Primary 4

Student Edition
Units 9–11

Math Term 2
Part 1

About 2,299,960
blocks of stone

Stones have
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Primary 4 Math

Name
 Primary 4

Math Term 2
Part 1
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Cover and inside cover art: Guenter Albers / Shutterstock.com

ii
Table of Contents
Foreword and Words from the Minister of Education
and Technical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Letter to the Parent/Guardian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Theme 3 | Fractions, Decimals, and Proportional Relationships

Unit 9 Fractions
Concept 9.1 Composing and Decomposing Fractions. . . . . . . . . . . . . . 2
Lesson 1 Let’s Build It. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 2 Break It Down. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson 3 Break It Down Again. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 4 All Mixed Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 5 Pieces from the Whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson 6 Adding Mixed Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 7 Subtracting Mixed Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Concept 9.2 Comparing Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Lesson 8 Like Denominators and Numerators. . . . . . . . . . . . . . . . . . . . . 25
1 2
Lesson 9 Glass 2 Full or 4 Empty? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 10 Same Fraction, Different Day . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 11 Benchmark Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 12 Half or Whole? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Concept 9.3 Multiplication and Fractions. . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 13 Fractions and the Identity Property. . . . . . . . . . . . . . . . . . . . . 45
Lesson 14 Different Numbers, Same Value. . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 15 Many Missing Multiples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 16 Multiplying by a Whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 17 Real-World Fraction Connection. . . . . . . . . . . . . . . . . . . . . . . . 58

Math Term 2 iii

 Unit 10 Decimals
Concept 10.1 Defining Decimals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 1 Let’s Explore Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 2 The Powerful 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 3 The Value of Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lesson 4 Decimals in Multiple Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Concept 10.2 Decimals and Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Lesson 5 Same Value, Different Ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson 6 The Whole Breakdown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 7 All Things Equal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Concept 10.3 Working with Decimals. . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Lesson 8 Model Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 9 Not All Digits Are Equal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Lesson 10 Comparing Tenths and Hundredths . . . . . . . . . . . . . . . . . . . 102
Lesson 11 Check the Denominators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson 12 Putting the Pieces Together . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Unit 11 Data with Fractions

Concept 11.1 Creating and Analyzing Graphs . . . . . . . . . . . . . . . . . . . . 114
Lesson 1 Show Me the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson 2 Plotting Along. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Lesson 3 Breaking the Bar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson 4 Data About Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 5 Graphing the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

iv
Additional Resources
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R1

Math Term 2 v
vi
Math Term 2 vii
 FOREWORD

This is a pivotal time in the history of the Ministry of Education and Technical
Education (MOETE) in Egypt. We are embarking on the transformation of
Egypt’s K-12 education system. We started in September 2018 with the rollout
of KG1, KG2 and Primary 1. In 2021 we have rolled out Primary 4, and we will
continue with the rollout until 2030. We are transforming the way in which
students learn to prepare Egypt’s youth to succeed in a future world that we
cannot entirely imagine.

MOETE is very proud to present this new series of textbooks, with the
accompanying digital learning materials that captures its vision of the
transformation journey. This is the result of much consultation, much thought
and a lot of work. We have drawn on the best expertise and experience
from national and international organizations and education professionals
to support us in translating our vision into an innovative national curriculum
framework and exciting and inspiring print and digital learning materials.

The MOETE extends its deep appreciation to its own “Center for Curriculum
and Instructional Materials Development” (CCIMD) and specifically, the
CCIMD Director and her amazing team. MOETE is also very grateful to the
minister’s senior advisors and to our partners including “Discovery Education,”
“National Geographic Learning” “Nahdet Masr,” “Longman Egypt,” UNICEF,
UNESCO, and WB, who, collectively, supported the development of Egypt’s
national curriculum framework. I also thank the Egyptian Faculty of Education
professors who participated in reviewing the national curriculum framework.
Finally, I thank each and every MOETE administrator in all MOETE sectors as
well as the MOETE subject counselors who participated in the process.

This transformation of Egypt’s education system would not have been

possible without the significant support of Egypt’s current president, His
Excellency President Abdel Fattah el-Sisi. Overhauling the education system
is part of the president’s vision of “rebuilding the Egyptian citizen” and it
is closely coordinated with the ministries of Higher Education & Scientific
Research, Culture, and Youth & Sports. Education 2.0 is only a part in a bigger
national effort to propel Egypt to the ranks of developed countries and to
ensure a great future to all of its citizens.

viii
 WORDS FROM THE MINISTER OF EDUCATION
& TECHNICAL EDUCATION

It is my great pleasure to celebrate this extraordinary moment in the history

of Egypt where we continue to launch a new education system designed to
prepare a new Egyptian citizen proud of his Egyptian, Arab and African roots
— a new citizen who is innovative, a critical thinker, able to understand and
accept differences, competent in knowledge and life skills, able to learn for
life and able to compete globally.

Egypt chose to invest in its new generations through building a transformative

and modern education system consistent with international quality
benchmarks. The new education system is designed to help our children
and grandchildren enjoy a better future and to propel Egypt to the ranks of
advanced countries in the near future.

The fulfillment of the Egyptian dream of transformation is indeed a joint

responsibility among all of us; governmental institutions, parents, civil society,
private sector and media. Here, I would like to acknowledge the critical role
of our beloved teachers who are the role models for our children and who are
the cornerstone of the intended transformation.

I ask everyone of us to join hands towards this noble goal of transforming

Egypt through education in order to restore Egyptian excellence, leadership
and great civilization.

My warmest regards to our children who will begin this journey and my
deepest respect and gratitude to our great teachers.

Dr. Tarek Galal Shawki

Minister of Education & Technical Education

Math Term 2 ix
 Dear Parent/Guardian,
Welcome to Primary 4 Mathematics TechbookTM! This comprehensive program
inspires students to make sense of the world around them and to think and act
like mathematicians Throughout the digital and print program, students learn

.
to reason mathematically, communicate using mathematical language, ask
meaningful questions, solve complex problems, and work collaboratively
with peers
.
Primary 4 Mathematics Techbook was designed and written to teach to the
Ministry of Education Primary 4 mathematics standards The structure of Primary 4
.
Mathematics Techbook represents the Ministry’s shifts in the Framework for
Education 2 0, specifically focusing on accessing new and prior knowledge,
.
building contextual understanding and procedural fluency, and making
connections across mathematics to support application of skills and concepts To
.
help students make sense of mathematical content, the program also integrates a
thematic approach and a variety of real-world scenarios
.
x
Primary 4 Mathematics Techbook challenges students to build on what they
learned in previous grades, applying concepts and skills in new ways. Students
also learn new and complex concepts and skills that prepare them for the
challenges of Primary 5 and beyond. Primary 4 students assume greater
responsibility for their own learning and are encouraged to seek opportunities to
apply the mathematics they are learning in the world around them.

The major work of Primary 4 includes multiplication, division, fractions, decimals,

and plane figures such as lines, line segments, rays, and angles. Although these
may seem like separate topics, students investigate and apply patterns and
relationships among the topics to build a deeper understanding of each. They
solve fraction multiplication problems, connect angle measurement to fractions,
explore the inverse relationship between multiplication and division, and draw
parallels among decimal numbers, fractions, and place value. Students learn to
think like mathematicians as they notice patterns and rules, persevere to solve
challenging problems, represent and explain their thinking, model their solutions,
and strive for accuracy.

To inspire and motivate learning and curiosity, Primary 4 Mathematics Techbook

features clear and engaging text, videos, digital tools, and Hands-On Activities.
Hands-On Activities require students to investigate patterns and rules in
mathematics and challenge them to communicate using mathematical language
and models. The program also engages
students in many kinds of writing and asks 1 Reinforcing Place Value
UNIT CONCEPT 1

them to explain their reasoning and support LESSON 1

Digit, Numeral, Number
their thinking using words, numbers, pictures, Learning Targets
Quick Code

and symbols. When students engage in

• digit, numeral, and egm4001
© Discovery Education | www.discoveryeducation.com • Credits: (a) feathercollector / Shutterstock.com, (b) Melinda Fawver / Shutterstock.com

number.
• I can discuss how the value of a digit can change.

rich tasks that access prior knowledge and ACCESS

Large Numbers with Small Animals Read Ant Facts for Kids

build reasoning, it is easier for them to make

to learn about amazing ants. Then, highlight or circle all of the
numbers you see.

connections to the real world and to other Ant Facts for Kids
• There are more than 12,000 species of ants all over the world.

mathematical learning. •
•
There are up to 2,000 ants in a colony of carpenter ants.

House ants can have colonies of up to 10,000.

• Pavement ant colonies have 3,000–4,000 members and several

queens.

• An ant can lift 20 times its own body weight. If you were as strong
as an ant, you would be able to pick up a cow.

• Egypt has 79 different species of ants.

• The total number of ants on the planet is estimated at

1,000,000,000,000,000 (one million billion).

Math Term 2 xi
 Dear Parent/Guardian, continued

Primary 4 Mathematics Techbook is divided into units Each unit is divided into

.
concepts, and each concept is divided into lessons Each lesson has three main

.
sections: ACCESS, BUILD, and CONNECT

.
ACCESSStudents activate their prior knowledge and begin to develop
and express mathematical language

.
BUILD Students focus on communicating their understanding,
reasoning, evidence, and mathematical strategies

.
CONNECT Students build deep conceptual understanding and a strong
foundation for accessing knowledge in future lessons

.
In addition, WRAP-UP, PRACTICE, and CHECK YOUR UNDERSTANDING features
allow students to demonstrate their learning either verbally or in writing

.
Within this Student Edition, you will find QR codes and quick codes that take you
and your student to a corresponding section of Primary 4 Mathematics Techbook
online
.
We encourage you to support your student in using the print and online interactive
materials on any device Together, may you and your student enjoy a fantastic year
.
of mathematics
.
Sincerely,
The Discovery Education Math Team

xii
Math Term 2 xiii
 UNIT

9
Theme 3 | F
 ractions, Decimals, and Proportional
Relationships

Unit 9
Fractions

Photo Credit: SOMRERK WITTHAYANANT / Shutterstock.com

 Video
Photo Credit: (a) SOMRERK WITTHAYANANT / Shutterstock.com, (b) Jukov studio / Shutterstock.com

Apple Fractions

Unit Video Questions

The video Apple Fractions
illustrates how to read, write, and
compare fractions. We can cut an Quick Code
apple into fractions, we can think egm4098
of fractions of a set of apples, or
apples can be a fraction of a set
of fruit.

How are fractions of a whole different from

fractions of a set? How are they alike?
As you eat meals throughout the day,
think about how you could represent
the quantities as fractions of a whole or
fractions of a set.

Unit 9: Fractions 1
 Photo Credit: YesPhotographers / Shutterstock.com
Decomposing
Composing

Fractions
and
CONCEPT

2
 UNIT CONCEPT 1

9 Composing and Decomposing Fractions

LESSON 1
Let’s Build It
Learning Targets
Quick Code
• I can define unit fractions. egm4100
• I can identify unit fractions.
• I can compose other fractions with unit fractions.

ACCESS
Identify the Unit Fraction Fill in the table with information about each fraction.

Total Total Number

Word Fraction
Number of of Equal Parts
Form Form
Equal Parts Shaded
Photo Credit: YesPhotographers / Shutterstock.com

1.

2.

3.

4.

5.

6.

7. Record the definition of each term.

Numerator

Denominator

Unit Fraction

Lesson 1: Let’s Build It 3

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

BUILD
Let’s Build It Use the picture to help you understand what it means to compose a
fraction. Then, compose fractions to solve the problems.

Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Lorelyn Medina / Shutterstock.com

1. What do you think it means to compose a fraction? Record your ideas.

2. Draw and label a composed model for these unit fractions:

1 1 1
3. Create a model that represents 3
+ 3
+ 3
= 1 whole. Use circles or rectangles.

4
 4. How many unit fractions compose five-eighths?

5. Look at the strip diagram. Write an equation using unit fractions to show how to
compose this fraction.
Photo Credit: YesPhotographers / Shutterstock.com

6. What fraction of the boxes are colored? Write an equation using unit fractions to
show how to compose this fraction.

1
7. Look at point E on the number line. How many unit fractions of 8
do you need

to represent point E?

Lesson 1: Let’s Build It 5

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

5
8. Which of the following expressions is the same as 6? Highlight or circle the
correct answer.
1 2 3 4 5 5 5 5 5 5
A. + + + + B. + + + +
6 6 6 6 6 6 6 6 6 6

1 1 1 1 1 1 1 1 1 1 1
C. + + + + D. + + + + +
6 6 6 6 6 5 5 5 5 5 5
Draw a model to show this. Use circles or rectangles.

Photo Credit: YesPhotographers / Shutterstock.com

CONNECT
Food Fraction Fun Read the problem. Draw a model to show your solution.

Two families went to the local restaurant. Each family ordered the feteer meshaltet.
Eman’s family wanted their feteer cut into 6 equal pieces. Ayman’s family wanted
their feteer cut into 8 equal pieces. If both feteer are the same size, which family
will have larger pieces to eat? How do you know?

