures 8 inches by 10 inches
3 6
area of the prism in square inches? by 3 inches. What is its surface area?

FOR MORE PRACTICE:

446 Standards Practice Book
 ALGEBRA
Name
Lesson 11.4
Surface Area of Pyramids
Essential Question How can you find the surface area of a pyramid? Geometry—6.G.4
Also 6.EE.2c
Most people think of Egypt when they think of pyramids, but there MATHEMATICAL PRACTICES
are ancient pyramids throughout the world. The Pyramid of the MP.4, MP.5, MP.6
Sun in Mexico was built around 100 C.E. and is one of the largest
pyramids in the world.

Unlock
Unlock the
the Problem
Problem
Cara is making a model of the Pyramid of the Sun for a
history project. The base is a square with a side length
of 12 in. Each triangular face has a height of 7 in. What is
the surface area of Cara’s model?

Find the surface area of the square pyramid.

STEP 1

Label the dimensions on the net of the pyramid.

STEP 2

Find the area of the base and each triangular face.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©David R. Frazier Photolibrary, Inc./Alamy

Base:
Write the formula for the area of a square. A = s2

Substitute _ for s and simplify. A = _ = _ in.2

Face:

Write the formula for the area of a triangle. 1bh

A = __
2

Substitute _ for b and _ for h __( _)(_)

A=1
and simplify. 2

= _ in.2

STEP 3

Add the areas to find the surface area of the pyramid.

S = _ + 4 × _ = _ + _ = _ in.2 Math Mathematical Practices

Talk
So, the surface area of Cara’s model is __. Explain why you multiplied the
area of the triangular face by 4
when finding the surface area.

Chapter 11 447
Sometimes you need to find the total area of the lateral faces of a solid
figure, but you don’t need to include the area of the base. The lateral
area L of a solid figure is the sum of the areas of the lateral faces.

Example Kwan is making a tent in the shape of a triangular

pyramid. The three sides of the tent are made of fabric, and the bottom 10 ft
will be left open. The faces have a height of 10 ft and a base of 6 ft. What
is the area of the fabric Kwan needs to make the tent?

Find the lateral area of the triangular pyramid.

6 ft 6 ft
STEP 1

Draw and label a net for the pyramid.

STEP 2

Shade the lateral area of the net.

STEP 3

Find the area of one of the lateral faces of the pyramid.

Write the formula for the area of a triangle A=1

__bh
2

Substitute _ for b and _ for h. __( _)(_)

A=1
2

Simplify A = _ ft2

STEP 4

To find the lateral area, find the area of all three lateral faces
of the pyramid.

L = 3 × _ = _ ft2

So, the area of fabric Kwan needs is __.

MATHEMATICAL
1. PRACTICE 6
Compare Explain the difference between finding the
surface area and the lateral area of a three-dimensional figure.
© Houghton Mifflin Harcourt Publishing Company

2. Explain how you could find the amount of fabric needed if

Kwan decided to make a fabric base for the tent.
The height of the triangular base is about 5 ft.

448
 Name

Share
Share and
and Show
Show
1. Use a net to find the surface area of the square pyramid.

Base: A = _ = _ cm2
8 cm
Face: A = _1 ( _ )( _ ) = _ cm2
2

Surface area of pyramid: S = _ + 4 × _

5 cm

= _ + _ = _ cm2

2. A triangular pyramid has a base with an 3. A square pyramid has a base with a side length
area of 43 cm2 and lateral faces with bases of 3 ft and lateral faces with heights of 2 ft. What
of 10 cm and heights of 8.6 cm. What is the is the lateral area of the pyramid?
surface area of the pyramid?

Math Mathematical Practices

Talk
Explain how to find the surface
area of a square pyramid if you
know the height of each face
and the perimeter of the base.
On
On Your
Your Own
Own
Use a net to find the surface area of the square pyramid.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Terry Smith Images/Alamy

4. 5. 6 cm 6. 12.5 in.

9 ft 8 in.
10 cm

8 ft

7. The Pyramid Arena is located in Memphis, Tennessee. It is in the

shape of a square pyramid, and the lateral faces are made almost
completely of glass. The base has a side length of about 600 ft and
the lateral faces have a height of about 440 ft. What is the total
area of the glass in the Pyramid Arena?

Chapter 11 • Lesson 4 449

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 8–9.

8. The Great Pyramids are located near Cairo, Egypt.

They are all square pyramids, and their dimensions
are shown in the table. What is the lateral area of the
Pyramid of Cheops?
Dimensions of the
Great Pyramids (in m)
Side Length Height of
9. DEEPER What is the difference between the surface Name
of Base Lateral Faces
areas of the Pyramid of Khafre and the Pyramid of Cheops 230 180
Menkaure? Khafre 215 174
Menkaure 103 83

10. SMARTER Write an expression for the

surface area of the square pyramid shown.
x ft

3 ft

MATHEMATICAL
11. PRACTICE 3 Make Arguments A square pyramid has a
base with a side length of 4 cm and triangular faces with a
height of 7 cm. Esther calculated the surface area as
(4 × 4) + 4(4 × 7) = 128 cm2. Explain Esther’s error and
find the correct surface area.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Peter Adams/Corbis
Personal Math Trainer
12. SMARTER +
2
Jose says the lateral area of the square
pyramid is 260 in. Do you agree or disagree with Jose? Use 8 in.
numbers and words to support your answer.

10 in.

FOR MORE PRACTICE:

450 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary
Vocabulary
Choose the best term from the box to complete the sentence.
lateral area
1. ___ is the sum of the areas of all the faces, net
or surfaces, of a solid figure. (p. 435) solid figure
surface area
2. A three-dimensional figure having length, width, and height is

called a(n) ___. (p. 439)

3. The ___ of a solid figure is the sum of the areas of

its lateral faces. (p. 448)

Concepts
Concepts and
and Skills
Skills
4. Identify and draw a net for the solid figure. (6.G.4)

______
5. Use a net to find the lateral area of the square pyramid.
(6.G.4) 12 in.

9 in.
© Houghton Mifflin Harcourt Publishing Company

______
6. Use a net to find the surface area of the prism. (6.G.4)

7 cm
10 cm
______
5 cm
Chapter 11 451
 7. A machine cuts nets from flat pieces of cardboard. The nets can be
folded into triangular pyramids used as pieces in a board game. What
shapes appear in the net? How many of each shape are there? (6.G.4)

8. Fran’s filing cabinet is 6 feet tall, 1 1_3 feet wide, and 3 feet deep. She plans
to paint all sides except the bottom of the cabinet. Find the area of the
sides she intends to paint. (6.G.4)

9. A triangular pyramid has lateral faces with bases of 6 meters and heights
of 9 meters. The area of the base of the pyramid is 15.6 square meters.
What is the surface area of the pyramid? (6.G.4)

10. What is the surface area of a storage box that measures 15 centimeters
by 12 centimeters by 10 centimeters? (6.G.4)

11. A small refrigerator is a cube with a side length of 16 inches.

© Houghton Mifflin Harcourt Publishing Company

Use the formula S = 6s2 to find the surface area of the cube. (6.EE.2c)

452
 Lesson 11.5
Name
Fractions and Volume Geometry—
6.G.2
Essential Question What is the relationship between the volume and MATHEMATICAL PRACTICES
the edge lengths of a prism with fractional edge lengths?
MP.5, MP.6, MP.7, MP.8

connect Volume is the number of cubic units needed to occupy a given

space without gaps or overlaps. You can find the volume of a rectangular
prism by seeing how many unit cubes it takes to fill the prism. Recall that a
unit cube is a cube with a side length of 1.

Hands
Investigate
Investigate On

Materials net of a rectangular prism, cubes, scissors, tape

A jewelry box has a length of 3 _21 units, a width of 1 1_2 units, and a height
of 2 units. What is the volume of the box in cubic units?

A. Each of the cubes in this activity has a side length of _21 unit.

How many cubes with side length 1_2 does it take to form

a unit cube? _

So, each smaller cube represents _ of a unit cube.

B. Cut out the net. Then fold and tape the net into a rectangular
prism. Leave one face open so you can pack the prism with
cubes.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Maciej Figiel/Alamy

C. Pack the prism with cubes.

How many cubes with side length 1_ does it take to fill the prism? 1
unit
2 2
1 unit
_
D. To find the volume of the jewelry box in cubic units, determine
how many unit cubes you could make from the smaller cubes
you used to pack the prism.

Think: It takes 8 smaller cubes

to make 1 unit cube.

Divide the total number of Math

smaller cubes by 8. Write the
_÷8=_=_ Talk Mathematical Practices
remainder as a fraction.
Explain how you determined
So, the volume of the jewelry box is _ cubic units. how many cubes with side
length 1_2 it takes to form
a unit cube.

Chapter 11 453
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 8
Draw Conclusions Could you use the method of packing
cubes to find the volume of a triangular prism? Explain.

2. How many cubes with a side length of _1 unit do you

SMARTER
2
need to form 3 unit cubes? Explain how you know.

Make
Make Connections
Connections
You can use the formula for the volume of a rectangular
prism to find the volume of the jewelry box.

STEP 1 Write the formula you will use. V=l×w×h The volume of a rectangular
prism is the product of the
STEP 2 Replace the variables using the values length, the width, and the
you know. V = 31
__ X X height: V = l × w × h.
2

STEP 3 Write the mixed numbers as fractions

greater than 1. V = ___ X 3
__ X 2
2

STEP 4 Multiply. © Houghton Mifflin Harcourt Publishing Company

V = ____

STEP 5 Write the fraction as a mixed number.

V= 2
__ =
4 Math
Talk Mathematical Practices
Tell how the volume you found
So, the volume of the jewelry box is _ cubic units.
by using the formula compares
to the volume you found by
packing the prism with cubes.

454
 Name

Share
Share and
and Show
Show

1. A prism is filled with 38 cubes with a side length 2. A prism is filled with 58 cubes with a side length
of 1_2 unit. What is the volume of the prism in of 1_2 unit. What is the volume of the prism in
cubic units? cubic units?

38 ÷ 8 = _ = _

volume = _ cubic units

Find the volume of the rectangular prism.

3. 4.
1
3 units 4 2 units
2 units
1
5 1 units 4 2 units
2 1
4 2 units

___ ___

5. DEEPER Theodore wants to put three flowering plants in his

window box. The window box is shaped like a rectangular prism
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©intrepidina/Shutterstock

that is 30.5 in. long, 6 in. wide, and 6 in. deep. The three plants
need a total of 1,200 in.3 of potting soil to grow well. Is the box
large enough? Explain.

6. WRITE Math Explain how use the formula V = l ×w × h

Show Your
to verify a cube with a side length of 1_ unit has a volume
thatWork
1 2
of _ of a cubic unit.
8

Chapter 11 • Lesson 5 455

 MATHEMATICAL PRACTICES

1
Problem
Problem Solving
Solving •• Applications
Applications A 2
unit
1 unit
1 unit
Use the diagram for 7–10.

7. Karyn is using a set of building blocks shaped like rectangular 1 unit

B
prisms to make a model. The three types of blocks she has are
shown at right. What is the volume of an A block? (Do not include 1 unit
1 unit
the pegs on top.)

1 unit
C
8. How many A blocks would you need to take up the same amount of
1 unit
space as a C block? 2 units

WRITE Math
Show Your Work
9. DEEPERKaryn puts a B block, two C blocks, and three A
blocks together. What is the total volume of these blocks?

10. SMARTER Karyn uses the blocks to make a prism

that is 2 units long, 3 units wide, and 11_ units high. The
2
prism is made of two C blocks, two B blocks, and some
A blocks. What is the total volume of A blocks used?

MATHEMATICAL
11. PRACTICE 3 Verify the Reasoning of Others Jo says that
you can use V = l × w × h or V = h × w × l to find the volume of a
rectangular prism. Does Jo’s statement make sense? Explain.

© Houghton Mifflin Harcourt Publishing Company

12. SMARTERA box measures 5 units by 3 units by 2 _21 units.

For numbers 12a–12b, select True or False for the statement.

12a. The greatest number of cubes True False

with a side length of _21 unit that
can be packed inside the box is 300.

12b. The volume of the box is 37 1_2 cubic units. True False

FOR MORE PRACTICE:

456 Standards Practice Book
 ALGEBRA
Name
Lesson 11.6
Volume of Rectangular Prisms
Essential Question How can you find the volume of rectangular prisms Geometry— 6.G.2
with fractional edge lengths? Also 6.EE.2C
MATHEMATICAL PRACTICES
You can use the formula V = l × w × h to find the volume of a MP.2, MP.5, MP.6
rectangular prism when you know the length, width, and height
of the prism.

Unlock
Unlock the
the Problem
Problem
An obento is a single-portion meal that is common
in Japan. The meal is usually served in a box.
A small obento box is a rectangular prism that is • Underline the sentence that tells you what you
are trying to find.
5 inches long, 4 inches wide, and 21_ inches high.
2 • Circle the numbers you need to use.
How much food fits in the box?

Find the volume of a rectangular prism

You can use the formula V = l × w × h to find the

volume of a rectangular prism when you know
the length, width, and height of the prism.
STEP 1
2 21 in.
Sketch the rectangular prism.
4 in.
5 in.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Studio Eye/Corbis

STEP 2 Identify the value for each variable.

The length l is 5 in.

The width w is _ in.

The height h is _ in.

STEP 3 Evaluate the formula.

Write the formula. V=l×w×h

Replace l with 5, w with V=_×_×_

_ , and h with _. V = _ in.3

Math Mathematical Practices
Multiply. Talk
Explain how you know what
3 units to use for the volume of
So, _ in. of food fits in the box.
the box.

Chapter 11 457
 connect You know that the volume of a rectangular prism is
the product of its length, width, and height. Since the product of
the length and width is the area of one base, the volume is also the
product of the area of one base and the height.

Volume of a Prism

Volume = area of one base × height V = Bh

Example 1 Find the volume of the prism.

STEP 1 Identify the value for each variable.
2 1 in.
4
The height h is _ in.
9 in.2
The area of the base B is _ in. 2

STEP 2 Evaluate the formula.

Write the formula. V = Bh

Replace B with _ and h with _. V= 

Write the mixed number as a fraction V=  ___

greater than 1.
4
V= = 1
__ in.3
Multiply and write the product as a mixed
number.
4

So, the volume of the prism is __.

Example 2 Find the volume of the cube.

Write the formula. The area of the square V = s3 3 21 ft

base is s2. The height of a cube is also s, so
3 21 ft
© Houghton Mifflin Harcourt Publishing Company

V = Bh = s3.

Substitute _ for s.
V= ( ) 3
3 21 ft

Write the mixed number as a fraction greater

than 1. Then use repeated multiplication.
V= ( ) ( )( )( )
3
=

Simplify. V = _____ = 42___ ft3

8 8
So, the volume of the cube is __.

458
 Name

Share
Share and
and Show
Show
Find the volume.
1. V = lwh 2. 3
8 in.
25 in.
V=_×_×_ 3
in.
3 8
in.
15 in.
V = __ in.3
8
____
10 21 in.
Math
Talk Mathematical Practices
Describe the steps for finding
the volume of a cube.

On
On Your
Your Own
Own
Find the volume of the prism.
3. 4. 5.
5
in. 1 1 yd 3 1 yd2
16
3 3
12 21 ft 5
in.
6 yd
5 16
in.
16
8 21 ft
6 21 ft

____ ____ ____

6. DEEPER Wayne’s gym locker is a rectangular prism with a width and height of 14 1_2 inches.
The length is 8 inches greater than the width. What is the volume of the locker?
© Houghton Mifflin Harcourt Publishing Company

7. SMARTER
Abraham has a toy box that is in the
shape of a rectangular prism.

3 feet

333_4 ft3.
1
The volume is 2 2 feet
351_ ft3.
2 1
4 2 feet
641_ ft3.
2

Chapter 11 • Lesson 6 459

 MATHEMATICAL PRACTICES

Aquariums
Large public aquariums like the Tennessee Aquarium in Chattanooga
have a wide variety of freshwater and saltwater fish species from around
the world. The fish are kept in tanks of various sizes.

The table shows information about several tanks in the aquarium.

Each tank is a rectangular prism.
Find the length of Tank 1.
V = lwh Aquarium Tanks

Length Width Height Volume

52,500 = l × _ × _
Tank 1 30 cm 35 cm 52,500 cm3
52,500 = l × __
52,500 Tank 2 12 m 4m 384 m3
_______ =l
Tank 3 18 m 12 m 2,160 m3

_=l Tank 4 72 cm 55 cm 40 cm

So, the length of Tank 1 is __.

Solve.

8. Find the width of Tank 2 and the height of Tank 3.

9. SMARTER To keep the fish healthy, there should be the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Comstock/Corbis

correct ratio of water to fish in the tank. One recommended ratio is
9 L of water for every 2 fish. Find the volume of Tank 4. Then use the
equivalencies 1 cm3 = 1 mL and 1,000 mL = 1 L to find how many
fish can be safely kept in Tank 4.

MATHEMATICAL
10. PRACTICE 2 Use Reasoning Give another set of dimensions for a
tank that would have the same volume as Tank 2. Explain how you
found your answer.

FOR MORE PRACTICE:

460 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 11.7
Problem Solving • Geometric Measurements
Essential Question How can you use the strategy use a formula to solve Geometry—6.G.4 Also 6.G.1, 6.G.2
problems involving area, surface area, and volume? MATHEMATICAL PRACTICES
MP.1, MP.2

Unlock
Unlock the
the Problem
Problem
2 cm
Shedd Aquarium in Chicago has one of the country’s few 2 cm
full-scale animal hospitals linked to an aquarium. One tank for 2 cm
sick fish is a rectangular prism measuring 75 cm long, 60 cm
2 cm 36 cm
wide, and 36 cm high along the outside. The glass on the tank
is 2 cm thick. How much water can the tank hold? How much
water is needed to fill the tank?
75 cm
Use the graphic organizer to help you solve the problem.

60 cm

Read the Problem Solve the Problem

What do I need to find? • Choose the measure that specifies the amount
of water that will fill a tank.
I need to find _____and
______
_______.
• Choose an appropriate formula.
What information do I need to use?
______
I need to use _____ and
• Subtract the width of the glass twice from the
_______. length and width and once from the height to
find the inner dimensions.
How will I use the information?
Find the length. 75 cm − 4 cm = _ cm
First I will decide _____.
Find the width. 60 cm − 4 cm = _ cm
© Houghton Mifflin Harcourt Publishing Company

Then I will choose a ___ I can

Find the height. 36 cm − 2 cm = _ cm
use to calculate the measure. Finally, I will
• Substitute and evaluate.
substitute the values for the ___,
V = 71 × _ = _ = __ cm3
and I will ___ the formula.
Math
Talk Mathematical Practices
Explain why volume is the
correct measure to use to solve
So, the volume of the tank is ____. the problem.

Chapter 11 461
 Try Another Problem
Alexander Graham Bell, the inventor of the telephone, also
invented a kite made out of “cells” shaped like triangular pyramids.

A kite is made of triangular pyramid-shaped cells with fabric

covering one face and the base of the
pyramid. The face and base both have 20 cm
heights of 17.3 cm and side lengths of 20
cm. How much fabric is needed to make 17.3 cm
20 cm
one pyramid cell?

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

© Houghton Mifflin Harcourt Publishing Company

So, _ cm2 of fabric is needed. Math

Talk Mathematical Practices
• Explain how you knew which units to use for your answer. Explain how the strategy of
using a formula helped you solve
the problem.

462
 Name Unlock the Problem
√ Draw a diagram.
Share
Share and
and Show
Show √ Identify the measure needed.
√ Choose an appropriate formula.
1. An aquarium tank in the shape of a rectangular
prism is 60 cm long, 30 cm wide, and 24 cm high.
The top of the tank is open, and the glass used to
make the tank is 1 cm thick. How much water can
the tank hold?
First identify the measure and choose an appropriate
formula.

Next find the inner dimensions and replace the

variables with the correct values.

The Louvre Museum in Paris, France

Finally, evaluate the formula.

WRITE Math • Show Your Work

So, the tank can hold ___ of
water.

2. SMARTER What if, to provide greater

strength, the glass bottom were increased to a
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thickness of 4 cm? How much less water

would the tank hold?

3. An aquarium tank in the shape of a rectangular prism

is 40 cm long, 26 cm wide, and 24 cm high. If the top of
the tank is open, how much tinting is needed to cover
the glass on the tank? Identify the measure you used to
solve the problem.

4. The Louvre Museum in Paris, France, has a square

pyramid made of glass in its central courtyard. The
four triangular faces of the pyramid have bases of 35
meters and heights of 27.8 meters. What is the area of
glass used for the four triangular faces of the pyramid?

Chapter 11 • Lesson 7 463

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own
SMARTER
5. A rectangular-prism-shaped block of wood measures
3 m by 1_1 m by 1_1 m. How much of the block must a carpenter carve
2 2
away to obtain a prism that measures 2 m by 1_ m by _1 m?
2 2

6. DEEPER The carpenter (Problem 5) varnished the outside of the

smaller piece of wood, all except for the bottom, which measures _1 m
2
by _1 m. Varnish costs $2.00 per square meter. What was the cost of
2
varnishing the wood?

7. A wax candle is in the shape of a cube with a side length of 21_ in. What
2
volume of wax is needed to make the candle?

MATHEMATICAL
8. PRACTICE 1 Describe A rectangular prism-shaped box measures
6 cm by 5 cm by 4 cm. A cube-shaped box has a side length of 2 cm.
How many of the cube-shaped boxes will fit into the rectangular prism-
shaped box? Describe how you found your answer.

Personal Math Trainer

9. SMARTER + Justin is covering the outside of an open shoe box

with colorful paper for a class project. The shoe box is 30 cm long, 20 cm wide,
and 13 cm high. How many square centimeters of paper are needed to cover © Houghton Mifflin Harcourt Publishing Company

the outside of the open shoe box? Explain your strategy.

FOR MORE PRACTICE:

464 Standards Practice Book
 Name

Chapter 11 Review/Test
1. Elaine makes a rectangular pyramid from paper.

rectangle. rectangles.
The base is a trapezoid. The lateral faces are squares.
triangle. triangles.

2. Darrell paints all sides except the bottom of the box shown below.

12 cm

15 cm
20 cm

Select the expressions that show how to find the surface area
that Darrell painted. Mark all that apply.

A 240 + 240 + 180 + 180 + 300 + 300

B 2(20 × 12) + 2(15 × 12) + (20 × 15)

C (20 × 12) + (20 × 12) + (15 × 12)+ (15 × 12)+ (20 × 15)

D 20 × 15 × 12

3. A prism is filled with 44 cubes with _21 -unit side lengths. What is the
volume of the prism in cubic units?

_ cubic units

4. A triangular pyramid has a base with an area of 11.3 square meters, and
© Houghton Mifflin Harcourt Publishing Company

lateral faces with bases of 5.1 meters and heights of 9 meters.

Write an expression that can be used to find the surface area of the
triangular pyramid.

Assessment Options
Chapter Test
Chapter 11 465
5. Jeremy makes a paperweight for his mother in the shape of a square
pyramid. The base of the pyramid has a side length of 4 centimeters,
and the lateral faces have heights of 5 centimeters. After he finishes, he
realizes that the paperweight is too small and decides to make another
one. To make the second pyramid, he doubles the length of the base in
the first pyramid.

For numbers 5a–5c, choose Yes or No to indicate whether the statement

is correct.

5a. The surface area of the second Yes No

pyramid is 144 cm2.

5b. The surface area doubled from the Yes No

first pyramid to the second pyramid.

5c. The lateral area doubled from the Yes No

first pyramid to the second pyramid.

6. Identify the figure shown and find its surface area. Explain how you
found your answer.

16 in.

9 in. 9 in.

7. Dominique has a box of sewing buttons that is in the shape of a

rectangular prism.

2 in.
© Houghton Mifflin Harcourt Publishing Company

221 in.
321 in.

2 in. 8 in.3

The volume of the box is 2_1 in. × 31_ in. × 21_ in. = 17_1 in.3
2 2
2 2
31_ in. 35 in.3
2

466
 Name
8. Emily has a decorative box that is shaped like a cube with a height of
5 inches. What is the surface area of the box?

_ in.2
9. Albert recently purchased a fish tank for his home. Match each
question with the geometric measure that would be most appropriate
for each scenario.

How much water can The area of the base of

the fish tank hold?
• • the fish tank

How much material

would it take to cover the • • The surface area of the
fish tank
entire fish tank?

How much space would

The volume of the
the fish tank occupy on • • fish tank
the table?

10. Select the expressions that show the volume of the rectangular prism.
Mark all that apply.

2 1 units
2

1 unit
2 units 2

A 2(2 units × 21_ units) + 2(2 units × _1 unit) + 2(1_ unit × 2_1 units)
2 2 2 2
B 2(2 units × 1_ unit) + 4(2 units × 2_1 units)
2 2
© Houghton Mifflin Harcourt Publishing Company

C 2 units × 1_ unit × 2_1 units

2 2
D 2.5 cubic units

Chapter 11 467
11. For numbers 11a–11d, select True or False for the statement.

A 2 units

B C D E 5 units

4 units 4 units
2 units F

11a. The area of face A is 8 square units. True False

11b. The area of face B is 10 square units. True False

11c. The area of face C is 8 square units. True False

11d. The surface area of the prism True False

is 56 square units.

12. Stella received a package in the shape of a rectangular prism. The box
has a length of 2 _21 feet, a width of 1 _21 feet, and a height of 4 feet.

Part A

Stella wants to cover the box with wrapping paper. How much paper will
she need? Explain how you found your answer.

