Chapter 1

Place Value, Multiplication, & Expressions

Made in the United States

Text printed on 100%
recycled paper

1572323

5 •1
 © Houghton Mifflin Harcourt Publishing Company • Cover Image Credits: (Ring-Necked Pheasant) ©Stephen
Muskie/E+/Getty Images; (Field, Wisconsin) ©Image Studios/UpperCut Images/Getty Images
Student Edition

recycled paper
Text printed on 100%
Made in the United States
Copyright © 2015 by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of the material protected by this copyright
may be reproduced or utilized in any form or by any means, electronic
or mechanical, including photocopying, recording, broadcasting or by
any other information storage and retrieval system, without written
permission of the copyright owner unless such copying is expressly
permitted by federal copyright law.
Only those pages that are specifically enabled by the program and
indicated by the presence of the print icon may be printed and
reproduced in classroom quantities by individual teachers using the
corresponding student’s textbook or kit as the major vehicle for regular
classroom instruction.
Common Core State Standards © Copyright 2010. National Governors
Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
This product is not sponsored or endorsed by the Common Core State
Standards Initiative of the National Governors Association Center for
Best Practices and the Council of Chief State School Officers.
HOUGHTON MIFFLIN HARCOURT and the HMH Logo are trademarks
and service marks of Houghton Mifflin Harcourt Publishing Company.
You shall not display, disparage, dilute or taint Houghton Mifflin
Harcourt trademarks and service marks or use any confusingly similar
marks, or use Houghton Mifflin Harcourt marks in such a way that
would misrepresent the identity of the owner. Any permitted use of
Houghton Mifflin Harcourt trademarks and service marks inures to the
benefit of Houghton Mifflin Harcourt Publishing Company.
All other trademarks, service marks or registered trademarks appearing
on Houghton Mifflin Harcourt Publishing Company websites are the
trademarks or service marks of their respective owners.
 Dear Students and Families,

Welcome to Go Math!, Grade 5! In this exciting mathematics program,

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

By the way, all of the pages in your Go Math! book are made using
recycled paper. We wanted you to know that you can Go Green with
Go Math!

Sincerely,

The Authors

Made in the United States

Text printed on 100% recycled paper
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Sankar Salvady/Flickr/Getty Images; (t) ©Blaine Harrington III/Alamy Images;
(c) ©Don Johnston/All Canada Photos/Getty Images; (b) ©Erich Kuchling/Westend61/Corbis
 Authors
Juli K. Dixon, Ph.D. Matthew R. Larson, Ph.D.
Professor, Mathematics Education K-12 Curriculum Specialist for
University of Central Florida Mathematics

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Russ Bishop/Alamy Images ; (t) @Richard Wear/Design Pics/Corbis
Orlando, Florida Lincoln Public Schools
Lincoln, Nebraska
Edward B. Burger, Ph.D. Martha E. Sandoval-Martinez
President, Southwestern University Math Instructor
Georgetown, Texas El Camino College
Torrance, California
Steven J. Leinwand
Principal Research Analyst
American Institutes for
Research (AIR) English Language
Washington, D.C. Learners Consultant
Elizabeth Jiménez
Contributor CEO, GEMAS Consulting
Professional Expert on English
Rena Petrello Learner Education
Professor, Mathematics Bilingual Education and
Moorpark College Dual Language
Moorpark, CA Pomona, California
 Fluency with Whole Numbers Critical Area
and Decimals
Critical Area Extending division to 2-digit divisors, integrating decimal fractions into
the place value system and developing understanding of operations with decimals to
hundredths, and developing fluency with whole number and decimal operations

Project In the Chef’s Kitchen . . . . . . . . . . . . . . . . . . . . . .2

Go online! Your math

1
lessons are interactive.
Place Value, Multiplication, Use iTools, Animated
and Expressions 3 Math Models, the
Multimedia eGlossary,
Domains Operations and Algebraic Thinking
and more.
Number and Operations in Base Ten
COMMON CORE STATE STANDARDS
5.OA.A.1, 5.OA.A.2, 5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6

Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Chapter Vocabulary Cards
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4A
1 Investigate • Place Value and Patterns . . . . . . . . . . . . . . . . . . .5
2 Place Value of Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . 11
3 Algebra • Properties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 1 Overview
4 Algebra • Powers of 10 and Exponents . . . . . . . . . . . . . . . . . . 23 In this chapter, you will
5 Algebra • Multiplication Patterns . . . . . . . . . . . . . . . . . . . . . 29 explore and discover
answers to the following
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Essential Questions:
6 Multiply by 1-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . 37 • How can you use place
7 Multiply by Multi-Digit Numbers. . . . . . . . . . . . . . . . . . . . . . 43 value, multiplication,
8 Relate Multiplication to Division . . . . . . . . . . . . . . . . . . . . . . 49 and expressions to
represent and solve
9 Problem Solving • Multiplication and Division . . . . . . . . . . . . 55 problems?
10 Algebra • Numerical Expressions . . . . . . . . . . . . . . . . . . . . . 61 • How can you read,
11 Algebra • Evaluate Numerical Expressions. . . . . . . . . . . . . . . . 67 write, and represent
12 Algebra • Grouping Symbols . . . . . . . . . . . . . . . . . . . . . . . . 73 whole numbers through
millions?
Chapter 1 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 • How can you use
properties and
multiplication to solve
problems?
• How can you use
expressions to
© Houghton Mifflin Harcourt Publishing Company

represent and solve a

problem?

Personal Math Trainer

Online Assessment
and Intervention

v
 2
Chapter 2 Overview
Divide Whole Numbers 85
In this chapter, you will
explore and discover Domains Number and Operations in Base Ten
answers to the following Number and Operations–Fractions
Essential Questions: COMMON CORE STATE STANDARDS
• How can you divide 5.NBT.B.6, 5.NF.B.3
whole numbers?
• What strategies have Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
you used to place Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
the first digit in the Chapter Vocabulary Cards
quotient?
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86A
• How can you use
estimation to help you 1 Place the First Digit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
divide? 2 Divide by 1-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . 93
• How do you know when 3 Investigate • Division with 2-Digit Divisors . . . . . . . . . . . . . . . 99
to use division to solve a
4 Partial Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
problem?
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 111
5 Estimate with 2-Digit Divisors. . . . . . . . . . . . . . . . . . . . . . . 113
6 Divide by 2-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . 119
7 Interpret the Remainder . . . . . . . . . . . . . . . . . . . . . . . . . . 125
8 Adjust Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
9 Problem Solving • Division . . . . . . . . . . . . . . . . . . . . . . . . 137
Chapter 2 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

3 Add and Subtract Decimals

Domain Number and Operations in Base Ten
149

COMMON CORE STATE STANDARDS

5.NBT.A.1, 5.NBT.A.3a, 5.NBT.A.3b, 5.NBT.A.4, 5.NBT.B.7

Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Chapter 3 Overview Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter Vocabulary Cards
In this chapter, you will
explore and discover Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150A
answers to the following 1 Investigate • Thousandths . . . . . . . . . . . . . . . . . . . . . . . . . 151
Essential Questions: 2 Place Value of Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . 157
• How can you add and
3 Compare and Order Decimals . . . . . . . . . . . . . . . . . . . . . . 163
subtract decimals?
• What methods can you
4 Round Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
use to find decimal sums 5 Investigate • Decimal Addition . . . . . . . . . . . . . . . . . . . . . . 175
© Houghton Mifflin Harcourt Publishing Company

and differences? 6 Investigate • Decimal Subtraction . . . . . . . . . . . . . . . . . . . . 181

• How does using place Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 187
value help you add and
subtract decimals? 7 Estimate Decimal Sums and Differences . . . . . . . . . . . . . . . . 189
8 Add Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
9 Subtract Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
10 Algebra • Patterns with Decimals . . . . . . . . . . . . . . . . . . . . 207
11 Problem Solving • Add and Subtract Money . . . . . . . . . . . . . 213
12 Choose a Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Chapter 3 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 225

vi
 4
Chapter 4 Overview
Multiply Decimals 231
In this chapter, you will
Domain Number and Operations in Base Ten explore and discover
COMMON CORE STATE STANDARDS answers to the following
5.NBT.A.2, 5.NBT.B.7 Essential Questions:
• How can you solve
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 decimal multiplication
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 problems?
Chapter Vocabulary Cards • How is multiplying with
decimals similar to
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232A multiplying with whole
1 Algebra • Multiplication Patterns with Decimals . . . . . . . . . . . 233 numbers?
2 Investigate • Multiply Decimals and Whole Numbers . . . . . . . . 239 • How can patterns,
3 Multiplication with Decimals and Whole Numbers . . . . . . . . . 245 models, and drawings
help you solve decimal
4 Multiply Using Expanded Form . . . . . . . . . . . . . . . . . . . . . 251 multiplication problems?
5 Problem Solving • Multiply Money . . . . . . . . . . . . . . . . . . . 257 • How do you know where
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 263 to place a decimal point
in a product?
6 Investigate • Decimal Multiplication . . . . . . . . . . . . . . . . . . 265
• How do you know the
7 Multiply Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 correct number of
8 Zeros in the Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 decimal places in a
Chapter 4 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 product?

5 Divide Decimals
Domain Number and Operations in Base Ten
289 Chapter 5 Overview
In this chapter, you will
explore and discover
COMMON CORE STATE STANDARDS
5.NBT.A.2, 5.NBT.B.7 answers to the following
Essential Questions:
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 • How can you solve
decimal division
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
problems?
Chapter Vocabulary Cards • How is dividing with
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290A decimals similar to
1 Algebra • Division Patterns with Decimals . . . . . . . . . . . . . . 291 dividing with whole
numbers?
2 Investigate • Divide Decimals by Whole Numbers . . . . . . . . . . 297
• How can patterns,
3 Estimate Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 models, and drawings
4 Division of Decimals by Whole Numbers. . . . . . . . . . . . . . . . 309 help you solve decimal
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 315 division problems?
© Houghton Mifflin Harcourt Publishing Company

5 Investigate • Decimal Division . . . . . . . . . . . . . . . . . . . . . . 317 • How do you know where

to place a decimal point
6 Divide Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 in a quotient?
7 Write Zeros in the Dividend . . . . . . . . . . . . . . . . . . . . . . . . 329 • How do you know the
8 Problem Solving • Decimal Operations . . . . . . . . . . . . . . . . 335 correct number of
decimal places in a
Chapter 5 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
quotient?

vii
Critical Area Operations with Fractions
Critical Area Developing fluency with addition and subtraction of fractions, and
developing understanding of the multiplication of fractions and of division of fractions in limited
cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)

Project The Rhythm Track . . . . . . . . . . . . . . . . . . . . . 348

Go online! Your math

lessons are interactive.
6 Add and Subtract Fractions with
Unlike Denominators 349
Domains Operations and Algebraic Thinking
Use iTools, Animated Number and Operations–Fractions
Math Models, the
COMMON CORE STATE STANDARDS
Multimedia eGlossary,
5.OA.A.2, 5.NF.A.1, 5.NF.A.2
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Chapter Vocabulary Cards
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350A
1 Investigate • Addition with Unlike Denominators . . . . . . . . . . 351
2 Investigate • Subtraction with Unlike Denominators . . . . . . . . 357
3 Estimate Fraction Sums and Differences . . . . . . . . . . . . . . . . 363
4 Common Denominators and Equivalent Fractions . . . . . . . . . 369
5 Add and Subtract Fractions . . . . . . . . . . . . . . . . . . . . . . . . 375
Chapter 6 Overview Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 381
In this chapter, you will 6 Add and Subtract Mixed Numbers . . . . . . . . . . . . . . . . . . . . 383
explore and discover
answers to the following 7 Subtraction with Renaming . . . . . . . . . . . . . . . . . . . . . . . . 389
Essential Questions: 8 Algebra • Patterns with Fractions . . . . . . . . . . . . . . . . . . . . 395
• How can you add and 9 Problem Solving • Practice Addition and Subtraction. . . . . . . . 401
subtract fractions with 10 Algebra • Use Properties of Addition . . . . . . . . . . . . . . . . . . 407
unlike denominators?
• How do models help
Chapter 6 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
you find sums and
differences of fractions?
• When you add and
subtract fractions,
when do you use
the least common
denominator?
© Houghton Mifflin Harcourt Publishing Company