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

6
 LESSON 2
Break It Down
Learning Target
Quick Code
• I can decompose fractions into unit fractions. egm4101

ACCESS
Fraction Charades When directed by your teacher, work with a small group to act
out a fraction. You will also guess what fraction other groups show.
Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Macrovector / Shutterstock.com

BUILD
Decompose It Use the picture to help you understand what it means to
decompose a fraction.

1/8
1/8
1/8
1/8
1/8 1/8
1/8 1/8

1. What do you think it means to decompose a fraction? Record your ideas.

2. Write an equation decomposing this whole into unit fractions.

3
3. Write an equation decomposing 5 into unit fractions.

Lesson 2: Break It Down 7

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

CONNECT
Food Fraction Fun Read the problem. Then, draw a model and write an equation
using unit fractions to show your solution.
3
Mazen needed 4 cup of sugar for his recipe. He had a measuring cup that held
1
4
cup of sugar. How many times will he need to fill the measuring cup for his
recipe?

Photo Credit: YesPhotographers / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

8
 LESSON 3
Break It Down Again
Learning Target
Quick Code
• I can represent fractions with repeated addition and egm4102
subtraction of unit and other fractions.

ACCESS
Race to the Finish Line Mark where each runner stops running.

Start Finish
Photo Credit: YesPhotographers / Shutterstock.com

1. Runner 1 begins at Start, stops at .

2. Runner 2 begins at , stops at .

3. Runner 3 begins at , stops at Finish.

BUILD
I Have . . . Who Has . . . ? Listen to your teacher for the rules for the game.
Pay attention to what your classmates say and read aloud your card when it is
your turn.
Many Ways to Break It Down Draw models and write as many equations as you
can to decompose the given fractions.
9
1.
12

2. 12
15

Lesson 3: Break It Down Again 9

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

3.

4.

Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Robyn Mackenzie / Shutterstock.com

CONNECT
Sharing Popcorn Omar ate 51 of a bag of popcorn. He and his brother Amir
shared the rest of the bag. Write equations to show two ways they could share the
remaining popcorn.

Popcorn Expanding as It Pops

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

10
 LESSON 4
All Mixed Up
Learning Targets
Quick Code
• I can define mixed numbers. egm4103
• I can define improper fractions.
• I can explain how mixed numbers and improper fractions relate to unit
fractions.

ACCESS
Error Analysis Analyze the student’s work and answer. Identify what the student
did correctly and incorrectly, and then try to correctly answer the question.
Photo Credit: YesPhotographers / Shutterstock.com

Problem: Decompose the following fraction

3
5

Student Solution:

3 2 1
= +
5 3 2

Lesson 4: All Mixed Up 11

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

Photo Credit: YesPhotographers / Shutterstock.com

BUILD
Improper Fractions Work with a partner to solve the problems.

1. Draw a model for 32.

2. Draw and label a model for 37 .

12
 3. Look at the model and answer the questions.

What unit fraction is used to build this improper fraction?

How many unit fractions are colored in?

What is the improper fraction represented by this model?

16
4. Draw and label a model for 6
.
Photo Credit: YesPhotographers / Shutterstock.com

Circle the correct model for the given improper fraction.

7
5.
6

5
6.
4

Mixed to Improper Part 1 Shade the model to represent the mixed number. Then,
write the equivalent improper fraction.
1
3
5

Lesson 4: All Mixed Up 13

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

Mixed to Improper Part 2 Shade a model to represent the mixed number. Then,
write the equivalent improper fraction. 2 31

Mixed to Improper Part 3 Convert the mixed numbers to improper fractions.

1 1
1. 5 = 2. 2 =
4 6

Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Dolly MJ / Shutterstock.com

1 1
3. 4 = 4. 3 =
5 2

CONNECT
Food Fraction Fun Mona baked a square cake for her mom’s birthday. She
wanted to put a border of frosting on the top of the cake. If one side of the cake
measures 83 meter, what is the perimeter of the top of the cake? Write the answer
as both a mixed number and an improper fraction.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

14
 LESSON 5
Pieces from the Whole
Learning Target
Quick Code
• I can add and subtract fractions and whole numbers. egm4104

ACCESS
Comparing Loaves Talk with a partner about the story problem, then explain your
thinking using words, pictures, or numbers.
4
Jana thinks that 4
of a loaf of bread is the same thing as 1 whole loaf. Do you agree
or disagree?
Photo Credit: YesPhotographers / Shutterstock.com

BUILD
Add Them Up Solve the fraction addition problems. Show your work.

1. Rewrite the model with whole numbers and fractions, and then solve the
problem.

+ + + + =

+ + + + =

Solve the following problems using numbers.

3 3 3 2
2. 2 + 2 + + = 3. + =
5 5 5 5

Lesson 5: Pieces from the Whole 15

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

4 5 4 1 2
4. 4 + +2+ = 5. + + +4=
8 8 9 9 9

10 1
6. + +3+2=
12 12

Break Them Down Use the model to help you solve the problem. Then, show
your work as an equation and solve.

1. Adam has one loaf of bread. He uses 43 of it to make sandwiches for himself
and his family. How much of the loaf does Adam have left? Use the model to
help you solve the problem.

Photo Credit: YesPhotographers / Shutterstock.com

2. Rewrite the problem with numbers and fractions, and then solve the problem.

– =

Use the models to solve the problems.

1 2 1
3. 2 – = 4. 1 – – =
4 5 5

16
 Draw a model to solve the problems.

1
5. 3 – =
3

2
6. 1 – =
8

2
7. 2 – =
3
Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Viktoria Hodos / Shutterstock.com

CONNECT
Party Planning Read and solve the
story problem. Express your answer
as an equation, and then solve.

Nadia is making falafel for a party.

Her recipe calls for 21 teaspoon
sodium bicarbonate. The recipe
makes enough for 10 people. Nadia is
having 40 guests. In order to feed all
her guests, she wants to quadruple
her recipe. How many teaspoons of
sodium bicarbonate will she use?
Falafel

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 5: Pieces from the Whole 17

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

LESSON 6
Adding Mixed Numbers
Learning Target
Quick Code
• I can add mixed numbers with like denominators. egm4105

ACCESS
Collecting Pineapple Juice Read the
story problem. Talk to your Shoulder

Photo Credit: (a) YesPhotographers / Shutterstock.com, (b) Irina Burakova / Shutterstock.com

Partner about how you could solve the
problem. Work together to solve it.

Rajaa has 1 full liter of pineapple juice

and 31 liter left in another container. Ola
has 2 full liters of pineapple juice and
2
3
liter left in another container. How
much juice do they have altogether?
Pineapple Juice

BUILD
Mixed Together Add the mixed numbers. Solve each problem using a number
line, a model, and an equation. For each model, color the first fraction one color
and use a different color for the second fraction.
1 3
1. 1 +
4 4
Number line:
0 1 2 3

Model:
Equation:

18
 1 2
2. 2 + 1
5 5
Number line:
0 1 2 3 4 5

Model:

Equation:

1 5
3. 2 + 1
Photo Credit: YesPhotographers / Shutterstock.com

6 6
Number line:
0 1 2 3 4 5

Model:

Equation:

4. Solve the problem using your favorite strategy.

4 2
2 +1
9 9

5. Solve the problem using your favorite strategy.

3 4
2 +1
5 5

Lesson 6: Adding Mixed Numbers 19

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

CONNECT
Create Your Own Problem Write and solve your own addition story problem. You
can use one of the equations provided or create your own.

Sample equations:

2 5
2 +3 =
9 9

4 1
1 +2 =
5 5

3 9
3 +1 =
10 10

Photo Credit: YesPhotographers / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

20
 LESSON 7
Subtracting Mixed Numbers
Learning Target
Quick Code
• I can subtract mixed numbers with like denominators. egm4106

ACCESS
Error Analysis Read the story problem and analyze the student’s work and
answer. Identify what the student did correctly and incorrectly, and try to solve the
problem correctly.

A student says that 2 43 + 1 43 = 3 64. Their teacher tells them their addition is correct,
but their work is not complete.
Photo Credit: YesPhotographers / Shutterstock.com

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

Lesson 7: Subtracting Mixed Numbers 21

UNIT CONCEPT 1

9 Composing and Decomposing Fractions

BUILD
Mixed Apart Subtract the mixed numbers. For each problem, solve it using a
number line, a model, and an equation. For each model, color in the minuend one
color and use a pencil to cross off the subtrahend.
3 1
1. 4 – 2
4 4
Number line:

Model:

Photo Credit: YesPhotographers / Shutterstock.com

Equation:

1
2. 5 – 2
4
Number line:

Model:

Equation:

1
3. 3 – 1
6
Number line:

Model:

Equation:

22
 1 2
4. 2 – 1
5 5
Number line:

Model:

Equation:

Solve the problems using the strategy of your choice. Show your work.

2 1
5. 3 – 2 =
5 5
Photo Credit: YesPhotographers / Shutterstock.com

1
6. 3 – 2 =
8
Use the model to help you solve the story
problem.

7. Hady had 3 41 cookies. He gave 2 43 to his sister. How many cookies does he
have left?

CONNECT
Writing About Math Why do we sometimes need fractions to solve real-life
problems? What is an example from your life when you could use fractions to help
you solve a problem? Use words, pictures, or numbers to show your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 7: Subtracting Mixed Numbers 23

 Photo Credit: Dina Saeed / Shutterstock.com
Comparing
Fractions
CONCEPT

24
 UNIT CONCEPT 2

9 Comparing Fractions

LESSON 8
Like Denominators
and Numerators
Quick Code
Learning Targets egm4108
• I can compare and order fractions with like denominators.
• I can compare and order fractions with like numerators.

ACCESS
Fractional Candy Bars Would you
Photo Credit: Dina Saeed / Shutterstock.com, (b) NatalyaBond / Shutterstock.com

6
rather have 5 of a candy bar or 12 ? Use
12
numbers, pictures, or words to explain
your thinking.

Candy Bar

BUILD
Comparing Fractions with Like Denominators Shade each shape to show the
given fractions. Then, compare the fractions using the symbols <, >, or =.
1. 2.

5 4 3 5
6 6 5 5

Lesson 8: Like Denominators and Numerators 25

UNIT CONCEPT 2

9 Comparing Fractions

3.

1 3
4 4

4. Fill in the blanks to complete the statement.

If fractions have the same , then the one with the

numerator is the fraction.

5. Order the following fractions from least to greatest.

6 2 5 3 7 1 8
8 8 8 8 8 8 8

; ; ; ; ; ;

Photo Credit: Dina Saeed / Shutterstock.com

Comparing Fractions with Like Numerators Write the fractions shown underneath
each shape, and then compare each pair of fractions using the symbols <, >, or =.
1. 2.

3.

4. Fill in the blanks to complete the statement.

If fractions have the same , then the one with the

denominator is the fraction.

26
 Write <, >, or = in each box to compare the two fractions.
5 5 3 3
5. 6.
6 8 6 4

4 4
7.
8 5

8. Order the following fractions from least to greatest.

3 3 3 3 3
5 8 3 6 12

; ; ; ;

CONNECT
Photo Credit: Dina Saeed / Shutterstock.com

Top Heavy Compare the fractions.

4 4 5 5
1. 2.
7 3 10 2

3. Do improper fractions follow the rule you wrote about how to compare fractions
with common numerators? How do you know? Use a model to explain your
thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 8: Like Denominators and Numerators 27

UNIT CONCEPT 2

9 Comparing Fractions

LESSON 9
1 2
Glass 2
Full or 4
Empty?
Learning Target
Quick Code
• I can use visual models to identify equivalent fractions. egm4109

ACCESS
Who Ate More? Read the scenario and look at the images of sandwiches. Discuss
with a partner whether you agree or disagree with Doha and why.

1. Amir and his sister, Doha, were having sandwiches. Amir likes his cut into
2 pieces and Doha likes hers cut into 4. Amir eats one piece and Doha eats
2. Doha proudly announces, “I ate more of my sandwich than Amir.” Is Doha
correct?

Photo Credit: Dina Saeed / Shutterstock.com

Amir Doha

2. Draw another way the sandwich could be cut into multiple pieces and shade in
1
2
of it.

28
 BUILD
What Is Equivalent? Solve the problems to explore and identify equivalent
fractions.

1. Record the fraction of the whole that is shaded.

Fraction: 
2. Divide the rectangle into two equal rows.
Photo Credit: Dina Saeed / Shutterstock.com

3. Record the fraction that is now shaded in the previous item.

New fraction: 

4. Record the fraction of the whole that is shaded.

Fraction: 
5. Divide the rectangle into two equal rows.

6. Record the fraction that is now shaded in the previous item.

New fraction: 

1 2
Lesson 9: Glass 2
Full or 4
Empty? 29
UNIT CONCEPT 2

9 Comparing Fractions

7. Record the fraction that is shaded first as an improper fraction and then as a
mixed number.

Improper fraction:  Mixed number: 

8. Divide each circle into four equal parts.

9. Record the fraction that is now shaded in the previous item.

Photo Credit: Dina Saeed / Shutterstock.com

Improper fraction:  Mixed number: 

10. Circle the fraction that is equivalent. 11. Circle the fraction that is equivalent.

30
 12. Circle the fraction that is equivalent. 13. Circle the fraction that is equivalent.