Part B

Can the box hold 16 cubic feet of packing peanuts? Explain how
you know.
© Houghton Mifflin Harcourt Publishing Company

468
 Name
13. A box measures 6 units by _21 unit by 2 1_2 units.

For numbers 13a–13b, select True or False for the statement.

13a. The greatest number of cubes True False

with a side length of _21 unit that
can be packed inside the box is 60.

13b. The volume of the box is True False

7 _21 cubic units.

14. Bella says the lateral area of the square pyramid is 1,224 in.2 Do you
agree or disagree with Bella? Use numbers and words to support your
answer. If you disagree with Bella, find the correct answer.

25 in.

18 in. 18 in.

15. Lourdes is decorating a toy box for her sister. She will use self-adhesive
paper to cover all of the exterior sides except for the bottom of the box.
The toy box is 4 feet long, 3 feet wide, and 2 feet high. How many
square feet of adhesive paper will Lourdes use to cover the box?

16. Gary wants to build a shed shaped like a rectangular prism in his
backyard. He goes to the store and looks at several different options.
The table shows the dimensions and volumes of four different sheds.

Use the formula V = l × w × h to complete the table.

© Houghton Mifflin Harcourt Publishing Company

Length (ft) Width (ft) Height (ft) Volume (ft3)

Shed 1 10 8 960

Shed 2 18 10 2,160

Shed 3 12 4 288

Shed 4 10 12 10

Chapter 11 469
17. Tina cut open a cube-shaped microwave box to see the net. How many
square faces does this box have?

_ square faces
18. Charles is painting a treasure box in the shape of a rectangular prism.

Which nets can be used to represent Charles’ treasure box?

Mark all that apply.

A C

B D

19. Julianna is lining the inside of a basket with fabric. The basket is in the
shape of a rectangular prism that is 29 cm long, 19 cm wide, and 10 cm
high. How much fabric is needed to line the inside of the basket if the
basket does not have a top? Explain your strategy.

© Houghton Mifflin Harcourt Publishing Company

470
 Data Displays and Measures
of Center
Show Wha t You Know
Check your understanding of important skills

Name

Read a Bar Graph Use the bar graph Math Test Scores
to answer the questions. 100
90
1. Who has the highest test score? 80
70

Test score
2. Who has a score between 70 and 80? 60
50
40
3. What is the difference between the highest 30
and lowest scores? 20
10
0
Laura Max Shauna Tobias
Student

Division Find the quotient.

4. 35‾
980 5. 16‾
352 6. 24‾
3,456 7. 42‾
3,276

Compare Decimals Compare. Write <, >, or ∙.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Tony Garcia/Getty Images

8. 2.48 2.53 9. 0.3 0.04 10. 4.63 4.3 11. 1.7 1.70

Kayla scored 110 in the first game she bowled, but she can’t
remember her score from the second game. The average of the
two scores is 116. Be a Math Detective and help her figure out
what her second score was.

__

Personal Math Trainer

Online Assessment
and Intervention Chapter 12 471
 Voca bula ry Builder

Visualize It
Sort the review words into the chart. Review Words

bar graph
For this set of information…
line graph

Preview Words

the temperature the amount of dot plot

of an aquarium money earned by frequency
over a 12-hour three different
period clothing stores histogram
mean
median
mode
outlier
statistical question

…I would draw this display.

Understand Vocabulary
Complete the sentences using the preview words.

1. A(n) ___ is a bar graph that shows the frequency of

data in specific intervals.

2. The ___ is the middle value when a data set with an

odd number of values is ordered from least to greatest.

3. A(n) ___ is a value that is much less or much

greater than the other values in a data set.

4. A(n) ___ is a number line with dots that show

© Houghton Mifflin Harcourt Publishing Company

the ___ of the values in a data set.

5. You can calculate the ___ of a data set by adding

the values and then dividing the sum by the number of values.

6. The item(s) that occurs most often in a data set is called the

___ of the data.

• Interactive Student Edition
472 • Multimedia eGlossary
 Lesson 12.1
Name
Recognize Statistical Questions Statistics and Probability—
Essential Question How do you identify a statistical question? 6.SP.1
MATHEMATICAL PRACTICES
MP.1
If you measure the heights of your classmates, you are collecting
data. A set of data is a set of information collected about people
or things. A question that asks about a set of data that can vary is
called a statistical question.

“What are the heights of my classmates on July 1?” is a statistical

question because height usually varies in a group of people. “What is
Sasha’s height on July 1?” is not a statistical question because it asks
for only one piece of information at one time.

Unlock
Unlock the
the Problem
Problem
The New England Aquarium in Boston is home to over
80 penguins. Which of the following is a statistical question a
biologist could ask about the penguins? Explain your reasoning.

A How much does the penguin named Pip weigh this morning?

B How much does the penguin named Pip weigh each morning
on 30 different days?

Identify the statistical question.

Question A asks for Pip’s weight at __ time(s),

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Chuck Franklin/Alamy Images

so it __ ask about a set of data that varies.

Question A __ a statistical question.

Question B asks for Pip’s weight at __ time(s), and it is

likely that Pip’s weight __ vary during this period.

Question B asks about a set of data that can vary, so it __ a

statistical question.

• Another biologist asks how old the penguin named Royal Pudding is.
Is this a statistical question? Explain your reasoning.

Chapter 12 473
 A statistical question can ask about an entire set of data that can
vary or a value that describes that set of data. For example, “What is
the height of the tallest person in my class?” is a statistical question
because it will tell you the greatest value in a set of data that can
vary. You will learn other ways to describe a set of data later in this
chapter.

Example
Bongos are a kind of antelope that live in central Africa.
Bongos are unusual because both males and females have
horns. Write two statistical questions a biologist could ask
about a group of bongos.

1. What is the __ in inches of the horns on the

bongo that has the __ horns in the group?

Different bongos will have different horn lengths. This

question asks about a value in a set of data that _

vary, so it _ a statistical question.

2. What is the weight of the __ bongo in the group?

Different bongos will have different weights. This question asks Math
Talk Mathematical Practices

about a value in a set of data that _ vary, so it _ a Give a different statistical

question you could ask about

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©AfriPics.com/Alamy Images
statistical question. the heights of students in
your class.

Try This! Write a statistical question you could ask in the situations described below.

A A researcher knows the amount of B A museum director records the number of

electricity used in 20 different homes on students in each tour group that visits the
a Monday. museum during one week.

474
 Name

Share
Share and
and Show
Show
Identify the statistical question. Explain your reasoning.

1. A. What was the low temperature in Chicago each day in March?

B. What was the low temperature in Chicago on March 7?

Question A asks for the low temperature at _ time(s),

and it is likely the temperature __.

Question B asks for the low temperature at _ time(s).

Question _ is a statistical question.

2. A. How long did it take you to get to school this morning?

B. How long did it take you to get to school each morning this week?

Write a statistical question you could ask in the situation.

3. A student recorded the number of pets in the households of 50 sixth-graders.

Math
Talk Mathematical Practices

On
On Your
Your Own
Own Explain how to determine whether a
question is a statistical question.

Identify the statistical question. Explain your reasoning.

4. A. How many gold medals has Finland won at each of the last 10 Winter Olympics?

B. How many gold medals did Finland win at the 2008 Winter Olympics?
© Houghton Mifflin Harcourt Publishing Company

Write a statistical question you could ask in the situation.

5. A wildlife biologist measured the length of time that 17 grizzly bears hibernated.

6. A doctor recorded the birth weights of 48 babies.

Chapter 12 • Lesson 1 475

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
Use the table for 7 and 8.

7. Give a statistical question that you could ask about the

data recorded in the table.

8. SMARTERWhat statistical question

could “92 mi/hr” be the answer to?

MATHEMATICAL
6 Explain A video game company will make
Roller Coaster Data
9. PRACTICE

a new game. The manager must choose between a role- Name Height (ft) Maximum Speed
playing game and an action game. He asks his sales staff (mi/hr)
which of the last 10 released games sold the most copies. Rocket 256 83
Explain why this is a statistical question. Thunder Dolphin 281 87
Varmint 240 81
Screamer 302 92

10. DEEPER Think of a topic. Record a set of data for the

topic. Write a statistical question that you could ask about

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©David Wall/Alamy Images
your data.

11. SMARTER For numbers 11a–11d, choose Yes or No to indicate whether

the question is a statistical question.

11a. How many minutes did it take Ethan to complete ● Yes ● No

his homework last night?

11b. How many minutes did it take Madison to ● Yes ● No

complete her homework each night this week?

11c. How many more minutes did Andrew spend on ● Yes ● No

homework on Tuesday than on Thursday?

11d. What was the longest amount of time Abigail ● Yes ● No

spent on homework this week?

FOR MORE PRACTICE:

476 Standards Practice Book
 Lesson 12.2
Name
Describe Data Collection Statistics and Probability—6.SP.5a,
Essential Question How can you describe how a data set was collected? 6.SP.5b
MATHEMATICAL PRACTICES
MP.3, MP.5, MP.6

Unlock
Unlock the
the Problem
Problem
One way to describe a set of data is by stating the number of observations, Garnet Data
or measurements, that were made. Another way is by listing the attributes Garnet Mass (g) Garnet Mass (g)
that were measured. An attribute is a property or characteristic of the
1 7.2 7 4.6
item being measured, such as its color or length.
2 3.5 8 5.6

Jeffrey’s hobby is collecting rocks and minerals. The chart gives data 3 4.0 9 9.0
on garnets he found during a recent mineral-hunting trip. Identify: 4 3.9 10 3.6
5 5.2 11 3.8
• The attribute being measured 6 5.8 12 4.3
• The unit of measure
• The likely means by which measurements were made
• The number of observations

Describe the data set.

Think: What property or characteristic of the garnets did Jeffrey

measure?

• The attribute Jeffrey measured was the __ of the garnets.

• The unit used to measure the mass of the garnets was __ .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Greg C Grace/Alamy Images

• To measure mass in grams, Jeffrey probably used a ___ .

• The number of observations Jeffrey made was __ .

1. Would Jeffrey likely have gotten the same data set if he had measured
a different group of garnets? Explain.

2. What other attributes of the garnets could Jeffrey have measured?

Chapter 12 477
 Hands
On

Activity Collect a data set.

Materials ■ ruler
In this activity, you will work with other students to collect
data on the length of the students’ index fingers in your
group. You will present the data in a chart.

• Describe the attribute you will measure. What unit will

you use?

• Describe how you will make your measurements.

• Describe the data you will record in your chart.

• In the space at the right, make a chart of your data.

• How many observations did you make?

Math
Talk Mathematical Practices
Explain what statistical question your
data set in the Activity answers.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
3. PRACTICE 3 Make Arguments One of your classmates made 3
observations and another made 10 observations to answer a statistical
question. Who do you think arrived at a better answer to the statistical
question? Explain.

478
 Name

Share
Share and
and Show
Show
Describe the data set by listing the attribute measured, the unit
of measure, the likely means of measurement, and the number
of observations.

1. Greg’s 100-meter race results 100-Meter Run Data

Race Time (sec) Race Time (sec)
attribute: ___ 1 12.8 5 13.5
2 12.5 6 13.7
unit of measure: ___
3 12.9 7 12.6
likely means by which measurements were taken: __ 4 13.4

number of observations: _ Daily Water Use (gal)

153.7 161.8 151.5 153.7 160.1
2. The Andrews family’s water use
161.9 155.5 152.3 166.7 158.3
155.8 167.5 150.8 154.6

Math
Talk Mathematical Practices
Explain why it is important
to make more than one
On
On Your
Your Own
Own observation when attempting
to answer a statistical
question.
3. Practice: Copy and Solve Collect data on one of the topics listed
below. You may wish to work with other students. Make a chart of
your results. Then describe the data set.
• Weights of cereal boxes, soup • Lengths of time to multiply • Lengths of forearm (elbow to
cans, or other items two two-digit numbers fingertip)
• Numbers of family members • Numbers of pets in families • Numbers of pages in books

4. SMARTER   Describe the data set by writing the Heights of 6th Graders (in.)
attribute measured, the unit of measure, the likely
50 58 56 60 58 52 50
means of measurement, and the number of
53 54 61 48 59 48 59
observations in the correct location on the chart.
© Houghton Mifflin Harcourt Publishing Company

55 59 62 49 57 56 61

21 Attribute Unit of Likely Means Number

Measure of of
Measurement Observations
yardstick

inches

heights of 6th
graders

Chapter 12 • Lesson 2 479

 MATHEMATICAL PRACTICES

Summarize
When you summarize a reading passage, you restate the most important
information in a shortened form. This allows you to understand more easily
what you have read. Read the followng passage:
A biologist is studying green anacondas. The green anaconda is the largest
snake in the world. Finding the length of any snake is difficult because the
snake can curl up or stretch out while being measured. Finding the length of
a green anaconda is doubly difficult because of the animal’s great size and
strength. The standard method for measuring a green anaconda is to calm
the snake, lay a piece of string along its entire length, and then measure the
length of the string. The table at the right gives data collected by the biologist
using the string method.

MATHEMATICAL
5. PRACTICE 1 Analyze Summarize the passage in your own words. Green Anaconda
Lengths (cm)
357.2 407.6 494.5 387.0
417.6 305.3 189.4 267.7
441.3 507.5 413.2 469.8
168.9 234.0 366.2 499.1
370.0 488.8 219.2

6. SMARTER
Use your summary to name the attribute the biologist
was measuring. Describe how the biologist measured this attribute.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©AF Archive/Alamy Images
7. Give any other information that is important for describing the data set.

8. DEEPER Write the greatest green anaconda length that the biologist measured in feet.
Round your answer to the nearest foot. (Hint: 1 foot is equal to about 30 centimeters.)

FOR MORE PRACTICE:

480 Standards Practice Book
 Name
Lesson 12.3
Dot Plots and Frequency Tables Statistics and Probability—
6.SP.4
Essential Question How can you use dot plots and frequency tables
to display data? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.6
A dot plot is a number line with marks that show the frequency of
data. Frequency is the number of times a data value occurs.

Unlock
Unlock the
the Problem
Problem
Hannah is training for a walkathon. The table shows
the number of miles she walks each day. She has one • What do you need to find?
day left in her training. How many miles is she most
likely to walk on the last day?

Make a dot plot.

Distance Hannah Walked (mi)
STEP 1
4 2 9 3 3
Draw a number line with an appropriate scale.
5 5 1 6 2
Numbers vary from _ to _, so use a scale
5 2 5 4 5
from 0 to 10.
4 9 3 2 4
STEP 2

For each piece of data, plot a dot above the number

that corresponds to the number of miles Hannah
walked.

Complete the dot plot by making the correct number

of dots above the numbers 5 through 10. 0 1 2 3 4 5 6 7 8 9 10
The number of miles Hannah walked most often is the Distance Walked (mi)
value with the tallest stack of dots. The tallest stack in
this dot plot is for

_______.
So, the number of miles Hannah is most likely to
walk on the last day of her training is A dot plot is sometimes called
a line plot.
© Houghton Mifflin Harcourt Publishing Company

__.

MATHEMATICAL
• PRACTICE 5 Communicate Explain why a dot plot is useful for solving this problem.

Chapter 12 481
 A frequency table shows the number of times each data value
or range of values occurs. A relative frequency table shows the
percent of time each piece of data or group of data occurs.

Example 1 Jill’s Workout Times (minutes)

Jill kept a record of her workout times. How many of 30 60 30 90 60 30 60
Jill’s workouts lasted exactly 90 minutes? 90 60 120 30 60 90 90

Make a frequency table. 60 120 60 60 60 30 30

120 30 120 60 120 60 120
STEP 1

List the workout times in the first column.

Jill’s Workout Times
Minutes Frequency
STEP 2
30 7
Record the frequency of each time in the Frequency
column. 60

Complete the frequency table. 90

So, _ of Jill’s workouts lasted exactly 90 minutes. 120

Example 2 Ricardo’s Lap Swimming

10 10 15 5 12
The table shows the number of laps Ricardo
swam each day. What percent of the days did 12 5 19 3 19
Ricardo swim 18 or more laps? 16 14 17 18 13
6 17 16 11 8
Make a relative frequency table.

STEP 1 Ricardo’s Lap Swimming

Number of Relative
Determine equal intervals for the data.
Laps Frequency Frequency
List the intervals in the first column.
3–7 4 20%
There are 20 data values.
STEP 2
8–12 6 30% 4
___ = 0.2 = 20%
20
Count the number of data values
13–17 7 6
___
in each interval. Record this in the = 0.3 = 30%
20
Frequency column.
18–22 3
© Houghton Mifflin Harcourt Publishing Company

STEP 3

Divide each frequency by the total number

of data values. Write the result as a percent
in the Relative Frequency column.
Math
Complete the relative frequency table. Talk Mathematical Practices
Explain how you could find the percent
So, Ricardo swam 18 or more laps on __ of the days. of days on which Ricardo swam 13 or
more laps.

482
 Name

Share
Share and
and Show
Show
For 1−4, use the data at right. Daily Distance Lionel Biked (km)
1. Complete the dot plot. 3 5 12 2 1
8 5 8 6 3
11 8 6 4 10
10 9 6 6 6
0 1 2 3 4 5 6 7 8 9 10 11 12 5 2 1 2 3

2. What was the most common distance Lionel biked?

How do you know?

3. Make a frequency table. Use the intervals 4. Make a relative frequency table. Use the same
1−3 km, 4−6 km, 7−9 km, and 10−12 km. intervals as in Exercise 3.

On
On Your
Your Own
Own
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Ben Blankenburg/Corbis

Practice: Copy and Solve For 5−9, use the table.

5. Make a dot plot of the data.
Gloria’s Daily Sit-Ups
6. Make a frequency table of the data with three intervals. 13 3 14 13 12
12 13 4 15 12
7. Make a relative frequency table of the data with
three intervals. 15 13 14 3 11

MATHEMATICAL 13 13 12 14 15
8. PRACTICE 1
Describe how you decided on the
11 14 13 15 11
intervals for the frequency table.

9.   Could someone use the information in the frequency

SMARTER
table to make a dot plot? Explain.

Chapter 12 • Lesson 3 483

 MATHEMATICAL PRACTICES

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the Problem
Problem

10. SMARTER   The manager of a fitness center Fitness Center Survey

asked members to rate the fitness center. The Response Frequency
results of the survey are shown in the frequency Excellent 18
table. What percent of members in the survey rated Good 15
the center as excellent or good?
Fair 21
a. What do you need to find? Poor 6

b. How can you use relative frequency to help you solve the problem?

c. Show the steps you use to solve the d. Complete the sentences.
problem.
The percent of members who rated the center

as excellent is _ .

The percent of members who rated the center

as good is _ .

The percent of members who rated the center

as excellent or good is _ .

11. DEEPER Use the table above. What is the difference in percent of the
members in the survey that rated the fitness center as poor versus excellent?

Personal Math Trainer

12. SMARTER +   Julie kept a record of the number of minutes she spent
reading for 20 days. Complete the frequency table by finding the frequency
© Houghton Mifflin Harcourt Publishing Company

and the relative frequency (%).

Julie’s Reading Times

Julie’s Reading Times (min) Minutes Frequency Relative Frequency (%)
15 30 15 30 30 15 5 25
30 60 15 60 45 30
15 45 30 45 15 45
60 45 30 30 30 60

FOR MORE PRACTICE:

484 Standards Practice Book
 Name
Lesson 12.4
Histograms Statistics and Probability—
6.SP.4
Essential Question How can you use histograms to display data?
MATHEMATICAL PRACTICES
MP.4, MP.6
When there is a large number of data values, it is helpful to group
the data into intervals. A histogram is a bar graph that shows the
frequency of data in intervals. Unlike a bar graph, there are no gaps
between the bars in a histogram.

Unlock
Unlock the
the Problem
Problem

The histogram shows the ages of winners of

the Academy Award for Best Actor from 1990 Ages of Best Actor Winners, 1990–2009
to 2009. How many winners were under 9
40 years old? 8
7
6

Frequency
Interpret the histogram.
5
4
The height of each bar shows how many data
3
values are in the interval the bar represents. 2
1
How many winners were 20–29 years old? 0
20–29 30–39 40–49 50–59 60–69
Age
__
Which other bar represents people under 40?

__
How many winners were 30–39 years old? __

To find the total number of winners who were under 40

years old, add the frequencies for the intervals 20−29
and 30−39.

_+_=_
So, _ of the winners were under 40 years old.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
1. PRACTICE Use Graphs Explain whether it is possible to know from
4
the histogram if any winner was 37 years old.

Chapter 12 485
 Example Ages of Best Actress Winners
45 21 41 26 80 42
The table shows the ages of winners of the Academy
Award for Best Actress from 1986 to 2009. How many of 29 33 36 45 49 39
the winners were under 40 years old? 34 26 25 33 35 35

Make a histogram. 28 30 29 61 32 33

STEP 1 Interval 20–29 30–39 40–49 50–59 60–69 70–79 80–89

Make a frequency table using

Frequency 7 0 1
intervals of 10.

STEP 2
Ages of Best Actress Winners
Set up the intervals along the
12
___ axis of the graph.
The intervals must be all the same 10
size. In this case, every interval
includes 10 years. 8
Frequency

Write a scale for the frequencies on 6

the ___ axis. 4

STEP 3 2

Graph the number of winners in 0

each interval. 20–29 30–39 40–49 50–59 60–69 70–79 80–89
Age
STEP 4

Give the graph a title and label

the axes.

Complete the histogram by drawing the bars for

the intervals 60–69, 70–79, and 80–89.

To find the number of winners who were under 40 years old,

add the frequencies for the intervals 20–29 and 30–39.

_+_=_
© Houghton Mifflin Harcourt Publishing Company

So, _ of the winners were under 40 years old.

MATHEMATICAL
2. PRACTICE Explain how you can tell from the histogram which age
6
group has the most winners.

486
 Name

Share
Share and
and Show
Show
For 1–3, use the data at right.
Ages of People at a Health Club (yr)
1. Complete the frequency table for the age data in the
table at right. 21 25 46 19 33
38 18 22 30 29
Interval 10–19 20–29 30–39 40–49 26 34 48 22 31

Frequency 2
Ages of People at a Health Club

2. Complete the histogram for the data. 7

6
3. Use your histogram to find the number of people 5

Frequency
at the health club who are 30 or older. 4
3
2
4. DEEPER Use your histogram to determine the 1
percent of the people at the health club who are 0
20–29 years old. Ages

Math
Talk Mathematical Practices
Explain whether you could use the
histogram to find the number of people
who are 25 or older.
On
On Your
Your Own
Own
Practice: Copy and Solve For 5–7, use the table.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Stockdisc/Getty Images

Weights of Dogs (lb)

5. Make a histogram of the data using the intervals 10–19,
20–29, and 30–39. 16 20 15 24 32
33 26 30 15 21
6. Make a histogram of the data using the intervals 10–14,
21 12 19 21 37
15–19, 20–24, 25–29, 30–34, and 35–39.
10 39 21 17 35
MATHEMATICAL
7. PRACTICE Compare Explain how using different intervals
6
changed the appearance of your histogram.

Chapter 12 • Lesson 4 487

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
The histogram shows the hourly salaries,
to the nearest dollar, of the employees at Hourly Salaries
a small company. Use the histogram to 14
solve 8–11.
12
8. How many employees make less than $20
per hour? 10

Frequency
8

9. DEEPER
How many employees work 6
at the company? Explain how you know.
4

0
10. SMARTER
Pose a Problem 10–14 15–19 20–24 25–29 30–34 35–39 40–44
Write and solve a new problem that Hourly Salary ($)
uses the histogram.

MATHEMATICAL
11. PRACTICE Analyze Describe the overall shape of the histogram.
6
What does this tell you about the salaries at the company?

Personal Math Trainer

12. SMARTER +   The frequency table shows the TV TV ratings

ratings for the show American Singer. Complete the Rating Frequency
histogram for the data.
14.1-14.5 2

14.6-15.0 6
TV Ratings 15.1-15.5 6
© Houghton Mifflin Harcourt Publishing Company

6 15.6-16.0 5
5
Frequency

4 16.1-16.5 1
3
2
1
0
14.1–14.5 14.6–15.0 15.1–15.5 15.6–16.0 16.1–16.5
Rating

FOR MORE PRACTICE:

488 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary
Choose the best term from the box to complete the sentence. dot plot

1. A ____ is a kind of bar graph that shows histogram

the frequency of data grouped into intervals. (p. 485) statistical question

2. A question that asks about a set of data that varies is called a

____ . (p. 473)

Concepts
Concepts and
and Skills
Skills
3. A sports reporter records the number of touchdowns scored each
week during the football season. What statistical question could
the reporter ask about the data? (6.SP.1)

4. Flora records her pet hamster’s weight once every week for one year.
How many observations does she make? (6.SP.5a)

5. The number of runs scored by a baseball team in 20 games is given

below. Draw a dot plot of the data and use it to find the most common
number of runs scored in a game. (6.SP.4)

Runs Scored
3 1 4 3 4 2 1 7 2 3
5 3 2 9 4 3 2 1 1 4
© Houghton Mifflin Harcourt Publishing Company

0 1 2 3 4 5 6 7 8 9 10
Number of Runs Scored

Chapter 12 489
 6. Write a statistical question you could ask about a set of data that shows
the times visitors arrived at an amusement park. (6.SP.1)

7. A school principal is trying to decide how long the breaks should be

between periods. He plans to time how long it takes several students to
get from one classroom to another. Name a tool he could use to collect
the data. (6.SP.5b)

8. The U.S. Mint uses very strict standards when making coins. On a
tour of the mint, Casey asks, “How much copper is in each penny?”
Lenny asks, “What is the value of a nickel?” Who asked a statistical
question? (6.SP.1)

9. Chen checks the temperature at dawn and at dusk every day for a week
for a science project. How many observations does he make? (6.SP.5a)

Song Lengths (sec)

10. The table shows the lengths of the songs played by a radio station 166 157 153 194 207
during a 90-minute period. Alicia is making a histogram of the 150 175 168 209 206
© Houghton Mifflin Harcourt Publishing Company

data. What frequency should she show for the interval 160–169 151 201 187 162 152
seconds? (6.SP.4) 209 194 168 165 156

490
 Lesson 12.5
Name
Mean as Fair Share and Balance Point Statistics and Probability—
Essential Question How does the mean represent a fair share and 6.SP.5c
balance point? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.8
Hands
On
Investigate
Investigate

Materials ■ counters
On an archaeological dig, five students found 1, 5, 7, 3,
and 4 arrowheads. The students agreed to divide the
arrowheads evenly. How many arrowheads should
each student get?