Personal Math Trainer

Online Assessment
and Intervention

viii
 7
Chapter 7 Overview
Multiply Fractions 419
In this chapter, you will
Domain Number and Operations–Fractions explore and discover
COMMON CORE STATE STANDARDS answers to the following
5.NF.B.4a, 5.NF.B.4b, 5.NF.B.5a, 5.NF.B.5b, 5.NF.B.6 Essential Questions:
• How do you multiply
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 fractions?
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 • How can you model
fraction multiplication?
Chapter Vocabulary Cards
• How can you compare
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .420A fraction factors and
1 Find Part of a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 products?
2 Investigate • Multiply Fractions
and Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
3 Fraction and Whole Number Multiplication . . . . . . . . . . . . . . 433
4 Investigate • Multiply Fractions . . . . . . . . . . . . . . . . . . . . . 439
5 Compare Fraction Factors and Products . . . . . . . . . . . . . . . . 445
6 Fraction Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 457
7 Investigate • Area and Mixed Numbers . . . . . . . . . . . . . . . . 459
8 Compare Mixed Number Factors and Products . . . . . . . . . . . 465
9 Multiply Mixed Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . 471
10 Problem Solving • Find Unknown Lengths . . . . . . . . . . . . . . 477
Chapter 7 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 483

Chapter 8 Overview

8 Divide Fractions
Domain Number and Operations–Fractions
489 In this chapter, you will
explore and discover
answers to the following
COMMON CORE STATE STANDARDS Essential Questions:
5.NF.B.3, 5.NF.B.7a, 5.NF.B.7b, 5.NF.B.7c • What strategies can
you use to solve division
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 489 problems involving
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 fractions?
Chapter Vocabulary Cards • What is the relationship
between multiplication
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .490A and division, and how
1 Investigate • Divide Fractions and can you use it to solve
Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491 division problems?
2 Problem Solving • Use Multiplication . . . . . . . . . . . . . . . . . 497 • How can you use
© Houghton Mifflin Harcourt Publishing Company

3 Connect Fractions to Division. . . . . . . . . . . . . . . . . . . . . . . 503 fractions, diagrams,

equations, and story
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 509 problems to represent
4 Fraction and Whole-Number Division . . . . . . . . . . . . . . . . . 511 division?
5 Interpret Division with Fractions . . . . . . . . . . . . . . . . . . . . . 517 • When you divide a
whole number by a
Chapter 8 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 523 fraction or a fraction
by a whole number, how
do the dividend, the
divisor, and the quotient
compare?

ix
Critical Area Geometry and Measurement
Critical Area Developing understanding of volume

Project Space Architecture . . . . . . . . . . . . . . . . . . . . . 530

Go online! Your math

lessons are interactive.
9 Algebra: Patterns and Graphing
Domains Operations and Algebraic Thinking
Measurement and Data
531

Use iTools, Animated Geometry

Math Models, the COMMON CORE STATE STANDARDS
Multimedia eGlossary, 5.OA.B.3, 5.MD.B.2, 5.G.A.1, 5.G.A.2
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 531
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
Chapter Vocabulary Cards
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .532A
1 Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533
2 Ordered Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
3 Investigate • Graph Data . . . . . . . . . . . . . . . . . . . . . . . . . 545
4 Line Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551
Chapter 9 Overview Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 557
In this chapter, you will 5 Numerical Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559
explore and discover 6 Problem Solving • Find a Rule . . . . . . . . . . . . . . . . . . . . . . 565
answers to the following
Essential Questions:
7 Graph and Analyze Relationships . . . . . . . . . . . . . . . . . . . . 571
• How can you use line Chapter 9 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 577
plots, coordinate grids,
and patterns to help
you graph and interpret
data?
• How can a line plot help
you find an average
with data given in
fractions?
• How can a coordinate
grid help you interpret
experimental and
real-world data?
• How can you write and
graph ordered pairs on
a coordinate grid using
© Houghton Mifflin Harcourt Publishing Company

two numerical patterns?

Personal Math Trainer

Online Assessment
and Intervention

x
 10
Chapter 10 Overview
Convert Units of Measure 583
In this chapter, you will
Domain Measurement and Data explore and discover
COMMON CORE STATE STANDARD answers to the following
5.MD.A.1 Essential Questions:
• What strategies can
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 583 you use to compare and
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584 convert measurements?
Chapter Vocabulary Cards • How can you decide
whether to multiply
Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .584A or divide when
1 Customary Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585 you are converting
2 Customary Capacity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591 measurements?
3 Weight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 597 • How can you organize
your solution when you
4 Multistep Measurement Problems . . . . . . . . . . . . . . . . . . . . 603 are solving a multistep
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 609 measurement problem?
5 Metric Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611 • How is converting
metric measurements
6 Problem Solving • Customary and different from
Metric Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617 converting customary
7 Elapsed Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623 measurements?
Chapter 10 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 629
© Houghton Mifflin Harcourt Publishing Company

xi
Chapter 11 Overview
In this chapter, you will
explore and discover
11 Geometry and Volume
Domains Measurement and Data
Geometry
635

answers to the following

Essential Questions: COMMON CORE STATE STANDARDS
• How do unit cubes help 5.MD.C.3, 5.MD.C.3a, 5.MD.C.3b, 5.MD.C.4, 5.MD.C.5a, 5.MD.C.5b, 5.MD.C.5c, 5.G.B.3, 5.G.B.4
you build solid figures
and understand the Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 635
volume of a rectangular Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
prism?
Chapter Vocabulary Cards
• How can you identify,
describe, and classify Vocabulary Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . .636A
three-dimensional 1 Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 637
figures? 2 Triangles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643
• How can you find the 3 Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649
volume of a rectangular
prism? 4 Three-Dimensional Figures . . . . . . . . . . . . . . . . . . . . . . . . 655
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 661
5 Investigate • Unit Cubes and Solid Figures . . . . . . . . . . . . . . 663
6 Investigate • Understand Volume . . . . . . . . . . . . . . . . . . . . 669
7 Investigate • Estimate Volume . . . . . . . . . . . . . . . . . . . . . . 675
8 Volume of Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . 681
9 Algebra • Apply Volume Formulas . . . . . . . . . . . . . . . . . . . . 687
10 Problem Solving • Compare Volumes . . . . . . . . . . . . . . . . . 693
11 Find Volume of Composed Figures . . . . . . . . . . . . . . . . . . . 699
Chapter 11 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 705

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H1
Common Core State Standards for
Mathematics Correlations . . . . . . . . . . . . . . . . . . . . . . . . . H14
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H24
Table of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H37

© Houghton Mifflin Harcourt Publishing Company

xii
 Critical Area Fluency with
Whole Numbers
and Decimals
CRITICAL AREA Ex
Extending division to 2-digit divisors, integrating
d i l fractions
decimal f tii into the place value system and developing
understanding of operations with decimals to hundredths, and
developing fluency with whole number and decimal operations
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Corbis

Chef preparing lunch

in a restaurant

1
 Project
In the Chef’s Kitchen
Restaurant chefs estimate the amount of food they need to buy based
on how many diners they expect. They usually use recipes that make
enough to serve large numbers of people.

WRITE Math
Get Started Important Facts
Although apples can grow in any of the 50 states,
Apple Dumplings (100 servings)
Pennsylvania is one of the top apple-producing states.
• 100 baking apples
The ingredients at the right are needed to make • 72 tablespoons sugar (4 1_2 cups)
100 servings of Apple Dumplings. Suppose you and a • 14 cups all-purpose flour
partner want to make this recipe for 25 friends. Adjust • 6 teaspoons baking powder
the amount of each ingredient to make just 25 servings. • 24 eggs
• 80 tablespoons butter (10 sticks of butter)
• 50 tablespoons chopped walnuts
(3 1_8 cups)

Apple Dumplings (25 servings)

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Oleg Boldyrev/Alamy

Completed by

2 Chapters 1–5
 1
Chapter
Place Value, Multiplication,
and Expressions
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.

Name

Place Value Write the value of each digit for the given number. (4.NBT.A.1)

1. 2,904 2. 6,423

2 __ 6 __
9 __ 4 __
0 __ 2 __
4 __ 3 __

Regroup Through Thousands Regroup. Write the missing numbers. (4.NBT.A.1)

3. 40 tens = _ hundreds 4. 60 hundreds = _ thousands

5. _ tens 15 ones = 6 tens 5 ones 6. 18 tens 20 ones = _ hundreds

Missing Factors Find the missing factor. (3.OA.A.4)

7. 4 × _ = 24 8. 6 × _ = 48 9. _ × 9 = 63

Math in the
Clues
© Houghton Mifflin Harcourt Publishing Company

• This 7-digit number is 8,920,000 when rounded to

Use the clues at the right the nearest ten thousand.
to find the 7-digit number. • The digits in the tens and hundreds places are the
What is the number? least and same value.
• The value of the thousands digit is double that of
the ten thousands digit.
• The sum of all its digits is 24.

Chapter 1 3
 Voca bula ry Builder
Visualize It
Review Words
Sort the review words into the Venn diagram.
✓ estimate
✓ factor
✓ multiply
✓ place value
✓ product
✓ quotient

Preview Words
base
Distributive Property
evaluate

Multiplication Division exponent

inverse operations
numerical expression
Understand Vocabulary
Write the preview words that answer the question “What am I?” order of operations
period
1. I am a group of 3 digits separated by commas in a multidigit

number. ____

2. I am a mathematical phrase that has numbers and operation signs

but no equal sign. ____

3. I am operations that undo each other, like multiplication and division.

____

4. I am the property that states that multiplying a sum by a

© Houghton Mifflin Harcourt Publishing Company

number is the same as multiplying each addend in the

sum by the number and then adding the products.

____

5. I am a number that tells how many times the base is used

as a factor. ____

™Interactive Student Edition

4 ™Multimedia eGlossary
Chapter 1 Vocabulary

base Distributive Property

base propiedad distributiva

1 17

evaluate exponent

evaluar exponente
24 26

inverse operations numerical expression

operaciones inversas expresión numérica

32 43

order of operations period

orden de las operaciones período
44 49
 The property which states that multiplying a
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

(arithmetic) A number used as a repeated factor
sum by a number is the same as multiplying 3
Example: 8 = 8 × 8 × 8
each addend in the sum by the number and
then adding the products base Examples:
base
(geometry) In two dimensions, one side of height

a triangle or parallelogram that is used to

Example: 3 × (4 + 2) = (3 × 4) + (3 × 2) help find the area. In three dimensions,
base base

(3 × 6) = 12 + 6 a plane figure, usually a polygon or circle, base

18 = 18 by which a three-dimensional figure is measured or named

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number that shows how many times the To find the value of a numerical or
base is used as a factor algebraic expression
exponent

3
Example: 10 = 10 × 10 × 10
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Opposite operations, or operations that

A mathematical phrase that uses only undo each other, such as addition and
numbers and operation signs subtraction or multiplication and division

Example: (4 + 6) ÷ 5 Examples:
6+3=9 5 × 2 = 10
9−6=3 10 ÷ 2 = 5
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Each group of three digits separated by

commas in a multi-digit number A special set of rules which gives the
order in which calculations are done in
Periods
an expression
MILLIONS THOUSANDS ONES
Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

1, 3 9 2, 0 0 0
 Going Places with Words Game
Game

Going to
Word Box
base
Distributive

London, Property
evaluate
exponent

England inverse operations

numerical
expression
order of operations
For 2 to 4 players
period
Materials
• playing pieces: 3 of each color per player: red, blue, green, and yellow
• 1 number cube

How to Play
1. Put your 3 playing pieces in the START circle of the same color.
2. To get a playing piece out of START, you must toss a 6.
Image Credits: (bg) ©Digital Vision/Getty Images, (b) ©Corbis

• If you toss a 6, move 1 of your playing pieces to the same-colored circle

on the path.
• If you do not toss a 6, wait until your next turn.
3. Once you have a playing piece on the path, toss the number cube to take a
turn. Move the playing piece that many tan spaces. You must get all three
of your playing pieces on the path.
4. If you land on a space with a question, answer it. If you are correct, move
ahead 1 space.
5. To reach FINISH move your playing pieces along the path that is the same
color as your playing piece. The first player to get all three playing pieces
© Houghton Mifflin Harcourt Publishing Company

on FINISH wins.

Chapter 1 4A
Game
Game

36 − (8 × 2) = 56.
Why or why not?
Is this solution correct?

6 + [(12 − 3) + (11 − 8)].

evaluate the expresion:
operations to
Use the order of
+ (9 × 100)
(8 × 1000)

number in
two other

write this
+ (9 × 1)
the base
What is

can you
in 103?

forms:

How
What is an
exponent?
operations.