Record the equivalent fraction in the second model.

Photo Credit: Dina Saeed / Shutterstock.com

14. 15.

16. Record the model as a mixed number and an improper fraction.

Improper fraction:  Mixed number: 

1 2
Lesson 9: Glass 2
Full or 4
Empty? 31
UNIT CONCEPT 2

9 Comparing Fractions

17. Record the model as a mixed number and an improper fraction.

Improper fraction:  Mixed number: 

1
18. Genet and Habila have the same kind of candy bar. Genet eats 4 of hers. Habila
eats the same amount. Color in Habila’s bars to represent the amount she ate.

Photo Credit: Dina Saeed / Shutterstock.com

19. Write the fraction showing how much of Habila’s bar she ate in the previous
item.
Genet’s Habila’s

1 6
20. Mona ate 1 2 brownies. Her brother, Malek, ate 4 . Color in each person’s
brownies to show the amount that they ate.
Mona Malek

21. Who ate more brownies, Mona or Malek? Explain how you know.

32
 CONNECT
Pizza Contest Magdy and Kareem enter a
pizza eating contest. The person who eats
the most pizza wins. Magdy eats pieces of the
circle pizza and Kareem eats pieces of the
rectangle pizza. They each manage to eat 21
of their pizza. However, Kareem is given the
prize. Why?
Pizza

Magdy’s Pizza Kareem’s Pizza

Photo Credit: (a) Dina Saeed / Shutterstock.com, (b) Stiv_Leo / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

1 2
Lesson 9: Glass 2
Full or 4
Empty? 33
UNIT CONCEPT 2

9 Comparing Fractions

LESSON 10
Same Fraction, Different Day
Learning Targets
Quick Code
• I can use visual models to generate equivalent fractions. egm4110
• I can explain what makes two fractions equivalent.

ACCESS
Equal Sets Read the problem and color in the buttons to answer the question.

Amany had 2 buttons and 1 of them was red.

Photo Credit: Dina Saeed / Shutterstock.com

If Amany had 6 buttons and wanted to have the same fraction of the set be red,
how many red buttons would that be? Color them and then write the equivalent
fraction.

34
 BUILD
Fraction Wall

1
1 1
2 2

1 1 1
3 3 3

1 1 1 1
4 4 4 4

1 1 1 1 1
5 5 5 5 5

1 1 1 1 1 1
6 6 6 6 6 6

1 1 1 1 1 1 1
7 7 7 7 7 7 7

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
Photo Credit: Dina Saeed / Shutterstock.com

1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9

1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10

1 1 1 1 1 1 1 1 1 1 1
11 11 11 11 11 11 11 11 11 11 11

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

1. Look at the fraction wall and talk to a partner about what you notice. Do you
1
see any equivalent fractions? Record two fractions that are equivalent to 4 .

2
2. Record two fractions that are equivalent to 3.

Lesson 10: Same Fraction, Different Day 35

UNIT CONCEPT 2

9 Comparing Fractions

CONNECT
Recipe Trouble Read the problem, and
then rewrite the recipe replacing the
fractions in the recipe with equivalent
fractions.

Samar has a recipe for healthy snack

bars that she received from her friend.
The recipe uses measuring cups and
teaspoons. Her friend sent a 41 cup and
1
4
teaspoon, so Samar has to rewrite
the recipe using equivalent fractions.

Photo Credit: (a) Dina Saeed / Shutterstock.com, (b) nadianb / Shutterstock.com

Granola Bars
(Hint: Think about an equivalent
fraction for 21 using fourths.)

Healthy Snack Bars

Ingredients:
1 1
2
cup rolled oats 1 2 cups peanut butter
2 cups crispy rice cereal 1
2
teaspoon of vanilla
1
4
cup honey
1 cup chocolate chips

Rewrite:

cup rolled oats cup peanut butter

cup crispy rice cereal teaspoon of vanilla

cup honey cup chocolate chips

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

36
 LESSON 11
Benchmark Fractions
Learning Targets
Quick Code
• I can identify benchmark fractions. egm4111
• I can generate fractions equivalent to benchmark fractions.

ACCESS
Walking the Path Read the problem and draw the benches in the appropriate
spots along the path.

Sherif was in charge of placing benches along a 1 kilometer walking path in

Cairo. He was supposed to put the benches at the beginning, middle, and end
of the path.
Photo Credit: Dina Saeed / Shutterstock.com

At what kilometer marker posts should Sherif put benches? Draw benches in the
appropriate spots along the path.

Lesson 11: Benchmark Fractions 37

UNIT CONCEPT 2

9 Comparing Fractions

BUILD
Continuing Down the Path Read the questions and solve them with a partner.

Sherif did such a great job placing benches along the walking path that he was
hired again to do more. He needs to put a bench at the beginning, middle, and
end of the following 1-kilometer paths. Draw benches in the appropriate spots
along the path.

1.

Photo Credit: Dina Saeed / Shutterstock.com

2.

38
 For Sherif’s next job, the path is 2-kilometers long. He must place a bench every
1
2
kilometer from the beginning to end. Where should he place them? Draw
benches in the appropriate spots along the path.

3.
Photo Credit: Dina Saeed / Shutterstock.com

CONNECT
Writing About Math What strategies did you use to decide where to place the
cards when you played Mixed-Up Fractions? Explain your thinking and share
examples.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 11: Benchmark Fractions 39

UNIT CONCEPT 2

9 Comparing Fractions

LESSON 12
Half or Whole?
Learning Target
Quick Code
• I can compare fractions to a benchmark fraction. egm4112

ACCESS
Error Analysis Analyze the student’s work and answer. Identify what the student
did correctly and incorrectly, and then try to solve the problem correctly.

Problem: Circle the fraction that is closer to 1 and explain your thinking.
3 3
12 8

Photo Credit: Dina Saeed / Shutterstock.com

Student’s Solution:

3 3
12 8

3
12is closer to 1 whole because both numerators are 3 but the denominator 12 is larger, so that
means it is closer to being one whole.

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

40
 BUILD
Use a Benchmark For her birthday party, Menna made two cakes because she
had so many friends coming. The two cakes were the same size. Her mom cut one
5 5
cake into 10 pieces and the other into 6 pieces. 10 of one cake was eaten and 6 of
the other cake was eaten. Which cake had more eaten? Use benchmark fractions
to solve the problem.

Spin to Win
Photo Credit: Dina Saeed / Shutterstock.com

Play the game with your partner.

• Player 1 spins the spinner once.

• Player 1 writes their fraction in the first row of the chart.
• Player 2 takes their turn spinning and recording their fraction.
1
• Players work together to use benchmarks  0, 2 , 1 , to compare the two
fractions.
• The biggest fraction wins the round.
• Keep playing until you complete the chart.
Spin Your Fraction

11 10
12 10
2 1
4 8
3 5
9 10
1 4
5 6

Lesson 12: Half or Whole? 41

UNIT CONCEPT 2

9 Comparing Fractions

Spin to Win

My Fraction <, >, or = My Partner’s Fraction

Photo Credit: (a) Dina Saeed / Shutterstock.com, (b) Andrija Petrovic / Shutterstock.comn
Story Problems Use benchmark fractions to solve the story problems.
4
1. Rashad and Malek each got a candy bar that was the same size. Rashad ate 6
of his candy bar and Malek ate 48 of his. Who ate more than 21 ? How do
you know?

2. Mariam and Jana each had identical

sandwiches. Mariam cut her
sandwich into 12 pieces and ate 4
of them. Jana cut hers into 6 pieces
and ate 3. Who ate more? How do
you know?

Sandwich Wrap

42
 3. At basketball practice, Hatam made 14 of his 18 shots. His best friend, Amir
made 8 of his 16 shots. Who made a larger fraction of the shots taken?

4. Mazen and Ezz each had a candy bar. They each ate 21 of the bar, but Mazen
ate more candy than Ezz. How is this possible? Use a model to explain your
thinking.
Photo Credit: Dina Saeed / Shutterstock.com

CONNECT
Writing About Math Reflect on your learning in this unit. Use words, numbers, or
pictures to answer the following Essential Question: Why are benchmark fractions
useful in problem-solving and in comparing fractions?

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 12: Half or Whole? 43

 Photo Credit: David Fuentes Prieto / Shutterstock.com
Multiplication
and Fractions
CONCEPT

44
 UNIT CONCEPT 3

9 Multiplication and Fractions

LESSON 13
Fractions and the Identity
Property
Quick Code
Learning Target egm4114
• I can use the Identity Property of Multiplication to create equivalent fractions.

ACCESS
Identity Property Review Solve each problem. Then, circle the problems that
show the Identity Property of Multiplication.

1. 45 x 1 = 2. 1 x 34,953 =
Photo Credit: David Fuentes Prieto / Shutterstock.com

2
3. x1= 4. 0 x 4 =
3

4 1 1
5. 1 x = 6. x =
5 1 8

3 4 5
7. x = 8. x0=
7 4 6

Lesson 13: Fractions and the Identity Property 45

UNIT CONCEPT 3

9 Multiplication and Fractions

BUILD
From Parts to a Whole Use the fraction wall to answer the questions.

1
1 1
2 2

1 1 1
3 3 3

1 1 1 1
4 4 4 4

1 1 1 1 1
5 5 5 5 5

1 1 1 1 1 1
6 6 6 6 6 6

1 1 1 1 1 1 1
7 7 7 7 7 7 7

1 1 1 1 1 1 1 1

Photo Credit: David Fuentes Prieto / Shutterstock.com

8 8 8 8 8 8 8 8

1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9

1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10

1 1 1 1 1 1 1 1 1 1 1
11 11 11 11 11 11 11 11 11 11 11

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

1. How many halves are in 1 whole? Using halves, how would you write 1 whole as
a fraction?

2. How many fourths are in 1 whole? Using fourths, how would you write 1 whole
as a fraction?

3. How many tenths are in 1 whole? Using tenths, how would you write 1 whole as
a fraction?

46
 4. Explain the pattern and why each of the fractions you wrote equals 1 whole.

5. Using what you know, how many 25ths are in 1 whole?

Creating Equivalent Fractions Discuss each model and how to multiply to create
equivalent fractions.
1
The fraction 2
is represented in the model.
Photo Credit: David Fuentes Prieto / Shutterstock.com

1 2 2
When we multiply 2 by 2, the model looks like this. Although the fraction is now 4 ,
1
it is still 2 of the whole. Fractions can be expressed in many ways and still be
equivalent.

1 3  1
If we multiply 2
by 3, the model looks like this. The product has the same value  2  ,
3
but is now called 6.

This is the power of the Identity Property of Multiplication. It allows us to make

equivalent fractions. We can use the Identity Property of Multiplication to
create equivalent fractions so we can add and subtract fractions with unlike
denominators.

Lesson 13: Fractions and the Identity Property 47

UNIT CONCEPT 3

9 Multiplication and Fractions

CONNECT
Riddle Me This Use the clues to solve the riddle.

Like all fractions, this is an important fraction with limitless

equivalencies. You can use the Identity Property of Multiplication
6
to create new names for it. Two of its equivalent fractions are: 18
10
and 30
. Both the numerator and denominator are less than 5. What
fraction is it? Explain how you know.

Photo Credit: David Fuentes Prieto / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

48
 LESSON 14
Different Numbers, Same Value
Learning Target
Quick Code
• I can multiply and divide to create equivalent fractions. egm4115

ACCESS
Error Analysis Analyze the student’s work and answer. Identify what the student
did correctly and incorrectly, and then try to solve the problem correctly.

Diaa was asked to find an equivalent fraction and wrote the following:
1 3 4
+ =
2 3 5
Photo Credit: David Fuentes Prieto / Shutterstock.com

4 1
Therefore, 5
is equivalent to 2 .

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

Lesson 14: Different Numbers, Same Value 49

UNIT CONCEPT 3

9 Multiplication and Fractions

BUILD
Multiplying to Create Equivalent Fractions Follow your teacher’s directions to
solve the problems.

1. How many ways can you show 1 (one whole) as a fraction? Write as many as
you can in the time allowed.

Generate at least 5 equivalent fractions for each fraction.

2
2. ; ; ; ; ;
3

2
3. ; ; ; ; ;
4

Photo Credit: David Fuentes Prieto / Shutterstock.com

3
4. ; ; ; ; ;
5

3
5. ; ; ; ; ;
9
Dividing to Create Equivalent Fractions Follow your teacher’s directions to solve
the problems.
15 3
1. 20
is equivalent to 4 . How can you use division to prove it?