A. Use counters to show how many arrowheads each of

the five students found. Use one stack of counters for
each student.

B. Remove a counter from the tallest stack and move it to

the shortest. Keep moving counters from taller stacks to
shorter stacks until each stack has the same height.

C. Count the number of counters in each stack.

The number of counters in each stack is the mean, or average, of the

data. The mean represents the number of arrowheads each student
should get if the arrowheads are shared equally.
Math
There are 5 stacks of _ counters. Talk Mathematical Practices
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt

What is the mean of the data

So, each student should get _ arrowheads. set 3, 3, 3, 3, 3? Explain how you
know.

Draw Conclusions
1. Explain what is “fair” about a fair share of a group of items.

2. SMARTER How could you find the fair share of arrowheads

using the total number of arrowheads and division?

Chapter 12 491
 Make
Make Connections
Connections
The mean can also be seen as a kind of balance point.

Ms. Burnham’s class holds a walk-a-thon to help raise

money to update the computer lab. Five of the students
walked 1, 1, 2, 4, and 7 miles. The mean distance walked
is 3 miles.

Complete the dot plot of the data set.

0 1 2 3 4 5 6 7 8
Distance Walked (mi)
Circle the number that represents the mean.

Complete the table to find the distances of the data

points from the mean.

Values Less than the Mean Values Greater than the Mean

Data point 1 mi 1 mi mi 4 mi mi

Distance from the mean 2 mi mi mi mi mi

The total distance from the mean for values less than the mean is:

2 miles + 2 miles + 1 mile = _ miles

The total distance from the mean for values greater than the mean is:

_ mile + _ miles = _ miles

The total distance of the data values less than the mean is __ the
total distance of the data values greater than the mean. The mean represents
a balance point for data values less than the mean and greater than the mean.

3. Explain how you found the distance of each data value from the mean.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
4. PRACTICE 8 Generalize Can all of the values in a data set be greater
than the mean? Explain why or why not.

492
 Name

Share
Share and
and Show
Show

Use counters to find the mean of the data set.

1. On the first day of a school fundraiser, five students sell 1, 1, 2, 2, and
4 gift boxes of candy.

Make _ stacks of counters with heights 1, 1, 2, 2, and 4.

Rearrange the counters so that all _ stacks have the same

height.

After rearranging, every stack has _ counters.

So, the mean of the data set is _ .

Make a dot plot for the data set and use it to check whether
the given value is a balance point for the data set.

2. Rosanna’s friends have 0, 1, 1, 2, 2, and 12 pets at home.

Rosanna says the mean of the data is 3. Is Rosanna
0 1 2 3 4 5 6 7 8 9 10 11 12
correct?
Number of Pets
The total distance from 3 for data values less than 3 is _ .

The total distance from 3 for data values greater than 3 is _ .

The mean of 3 __ a balance point.

So, Rosanna __ correct.

Problem
Problem Solving
Solving •• Applications
Applications
3. DEEPER Four people go to lunch, and the costs of their orders
are $6, $9, $10, and $11. They want to split the bill evenly. Find each
person’s fair share. Explain your work.
© Houghton Mifflin Harcourt Publishing Company

Chapter 12 • Lesson 5 493

 MATHEMATICAL PRACTICES

Use the table for 4–6.

4. A grocer is preparing fruit baskets to sell as holiday

presents. If the grocer rearranges the apples in baskets A,
B, and C so that each has the same number, how many
apples will be in each basket? Use counters to find the
fair share.

MATHEMATICAL
5. PRACTICE 3 Make Arguments Can the pears be
rearranged so that there is an equal whole number of
pears in each basket? Explain why or why not.

Fruit Baskets
Basket Apples Oranges Pears
A 4 2 2
B 1 2 1
C 4 2 5
6. SMARTER Use counters to find the mean of the
number of pears originally in baskets B and C. Draw a
dot plot of the data set. Use your plot to explain why the
mean you found is a balance point.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Camille Moirenc/Corbis
7. SMARTER   Four friends go to breakfast and the
costs of their breakfasts are $5, $8, $9, and $10. Select
True or False for each statement.

7a. The mean of the cost of the breakfasts ● True ● False

can be found by adding each of the
costs and dividing that total by 4.

7b. The mean cost of the four breakfasts is $10. ● True ● False

7c. The difference between the greatest cost ● True ● False

and the mean is $2.

7d. The difference between the least cost ● True ● False

and the mean is $2.

FOR MORE PRACTICE:

494 Standards Practice Book
 Lesson 12.6
Name
Measures of Center Statistics and Probability—6.SP.5c
Essential Question How can you describe a set of data using mean, Also 6.SP.2, 6.SP.3
median, and mode? MATHEMATICAL PRACTICES
MP.3, MP.6, MP.7
A measure of center is a single value used to describe the
middle of a data set. A measure of center can be a useful way to
summarize a data set, especially when the data set is large.

Unlock
Unlock the
the Problem
Problem
Kara made a paper airplane. She flew her airplane 6 times
and recorded how long it stayed in the air during each What unit of time is used in the problem?
flight. The times in seconds for the flights are 5.8, 2.9, 6.7,
__
1.6, 2.9, and 4.7. What are the mean, median, and mode
How many flight times are given?
of the data?
__
Find the mean, median, and mode.

The mean is the sum of the data Mean = 5.8 + 2.9 + 6.7 + 1.6 + 2.9 + 4.7 = _________ =
____________________________

items divided by the number of

data items.

The median is the middle value Order the values from least to greatest.
when the data are written in 1.6, 2.9, 2.9, 4.7, 5.8, 6.7
order. If the number of data items
is even, the median is the mean The data set has an __ number of values, so the
of the two middle values. median is the mean of the two middle values. Circle the two
middle values of the data set.

Now find the mean of the two middle values.

+
____________________ + _________ =

The mode is the data value or _ occurs twice, and all the other values occur once.
© Houghton Mifflin Harcourt Publishing Company

values that occur most often.

__ is the mode. Math
Talk Mathematical Practices
Explain how you could use a dot plot
Try This! In 2009, an engineer named Takuo Toda set and the idea of a balance point to
check your answer for the mean.
a world record for flight time for a paper airplane. His
plane flew for 27.9 sec. If Toda’s time was included
in Kara’s set of times, what would the median be?
__

Chapter 12 495
 Example 1 Mrs. O’Donnell’s class has a
fundraiser for a field trip to a wildlife preservation. Five of the
donations are $15, $25, $30, $28, and $27. Find the mean, median,
and mode of the donations.

+ + + +
Mean = _______________________________________________

= ________ =

Order the data from least to greatest to find the median.

_, _, _, _, _
Median = _

If all of the values in a data set occur with equal frequency, then the data
set has no mode.

The data set has no repeated values, so there is no __.

Example 2 Keith surveys his classmates about how

many brothers and sisters they have. Six of the responses were
1, 3, 1, 2, 2, and 0. Find the mean, median, and mode of the data.

+ + + + +
Mean = _________________________________________________________ = ________ =

Order the data from least to greatest to find the median.

_ , _ , _ , _ , _, _
The number of data values is even, so find the mean of the two middle values.
© Houghton Mifflin Harcourt Publishing Company

+
Median = __________________ = ________ =

The data values _ and _ appear twice in the set. If two or

more values appear in the data set the most number of times, then the
data set has two or more modes.

Modes = _ and _

496
 Name

Share
Share and
and Show
Show
1. Terrence records the number of e-mails he receives per day.
During one week, he receives 7, 3, 10, 5, 5, 6, and 6 e-mails.
What are the mean, median, and mode of the data?

Mean = __ Median = __ Mode(s) = __

2. Julie goes to several grocery stores and researches the price Juice Prices
of a 12 oz bottle of juice. Find the mean, median, and mode
$0.95 $1.09 $0.99
of the prices shown.
$1.25 $0.99 $1.99

Mean = __ Median = __ Mode(s) = __

Math
Talk Mathematical Practices
Explain how to find the
median of a set of data with
an even number of values.

On
On Your
Your Own
Own
3. T.J. is training for the 200-meter dash event for his school’s T.J.’s Times (sec)
track team. Find the mean, median, and mode of the
22.3 22.4 23.3
times shown in the table.
24.5 22.5

Mean = __ Median = __ Mode(s) = __

MATHEMATICAL
4. PRACTICE 6 Make ConnectionsAlgebra The values of a data set can be
represented by the expressions x, 2x, 4x, and 5x. Write the data set for x = 3
and find the mean.
© Houghton Mifflin Harcourt Publishing Company

5. DEEPER In the last six months, Sonia’s family used 456, 398, 655, 508,
1,186, and 625 minutes on their cell phone plan. To save money, Sonia’s
family wants to keep their mean cell phone usage below 600 minutes
per month. By how many minutes did they go over their goal in the
last six months?

Chapter 12 • Lesson 6 497

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications
SMARTER Sense or Nonsense?
6. Jeremy scored 85, 90, 72, 88, and 92 on five math tests, for a mean of 85.4.
On the sixth test he scored a 95. He calculates his mean score for all 6 tests as
shown below, but Deronda says he is incorrect. Whose answer makes sense?
Whose answer is nonsense? Explain your reasoning.

Jeremy’s Work Deronda’s Work

The mean of my first 5 test scores was To find the mean of all 6 test scores, you
85.4, so to find the mean of all 6 test scores, need to add up all 6 scores and divide by 6.
I just need to find the mean of 85.4 and 95.
85 + 90 + 72 + 88 + 92 + 95
Mean = _________________________
6
85.4 + 95 = 180.4
Mean = _________ _____ = 90.2
2 2 522
____
= 6 = 87
So, my mean score for all 6 tests is 90.2.
So, Jeremy’s mean score for all 6 tests is 87.

7. SMARTER Alex took a standardized test 4 times. His test scores

were 16, 28, 24, and 32.
24.
The mean of the test scores is 25.
© Houghton Mifflin Harcourt Publishing Company

26.

24.
The median of the test scores is 26.
28.

16.

The mode of the test scores is 32.

no mode.

FOR MORE PRACTICE:

498 Standards Practice Book
 Name
Lesson 12.7
Effects of Outliers Statistics and Probability—
6.SP.5d
Essential Question How does an outlier affect measures of center?
MATHEMATICAL PRACTICES
MP.2, MP.3, MP.4, MP.6
An outlier is a value that is much less or much greater than the other
values in a data set. An outlier may greatly affect the mean of a data
set. This may give a misleading impression of the data.

Unlock
Unlock the
the Problem
Problem

The table gives the number of days that the

24 members of the Garfield Middle School volleyball
• Why might a dot plot be helpful in
team were absent from school last year. determining if there is an outlier?

Volleyball Team Absences (days)

4 6 7 4 5 5 3 6
6 7 3 5 8 16 5 4
5 6 5 7 6 4 5 4

Does the data set contain any outliers?

Use a dot plot to find the outlier(s).

STEP 1 Plot the data on the number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Team Absences (days)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Corbis

STEP 2 Find any values that are much greater or much less than the other values.

Most of the data values are between _ and _ .

The value _ is much greater than the rest, so _ is an outlier.

MATHEMATICAL
1. PRACTICE 6 Generalize What effect do you think an outlier greater than
the other data would have on the mean of the data set? Justify your answer.

Chapter 12 499
 Example The high temperatures for the week in Foxdale,
in degrees Fahrenheit, were 43, 43, 45, 42, 26, 43, and 45. The mean of the
data is 41°F, and the median is 43°F. Identify the outlier and describe how the
mean and median are affected by it.
STEP 1 Draw a dot plot of the data and identify the outlier.

25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
High Temperatures (°F)

The outlier is _ °F.

STEP 2 Find the mean and median of the temperatures without the outlier.

Mean = 43 + + + + +
___________________________________________________________

= _________ = °F
6

Values ordered least to greatest: 42, _ , _ , _ , _ , _

43 +
Median = _____________ = °F
2

The mean with the outlier is _ °F, and the mean without the outlier is _ °F.

The outlier made the mean __.

The median with the outlier is _ °F, and the median without the outlier is _ °F.

The outlier __ affect the median.

MATHEMATICAL
2. PRACTICE 2 Use Reasoning Explain why the mean without the outlier
could be a better description of the data set than the mean with the outlier.
© Houghton Mifflin Harcourt Publishing Company

3. If the outlier had been 59°F rather than 26°F, how would the mean have
been affected by the outlier? Explain your reasoning.

500
 Name

Share
Share and
and Show
Show
1. Find the outlier by drawing a dot plot of the data. Foul Shots Made
2 3 1 3 2 2 1
15 2 1 3 1 3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Foul Shots Made

The outlier is _.

2. The prices of the X-40 Laser Printer at five different stores are
$99, $68, $98, $105, and $90. The mean price is $92, and the
median price is $98. Identify the outlier and describe how the
mean and median are affected by it.

The outlier is _. without the outlier: Mean = $_

Median = $_

Math
Mathematical Practices
Talk
The mean of a certain data
set is much greater than the
median. Explain how this can
On
On Your
Your Own
Own happen.

3. Identify the outlier in the data set of melon weights. Then Melon Weights (oz)
describe the effect the outlier has on the mean and median. 47 45 48 45 49 47

The outlier is _ oz. 14 45 51 46 47

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
4. PRACTICE 2 Use Reasoning In a set of Joanne’s test scores, there is
an outlier. On the day of one of those tests, Joanne had the flu. Do you
think the outlier is greater or less than the rest of her scores? Explain.

Chapter 12 • Lesson 7 501

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications Baseball All-Time
Stolen Base Leaders
Player Stolen Bases
Use the table for 5–7.
Rickey Henderson 1,406

5. Which player’s number of stolen bases is an outlier? Lou Brock 938

Billy Hamilton 914
Ty Cobb 897

DEEPER Tim Raines 808

6. What effect does the outlier have on the
median of the data set?

7. SMARTER Miguel wrote that the mean

of the data set is 992.6. Is this the mean with or
without the outlier? Explain how you can tell
without doing a calculation. ▲ Ty Cobb steals a base.

WRITE Math • Show Your Work

8. SMARTER Does an outlier have any effect on the

mode of a data set? Explain.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©MLB Photos via Getty Images
9. SMARTER The prices of mesh athletic shorts at
five different stores are $9, $16, $18, $20, and $22. The
mean price is $17 and the median price is $18. Identify
the outlier and describe how the mean and median are
affected by it.

FOR MORE PRACTICE:

502 Standards Practice Book
 Lesson 12.8
Name
Problem Solving • Data Displays Statistics and Probability—6.SP.4
Essential Question How can you use the strategy draw a diagram to solve MATHEMATICAL PRACTICES
problems involving data? MP.1, MP.4, MP.5

Unlock
Unlock the
the Problem
Problem

The 32 students in the History Club are researching

their family histories so they can draw family trees. The
data set at the right shows the numbers of
aunts and uncles the students have. What is the
most common number of aunts and uncles among the Number of Aunts and Uncles
students in the club?
4 3 2 4 5 7 0 3
Use the graphic organizer to help you solve the 1 4 2 4 6 3 5 1
problem. 2 5 0 6 3 2 4 5
4 1 3 0 4 2 8 3

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find the
I need to use the number I can draw a diagram that shows
___ number of
aunts and uncles among students the __ of each value in
of ___ each
in the club. the data set. A good way to show the
student has from the table.
frequency of each value in a data set
The most common number in the
is a __.
data is the __.

Solve the Problem

• Make a dot plot of the data.

Check: Are there the same number of dots on

the plot as there are data values?
© Houghton Mifflin Harcourt Publishing Company

• Use the plot to determine the mode. The mode is the data value 0 1 2 3 4 5 6 7 8 9 10
Number of Aunts and Uncles
with the __ dots. The data value with the most dots is _.
Math
Talk Mathematical Practices
Explain why displaying the data in a
So, the most common number of aunts and uncles is _ . dot plot is a better choice for solving
this problem than displaying the data
in a histogram.

Chapter 12 503
 Try Another Problem Attendance at 25 Pittsburgh
Pirates Games (in thousands)
The table shows the attendance for the Pittsburgh Pirates’
12 13 23 33 21
last 25 home games of the 2009 baseball season. What
percent of the games were attended by at least 25,000 people? 17 17 24 15 27
19 15 18 11 26
20 24 13 16 16
16 19 36 27 17

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?

Solve the Problem

Attendance at 25 Pittsburgh
Pirates Games

© Houghton Mifflin Harcourt Publishing Company

Math
Talk Mathematical Practices
So, _ of the last 25 home games were attended by at least
What other type of display might
25,000 people. you have used to solve this problem?
Explain how you could have used the
display.

504
 Name
Unlock the Problem
Share
Share and
and Show
Show √ Read the question carefully to be sure
you understand what you need to find.
1. The table shows the number of goals scored by the √ Check that you plot every data value
Florida Panthers National Hockey League team in the exactly once.
last 20 games of the 2009 season. What was the most √ Check that you answered the question.
common number of goals the team scored?

Goals Scored
1 3 3 2 1 1 2 2 2 1
4 5 1 3 3 3 0 2 4 2

First, draw a dot plot of the data.

Next, use the plot to find the mode of the data: The

value _ appears _ times. 0 1 2 3 4 5

Goals Scored
So, the most common number of goals the Panthers

scored was _.
WRITE Math • Show Your Work
2. Draw a histogram of the hockey data. Use it to find the
percent of the games in which the Panthers scored more
than 3 goals.

Goals Scored
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
3. PRACTICE 5 Use Appropriate Tools If you needed
to find the mean of a data set, which data display—dot
plot or histogram—would you choose? Explain your
reasoning.

Chapter 12 • Lesson 8 505

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

4. SMARTER Corey collected data on the ages of the parents

of his classmates. Make a data display and use it to find the percent
of parents at least 30 years old but under 50 years old.

42, 36, 35, 49, 52, 43, 41, 32, 45, 39, 50, 38, 27,
29, 37, 39

5. What is the mode of the data in Exercise 4?

MATHEMATICAL
6. PRACTICE 6 Explain An online retail store sold 500 electronic
devices in one week. Half of the devices were laptop computers and
20% were desktop computers. The remaining devices sold were
tablets. How many tablets were sold? Explain how you found
FPO
your answer.

7. DEEPER A recipe for punch calls for apple juice and cranberry
juice. The ratio of apple juice to cranberry juice is 3:2. Tyrone
wants to make at least 20 cups of punch, but no more than 30 cups
of punch. Describe two different ways he can use apple juice and
cranberry juice to make the punch.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Brand X Pictures/Alamy
8. SMARTER The data set shows the total points
Total Points Scored
scored by the middle school basketball team in the last
42 36 35 49 52 43 41
14 games. What is the most common number of points
scored in a game? Explain how to find the answer using 32 45 39 50 38 37 39
a dot plot.

506
 Name

Chapter 12 Review/Test
1. The data set shows the total number of sandwiches sold each day for
28 days. What is the most common number of sandwiches sold in a day?
Number of sandwiches sold each day
10 14 11 12 19 13 24
12 12 18 9 17 15 20
20 21 10 13 13 16 19
21 22 18 13 15 14 10

2. Michael's teacher asks, "How many items were sold on the first day of
the fund raiser?" Explain why this is not a statistical question.

3. Describe the data set by writing the attribute measured, the unit
of measure, the likely means of measurement, and the number of
observations in the correct location on the chart.

Daily Temperature (ºF)

64 53 61 39 36 43 48

degrees daily
7 thermometer
Fahrenheit temperature

Likely Means of Number of

© Houghton Mifflin Harcourt Publishing Company

Attribute Unit of Measure

Measurement Observations

Assessment Options
Chapter Test
Chapter 12 507
4. The numbers of points scored by a football team in 7 different games are
26, 38, 33, 20, 27, 3, and 28. For numbers 4a–4c, select True or False to
indicate whether the statement is correct.

4a. The outlier in the data set is 3. True False

4b. The difference between the True False

outlier and the median is 24.

4c. The outlier in this set of data True False

affects the mean by increasing it.

5. Mr. Jones gave a quiz to his math class. The students’ scores are listed in
the table. Make a dot plot of the data.

Math Test Scores

100 90 40 70 70
90 80 50 70 60
90 70 60 80 100
70 50 80 90 90
80 70 80 90 70

40 50 60 70 80 90 100
Math Test Scores

6. Melanie scored 10, 10, 11, and 13 points in her last 4 basketball games.

10.
The mean of the test scores is 11.
13.

10.
© Houghton Mifflin Harcourt Publishing Company

The median of the test scores is 10.5.

11.

10.
The mode of the test scores is 11.
no mode.

508
 Name
7. The Martin family goes out for frozen yogurt to celebrate the last day
of school. The costs of their frozen yogurts are $1, $1, $2, and $4. Select
True or False for each statement.

7a. The mean cost for the frozen True False

yogurts can be found by adding
each cost and dividing that total by 4.

7b. The mean cost of the four frozen True False

yogurts is $2.

7c. The difference between the True False

greatest cost and the mean is $1.

7d. The difference between the least True False

cost and the mean is $1.

8. The histogram shows the amount of time students spent on homework

for the week. For numbers 8a–8d, choose True or False to indicate
whether the statement is correct.

Time Spent on Homework in

One Week
4

0
0–29 30–59 60–89 90–119 120–149
Minutes

8a. The number of students True False

that spent between 30 minutes
and 59 minutes on homework is 2.
© Houghton Mifflin Harcourt Publishing Company

8b. The greatest number of students True False

spent between 90 minutes and
119 minutes on homework.

8c. Five of the students spent less True False

than 60 minutes on homework for
the week.

8d. Six of the students spent 60 minutes True False

or more on homework for the week.

Chapter 12 509
 9. The dot plot shows how many games of chess 8 different members of
the chess club played in one month. If Jackson is a new member of the
chess club, how many games of chess is he likely to play in one month?
Explain how the dot plot helped you find the answer.

0 1 2 3 4 5 6 7 8 9 10

Number of Games Played in One Month

10. Larry is training for a bicycle race. He records how far he rides each day.
Find the mode of the data.

Miles Larry Rides each Day

Monday Tuesday Wednesday Thursday Friday Saturday
15 14 12 16 15 15

_
11. The amounts of money Connor earned each week from mowing lawns
for 5 weeks are $12, $61, $71, $52, and $64. The mean amount earned
is $52 and the median amount earned is $61. Identify the outlier and
describe how the mean and median are affected by it.

12. The frequency table shows the height, in inches, of 12 basketball players.
What fraction of the players are 70 inches or taller?
© Houghton Mifflin Harcourt Publishing Company

Heights of Basketball Players

Inches Frequency

60-69 3

70-79 6

80-89 3

_
510
 Name
13. A teacher surveys her students to find out how much time the students
spent eating lunch on Monday.
Monday Lunch Time (min)
hours
15 18 18 14
She uses minutes as the unit of measure.
15 20 16 15
seconds
15 19 15 19

14. For numbers 14a–14d, choose Yes or No to indicate whether the

question is a statistical question.

14a. What are the heights of the trees Yes No

in the park?

14b. How old are the trees in the park? Yes No

14c. How tall is the cypress tree on Yes No

the north side of the lake this morning?

14d. What are the diameters of the trees Yes No

in the park?

15. Five friends have 8, 6, 5, 2, and 4 baseball cards to divide equally among
themselves.
4
Each friend will get 5 cards.
6

16. The data set shows the ages of the members of the cheerleading squad.
What is the most common age of the members of the squad? Explain
how to find the answer using a dot plot.

Ages of Cheerleaders (years)

8 11 13 12 14
12 10 11 9 11
© Houghton Mifflin Harcourt Publishing Company

7 8 9 10 11 12 13 14 15

Chapter 12 511
17. The band director kept a record of the number of
Number of Concert Tickets Sold
concert tickets sold by 20 band members.
Complete the frequency table by finding the 4 6 6 7 7

frequency and the relative frequency. 8 8 9 9 9

8 11 12 11 13

15 14 18 20 19

Number of Concert Tickets Sold

Number of Relative
Frequency
Tickets Sold Frequency (%)
1-5 1 5

6-10

11-15

16-20

18. Gilbert is training for a marathon by running each week. The table
shows the distances, in miles, that he ran each week during the
first 7 weeks.

Week 1 2 3 4 5 6 7
Distance (miles) 8 10 9 10 15 18 21

Part A

Gilbert set a goal that the mean number of miles he runs in 7 weeks is
at least 14 miles. Did Gilbert reach his goal? Use words and numbers to
support your answer.

Part B

Suppose Gilbert had run 18 miles during week 5 and 22 miles during
© Houghton Mifflin Harcourt Publishing Company

week 6. Would he have reached his goal? Use words and numbers to
support your answer.

512
 Variability and
Data Distributions
Show Wha t You Know
Check your understanding of important skills.

Name

Place the First Digit Tell where to place the first digit. Then divide.

1. 4qw
872 __ place 2. 8qw
256 __ place

Order of Operations Evaluate the expression.