Name two
inverse

Write an expression:
48 cards are divided evenly
among 6 friends.

Fill in the blanks: 7 x 52 =

(7 × 50) + (___ × ___)?

4B © Houghton Mifflin Harcourt Publishing Company

 Game
Game

then 9 × 12 = _____.
If 108 ÷ 9 = 12,
Fill in the blank:

first: adding or dividing?

operations, which comes
In the order of
Distributive

Distributive
Property

to rewrite
Property
Use the

4 × 39.
What
does

say?
the

expression?
evaluate an
exponent:

What does
it mean to
10,000 =
Fill in the
missing

10__

Write an expression:
Kim has 12 pencils.
She gives 10 to classmates.

Explain how to evaluate the

expression (7 − 3) × 6.

© Houghton Mifflin Harcourt Publishing Company Image Credits: (bg) ©c/Fotolia; (tl), (tr) ©Stockdisc/Getty Images; (bl) ©Markus Gann/ Chapter 1 4C
Shutterstock; (br) ©Thinkstock Images/Jupiterimages/Getty Images
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Explain how to use the Distributive Property to complete this equation.
6 × (40 + 5) = (6 × )+( × )
• Use the words base and exponent to tell how to rewrite this expression in
exponent form.
10 × 10 × 10 × 10
• Write two sentences to match this numerical expression: 7 × $3.
• Which solution uses the order of operations correctly? Explain how you know.
Solution A: 8 × 1 + 3 × 2 = 8 × 4 × 2 = 64
Solution B: 8 × 1 + 3 × 2 = 8 + 6 = 14

Image Credits: (bg) ©Digital Vision/Getty Images, (b) ©Corbis

© Houghton Mifflin Harcourt Publishing Company

4D
 Lesson 1.1
Name
Place Value and Patterns Number and Operations in Base
Essential Question How can you describe the relationship between two Ten—5.NBT.A.1
place-value positions? MATHEMATICAL PRACTICES
MP2, MP5, MP7
Hands
Investigate
Investigate On

Materials ■ base-ten blocks

You can use base-ten blocks to understand the relationships
among place-value positions. Use a large cube for 1,000, a
flat for 100, a long for 10, and a small cube for 1.

Number 1,000 100 10 1

Model

large small
Description flat long
cube cube

Complete the comparisons below to describe the

relationship from one place-value position to
the next place-value position.

A. • Look at the long and compare it to the small cube.

The long is _ times as much as the small cube.

• Look at the flat and compare it to the long.

The flat is _ times as much as the long.

• Look at the large cube and compare it to the flat.

The large cube is _ times as much as the flat.

B. • Look at the flat and compare it to the large cube.

© Houghton Mifflin Harcourt Publishing Company

The flat is _ of the large cube.

• Look at the long and compare it to the flat.

The long is _ of the flat.

Math MATHEMATICAL PRACTICES 5
Talk
Use Tools How many times
• Look at the small cube and compare it to the long. as much is the flat compared
to the small cube? the large
cube to the small cube?
The small cube is _ of the long.
Explain.

Chapter 1 5
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 7
Look for a Pattern Describe the pattern you
see when you move from a lesser place-value position to the
next greater place-value position.

MATHEMATICAL
2. PRACTICE 7
Look for a Pattern Describe the pattern you
see when you move from a greater place-value position to the
next lesser place-value position.

Make
Make Connections
Connections
You can use your understanding of place-value patterns and a
place-value chart to write numbers that are 10 times as much as
or __
1 of any given number.
10

Hundred Ten One

Hundreds Tens Ones
Thousands Thousands Thousands
3 0 0

? 300 ? __ is 10 times as much

as 300.
10 times 1 of
as much as 10 __ is __101 of 300.
Use the steps below to complete the table.

STEP 1 Write the given number in a

place-value chart.
© Houghton Mifflin Harcourt Publishing Company

10 times as 1 of
Number
much as 10
STEP 2 Use the place-value chart to write
a number that is 10 times as much 10
as the given number.
70

STEP 3 Use the place-value chart to write 9,000

a number that is __
1 of the given
10
number.

6
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the sentence.

1. 500 is 10 times as much as __. 10 of __.

2. 20,000 is __
1

10 of __.
3. 900 is __ 4. 600 is 10 times as much as __.
1

On
On Your
Your Own
Own
Use place-value patterns to complete the table.

10 times as 1
__ 10 times as 1
__
Number of Number of
much as 10 much as 10

5. 10 9. 500

6. 3,000 10. 90

7. 800 11. 6,000

8. 50 12. 200

SMARTER Complete the sentence with 100 or 1,000.

13. 200 is __ times as much as 2. 14. 4,000 is __ times as much as 4.

15. 700,000 is __ times as much as 700. 16. 600 is __ times as much as 6.

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

17. WRITE Math Explain how you can use place-value patterns to
© Houghton Mifflin Harcourt Publishing Company

describe how 50 and 5,000 compare.

18.
MATHEMATICAL
PRACTICE 2 Use Reasoning 30,000 is __ times as much as 30.
So, __ is 10 times as much as 3,000.

Chapter 1 • Lesson 1 7
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Sense or Nonsense?

19. Mark and Robyn used base-ten blocks to show that 200 is
100 times as much as 2. Whose model makes sense? Whose
model is nonsense? Explain your reasoning.

Mark’s Work Robyn’s Work

200 200

20. DEEPER Explain how you would help Mark understand why he
should have used small cubes instead of longs.

© Houghton Mifflin Harcourt Publishing Company

21. SMARTER For 21a–21c, choose True or False for each sentence.

21a. 600 is __
1
10 of 6,000. True False

21b. 67 is __
1
10 of 6,700. True False

21c. 1,400 is 10 times as much as 140. True False

8
 Practice and Homework
Name
Lesson 1.1
Place Value and Patterns
COMMON CORE STANDARD—5.NBT.A.1
Understand the place value system.

Complete the sentence.

1. 40,000 is 10 times as much as 4,000 . 2. 90 is __

1 of .
10

3. 800 is 10 times as much as . 4. 5,000 is __

1 of
10
.

Use place-value patterns to complete the table.

10 times as 1 of
__ 10 times as 1 of
__
Number Number
much as 10 much as 10

5. 100 8. 2,000

6. 7,000 9. 400

7. 80 10. 60

Problem
Problem Solving
Solving

11. The Eatery Restaurant has 200 tables. 12. Mr. Wilson has $3,000 in his bank account.
On a recent evening, there were reservations Ms. Nelson has 10 times as much money in her
for __
1 of the tables. How many tables were
10
bank account as Mr. Wilson has in his bank
reserved? account. How much money does Ms. Nelson
have in her bank account?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

13. WRITE Math Write a number that has four digits with the same
number in all places, such as 4,444. Circle the digit with the greatest
value. Underline the digit with the least value. Explain.

Chapter 1 9
Lesson Check (5.NBT.A.1)
1. What is 10 times as much as 700? 2. What is __
1 of 3,000?
10

Spiral Review (Reviews 4.OA.A.3, 4.NBT.A.2, 4.NBT.B.5, 4.MD.A.3)

3. Risa is sewing a ribbon around the sides of a 4. What is the value of n?
square blanket. Each side of the blanket is
9 × 27 + 2 × 31 − 28 = n
72 inches long. How many inches of ribbon
will Risa need?

5. What is the best estimate for the product of 6. Arrange the following numbers in order from
289 and 7? greatest to least: 7,361; 7,136; 7,613
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
10 Personal Math Trainer
 Lesson 1.2
Name
Place Value of Whole Numbers Number and Operations in Base
Essential Question How do you read, write, and represent whole Ten—5.NBT.A.1
numbers through hundred millions? MATHEMATICAL PRACTICES
MP1, MP2, MP7

Unlock
Unlock the
the Problem
Problem
The diameter of the sun is 1,392,000 kilometers.
To understand this distance, you need to understand the
place value of each digit in 1,392,000.

A place-value chart contains periods. In numbers a

period is a group of three digits separated by commas
in a multidigit number. The millions period is left of
the thousands period. One million is 1,000 thousands
and is written as 1,000,000.

Periods

MILLIONS THOUSANDS ONES

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
1, 3 9 2, 0 0 0

1 × 1,000,000 3 × 100,000 9 × 10,000 2 × 1,000 0 × 100 0 × 10 0×1

1,000,000 300,000 90,000 2,000 0 0 0

The place value of the digit 1 in 1,392,000 is millions. The

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Goodshoot/Jupiterimages/Getty Images

value of 1 in 1,392,000 is 1 × 1,000,000 = 1,000,000.

When writing a number in
expanded form, if no digits
Standard Form: 1,392,000 appear in a place value, it is
Word Form: one million, three hundred ninety-two thousand not necessary to include them
in the expression.
Expanded Form:
(1 × 1,000,000) + (3 × 100,000) + (9 × 10,000) + (2 × 1,000)

Try This! Use place value to read and write numbers.

Standard Form: 582,030

Word Form: five hundred eighty-two __ , __

Expanded Form: (5 × 100,000) + (_ × _ ) + (2 × 1,000) + (_ × _ )

• The average distance from Jupiter to the sun is four hundred

eighty-three million, six hundred thousand miles. Write the

number that shows this distance in miles. __

Chapter 1 11
 Place-Value PatternsN
Canada’s land area is about 4,000,000 square miles.
Iceland has a land area of about 40,000 square miles.
Compare the two areas.

Example 1 Use a place-value chart.

STEP 1 Write the numbers in a place-value chart.

MILLIONS THOUSANDS ONES

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

STEP 2

Count the number of whole number place-value positions. The value of each place is
10 times as much as the value
4,000,000 has _ more whole number places than 40,000. of the next place to its right
or __
1 of the value of the next
10
place to its left.
Think: 2 more places is 10 × 10, or 100.

4,000,000 is _ times as much as 40,000.

So, Canada’s estimated land area is _ times as much as

Iceland’s estimated land area.

You can use place-value patterns to rename a number.

Example 2 Use place-value patterns.

Rename 40,000 using other place values.
© Houghton Mifflin Harcourt Publishing Company

40,000 4 ten thousands 4 × 10,000

40,000 _ thousands _ × 1,000

40,000
__ __

12
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Complete the place-value chart to find the value of each digit.

MILLIONS THOUSANDS ONES

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

7, 3 3 3, 8 2 0

7 × 1,000,000 3 × _ 3 × 10,000 _ × 1,000 8 × 100 _ 0×1

_ _ 30,000 3,000 _ 20 0

Write the value of the underlined digit.

2. 1,574,833 3. 598,102 4. 7,093,455 5. 301,256,878

Write the number in two other forms.

6. (8 × 100,000) + (4 × 1,000) + (6 × 1) 7. seven million, twenty thousand, thirty-two

On
On Your
Your Own
Own
Write the value of the underlined digit.

8. 849,567,043 9. 9,422,850 10. 96,283 11. 498,354,021

Write the number in two other forms.

12. 345,000 13. 119,000,003
© Houghton Mifflin Harcourt Publishing Company

14. DEEPER Consider the numbers 4,205,176 and 4,008.

What is the difference in the values of the digit 4 in each number?

Chapter 1 • Lesson 2 13
 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 15–16. Average Distance from the Sun
(in thousands of km)
15. Which planet is about 10 times as far as
Mercury 57,910 Jupiter 778,400
Earth is from the Sun?
Venus 108,200 Saturn 1,427,000
Earth 149,600 Uranus 2,871,000
MATHEMATICAL
1 Mars 227,900 Neptune 4,498,000
16. PRACTICE Analyze Relationships Which
planet is about __
1
10 of the distance Uranus is from
the Sun?

17. SMARTER
What’s the Error? Matt wrote
the number four million, three hundred five
thousand, seven hundred sixty-two as 4,350,762.
Describe and correct his error.

WRITE Math
t Show Your Work

18. DEEPER Explain how you know that the
values of the digit 5 in the numbers 150,000 and
100,500 are not the same.

19. SMARTERSelect other ways to

write 400,562. Mark all that apply.
© Houghton Mifflin Harcourt Publishing Company

A (4 × 100,000) + (50 × 100) + (6 × 10) + (2 × 1)

B four hundred thousand, five hundred sixty-two

C (4 × 100,000) + (5 × 100) + (6 × 10) + (2 × 1)

D four hundred, five hundred sixty-two

14
 Practice and Homework
Name
Lesson 1.2
Place Value of Whole Numbers
COMMON CORE STANDARD—5.NBT.A.1
Write the value of the underlined digit. Understand the place value system.
1. 5,165,874 2. 281,480,100 3. 7,270 4. 89,170,326

60,000
___ ___ ___ ___

5. 7,050,423 6. 646,950 7. 37,123,745 8. 315,421,732

___ ___ ___ ___

Write the number in two other forms.