Determine whether each fraction pair is equivalent. If it is, write “true.” If it is not,
write “false.”
2 6 7 2
2. = 3. =
3 9 8 3
3 6 6 2
4. = 5. =
5 8 10 5
2 1 9 2
6. = 7. =
8 4 12 4
3 1 1 4
8. = 9. =
8 6 3 12

50
 CONNECT
Omar’s Om Ali Omar made a pan of Om Ali, his favorite dessert. The pan contains
12 equal servings. Omar shares 3 servings with his friend Heba. What is the
simplest form of the fraction of the Om Ali Omar gave his friend?
Photo Credit: (a) David Fuentes Prieto / Shutterstock.com, (b) Dina Saeed / Shutterstock.com

Om Ali

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 14: Different Numbers, Same Value 51

UNIT CONCEPT 3

9 Multiplication and Fractions

LESSON 15
Many Missing Multiples
Learning Target
Quick Code
• I can explain the relationship between multiples and egm4116
equivalent fractions.

ACCESS
Which Is Not a Multiple? Circle the number that is not a multiple of the given
number.

1. 3: 6 9 12 14 15
2. 2: 4 7 8 10 12

Photo Credit: David Fuentes Prieto / Shutterstock.com

3. 4: 8 12 16 22 24
4. 5: 10 17 20 25
5. 6: 12 16 24

BUILD
What Is the Missing Multiple? Work with a partner to identify the missing
numerator or denominator for the equivalent fractions.
3 5 15 20
1. = 2. = 3. =
4 12 15 25 5

Find the missing numerator or denominator to make the fractions equivalent.

Record what factor you multiplied or divided by. An example is shown.

2
=
5 20

5 2 10
4. = 5. =
7 21 9

52
 12 4 10
6. = 7. =
18 70 7

7 21
8. =
13

9. Heba had two cakes that were the same size. She cut the first cake into
6 pieces and frosted 2 of the pieces with chocolate. She cut the second cake
into 18 pieces. If she wanted to frost the same fraction of the second cake with
chocolate, how many pieces should she frost? How do you know? Draw a
fraction model if necessary.
Photo Credit: (a) David Fuentes Prieto / Shutterstock.com, (b) Pixabay

Different Kinds of Cookies

2
10. Nabil had 9 cookies. 3
of them were chocolate chip. How many cookies were
2 ?
chocolate chip?  Hint: =
3 9

Lesson 15: Many Missing Multiples 53

UNIT CONCEPT 3

9 Multiplication and Fractions

CONNECT
Nadia’s Cake Nadia owns a bakery. She made a cake and decorated it as shown.

There are 12 equal pieces total: 6 pieces have flowers, 4 are plain with no
decorations, and the other 2 have something else.

Answer the questions based on Nadia’s cake.

Photo Credit: David Fuentes Prieto / Shutterstock.com

1. One-half of the customers want pieces with flowers. What fraction of the cake
will they eat? How many pieces?

2. One-third of the customers want pieces with no decorations. What fraction of

the cake will they eat? How many pieces?

3. What fraction of the cake is left?

4. If Nadia cuts all the pieces that are left into two, what fraction is now left?

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

54
 LESSON 16
Multiplying by a Whole
Learning Target
Quick Code
• I can multiply a fraction by a whole number. egm4117

ACCESS
Doggy, Doggy, Where Is Your Bone?
Discuss the story problem that follows
with your Shoulder Partner. Work
Photo Credit: (a) David Fuentes Prieto / Shutterstock.com, (b) thka / Shutterstock.com

together and use a bar model to solve

the problem. Then, write an addition
and a multiplication sentence.

Omar has 6 dogs. Each dog chews

2 bones a day. How many bones does
Omar need each day to give his dogs?
Pack of Dogs
Bar Model:

Addition sentence:

Multiplication sentence:

BUILD
Same Answer, Different Operation Solve the problems. Show your work.

1. Two of Omar’s dogs are at the vet. He has 6 bones in

his bag for his evening dog walk. Shade the boxes to
show how many bones Omar will give to the dogs that
are with him.

Lesson 16: Multiplying by a Whole 55

UNIT CONCEPT 3

9 Multiplication and Fractions

2. Represent your shaded bar model as a fraction.

4
3. Decompose 6
as the sum of unit fractions.

4
4. Express 6
using multiplication.

2
5. Draw a bar model and write an addition and multiplication sentence for 5 .
Bar model:

Photo Credit: David Fuentes Prieto / Shutterstock.com

Addition sentence:

Multiplication sentence:
5
6. Draw a bar model and write an addition and multiplication sentence for 8 .
Bar model:

Addition sentence:

Multiplication sentence:

56
 Puzzle Mania

Your teacher will give you a puzzle card. When your teacher gives the signal,
make a completed puzzle by finding classmates with the same fraction
representation.

CONNECT
Writing About Math Reflect on your learning and answer the questions. Use
examples to support your thinking.
Photo Credit: David Fuentes Prieto / Shutterstock.com

• What do you notice about the factors and product when you multiply a
fraction by a whole number?
• How is this different from multiplying a whole number by a whole number?

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 16: Multiplying by a Whole 57

UNIT CONCEPT 3

9 Multiplication and Fractions

LESSON 17
Real-World Fraction Connection
Learning Target
Quick Code
• I can solve story problems involving fractions. egm4118

ACCESS
Adding and Subtracting Fractions Solve the problems. Show your work.

1 2 1 3 1 3
1. + + = 2. + + =
5 5 5 8 8 8

Photo Credit: David Fuentes Prieto / Shutterstock.com

5 2 6 6 5
3. + + = 4. – =
12 12 12 9 9

12 5 2
5. – = 6. 1 – =
15 15 5

BUILD
Fraction Story Problems Use the Steps to Solving Story Problems to solve the
problems. Show your work.
5
1. Heba is making pancake batter. The recipe calls for 8 of a jug of milk, and she
2
only has 8 of a jug of milk. How much more milk does Heba need to make the
pancake batter?

What do I know?

Solve:

58
 4
2. Kareem runs to train for the big race. On Monday he runs 2 kilometer, on
1 6
Wednesday he runs 2 kilometer, and on Friday he runs 2 kilometer. How many
kilometers did Kareem run in all?

What do I know?

Solve:

3. Samira and her family are celebrating her birthday with cake. They cut the
cake into 8 equal slices. If Samira, her mom, her dad, and her brother each
Photo Credit: David Fuentes Prieto / Shutterstock.com

have 1 slice of the cake, what fraction of the cake is left?

What do I know?

Solve:

3
4. Over the course of a week, Adam drank 1 4 liters of juice and Omar drank
7
1 8 liters of juice. Who drank more?

What do I know?

Solve:

Lesson 17: Real-World Fraction Connection 59

UNIT CONCEPT 3

9 Multiplication and Fractions

Find Your Match Your teacher will give you a story problem card. Record the story
problem on your card and solve.

My story problem:

What do I know?

Photo Credit: David Fuentes Prieto / Shutterstock.com

Solve:

Now, share your story problem and solution with a partner. Record and solve your
partner′s story problem.

My partner’s story problem:

60
 What do I know?

Solve:
Photo Credit: David Fuentes Prieto / Shutterstock.com

CONNECT
Create Your Own Problem Write and solve your own fraction addition or
subtraction story problem. Use one of the expressions provided or create
your own.
2 5 7 8
Sample expressions: 2 + 1 3 – 1
7 7 10 10

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 17: Real-World Fraction Connection 61

 UNIT

10
Theme 3 | F
 ractions, Decimals, and Proportional
Relationships

Unit 10
Decimals

Photo Credit: Losangela / Shutterstock.com

 Video
Photo Credit: (a) Losangela / Shutterstock.com, (b) Olga Dubravina / Shutterstock.com

Decimal Ice Cubes

Unit Video Questions

The video Decimal Ice Cubes uses an ice
cube tray to demonstrate parts of a whole
and name those parts as decimals and Quick Code
fractions. Explore the world around you to egm4138
find other part-whole relationships. Identify
some examples in your classroom, home,
and in your neighborhood.

Where do you see parts of a whole in the real

world around you?
How do you describe parts of a whole?
How does it change when the whole changes?

Unit 10: Decimals 63

 Photo Credit: Elena Veselova / Shutterstock.com
Decimals
Defining
CONCEPT

64
 UNIT CONCEPT 1

10 Defining Decimals

LESSON 1
Let’s Explore Decimals
Learning Targets
Quick Code
• I can define decimal fractions. egm4140
• I can create visual models of Tenths.

ACCESS
Number Talk Use mental math to solve the problems. Then, check your answers
with your Shoulder Partner.

1. 60 ÷ 10 = 9. 700 ÷ 100 =

2. 90 ÷ 10 = 10. 900 ÷ 100 =

Photo Credit: Elena Veselova / Shutterstock.com

3. 300 ÷ 10 = 11. 3,100 ÷ 100 =

4. 230 ÷ 10 = 12. 4,600 ÷ 100 =

5. 720 ÷ 10 = 13. 8,700 ÷ 100 =

6. 1,500 ÷ 10 = 14. 9,900 ÷ 100 =

7. 6,700 ÷ 10 = 15. 23,400 ÷ 100 =

8. 4,820 ÷ 10 =

BUILD
Break It Apart Follow along with your teacher to fill in the fractions and decimals
on the number line.

1
10

0 1

Lesson 1: Let’s Explore Decimals 65

UNIT CONCEPT 1

10 Defining Decimals

Connect the Parts Record what fraction and decimal are shown.

1.

0 1

2.

0 1

Photo Credit: Elena Veselova / Shutterstock.com

3.

0 1

Shade in the model to represent the decimal.

4. 0.7

5. 0.5

66
 6. 0.6 7. 0.2

8. 0.9
Photo Credit: Elena Veselova / Shutterstock.com

9. Hosam had a 1-meter piece of fabric. Of this piece, 0.2 meter had flowers on it,
0.6 meter was plain blue, and the rest had stars. Color in the strip of Hosam’s
fabric based on the description.

10. What decimal of Hosam’s strip had stars?

CONNECT
Writing About Math How is 0.1 (one-tenth) similar to 1 divided by 10?

Lesson 1: Let’s Explore Decimals 67

UNIT CONCEPT 1

10 Defining Decimals

LESSON 2
The Powerful 10
Learning Target
Quick Code
• I can create visual models of Hundredths. egm4141

ACCESS
How Much Rice? Read the problem and talk to your Shoulder Partner about who
bought the most rice.

Photo Credit: (a) Elena Veselova / Shutterstock.com, (b) SURAKIT SAWANGCHIT / Shutterstock.com
Farid, Hala, and Amir went to the


store for their mothers. Each bought

some rice. Faria came home and told
8
his mother, “I bought 10 of a kilogram
for you.” Hala came home and said,
“When I weighed the rice, the scale
said 0.8 kilogram.” Amir came home A Bowl of Rice
and told his mother, “I bought you
800 grams of rice for dinner.”

Which child brought home the most rice? How do you know?

BUILD
More Cups of Rice Record what decimal is shown.
1. 2.

68
 3. 4.

Shade in the grids to show the decimal stated.

5.5. 0.46
0.46 6.6. 0.72
0.72
Photo Credit: Elena Veselova / Shutterstock.com

7.
7. 0.06
0.06 8.
8. 1.28
1.28

9. Basem had a quilt that his mother bought for him. 0.35 of it was colored blue. 0.4 of
it was red. The rest was yellow. Color in the quilt to match the decimals described.

10. What decimal of Basem’s quilt was yellow?

Lesson 2: The Powerful 10 69

UNIT CONCEPT 1

10 Defining Decimals

CONNECT
Groups of Hundredths Aisha was coloring in a Hundredths grid. She colored in
30 squares or 0.30. Adel walked by and said, “Oh, I see you colored in 3 Tenths.”

Is Adel correct? How do you know? Color in the grid to check your thinking.

Aisha Adel

Photo Credit: Elena Veselova / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

70
 LESSON 3
The Value of Place
Learning Targets
Quick Code
• I can name the place value of decimals to the Hundredths egm4142
place.
• I can identify the value of a digit to the Hundredths place.

ACCESS
Mystery Number Solve the problems. Show your work.

1. The number has digits up to the Ten Thousands place. The digit in the
Hundreds place is less than 6 and greater than 3 and is prime. The digit in the
Thousands place is the product of a number multiplied by itself. It is greater
Photo Credit: Elena Veselova / Shutterstock.com

than 1 and less than 5. There is a zero in the Ones place. There are 2 Tens. The
value of the Ten Thousands is 3 x 10,000. What is the number?

2. The number has three digits. One of the digits is a whole and the other two are
a fraction of a number expressed as a decimal. The number in the Hundredths
place makes the Identity Property of Multiplication possible. The number in
the Ones place is odd and prime. It is a factor of 9 and 12 but less than 4 and
greater than 1. The number in the Tenths place is the only even prime number.

Lesson 3: The Value of Place 71

UNIT CONCEPT 1

10 Defining Decimals

BUILD
See and Say Read the numbers in Items 1–4 with your Shoulder Partner. Make
sure you agree on how to say each number. Then, listen to the decimal numbers
your teacher reads aloud. Record the digits in the place value chart for items 5–9.

Ones • Tenths Hundredths

Photo Credit: Elena Veselova / Shutterstock.com

1. 5 • 6 7

2. 4 • 0 9

3. 3 • 1 1

4. 9 • 5 0

5. •

6. •

7. •

8. •

9. •

10. Shade the Hundredths grid model to show how 5 Tenths is equivalent to
50 Hundredths.

72
 Make and Say

Read the directions for the activity.