3. 9 + 4 × 8 4. 2 × 7 + 5 5. 6 ÷ (3 − 2) 6. (12 − 32) × 5

__ __ __ __
7. 23 × (22 ÷ 2) 8. (8 − 2)2 − 9 9. (9 − 23) + 8 10. (27 + 9) ÷ 3

__ __ __ __
Mean Find the mean for the set of data.
11. 285, 420, 345, 390 __ 12. 0.2, 0.23, 0.16, 0.21, 0.2 __

13. $33, $48, $55, $52 __ 14. 8.1, 7.2, 8.4 __

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©PhotoDisc/Getty Images

Raina watched two of her friends play a game of darts.

She has to pick one of them to be her partner in a
tournament. Be a Math Detective and help her figure
out which of her friends is a more consistent dart player.

________
Dart Scores
________ Hector 15 5 7 19 3 19
Marin 12 10 11 11 10 14

Personal Math Trainer

Online Assessment
and Intervention Chapter 13 513
 Voca bula ry Builder
Visualize It
Sort the review words into the chart. Review Words

histogram
Measures of Center mean
median
mode

Preview Words

box plot
How Do I Find It? lower quartile
interquartile range
Find the sum of Order the data Find the data
all the data values and find the value(s) that measure of
and divide the middle value or occurs most variability
sum by the the mean of the often.
number of data two middle range
values. values if the upper quartile
number of
values is even.

Understand Vocabulary
Complete the sentences using the preview words.

1. The median of the upper half of a data set is the

___.

2. The ___ is the difference

between the greatest value and the least value in a data set.

3. A(n) ___ is a graph that shows the median,

© Houghton Mifflin Harcourt Publishing Company

quartiles, least value, and greatest value of a data set.

4. A data set’s ____ is the difference between

its upper and lower quartiles.

5. You can describe how spread out a set of data is using a(n)

____.
• Interactive Student Edition
514 • Multimedia eGlossary
 Lesson 13.1
Name
Patterns in Data Statistics and Probability—6.SP.5c
Essential Question How can you describe overall patterns in a data set? Also 6.SP.2
MATHEMATICAL PRACTICES
connect Seeing data sets in graphs, such as dot plots and MP.5, MP.7, MP.8
histograms, can help you find and understand patterns in
the data.

Unlock
Unlock the
the Problem
Problem
Many lakes and ponds contain freshwater fish species such
as bass, pike, bluegills, and trout. Jacob and his friends went
fishing at a nearby lake. The dot plot shows the sizes of the fish
that the friends caught. What patterns do you see in the data?
Fish Caught

• Circle any spaces with no data.

• Place a box around any groups
of data.
5 6 7 8 9 10 11 12 13 14
Length (inches)

Analyze the dot plot.

A gap is an interval that contains no data. A cluster is a group of data points that lie within a
small interval.

Does the dot plot contain any gaps? There is a cluster from _ to _ and

If so, where? ____ another cluster from _ to _.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©WILDLIFE GmbH/Alamy Images

So, there were no fish from _ to _ inches long,

and there were two clusters of fish measuring from _

to _ inches long and from _ to _ inches long. Math

Talk Mathematical Practices
What is the mode(s) of the data?
Explain how you know.
1. Summarize the information shown in the dot plot.

MATHEMATICAL
2. PRACTICE 8 Draw Conclusions What conclusion can you draw
about why the data might have this pattern?

Chapter 13 515
You can also analyze patterns in data that are displayed in histograms.
Some data sets have symmetry about a peak, while others do not.

Example Analyze a histogram.

Erica made this histogram to show the weights of the

pumpkins grown at her father’s farm in October. What
patterns do you see in the data?

Pumpkin Weights
250

200
Number Grown

150

100

50

0
0–10 11–20 21–30 31–40 41–50
Weight (pounds)

STEP 1 Identify any peaks in the data.

The histogram has _ peak(s).

The interval representing the greatest number of pumpkins is for

weights between _ and _ pounds.

STEP 2 Describe how the data changes across the intervals.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Siaukia/Alamy Images
The number of pumpkins increases from 0 to _ pounds

and __ from 30 to 50 pounds.

STEP 3 Describe any symmetry the graph has.

If I draw a vertical line through the interval for _ to

_ pounds, the left and right parts of the histogram are very A geometric figure has line
symmetry if you can draw a line
close to being mirror images. The histogram __ line through it so that the two parts
symmetry. are mirror images of each other.

So, the data values increase to one peak in the interval for _ to

_ pounds and then decrease. The data set __ line

symmetry about the peak.

516
 Name

Share
Share and
and Show
Show
For 1–3, use the dot plot.

1. The dot plot shows the number of paintings students in the art club
displayed at the art show. Does the dot plot contain any gaps?

If so, where? _______

1 2 3 4 5 6 7
2. Identify any clusters in the data.
Number of Paintings
_________
3. Summarize the information in the dot plot.

On
On Your
Your Own
Own
Monday Zoo Visitors
4. DEEPER What patterns do you see in the
225
histogram data? 200
Number of Visitors

175
______ 150
125
100
______ 75
50
______ 25
0
______ 0–9 10–19 20–29 30–39 40–49 50–59 60–69
Age (years)
______

5. SMARTER   The dot plot shows the number

of errors made by a baseball team in the first 16 games
of the season. For numbers 7a-7e, choose Yes or No to
© Houghton Mifflin Harcourt Publishing Company

indicate whether the statement is correct.

7a. There is a gap from 4 to 5. Yes No

0 1 2 3 4 5 6 7

7b. There is a peak at 0. Yes No Errors per Game

7c. The dot plot has line symmetry. Yes No

7d. There are two modes. Yes No

7e. There is one cluster. Yes No

Chapter 13 • Lesson 1 517
 Big Cats
There are 41 species of cats living in the world today. Wild
cats live in places as different as deserts and the cold forests
of Siberia, and they come in many sizes. Siberian tigers may
be as long as 9 feet and weigh over 2,000 pounds, while
bobcats are often just 2 to 3 feet long and weigh between 15
and 30 pounds.

You can find bobcats in many zoos in the United States. The histogram below shows the
weights of several bobcats. The weights are rounded to the nearest pound.

Bobcat Weights
10
9
Number of Bobcats

8
7
6
5
4
3
2
1
0
12–14 15–17 18–20 21–23 24–26 27–29
Weights (pounds)

Use the histogram for 6 and 7.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Arco Images GmbH/Alamy Images
MATHEMATICAL
6. PRACTICE 7 Look for a Pattern Describe the overall shape of the histogram.

7. SMARTER Sense or Nonsense? Sunny says that the graph might

have a different shape if it was redrawn as a bar graph with one bar for each
number of pounds. Is Sunny’s statement sense or nonsense? Explain.

FOR MORE PRACTICE:

518 Standards Practice Book
 Lesson 13.2
Name
Box Plots Statistics and Probability—
Essential Question How can you use box plots to display data? 6.SP.4
MATHEMATICAL PRACTICES
MP.3, MP.4, MP.6

The median is the middle value, or the mean of the two middle
values, when data is written in order. The lower quartile is the
median of the lower half of a data set, and the upper quartile is
the median of the upper half of a data set.

Unlock
Unlock the
the Problem
Problem
In 1885, a pair of jeans cost $1.50. Today, the cost of
jeans varies greatly. The chart lists the prices of jeans
at several different stores. What are the median, lower
quartile, and upper quartile of the data?

Prices of Jeans

$35 $28 $42 $50 $24 $75 $47 $32 $60

Find the median, lower quartile, and upper quartile.

STEP 1 Order the numbers from least to $24 $28 $32 $35 $42 $47 $50 $60 $75
greatest.

STEP 2 Circle the middle number, the The median is $ _.

median.

STEP 3 Calculate the upper and lower quartiles.

Find the median of each half of the data set.

When a data set has an odd

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Corbis

Think: If a data set has an even number of values, the

median is the mean of the two middle values. number of values, do not include
the median when finding the
$24 $28 $32 $35 $42 $47 $50 $60 $75 lower and upper quartiles.

lower quartile upper quartile

$28 + $32 _______

_________ = $ =$ _ $ +$
_______________ = _$______ = $ _
2 2 2 2

So, the median is $_ , the lower quartile is $_, and the

upper quartile is $_.

Chapter 13 519
A box plot is a type of graph that shows how data are distributed by using
the least value, the lower quartile, the median, the upper quartile, and
the greatest value. Below is a box plot showing the data for jean prices
from the previous page.

20 25 30 35 40 45 50 55 60 65 70 75
Prices of Jeans (in dollars)

Example Make a box plot.

The data set below represents the ages of the top ten finishers in a
5K race. Use the data to make a box plot.

Ages of Top 10 Runners (in years)

33 18 21 23 35 19 38 30 23 25

STEP 1 Order the data from least to greatest. Then find the median
and the lower and upper quartiles.

18, _ , _ , _ , _ , _ , _ , _ , _ , _

+
Median = _____________ = _ years
2

Lower quartile = _ years The lower quartile is the median of the lower half of the
data set, which goes from 18 to 23.
Upper quartile = _ years The upper quartile is the median of the upper half of the
data set, which goes from 25 to 38.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Image Source/Getty Images
STEP 2 Draw a number line. Above the number line, plot a point
for the least value, the lower quartile, the median, the
upper quartile, and the greatest value.

15 20 25 30 35 40
Ages of Top Ten Runners

STEP 3 Draw a box from the lower to upper quartile. Inside the
box, draw a vertical line segment through the median.
Then draw line segments from the box to the least and
greatest values. Math
Talk Mathematical Practices
Describe the steps for making a
MATHEMATICAL box plot.
• PRACTICE 6 Explain Would the box plot change if the data point for
38 years were replaced with 40 years? Explain.

520
 Name

Share
Share and
and Show
Show
Find the median, lower quartile, and upper quartile of the data.
1. the scores of 11 students on a geography quiz:
87, 72, 80, 95, 86, 80, 78, 92, 88, 76, 90
Order the data from least to greatest. 72, 76, 78, 80, 80, 86, 87, 88, 90, 92, 95
median: _ lower quartile: _ upper quartile: _

2. the lengths, in seconds, of 9 videos posted online:

50, 46, 51, 60, 62, 50, 65, 48, 53

median: _ lower quartile: _ upper quartile: _

3. Make a box plot to display the data set in Exercise 2.

45 50 55 60 65 70
Lengths of Online Videos (seconds)
Math
Talk Mathematical Practices
On
On Your
Your Own
Own How are box plots and dot plots
similar? How are they different?
Find the median, lower quartile, and upper quartile of the data.
4. 13, 24, 37, 25, 56, 49, 43, 20, 24 5. 61, 23, 49, 60, 83, 56, 51, 64, 84, 27

median: _ median: _

lower quartile: _ lower quartile: _

upper quartile: _ upper quartile: _

6. The chart shows the height of trees in a park.

Display the data in a box plot.

Tree Heights (feet) 5 10 15 20 25 30 35

© Houghton Mifflin Harcourt Publishing Company

8 12 20 30 25 18 18 8 10 28 26 29 Tree Heights (feet)

MATHEMATICAL
7. PRACTICE 1 Analyze Eric made this box plot
for the data set below. Explain his error.
Number of Books Read 5 10 15 20 25 30 35
5 13 22 8 31 37 25 24 10 Number of Books Read

Chapter 13 • Lesson 2 521

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

SMARTER Pose a Problem

8. The box plots show the number of flights delayed per day
for two different airlines. Which data set is more spread out?
Find the distance between the least and greatest values for
each data set.

Airline A: greatest value − least value =

_−_=_
0 5 10 15 20
Airline B: greatest value − least value = Flights Delayed: Airline A
_−_=_
So, the data for __ is more spread out.

Write a new problem that can be solved using the 0 5 10 15 20

data in the box plots. Flights Delayed: Airline B

Pose a Problem Solve Your Problem

9. SMARTER The data set shows the cost of the dinner specials at a
restaurant on Friday night.

Cost of Dinner Specials ($)

30 24 24 16 24 25 19 28 18 19 26
© Houghton Mifflin Harcourt Publishing Company

19. 16. 26.

The median is 24. The lower quartile is 18. The upper quartile is 28.

25. 19. 30.

FOR MORE PRACTICE:

522 Standards Practice Book
 Lesson 13.3
Name
Mean Absolute Deviation Statistics and Probability—
Essential Question How do you calculate the mean absolute 6.SP.5c
deviation of a data set? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.6, MP.8
One way to describe a set of data is with the mean. However, two
data sets may have the same mean but look very different when
graphed. When interpreting data sets, it is important to consider how
far away the data values are from the mean.
Hands
Investigate
Investigate On

Materials ■ counters, large number line from 0–10

The number of magazine subscriptions sold by two teams
of students for a drama club fundraiser is shown below.
The mean number of subscriptions for each team is 4.

Team A Team B

3 3 4 5 5 0 1 4 7 8

A. Make a dot plot of each data set using counters for the
dots. Draw a vertical line through the mean.

B. Count to find the distance between each counter and

the mean. Write the distance underneath each counter.
Team A
Distance from
mean = 1
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt

0 1 2 3 4 5 6 7 8 9 10

C. Find the mean of the distances for each data set.

Team A

1 + + + +
___________________________ = ____ =
5 5

Team B

+ + + +
______________________________ = ______ =

Chapter 13 523
 Draw Conclusions

1.   Which data set, Team A or B, looks more spread

SMARTER
out in your dot plots? Which data set had a greater average distance
from the mean? Explain how these two facts are connected.

MATHEMATICAL
2. 2 Reason Quantitatively The table shows
PRACTICE Heights of Players
the average distance from the mean for the heights of Average Distance from
Team
players on two basketball teams. Tell which set of heights Mean (in.)
is more spread out. Explain how you know. Chargers 2.8
Wolverines 1.5

Make
Make Connections
Connections
The mean of the distances of data values from the mean of the data set
is called the mean absolute deviation. As you learned in the Investigation,
mean absolute deviation is a way of describing how spread out a data set is.

The dot plot shows the ages of gymnasts registered for the school team.
The mean of the ages is 10. Find the mean absolute deviation of the data.
STEP 1 Label each dot with its distance from the mean. Math
Age of Gymnasts Talk Mathematical Practices
Is it possible for the mean absolute
deviation of a data set to be zero?
Explain.

© Houghton Mifflin Harcourt Publishing Company

8 9 10 11 12 13 14
Age (years)

STEP 2 Find the mean of the distances.

+ + + + + + + + + + +
_________________________________________________________________________ = ______ =

So, the mean absolute deviation of the data is _ years.

524
 Name

Share
Share and
and Show
Show
Use counters or a dot plot to find the mean absolute deviation of the data.
1. Find the mean absolute deviation for both data sets. Explain
which data set is more spread out.
the number of laps Shawna swam on 5 different the number of laps Lara swam on 5
days: different days:

5, 6, 6, 8, 10 1, 3, 7, 11, 13

mean = 7 mean = 7

2+ + + +
_________________________ = ____ =

mean absolute deviation = _ laps mean absolute deviation = _ laps

The data set of __ laps is more spread out because the mean

absolute deviation of her data is __.

Use the dot plot to find the mean absolute deviation of the data.

2. mean = 7 books 3. mean = 29 pounds

Books Read Each Semester Packages Shipped on Tuesday

26 27 28 29 30 31 32 33 34 35
4 5 6 7 8 9 10 11
Weight (pounds)
Number of Books

mean absolute deviation = __ mean absolute deviation = __

4. WRITE Math The mean absolute deviation of the number of

Show YourtoWork
daily visits Scott’s website for February is 167.7. In March, the
absolute mean deviation is 235.9. In which month did the number
© Houghton Mifflin Harcourt Publishing Company

of visits to Scott’s website vary more? Explain how you know.

MATHEMATICAL
5. PRACTICE Write an Inequality Algebra In April, the data for Scott’s
4
website visits are less spread out than they were in February. Use a to
represent the mean absolute deviation for April. Write an inequality to
describe the possible values of a.

Chapter 13 • Lesson 3 525

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

6. DEEPER Use the table.

Days of Precipitation
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dev
10 12 13 18 10 8 7 6 16 14 8 10

The mean of the data is 11. What is the mean absolute deviation of
the data?

7. SMARTER
Suppose all of the players on a basketball team
had the same height. Explain how you could use reasoning to find
the mean absolute deviation of the players’ heights.

MATHEMATICAL
8. PRACTICE Explain Tell how an outlier that is much greater than
6
the mean would affect the mean absolute deviation of the data set.
Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Johner Images/Alamy Images
9. SMARTER he data set shows the number
Number of Goals Scored
of soccer goals scored by players in 3 games.
Player A 1 2 1

For numbers 9a–9c, choose Yes or No to indicate Player B 2 2 2

whether the statement is correct. Player C 3 2 1

9a. The mean absolute deviation of Player A is 1. Yes No

9b. The mean absolute deviation of Player B is 0. Yes No

9c. The mean absolute deviation of Player C is greater

than the mean absolute deviation of Player A. Yes No

FOR MORE PRACTICE:

526 Standards Practice Book
 Lesson 13.4
Name
Measures of Variability Statistics and Probability— 6.SP.5c
Essential Question How can you summarize a data set by using range, Also 6.SP.2, 6.SP.3
interquartile range, and mean absolute deviation? MATHEMATICAL PRACTICES
MP.1, MP.7, MP.8
connect A measure of variability is a single value used to
describe how spread out a set of data values are. The mean
absolute deviation is a measure of variability.

Unlock
Unlock the
the Problem
Problem
In gym class, the students recorded how far they could jump.
The data set below gives the distances in inches that Manuel
jumped. What is the mean absolute deviation of the data set?

Manuel's Jumps (in inches)

54 58 56 59 60 55

Find the mean absolute deviation.

STEP 1 Find the mean of the data set.

Add the data values and divide the sum

by the number of data values. 54
_______________________________________
+ + + + + = ______ =

The mean of the data set is _ inches.

STEP 2 Find the distance of each data Distance between

Data Value Subtract (Mean ∙ 57)
value from the mean. data value and the mean
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Jim Lane/Alamy Images

54 57 − 54 = 3
Subtract the lesser value from
the greater value. 58 58 − 57 =
56 57 − 56 =
59 59 − 57 =
60 60 − 57 =
55 57 − 55 =

Total of distances from the mean:

STEP 3 Add the distances.

STEP 4 Find the mean of the _÷6=_

distances.

Divide the sum of the

Math
distances by the number
Talk Mathematical Practices
Give an example of a data set that
of data values.
has a small mean absolute deviation.
Explain how you know that the
So, the mean absolute deviation of the data is _ inches. mean absolute deviation is small
without doing any calculations.

Chapter 13 527
Range is the difference between the greatest value and the least
value in a data set. Interquartile range is the difference between
the upper quartile and the lower quartile of a data set. Range and
interquartile range are also measures of variability.

Example Use the range and interquartile

range to compare the data sets.

The box plots show the price in dollars of the handheld game
players at two different electronic stores. Find the range
and interquartile range for each data set. Then compare the
variability of the prices of the handheld game players at the
two stores.

Store A Store B
24 48 52 72 150 30 42 68 100 120

20 40 60 80 100 120 140 160 20 40 60 80 100 120 140 160

Costs of Handheld Game Players (in dollars)

Calculate the range. STORE A STORE B

Find the difference between the 150 ∙ 24 = _ 120 ∙ _ = _

greatest and least values.
The range for Store A is _. The range for Store B is _.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Randy Faris/Corbis
Calculate the interquartile 72 ∙ 48 = _ 100 ∙ _ = _
range.

Find the difference between the The interquartile range for The interquartile range for
upper quartile and lower quartile.
Store A is _. Store B is _.

So, Store A has a greater __, but

Math
Store B has a greater ___. Talk Mathematical Practices
Explain how range and
interquartile range are alike and
how they are different.

528
 Name

Share
Share and
and Show
Show
1. Find the range and interquartile range of the data in the box plot.

0 5 10 15 20
Cost of T-shirts (in dollars)

For the range, find the difference between the For the interquartile range, find the difference
greatest and least values. between the upper and lower quartiles.

_−_=_ _−_=_
range: $ _ interquartile range: $ _
Practice: Copy and Solve Find the mean absolute deviation for the data set.
2. heights in inches of several tomato plants: 3. times in seconds for students to run one lap:

16, 18, 18, 20, 17, 20, 18, 17 68, 60, 52, 40, 64, 40

mean absolute deviation: __ mean absolute deviation: __

Math
On Talk Mathematical Practices
On Your
Your Own
Own Explain how to find mean
absolute deviation of a data set.
Use the box plot for 4 and 5.

4. What is the range of the data? _

5. What is the interquartile range of the data?

30 35 40 45 50 55 60
Price of Pottery Sold (in dollars)

Practice: Copy and Solve Find the mean absolute deviation for the data set.
6. times in minutes spent on a history quiz 7. number of excused absences for one semester:

35, 35, 32, 34, 34, 32, 34, 36 1, 2, 1, 10, 9, 9, 10, 6, 1, 1

© Houghton Mifflin Harcourt Publishing Company

mean absolute deviation: __ mean absolute deviation: __

8. The chart shows the price of different varieties of dog

Cost of Bag of Dog Food ($)
food at a pet store. Find the range, interquartile range,
18 24 20 26 24 20 32 20 16 20
and the mean absolute deviation of the data set.

Chapter 13 • Lesson 4 529

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

9. DEEPER Hyato's family began a walking program.

They walked 30, 45, 25, 35, 40, 30, and 40 minutes each
day during one week. At the right, make a box plot of
the data. Then find the interquartile range.

MATHEMATICAL
10. PRACTICE 6 Compare Jack recorded the number of
minutes his family walked each day for a month. The
range of the data is 15. How does this compare to the
data for Hyato's family?

20 25 30 35 40 45 50 55 60
Time Spent Walking (in minutes)

11. SMARTER Sense or Nonsense? Nathan claims that the interquartile

range of a data set can never be greater than its range. Is Nathan’s claim sense
or nonsense? Explain.

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12. SMARTER The box plot shows the heights Farm A
of corn stalks from two different farms.
Farm B

54 56 58 60 62 64 66 68 70 72 74

Heights (in.)
the same as

The range of Farm A's heights is less than the range of Farm B's heights.

greater than

FOR MORE PRACTICE:

530 Standards Practice Book
 Name

Mid-Chapter Checkpoint

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box to complete the sentence. box plot
interquartile range
1. The ___ is the difference between the
mean absolute
upper quartile and the lower quartile of a data set. (p. 528)
deviation
2. A graph that shows the median, quartiles, and least and greatest
measure of variability
values of a data set is called a(n) ___. (p. 520) range

3. The difference between the greatest value and the least value in a

data set is the ___. (p. 528)

4. The ____ is the mean of the distances

between the values of a data set and the mean of the data set. (p. 524)

Concepts
Concepts and
and Skills
Skills

5. Make a box plot for this data set: 73, 65, 68, 72, 70, 74. (6.SP.4)

Find the mean absolute deviation of the data. (6.SP.5c)

6. 43, 46, 48, 40, 38 7. 26, 20, 25, 21, 24, 27, 26, 23 8. 99, 70, 78, 85, 76, 81
© Houghton Mifflin Harcourt Publishing Company

____ ____ ____

Find the range and interquartile range of the data. (6.SP.5c)
9. 2, 4, 8, 3, 2 10. 84, 82, 86, 87, 88, 83, 84 11. 39, 22, 33, 45, 42, 40, 28

____ ____ ____

Chapter 13 531
12. Yasmine keeps track of the number of hockey goals scored by her
school’s team at each game. The dot plot shows her data.

0 1 2 3 4
Goals Scored

Where is there a gap in the data? (6.SP.5c)

13. What is the interquartile range of the data shown in the dot plot
with Question 12? (6.SP.5c)

14. Randall’s teacher added up the class scores for the quarter and
used a histogram to display the data. How many peaks does the
histogram have? (6.SP.5c)

Class Scores This Quarter

9
8
Number of Students

7
6
5
4
3
2
1
0
201–300 301–400 401–500 501–600 601–700 701–800
Points

© Houghton Mifflin Harcourt Publishing Company

15. In a box plot of the data below, where would the box be drawn?
(6.SP.4)

55, 37, 41, 62, 50, 49, 64

532
 Lesson 13.5
Name
Choose Appropriate Measures of Center Statistics and Probabiltiy—
6.SP.5d
and Variability MATHEMATICAL PRACTICES
Essential Question How can you choose appropriate measures of center MP.1, MP.2, MP.3
and variability to describe a data set?
Outliers, gaps, and clusters in a set of data can affect both the
measures of center and variability. Some measures of center and
variability may describe a particular set of data better than others.

Unlock
Unlock the
the Problem
Problem
Thomas is writing an article for the school newsletter about
a paper airplane competition. In the distance category,
• Do you need to order the numbers?
Kara’s airplanes flew 17 ft, 16 ft, 18 ft, 15 ft, and 2 ft. Should
Thomas use the mean, median, or mode to best describe
Kara’s results? Explain your reasoning.

Find the mean, median, and mode and compare them.

Mean = + + + +

= =

Order the data from least to greatest to find the median. The measures of center for some data
sets may be very close together. If that
is the case, you can list more than one
_, _, _, _, _ measure as the best way to describe
the data.
Median = _

The data set has no repeated values so there is no __.

The mean is __ than 4 of the 5 values, so it is not a good

description of the center of the data. The __ is closer to

most of the values, so it is the best way to describe Kara’s results.
© Houghton Mifflin Harcourt Publishing Company

So, Thomas should use the __ to describe Kara’s results.