9. 15,409 10. 100,203

Problem
Problem Solving
Solving

11. The U.S. Census Bureau has a population clock 12. In 2008, the population of 10- to 14-year-olds
on the Internet. On a recent day, the United in the United States was 20,484,163. Write this
States population was listed as 310,763,136. number in expanded form.
Write this number in word form.
© Houghton Mifflin Harcourt Publishing Company

13. WRITE Math Write Standard Form, Expanded Form, and Word Form
at the top of the page. Write five numbers that are at least 8 digits long under Standard Form.
Write the expanded form and the word form for each number under the appropriate heading.

Chapter 1 15
Lesson Check (5.NBT.A.1)
1. A movie cost $3,254,107 to produce. What digit 2. What is the standard form of two hundred ten
is in the hundred thousands place? million, sixty-four thousand, fifty?

Spiral Review (Reviews 4.OA.C.5, 4.NBT.B.6, 4.G.A.2, 4.G.A.3)

3. If the pattern below continues, what number 4. Find the quotient and remainder for 52 ÷ 8.
likely comes next?

9, 12, 15, 18, 21, ?

5. How many pairs of parallel sides does the 6. How many lines of symmetry does the figure
trapezoid below have? below appear to have?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
16 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.3
Properties
Essential Question How can you use properties of operations to solve problems? Operations and Algebraic
Thinking—5.OA.A.1
You can use the properties of operations to help you evaluate MATHEMATICAL PRACTICES
numerical expressions more easily. MP1, MP2, MP8

Properties of Addition
Commutative Property of Addition
If the order of addends changes, the sum stays the same. 12 + 7 = 7 + 12
Associative Property of Addition
If the grouping of addends changes, the sum stays the same. 5 + (8 + 14) = (5 + 8) + 14
Identity Property of Addition
The sum of any number and 0 is that number. 13 + 0 = 13

Properties of Multiplication
Commutative Property of Multiplication
If the order of factors changes, the product stays the same. 4×9=9×4
Associative Property of Multiplication
If the grouping of factors changes, the product stays the same. 11 × (3 × 6) = (11 × 3) × 6
Identity Property of Multiplication
The product of any number and 1 is that number. 4×1=4

Unlock
Unlock the
the Problem
Problem
The table shows the number of bones in several parts of the Part Number of Bones
human body. What is the total number of bones in the ribs,
Ankle 7
the skull, and the spine?
Ribs 24
To find the sum of addends using mental math, you can use Skull 28
the Commutative and Associative Properties. Spine 26

Use properties to find 24 + 28 + 26.

24 + 28 + 26 = 28 + _ + 26 Use the ___ Property to reorder the addends.

© Houghton Mifflin Harcourt Publishing Company

= 28 + (24 + _ ) Use the ___ Property to group the addends.

= 28 + _ Use mental math to add.

=_
Math MATHEMATICAL PRACTICES 8
So, there are _ bones in the ribs, the skull, and the spine. Talk
Generalize Explain why
grouping 24 and 26 makes
the problem easier to solve.

Chapter 1 17
 Distributive Property
Multiplying a sum by a number is the 5 × (7 + 9) = (5 × 7) + (5 × 9)
same as multiplying each addend by the
number and then adding the products.

The Distributive Property can also be used with multiplication and

subtraction. For example, 2 × ( 10 − 8 ) = (2 × 10 ) – (2 × 8 ).

Example 1 Use the Distributive Property to find the product.

One Way Use addition.
8 × 59 = 8 × ( _ + 9) Use a multiple of 10 to write 59 as a sum.

= ( _ × 50) + (8 × _ ) Use the Distributive Property.

=_+_ Use mental math to multiply.

=_ Use mental math to add.

Another Way Use subtraction.

8 × 59 = 8 × ( _ − 1) Use a multiple of 10 to write 59 as a difference.

= ( _ × 60) − (8 × _ ) Use the Distributive Property.

=_−_ Use mental math to multiply.

=_ Use mental math to subtract.

Example 2 Complete the equation, and tell which property you used.
A 23 × _ = 23 B 47 × 15 = 15 × _

Think: A number times 1 is equal to itself. Think: Changing the order of factors does not change
© Houghton Mifflin Harcourt Publishing Company

the product.

Property: ______ Property: ______

________ ________

Math MATHEMATICAL PRACTICES 1

Talk
Describe how to use the
Distributive Property to find
the product 3 × 299.

18
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use properties to find 4 × 23 × 25.

23 × _ × 25 ___ Property of Multiplication

23 × ( _ × _ ) ___ Property of Multiplication

23 × _

_
Use properties to find the sum or product.
2. 89 + 27 + 11 3. 9 × 52 4. 107 + 0 + 39 + 13

Complete the equation, and tell which property you used.

5. 9 × (30 + 7) = (9 × _ ) + (9 × 7) 6. 0 + _ = 47

Math MATHEMATICAL PRACTICES 1

Talk
Describe how you can use
properties to solve problems
On
On Your
Your Own
Own more easily.

Practice: Copy and Solve Use properties to find the sum or product.

7. 3 × 78 8. 4 × 60 × 5 9. 21 + 25 + 39 + 5

Complete the equation, and tell which property you used.

© Houghton Mifflin Harcourt Publishing Company

10. 11 + (19 + 6) = (11 + _ ) + 6 11. 25 + 14 = _ + 25

MATHEMATICAL
12. PRACTICE 3 Apply Show how you can use the Distributive
Property to rewrite and find (32 × 6) + (32 × 4).

Chapter 1 • Lesson 3 19
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

13. DEEPER Three friends’ meals at a restaurant

cost $13, $14, and $11. Use parentheses to write two
different expressions to show how much the
friends spent in all. Which property does your
pair of expressions demonstrate?

14.
MATHEMATICAL
PRACTICE 2
Use Reasoning Jacob is designing
an aquarium for a doctor’s office. He plans to buy
6 red blond guppies, 1 blue neon guppy, and 1 yellow
guppy. The table shows the price list for the guppies.
How much will the guppies for the aquarium cost? Fancy Guppy Prices
Blue neon $11
Red blond $22
15. Sylvia bought 8 tickets to a concert. Each ticket costs
$18. To find the total cost in dollars, she added the Sunrise $18
product 8 × 10 to the product 8 × 8, for a total of 144. Yellow $19
Which property did Sylvia use?
WRITE Math
t Show Your Work

16. SMARTER Sense or Nonsense?

Julie wrote (15 − 6) − 3 = 15 − (6 − 3).
Is Julie’s equation sense or nonsense?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Paul A. Zahl/Science Source
Do you think the Associative Property
works for subtraction? Explain.

17. SMARTER Find the property that each equation shows.

14 × (4 × 9) = (14 × 4) × 9 • • Commutative Property of Multiplication

1×3=3×1 • • Associative Property of Multiplication

7×3=3×7 • • Identity Property of Multiplication

20
 Practice and Homework
Name
Lesson 1.3
Properties
COMMON CORE STANDARD—5.OA.A.1
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

Use properties to find the sum or product.

1. 6 × 89 2. 93 + (68 + 7) 3. 5 × 23 × 2
6 × (90 − 1)
(6 × 90) − (6 × 1)
540 − 6

534
____ ____ ____

4. 8 × 51 5. 34 + 0 + 18 + 26 6. 6 × 107

____ ____ ____

Complete the equation, and tell which property you used.

7. (3 × 10) × 8 =_ × (10 × 8) 8. 16 + 31 = 31 +_

_______ _______

_______ _______

Problem
Problem Solving
Solving
9. The Metro Theater has 20 rows of seats with 18 10. The numbers of students in the four
seats in each row. Tickets cost $5. The theater’s sixth-grade classes at Northside School are 26,
income in dollars if all seats are sold is (20 × 18) 19, 34, and 21. Use properties to find the total
© Houghton Mifflin Harcourt Publishing Company

× 5. Use properties to find the total income. number of students in the four classes.

11. WRITE Math Explain how you could mentally find 8 × 45 by

using the Distributive Property.

Chapter 1 21
Lesson Check (5.OA.A.1)
1. To find 19 + (11 + 37), Lennie added 19 and 11. 2. Marla did 65 sit-ups each day for one week. Use
Then he added 37 to the sum. What property the Distributive Property to show an expression
did he use? you can use to find the total number of sit-ups
Marla did during the week.

Spiral Review (Reviews 4.OA.B.4, 4.NBT.B.5, 4.NBT.B.6, 5.NBT.A.1)

3. The average sunflower has 34 petals. What is 4. A golden eagle flies a distance of 290 miles
the best estimate of the total number of petals in 5 days. If the eagle flies the same distance
on 57 sunflowers? each day of its journey, how far does the
eagle fly per day?

5. What is the value of the underlined digit in the 6. What best describes the number 5? Write prime,
following number? composite, neither prime nor composite, or both
prime and composite.
2,983,785 © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
22 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.4
Powers of 10 and Exponents
Essential Question How can you use an exponent to show powers of 10? Number and Operations in Base
Ten—5.NBT.A.2
MATHEMATICAL PRACTICES
MP2, MP7, MP8
Unlock
Unlock the
the Problem
Problem
Expressions with repeated factors, such as 10 × 10 × 10, can be
written by using a base with an exponent. The base is the number
that is used as the repeated factor. The exponent is the number that
tells how many times the base is used as a factor.
exponent

10 × 10 × 10 = 10 = 1,000
3

3 factors base

Word form: the third power of ten Use T for 1,000.

3
Exponent form: 10

Activity Use base-ten blocks.

Materials ■ base-ten blocks
What is 10 × 1,000 written with an exponent?

1 one 10 ones 100 ones 1,000 ones

1 1 × 10 1 × 10 × 10 1 × 10 × 10 × 10
100 101 102 103

• How many ones are in 1? _

• How many ones are in 10? _

• How many tens are in 100? _

© Houghton Mifflin Harcourt Publishing Company

Think: 10 groups of 10 or 10 × 10

• How many hundreds are in 1,000? _

Think: 10 groups of 100 or 10 × (10 × 10)

• How many thousands are in 10,000? _ 10,000 ones

1 × 10 × 10 × 10 × 10
In the box at the right, draw a quick picture to show 10,000.
10
So, 10 × 1,000 is 10 .

Chapter 1 23
 Example Multiply a whole number by a power of ten.
Hummingbirds beat their wings very fast. The smaller the
hummingbird is, the faster its wings beat. The average
hummingbird beats its wings about 3 × 103 times a minute.
How many times a minute is that, written as a whole number?

Multiply 3 by powers of ten. Look for a pattern.

3 × 100 = 3 × 1 = __

3 × 101 = 3 × 10 = __

3 × 102 = 3 × 10 × 10 = __
Math MATHEMATICAL PRACTICES 8
3 × 10 = 3 × 10 × 10 × 10 = __
3
Talk
Generalize Explain how
using an exponent simplifies
So, the average hummingbird beats its wings about __ an expression.
times a minute.

• MATHEMATICAL
PRACTICE 7 Look for a Pattern What pattern do you see?

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Write in exponent form and word form.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©William Leaman/Alamy
1. 10 × 10 2. 10 × 10 × 10 × 10

Exponent form: Exponent form:

Word form: Word form:

Find the value.

3. 102 4. 4 × 102 5. 7 × 103

24
 Name

On
On Your
Your Own
Own
Write in exponent form and word form.

6. 10 × 10 × 10 7. 10 × 10 × 10 × 10 × 10

exponent form: exponent form:

word form: word form:

Find the value.

8. 104 9. 2 × 103 10. 6 × 104

DEEPER Complete the pattern.

11. 12 × 100 = 12 × 1= __ 12.

MATHEMATICAL
PRACTICE 2
Reason Abstractly 103 = 10 × 10n
What is the value of n?
12 × 101 = 12 × 10 = __
Think: 103 = 10 × _ × _ ,
12 × 10 = 12 × 100 = __
2
or 10 × __
12 × 103 = 12 × 1,000 = __
The value of n is __ .
12 × 104 = 12 × 10,000 = __

13. WRITE Math Explain how to write 50,000 using exponents.

© Houghton Mifflin Harcourt Publishing Company

14. DEEPER One year, Mr. James travels 9 × 103 miles for his job.
The next year he traveled 1 × 104 miles. How many more miles
did he travel the second year than he did the first year. Explain.