1. Put the two decks of digit cards together. Shuffle them and place them
face down in a pile.
2. Turn over three cards.
3. Work together to arrange the cards to make and record as many different
numbers as you can by writing the digits in the Ones, Tenths, and
Hundredths places.
4. Record each number.
5. Practice saying the numbers with your partner.
Photo Credit: Elena Veselova / Shutterstock.com

Example: We turned over a 5, a 6, and a 9. My partner and I make 5.69, 5.96,

6.59, 6.95, 9.56, and 9.65. Then, we practice reading the numbers together.

1. Cards turned: 2. Cards turned:

Numbers made: Numbers made:

3. Cards turned: 4. Cards turned:

Numbers made: Numbers made:

CONNECT
Writing About Math Use the number to answer the questions: 532.89

1. What is the value of the 3?

2. What digit is in the Hundredths place?

3. What is the value of the digit in the Hundreds place?

Lesson 3: The Value of Place 73

UNIT CONCEPT 1

10 Defining Decimals

4. What digit is in the Tenths place?

5. Why is the value of the digit in the Hundredths place worth less than the digit in
the Tenths place if Hundreds are greater than Tens?

Photo Credit: Elena Veselova / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

74
 LESSON 4
Decimals in Multiple Forms
Learning Target
Quick Code
• I can write decimals to the Hundredths place in standard, egm4143
word, unit, and expanded form.

ACCESS
Error Analysis Analyze the student’s work and answer in the space provided.
Identify what the student did correctly and incorrectly, and then try to correctly
solve the problem.

A student was asked to read the following number: 23.05. The student read it as
“twenty-three and five-tenths.”
Photo Credit: Elena Veselova / Shutterstock.com

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

Lesson 4: Decimals in Multiple Forms 75

UNIT CONCEPT 1

10 Defining Decimals

BUILD
Naming Decimals Look at the example with your teacher.

Example:

Ones • Tenths Hundredths

Photo Credit: Elena Veselova / Shutterstock.com

4 • 2 3

Use the example in the chart to help you answer the following problems.

Standard Form Word Form Unit Form Expanded Form

four and
4 Ones, 2 Tenths,
4.23 twenty-three 4 + 0.2 + 0.03
3 Hundredths
hundredths

Write the numbers in word form.

1. 4.53

2. 0.48

76
 3. 2 + 0.1 + 0.03

Write the numbers in unit form.

4. 4.52

5. seven and thirty-four hundredths

6. sixty-nine hundredths

Write the numbers in expanded form.

Photo Credit: Elena Veselova / Shutterstock.com

7. 2.04

8. two and fifty-Hundredths

9. 5 Ones, 6 Tenths, 8 Hundredths

Write the numbers in standard form.

10. 7 Ones, 9 Hundredths

11. 5 + 0.5 + 0.01

12. nine and forty-three Hundredths

Lesson 4: Decimals in Multiple Forms 77

UNIT CONCEPT 1

10 Defining Decimals

Fill in the blanks to match the decimal models.

Example:

Standard form: 2.19

Word form: two and nineteen hundredths
Unit form: 2 Ones, 1 Tenth, 9 Hundredths
Expanded form: 2 + 0.1 + 0.09

13.

Photo Credit: Elena Veselova / Shutterstock.com

Standard form:

Word form:

Unit form:

Expanded form:

14.

Standard form:

Word form:

Unit form:

Expanded form:

78
 15.

Standard form:

Word form:

Unit form:

Expanded form:

CONNECT
Photo Credit: Elena Veselova / Shutterstock.com

Writing About Math When does the digit 0 matter? When is the digit 0 not
needed? Use words, numbers, and pictures to support your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 4: Decimals in Multiple Forms 79

 Photo Credit: VasiliyBudarin / Shutterstock.com
Decimals and
Fractions
CONCEPT

80
 UNIT CONCEPT 2

10 Decimals and Fractions

LESSON 5
Same Value, Different Ways
Learning Target
Quick Code
• I can read and write decimals as fractions. egm4145

ACCESS
Name the Model Express the models in as many different forms as you can.
1.
Photo Credit: VasiliyBudarin / Shutterstock.com

2.

3.

Lesson 5: Same Value, Different Ways 81

UNIT CONCEPT 2

10 Decimals and Fractions

BUILD
A Model Fraction Express each model as a fraction and a decimal.

1. 2.

3. 4.

Decimals as Fractions Express the following decimals as fractions. Photo Credit: VasiliyBudarin / Shutterstock.com

1. 0.23 2. 0.3

3. 0.02 4. 0.67

82
 Modeling Decimals Create a model for each decimal and write it as a fraction.

1. 2.93

2. Write your answer to the previous item as a fraction.

3. 3.04
Photo Credit: VasiliyBudarin / Shutterstock.com

4. Write your answer to the previous item as a fraction.

5. 1.32

6. Write your answer to the previous item as a fraction.

7. 2.74

Lesson 5: Same Value, Different Ways 83

UNIT CONCEPT 2

10 Decimals and Fractions

8. Write your answer to the previous item as a fraction.

More Decimals as Fractions Express the decimals as fractions.

1. 3.4 2. 10.05

3. 5.97 4. 4.79

CONNECT

Photo Credit: VasiliyBudarin / Shutterstock.com

3 30
Are They Equivalent? A student thinks that 10 is equivalent to 100
. Do you agree
or disagree? Use the model to explain your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

84
 LESSON 6
The Whole Breakdown
Learning Targets
Quick Code
• I can explain the relationship between decimals and egm4146
fractions.
• I can explain the relationship between decimals or fractions
and the whole.

ACCESS
Wholes to Fractions Express both models as fractions, and then answer the
question.
1. 2.
Photo Credit: VasiliyBudarin / Shutterstock.com

Fraction  Fraction 

3. Are the two fractions equivalent? How do you know?

BUILD
The Whole Deal Decompose the units to represent each number as Tenths and
then write the number as a fraction.
1. 1 2. 3

Tenth Tenths

In fraction form In fraction form

Lesson 6: The Whole Breakdown 85

UNIT CONCEPT 2

10 Decimals and Fractions

3. 1.5 4. 2.3

Tenths Tenths

In fraction form In fraction form

5. 10.8

Tenths

In fraction form

Decompose the units to represent each number as Hundredths and then write the
number as a fraction.

Photo Credit: VasiliyBudarin / Shutterstock.com

6. 1 7. 3

Hundredths Hundredths

In fraction form In fraction form

8. 1.5 9. 2.3

Hundredths Hundredths

In fraction form In fraction form

10. 10.8

Hundredths

In fraction form

86
 CONNECT
Writing About Math Summarize what you have learned about decimals so far.
Identify any areas where you still need help with decimal skills and concepts.
Photo Credit: VasiliyBudarin / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 6: The Whole Breakdown 87

UNIT CONCEPT 2

10 Decimals and Fractions

LESSON 7
All Things Equal
Learning Target
Quick Code
• I can create equivalent fractions and decimals to the egm4147
Hundredths place.

ACCESS
Equivalency Review Circle the equations that show equivalency.
1 3 2 2 8 4
1. = 2. = 3. =
2 6 3 6 10 10

8 4 2 6 4 0
4. = 5. = 6. =

Photo Credit: VasiliyBudarin / Shutterstock.com

12 6 3 9 8 4

1 5 2 4 5 1
7. = 8. = 9. =
4 8 10 20 10 2

BUILD
Is it the Same? Work with your Shoulder Partner. Create an equivalent model,
record its fraction, and write as a decimal fraction.
1.

8
Fraction: =
10

Decimal: 0.8 =

88
 2.

30
Fraction: =
100
Decimal: 0.30 =
Photo Credit: (a) VasiliyBudarin / Shutterstock.com, (b) Aleksandr Simonov / Shutterstock.com

3.

5
Fraction: =
10
Decimal: 0.5 =

Create the Same Record an equivalent

fraction and decimal for each problem.

Balancing Rocks

1 70
1. 2.
10 100
Fraction: Fraction:

Decimal: Decimal:

Lesson 7: All Things Equal 89

UNIT CONCEPT 2

10 Decimals and Fractions

6 4. 0.4
3.
10
Fraction:
Fraction:

Decimal:
Decimal:
5. 0.30 6. 0.9

Fraction: Fraction:

Decimal: Decimal:

10 4
7. 8. 1
10 10
Fraction: Fraction:

Photo Credit: VasiliyBudarin / Shutterstock.com

Decimal: Decimal:
9. 2.1

Fraction:

Decimal:

Fill in the missing denominator or numerator. Circle the fraction that is more than
1 whole.
20 ? 4 40
10. = 11. =
100 10 10 ?

200 ?
12. =
100 10

90
 CONNECT
Writing About Math What strategies do you use to find equivalent fractions and
decimals? Use words, numbers, and pictures to express your thinking.
Photo Credit: VasiliyBudarin / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 7: All Things Equal 91

 Photo Credit: Pineapple Studio / Shutterstock.com
Working with
Decimals
CONCEPT

92
 UNIT CONCEPT 3

10 Working with Decimals

LESSON 8
Model Comparisons
Learning Target
Quick Code
• I can use models to compare decimals. egm4149

ACCESS
Which is More? Talk to your Shoulder Partner about which model is greater.
How do you know?

1.
Photo Credit: Pineapple Studio / Shutterstock.com

Fraction

Decimal

How do you know?

2.

Fraction

Decimal

How do you know?

Lesson 8: Model Comparisons 93

UNIT CONCEPT 3

10 Working with Decimals

BUILD
Renaming Review Rename as many of the following problems in the given time by
converting fractions to decimals and decimals to fractions.

2
1. = 2. 0.5 =
10

45
3. = 4. 0.45 =
100

6 99
5. = 6. =
10 100

Photo Credit: Pineapple Studio / Shutterstock.com

78
7. 0.03 = 8. =
100

9. 2.3 = 10. 0.90 =

3
11. = 12. 0.6 =
10

13. 0.1 = 14. 0.11 =

90 33
15. = 16. =
100 100

47
17. 1.7 = 18. =
100

1
19. 0.40 = 20. =
100

94
 Complete the table.

Standard Form Word Form Fraction Form Expanded Form

21. 3.2

22. Seven and

forty-three
hundredths
Photo Credit: Pineapple Studio / Shutterstock.com

23. 1 + 0.1 + 0.07

24. 8
3
10

25. 0.45 0.4 + 0.05

Lesson 8: Model Comparisons 95

UNIT CONCEPT 3

10 Working with Decimals

CONNECT
Writing About Math When comparing decimals in different forms, what strategy
did you use to decide which was greater? Use words, numbers, and pictures to
explain your thinking.

Photo Credit: Pineapple Studio / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

96
 LESSON 9
Not All Digits Are Equal
Learning Target
Quick Code
• I can compare decimals that do not have the same number egm4150
of digits.

ACCESS
Error Analysis Analyze the student’s work and answer in the space provided.
Identify what the student did correctly and incorrectly, and then try to correctly
solve the problem.

Use models to compare the decimals: 0.07 0.7

Photo Credit: Pineapple Studio / Shutterstock.com

Student’s Work:

0.07 > 0.7

Try to solve the

What did the What did the student do
problem correctly.
student do incorrectly? Why do you think
Explain your
correctly? the student made this error?
thinking.

Lesson 9: Not All Digits Are Equal 97

UNIT CONCEPT 3

10 Working with Decimals

BUILD
Chart and Compare Rewrite the decimals in the chart. Use the symbols >, <, or =
to complete the comparison.

1. 0.34 0.4

Ones Decimal Tenths Hundredths

0 . 3 4

0 . 4

2. 0.45 0.04

Photo Credit: Pineapple Studio / Shutterstock.com

Ones Decimal Tenths Hundredths

3. 0.23 0.3

Ones Decimal Tenths Hundredths

4. 0.54 0.45

Ones Decimal Tenths Hundredths

98
 5. 0.62 0.26

Ones Decimal Tenths Hundredths

6. 0.80 0.09

Ones Decimal Tenths Hundredths

.
Photo Credit: Pineapple Studio / Shutterstock.com

7. 0.73 0.69

Ones Decimal Tenths Hundredths

8. 0.10 0.1

Ones Decimal Tenths Hundredths

9. 0.49 0.04

Ones Decimal Tenths Hundredths

Lesson 9: Not All Digits Are Equal 99

UNIT CONCEPT 3

10 Working with Decimals

10. 0.27 0.7

Ones Decimal Tenths Hundredths

Photo Credit: (a) Pineapple Studio / Shutterstock.com, (b) JIANG HONGYAN / Shutterstock.com, (c) Kasabutskaya Nataliya / Shutterstock.com, (d) ShulzhenkoElena / Shutterstock.com,
.

At the Market Use the table to complete the chart and answer the questions.

Bag of figs Mangoes Plums Pomegranates

(e) GoncharukMaks / Shutterstock.com

1.3 kg 2.01 kg 1.21 kg 2.25 kg

Record the mass of each fruit on the place value chart.