1. Explain why the two modes may be a better description than the mean
or median of the data set 2, 2, 2, 2, 7, 7, 7, 7.

Chapter 13 533
 Example Mr. Tobin is buying a book online. He compares Prices of Book
prices of the book at several different sites. The table shows his results.
Site Price ($)
Make a box plot of the data. Then use the plot to find the range and
1 15
interquartile range. Which measure better describes the data? Explain
your reasoning. 2 35
3 17

STEP 1 Make a box plot. 4 18

5 5
Write the data in order from least to _, _, _, _, 6 16
greatest.
_, _, _ 7 17

Find the median of the data. median = _

Find the lower quartile—the median lower quartile = _

of the lower half of the data.

Find the upper quartile—the median upper quartile = _

of the upper half of the data.

Make the plot.

Math
Talk Mathematical Practices
Describe a data set for which the
range is a better description than the
3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39
interquartile range.
Prices of Books (in dollars)

STEP 2 Use the box plot to find the range and the interquartile range.

range = _ ∙ _ = _

interquartile range = _ ∙ _ = _

__ of the seven prices are within the ___.

The other two prices are much higher or lower.

So, the ___ better describes the data because the

___ makes it appear that the data values vary more than
they actually do.
© Houghton Mifflin Harcourt Publishing Company

2. SMARTER How can you tell from the box plot how varied the
data are? Explain.

534
 Name

Share
Share and
and Show
Show
1. The distances in miles students travel to get to mean = __
school are 7, 1, 6, 8, 9, and 8. Decide which
measure(s) of center best describes the data set. median = __
Explain your reasoning.
mode = __

The __ is less than 4 of the 6 data points, and the __ describes only 2 of

the data points. So, the __ best describes the data.

MATHEMATICAL
2. PRACTICE 4 Use Graphs The numbers of
different brands of orange juice carried in
several stores are 2, 1, 3, 1, 12, 1, 2, 2, and 5.
1 2 3 4 5 6 7 8 9 10 11 12 13
Make a box plot of the data and find the range
Number of Juice Brands
and interquartile range. Decide which measure
better describes the data set and explain your
range = _
reasoning.
interquartile range = _

Math
Talk Mathematical Practices
Explain how an outlier affects the range
On
On Your
Your Own
Own of a data set.

MATHEMATICAL
2 Use Reasoning The ages of
mean = __
3. PRACTICE

students in a computer class are 14, 13, 14, 15, 14, median = __
35, 14. Decide which measure of center(s) best
describes the data set. Explain your reasoning. mode = __
© Houghton Mifflin Harcourt Publishing Company

4. DEEPER Mateo scored 98, 85, 84, 80, 81, and 82 on six math tests.
When a seventh math test score is added, the measure of center that best
describes his scores is the median. What could the seventh test score be?
Explain your reasoning.

Chapter 13 • Lesson 5 535

 MATHEMATICAL PRACTICES

Unlock
Unlock the
the Problem
Problem

5. SMARTER Jaime is on the community Swim Team Results

swim team. The table shows the team’s results Meet Place
in the last 8 swim meets. Jaime believes they Meet 1 1
can place in the top 3 at the next swim meet.
Meet 2 2
Which measure of center should Jaime use to
Meet 3 3
persuade her team that she is correct?
Meet 4 18
Explain.
Meet 5 1
a. What do you need to find? Meet 6 2
Meet 7 3
Meet 8 2

b. What information do you need to solve the

problem?

c. What are the measures of center?

d. Which measure of center should Jaime use? Explain.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Digital Vision/Getty Images
Personal Math Trainer

6. SMARTER + The numbers of sit-ups students completed in

one minute are 10, 42, 46, 50, 43, and 49. The mean of the data values is
40 and the median is 44.5. Which measure of center better describes the
data, the mean or median? Use words and numbers to support
your answer.

FOR MORE PRACTICE:

536 Standards Practice Book
 Lesson 13.6
Name
Apply Measures of Center and Statistics and Probability—6.SP.3
Also 6.SP.2
Variability MATHEMATICAL PRACTICES
Essential Question What do measures of center and variability indicate MP.4, MP.6, MP.7
about a data set?

Unlock
Unlock the
the Problem
Problem
Julia is collecting data on her favorite sports teams Sports Team Data
for a report. The table shows the median and
Interquartile
interquartile range of the heights of the players on Median
Range
her favorite baseball and basketball teams. How do Baseball
70 in. 6 in.
the heights of the two teams compare? Team Heights
Basketball
78 in. 4 in.
Compare the medians and interquartile ranges of the Team Heights
two teams.
Median

The median of the __ players’ heights is _ inches

greater than the median of the __ players’ heights.

Interquartile Range

The interquartile range of the baseball team is __ the

interquartile range of the basketball team, so the heights

of the baseball players vary __ the heights of the basketball team.

So, the players on the __ team are typically taller than the

players on the __ team, and the heights of the __

team vary more than the those of the __ team.

Math
Talk Mathematical Practices
What if the mean of the heights
1. Julia randomly picks one player from the basketball team and one of players on the baseball team
player from the baseball team. Given data in the table, can you say that is 75 in.? Explain what this
© Houghton Mifflin Harcourt Publishing Company

could tell you about the data.

the basketball player will definitely be taller than the baseball player?
Explain your reasoning.

Chapter 13 537
 Example
Kamira and Joey sold T-shirts during lunch to raise money for a T-Shirts Sold
charity. The table shows the number of T-shirts each student sold
Kamira 5, 1, 2, 1, 3, 3, 1, 4, 5, 5
each day for two weeks. Find the mean and range of each data set,
Joey 0, 1, 2, 13, 2, 1, 3, 4, 4, 0
and use these measures to compare the data.

STEP 1 Find the mean of each data set.

Kamira:

+ + + + + + + + +
Mean = ___________________________________________________________

= ______ =

Joey:

+ + + + + + + + +
Mean = _____________________________________________________________
Make sure you include
zeroes when you count
the total number of data
= ______ = values.

STEP 2 Find the range of each data set.

Kamira: Joey:

Range = − = Range = − =

STEP 3 Compare the mean and range.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Ocean/Corbis

The mean of Joey’s sales is ___ the mean of Kamira’s sales.

The range of Joey’s sales is ___ the range of Kamira’s sales.

So, the typical number of shirts Joey sold each day was ___ the
typical number of shirts Kamira sold. However, since the range of Joey’s

data was __ than Kamira’s, the number of shirts Joey sold

varied __ from day to day than the number of shirts Kamira sold.

MATHEMATICAL
2. PRACTICE 6 Explain Which measure of center would better describe Joey’s data set? Explain.

538
 Name

Share
Share and
and Show
Show
1. Zoe collected data on the number of points her favorite basketball Points Scored
players scored in several games. Use the information in the table to
Interquartile
compare the data. Mean
Range
Player 1 24 8
The mean of Player 1’s points is __ the mean of Player 2’s
Player 2 33 16
points.

The interquartile range of Player 1’s points is __ the

interquartile range of Player 2’s points.

So, Player 2 typically scores __ points than Player 1, but

Player 2’s scores typically vary __ Player 1’s scores.

2. Mark collected data on the weights of puppies at two animal shelters. Puppy Weight, in pounds
Find the median and range of each data set, and use these measures to Shelter A:
compare the data. 7, 10, 5, 12, 15, 7, 7
Shelter B:
4, 11, 5, 11, 15, 5, 13

On
On Your
Your Own
Own
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Stockbyte/Getty Images

Kwan analyzed data about the number of hours musicians in her band
practice each week. The table shows her results. Use the table for
Exercises 3–5.

3. Which two students typically practiced the same amount each week,
with about the same variation in practice times?

4. Which two students typically practiced the same number of hours, but
had very different variations in their practice times?
Hours of Practice per Week
Mean Range
Sally 5 2
5. Which two students had the same variation in practice times, but
Matthew 9 12
typically practiced a different number of hours per week?
Tim 5 12
Jennifer 5 3

Chapter 13 • Lesson 6 539

 MATHEMATICAL PRACTICES

Problem
Problem Solving
Solving •• Applications
Applications

MATHEMATICAL Miles Run

6. PRACTICE 6 Compare The table shows the number of
Week 1
miles Johnny ran each day for two weeks. Find the median 2, 1, 5, 2, 3, 3, 4
and the interquartile range of each data set, and use these Week 2
measures to compare the data sets. 3, 8, 1, 8, 1, 3, 1

7. SMARTER   Sense or Nonsense? Yashi made the

box plots at right to show the data he collected on plant
growth. He thinks that the variation in bean plant growth
was about the same as the variation in tomato plant
growth. Does Yashi’s conclusion make sense? Why or
why not?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Bean Plant Growth (inches)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Tomato Plant Growth (inches)

Personal Math Trainer

8. SMARTER +
Kylie’s teacher collected data Heights (in.)
on the heights of boys and girls in a sixth grade class. Girls 55 60 56 51 60 63 65
Use the information in the table to compare the data. Boys 72 68 70 56 58 62 64

the same as
© Houghton Mifflin Harcourt Publishing Company

The mean of the boys’ heights is less than the mean of the girls’ heights.

greater than

the same as

The range of the boys’ heights is less than the range of the girls’ heights.

greater than

FOR MORE PRACTICE:

540 Standards Practice Book
 Lesson 13.7
Name
Describe Distributions Statistics and Probability—
Essential Question How can you describe the distribution of a data set 6.SP.2
collected to answer a statistical question? MATHEMATICAL PRACTICES
MP.1, MP.3, MP.6

Activity
Ask at least 20 students in your school how many pets they
have. Record your results in a frequency table like the one
shown.

Pet Survey
Number of Pets Frequency
0
1
2
3
4

• What statistical question could you use your data to

answer?

Unlock
Unlock the
the Problem
Problem
You can graph your data set to see the center,
spread, and overall shape of the data. • What type of graph will you use?
Make a dot plot or a histogram of your data.
• How will you label your graph?
© Houghton Mifflin Harcourt Publishing Company

Math
Talk Mathematical Practices
Explain why you chose the display you
used.

Chapter 13 541
Think about the overall distribution of your data.

• Are there any clusters? • Are there peaks in the data?

• Are there gaps in the data? • Does the graph have symmetry?

MATHEMATICAL
1. PRACTICE 1 Use Math Vocabulary Describe the overall distribution
of the data. Include information about clusters, gaps, peaks, and symmetry.

Example Find the mean, median, mode, interquartile

range, and range of the data you collected.

STEP 1 Find the mean, median, and mode.

Mean: ____ Median: ____

Model: ____
STEP 2 Draw a box plot of your data and use it to find the interquartile
range and range.

Interquartile range: ____ Range: ____

2. Which measure of center do you think best describes your data? Why?

3. Does the interquartile range or range best describe your data? Why?
© Houghton Mifflin Harcourt Publishing Company

Math
4. What is the answer to the statistical question you wrote on the Talk Mathematical Practices
previous page? Compare your data set to
the data set of one of your
classmates. Describe how the
data sets are similar and how
they are different.

542
 Name

Share
Share and
and Show
Show
Connie asked people their ages as they
Ages of People at the Food Court
entered the food court at the mall. Use
the histogram of the data she collected 8

Number of People
7
for 1–5. 6
5
1. What statistical question could 4
Connie ask about her data? 3
2
1
0
1–10 11–20 21–30 31–40 41–50 51–60 61–70
Age (years)

2. Describe any peak or gap in the data.

3. Does the graph have symmetry? Explain your reasoning.

On
On Your
Your Own
Own
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Lee Foster/Alamy Images

4. The lower quartile of the data set is 16.5 years, and the upper
quartile is 51.5 years. Find the interquartile range. Is it a better Math
description of the data than the range? Explain your reasoning.
Talk Mathematical Practices
Explain what, if any,
information you would need
to answer the statistical
question you wrote in
Exercise 1 and what
calculations you would need
to do.
MATHEMATICAL
5. PRACTICE 3 Make Arguments The mode of the data is 16 years old.
Is the mode a good description of the center of the data? Explain.

Chapter 13 • Lesson 7 543

 MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the dot plot for 6–8.
MATHEMATICAL
6. PRACTICE 1 Make Arguments Jason collected data
about the number of songs his classmates bought
1 2 3 4 5 6 7 8 9 10 11 12 13
online over the past 3 weeks. Does the data set have
symmetry? Why or why not? Number of Songs Bought Online

7. DEEPER Jason claims that the median is a good description of

his data set, but the mode is not. Does his statement make sense?
Explain.

8. SMARTER Trinni surveyed her classmates about how many

siblings they have. A dot plot of her data increases from 0 siblings
to a peak at 1 sibling, and then decreases steadily as the graph
goes to 6 siblings. How is Trinnis dot plot similar to Jason’s? How is
it different?

9. SMARTER
Diego collected data on the number of movies
seen last month by a random group of students.

Number of Movies Seen Last Month

0 1 3 2 1 0 5 12 2 3 2 2 3

Draw a box plot of the data and use it to find the interquartile range
and range.
© Houghton Mifflin Harcourt Publishing Company

Interquartile range _

Range _
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Number of Movies Seen Last Month

FOR MORE PRACTICE:

544 Standards Practice Book
 PROBLEM SOLVING
Name
Lesson 13.8
Problem Solving • Misleading Statistics
Essential Question How can you use the strategy work backward to Statistics and Probability—
draw conclusions about a data set? 6.SP.2
MATHEMATICAL PRACTICES
MP.1, MP.3, MP.6

Unlock
Unlock the
the Problem
Problem
Mr. Owen wants to move to a town where the daily high Town Statistics for the Past Year
temperature is in the 70s most days. A real estate agent (Daily High Temperature)
tells him that the mean daily high temperature in a certain Minimum 62º
town is 72°. Other statistics about the town are given in the Maximum 95º
table. Does this location match what Mr. Owen wants? Median 69º
Why or why not?
Mean 72º

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need? information?
I need to decide if the daily high
temperature in the town I need the __ in the I will work backward from the
table. statistics to draw conclusions
____.
about the __ of data.

Solve the Problem

The minimum high temperature is _. Think: The high temperature is sometimes __
than 70°.
The maximum high temperature is _. Think: The high temperature is sometimes __
than 80°.
The median of the data set is _. Think: The median is the middle value in the data set.

Because the median is 69°, at least half of the days must have high
© Houghton Mifflin Harcourt Publishing Company

temperatures less than or equal to 69°.

Math
So, the location does not match what Mr. Owen wants. The median Talk Mathematical Practices
Explain why the mean
indicates that most days __ have a high temperature in temperature is misleading in
the 70s. this example.

Chapter 13 545
 Try Another Problem Statistics for New Car Prices
Lowest Price $12,000
Ms. Garcia is buying a new car. She would like to visit a
dealership that has a wide variety of cars for sale at many Highest Price $65,000
different price ranges. The table gives statistics about one Lower Quartile Price $50,000
dealership in her town. Does the dealership match Ms. Median Price $55,000
Garcia’s requirements? Explain your reasoning. Upper Quartile Price $60,000

Read the Problem

What do I need to find? What information do I How will I use the
need? information?

Solve the Problem

10 15 20 25 30 35 40 45 50 55 60 65
New Car Prices (in thousands of dollars)

© Houghton Mifflin Harcourt Publishing Company

• What would the box plot look like for a dealership that does meet
Ms. Garcia’s requirements?

546
 Name
Unlock the Problem
Share
Share and
and Show
Show √ Circle important facts.
√ Organize the information.
1. Josh is playing a game at the carnival. If his arrow lands
√ Choose a strategy.
on a section marked 25 or higher, he gets a prize. Josh
√ Check to make sure you answered the
will only play if most of the players win a prize. The question.
carnival worker says that the average (mean) score is
28. The box plot shows other statistics about the game.
Should Josh play the game? Explain your reasoning.

0 5 10 15 20 25 30 35 40 45
Points Scored

First, look at the median. The median is _ points.

Next, work backward from the statistics.

The median is the __ value of the data.

So, at least __ of the values are scores

less than or equal to _.

Finally, use the statistics to draw a conclusion.

2. SMARTER  What if a score of 15 or greater resulted in a prize? How would that

affect Josh’s decision? Explain.

DEEPER Weekly DVD Player Sales

3. A store collects data on the sales of DVD players
© Houghton Mifflin Harcourt Publishing Company

each week for 3 months. The manager determines that the data has a Minimum 16

range of 62 players and decides that the weekly sales were Maximum 78
very inconsistent. Use the statistics in the table to decide if Lower quartile 58
the manager is correct. Explain your answer. Upper quartile 72

Chapter 13 • Lesson 8 547

 MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

4. DEEPER Gerard is fencing in a yard that is 21 feet by

18 feet. How many yards of fencing material does Gerrard
need? Explain how you found your answer.

5. SMARTER  Susanna wants to buy a fish that grows

to be about 4 in. long. Mark suggests she buys the same
type of fish he has. He has five of these fish with lengths of
1 in., 1 in., 6 in., 6 in., and 6 in., with a mean length of 4 in.
Should Susanna buy the type of fish that Mark suggests?
Explain.

MATHEMATICAL
6. PRACTICE 7 Look for a Pattern The graph shows the
number of stamps that Luciano collected over several
weeks. If the pattern continues, how many
stamps will Luciano collect in Week 8? Explain. Stamps Collected
6
Number of Stamps

5
4
3
2
1
0
1 2 3 4 5 6
Week

7. SMARTER
The data set shows the number of hours Luke plays the piano
© Houghton Mifflin Harcourt Publishing Company

each week. Luke says he usually plays the piano 3 hours per week. Why is Luke’s
statement misleading?

Hours Playing the Piano

1 2 1 3 2 10 2

FOR MORE PRACTICE:

548 Standards Practice Book
 Name

Chapter 13 Review/Test
1. The dot plot shows the number of chin-ups done by a gym class.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Number of Chin-ups

For numbers 1a–1e, choose Yes or No to indicate whether the

statement is correct.

1a. There are two peaks. Yes No

1b. There are no clusters. Yes No

1c . There is a gap between 6 and 8. Yes No

1d. The most chin-ups anyone did Yes No

was 15.

1e. The modes are 3, 4, and 9. Yes No

2. The histogram shows the high temperatures in degrees Fahrenheit of

various cities for one day in March.

High Temperatures
15
Frequency

10

0
21–30 31–40 41–50 51–60 61–70
Temperatures ºF
© Houghton Mifflin Harcourt Publishing Company

Select the best word to complete each sentence.

zero
has
The histogram has one peak(s). The histogram line symmetry.
does not have
two

Assessment Options
Chapter Test
Chapter 13 549
3. The data set shows the scores of the players on the winning team of a
basketball game.

Scores of Players on Winning Team

0 17 47 13 4 1 22 0 5 6 9 1 30

6. 0.
The median is 9. The lower quartile is 1.
13. 4.

15
The upper quartile is 19.5
26

4. The data set shows the number of desks in 12 different classrooms.

Classroom Desks

24 21 18 17 21 19 17 20 21 22 20 16

Find the values of the points on the box plot.

A B C D E

A= B= C= D= E=

5. The box plot shows the number of boxes sold at an office supply store
each day for a week.

2 4 6 8 10 12 14 16 18 20 22
Boxes of Paper Sold
© Houghton Mifflin Harcourt Publishing Company

For numbers 5a–5d, select True or False for each statement.

5a. The median is 18. True False

5b. The range is 15. True False

5c. The interquartile range is 9. True False

5d. The upper quartile is 18. True False

550
 Name
6. The data set shows the number of glasses of water Dalia drinks each day for
a week.

Glasses of Water

6 7 9 9 8 7 1 0

Part A
What is the mean number of glasses of water Dalia drinks each day?

__
Part B
What is the mean absolute deviation of the number of glasses of water Dalia
drinks each day? Round your answer to the nearest tenth. Use words and
numbers to support your answer.

7. The numbers of emails Megan received each hour are 9, 10, 9, 8, 7, and 2. The
mean of the data values is 7.5 and the median is 8.5. Which measure of center
better describes the data, the mean or median? Use words and numbers to
support your answer.

8. The number of miles Madelyn drove between stops was 182, 180, 181,
184, 228, and 185. Which measure of center best describes the data?
© Houghton Mifflin Harcourt Publishing Company

A mean

B median

C mode

Chapter 13 551
 9. The histogram shows the weekly earnings of part-time workers. What
interval(s) represents the most common weekly earnings?

Weekly Earnings

9
8
7
6
Frequency

5
4
3
2
1
0
291–300 301–310 311–320 321–330 331–340 341–350
Earnings ($)

10. Jordan surveyed a group of randomly selected smartphone users and

asked them how many applications they have downloaded onto their
phones. The dot plot shows the results of Jordan's survey. Select the
statements that describe patterns in the data. Mark all that apply.

35 36 37 38 39 40 41 42 43 44 45
Number of Applications
© Houghton Mifflin Harcourt Publishing Company

A The modes are 37 and 42.

B There is a gap from 38 to 40.

C There is a cluster from 41 to 44.

D There is a cluster from 35 to 36.

552
 Name
11. Mrs. Gutierrez made a histogram of the birth month of the students in
her class. Describe the patterns in the histogram by completing
the chart.

Birth Month of Students

4.5
4
3.5
3
Frequency

2.5
2
1.5
1
0.5
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Month

Identify any increases Identify any decreases

Identify any peaks.
across the intervals. across the intervals.

12. Ian collected data on the number of children in 13 different families.

Number of Children

1 2 4 3 2 1 0 8 1 1 0 2 3
© Houghton Mifflin Harcourt Publishing Company

Draw a box plot of the data and use it to find the interquartile range
and range.

0 1 2 3 4 5 6 7 8 9 10

Interquartile range: _ Range: _

Chapter 13 553
13. Gavin wants to move to a county where it rains about 5 inches every
month. The data set shows the monthly rainfall in inches for a county.
The mean of the data is 5 and the median is 4.35. After analyzing the
data, Gavin says that this county would be a good place to move.
Do you agree or disagree with Gavin? Use words and numbers to
support your answer.

Monthly Rainfall (in.)

4.4 3.7 6 2.9 4.3 5.4 6.1 14.1 4.3 0.5 4.5 3.8

14. The data set shows the number of books Peyton reads each month.
Peyton says she usually reads 4 books per month. Why is Peyton's
statement misleading?

Books Read

2 3 2 4 3 11 3

15. The data set shows the scores of three players for a board game.

Board Game Scores

Player A 90 90 90
Player B 110 100 90
Player C 95 100 95

For numbers 15a–15d, choose Yes or No to indicate whether the

statement is correct.
© Houghton Mifflin Harcourt Publishing Company

15a. The mean absolute deviation Yes No

of Player B’s scores is 0.

15b. The mean absolute deviation Yes No

of Player A’s scores is 0.

15c. The mean absolute deviation of Yes No

Player B’s scores is greater than the mean
absolute deviation of Player C’s scores.
554
 Pronunciation Key
a add, map f fit, half n nice, tin p pit, stop û(r) burn, term
ā ace, rate g go, log ng ring, song r run, poor y fuse, few
â(r) care, air h hope, hate o odd, hot s see, pass v vain, eve
ä palm, i it, give ō open, so sh sure, rush w win, away
father ī ice, write ô order, jaw t talk, sit y yet, yearn
b bat, rub j joy, ledge oi oil, boy th thin, both z zest, muse
ch check, catch k cool, take ou pout, now th this, bathe zh vision,
d dog, rod l look, rule  took, full u up, done pleasure
e end, pet m move, seem  pool, food u̇ pull book
ē equal, tree
ə the schwa, an unstressed vowel Other symbols:
representing the sound spelled a in • separates words into syllables
above, e in sicken, i in possible, o in  indicates stress on a syllable
melon, u in circus

Addition Property of Equality [ə•dishən

präpər•tē əv ē•kwôlə•tē] propiedad de suma
de la igualdad The property that states that
absolute value [absə•lt valy] valor absoluto if you add the same number to both sides of
The distance of an integer from zero on a an equation, the sides remain equal
number line (p. 119) additive inverse [adə•tiv inv ûrs] inverso aditivo
acute angle [ə•kyt anggəl] The number which, when added to the given
ángulo agudo An angle that has a measure number, equals zero
less than a right angle (less than 90º and algebraic expression [al•jə•brāik ek•spreshən]
greater than 0º) expresión algebraica An expression that
Example: includes at least one variable (p. 269)
Examples: x + 5, 3a − 4
angle [anggəl] ángulo A shape formed by two
rays that share the same endpoint
acute triangle [ə•kyt trīang•gəl] Example:
triángulo acutángulo A triangle that has
three acute angles
addend [adend] sumando A number that is
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added to another in an addition problem

area [ârē•ə] área The number of square units
addition [ə•dishən] suma The process of finding
needed to cover a surface without any gaps
the total number of items when two or
or overlaps (p. 389)
more groups of items are joined; the inverse
operation of subtraction

Glossary H1
 array [ə•rā] matriz An arrangement of objects in base [bās] (geometry) base In two dimensions,
rows and columns one side of a triangle or parallelogram
Example: which is used to help find the area. In three
dimensions, a plane figure, usually a polygon
or circle, which is used to partially describe a
solid figure and to help find the volume of
some solid figures. See also height.
Examples:

height base
Associative Property of Addition [ə•sōshē•ə•āt•iv
präpər•tē əv ə•dishən] propiedad asociativa de
la suma The property that states that when base base base
the grouping of addends is changed, the sum
is the same
benchmark [benchmärk] punto de referencia A
Example: (5 + 8) + 4 = 5 + (8 + 4)
familiar number used as a point of reference
Associative Property of Multiplication
billion [bilyən] millardo 1,000 millions; written as
[ə•sōshē•ə•tiv präpər•tē əv mul•tə•pli•kāshən]
1,000,000,000
propiedad asociativa de la multiplicación The
property that states that when the grouping box plot [bäks plät] diagrama de caja A graph
of factors is changed, the product is the same that shows how data are distributed using the
Example: (2 × 3) × 4 = 2 × (3 × 4) median, quartiles, least value, and greatest
value (p. 520)
Example:

bar graph [bär graf] gráfica de barras A graph 20 25 30 35 40 45 50 55 60 65 70 75

that uses horizontal or vertical bars to display
Prices of Jeans (in dollars)
countable data
Example:

FAVORITE SPORT
12
Number of

10
Students

8
6 capacity [kə•pasi•tē] capacidad The amount a
4
2 container can hold (p. 233)
0 Examples: _21 gallon, 2 quarts

Sports
Celsius (°C) [selsē•əs] Celsius (°C) A metric scale
base [bās] (arithmetic) base A number used as a for measuring temperature
© Houghton Mifflin Harcourt Publishing Company

repeated factor (p. 261)

Example: 83 = 8 × 8 × 8. The base is 8.