Chapter 1 • Lesson 4 25
 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

15. SMARTER Lake Superior is

Lake
the largest of the Great Lakes. It Superior
covers a surface area of about
30,000 square miles. How can
you show the estimated area of Lake
Huron Lake
Lake Superior as a whole number Lake Ontario
multiplied by a power of ten? Michigan
Lake
Erie

a. What are you asked to find?

b. How can you use a pattern to find the answer?

c. Write a pattern using the whole number 3 and powers of ten.

3 × 100 = 3 × 1 = __

3 × 101 = 3 × 10 = __

3 × 102 = __ = __

3 × 103 = __ = __

3 × 104 = __ = __

d. Complete the sentence.

The estimated area of Lake Superior is __.

16. The Earth’s diameter through the equator is about 8,000 miles. What is
the Earth’s estimated diameter written as a whole number multiplied by
a power of ten?
© Houghton Mifflin Harcourt Publishing Company

17. SMARTER Yolanda says 10 5 is the same as 50 because

10 × 5 equals 50. What was Yolanda’s mistake?

26
 Practice and Homework
Name
Lesson 1.4
Powers of 10 and Exponents
COMMON CORE STANDARD—5.NBT.A.2
Understand the place value system.

Write in exponent form and word form.

1. 10 3 10 3 10 2. 10 3 10 3. 10 3 10 3 10 3 10

exponent form: 103 exponent form: exponent form:

word form: the third power word form: word form:

of ten

Find the value.

4. 103 5. 4 × 102 6. 7 × 103 7. 8 × 100

__ __ __ __

Problem
Problem Solving
Solving
8. The moon is about 240,000 miles from Earth. 9. The sun is about 93 × 106 miles from Earth. What
What is this distance written as a whole number is this distance written as a whole number?
multiplied by a power of ten?
© Houghton Mifflin Harcourt Publishing Company

10. WRITE Math Consider 7 × 103. Write a pattern to find the value of
the expression.

Chapter 1 27
Lesson Check (5.NBT.A.2)
1. Write the expression that shows “3 times the 2. Gary mails 103 flyers to clients in one week.
sixth power of 10.” How many flyers does Gary mail?

Spiral Review (Reviews 4.NBT.B.5, 4.NBT.B.6)

3. Harley is loading 625 bags of cement onto small 4. Marylou buys a package of 500 jewels to
pallets. Each pallet holds 5 bags. How many decorate 4 different pairs of jeans. She uses the
pallets will Harley need? same number of jewels on each pair of jeans.
How many jewels will she use for each pair of
jeans?

5. Manny buys 4 boxes of straws for his restaurant. 6. Cammie goes to the gym to exercise 4 times per
There are 500 straws in each box. How many week. Altogether, how many times does she go
straws does he buy? to the gym in 10 weeks?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
28 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.5
Multiplication Patterns
Essential Question How can you use a basic fact and a pattern Number and Operations in Base
to multiply by a 2-digit number? Ten—5.NBT.A.2
MATHEMATICAL PRACTICES
MP2, MP3, MP8

Unlock
Unlock the
the Problem
Problem
How close have you been to a bumblebee?

The actual length of a queen bumblebee is about

20 millimeters. The photograph shows part of a
bee under a microscope, at 10 times its actual size.
What would the length of the bee appear to be at a
magnification of 300 times its actual size?

Use a basic fact and a pattern.

Multiply. 300 × 20

3 × 2 = 6 ← basic fact

30 × 2 = ( 3 × 2 ) × 101 = 60

300 × 2 = ( 3 × 2 ) × 102 = __
Math MATHEMATICAL PRACTICES 8
300 × 20 = ( 3 × 2 ) × ( 100 × 10 ) = 6 × 103 = __ Talk
Generalize What pattern
So, the length of the bee would appear to be do you see in the number
sentences and the
exponents?
about __ millimeters.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Jude Gibbins/Alamy

• What would the length of the bee shown in the photograph appear to be
if the microscope shows it at 10 times its actual size?

Example Use mental math and a pattern.

Multiply. 50 × 8,000

5 × 8 = 40 ← basic fact

5 × 80 = ( 5 × 8 ) × 101 = 400

5 × 800 = ( 5 × 8 ) × 102 = __

50 × 800 = ( 5 × 8 ) × ( 10 × 100 ) = 40 × 103 = __

50 × 8,000 = ( 5 × 8 ) × ( 10 × 1,000 ) = 40 × 104 = __

Chapter 1 29
 MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use mental math and a pattern to find the product.

1. 30 × 4,000 = __

What basic fact can you use to help you find 30 × 4,000? __
Use mental math to complete the pattern.

2. 1 × 1 = 1 3. 7 × 8 = 56 4. 6 × 5 = _

1 × 101 = _ ( 7 × 8 ) × 101 = _ (6 × 5) × _ = 300

1 × 102 = _ ( 7 × 8 ) × 102 = _ (6 × 5) × _ = 3,000
1 × 103 = _ ( 7 × 8 ) × 103 = _ (6 × 5) × _ = 30,000
Math MATHEMATICAL PRACTICES 3
Talk
Apply
ExplainTell
howhow
to to find
find
On
On Your
Your Own
Own 50 ×
50 × 9,000
9,000 by
by using
using aa
basic
basic fact
fact and
and pattern.
pattern.
Use mental math to complete the pattern.

5. 9 × 5 = 45 6. 3 × 7 = 21 7. 5 × 4 = _

( 9 × 5 ) × 101 = _ ( 3 × 7 ) × 101 = _ (5 × 4) × _ = 200

( 9 × 5 ) × 102 = _ ( 3 × 7 ) × 102 = _ (5 × 4) × _ = 2,000
( 9 × 5 ) × 103 = _ ( 3 × 7 ) × 103 = _ (5 × 4) × _ = 20,000

Use mental math and a pattern to find the product.

8. ( 6 × 6 ) × 101 = _ 9. ( 7 × 4 ) × 103 = _ 10. ( 9 × 8 ) × 102 = _

11. ( 4 × 3 ) × 102 = _ 12. ( 2 × 5 ) × 103 = _ 13. ( 2 × 8 ) × 102 = _

14. ( 6 × 5 ) × 103 = _ 15. ( 8 × 8 ) × 104 = _ 16. ( 7 × 8 ) × 104 = _

© Houghton Mifflin Harcourt Publishing Company

17. SMARTER What does the product of any whole-number factor

multiplied by 100 always have? Explain.

30
 Name

Use mental math to complete the table.

18. 1 roll = 50 dimes Think: 50 dimes per roll × 20 rolls = ( 5 × 2 ) × ( 10 × 10 )

Rolls 20 30 40 50 60 70 80 90 100

Dimes 10 3 102

19. 1 roll = 40 quarters Think: 40 quarters per roll × 20 rolls = ( 4 × 2 ) × ( 10 × 10 )

Rolls 20 30 40 50 60 70 80 90 100

Quarters 8 3 102

6 70 800 9,000

20. 80 64 3 103

21. 90 81 3 104

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 22–24.
Arthropod Lengthss
22. What if you magnified the image of a cluster Length
Arthropod
fly by 9 × 103? What would the length appear (in millimeters)
ers)
to be? Cluster Fly 9
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Graham Bailey/Alamy

Crab Spider 5
Fire Ant 4
23. DEEPER If you magnified the images of a fire
Tree Hopper 6
ant by 4 × 103 and a tree hopper by 3 × 103, which
insect would appear longer? How much longer?
WRITE Math
t Show Your Work

24.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively John wants
to magnify the image of a fire ant and a crab spider
so they appear to be the same length. How many
times their actual sizes would he need to magnify
each image?

Chapter 1 • Lesson 5 31
 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

V
Single red
blood cell
Blood Cells
Blood is necessary for all human life.
V Platelet
It contains red blood cells and white blood
cells that nourish and cleanse the body and
platelets that stop bleeding. The average adult

V
White blood cell
has about 5 liters of blood.

Use patterns and mental math to solve.

25. DEEPER A human body has about 26. Basophils and monocytes are types of white
30 times as many platelets as white blood blood cells. A blood sample has about
cells. A small sample of blood has 8 × 103 5 times as many monocytes as basophils.
white blood cells. About how many platelets If there are 60 basophils in the sample,
are in the sample? about how many monocytes are there?

28. SMARTER
27. Lymphocytes and eosinophils are types An average
of white blood cells. A blood sample has person has 6 × 102 times as
about 10 times as many lymphocytes as many red blood cells as white

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Sciepro/Science Photo Library/Corbis
eosinophils. If there are 2 × 102 eosinophils blood cells. A small sample of
in the sample, about how many lymphocytes blood has 7 × 103 white blood
are there? cells. About how many red
blood cells are in the sample?

29. SMARTER Kyle says 20 × 104 is the same as 20,000. He reasoned

that since he saw 4 as the exponent he should write 4 zeros in his answer.
Is Kyle correct?

32
 Practice and Homework
Name
Lesson 1.5
Multiplication Patterns
COMMON CORE STANDARD—5.NBT.A.2
Understand the place value system.

Use mental math to complete the pattern.

1. 8 × 3 = 24 2. 5 × 6 = __ 3. 3 × __ = 27

(8 × 3) × 101 = __
240 (5 × 6) × 101 = __ (3 × 9) × 101 = __
2,400
(8 × 3) × 102 = __ (5 × 6) × 102 = __ (3 × 9) × 102 = __
24,000
(8 × 3) × 103 = __ (5 × 6) × 103 = __ (3 × 9) × 103 = __

4. _ × 4 = 28 5. 6 × 8 = __ 6. __ × 4 = 16

(7 × 4) × = 280 (6 × 8) × 102 = __ (4 × 4) × 102 = __

(7 × 4) × = 2,800 (6 × 8) × 103 = __ (4 × 4) × 103 = __

(7 × 4) × = 28,000 (6 × 8) × 104 = __ (4 × 4) × 104 = __

Use mental math and a pattern to find the product.

7. (2 × 9) × 102 = __ 8. (8 × 7) × 102 = __ 9. (3 × 7) × 103 = __

10. (5 × 9) × 104 = __ 11. (4 × 8) × 104 = __ 12. (8 × 8) × 103 = __

Problem
Problem Solving
Solving
13. The Florida Everglades welcomes about 14. The average person loses about 8 × 101 strands
2 × 103 visitors per day. Based on this, about of hair each day. About how many strands of hair
how many visitors come to the Everglades would the average person lose in 9 days?
per week?
© Houghton Mifflin Harcourt Publishing Company

_____ _____

_____ _____

15. WRITE Math Do the products 40 × 500 and 40 × 600 have the same
number of zeros? Explain.

Chapter 1 33
Lesson Check (5.NBT.A.2)
1. How many zeros are in the product 2. Addison studies a tarantula that is
(6 × 5) × 103? 30 millimeters long. Suppose she uses
a microscope to magnify the spider by
4 × 102. How long will the spider
appear to be?

Spiral Review (Reviews 4.OA.A.3, 4.NBT.B.5)

3. Hayden has 6 rolls of dimes. There are 4. An adult ticket to the zoo costs $20 and
50 dimes in each roll. How many dimes a child’s ticket costs $10. How much
does he have altogether? will it cost for Mr. and Mrs. Brown and
their 4 children to get into the zoo?

5. At a museum, 100 posters are displayed in each 6. A store sells a gallon of milk for $3. A baker buys
of 4 rooms. Altogether, how many posters are 30 gallons of milk for his bakery. How much will
displayed? he have to pay? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
34 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box. base

exponent
1. A group of three digits separated by commas in a multidigit
period
number is a __. (p. 11)

2. An __ is the number that tells how many times a base is

used as a factor. (p. 23)

Concepts
Concepts and
and Skills
Skills
Complete the sentence. (5.NBT.A.1)
__ 1
3. 7 is ​ 10 ​ of __. 4. 800 is 10 times as much as __.