Fruit Ones Decimal Tenths Hundredths

Figs

Mangoes

Plums

Pomegranates

1. Which item weighs the least?

2. Which item weighs the most?

3. Which items weigh more than the plums?

100
 4. Which items weigh less than the mango?

Fill in the blanks to make a true statement.

5. >

6. <

CONNECT
Writing About Math Why is it important to be able to compare decimal amounts?
Give an example and explain your thinking.
Photo Credit: Pineapple Studio / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 9: Not All Digits Are Equal 101

UNIT CONCEPT 3

10 Working with Decimals

LESSON 10
Comparing Tenths and
Hundredths
Quick Code
Learning Target egm4151
• I can compare decimals with fractions that have 10 or 100 as
the denominator.

ACCESS
Counting by Tenths Follow the directions your teacher provides for counting aloud.

BUILD

Photo Credit: Pineapple Studio / Shutterstock.com

Comparing Different Forms Compare the numbers using <, >, or =.
24 6
1. 0.6 2. .34
100 10

3. 1.04 98 Tenths 4. 134 1.03

100

5. 9 0.89 6. 7 Tenths 0.7

10

7. 2.07 2 Ones and 7 Tenths 8. 50 5.00

100

23 4
9. 0.23 10. 0.42
10 10

Mapping My Route Adam is plotting what he passes on the way to school on

the number line. Number the line in tenths using fractions (above the line) and
decimals (below the line). Then, plot the following on the number line:
3
• Omar’s house: kilometer
10
• Corner Store: 0.8 kilometer
1
• Street light: kilometer
10

102
 • Sara’s house: 0.6 kilometer
• A brown house: 0.3 kilometer
• A coffee shop: 0.7 kilometer
6
• A yellow house: kilometer
10
• A park: 1.0 kilometer

0 km 1 km

Adam’s School
House

1. Which is further from Adam’s house: Sara’s house or Omar’s?

Photo Credit: Pineapple Studio / Shutterstock.com

2. When Adam is walking to school, does he pass the coffee shop or the corner
store first?

3. Who lives in the brown house?

4. Who lives in the yellow house?

5. How far is the street light from Omar’s house?

Lesson 10: Comparing Tenths and Hundredths 103

UNIT CONCEPT 3

10 Working with Decimals

CONNECT
Writing About Math Maisa went to the supermarket and saw two bottles of olive
oil. The first one contained 5 liters of olive oil, and the second one contained
10
0.73 liters of olive oil. Which bottle contained more olive oil? How do you know?
Use words, numbers, or pictures your thinking.

Photo Credit: Pineapple Studio / Shutterstock.com

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

104
 LESSON 11
Check the Denominators
Learning Target
• I can use models to add two fractions with related denominators.

ACCESS
Skip Counting by Tenths Listen to the directions your teacher provides. Count
aloud with your classmates as directed.

BUILD
Check the Denominators Solve the problems as directed by your teacher.
Photo Credit: Pineapple Studio / Shutterstock.com

15 46 2 3 9
1. + = 2. + + =
100 100 10 10 10

3. Talk to your Shoulder Partner about how you would solve the following:
15 3
+ .
100 10
15 3
Same Units Talk to your Shoulder Partner about how you would solve + .
100 10
15 3 =
1. +
100 10

2 30
2. + =
10 100

Lesson 11: Check the Denominators 105

UNIT CONCEPT 3

10 Working with Decimals

5 7
3. + =
100 10

4 32
4. 1 + 1 =
10 100

Photo Credit: Pineapple Studio / Shutterstock.com

8 7
5. + =
10 100

23 7
6. + =
100 10

5 30
7. 1 + =
10 100

106
 8. Abeer had 8 of a meter of fabric.
10
She went to the store and bought
another 25 of a meter. How much
100
fabric did she have in all? Fill in the
models to show each fraction and
then solve.

Buying Fabric
Photo Credit: (a) Pineapple Studio / Shutterstock.com, (b) Africa Studio / Shutterstock.com

9. Diaa had a water bottle with 5 liter in it. He added it to another bottle that
10
had 65 of a liter. Does he have more than 1 liter? How do you know? Use the
100
models to explain.

CONNECT
Writing About Math How can you use fraction models to find a common
denominator? Use words, numbers, and pictures to support your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 11: Check the Denominators 107

UNIT CONCEPT 3

10 Working with Decimals

LESSON 12
Putting the Pieces Together
Learning Target
Quick Code
• I can add two fractions with related denominators. egm4153

ACCESS
Error Analysis Analyze the student’s work and answer in the space provided.
Identify what the student did correctly and incorrectly, and then try to correctly
solve the problem.
Color in the model for the fractions and find the sum
8
of 2 and .
10 100

Photo Credit: Pineapple Studio / Shutterstock.com

Student’s work:

2 8
+ =1
10 100

What did the student

Try to solve the
What did the student do incorrectly? Why do
problem correctly.
do correctly? you think the student
Explain your thinking.
made this error?

108
 BUILD
Model Free Addition Listen to your teacher for directions for the first two problems.
23 60
1.
6
+ = 2. 7 + =
10 100 10 100
23 7
+ = + =
100 100 100 10 10 10

Making Equivalent Fractions Make equivalent fractions and record how you
increased or decreased the numerator and the denominator like the example.
Example: x 10 ÷ 10

6 = 60 50 = 5
10 100 100 10
Photo Credit: Pineapple Studio / Shutterstock.com

x 10 ÷ 10

30 4 40
1. = 2. =
100 10 10

2 90
3. = 4. =
10 100 100 10

50 70 7
5. = 6. 1 =1
100 10 100

100 40
7. = 8. =
100 10 10 100

600 60
9. =
100 8
10. 2 =2
10 100

Lesson 12: Putting the Pieces Together 109

UNIT CONCEPT 3

10 Working with Decimals

Create your own fraction in Tenths or Hundredths on the left of the equal sign.
Then decide on either the numerator or denominator in the equivalent fraction on
the right of the equal sign and place a ? for the missing numerator or denominator.
Swap with a partner to solve.
11. = 12. = 13. =

14. = 15. =

Fraction Addition Face-Off

Read the directions and play with a partner until it is time to switch groups.
• Shuffle the cards and give them out to you and your partner, face down,
until zero cards remain.

Photo Credit: Pineapple Studio / Shutterstock.com

• Each player flips over their top card.
• Players solve the problems on their cards and then compare the sums.
The player with the greater sum keeps both the cards. If the sum is greater
than 1, record an improper fraction and a mixed number.
• Record your fraction addition problem and the sum for each round in your
Student Editions like the example. Circle who had the larger sum.
• The player with the most cards at the end of five rounds is the winner.
• If time permits, play Game 2.
4 30
+ =
10 100
40 30 70
+ =
100 100 100

Game 1

Round 1 Largest Sum: Me Partner

Round 2 Largest Sum: Me Partner

Round 3 Largest Sum: Me Partner

Round 4 Largest Sum: Me Partner

Round 5 Largest Sum: Me Partner

110
 Fraction Addition Face-Off

Game 2

Round 1 Largest Sum: Me Partner

Round 2 Largest Sum: Me Partner

Round 3 Largest Sum: Me Partner

Round 4 Largest Sum: Me Partner

Round 5 Largest Sum: Me Partner

Photo Credit: Pineapple Studio / Shutterstock.com

CONNECT
Writing About Math Answer the Essential Question from this unit: What strategies
can I use to add fractions with related denominators? Use words, numbers, and
pictures to explain your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 12: Putting the Pieces Together 111

 UNIT

11
Theme 3 | F
 ractions, Decimals, and Proportional
Relationships

Unit 11
Data with
Fractions
Photo Credit: Dina Saeed / Shutterstock.com
 Video
Photo Credit: (a) Dina Saeed / Shutterstock.com, (b) MEE KO DONG / Shutterstock.com

Plant Life

Unit Opener Questions

The graph in the video shows how a plant
grows over time. Think about different
types of data you might collect and the Quick Code
graphs you could use to display the egm4184
information.

What types of data could you collect and graph?

Why do you think there are different types of
graphs?
How does data with fractions change the way you
create graphs?

Unit 11: Data with Fractions 113

 Photo Credit: Nour Tanta / Shutterstock.com
Creating and
Analyzing
Graphs
CONCEPT

114
 UNIT CONCEPT 1

11 Creating and Analyzing Graphs

LESSON 1
Show Me the Data
Learning Targets
Quick Code
• I can distinguish between different types of graphs. egm4186
• I can explain the difference between bar graphs and double
bar graphs.
• I can explain when it is appropriate to use double bar graphs.

ACCESS
What Does Not Belong? Look at the three graphs. Discuss with a Shoulder
Partner which graph does not belong and why. Be prepared to share your
reasoning.
Photo Credit: Nour Tanta / Shutterstock.com

Number of Animals at Home

x
x x
x x x
x x x
x x x x x x x

0 1 2 3 4 5 6 7 8 9

Key
x = 1 student
Kinds of Animals We Have at Home
Favorite Farm Animals 11
10 Boys 10
Number of People

9
Number of Students

Girls 8
8
7
6 6 6
5 5 5 5
4 4 4
3 3
3
2 2 2
1
0 0
Dog Horse Cat Cow Rabbit Dog Cat Goldfish Tortoise
Types of Animals Types of Animals

Lesson 1: Show Me the Data 115

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

BUILD
Double the Data Review the elements of bar graphs with your teacher. Use the
bar graph below to help you.
Favorite Flavors of Ice Cream

30
Number of People

25

20

15

Photo Credit: (a) Nour Tanta / Shutterstock.com, (b) smspsy / Shutterstock.com

10

0
Chocolate Vanilla Lemon Mint Strawberry
Ice Cream Flavors

Record two questions that could be answered by this graph.

Ice Cream

116
 Single or Double? Look at each table and the data collected. For each table,
decide if the data could be presented in a double bar graph. Record your answer
and your reasoning.

Table 1: Minimum and Maximum Monthly Temperatures in Cairo

Month Minimum Maximum

January 9 19

February 10 20

March 12 24

April 15 28
Photo Credit: Nour Tanta / Shutterstock.com

1. Could this data be represented in a double bar graph?

Table 2: Favorite Sports

Sport Number of Students

Soccer 48

Basketball 24

Swimming 32

Gymnastics 12

2. Could this data be represented in a double bar graph?

Lesson 1: Show Me the Data 117

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

Table 3: Favorite Foods

Food Boys Girls

Baklava 25 18

Feteer Meshaltet 17 12

Ful Medames 20 26

Tamiya 11 16

3. Could this data be represented in a double bar graph?

Photo Credit: Nour Tanta / Shutterstock.com

Use the double bar graph to answer the questions about what students in each
grade prefer.

Table 4: Fruits or Vegetables

(Choose only one.)
Vegetable
Primary 1 Fruit

Primary 2

Primary 3

Primary 4

Primary 5

0 10 20 30 40 50 60 70 80 90 100
Number of Students
4. Which grade has the same number of students who like fruit and vegetables?

5. Which grade likes vegetables more than fruit?

118
 6. How many more students in Primary 4 like fruit versus students in Primary 1?

7. How many students like fruit in both Primary 1 and 2?

8. How many more students in Primary 2 and Primary 3 like vegetables than in
Primary 4 and Primary 5?

9. How many total students were surveyed?

Photo Credit: Nour Tanta / Shutterstock.com

10. Why is this a good data set to use a double bar graph?

CONNECT
Writing About Math Give an example of a data set that would need a double bar
graph instead of a single bar graph. Explain why.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 1: Show Me the Data 119

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

LESSON 2
Plotting Along
Learning Targets
Quick Code
• I can explain why data might include fractions. egm4187
• I can construct a line plot using data with fractions.
• I can analyze a line plot using data with fractions.

ACCESS
Similar and Different Compare the two graphs. Fill in the Venn Diagram to explain
how the graphs are similar and different.
Graph 1: Hours Spent Reading in a Week

Photo Credit: Nour Tanta / Shutterstock.com

x
x
x x x
x x x x x
x x x x x x x
x x x x x x x x x

1 1 3 1 1 3
1 1 1 1 2 2 2 2 3
4 2 4 4 2 4

Graph 2: Students’ Favorite Book Genres

Number of People

15

10

0
Mystery Non-Fiction Science Fiction Graphic Novel Realistic Fiction

Genres

120
Photo Credit: Nour Tanta / Shutterstock.com Graph 1 Graph 2

BUILD
Survey Says The titles identify data that could be collected and graphed. Read the
titles and answer the questions.

1. Line plots graph frequency of data (how many times each data point appears).
Circle the titles that could be plotted on a line plot.

Number of People in Our Families Our Heights

Our Favorite Foods Our Shoe Sizes

Our Favorite Animal Distance from Home to School

Weight of Our School Bags Our Favorite Movie

Minutes Spent Playing Outside Our Favorite Free Time Activity

2. Choose one of the titles you circled in the previous item and draw what the line
plot might look like. Use a sheet of paper or graph paper to create your
line plot.