H2 Glossary
 closed figure [klōzd figyər] figura cerrada A figure composite number [kəm•päzit numbər] número
that begins and ends at the same point compuesto A number having more than two
factors
coefficient [kō•ə•fishənt] coeficiente A number Example: 6 is a composite number, since its
that is multiplied by a variable (p. 274) factors are 1, 2, 3, and 6.
Example: 6 is the coefficient of x in 6x
cone [kōn] cono A solid figure that has a flat,
common denominator [kämən dē•nämə•nāt•ər] circular base and one vertex
denominador común A common multiple of Example:
two or more denominators
Example: Some common denominators for _41
and 5_6 are 12, 24, and 36.
common factor [kämən faktər] factor común
A number that is a factor of two or more
numbers (p. 17) congruent [kən•grənt] congruente Having the
same size and shape (p. 393)
common multiple [kämən multə•pəl] múltiplo
Example:
común A number that is a multiple of two or
more numbers
Commutative Property of Addition
[kə•myt ə•tiv präpər•tē əv ə•dishən] propiedad
conmutativa de la suma The property that
states that when the order of two addends is
changed, the sum is the same
Example: 4 + 5 = 5 + 4 conversion factor [kən•vûrzhən faktər] factor de
conversión A rate in which two quantities are
Commutative Property of Multiplication equal, but use different units (p. 229)
[kə•mytə•tiv präpər•tē əv mul•tə•pli•kāshən]
propiedad conmutativa de la multiplicación coordinate plane [kō•ôrdn•it plān] plano cartesiano
The property that states that when the order of A plane formed by a horizontal line called the
two factors is changed, the product is the same x-axis and a vertical line called the y-axis (p. 127)
Example: 4 × 5 = 5 × 4 Example:

compatible numbers [kəm•patə•bəl numbərz]

números compatibles Numbers that are easy to
compute with mentally
composite figure [kəm•päzit figyər] figura
compuesta A figure that is made up of two
or more simpler figures, such as triangles and
quadrilaterals (p. 415)
Example:

8 in.
© Houghton Mifflin Harcourt Publishing Company

10 in.
6 in.

8 in. 16 in.

Glossary H3
 cube [kyb] cubo A solid figure with six degree Celsius (°C) [di•grē selsē•əs] grado Celsius
congruent square faces A metric unit for measuring temperature
Example:
degree Fahrenheit (°F) [di•grē fârən•hīt] grado
Fahrenheit A customary unit for measuring
temperature
denominator [de•nämə•nāt•ər] denominador The
number below the bar in a fraction that tells
how many equal parts are in the whole or in
cubic unit [kybik ynit] unidad cúbica A unit the group
used to measure volume such as cubic foot (ft3), 3
cubic meter (m3), and so on Example: __
4 denominator

dependent variable [de•pendənt vârē•ə•bəl]

variable dependiente A variable whose value
depends on the value of another quantity
(p. 357)

data [dātə] datos Information collected about difference [difər•əns] diferencia The answer to a
people or things, often to draw conclusions subtraction problem
about them (p. 473)
digit [dijit] dígito Any one of the ten symbols 0, 1,
decagon [dekə•gän] decágono A polygon with 2, 3, 4, 5, 6, 7, 8, 9 used to write numbers
10 sides and 10 angles
Examples: dimension [də•menshən] dimensión A measure in
one direction
distribution [dis•tri•byshən] distribución The
overall shape of a data set
Distributive Property [di•striby•tiv präpər•tē]
propiedad distributiva The property that states
that multiplying a sum by a number is the same
decimal [desə•məl] decimal A number with one or as multiplying each addend in the sum by the
more digits to the right of the decimal point number and then adding the products (p. 18)
Example: 3 3 (4 1 2) 5 (3 3 4) 1 (3 3 2)
decimal point [desə•məl point] punto decimal A 3 3 6 5 12 1 6
symbol used to separate dollars from cents in 18 5 18
money, and the ones place from the tenths
place in decimal numbers divide [də•vīd] dividir To separate into equal
groups; the inverse operation of multiplication
degree (°) [di•grē] grado (°) A unit for measuring
angles or for measuring temperature dividend [divə•dend] dividendo The number that
is to be divided in a division problem
Example: 36 4 6; 6qw 36 The dividend is 36.
© Houghton Mifflin Harcourt Publishing Company

H4 Glossary
 divisible [də•vizə•bəl] divisible A number is divisible equation [i•kwāzhən] ecuación An algebraic
by another number if the quotient is a counting or numerical sentence that shows that two
number and the remainder is zero quantities are equal (p. 307)
Example: 18 is divisible by 3.
equilateral triangle [ē•kwi•latər•əl trīang•gəl]
division [də•vizhən] división The process of sharing triángulo equilátero A triangle with three
a number of items to find how many groups can congruent sides
be made or how many items will be in a group; Example:
the operation that is the inverse of multiplication
Division Property of Equality [də•vizhən präpər•tē
əv ē•kwôlə•tē] propiedad de división de la
igualdad The property that states that if you
divide both sides of an equation by the same
nonzero number, the sides remain equal
divisor [də•vīzər] divisor The number that
divides the dividend equivalent [ē•kwivə•lənt] equivalente Having
Example: 15 4 3; 3qw 15 The divisor is 3. the same value
dot plot [dot plät] diagrama de puntos A graph equivalent decimals [ē•kwivə•lənt desə•məlz]
that shows frequency of data along a number decimales equivalentes Decimals that name
line (p. 481) the same number or amount
Example: Example: 0.4 5 0.40 5 0.400

• equivalent expressions [ē•kwivə•lənt ek•spreshənz]

expresiones equivalentes Expressions that are
• • equal to each other for any values of their
• • • • • variables (p. 291)
Example: 2x + 4x = 6x

1 2 3 4 5 6 7 equivalent fractions [ē•kwivə•lənt frakshənz]

fracciones equivalentes Fractions that name
Miles Jogged the same amount or part
3 6
Example: __ 5 __
4 8
equivalent ratios [ē•kwivə•lənt rāshē•ōz] razones
equivalentes Ratios that name the same
comparison (p. 161)

edge [ej] arista The line where two faces estimate [estə•mit] noun estimación (s) A number
of a solid figure meet close to an exact amount
Example:
estimate [estə•māt] verb estimar (v) To find a
number that is close to an exact amount
edge
© Houghton Mifflin Harcourt Publishing Company

Glossary H5
 evaluate [ē•valy•āt] evaluar To find the value of factor [faktər] factor A number multiplied by
a numerical or algebraic expression (p. 265) another number to find a product
even [ēvən] par A whole number that has a 0, 2, factor tree [faktər trē] árbol de factores A
4, 6, or 8 in the ones place diagram that shows the prime factors of a
number
expanded form [ek•spandid fôrm] forma Example:
desarrollada A way to write numbers by
showing the value of each digit
Example: 832 5 800 1 30 1 2
30
exponent [ekspōn•ənt] exponente A number
that shows how many times the base is used 5 X 6
as a factor (p. 261)
Example: 103 5 10 3 10 3 10;
3 is the exponent. 5 X 2 X 3
Fahrenheit (°F) [fârən•hīt] Fahrenheit (°F) A
Word History
customary scale for measuring temperature
Exponent comes from the combination of
formula [fôrmy•lə] fórmula A set of symbols
the Latin roots ex (“out of”) 1 ponere (“to
that expresses a mathematical rule
place”). In the 17th century, mathematicians
Example: A 5 b 3 h
began to use complicated quantities. The
idea of positioning a number by raising it fraction [frakshən] fracción A number that names
“out of place” is traced to René Descartes. a part of a whole or a part of a group
frequency [frēkwən•sē] frecuencia The number of
expression [ek•spreshən] expresión A times an event occurs (p. 481)
mathematical phrase or the part of a number
sentence that combines numbers, operation frequency table [frēkwən•sē tābəl] tabla de
signs, and sometimes variables, but does not frecuencia A table that uses numbers to record
have an equal or inequality sign data about how often an event occurs (p. 482)

face [fās] cara A polygon that is a flat surface of greatest common factor (GCF) [grātest kämən
a solid figure faktər] máximo común divisor (MCD) The
Example: greatest factor that two or more numbers
have in common (p. 17)
Example: 6 is the GCF of 18 and 30.
face
grid [grid] cuadrícula Evenly divided and equally
spaced squares on a figure or flat surface
fact family [fakt famə•lē] familia de operaciones
© Houghton Mifflin Harcourt Publishing Company

A set of related multiplication and division, or

addition and subtraction, equations
7 3 8 5 56; 8 3 7 5 56;
Example:
56 4 7 5 8; 56 4 8 5 7

H6 Glossary
 horizontal [hôr•i•zäntəl] horizontal Extending left
and right
hundredth [hundrədth] centésimo One of one
height [hīt] altura The length of a perpendicular hundred equal parts
from the base to the top of a plane figure or Examples: 0.56, ___
56
, fifty-six hundredths
100
solid figure
Example:

height

Identity Property of Addition [ī•dentə•tē präpər•tē

hexagon [heksə•gän] hexágono A polygon with six əv ə•dishən] propiedad de identidad de la suma
sides and six angles The property that states that when you add zero
Examples: to a number, the result is that number
Identity Property of Multiplication [ī•dentə•tē
präpər•tē əv mul•tə•pli•kāshən] propiedad de
identidad de la multiplicación The property
that states that the product of any number and
histogram [histə•gram] histograma A type of bar
1 is that number
graph that shows the frequencies of data in
intervals. (p. 485) independent variable [in•dē•pendənt vârē•ə•bəl]
Example: variable independiente A variable whose value
determines the value of another quantity (p. 357)
Heights of 6th Grade Students inequality [in•ē•kwôlə•tē] desigualdad A
mathematical sentence that contains the
9 symbol ,, ., #, $, or Þ (p. 357)

8 integers [intə•jərz] enteros The set of whole

numbers and their opposites (p. 101)
7
interquartile range [intûr•kwôrtīl rānj] rango
6 intercuartil The difference between the upper
Frequency

5 and lower quartiles of a data set (p. 528)

4 intersecting lines [in•tər•sekting līnz] líneas secantes

Lines that cross each other at exactly one point
3
Example:
2
1
0
48–52 53–57 58–62 63–67
inverse operations [invûrs äp•pə•rāshənz]
Height (inches) operaciones inversas Opposite operations,
© Houghton Mifflin Harcourt Publishing Company

or operations that undo each other, such as

addition and subtraction or multiplication and
division (p. 319)

Glossary H7
 line [līn] línea A straight path in a plane,
extending in both directions with no
endpoints
key [kē] clave The part of a map or graph that Example:
explains the symbols
kite [kīt] cometa A quadrilateral with exactly two line graph [līn graf] gráfica lineal A graph that
pairs of congruent sides that are next to each uses line segments to show how data changes
other; no two sides are parallel over time
Example:
line segment [līn segmənt] segmento A part of a
line that includes two points called endpoints
and all the points between them
Example:

line of symmetry [līn əv simə•trē] eje de simetría

A line that divides a figure into two halves
that are reflections of each other (p. 132)

line symmetry [līn simə•trē] simetría axial A figure

has line symmetry if it can be folded about a
line so that its two parts match exactly. (p. 132)
linear equation [linē•ər ē•kwāzhən] ecuación lineal
An equation that, when graphed, forms a
straight line (p. 375)
ladder diagram [ladər dīə•gram] diagrama de linear unit [linē•ər ynit] unidad lineal A
escalera A diagram that shows the steps of measure of length, width, height, or distance
repeatedly dividing by a prime number until
the quotient is 1 (p. 10) lower quartile [lōər kwôrtīl] primer cuartil The
median of the lower half of a data set (p. 519)
lateral area [latər•əl ârē•ə] área lateral The sum
of the areas of the lateral faces of a solid
lateral face [latər•əl fās] cara lateral Any surface
of a polyhedron other than a base
least common denominator (LCD) [lēst kämən
dē•nämə•nāt•ər] mínimo común denominador mean [mēn] media The sum of a set of data items
(m.c.d.) The least common multiple of two or divided by the number of data items
more denominators (p. 495)
Example: The LCD for 1_4 and 5_6 is 12.
mean absolute deviation [mēn absə•lt
least common multiple (LCM) [lēst kämən multə•pəl] dē•vē•āshən] desviación absoluta respecto a la
mínimo común múltiplo (m.c.m.) The least media The mean of the distances from each
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number that is a common multiple of two or data value in a set to the mean of the set
more numbers (p. 13) (p. 524)

like terms [līk tûrmz] términos semejantes

Expressions that have the same variable with
the same exponent (p. 287)

H8 Glossary
 measure of center [mezhər əv sentər] medida multiply [multə•plī] multiplicar When you combine
de tendencia central A single value used to equal groups, you can multiply to find how
describe the middle of a data set (p. 495) many in all; the inverse operation of division
Examples: mean, median, mode
measure of variability [mezhər əv vârē•ə•bilə•tē]
medida de dispersión A single value used to
describe how the values in a data set are spread
out (p. 527)
Examples: range, interquartile range, mean
negative integer [negə•tiv intə•jər] entero
absolute deviation
negativo Any integer less than zero
median [mēdēən] mediana The middle value when Examples: −4, −5, and −6 are
a data set is written in order from least to negative integers.
greatest, or the mean of the two middle values
when there is an even number of items net [net] plantilla A two-dimensional pattern
(p. 495) that can be folded into a three-dimensional
polyhedron (p. 435)
midpoint [midpoint] punto medio A point on a Example:
line segment that is equally distant from either
endpoint
million [milyən] millón 1,000 thousands; written as
1,000,000
mixed number [mikst numbər] número mixto A
number that is made up of a whole number
and a fraction not equal to (∙) [not ēkwəl t] no igual a
Example: 1 5_8 A symbol that indicates one quantity is not
equal to another
mode [mōd] moda The value(s) in a data set that number line [numbər līn] recta numérica A line on
occurs the most often (p. 495) which numbers can be located
multiple [multə•pəl] múltiplo The product of two Example:
counting numbers is a multiple of each of those
numbers
multiplication [mul•tə•pli•kāshən] multiplicación
A process to find the total number of items made numerator [nmər•āt•ər] numerador The number
up of equal-sized groups, or to find the total above the bar in a fraction that tells how many
number of items in a given number of groups; It equal parts of the whole are being considered
3 numerator
is the inverse operation of division. Example: __
4
Multiplication Property of Equality numerical expression [n•meri•kəl ek•spreshən]
[mul•tə•pli•kāshən präpər•tē əv ē•kwôlə•tē] expresión numérica A mathematical phrase
propiedad de multiplicación de la igualdad that uses only numbers and operation
The property that states that if you multiply signs (p. 265)
both sides of an equation by the same
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number, the sides remain equal

multiplicative inverse [multə•pli•kāt•iv invûrs] inverso
multiplicativo A reciprocal of a number that is
multiplied by that number resulting in a product
of 1 (p. 78)

Glossary H9
 obtuse angle [äb•ts anggəl] ángulo obtuso parallel lines [pârə•lel līnz] líneas paralelas Lines
An angle whose measure is greater than 90° in the same plane that never intersect and are
and less than 180° always the same distance apart
Example: Example:

obtuse triangle [äb•ts trīang•gəl] triángulo

obtusángulo A triangle that has one obtuse parallelogram [pâr•ə•lelə•gram] paralelogramo
angle A quadrilateral whose opposite sides are parallel
and congruent (p. 389)
octagon [äktə•gän] octágono A polygon with Example:
eight sides and eight angles
Examples:

parentheses [pə•renthə•sēz] paréntesis The

symbols used to show which operation or
odd [od] impar A whole number that has a 1, 3, operations in an expression should be done
5, 7, or 9 in the ones place first
open figure [ōpən figyər] figura abierta A figure partial product [pärshəl prädəkt] producto parcial
that does not begin and end at the same point A method of multiplying in which the ones,
tens, hundreds, and so on are multiplied
opposites [äpə•zits] opuestos Two numbers
separately and then the products are added
that are the same distance, but in opposite
together
directions, from zero on a number line (p. 101)
pattern [patərn] patrón An ordered set of
order of operations [ôrdər əv äp•ə•rāshənz]
numbers or objects; the order helps you
orden de las operaciones A special set of rules
predict what will come next
which gives the order in which calculations are
Examples: 2, 4, 6, 8, 10
done in an expression (p. 265)
ordered pair [ôrdərd pâr] par ordenado A pair of
numbers used to locate a point on a grid. The
first number tells the left-right position and
the second number tells the up-down position. pentagon [pentə•gän] pentágono A polygon
(p. 127) with five sides and five angles
Examples:
origin [ôrə•jin] origen The point where the two
axes of a coordinate plane intersect; (0,0)
(p. 127)
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outlier [outlī•ər] valor atípico A value much

higher or much lower than the other values in
a data set (p. 499)
overestimate [ōvər•es•tə•mit] sobrestimar
An estimate that is greater than the exact
answer

H10 Glossary
 percent [pər•sent] porcentaje The comparison point [point] punto An exact location in space
of a number to 100; percent means “per
polygon [päli•gän] polígono A closed plane figure
hundred” (p. 195) formed by three or more line segments
perimeter [pə•rimə•tər] perímetro The distance Examples:
around a closed plane figure
period [pirē•əd] período Each group of three
digits separated by commas in a multidigit
number
Example: 85,643,900 has three periods. Polygons Not Polygons
perpendicular lines [pər•pən•diky•lər līnz] líneas polyhedron [päl•i•hēdrən] poliedro A solid
perpendiculares Two lines that intersect to figure with faces that are polygons (p. 434)
form four right angles Examples:
Example:

positive integer [päzə•tiv intə•jər] entero

positivo Any integer greater than zero
pictograph [piktə•graf] pictografía A graph prime factor [prīm faktər] factor primo A factor
that displays countable data with symbols that is a prime number
or pictures
Example: prime factorization [prīm fak•tə•rə•zāshən]
descomposición en factores primos A number
HOW WE GET TO SCHOOL written as the product of all its prime factors
(p. 9)
Walk
prime number [prīm numbər] número primo
Ride a Bike A number that has exactly two factors: 1 and
itself
Ride a Bus Examples: 2, 3, 5, 7, 11, 13, 17, and 19 are prime
Ride in a Car numbers. 1 is not a prime number.
prism [prizəm] prisma A solid figure that has two
Key: Each = 10 students congruent, polygon-shaped bases, and other
faces that are all parallelograms
place value [plās valy] valor posicional The value Examples:
of each digit in a number based on the location
of the digit
plane [plān] plano A flat surface that extends
without end in all directions
Example: rectangular prism triangular prism
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product [prädəkt] producto The answer to a

multiplication problem

plane figure [plān figyər] figura plana A figure

that lies in a plane; a figure having length and
width

Glossary H11
 pyramid [pirə•mid] pirámide A solid figure with ratio [rāshē•ō] razón A comparison of two
a polygon base and all other faces as triangles numbers, a and b, that can be written as a
that meet at a common vertex fraction _ba (p. 153)
Example:
rational number [rash•ən•əl numbər] número
racional Any number that can be written as a
ratio _ba where a and b are integers and b ≠ 0.
(p. 109)

ray [rā] semirrecta A part of a line; it has one

endpoint and continues without end in one
Word History direction
A fire is sometimes in the shape of a Example:
pyramid, with a point at the top and a
wider base. This may be how pyramid got
its name. The Greek word for fire was
pura, which may have been combined with reciprocal [ri•siprə•kəl] recíproco Two numbers
the Egyptian word mer. are reciprocals of each other if their product
equals 1. (p. 78)
rectangle [rektang•gəl] rectángulo A
parallelogram with four right angles
Example:

quadrants [kwädrənts] cuadrantes The four

regions of the coordinate plane separated by
the x- and y-axes (p. 131) rectangular prism [rek•tanggyə•lər prizəm]
quadrilateral [kwä•dri•latər•əl] cuadrilátero prisma rectangular A solid figure in which all
A polygon with four sides and four angles six faces are rectangles
Example: Example:

quotient [kwōshənt] cociente The number that reflection [ri•flekshən] reflexión A movement of a
results from dividing figure to a new position by flipping it over
Example: 8 4 4 5 2. The quotient is 2. a line; a flip
Example:

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range [rānj] rango The difference between the

greatest and least numbers in a data set
regroup [rē•grp] reagrupar To exchange
(p. 528)
amounts of equal value to rename a number
rate [rāt] tasa A ratio that compares two Example: 5 1 8 5 13 ones or 1 ten 3 ones
quantities having different units of measure
(p. 158)

H12 Glossary
 regular polygon [regyə•lər päli•gän] polígono
regular A polygon in which all sides are
congruent and all angles are congruent
(p. 411) sequence [sēkwəns] secuencia An ordered set of
relative frequency table [relə•tiv frēkwən•sē tābəl] numbers
tabla de frecuencia relativa A table that shows simplest form [simpləst fôrm] mínima expresión
the percent of time each piece of data occurs A fraction is in simplest form when the
(p. 482)
numerator and denominator have only 1 as
remainder [ri•māndər] residuo The amount a common factor
left over when a number cannot be divided simplify [simplə•fī] simplificar The process of
equally dividing the numerator and denominator of a
rhombus [rämbəs] rombo A parallelogram with fraction or ratio by a common factor
four congruent sides
solid figure [sälid figyər] cuerpo geométrico
Example:
A three-dimensional figure having length,
width, and height (p. 435)
solution of an equation [sə•lshən əv an
ē•kwāzhən] solución de una ecuación A value
that, when substituted for the variable, makes
an equation true (p. 307)
Word History
solution of an inequality [sə•lshən əv an
Rhombus is almost identical to its Greek in•ē•kwôlə•tē] solución de una desigualdad A
origin, rhombos. The original meaning value that, when substituted for the variable,
was “spinning top” or “magic wheel,” makes an inequality true (p. 337)
which is easy to imagine when you look at
a rhombus, an equilateral parallelogram. square [skwâr] cuadrado A polygon with four
equal, or congruent, sides and four right
angles
right triangle [rīt trīang•gəl] triángulo rectángulo
square pyramid [skwâr pirə•mid] pirámide cuadrada
A triangle that has a right angle
A solid figure with a square base and with four
Example:
triangular faces that have a common vertex
Example:

round [round] redondear To replace a number with

one that is simpler and is approximately the square unit [skwâr ynit] unidad cuadrada A unit
same size as the original number used to measure area such as square foot (ft2),
Example: 114.6 rounded to the nearest ten is square meter (m2), and so on
110 and to the nearest unit is 115.
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Glossary H13
 standard form [standərd fôrm] forma normal A terms [tûrmz] términos The parts of an expression
way to write numbers by using the digits 0–9, that are separated by an addition or
with each digit having a place value subtraction sign (p. 274)
Example: 456 standard form
thousandth [thouzəndth] milésimo One of one
statistical question [stə•tisti•kəl kweschən] thousand equal parts
pregunta estadística A question that asks Example: 0.006 5 six thousandths
about a set of data that can vary (p. 473)
three-dimensional [thrē də•menshə•nəl]
Example: How many desks are in each
tridimensional Measured in three directions,
classroom in my school? such as length, width, and height
Substitution Property of Equality [sub•stə•tshən three-dimensional solid [thrē də•menshə•nəl sälid]
präpər•tē əv ē•kwôlə•tē] propiedad de
figura tridimensional See solid figure
sustitución de la igualdad The property that
states that if you have one quantity equal to trapezoid [trapi•zoid] trapecio A quadrilateral
another, you can substitute that quantity for with exactly one pair of parallel sides (p. 401)
the other in an equation Examples:
subtraction [səb•trakshən] resta The process of
finding how many are left when a number
of items are taken away from a group of
items; the process of finding the difference
when two groups are compared; the inverse tree diagram [trē dīə•gram] diagrama de árbol
operation of addition A branching diagram that shows all possible
outcomes of an event
Subtraction Property of Equality [səb•trakshən
präpər•tē əv ē•kwôlə•tē] propiedad de resta de trend [trend] tendencia A pattern over time, in all
la igualdad The property that states that if or part of a graph, where the data increase,
you subtract the same number from both sides decrease, or stay the same
of an equation, the sides remain equal
triangle [trīang•gəl] triángulo A polygon with
sum [sum] suma o total The answer to an three sides and three angles
addition problem Examples:

surface area [sûrfis ârē•ə] área total The sum

of the areas of all the faces, or surfaces, of a
solid figure (p. 439)

triangular prism [trī•anggyə•lər prizəm] prisma

triangular A solid figure that has two
triangular bases and three rectangular faces
two-dimensional [t də•menshə•nəl]
tally table [talē tābəl] tabla de conteo A table bidimensional Measured in two directions,
that uses tally marks to record data such as length and width
tenth [tenth] décimo One of ten equal parts two-dimensional figure [t də•menshə•nəl figyər]
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Example: 0.7 5 seven tenths figura bidimensional See plane figure