Write the value of the underlined digit. (5.NBT.A.1)

5. 6,581,678 6. 125,634 7. 34,634,803 8. 2,764,835

Complete the equation, and tell which property you used. (5.OA.A.1)

9. 8 × (14 + 7) = __ + (8 × 7) 10. 7 + (8 + 12) = __ + 12

Find the value. (5.NBT.A.2)

11. ​10​3​
© Houghton Mifflin Harcourt Publishing Company

12. 6 × ​10​2​ 13. 4 × ​10​4​

Use mental math and a pattern to find the product. (5.NBT.A.2)

14. 70 × 300 = __ 15. (3 × 4) × ​10​3​ = __

Chapter 1   35
16. DVDs are on sale for $24 each. Felipe writes the expression 4 × 24 to find
the cost in dollars of buying 4 DVDs. How can you rewrite Felipe’s expression
using the Distributive Property? (5.OA.A.1)

17. The Muffin Shop chain of bakeries sold 745,305 muffins last year.
Write this number in expanded form. (5.NBT.A.1)

18. The soccer field at Mario’s school has an area of 6,000 square meters.
How can Mario show the area as a whole number multiplied by a
power of ten? (5.NBT.A.2)

19. Ms. Alonzo ordered 4,000 markers for her store. Only __
1
10 of them arrived.
How many markers did she receive? (5.NBT.A.1)

20. DEEPER Mark wrote the highest score he made on his new video game as the
product of 70 × 6,000. Use the Associative and Commutative Properties to show
© Houghton Mifflin Harcourt Publishing Company

how Mark can calculate this product mentally. (5.NBT.A.2)

36
 Lesson 1.6
Name

Multiply by 1-Digit Numbers Number and Operations in Base

Ten—5.NBT.B.5
Essential Question How do you multiply by 1-digit numbers?
MATHEMATICAL PRACTICES
MP1, MP2, MP3

Unlock
Unlock the
the Problem
Problem
Each day an airline flies 9 commercial jets from New York to
London, England. Each plane holds 293 passengers. If every seat is
taken on all flights, how many passengers fly on this airline from
New York to London in 1 day?

Use place value and regrouping.

STEP 1 Estimate: 293 × 9

Think: 300 × 9 = ___

STEP 2 Multiply the ones. ▲ The Queen’s Guard protects Britain’s

Royal Family and their residences.
2
29 3 9 × 3 ones = __ ones
× 9
__
Write the ones and the
Math MATHEMATICAL PRACTICES 1
7
regrouped tens.
Talk
Describe how to record the
27 ones when you multiply
STEP 3 Multiply the tens. 3 by 9 in Step 2.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©one-image Photography/Alamy Images

82
2 93 9 × 9 tens = __ tens
× 9
__
37 Add the regrouped tens.

__ tens + 2 tens = __ tens

Write the tens and the regrouped hundreds.

STEP 4 Multiply the hundreds.

82
2 93 9 × 2 hundreds = __ hundreds
× 9
__
2,637 Add the regrouped hundreds.

__ hundreds + 8 hundreds = __ hundreds

Write the hundreds.

So, in 1 day, ___ passengers fly from New York to London.

• MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness How can you tell if your answer is reasonable?

Chapter 1 37
 Example
A commercial airline makes several flights each week from New York
to Paris, France. If the airline serves 1,978 meals on its flights each day,
how many meals are served for the entire week?

To multiply a greater number by a 1-digit number,

repeat the process of multiplying and regrouping
until every place value is multiplied.
STEP 1 Estimate. 1,978 × 7

Think: 2,000 × 7 = ___

STEP 2 Multiply the ones.

5 ▲ The Eiffel Tower in Paris,
1,978 7 × 8 ones = __ ones France, built for the 1889
× 7 World’s Fair, was the world’s
6 Write the ones and the
regrouped tens. tallest man-made structure
for 40 years.
STEP 3 Multiply the tens.
55
1,978 7 × 7 tens = __ tens
×
__ 7
46 Add the regrouped tens.

__ tens + 5 tens = __ tens

Write the tens and the regrouped hundreds.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Andrew Ward/Photodisc/Getty Images
STEP 4 Multiply the hundreds.
6 55
1, 9 78 7 × 9 hundreds = __ hundreds
×
__ 7
846 Add the regrouped hundreds.

__ hundreds + 5 hundreds = __ hundreds

Write the hundreds and the regrouped thousands.

STEP 5 Multiply the thousands.

6 55
1, 9 78 7 × 1 thousand = __ thousands
×
__ 7
13,846 Add the regrouped thousands.

__ thousands + 6 thousands = __ thousands

Write the thousands. Compare your answer to the
estimate to see if it is reasonable.

So, in 1 week, ___ meals are served on flights from

New York to Paris.

38
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete to find the product.

1. 6 × 796 Estimate: 6 × ___ = ___

3 53
79 6 Multiply the ones 7 96 Multiply the 796 Multiply the
× 6
_ and regroup. × 6
_ tens and add the × 6
__ hundreds and add
regrouped tens. 76 the regrouped
6
Regroup. hundreds.

Estimate. Then find the product.

2. Estimate: ___ 3. Estimate: ___ 4. Estimate: ___

608 556 1,925

× 8
__ × 4
__ × 7
__

On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Solve for the unknown numbers.

5. 396 6. 5,12 7. 8,5 6

× 6
__ ×
__ 8 ×
__ 7
2,3 6 16 60,03

Practice: Copy and Solve Estimate. Then find the product.

8. 116 × 3 9. 338 × 4 10. 6 × 219 11. 7 × 456

© Houghton Mifflin Harcourt Publishing Company

12. SMARTER
A commercial airline makes a flight each day from
New York to Paris, France. The aircraft seats 524 passengers and serves
2 meals to each passenger per flight. If all the seats are filled each flight,
how many meals are served in one week?

Chapter 1 • Lesson 6 39
 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

13. SMARTER What’s the Error? The Plattsville Glee Club

is sending 8 of its members to a singing contest in Cincinnati,
Ohio. The cost will be $588 per person. How much will it cost
for the entire group of 8 students to attend?

Both Brian and Jermaine solve the problem. Brian says the
answer is $40,704. Jermaine’s answer is $4,604.

Estimate the cost. A reasonable estimate is _ .

Although Jermaine’s answer seems reasonable, neither Brian nor Jermaine

solved the problem correctly. Find the errors in Brian’s and Jermaine’s work.
Then, solve the problem correctly.

Brian Jermaine Correct Answer

6 6 6

$ 5 8 8 $ 5 8 8
x 8 x 8
$ 4 0, 7 0 4 $ 4, 6 0 4

• MATHEMATICAL
PRACTICE 3 Verify the Reasoning of Others What error did Brian make? Explain.

• What error did Jermaine make? Explain.

© Houghton Mifflin Harcourt Publishing Company

14. DEEPER How could you predict that Jermaine’s answer might be incorrect

using your estimate?

40
 Practice and Homework
Name
Lesson 1.6
Multiply by 1-Digit Numbers
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
Estimate. Then find the product. numbers and with decimals to hundredths.

3,600
1. Estimate: _ 2. Estimate: _ 3. Estimate: _
15
416 1,374 726
3 9 3 6 3 5
3,744

Estimate. Then find the product.

4. 4 × 979 5. 503 × 7 6. 5 × 4,257 7. 6,018 × 9

8. 758 × 6 9. 3 × 697 10. 2,141 × 8 11. 7 × 7,956

Problem
Problem Solving
Solving

12. Mr. and Mrs. Dorsey and their three children 13. Ms. Tao flies roundtrip twice yearly between
are flying to Springfield. The cost of each ticket Jacksonville and Los Angeles on business. The
is $179. Estimate how much the tickets will cost. distance between the two cities is 2,150 miles.
Then find the exact cost of the tickets. Estimate the distance she flies for both trips.
Then find the exact distance.
© Houghton Mifflin Harcourt Publishing Company

14. WRITE Math Show how to solve the problem 378 × 6 using place value
with regrouping. Explain how you knew when to regroup.

Chapter 1 41
Lesson Check (5.NBT.B.5)
1. Mr. Nielson works 154 hours each month. He 2. Sasha lives 1,493 miles from her grandmother.
works 8 months each year. How many hours One year, Sasha’s family made 4 round trips
does Mr. Nielson work each year? to visit her grandmother. How many miles did
they travel in all?

Spiral Review (Reviews 4.NBT.A.2, 4.NBT.A.3, 4.NF.C.6, 5.NBT.A.1)

3. Yuna missed 5 points out of 100 points on her 4. Which symbol makes the statement true?
math test. What decimal number represents Write >, <, or =.
the part of her math test that she answered
correctly? 602,163 620,163

5. The number below represents the number 6. A fair was attended by 755,082 people
of fans that attended Chicago Cubs baseball altogether. What is this number rounded to the
games in 2008. What is this number written in nearest ten thousand? © Houghton Mifflin Harcourt Publishing Company
standard form?

(3 × 1,000,000) + (3 × 100,000) + (2 × 100)

FOR MORE PRACTICE

GO TO THE
42 Personal Math Trainer
 Lesson 1.7
Name
Multiply by Multi-Digit Numbers Number and Operations in Base
Essential Question How do you multiply by multi-digit numbers? Ten—5.NBT.B.5
MATHEMATICAL PRACTICES
MP1, MP4, MP6

Unlock
Unlock the
the Problem
Problem
A tiger can eat as much as 40 pounds of food at a time but it may
go for several days without eating anything. Suppose a Siberian
tiger in the wild eats an average of 18 pounds of food per day.
How much food will the tiger eat in 28 days if he eats that
amount each day?

Use place value and regrouping.

STEP 1 Estimate: 28 × 18

Think: 30 × 20 = __

STEP 2 Multiply by the ones.

28
× 18
_
28 × 8 ones = _ ones

STEP 3 Multiply by the tens.

28
× 18
_
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Mike Hill/Alamy

28 × 1 ten = _ tens, or _ ones

STEP 4 Add the partial products.

28 Use patterns of zeros to find the

×
_ 18 product of multiples of 10.
28 × 8 3 × 4 = 12
3 × 40 = 120 30 × 40 = 1,200
28 × 10
+ 3 × 400 = 1,200 300 × 40 = 12,000

So, on average, a Siberian tiger may eat __ pounds

of food in 28 days.

Chapter 1 43
 Example
A Siberian tiger was observed sleeping 1,287 minutes
during the course of one day. If he slept for that long
every day, how many minutes would he sleep in one year?
Assume there are 365 days in one year.

STEP 1 Estimate: 1,287 × 365

Think: 1,000 × 400 = __

STEP 2 Multiply by the ones.

1,287
× 365
__
1,287 × 5 ones = __ ones

STEP 3 Multiply by the tens.

1,287
× 365
__

1,287 × 6 tens = __ tens, or __ ones

STEP 4 Multiply by the hundreds.

1,287

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Mauro Rinaldi/Alamy Images
× 365
__

1,287 × 3 hundreds = __ hundreds, or __ ones

STEP 5 Add the partial products.

1,287
×
__365

1,287 × 5

1,287 × 60 Math MATHEMATICAL PRACTICES 6

+ 1,287 × 300 Talk
Are there different numbers
you could have used in Step
1 to find an estimate that is
So, the tiger would sleep __ minutes in one year. closer to the actual answer?
Explain.

44
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

NComplete to find the product.

1. 2.
6 4 5 7 1
x 4 3 x 3 8
64 × _ 571 × _
+ 64 × _ + 571 × _

Estimate. Then find the product.

3. Estimate: __ 4. Estimate: __ 5. Estimate: __

24 37 384
× 15
_ × 63
__ × 45
__

On
On Your
Your Own
Own
Estimate. Then find the product.

6. Estimate: __ 7. Estimate: __ 8. Estimate: __

28 93 5,271
×
_ 22 ×
__76 ×
__ 129

Practice: Copy and Solve Estimate. Then find the product.

9. 54 × 31 10. 42 × 26 11. 38 × 64 12. 63 × 16

© Houghton Mifflin Harcourt Publishing Company

13. 204 × 41 14. 534 × 25 15. 722 × 39 16. 957 × 243

17. DEEPEROne case of books weighs 35 pounds. One case of magazines

weighs 23 pounds. A book store wants to ship 72 cases of books
and 94 cases of magazines to another store. What is the total weight of the shipment?

Chapter 1 • Lesson 7 45
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 18–20.

18. How much sleep does a jaguar get in

1 year?

19. SMARTER In 1 year, how many more hours

of sleep does a giant armadillo get than Animal Sleep Amounts
a platypus?
Amount
Animal
(usual hours per week)
Jaguar 77
20.
MATHEMATICAL
PRACTICE 1 Make Sense of Problems
Giant Armadillo 127
Owl monkeys sleep during the day, waking
Owl Monkey 119
about 15 minutes after sundown to find food.
Platypus 98
At midnight, they rest for an hour or two, then
continue to feed until sunrise. They live about Three-Toed Sloth 101
27 years. How many hours of sleep does an owl
monkey that lives 27 years get in its lifetime?
WRITE Math
t Show Your Work

21. DEEPER Tickets to a museum cost $17 each.

For a field trip, the museum offers a $4 discount
on each ticket. How much will tickets for
32 students cost?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Jany Sauvanet/Science Source
22. SMARTERRachel earns $21 per day.
For 22a–22d, select True or False for each
statement.