Lesson 2: Plotting Along 121

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

Going the Distance These data show the distance from home to school for
students. The data are given in kilometers. Create a line plot for the given data.
Use your line plot to answer the questions. (Hint: The title is already written.
Remember to label your number line and include a key.)
3 2 2 5 4 2 4 5 4 4 1
km; km; km; km; km; km; km; km; km; km; km
5 5 5 5 5 5 5 5 5 5 5

1. How many students were surveyed?

Photo Credit: Nour Tanta / Shutterstock.com

2. What is the shortest distance any student lives from school?

3. What is the farthest distance any student lives from school?

4. What is the most common distance students live from school?

5. What are the least common distances students live from school?

6. Write one statement about the data.

CONNECT
Writing About Math Rajaa is graphing the number of students in each grade from
Primary 1 through Primary 5. She wants to compare the data. She is uncertain if she
should make a bar graph or a line plot. Which do you think would be the best type
of graph? Why do you think so?

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

122
 LESSON 3
Breaking the Bar
Learning Targets
Quick Code
• I can construct a bar graph using data with fractions. egm4188
• I can analyze a bar graph using data with fractions.
• I can construct a double bar graph using data with fractions.
• I can analyze a double bar graph using data with fractions.

ACCESS
Error Analysis Analyze the student’s work and answer. Identify what the student
did correctly and incorrectly, and then try to correctly solve the problem.

Use the line plot to answer the question, “How many students jumped 53 of a
Photo Credit: Nour Tanta / Shutterstock.com

meter or more?”

Standing Broad Jump Distance

x
x x
x x x x x

0 1 2 3 4 5 1
1
5 5 5 5 5 5
Meters
x = 1 student

Student’s response: One student jumped 53 meter.

Lesson 3: Breaking the Bar 123

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

What did the student

Solve the problem
What did the do incorrectly? Why do
correctly. Explain
student do correctly? you think the student
your thinking.
made this error?

Photo Credit: Nour Tanta / Shutterstock.com

BUILD
Rolling, Rolling, Rolling Part 1 Omar and Malek conducted an experiment. They
wanted to see how far their friends could roll a heavy ball. They drew a starting line
in the dirt and asked six friends to roll a 10 kilograms ball as far as they could from
the starting line. They measured the distance in meters to the nearest 41 meter and
record their data in a table.

Student Distance for 10 kg Ball (in m)

3
Rana m
4
1
Salah 1 m
2
1
Tahani 1 m
4
1
Ziad 2 m
4
3
Farouk 1 m
4
1
Walid 2 m
2

124
 Create a bar graph that shows Omar and Malek’s data. Remember to include all
the elements of a bar graph.
Photo Credit: Nour Tanta / Shutterstock.com

Now, write two questions about the bar graph you created and then answer them.

Question 1:

Question 2:

Lesson 3: Breaking the Bar 125

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

Rolling, Rolling, Rolling Part 2 Omar and Malek decided to see how far the same
students could roll an 8-kilogram ball and compare the data they collect to the data
for the 10-kilogram ball.

Distance for 10 kg Ball Distance for 8 kg Ball

Student
(in m) (in m)

3 1
Rana m 1 m
4 4
1
Salah 1 m 2m
2
1
Tahani 1 m 2m
4
1 1
Ziad 2 m 3 m
4 2
3 1

Photo Credit: Nour Tanta / Shutterstock.com

Farouk 1 m 2 m
4 2
1 1
Walid 2 m 3 m
2 4

1. Add this new data to your graph from Part 1 so that you can compare each
student’s two rolls.

When finished, answer the following questions about the double bar graph data.
1
2. Which students rolled the 8 kilograms ball exact 2
a meter farther than they
rolled the 10 kilograms ball?

3. Which student had the biggest difference between their 10 kilograms ball roll
and their 8 kilograms ball roll?

4. What is the sum of Ziad and Farouk’s 8 kilograms rolls?

126
 5. Looking at the data, what could you infer would happen if the students rolled a
6 kilograms ball. Explain your reasoning.

6. Pick two students and find the total distance of both of their rolls (10 kilograms
and 8 kilograms).

CONNECT
Photo Credit: Nour Tanta / Shutterstock.com

Writing About Math Double bar graphs require you to compare two related sets
of data. Read the titles of the graphs and think about the data you would collect
for each.
• Height of Students
• Favorite Subject in School
• How Many Books You Read Each Month
• Number of Different Types of Cars Sold
• Length of 5 Objects in Your Desk
• Hours Slept Each Night
• Temperatures in Different Cities

1. Circle the titles that could be double bar graphs.

2. For the titles you circled, record the two categories you might use for the
different bars.

Lesson 3: Breaking the Bar 127

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

LESSON 4
Data About Us
Learning Targets
Quick Code
• I can select the most appropriate graph to display a set of data. egm4189
• I can construct an appropriate graph to display a set of data.
• I can analyze a graph to interpret the data.

ACCESS
Taking the Tally Record the information, tallies, and totals collected by your class.

Our Favorite Foods

Type of Food Tally Mark Total

Photo Credit: Nour Tanta / Shutterstock.com

128
 BUILD
Graph Sort Your teacher will give you some Graph Sorting Cards. Decide which
type of graph is best for each card. Glue the cards in the appropriate columns.

Bar Graph Double Bar Graph Line Plot

Photo Credit: Nour Tanta / Shutterstock.com

Real-World Application Use your table to answer the following questions.

1. What data from your life could you record on a bar graph?

Lesson 4: Data About Us 129

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

2. What data from your life could you record on a double bar graph?

3. What data from your life could you record on a line plot?

Classy Graphs Work with your teacher to collect data from your group and record
it in the tables.

Photo Credit: Nour Tanta / Shutterstock.com

Our Favorite Colors

Tally Marks Total

Colors
Boys Girls Boys Girls

Black

White

Red

Orange

Yellow

Blue

Green

Purple

Pink

130
 How We Get to School

Mode of Transportation Tally Total

Bus

Walk

Car

Other
Photo Credit: Nour Tanta / Shutterstock.com

Number of Siblings

Number Tally Total

6+

Lesson 4: Data About Us 131

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

1
Measure your pencil to the nearest 2
cm.

Length of Pencil

Measurement
Tally Total
(to the nearest 21 cm)

1
4 –
2

1
5 –
2

1
6 –
2

1
7 –
2

Photo Credit: Nour Tanta / Shutterstock.com

1
8 –
2

1
9 –
2

1
10 –
2

1
11 –
2

1
12 –
2

1
13 –
2

1
14 –
2

1
15 –
2

1
16 –
2

132
 CONNECT
Writing About Math Write an answer to each Essential Question.

1. How does the data affect the type of graph I should use?
Photo Credit: Nour Tanta / Shutterstock.com

2. How does analyzing graphs help me better understand data? Use pictures,
words, or numbers to explain your thinking.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 4: Data About Us 133

UNIT CONCEPT 1

11 Creating and Analyzing Graphs

LESSON 5
Graphing the Class
Learning Target
Quick Code
• I can ask and answer questions about fractional data in a egm4190
graph.

ACCESS
Plot It Out Look at the data and think about what scale you will use. How will you
organize the fraction data? Where will your number line begin and end? Create a
line plot for the data.

1 3 3 1 3
1 km; 2 km; 3 km; 2 km; 2 km; 2 km;
2 4 4 2 4

Photo Credit: Nour Tanta / Shutterstock.com

3 1 1 1
3 km; 3 km; 3 km; 2 km; 3 km; 1 km
4 2 2 2

BUILD
Display the Data List four essential elements of graphs.

134
 Your teacher will give you some paper. Create your own graph based on the data
you collected in the previous lesson.

Create Questions Write two questions that can be answered by analyzing the
data in your graph.
Photo Credit: Nour Tanta / Shutterstock.com

CONNECT
Analyze the Data Share your graph with another person and see if they can
answer the questions you created. Repeat with another student if time allows.

Check Your Understanding

Follow your teacher’s instructions to complete this activity.

Lesson 5: Graphing the Class 135

 Primary 4
Resources
• Glossary
 Glossary

A Additive Identity
Property of 0
a.m. When you add zero to a
A time between 12:00 midnight number, the sum is that same
and 12:00 noon. number.

acute angle algorithm

An angle with a measure less A step-by-step method for
than 90°. computing.

acute triangle analyze

A triangle with no angle To study or examine something
measuring 90° or more. in detail.

add angle
To combine or join together; Two rays that share an
put together two or more endpoint.
quantities.
angle measure
addend The measure of the size of
Any number being added. In an angle. It tells how far one
the equation 6 + 8 = 14, six and side is turned from the other
eight are both addends, 14 is side. A one degree angle turns
1
the sum. through 360 of a full circle.

additive comparison arc

Problems that ask how much Part of a circle’s curve between
more (or less) one amount is any two of its points.
than another.

Glossary R1
Glossary

area B
The measure, in square units,
of the inside of a plane figure. bar model
A model that uses bars to
area model
represent known and unknown
A model of multiplication
quantities and the relationship
that shows each place value
between these quantities.
product.
base
array
Any side of a plane figure.
An arrangement of objects in
Usually thought of as a side
equal rows.
where the figure “sits.”
Associative Property of
Base Ten numeral form
Addition
A common way of writing a
Changing the grouping of three
number using digits. The value
or more addends does not
of a numeral depends on
change the sum.
where it appears in the number
Associative Property of (also known as standard form,
Multiplication such as 12,356).
Changing the grouping of
Base Ten numerals
three or more factors does not
Any of the symbols 0, 1, 2, 3, 4,
change the product.
5, 6, 7, 8, or 9. The symbols can
attribute represent any amount based
A characteristic or property of on a place value system of
an object, such as color, shape, grouping by tens (also known
size, and so on. as digits).

R2
R2
benchmark circle
A known size or amount that A plane figure with all points
can be used as a reference the same distance from a fixed
to help understand a different point called a center.
size or amount. A benchmark
classify
can be used to estimate
To sort into categories or
measurement.
to arrange into groups by
benchmark fractions attributes.
Fractions that are commonly
clockwise
used for estimation. A
The same direction in which
benchmark fraction helps you
the hands on a clock move.
compare two fractions.
One-half, one-third, one-fourth, common
three-fourths, and two-thirds Belonging to or shared by.
are all benchmark fractions
common denominator
For two or more fractions,
C a common denominator is
a common multiple of the
capacity denominators. Three-fourths
The amount of liquid a and two-fourths have four as a
container can hold. common denominator.

centimeter (cm) common factor

A metric unit of length equal to Any common factor of two
( )
1
0.01 100 of a meter. or more numbers. Six is a
common factor of both 12
and 24.

Glossary R3
Glossary

common multiple compatible numbers

Any common multiple of two Numbers that are easy to
or more numbers. Six is a compute mentally and are
common multiple of both 2 close in value to the actual
and 3. numbers. Compatible numbers
can be used when estimating.
common numerator
For two or more fractions, compose
a common numerator is To put together smaller
a common multiple of the numbers to make larger
numerators. numbers.

Commutative Property of composite number

Addition A number greater than 0 that
Changing the order of the has more than two different
addends does not change factors.
the sum.
congruent
Commutative Property of Having exactly the same size
Multiplication and shape.
Changing the order of the
counterclockwise
factors does not change the
The opposite direction from the
product.
direction that the hands move
compare on a clock.
To decide if one number is
cup (c)
greater than, less than, or
A customary unit of capacity.
equal to.
1 cup = about 236.5 milliliters.

R4
R4
customary system decimal fraction
A system of measurement A fractional number with a
used in the United States. denominator of 10 or a power
The system includes units for of 10. It can be written with a
measuring length, capacity, and decimal point.
weight. Nearly everyone else
decimal notation
uses the metric system.
Uses digits 0–9 and a decimal
point. For example: 23.56 is in
D decimal notation.

decimal point
data A dot (.) separating the whole
A collection of information number from the fraction (parts)
gathered for a purpose. Data in decimal notation.
may be in the form of either
words or numbers. decimeter (dm)
A metric unit of length.
day 1 decimeter = 0.1 meter;
The length of time it takes 10 decimeters = 1 meter. A hand
the Earth to make a complete span is about 1 decimeter.
rotation. 24 hours = 1 day.
decompose
decimal To separate a number into two
A number with one or more or more parts.
digits to the right of a decimal
point. In 7.46, forty-six
hundredths is the decimal or
fraction of the whole.

Glossary R5
Glossary

degree (angle measure) digit

A unit for measuring angles. Any of the symbols 0, 1, 2, 3, 4,
It is based on dividing one 5, 6, 7, 8, or 9. (Also known as
complete circle into 360 equal Base Ten numerals.)
parts. A one degree angle =
1 Distributive Property
360 of a circle.
When one of the factors of a
determine product is a sum, multiplying
To decide or settle upon, each addend before adding
figure out. does not change the product.

denominator divide
The quantity below the line in a To separate into equal groups
fraction. It tells how many equal and find the number in each
parts are in the whole. group or the number of groups.
56 split into 8 equal groups
diagonal
equals seven in each group
A line that goes through
56 ÷ 8 = 7
vertices of a polygon that are
not next to each other. dividend
A number that is divided by
difference
another number. 56 is the
The amount that remains after
dividend in the above example.
one quantity is subtracted
from another. The answer in a divisible
subtraction problem. A number is divisible by
another number if the quotient
display
is a counting number without a
To show, exhibit, or
remainder.
demonstrate.