H14 Glossary
 vertex [vûrteks] vértice The point where two
or more rays meet; the point of intersection
of two sides of a polygon; the point of
underestimate [un•dər•estə•mit] subestimar An intersection of three (or more) edges of a
estimate that is less than the exact answer solid figure; the top point of a cone; the
plural of vertex is vertices
unit fraction [ynit frakshən] fraccion unitaria A Examples:
fraction that has 1 as a numerator

unit rate [ynit rāt] tasa por unidad A rate

expressed so that the second term in the ratio
is one unit (p. 158)
Example: 55 ml per hr vertex
vertex
unlike fractions [unlīk frakshənz] fracciones
no semejantes Fractions with different
denominators
vertical [vûrti•kəl] vertical Extending up and down
upper quartile [upər kwôrtīl] tercer cuartil The
median of the upper half of a data set (p. 519) volume [välym] volumen The measure of the
space a solid figure occupies (p. 453)

variable [vârē•ə•bəl] variable A letter or symbol

that stands for an unknown number or weight [wāt] peso How heavy an object is
numbers (p. 269)
whole number [hōl numbər] número entero
Venn diagram [ven dīə•gram] diagrama de Venn One of the numbers 0, 1, 2, 3, 4, . . . ; the set
A diagram that shows relationships among sets of whole numbers goes on without end
of things
Example:

x-axis [eks aksis] eje de la x The horizontal

number line on a coordinate plane (p. 127)
x-coordinate [eks kō•ôrdn•it] coordenada x
The first number in an ordered pair; tells the
distance to move right or left from (0,0) (p. 127)
© Houghton Mifflin Harcourt Publishing Company

Glossary H15
 y-axis [wī aksis] eje de la y The vertical number
line on a coordinate plane (p. 127)
y-coordinate [wī kō•ôrd•n•it] coordenada y The
second number in an ordered pair; tells the
distance to move up or down from (0,0) (p. 127)

Zero Property of Multiplication [zērō präpər•tē

əv mul•tə•pli•kāshən] propiedad del cero de la
multiplicación The property that states that
when you multiply by zero, the product is zero

© Houghton Mifflin Harcourt Publishing Company

H16 Glossary
 CALIFORNIA COMMON CORE STATE STANDARDS

Standards You Will Learn Student Edition Lessons

Mathematical Practices
MP.1 Make sense of problems and Lessons 1.1, 2.6, 2.9, 6.1, 6.3, 6.5,
persevere in solving them. 12.8, 13.4, 13.7
MP.2 Reason abstractly and quantitatively. Lessons 1.2, 1.8, 1.9, 7.3, 7.4, 7.6,
12.5, 12.7, 13.5
MP.3 Construct viable arguments and Lessonss 1.7, 2.4, 3.5, 6.4, 7.8, 8.3,
critique the reasoning of others. 13.5, 13.7, 13.8
MP.4 Model with mathematics. Lessons 1.4, 2.5, 2.8, 5.6, 6.2, 7.6,
12.8, 13.2, 13.3
MP.5 Use appropriate tools strategically. Lessons 2.8, 3.1, 3.2, 6.4, 7.5, 7.7,
12.3, 12.8, 13.1
MP.6 Attend to precision. Lessons 1.6, 2.9, 3.7, 7.4, 7.9, 8.1,
13.6, 13.7, 13.8
MP.7 Look for and make use of structure. Lessons 1.2, 2.7, 3.1, 5.2, 6.5, 8.7,
13.1, 13.4, 13.6
MP.8 Look for and express regularity in Lessons 1.9, 2.7, 3.2, 4.5, 5.2, 6.2,
repeated reasoning. 12.5, 13.1, 13.3
Domain: Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.1 Understand the concept of a ratio Lessons 4.1, 4.2
and use ratio language to describe
a ratio relationship between two
quantities. For example, “The ratio
of wings to beaks in the bird house
at the zoo was 2:1, because for every
2 wings there was 1 beak.”“For every
vote candidate A received, candidate
C received nearly three votes.”
© Houghton Mifflin Harcourt Publishing Company

6.RP.2 Understand the concept of a unit Lessons 4.2, 4.6

rate a/b associated with a ratio a:b
with b ≠ 0, and use rate language in
the context of a ratio relationship.
For example, “This recipe has a ratio
of 3 cups of flour to 4 cups of sugar,
so there is 3/4 cup of flour for each
cup of sugar.” “We paid $75 for
15 hamburgers, which is a rate of
$5 per hamburger.”

Correlations H17
 Standards You Will Learn Student Edition Lessons
Domain: Ratios and Proportional Relationships (Continued)
6.RP.3 Use ratio and rate reasoning to
solve real-world and mathematical
problems, e.g., by reasoning about
tables of equivalent ratios, tape
diagrams, double number line
diagrams, or equations.
a. Make tables of equivalent ratios Lessons 4.3, 4.4, 4.5, 4.8
relating quantities with whole-
number measurements, find
missing values in the tables, and
plot the pairs of values on the
coordinate plane. Use tables to
compare ratios.
b. Solve unit rate problems including Lessons 4.6, 4.7
those involving unit pricing and
constant speed. For example, if it
took 7 hours to mow 4 lawns, then
at that rate, how many lawns could
be mowed in 35 hours? At what
rate were lawns being mowed?
c. Find a percent of a quantity as Lessons 5.1, 5.2, 5.3, 5.4, 5.5, 5.6
a rate per 100 (e.g., 30% of a
quantity means 30/100 times the
quantity); solve problems involving
finding the whole, given a part and
the percent.
d. Use ratio reasoning to convert Lessons 6.1, 6.2, 6.3, 6.4, 6.5
measurement units; manipulate
and transform units appropriately
when multiplying or dividing
quantities.

© Houghton Mifflin Harcourt Publishing Company

H18 Correlations
 Standards You Will Learn Student Edition Lessons
Domain: The Number System
Apply and extend previous understandings of multiplications and division to divide
fractions by fractions.
6.NS.1 Interpret and compute quotients of Lessons 2.5, 2.6, 2.7, 2.8, 2.9, 2.10
fractions, and solve word problems
involving division of fractions by
fractions, e.g., by using visual fraction
models and equations to represent
the problem. For example, create
a story context for (2/3) ÷ (3/4) and
use a visual fraction model to show
the quotient; use the relationship
between multiplication and division
to explain that (2/3) ÷ (3/4) − 8/9
because 3/4 of 8/9 is 2/3. (In general,
(a/b) ÷ (c/d) = ad/bc.) How much
chocolate will each person get if
3 people share 1/2 lb of chocolate
equally? How many 3/4-cup servings
are in 2/3 of a cup of yogurt? How
wide is a rectangular strip of land
with length 3/4 mi and area 1/2
square mi?
Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.2 Fluently divide multi-digit numbers Lesson 1.1
using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and Lessons 1.6, 1.7, 1.8, 1.9
divide multi-digit decimals using
the standard algorithm for each
operation.
6.NS.4 Find the greatest common factor Lessons 1.2, 1.3, 1.4, 1.5, 2.3, 2.4
of two whole numbers less than or
equal to 100 and the least common
multiple of two whole numbers
less than or equal to 12. Use the
distributive property to express a sum
of two whole numbers 1–100 with
© Houghton Mifflin Harcourt Publishing Company

a common factor as a multiple of a

sum of two whole numbers with no
common factor. For example, express
36 + 8 as 4 (9 + 2).

Correlations H19
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.5 Understand that positive and Lesson 3.1
negative numbers are used together
to describe quantities having opposite
directions or values (e.g., temperature
above/below zero, elevation above/
below sea level, credits/ debits,
positive/negative electric charge);
use positive and negative numbers
to represent quantities in real-world
contexts, explaining the meaning of 0
in each situation.
6.NS.6 Understand a rational number as a
point on the number line. Extend
number line diagrams and coordinate
axes familiar from previous grades
to represent points on the line and
in the plane with negative number
coordinates.
a. Recognize opposite signs of Lessons 3.1, 3.3
numbers as indicating locations on
opposite sides of 0 on the number
line; recognize that the opposite
of the opposite of a number is the
number itself, e.g., −(–3) = 3, and
that 0 is its own opposite.
b. Understand signs of numbers in Lesson 3.8
ordered pairs as indicating locations
in quadrants of the coordinate
plane; recognize that when two
ordered pairs differ only by signs, the
locations of the points are related by
reflections across one or both axes.
c. Find and position integers and Lessons 2.1, 2.2, 3.3, 3.7
other rational numbers on a
horizontal or vertical number line
diagram; find and position pairs of
integers and other rational numbers
© Houghton Mifflin Harcourt Publishing Company

on a coordinate plane.

H20 Correlations
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of numbers to the system of
rational numbers. (Continued)
6.NS.7 Understand ordering and absolute
value of rational numbers.
a. Interpret statements of inequality Lessons 3.2, 3.4
as statements about the relative
position of two numbers on a
number line diagram. For example,
interpret –3 > –7 as a statement
that –3 is located to the right of
–7 on a number line oriented from
left to right.
b. Write, interpret, and explain Lessons 3.2, 3.4
statements of order for rational
numbers in real-world contexts.
For example, write –3°C > –7°C
to express the fact that –3°C is
warmer than –7°C.
c. Understand the absolute value of a Lesson 3.5
rational number as its distance from
0 on the number line; interpret
absolute value as magnitude for a
positive or negative quantity in a
real-world situation. For example,
for an account balance of –30
dollars, write | –30| = 30 to describe
the size of the debt in dollars.
d. Distinguish comparisons of Lesson 3.6
absolute value from statements
about order. For example,
recognize that an account balance
less than –30 dollars represents a
debt greater than 30 dollars.
6.NS.8 Solve real-world and mathematical Lessons 3.9, 3.10
problems by graphing points in all
four quadrants of the coordinate
plane. Include use of coordinates
and absolute value to find distances
© Houghton Mifflin Harcourt Publishing Company

between points with the same first

coordinate or the same second
coordinate.

Correlations H21
 Standards You Will Learn Student Edition Lessons
Domain: Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1 Write and evaluate numerical Lessons 7.1, 7.2
expressions involving whole-number
exponents.
6.EE.2 Write, read, and evaluate expressions
in which letters stand for numbers.
a. Write expressions that record Lesson 7.3
operations with numbers and with
letters standing for numbers. For
example, express the calculation
“Subtract y from 5” as 5 − y.
b. Identify parts of an expression Lesson 7.4
using mathematical terms (sum,
term, product, factor, quotient,
coefficient); view one or more
parts of an expression as a single
entity. For example, describe the
expression 2(8 + 7) as a product
of two factors; view (8 + 7) as both
a single entity and a sum of two
terms.
c. Evaluate expressions at specific Lessons 7.5, 10.1, 10.5, 10.6,
values of their variables. Include 10.7, 11.3, 11.4, 11.6
expressions that arise from
formulas used in real-world
problems. Perform arithmetic
operations, including those
involving whole-number exponents,
in the conventional order when
there are no parentheses to
specify a particular order (Order of
Operations). For example, use the
formulas V = s³ and A = 6s² to find
the volume and surface area of a
cube with sides of length s = 1/2.
6.EE.3 Apply the properties of operations Lessons 7.7, 7.8
© Houghton Mifflin Harcourt Publishing Company

to generate equivalent expressions.

For example, apply the distributive
property to the expression 3(2 + x)
to produce the equivalent expression
6 + 3x; apply the distributive
property to the expression 24x + 18y
to produce the equivalent expression
6(4x + 3y ); apply properties of
operations to y + y + y to produce
the equivalent expression 3y.

H22 Correlations
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of arithmetic to algebraic expressions.
(Contiuned)
6.EE.4 Identify when two expressions Lesson 7.9
are equivalent (i.e., when the
two expressions name the same
number regardless of which value is
substituted into them). For example,
the expressions y + y + y and 3y are
equivalent because they name the
same number regardless of which
number y stands for.
Reason about and solve one-variable equations and inequalities.

6.EE.5 Understand solving an equation or Lessons 8.1, 8.8

inequality as a process of answering
a question: which values from
a specified set, if any, make the
equation or inequality true? Use
substitution to determine whether a
given number in a specified set makes
an equation or inequality true.
6.EE.6 Use variables to represent numbers Lesson 7.6
and write expressions when solving a
real-world or mathematical problem;
understand that a variable can
represent an unknown number, or,
depending on the purpose at hand,
any number in a specified set.
6.EE.7 Solve real-world and mathematical Lessons 8.2, 8.3, 8.4, 8.5, 8.6,
problems by writing and solving 8.7, 10.1
equations of the form x + p = q and
px = q for cases in which p, q and x
are all nonnegative rational numbers.
6.EE.8 Write an inequality of the form x > c Lessons 8.9, 8.10
or x < c to represent a constraint
or condition in a real-world or
mathematical problem. Recognize
that inequalities of the form x > c
© Houghton Mifflin Harcourt Publishing Company

or x < c have infinitely many

solutions; represent solutions of such
inequalities on number line diagrams.

Correlations H23
 Standards You Will Learn Student Edition Lessons
Represent and analyze quantitative relationships between dependent and
independent variables.
6.EE.9 Use variables to represent two Lessons 9.1, 9.2, 9.3, 9.4, 9.5
quantities in a real-world problem
that change in relationship to one
another; write an equation to express
one quantity, thought of as the
dependent variable, in terms of the
other quantity, thought of as the
independent variable. Analyze the
relationship between the dependent
and independent variables using
graphs and tables, and relate these
to the equation. For example, in a
problem involving motion at constant
speed, list and graph ordered pairs
of distances and times, and write the
equation d − 65t to represent the
relationship between distance and
time.
Domain: Geometry
Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.1 Find the area of right triangles, other Lessons 10.1, 10.2, 10.3, 10.4, 10.5,
triangles, special quadrilaterals, 10.6, 10.7, 10.8, 11.7
and polygons by composing into
rectangles or decomposing into
triangles and other shapes; apply
these techniques in the context of
solving real-world and mathematical
problems.
6.G.2 Find the volume of a right Lessons 11.5, 11.6, 11.7
rectangular prism with fractional
edge lengths by packing it with
unit cubes of the appropriate unit
fraction edge lengths, and show that
the volume is the same as would
be found by multiplying the edge
lengths of the prism. Apply the
© Houghton Mifflin Harcourt Publishing Company

formulas V = lwh and V = bh to find

volumes of right rectangular prisms
with fractional edge lengths in the
context of solving real-world and
mathematical problems.

H24 Correlations
 Standards You Will Learn Student Edition Lessons
Solve real-world and mathematical problems involving area, surface area, and volume.
(Continued)
6.G.3 Draw polygons in the coordinate Lesson 10.9
plane given coordinates for the
vertices; use coordinates to find
the length of a side joining points
with the same first coordinate or
the same second coordinate. Apply
these techniques in the context of
solving real-world and mathematical
problems.
6.G.4 Represent three-dimensional figures Lessons 11.1, 11.2, 11.3, 11.4, 11.7
using nets made up of rectangles and
triangles, and use the nets to find the
surface area of these figures. Apply
these techniques in the context of
solving real-world and mathematical
problems.
Domain: Statistics and Probability

Develop understanding of statistical variability.

6.SP.1 Recognize a statistical question as Lesson 12.1

one that anticipates variability in
the data related to the question and
accounts for it in the answers. For
example, “How old am I?” is not a
statistical question, but “How old
are the students in my school?” is
a statistical question because one
anticipates variability in students’
ages.
6.SP.2 Understand that a set of data Lessons 12.6, 13.1, 13.4, 13.6,
collected to answer a statistical 13.7, 13.8
question has a distribution which can
be described by its center, spread,
and overall shape.
6.SP.3 Recognize that a measure of center Lessons 12.6, 13.4, 13.6
© Houghton Mifflin Harcourt Publishing Company

for a numerical data set summarizes

all of its values with a single number,
while a measure of variation
describes how its values vary with a
single number.

Correlations H25
 Standards You Will Learn Student Edition Lessons
Summarize and describe distributions.
6.SP.4 Display numerical data in plots on Lessons 12.3, 12.4, 12.8, 13.2
a number line, including dot plots,
histograms, and box plots.
6.SP.5 Summarize numerical data sets in
relation to their context, such as by:
a. Reporting the number of Lesson 12.2
observations.
b. Describing the nature of the Lesson 12.2
attribute under investigation,
including how it was measured and
its units of measurement.
c. Giving quantitative measures of Lessons 12.5, 12.6, 13.1, 13.3, 13.4
center (median and/or mean) and
variability (interquartile range
and/or mean absolute deviation),
as well as describing any overall
pattern and any striking deviations
from the overall pattern with
reference to the context in which
the data were gathered.
d. Relating the choice of measures of Lessons 12.7, 13.5
center and variability to the shape
of the data distribution and the
context in which the data were
gathered.

© Houghton Mifflin Harcourt Publishing Company

H26 Correlations
 distance, rate, and time formulas, 247–250
equations
addition, 315–322
Absolute value, 119–122 defined, 306
compare, 123–126 division, 327–330
defined, 100, 119 with fractions, 331–334
multiplication, 323–326, 327–330
Activity, 69, 78, 81, 123, 132, 153, 389, 411,
solution of, 306, 307–310
478, 541
subtraction, 319–322
Addition write from word sentence, 312–313
Addition Property of Equality, 306, 320 writing, 311–314
Associative Property of, 291 equivalent ratios
Commutative Property of, 291 graph to represent, 183–186
decimals, 27–30 to solve problems, 165–168
Distributive Property, 291–294 evaluate, 87
equations integers
model and solve, 315–318 absolute value, 119–122
solution, 307–310 compare and order, 105–108
Identity Property of, 291 defined, 100, 101, 117
order of operations, 28–29, 265 opposites, 100
properties of, 291 order of operations, 28, 29, 32, 33, 37, 41,
Addition Properties, 259 60, 61, 79, 87, 265, 266, 277, 513
Addition Property of Equality, 306, 320 inverse operations, 7
least common multiple, 15
Algebra
patterns
algebraic expressions
divide mixing patterns, 87
combine like terms, 287–290
proportions, equivalent ratios to solve, 169–172
defined, 269
reasoning, 137
equivalent
finding least common multiple, 15
generate, 291–294
finding the missing number, 121
identifying, 295–298
surface area, 439–442, 443–446, 447–450
evaluating, 277–280, 305, 387
unit rates to solve problems, 179–182
exponents, 261–264
volume, 457–460
identifying, 273–276
simplifying, 287–290 Algebraic expressions
terms of, 274 combine like terms, 287–290
translating between tables and, defined, 269
276–277 equivalent
translating between words and, generate, 291–294
269–272 identifying, 295–298
use variables to solve problems, 283–286 evaluating, 277–280, 305, 387
variable in, 269, 283–286 exponents, 261–264
writing, 269–272 identifying parts, 273–276
area like terms, 287–290
© Houghton Mifflin Harcourt Publishing Company

composite figures, 415–418 simplifying, 287–288

defined, 388 terms of, 274
parallelograms, 389–392 translating between tables and, 276–277
rectangles, 389–392 translating between words and, 270–271
regular polygons, 411–414 use variables to solve problems, 283–286
squares, 389–392 variables in, 283–286
surface area, 439–442, 443–446, 447–450 writing, 269–272
trapezoids, 401–404, 405–408 Area
triangles, 393–396, 397–400 composite figures, 415–418
defined, 388

Index H27
 finding, 433 Code Number Rules, 12
of parallelograms, 389–392 Coefficient, 260, 274
of rectangles, 433
Combine like terms, 287–290
of regular polygons, 411–414
of squares, 389–392, 433 Common denominator, 55, 67, 100
surface area, 439–442, 443–446, 447–450 Common factor, 4, 17
of trapezoids, 401–404, 405–408 Commutative Property
of triangles, 393–396, 397–400, 433 addition, 259, 291
Art. Connect to, 206 multiplication, 291, 305
Associative Property Compare
of Addition, 291 absolute values, 123–126
of Multiplication, 291 decimals, 99
fractions, 99
integers, 105–108
and order fractions and decimals, 55
and order whole numbers, 49
rational numbers, 113–116
Balance point whole numbers, 49
mean as, 491–494 Comparing eggs, 30
Bar graph Compatible numbers
reading, 471 defined, 39, 50, 73
Bar model, 180–181, 209, 213, 215 estimate quotients, 73–76
Base Composite figures, 388
of a number, 260 area of, 415–418
of solid figure, 435–438 defined, 415
Basic fact, 9 perimeter, 415–418
Benchmark, 50, 60 Concepts and Skills, 25–26, 67–68, 117–118, 173–174,
207–208, 241–242, 281–282, 335–336, 369–370,
Benchmark fractions, 49
409–410, 451–452, 489–490, 531–533
Box plots, 519–522
Congruent, 388, 393
defined, 514, 519
for finding interquartile range, 528–529, 534 Connect
for finding range, 528–529, 534 to Art, 206
to Health, 62
Bubble map, 50, 152, 194, 260, 356, 388, 434
to Reading, 126, 156, 246, 344, 364, 480
to Science, 30, 42, 264, 414, 460, 518
Conversion factor, 229
Conversions
capacity, 233–236
California Common Core State Standards, conversion factor, 228
H17–H26 length, 229–232
Capacity mass, 237–240
converting units of, 233–236 weight, 237–240
customary units of, 233 Coordinate Grid
defined, 228 identify points, 355
© Houghton Mifflin Harcourt Publishing Company

metric units of, 234 Coordinate plane, 100

Cause and effect, 364 defined, 127
Centigrams, 238, 253 diagram to solve problems on, 139–142
distance, 135–138
Centiliter, 234
figures, 423–426
Centimeters, 230 horizontal line, 135–138
Chapter Review/Test, 43–48, 93–98, 143–148, linear equations, 375–378
187–192, 221–226, 251–256, 299–304, 349–354, ordered pair relationships, 131–134
379–384, 427–432, 465–470, 507–512, 549–554 problem solving, 139–142
Checkpoint, Mid-Chapter. See Mid-Chapter
Checkpoint

H28 Index
 rational numbers, 127–130 Decagon, 412
vertical line, 135–138 Decigrams, 238, 253
Correlations, Deciliter, 234
California Common Core State Standards,
Decimal Places
H17–H26
counting, 32
Cross-Curricular Connections
Decimals, 4
Connect to Art, 206
addition, 27–30
Connect to Health, 62
compare, 471
Connect to Reading, 126, 156
fractions and, 55–58
Connect to Science, 30, 42, 264, 414, 460, 518
rational numbers, 113–116
Cube, 434 converting to fractions, 51–54
net, 437 division
surface area, 440, 444 estimate with compatible numbers, 39–42
volume, 458 multi-digit numbers, 5–8
Cup, 233 by whole numbers, 35–38
Customary units of measure fractions, 55–58
capacity, 233–236 model, 193
converting, 229–240 multiplication, 31–34
length, 229–232 Distributive Property, 18, 19
weight, 237–240 estimate, 31–35
whole numbers, 193
order
fractions, 55–58
rational numbers, 113–116
percent written as, 199–202
Data collection place value, 27
description, 477–480 placing zeros, 28
frequency table, 481–484, 486, 487, 488, 508, round, 3, 31
510 subtraction, 27–30
graphs write as percent, 203–206
choose an appropriate graph, 505 Decimeter, 230
histogram, 485–488 Dekaliter, 234
mean, 472, 491–494, 495
Dekameter, 230
median, 472, 495
mode, 472, 495 Denominator, 50
range, 528 Dependent variable, 356, 357–360
relative frequency table, 481–484 Diagrams
Data sets ladder diagram, 10
box plots, 519–522 tree, 306
collection, 477–480 Venn diagrams, 13, 17, 20, 44
distributions, 541–548 Distance
dot plots, 481–484 coordinate plane, 135–137
frequency tables, 481–484 distance, rate, and time formulas,
graphs, histogram, 485–488 247–250
interquartile range, 528–530
Distribution
mean, 472, 491–494, 495, 498
© Houghton Mifflin Harcourt Publishing Company

data set, 541–544

mean absolute deviation, 523–526
measure of variability, 527–530 Distributive Property
measures of center, 495–498, 537–540 addition, 18, 19, 23
median, 495 multiplication, 18, 292
outliers, 499–502 Dividends, 4
patterns, 515–518 Divisibility
problem solving, 503–506 rules for, 9, 10
range, 527–529
Divisible, 4
relative frequency table, 481–484
statistical question, 473–476

Index H29
 Division Equivalent fractions, 50, 67, 99, 152
decimals defined, 55, 194
estimate with compatible numbers, 39–42 divide to find, 151
whole numbers, 35–38 multiply to find, 151
Division Property of Equality, 327 Equivalent ratios, 161–164, 183–186
equations, 327–330 defined, 152
to find equivalent fractions, 151 finding
finding quotient, 471 by multiplication table, 161–162
fractions, 77–80 by unit rate, 175–178
estimate quotients with compatible graph to represent, 183–186
numbers, 73–76 to solve problems, 165–168
mixed numbers, 50, 51, 81–84 use, 169–172
model, 68–72
Error Alert, 40, 64, 135, 162, 204, 230, 278, 312,
reciprocal and multiplicative inverse, 78
358, 439, 519, 538
as inverse operation, 7
mixed numbers, 85–88 Estimation, 4
Model Mixed Number Division, 81–84 decimals
multi-digit numbers, 5–8 addition and subtraction, 27–30
order of operations, 265 division, 35–38
multiplication, 31–34
Division Property of Equality, 327
fractions
Divisors, 4 division, 77–80
Dot plots, 472 multiplication, 59–62
defined, 481 quotients, 73–76
finding mean absolute deviation, 525 using compatible numbers, 5–6, 73–76
finding outliers, 499–502 Evaluate, 260, 265
Double number line, 217 Exponents, 261–264
Draw Conclusions, 70, 82, 154, 156, 196, 316, 324, defined, 261
394, 402, 439, 454, 491, 524 order of operations, 265
write repeated multiplication, 261–264
Expressions
algebraic, 269–272
equivalent, 291–294, 295–298
evaluate, 277–280, 355, 433
Equations identifying parts, 273–276
addition, 319–322 numerical, 265–268
addition, models to solve, 315–318 terms, 274
defined, 306 writing, 269–272
division, 327–330
with fractions, 331–334
linear, 356
multiplication, 323–326, 327–330
to represent dependent and independent
variable, 357–360 Factor, 3, 4, 19
solution, 306, 307–310 common, 4, 17
subtraction, 319–322 defined, 17
translate between graphs and, 375–378 greatest common factor, 17–20
© Houghton Mifflin Harcourt Publishing Company

translating between tables and, 361–364 least common multiple, 4

writing, 311–314 prime, 10
Equivalent prime factorization, 9–12, 13–16
defined, 55 simplify, 63–66
expressions, 291–294, 295–298 Factorization, prime. See Prime factorization
fractions, 99, 100
Factor tree, 9–12, 43
Equivalent algebraic expressions
Fair share
defined, 291
mean, 491–494
identifying, 295–298
writing, 291–294