22a. Rachel earns $421 for 20 days of work.

True False

22b. Rachel earns $315 for 15 days of work.

True False

22c. Rachel earns $273 for 13 days of work.

True False

22d. Rachel earns $250 for 13 days of work.

True False

46
 Practice and Homework
Name
Lesson 1.7
Multiply by Multi-Digit Numbers
COMMON CORE STANDARD—5.NBT.B.5
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Estimate. Then find the product.

1. Estimate: 4,000 2. Estimate: 3. Estimate:

82 92 1,537
3 49 3 68 3 242
738
1 3280
4,018

4. 23 × 67 5. 309 × 29 6. 612 × 87

Problem
Problem Solving
Solving

7. A company shipped 48 boxes of canned dog 8. There were 135 cars in a rally. Each driver paid
food. Each box contains 24 cans. How many cans a $25 fee to participate in the rally. How much
of dog food did the company ship in all? money did the drivers pay in all?

_______
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Write a problem multiplying a 3-digit number by a 2-digit

number. Show all the steps to solve it by using place value and regrouping
and by using partial products.

Chapter 1 47
Lesson Check (5.NBT.B.5)
1. A chessboard has 64 squares. At a chess 2. Last month, a manufacturing company shipped
tournament 84 chessboards were used. How 452 boxes of ball bearings. Each box contains
many squares are there on 84 chessboards? 48 ball bearings. How many ball bearings did
the company ship last month?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6)

3. What is the standard form of the number three 4. What number completes the following
million, sixty thousand, five hundred twenty? equation?

8 × (40 + 7) = (8 × ) + (8 × 7)

5. The population of Clarksville is about 6. A sporting goods store ordered 144 cans
6,000 people. What is the population written as of tennis balls. Each can contains 3 balls. How
a whole number multiplied by a power of ten? many tennis balls did the store order?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
48 Personal Math Trainer
 Lesson 1.8
Name
Relate Multiplication to Division Number and Operations in Base
Essential Question How is multiplication used to solve a division problem? Ten—5.NBT.B.6
MATHEMATICAL PRACTICES
You can use the relationship between multiplication and division to MP2, MP3, MP6, MP7
solve a division problem. Using the same numbers, multiplication
and division are opposite, or inverse operations.

3 × 8 = 24 24 ÷ 3 = 8

factor factor product dividend divisor quotient

Unlock
Unlock the
the Problem
Problem
Joel and 5 friends collected 126 marbles. They
shared the marbles equally. How many marbles • Underline the dividend.
will each person get? • What is the divisor? _

One Way Make an array.

• Outline a rectangular array on the grid to model
126 squares arranged in 6 rows of the same length.
Shade each row a different color.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Lawrence Manning/Corbis

• How many squares are shaded in each row? _

• Use the array to complete the multiplication

sentence. Then, use the multiplication sentence
to complete the division sentence.

6 × _ = 126 126 ÷ 6 = _

So, each of the 6 friends will get _ marbles.

Chapter 1 49
 Another Way Use the Distributive Property.
Divide. 52 ÷ 4

You can use the Distributive Property and an area model to solve
division problems. Remember that the Distributive Property states
that multiplying a sum by a number is the same as multiplying each
addend in the sum by the number and then adding the products.

STEP 1

Write a related multiplication sentence for ?

the division problem.

Think: Use the divisor as a factor and the dividend as 4 52

the product. The quotient will be the unknown factor.

52 ÷ 4 = ■
4 3 ? 5 52
4 × ■ = 52

STEP 2
? ?
Use the Distributive Property to break apart
the large area into smaller areas for partial
products that you know. 4 40 12
( 40 + 12 ) = 52

(4 × _ ) + (4 × _ ) = 52 (4 3 ?) 1 (4 3 ?) 5 52

STEP 3 STEP 4

Find the sum of the unknown factors of the Write the multiplication sentence with the
smaller areas. unknown factor that you found. Then, use the
multiplication sentence to find the quotient.
_+_=_
4 × _ = 52

52 ÷ 4 = _
© Houghton Mifflin Harcourt Publishing Company

• MATHEMATICAL
PRACTICE 6 Explain how you can use the Distributive Property to find
the quotient of 96 ÷ 8.

50
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Brad has 72 toy cars that he puts into 4 equal groups. How many cars
does Brad have in each group? Use the array to show your answer.

4 × _ = 72 72 ÷ 4 = _

Use multiplication and the Distributive Property to find the quotient.

2. 108 ÷ 6 = _ 3. 84 ÷ 6 = _ 4. 184 ÷ 8 = _

____ ____ ____

____ ____ ____

Math MATHEMATICAL PRACTICES 7

Talk
Look for Structure How
does using multiplication
help you solve a division
problem?

On
On Your
Your Own
Own
Use multiplication and the Distributive Property to find the quotient.

5. 60 ÷ 4 = _ 6. 144 ÷ 6 = _ 7. 252 ÷ 9 = _

____ ____ ____

____ ____ ____

Find each quotient. Then compare. Write <, >, or =.

© Houghton Mifflin Harcourt Publishing Company

SMARTER

8. 51 ÷ 3 ● 68 ÷ 4 9. 252 ÷ 6 ● 135 ÷ 3 10. 110 ÷ 5 ● 133 ÷ 7

_ _ _ _ _ _

Chapter 1 • Lesson 8 51
 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 11–12.

11. SMARTERMr. Henderson has

2 bouncy-ball vending machines. He buys Bouncy Balls
one bag of the 27-millimeter balls and one Size Number in Bag
bag of the 40-millimeter balls. He puts an equal
27 mm 180
number of each in the 2 machines. How many
bouncy balls does he put in each machine? 40 mm 80
45 mm 180
mm 5 millimeters

12. DEEPER Lindsey buys a bag of each size of

bouncy ball. She wants to put the same number
of each size of bouncy ball into 5 party-favor
bags. How many of each size of bouncy ball will
she put in a bag?

13.
MATHEMATICAL
PRACTICE 3 Verify the Reasoning of WRITE Math
t Show Your Work
Others Sandra writes (4 × 30) + (4 × 2) and
says the quotient for 128 ÷ 4 is 8. Is she correct?
Explain.

Personal Math Trainer

14. SMARTER Joe collected
45 seashells. Joe wants to share his seashells
with 5 of his friends equally. How many
seashells will each friend get? Use the array to
© Houghton Mifflin Harcourt Publishing Company

show your answer.

Use the multiplication sentence to complete

the division sentence.

5× = 45 45 ÷ 5 =

52
 Practice and Homework
Name
Lesson 1.8
Relate Multiplication to Division
Common Core Standard—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use multiplication and the Distributive Property to find the quotient.

1. 70 ÷ 5 = ___
14 2. 96 ÷ 6 = ___ 3. 85 ÷ 5 = ___

(5 × 10) + (5 × 4) = 70
____ ____ ____

5 × 14 = 70
____ ____ ____

4. 171 ÷ 9 = ___ 5. 102 ÷ 6 = ___ 6. 210 ÷ 5 = ___

____ ____ ____

____ ____ ____

Problem
Problem Solving
Solving

7. Ken is making gift bags for a party. He has 64 8. Maritza is buying wheels for her skateboard
colored pens and wants to put the same number shop. She ordered a total of 92 wheels. If wheels
in each bag. How many bags will Ken make if he come in packages of 4, how many packages will
puts 4 pens in each bag? she receive?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math For the problem 135 ÷ 5, draw

two different ways to break apart the array. Use
the Distributive Property to write products for
each different way.

Chapter 1 53
Lesson Check (5.NBT.B.6)
1. Write an expression using the Distributive 2. Write an expression using the Distributive
Property that can be used to find the Property that can be used to find the
quotient of 36 ÷ 3. quotient of 126 ÷ 7.

Spiral Review (4.OA.A.3, 5.NBT.A.1, 5.NBT.A.2)

3. Allison separates 23 stickers into 4 equal piles. 4. A website had 2,135,789 hits. What is the value
How many stickers does she have left over? of the digit 3?

5. The area of Arizona is 114,006 square miles. 6. What is the value of the fourth power of ten?
What is the expanded form of this number?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
54 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 1.9
Problem Solving • Multiplication and Division
Essential Question How can you use the strategy solve a simpler Number and Operations in Base
problem to help you solve a division problem? Ten—5.NBT.B.6
MATHEMATICAL PRACTICES
MP1, MP2, MP3

Unlock
Unlock the
the Problem
Problem
Mark works at an animal shelter. To feed 9 dogs, Mark
empties eight 18-ounce cans of dog food into
a large bowl. If he divides the food equally among the
dogs, how many ounces of food will each dog get?

Use the graphic organizer below to help you solve the

problem.

Read the Problem Solve the Problem

What do I need to find?
• First, multiply to find the total number of
I need to find _________ ounces of dog food.

______________. 8 × 18 = _

• To find the number of ounces each dog gets,

What information do I need to use?
I’ll need to divide.
I need to use the number of __ , the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©PhotoDisc/Getty Images

144 ÷ _ = ■
number of __ in each can, and the
• To find the quotient, I break 144 into two
number of dogs that need to be fed.
simpler numbers that are easier to divide.

How will I use the information? 144 ÷ 9 = ■

I can __ to find the total number of (90 + _) ÷ 9 = ■

ounces. Then I can solve a simpler problem to
(_ ÷ 9) + (_ ÷ 9) = ■
__ that total by 9.
_ + 6 =_

So, each dog gets ounces of food.

Chapter 1 55
 Try Another Problem
Michelle is building shelves for her room. She has a plank
137 inches long that she wants to cut into 7 shelves of
equal length. The plank has jagged ends, so she will start
by cutting 2 inches off each end. How long will each shelf be? 137 inches

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Chris Ratcliffe/Alamy
How will I use the information?

So, each shelf will be inches long. Math MATHEMATICAL PRACTICES 1

Talk
Analyze Explain how the
strategy you used helped
you solve the problem.

56
 Name Unlock the Problem
√ Underline what you need to find.
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B
√ Circle the numbers you need to use.

1. To make concrete mix, Monica pours 34 pounds of cement,

68 pounds of sand, 14 pounds of small pebbles, and
19 pounds of large pebbles into a large wheelbarrow. If she
pours the mixture into 9 equal-size bags, how much will each
bag weigh? WRITE Math
t Show Your Work
First, find the total weight of the mixture.

Then, divide the total by the number of bags. Break the total
into two simpler numbers to make the division easier, if
necessary.

Finally, find the quotient and solve the problem.

So, each bag will weigh _ pounds.

2. What if Monica pours the mixture into 5 equal-size bags?

How much will each bag weigh?

3. Taylor is building doghouses to sell. Each doghouse requires

3 full sheets of plywood which Taylor cuts into new shapes.
The plywood is shipped in bundles of 14 full sheets. How
many doghouses can Taylor make from 12 bundles of
plywood?
© Houghton Mifflin Harcourt Publishing Company

4. Eileen is planting a garden. She has seeds for 60 tomato

plants, 55 sweet corn plants, and 21 cucumber plants. She
plants them in 8 rows, with the same number of plants in
each row. How many seeds are planted in each row?

Chapter 1 • Lesson 9 57
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

On
On Your
Your Own
Own

5. DEEPERStarting on day 1 with 1 jumping jack, Keila

doubles the number of jumping jacks she does every day.
How many jumping jacks will Keila do on day 10?

6.
MATHEMATICAL
PRACTICE 2 Represent a Problem Starting in the blue square,
in how many different ways can you draw a line that passes
through every square without picking up your pencil or crossing
a line you’ve already drawn? Show the ways.

7. On April 11, Millie bought a lawn mower with a 50-day

guarantee. If the guarantee begins on the date of purchase, what
is the first day on which the mower will no longer
be guaranteed?

8. SMARTER
The teacher of a jewelry-making class had
a supply of 236 beads. Her students used 29 beads to make
earrings and 63 beads to make bracelets. They will use the
remaining beads to make necklaces with 6 beads on each
necklace. How many necklaces will the students make?