R6
R6
divisor equivalent decimals
The number by which another Decimals that have the same
number is divided. 8 is the value. 0.7 = 0.70
divisor in 56 ÷ 8 = 7.
equivalent fractions
Fractions that have the same
E value. 21 = 24

estimate
elapsed time To find a number close to an
The amount of time that has exact amount; an estimate tells
passed (also known as time about how much or about how
interval). Six hours elapse many.
between 8:00 am and 2:00 pm.
expanded form
endpoint A way to write numbers that
A point at either end of a line shows the place value of each
segment, or a point at one end digit. 263 = 200 + 60 + 3
of a ray.
expression
equal A mathematical phrase without
Having the same value. an equal sign. n + 4
2 feet = 24 inches.

equation
A mathematical sentence with
an equal sign. The amount on
one side of the equal sign has
the same value as the amount
on the other side. 4 + 3 = 7

Glossary R7
Glossary

F formula
A rule that is written as an
fact family equation. A = l × w
A group of related facts that
use the same numbers (also fraction
known as related facts). Fact A way to describe a part of a
family for 3, 5, 15: 3 × 5 = 15; whole or a part of a group by
15 ÷ 5 = 3; 5 × 3 = 15; 15 ÷ 3 = 5 using equal parts.

factors fraction greater than one

The whole numbers that are A fraction with the numerator
multiplied to get a product. greater than the denominator.
6
6 × 7 = 42 (6 and 7 are factors.) 5

factor pairs fraction less than one

A set of two whole numbers A fraction with the numerator
that when multiplied will result less than the denominator. 56
in a given product. 2 × 3 = 6,
1 × 6 = 6. The factor pairs for 6 G
are: 2 and 3, 1 and 6.
gallon (gal)
fluid ounce (fl oz) A customary unit of capacity.
A customary unit of capacity. 1 gallon = about 3.8 liters.
1 fluid ounce = about
30 milliliters. gram
The standard unit of mass in
foot the metric system. 1,000 grams
A customary unit of length. = 1 kilogram. The mass of a
1 foot = about 30 centimeters. paperclip is about 1 gram.

R8
R8
greater than > Hundreds
Used to compare two numbers The value of a digit that is the
when the first number is larger third position from the right
than the second number. when describing whole number
place value.

H hundredth
One of the equal parts when a
half gallon whole is divided into 100 equal
A customary unit of capacity. parts.
1 half gallon = about 1.9 liters.
Hundredths
height In the decimal numeration
A perpendicular line segment system, Hundredths is the
from the base to the top of the name of the next place to the
figure. right of Tenths.

hexagon
A polygon with six sides. I
horizontal
identify
Parallel to the horizon.
Recognize or distinguish, figure
Horizontal lines go from left to
out what it is, name it.
right or right to left.
Identity Property of
hour (hr)
Multiplication
A unit of time.
The property that states that
1 hour = 60 minutes;
the product of any number and
24 hours = 1 day.
1 is that number: n × 1 = n

Glossary R9
 Glossary

inch K
A customary unit of length.
1 inch = about 2.5 centimeters. kilogram (kg)
A metric unit of mass equal to
intersecting lines 1,000 grams.
Lines that cross at a point. 1 kilogram = about 2.2 pounds.
inverse operations kilometer (km)
Operations that undo each A metric unit of length equal to
other. Multiplication and 1,000 meters.
division are inverse operations.
8 × 5 = 40 and 40 ÷ 5 = 8

interpret L
To explain or tell the meaning
length
of something.
How long something is. The
distance from one point to
another. Length is measured
J
in units such as centimeters,
justify meters, and kilometers. One
To show or prove to be right dimension of a 2-dimensional
or reasonable. or 3-dimensional figure.

less than <

Used to compare two numbers
when the first number is smaller
than the second number.

R10
R10
like denominators line symmetry
Denominators in two or more What a figure has if it can be
fractions that are the same. folded in half and its two parts
match exactly.
like numerators
Numerators in two or more liter (L)
fractions that are the same. The basic unit of capacity in the
metric system.
line
1 liter = 1,000 milliliters.
A set of connected points
continuing without end in both lowest terms
directions. When a fraction is expressed
with the fewest possible
line of symmetry
pieces, it is in lowest terms
A line that divides a figure into
(also known as simplest form).
two congruent halves that are
mirror images of each other.

line plot M
A diagram showing frequency
of data on a number line. mass
The amount of matter in an
line segment object, usually measured by
A part of a line with two comparing with an object of
endpoints. known mass. While gravity
influences weight, it does not
line symmetric figures
affect mass.
Figures that can be folded in
half and its two parts match
exactly.

Glossary R11
 Glossary

mental math or mental minute (min)

calculation A unit used to measure a short
Calculations that are done in a amount of time. There are
student’s head without pencil 60 minutes in one hour.
and paper, calculators, or
mixed number
other aids.
A number that has a whole
meter (m) number and a fraction.
A standard unit of length in the
model or visual model
metric system.
A picture or representation
metric system of a solution, a number, or a
A system of measurement concept.
based on tens. The basic unit
month
of capacity is the liter. The basic
A length of time equal to 28,
unit of length is the meter. The
30, or 31 days. 12 months =
basic unit of mass is the gram.
1 year.
mile (mi)
multidigit
A customary unit of length.
Having more than one digit
1 mile = about 1.6 kilometers.
(number). Seven (7) is a single
milliliter (mL) digit, whereas seventy-two (72)
A metric unit of capacity. or seven hundred forty-two
1,000 milliliters = 1 liter. (742) are multidigit numbers.
This holds about 10 drops or
multiple
1 milliliter.
A product of a given whole
millimeter number and any other whole
A metric unit of length. number. 12 is a multiple of 3
1,000 millimeters = 1 meter. and 4 because 3 × 4 = 12.

R12
R12
multiplicative comparison numeral
A way to compare quantities Represents the idea of a
using multiplication, as in number. The numeral 153 is
"This tree is 3 times shorter composed of digits 1, 5, and
than that tree." 3. Often used interchangeably
with digit and number.
multiply
The operation of repeated numerator
addition of the same number. The number written above the
3×5=5+5+5 line in a fraction. It tells how
many equal parts are described
in the fraction.
N
number O
The quantity we associate
with a numeral. Often used obtuse angle
interchangeably with digit and An angle with a measure
numeral. greater than 90º but less
than 180º.
number line
A diagram that represents obtuse triangle
numbers as points on a line. A triangle that contains one
angle with a measure greater
number names
than 90º (obtuse angle) and
A way of using words to write
two acute angles.
a number (also known as
word form).

Glossary R13
 Glossary

Ones parallel lines

The value of a digit that is Lines that are always the same
farthest to the right when distance apart. They do not
describing whole number intersect.
place value.
parallelogram
order A quadrilateral with two pairs of
A sequence or arrangement parallel and congruent sides.
of things.
parentheses
Order of Operations Used in mathematics as
A set of rules that tells the grouping symbols for
order in which to compute. operations. When simplifying
1. Do operations in parentheses. an expression, the operations
2. Multiply and divide in order within the parentheses are
from left to right. performed first.
3. Add and subtract in order
partial product
from left to right.
A method of multiplying in
ounce (oz) which the value of each digit in
A customary unit of weight a factor is multiplied separately,
1
equal to 16 of a pound. and then the partial products
1 ounce = about 28 grams. are added together.

partial quotient
A method of dividing in which
P
multiples of the divisor are
p.m. subtracted from the dividend,
The time between 12:00 noon and then the partial quotients
and 12:00 midnight. are added together.

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pattern point
A repeating or growing The exact location in space,
sequence or design. An represented by a dot.
ordered set of numbers or
polygon
shapes arranged according to
A closed two-dimensional
a rule.
shape with 3 or more sides.
perimeter
pound (lb)
The distance around the
A customary unit of weight.
outside of a figure.
1 pound = about 0.45 kilograms.
period
prime number
In a large number, periods are
A whole number greater than
groups of 3 digits separated by
1 that has exactly two different
commas or by spaces.
factors, 1 and itself.
perpendicular lines
product
Two intersecting lines that form
The answer to a multiplication
right angles.
problem. In 6 × 7 = 42, 42 is the
pint (pt) product, or answer.
A customary unit of capacity.
protractor
1 pint = about 0.47 liters.
A tool used to measure and
place value draw angles.
The value of the place of a digit
in a number.
Q
plane figure
A two-dimensional figure. quadrilateral
A polygon with four sides.

Glossary R15
 Glossary

quart (qt) recognize

A customary unit of capacity. Identify (someone or
1 quart = about 1 liter. something) from having
encountered them before;
quotient
know again, remember.
The answer to a division
problem. regroup
To rearrange numbers into
groups of 10 when performing
R mathematical operations.

range regular polygon

The difference between the A polygon with all sides the
highest and lowest values. same length and all angles the
same measure.
ray
A part of a line that has one related facts (fact family)
endpoint and goes on forever Related addition and
in one direction. subtraction facts or related
multiplication and division facts.
reasonableness Related facts for 3, 5, 8:
An answer that is based on 3 + 5 = 8; 8 – 5 = 3; 5 + 3 = 8;
good number sense. 8 – 3 = 5 (also known as fact
rectangle family).
A quadrilateral with two pairs remainder
of congruent, parallel sides and The amount left over when one
four equal angles. number is divided by another.

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repeated subtraction S
Subtracting equal groups to
find the total amount of groups second (sec)
(also called division). A unit used to measure a very
short amount of time. There are
represent 60 seconds in one minute.
To show or model.
sequence
rhombus A set of numbers arranged in a
A quadrilateral with all four special order or pattern.
sides equal in length.
simplest form
right angle When a fraction is expressed
An angle that measures exactly with the fewest possible
90º. pieces, it is in simplest form
right triangle (also known as lowest terms).
A triangle that has one 90º simplify
angle. To express a fraction in
round a whole number simplest form.
To identify the nearest Ten, sketch
Hundred, Thousand, (and so A quick, rough drawing.
on) and rename a number so
it is easier to mentally add, specify
subtract, multiply, or divide. Identify clearly and definitely.

rule square
Something that happens every A parallelogram with four equal
time (for example: 2, 5, 8, 11 . . . angles and four equal sides.
the rule is +3).

Glossary R17
 Glossary

square unit T
A unit, such as square
centimeter, used to Tens
measure area. The value of a digit that is the
second position from the right
standard form when describing whole number
A common or usual way of place value.
writing a number using digits.
12,376 is in standard form. tenth
One of the equal parts when a
straight angle whole is divided into 10 equal
An angle that measures parts.
exactly 180º.
Tenths
subtract In the decimal numeration,
An operation that gives the tenths is the name of the place
difference between two to the right of the decimal
numbers. Subtraction can be point.
used to compare two numbers,
or to find out how much is left Thousands
after some is taken away. The value of a digit that is the
fourth position from the right
sum when describing whole number
The answer to an addition place value.
problem.
time interval
A duration of a segment of time
(also known as elapsed time).

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ton unlike denominators
A customary unit of weight. Bottom numbers of a fraction
1 ton (T) = 2,000 pounds. that are not equal.
A metric ton, or tonne (t), is a
unlike numerators
unit of mass equal to 1,000
Top numbers of a fraction that
kilograms (about 2,200
are not equal.
pounds).

trapezium
A quadrilateral with one pair of V
parallel sides and one pair of
sides that are not parallel. variable
A letter or symbol that
triangle represents a number. 5 × b = 10
A polygon with three sides and b is a variable worth 2.
three angles.
Venn diagram
two-dimensional A drawing with circles or rings
Having length and width. to show how sets of objects are
related.

U vertex (plural: vertices)

The point at which two line
unit fraction segments, lines, or rays meet to
A fraction that has 1 as its form an angle.
numerator. A unit fraction
vertical
names 1 equal part of a whole.
Perpendicular to the horizon.
Vertical lines go up and down.

Glossary R19
 Glossary

volume word form

The number of cubic units it A way of using words to write
takes to fill a figure. a number. The word form of
12,345 is twelve thousand,
three hundred forty-five.
W
week Y
There are seven days in
a week: Sunday, Monday, yard (yd)
Tuesday, Wednesday, Thursday, A customary unit of length.
Friday, and Saturday. 1 yard = about 0.9 meters.

weight year
The measure of how heavy The length of time it takes the
something is. Earth to revolve around the
sun. 12 months = 1 year;
whole
365 days = 1 year; 366 days =
All of an object, a group of
1 leap year.
objects, shape, or quantity.

whole numbers
The numbers 0, 1, 2, 3, and Z
so on, without fractions or
decimals. Zero Property of
Multiplication
width The product of any number and
One dimension of a zero is zero. 8 × 0 = 0
2-dimensional or 3-dimensional
figure.

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 Originally stood
146.5 meters

About 453,592,370 kg
of mortar

Primary 4
Student Edition
Math Term 2 • Part 1
Units 9–11