H30 Index
 Feet, 229
Flow map, 4, 100
Fluid ounces, 233
Gallon, 228
Foot. See Feet
GCF. See Greatest common factor (GCF)
Formula
distance, 247–250 Generalization, Make, 344
rate, 247–250 Geometric measurements, 461–464
time, 247–250 Geometry
Fractions area
compare, 99 composite figures, 415–418
decimals and, 55–58 defined, 389
rational numbers, 113–116 parallelogram, 389–392
converting to decimals, 51–54 rectangles, 389–392
denominator of, 51 regular polygon, 411–414
division, 77–80 squares, 389–392
mixed number, 85–88 trapezoids, 401–404, 405–408
model, 69–72 triangles, 393–396, 397–400
problem solving, 81–89 composite figures
reciprocals and multiplicative inverses, area, 415–418
78–80 perimeter, 415–418
equations with, 331–334 figures on coordinate plane, 423–426
equivalent, 50, 67, 99 solid figures
mixed numbers defined, 435
converting to decimals, 51–54 nets, 435–438
defined, 51 pyramid, 435–438
division, 81–84 rectangular pyramid, 435–438
multiplication, 59–61 triangular prism, 435–438
model fraction division, 69–72 volume, 458
multiplication, 49 surface area, 439–442, 447–450
estimate products, 59–62 volume
simplifying before, 63–66 defined, 453
whole numbers, 49 prism, 457–460
operations, 89–92 rectangular prisms, 453–456, 457–460
order Go Deeper, In some Student Edition lessons. Some
decimals, 55–58 examples are: 15, 264, 506
percent written as, 199–202
Grams
problem solving, fraction operations,
as metric unit, 238
89–92
solving problems, 238–239
product of two, 59
rates, 158–160 Graphic organizer
ratios written as, 157 Bubble Map, 50, 152, 194, 260, 356, 388, 434
in simplest form, 51, 53 Chart, 472, 514
unlike, 55–56 Flow map, 4, 100
volume, 453–456 Tree diagram, 306
write as percent, 203–206 Venn diagram, 13, 17, 20, 44, 228
writing, 51 Graph relationships, 371–374
© Houghton Mifflin Harcourt Publishing Company

writing as decimal, 52 Graphs, 183–186

Frequency, 481 bar, 471
Frequency tables, 481–484 box plots, 519–522
equations and, 375–378
Functions
equivalent ratios, 183–186
cause and effect, 364
histogram, 472, 485–488, 516
graphing, 371–374
inequalities, 345–348
linear equations, 375–378
linear equations, 375–378
points on coordinate plane, 131–134
relationships, 371–374
to represent equivalent ratios, 183–186

Index H31
 Greatest common factor (GCF), 4, 17–20, 25, 43
defined, 17
to express sum as a product, 19
problem solving, 21–24 Kilograms, 238, 239, 241
Kiloliter, 234
Kilometer, 230, 234

Health. Connect to, 62

Hectograms, 238, 253
Hectoliter, 234
Ladder diagram, 10
Hectometer, 230
Lateral area
Hexagon, 387 of triangular pyramid, 448
Histogram, 472, 485–488, 516 Least common multiple (LCM), 4, 25, 43
Horizontal line defined, 13
coordinate plane, 135–138 finding, 14, 15
using a list, 13
using prime factorization, 13
using Venn diagram, 13
Length
converting units, 227, 229–232
Identity Property customary units, 229
Addition, 291 metric units, 230, 239
Multiplication, 291, 305
Like terms
Inches, 229 combining, 287–290
Independent variable, 356, 357–360 defined, 287
Inequalities, 306 Linear equation
defined, 337 defined, 356, 375
graphing, 345–348 graphing, 375–378
solutions, 337–340 Line of symmetry, 132
writing, 341–343
Line plot. See Dot plots
Input-output table, 361–363, 379
Line symmetry, 132
Input value, 361
Liter, 228
Integers
absolute value, 119–122 Lower quartile, 519
compare, 123–125
compare and order, 105–108
defined, 100, 101, 117
negative, 101
opposites, 100
order of operations, 28, 29, 32, 33, 37, Make Connections, 70, 82, 154, 196, 316, 324, 394,
41, 60, 61, 79, 87, 265, 266, 277, 513 402, 440, 454, 492, 524
positive, 101 Mass
© Houghton Mifflin Harcourt Publishing Company

Interquartile range, 514, 528 converting units, 237–241

defined, 228
Inverse operations, 7, 306
metric units, 238
fraction division, 78
Materials
Investigate, 69, 81, 153, 195, 315, 323, 393, 401,
centimeter grid paper, 439
439, 453, 491, 523
counters, 153, 491, 523
Isosceles triangle, 132 cubes, 453
fraction strips, 69
grid paper, 389, 401

H32 Index
 large number line from 0–10, 523 213, 214, 217, 218, 219, 229, 230, 231, 234, 235,
MathBoard, 315, 323 238, 239, 244, 247, 248, 261, 262, 263, 265, 267,
net of rectangular prisms, 453 269, 271, 274, 275, 277, 278, 279, 283, 284, 285,
pattern blocks, 81 287, 292, 293, 295, 296, 297, 307, 308, 309, 311,
ruler, 393, 401, 439, 478 313, 315, 316, 319, 321, 323, 324, 327, 328, 329,
scissors, 389, 393, 401, 439, 453 331, 332, 334, 337, 338, 339, 341, 342, 346, 347,
tape, 453 357, 359, 361, 365, 366, 371, 372, 373, 375, 377,
tracing paper, 393 389, 391, 394, 397, 405, 406, 407, 411, 413, 415,
two-color counters, 153 417, 419, 420, 437, 440, 443, 445, 447, 449, 453,
MathBoard. In every student edition. Some 454, 457, 459, 461, 462, 474, 475, 478, 479, 482,
examples are: 6, 7, 10, 53, 57, 61, 103, 107, 111, 487, 491, 495, 497, 515, 520, 521, 524, 527, 528,
154, 158, 163, 197, 200, 205, 231, 235, 239, 263, 529, 534, 535, 537, 541, 542, 543, 545
267, 271, 313, 317, 321, 359, 363, 367, 391, 395, Mean
399, 437, 441, 445, 475, 479, 483, 517, 521, 525 defined, 472, 495
Math Detective, 3, 49, 99, 151, 227, 259, 305, 355, as fair share and balance point, 491–494
387, 433, 471, 513 finding, 495–498
set of data, 513
Mathematical Practices
1. Make sense of problems and persevere Mean absolute deviation, 523–526
in solving them. In many lessons. Some defined, 524
examples are: 6, 76, 87, 406, 438 dot plot, 525–526
2. Reason abstractly and quantitatively. In Measurement
many lessons. Some examples are: 15, 460 Conversion factor, 228
3. Construct viable arguments and critique the converting units of capacity, 233–235
reasoning of others. In many lessons. Some converting units of length, 227, 229–232
examples are: 64, 120, 362, 543 converting units of mass, 237–240
4. Model with mathematics. In many lessons. converting units of volume, 227
Some examples are: 18, 82, 288 converting units of weight, 227, 237–241
5. Use appropriate tools strategically. In many Measure of center, 495–498
lessons. Some examples are: 181, 240 applying, 537–540
6. Attend to precision. In many lessons. Some defined, 495
examples are: 33, 175, 445 effect of outliers, 499–502
7. Look for and make use of structure. In many
Measure of variability, 514, 527–530
lessons. Some examples are: 11, 184
applying, 537–540
8. Look for and express regularity in repeated
choose an appropriate, 533–536
reasoning. In many lessons. Some examples
defined, 527
are: 79, 138, 263, 394, 402, 515
Median
Math Idea, 5, 14, 56, 101, 105, 119, 229, 244, 261,
defined, 472, 495
269, 292, 307, 337, 389, 424, 481, 533
finding, 495–498
Math on the Spot videos. In every student edition outlier, 499–502
lesson. Some examples are: 8, 12, 16, 54, 58, 62,
Meter, 228, 234
104, 108, 112, 156, 160, 164, 198, 202, 206, 232,
236, 246, 264, 268, 272, 310, 314, 322, 360, 361, Metric units of measure
368, 392, 396, 404, 438, 442, 446, 476, 480, 484, capacity, 234
518, 522, 526 converting, 230, 234
length, 230–231
Math Talk. In all Student Edition lessons, 7, 9, 10,
mass, 238
11, 13, 15, 17, 19, 21, 28, 29, 32, 35, 37, 40, 41,
© Houghton Mifflin Harcourt Publishing Company

51, 52, 53, 55, 56, 57, 59, 61, 63, 65, 70, 75, 77, Mid-Chapter Checkpoint, 25–26, 67–68,
78, 79, 81, 82, 86, 87, 89, 101, 102, 103, 105, 117–118, 173–174, 207–208, 241–242,
106, 107, 109, 110, 111, 113, 114, 115, 119, 121, 281–282, 335–336, 369–370, 409–410,
124, 125, 128, 129, 132, 133, 135, 136, 137, 139, 451–452, 489–490, 531–532
140, 153, 154, 158, 159, 161, 163, 165, 170, 171, Miles, 229
175, 177, 179, 183, 185, 196, 200, 204, 209, 210, Mililiters, 234
Milligrams, 238

Index H33
 Millimeters, 230 Number line, 109–112
Mixed numbers, 50 absolute value, 119–122
converting to decimals, 51–54 compare and order
division, 85–88 fractions and decimals, 55–58
model division, 81–84 integers, 105–108
writing, 51 rational numbers, 113–116
divide by using, 77–80
Mode
find quotient, 79
defined, 472, 495
inequalities, 345–348
finding, 495–498
negative integers, 101–104
Model fraction division, 69–72 positive integers, 101–104
Model mixed number division, 81–84 rational numbers, 109–112
Model percents, 195–198 Number Patterns, 355
Model ratios, 153–156 Numbers
Multi-digit decimals compatible, 4, 5, 6
adding and subtracting, 27–30 negative, 100, 101–104
multiplication, 31–34 positive, 101–104
Multi-Digit Numbers Numerators, 50, 55, 59, 63–66
division, 5–8 Numerical expression
Multiplication defined, 260, 265
Associative Property, 291, 294 order of operations, 265–268
Commutative Property, 291, simplifying, 265–268
295, 305
decimals, estimate, 31–35
Distributive Property, 292–294, 296–298
equations, 323–328
model and solve, 323–328
solution, 327–330 On Your Own, In every Student Edition lesson.
exponents as repeated, 261–264 Some examples are: 7, 11, 15, 53, 57, 61, 103,
fractions, products, 59–62 107, 111, 159, 163, 168, 201, 205, 211, 231, 235,
fractions and whole numbers, 49 239, 263, 267, 271, 309, 313, 321, 359, 363, 368,
Identity Property of, 291, 305 391, 399, 407, 437, 445, 449, 475, 479, 483, 517,
inverse operation, 7 521, 529
order of operations, 265 Opposites
prime factorization, 10 defined, 100, 101
Properties of Multiplication, 291, 305, 328 negative integers, 101
simplify, 63–66 positive integers, 101
table to find equivalent ratios, Order
161–164 fractions and decimals, 55–58
Multiplication tables, 161–164 integers, 105–108
Multiplicative inverse, 50, 78 rational numbers, 113–116
Ordered pairs, 100, 127, 152
relationships, 131–134
Order of operations
algebraic expressions, 277–280
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integers, 265, 266, 277, 513

Negative numbers, 100 numerical expressions, 265–268
Nets, 435–438 Origin, 127
defined, 434 Ounces, 228, 233, 237–240
surface area of cube, 444
Outliers, 472
surface area of prism, 441
defined, 499
rectangular pyramid, 436
effect, 499–502
surface area, 439–442
triangular prism, 435–438 Output value, 361

H34 Index
 Preview words, 4, 50, 100, 152, 194, 228, 260, 306,
356, 388, 434, 472, 514
Prime factorization, 9–12, 13–16, 25
Parallelogram defined, 4, 9
area, 389–392 divisibility rule, 9
defined, 388 factor tree, 9
Parentheses finding, 10–11
order of operations, 259 greater common factor, 17
least common multiple, 13–14
Pattern blocks, 81, 83
ladder diagram, 10
Patterns reason for using, 14
changing dimensions, 419–422 Prime number, 4
data, 515–518 defined, 9
extend, 151
Prism, 434
finding, 78
net, 435–438, 439–442
number, 355
surface area, 443–446
use, 54
volume, 457–460
Pentagon, 387
Problem Solving
Percents analyze relationships, 365–368
bar model, 213–215 apply greatest common factor, 21–24
defined, 194, 195 changing dimensions, 419–422
find the whole, 217–220 combine like terms, 287–290
model, 195–198 compare ratios, use tables to, 165–168
of a quantity, 209–212 coordinate plane, 139–142
solve problem with model, 213–216 data displays, 503–506
write as decimal, 199–202 distance, rate, and time formulas, 247–250
write as fraction, 199–202 equations with fractions, 331–334
write decimal as, 203–206 fraction operations, 89–92
write fraction as, 203–206 geometric measurements, 461–464
Perimeter misleading statistics, 545–548
changing dimensions, 419–422 percents, 213–216
composite figures, 415–418 use tables to compare ratios, 165–168
finding, 387 Problem Solving. Applications. In most lessons.
Personal Math Trainer, In all Student Edition Some examples are: 8, 12, 20, 52, 58, 76, 104,
chapters. Some examples are: 3, 250, 540 108, 112, 160, 164, 197, 198, 202, 232, 240, 268,
Pint, 228, 233 276, 280, 286, 310, 314, 318, 374, 378, 392, 395,
403–404, 438, 441, 450, 476, 488, 493–494, 522,
Place value 526, 540, 544
decimal, 51
Projects, 2, 150, 258, 386
of a digit, 27
Properties
Polygons
Associative Property of Addition, 259
area, 411–414
Associative Property of Multiplication, 291
changing dimensions, 419–422
Commutative Property of Addition, 259
coordinate plane, 423–426
Commutative Property of Multiplication,
graphs on coordinate plane, 423–426
291, 305
identify, 387
Distributive Property of Addition, 18
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Polyhedron, 434 Distributive Property of Multiplication, 18, 292

Pose a Problem, 38, 71, 80, 164, 182, 198, 326, 368, Division Property of Equality, 327
488, 522 Identity Property, 291, 305
Positive numbers, 101–104 Multiplication Property of Equality, 328
quadrilaterals, 388
Pound, 237–240
Subtraction Property of Equality, 306
Practice. Copy and Solve, 11, 29, 41, 61, 79, 103, Pyramid, 434
107, 111, 137, 181, 231, 235, 239, 275, 279, 285, defined, 436
309, 321, 329, 347, 373, 479, 483, 487, 529 surface area, 447–450

Index H35
 Rectangular prisms
surface area, 439–442
volume, 453–456, 457–459
Quadrants, 100, 131–134 Rectangular pyramid, 436
Quadrilateral, 388 Regular polygon
Quart, 233 area, 411–414
defined, 388, 411
Quartile
in nature, 414
lower, 519
upper, 514, 519 Relationships
analyze, 365–368
Quotients, 193
graph, 371–374
compatible numbers to estimate, 73–76
ordered pair, 131–134
Relative frequency table, 481
Remember, 9, 28, 59, 60, 372, 454, 516
Review and Test. See Chapter Review/Test; Mid-
Chapter Checkpoint
Range
Review Words, 4, 50, 100, 152, 194, 228, 260, 306,
defined, 514, 528
356, 388, 434, 472, 514
interquartile, 528
Round decimals, 3, 31
Rates, 152, 157–160
defined, 158, 194
distance, rate, and time formulas, 247–250
unit rate, 157–160, 175–178, 179–182
writing, 157–160
Rational numbers Science. Connect to, 30, 42, 264, 414, 460, 518
absolute value, 119–122
Sense or Nonsense?, 84, 104, 186, 318, 340, 396,
compare and order, 113–116
498, 518, 540
coordinate plane, 127–130
defined, 100, 117 Set of data, 473
number line, 109–112 Share and Show, 6, 7, 10, 53, 57, 61, 103, 107, 111,
Ratios, 152, 157–160 155, 159, 163, 197, 200, 205, 231, 235, 239, 263,
defined, 152, 194 267, 271, 309, 313, 317 347, 359, 363, 367, 373,
equivalent 391, 395, 399, 437, 441, 445, 471, 475, 479, 517,
defined, 152 521, 525
finding, 169–172 Show What You Know, 3, 49, 99, 151, 193, 227,
graph to represent, 183–186 259, 305, 355, 387, 433, 471, 513
use, 169–172 Simplest form, 50, 51–54, 59–62, 63–66, 79
using multiplication tables to find,161–164
Simplifying
model, 153–156
algebraic expressions, 287–288
percent as, 199
fractions, 50, 51–54, 59–62, 63–66, 78–79, 194
rates, 157–160
numerical expressions, 265–268
tables to compare, 165–168
order of operations, 265
writing, 157–160
Solid figures
Reading. Connect to, 126, 156, 246, 344, 364, 480
defined, 435
Read the Problem, 21, 22, 89, 90, 139, 140, 165,
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nets, 435–438
166, 213, 214, 247, 248, 287, 288, 331, 332, 365, pyramid, 436
366, 419, 420, 461, 462, 545, 546 rectangular prism, 435, 457–459
Real World. See Connect, to Science; Problem rectangular pyramid, 436
Solving; Problem Solving. Applications; Unlock surface area, 439–442, 443–446, 447–450, 461–464
the Problem triangular prism, 435
Reciprocals, 50, 78 volume, 453–456, 457–460, 461–464
Rectangles, 388 Solution of equations, 307–310
area, 389–392, 433 Solutions of inequalities, 337–340

H36 Index
 Solve the Problem, 21, 22, 38, 89, 90, 139, 140, 165, defined, 260, 274
166, 182, 198, 213, 214, 247, 248, 287, 288, 331, like terms, 287–290
332, 365, 366, 420, 461, 462, 545, 546 Test and Review. See Chapter Review/Test
Squares, 388 ThinkSmarter, In every Student Edition lesson.
area, 389–392, 433 Some examples are: 8, 270, 547
Statistical question ThinkSmarter+, In all Student Edition chapters.
defined, 473 Some examples are: 12, 318, 540
recognizing, 473–476
Thousandth, 4, 27, 28
Student Help
Three-dimensional figures, 435–438
Error Alert, 40, 64, 135, 162, 208, 230, 278, 312,
358, 439, 519, 538 Time
Math Idea, 5, 14, 56, 101, 105, 119, 218, 229, distance, rate, and time formulas,
244, 261, 269, 292, 307, 337, 389, 424, 481, 247–250
533 Ton, 237
Math Talk, In every lesson. Some examples are: Transform units, 243–246
7, 9, 53, 57, 102, 177, 275, 283, 521
Trapezoids
Remember, 9, 17, 28, 59, 60, 372, 454, 516
area, 388, 401–404, 405–408
Write Math, 12, 20, 24, 286, 334, 408, 421
defined, 401
Subtraction
Tree diagram, 306
decimals, 27–30
equations Triangles
model and solve, 319–322 area, 393–396, 397–400, 433
solution, 307–310 congruent, 388, 393
order of operations, 265 Triangular prism
solve addition and subtraction equations, net, 435–438
319–322 surface area, 444
Subtraction Property of Equality, 319 Try Another Problem, 22, 90, 140, 166, 214, 248,
Subtraction Property of Equality, 306 288, 332, 366, 420, 462, 504, 546
Summarize, 480 Try This!, 14, 31, 64, 85, 102, 105, 158, 176, 180,
Surface area, 439–442 261, 265, 269, 311, 341, 345, 474, 495
cubes, 444
defined, 439
net, 439–442
prisms, 441, 443–446
pyramids, 447–460
rectangular prism, 439, 441, 443
Understand Vocabulary, 4, 50, 100, 152, 194, 228,
triangular prism, 444
260, 306, 356, 388, 434, 472, 514
Symmetry
Unit rate
line, 132
defined, 158
finding, 175–178
graph to represent, 183–186
solve problems, 179–182
Units of capacity, 233
Tables Unlock the Problem, 5, 9, 13, 16–17, 27, 51, 59, 88,
translating between equation, 101, 105, 109, 157, 161, 165, 199, 203, 229, 233,
361–364 236, 261, 265, 269, 307, 319, 322, 357, 360, 361,
Technology and Digital Resources, 389, 397, 400, 435, 443, 446, 473, 477, 481, 515,
519, 527
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See Math on the Spot

Terms Upper quartile, 514, 519–522
algebraic expressions, 274

Index H37
 Whole numbers, 100
compare, 49
dividing decimals by, 35–38
Variables, 260, 269 greatest common factor, 12–20
and algebraic expressions, 269–272, 283–286 least common multiple, 13–16
defined, 269 multiplication
dependent, 356, 357–360 by decimals, 193
independent, 356, 357–360 Word sentence
solve problems, 283–286 writing equation, 312–313
Venn diagram, 13, 17, 20, 44, 228 writing inequality, 341–343
Vertical line, 135–137 Write Math, 8, 12, 20, 58, 71, 72, 116, 160, 168, 215,
240, 249, 268, 276, 280, 314, 421, 422, 438, 455,
Visualize It, 4, 50, 100, 152, 194, 228, 260, 306, 356,
494, 525
388, 434, 472, 514
Writing
Vocabulary, 25, 67, 117, 173, 207, 241, 281, 369,
algebraic expressions, 269–272
409, 451, 489, 531
equations, 311–314
Vocabulary Builder, 4, 50, 100, 152, 194, 228, 260, equivalent algebraic equations, 291–294
306, 356, 388, 434, 472, 514 inequalities, 341–343
Volume ratios, and rates, 157–160
cube, 458
defined, 434, 453
fractions and, 453–456
prism, 458
rectangular prisms, 453–456, 457–459
x-axis, 127
x-coordinate, 127

Weight
converting units, 237–240
customary units, 237
defined, 228 Yard, 229
units, 237–240 y-axis, 127
What If, 23, 31, 58, 70, 91, 248, 289, 333, 358, 367 y-coordinate, 127
What’s the Error, 54, 76, 108, 112, 232, 268, 280,
310, 314, 330, 404, 442

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H38 Index
 METRIC CUSTOMARY
Length

1 meter (m) = 1,000 millimeters (mm) 1 foot (ft) = 12 inches (in.)

1 meter = 100 centimeters (cm) 1 yard (yd) = 3 feet
1 meter = 10 decimeters (dm) 1 yard = 36 inches
1 dekameter (dam) = 10 meters 1 mile (mi) = 1,760 yards
1 hectometer (hm) = 100 meters 1 mile = 5,280 feet
1 kilometer (km) = 1,000 meters
Capacity

1 liter (L) = 1,000 milliliters (mL) 1 cup (c) = 8 fluid ounces (fl oz)
1 liter = 100 centiliters (cL) 1 pint (pt) = 2 cups
1 liter = 10 deciliters (dL) 1 quart (qt) = 2 pints
1 dekaliter (daL) = 10 liters 1 quart = 4 cups
1 hectoliter (hL) = 100 liters 1 gallon (gal) = 4 quarts
1 kiloliter (kL) = 1,000 liters
Mass/Weight

1 gram (g) = 1,000 milligrams (mg) 1 pound (lb) = 16 ounces (oz)

1 gram = 100 centigrams (cg) 1 ton (T) = 2,000 pounds
1 gram = 10 decigrams (dg)
1 dekagram (dag) = 10 grams
1 hectogram (hg) = 100 grams
1 kilogram (kg) = 1,000 grams

TIME

1 minute (min) = 60 seconds (sec) 1 year (yr) = about 52 weeks

1 hour (hr) = 60 minutes 1 year = 12 months (mo)
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1 day = 24 hours 1 year = 365 days

1 week (wk) = 7 days 1 decade = 10 years
1 century = 100 years
1 millennium = 1,000 years

Table of Measures H39

 SYMBOLS
= is equal to 102 ten squared
∙ is not equal to 103 ten cubed
≈ is approximately equal to 24 the fourth power of 2
> is greater than |−4| the absolute value of −4
< is less than % percent
≥ is greater than or equal to (2, 3) ordered pair (x, y)
≤ is less than or equal to ° degree

FORMULAS
Perimeter and Circumference Area

Polygon P = sum of the lengths Rectangle A = lw

of sides Parallelogram A = bh
Rectangle P = 2l + 2w Triangle A=1 __ bh
2
Square P = 4s Trapezoid 1
A = __ (b1 + b2)h
2
Square A = s2

Volume Surface Area

Rectangular Prism V = lwh Cube S = 6s 2

Cube V = s3

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H40 Table of Measures