9. SMARTER
Susan is making 8 casseroles. She uses 9 cans of
© Houghton Mifflin Harcourt Publishing Company

beans. Each can is 16-ounces. If she divides the beans equally

among 8 casseroles, how many ounces of beans will be in each
casserole? Show your work.

58
 Practice and Homework
Name
Lesson 1.9
Problem Solving • Multiplication
and Division COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

Solve the problems below. Show your work.

1. Dani is making punch for a family picnic.

104 4 8 5 (40 1 64) 4 8
She adds 16 fluid ounces of orange juice,
16 fluid ounces of lemon juice, and 8 fluid 5 (40 4 8) 1 (64 4 8)
ounces of lime juice to 64 fluid ounces of
water. How many 8-ounce glasses of punch 5 5 1 8, or 13
can she fill?
16 1 16 1 8 1 64 5 104 fluid ounces

13 glasses
__________

2. Ryan has nine 14-ounce bags of popcorn

to repackage and sell at the school fair.
A small bag holds 3 ounces. How many
small bags can he make?
__________

3. Bianca is making scarves to sell. She has 33 pieces of

blue fabric, 37 pieces of green fabric, and
41 pieces of red fabric. Suppose Bianca uses
3 pieces of fabric to make 1 scarf. How many scarves
can she make?

__________

4. Jasmine has 8 packs of candle wax to make scented

candles. Each pack contains 14 ounces
of wax. Jasmine uses 7 ounces of wax to make
one candle. How many candles can she make?
© Houghton Mifflin Harcourt Publishing Company

__________

5. WRITE Math Rewrite Problem 4 on page 57 with different numbers.

Solve the new problem and show your work.

Chapter 1 59
Lesson Check (5.NBT.B.6)
1. Joyce is helping her aunt create craft kits. 2. Stefan plants seeds for 30 carrot plants and
Her aunt has 138 pipe cleaners, and each kit 45 beet plants in 5 rows, with the same number
will include 6 pipe cleaners. What is the total of seeds in each row. How many seeds are
number of craft kits they can make? planted in each row?

Spiral Review (Reviews 4.NBT.A.3, 5.NBT.B.5, 5.NBT.B.6)

3. Georgia wants to evenly divide 84 trading cards 4. Maria has 144 marbles. Emanuel has 4 times
among 6 friends. How many cards will each the number of marbles Maria has. How many
friend get? marbles does Emanuel have?

5. The Conservation Society bought and planted 6. A sports arena covers 710,430 square feet of
45 cherry trees. Each tree cost $367. What was ground. A newspaper reported that the arena
the total cost of planting the trees? covers about 700,000 square feet of ground. To
what place value was the number rounded? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
60 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.10
Numerical Expressions
Essential Question How can you use a numerical expression Operations and Algebraic
to describe a situation? Thinking—5.OA.A.1, 5.OA.A.2
MATHEMATICAL PRACTICES
MP3, MP4, MP6

Unlock
Unlock the
the Problem
Problem
A numerical expression is a mathematical phrase that has numbers
and operation signs but does not have an equal sign.

Tyler caught 15 small bass, and his dad caught 12 small bass in the
Memorial Bass Tourney in Tidioute, PA. Write a numerical expression
to represent how many fish they caught in all.

Choose which operation to use.

You need to join groups of different sizes, so use addition.

15 small bass plus 12 small bass
↓ ↓ ↓
15 + 12

So, 15 + 12 represents how many fish they caught in all.

Example 1 Write an expression to match the words.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©COMSTOCK Images/age fotostock

A Addition B Subtraction
Emma has 11 fish in her Lucia has 128 stamps. She uses
aquarium. She buys 4 more fish. 38 stamps on party invitations.
fish plus more fish stamps minus stamps used
↓ ↓ ↓ ↓ ↓ ↓

11 + 4 128 − _

C Multiplication D Division
Karla buys 5 books. Four players share 52 cards
Each book costs $3. equally.
books multiplied cost per cards divided players
by book by
↓ ↓ ↓ ↓ ↓ ↓ Math MATHEMATICAL PRACTICES 4
Talk
_ × _ _ ÷ _ What does the expression
model in each example?

Chapter 1 61
Expressions with Parentheses The meaning of the words in a
problem will tell you where to place the parentheses in an expression.

Example 2 Which expression matches • Underline the events for each day.
the meaning of the words?
• Circle the number of days these
Doug went fishing for 3 days. Each day he put $15 in his pocket. events happened.
At the end of each day, he had $5 left. How much money did
Doug spend by the end of the trip?

Think: Each day he took $15 and had $5 left. He did this for 3 days.
($15 − $5) ← Think: What expression can you 3 × ($15 − $5) ← Think: What expression can you
write to show how much money write to show how much money
Doug spends in one day? Doug spends in three days?
Math MATHEMATICAL PRACTICES 3
Talk
Explain how the expression of what
Doug spent in three days compares
to the expression of what he spent
in one day?
Example 3 Which problem matches
the expression $20 − ($12 + $3)?

Kim has $20 to spend for her fishing trip. She Kim has $20 to spend for her fishing trip. She
spends $12 on a fishing pole. Then she finds $3. spends $12 on a fishing pole and $3 on bait.
How much money does Kim have now? How much money does Kim have now?

List the events in order. List the events in order.

First: Kim has $20. First: Kim has $20.

Next: _____. Next: _____.

Then: _____. Then: _____.
Do these words Do these words
match the expression? __ match the expression? __

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B
© Houghton Mifflin Harcourt Publishing Company

Circle the expression that matches the words.

1. Teri had 18 worms. She gave 4 worms to 2. Rick had $8. He then worked 4 hours for
Susie and 3 worms to Jamie. $5 each hour.

(18 – 4) + 3 18 − (4 + 3) $8 + (4 × $5) ($8 + 4) × $5

62
 Name

Write an expression to match the words.

3. Greg drives 26 miles on Monday and 4. Lynda has 27 fewer fish than Jack.
90 miles on Tuesday. Jack has 80 fish.

Write words to match the expression.

5. 34 − 17 6. 6 × (12 − 4)

Math MATHEMATICAL PRACTICES 6

Talk
Is 4 × 8 = 32 an expression?
On
On Your
Your Own
Own Explain why or why not.

Write an expression to match the words.

7. José shared 12 party favors equally among 8. Braden has 14 baseball cards. He finds
6 friends. 5 more baseball cards.

9. Isabelle bought 12 bottles of water 10. Monique had $20. She spent $5 on lunch and
at $2 each. $10 at the bookstore.

Write words to match the expression.

11. 36 ÷ 9 12. 35 − (16 + 11)

Draw a line to match the expression with the words.

© Houghton Mifflin Harcourt Publishing Company

13. Fred catches 25 fish. Then he releases • • 3 × (15 − 6)

10 fish and catches 8 more.
• 15 − 6
Nick has 25 pens. He gives 10 pens to •
one friend and 8 pens to another friend.
• 25 − (10 + 8)
Jan catches 15 fish and lets 6 fish go. •

Libby catches 15 fish and lets 6 fish go • • (25 − 10) + 8

for three days in a row.
Chapter 1 • Lesson 10 63
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the rule and the table for 14–15.
Aquarium Fish
14.
MATHEMATICAL
PRACTICE 4
Write an Expression Length
Type of Fish (in inches)
to represent the total number of lemon
tetras that could be in a 20-gallon aquarium. Lemon Tetra 2
Strawberry Tetra 3
Giant Danio 5
15. SMARTER There are tiger
Tiger Barb 3
barbs in a 15-gallon aquarium
Swordtail 5
and giant danios in a 30-gallon
aquarium. Write a numerical ▲ The rule for the number of fish in
expression to represent the an aquarium is to allow 1 gallon
greatest total number of fish of water for each inch of length.

that could be in both aquariums.

WRITE Math
t Show Your Work

16. DEEPER Write a word problem for an

expression that is three times as great as
(15 + 7). Then write the expression.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Juniors Bildarchiv/Alamy
17. SMARTER Daniel bought 30 tokens when
he arrived at the festival. He won 8 more
tokens for getting the highest score at the
basketball contest, but lost 6 tokens at the ring
toss game. Write an expression to find the
number of tokens Daniel has left.

64
 Practice and Homework
Name
Lesson 1.10
Numerical Expressions
COMMON CORE STANDARD—5.OA.A.1,
5.OA.A.2 Write and interpret numerical
expressions.
Write an expression to match the words.
1. Ethan collected 16 seashells. He lost 4 of them 2. Yasmine bought 4 bracelets. Each
while walking home. bracelet cost $3.

16 − 4

3. Amani did 10 jumping jacks. Then she did 4. Darryl has a board that is 8 feet long. He
7 more. cuts it into pieces that are each 2 feet long.

Write words to match the expression.

5. 3 + (4 × 12) 6. 36 ÷ 4 7. 24 − (6 + 3)

Problem
Problem Solving
Solving

8. Kylie has 14 polished stones. Her friend 9. Rashad had 25 stamps. He shared them equally
gives her 6 more stones. Write an among himself and 4 friends. Then Rashad found
expression to match the words. 2 more stamps in his pocket. Write an expression
to match the words.

_______
© Houghton Mifflin Harcourt Publishing Company

_______

10. WRITE Math Write a numerical expression. Then write words to

match the expression.

Chapter 1 65
Lesson Check (5.OA.A.1)
1. Jenna bought 3 packs of bottled water, 2. Stephen had 24 miniature cars. He gave
with 8 bottles in each pack. Then she 4 cars to his brother. Then he passed the
gave 6 bottles away. Write an expression rest of the cars out equally among 4 of
to match the words. his friends. Which operation would you use
to represent the first part of this situation?

Spiral Review (5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6)

3. To find 36 + 29 + 14, Joshua rewrote the 4. There are 6 baskets on the table. Each
expression as 36 + 14 + 29. What property did basket has 144 crayons in it. How many
Joshua use to rewrite the expression? crayons are there?

5. Mr. Anderson wrote (7 × 9) × 103 on the board. 6. Barbara mixes 54 ounces of granola and
What is the value of that expression? 36 ounces of raisins. She divides the mixture © Houghton Mifflin Harcourt Publishing Company
into 6-ounce servings. How many servings does
she make?

FOR MORE PRACTICE

GO TO THE
66 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.11
Evaluate Numerical Expressions
Essential Question In what order must operations be evaluated to Operations and Algebraic
find the solution to a problem? Thinking—5.OA.A.1
MATHEMATICAL PRACTICES
connect Remember that a numerical expression is MP2, MP3, MP4
a mathematical phrase that uses only numbers
and operation symbols. Order of Operations
1. Perform operations in parentheses.
(5 − 2) × 7 72 ÷ 9 + 16 (24 − 15) + 32 2. Multiply and divide from left to right.
3. Add and subtract from left to right.
To evaluate, or find the value of, a numerical expression
with more than one type of operation, you must follow rules
called the order of operations. The order of operations tells
you in what order you should evaluate an expression.

Unlock
Unlock the
the Problem
Problem

A bread recipe calls for 4 cups of wheat flour and 2 cups of rye flour.
To triple the recipe, how many cups of flour are needed in all?

Evaluate 3 × 4 + 3 × 2 to find the total number of cups.

A Gabriela did not follow the order of B Follow the order of operations
operations correctly. by multiplying first and then adding.

Gabriela Name______

3 x 4 + 3 x 2 First, I added. 3x4+3x2

3x7x2 Then, I multiplied.

42
© Houghton Mifflin Harcourt Publishing Company

Explain why Gabriela’s answer is not correct. So, _ cups of flour are needed.

Chapter 1 67
Evaluate Expressions with Parentheses To evaluate an expression
with parentheses, follow the order of operations. Perform the operations in
parentheses first. Multiply from left to right. Then add and subtract from left
to right.

Example
Each batch of granola Lena makes uses 3 cups of oats, 1 cup
of raisins, and 2 cups of nuts. Lena wants to make 5 batches
of granola. How many cups of oats, raisins, and nuts will she
need in all?

Write the expression. 5 × (3 + 1 + 2)

First, perform the operations in parentheses. 5 × (_)

Then multiply. _
So, Lena will use _ cups of oats, raisins, and nuts in all.

• MATHEMATICAL
PRACTICE 2
Reason Quantitatively What if Lena makes 4 batches?
Will this change the numerical expression? Explain.

Try This! Rewrite the expression with parentheses to equal the given value.

A 6 + 12 × 8 − 3; value: 141
• Evaluate the expression • Use order of operations to check your work.
without the parentheses. __
6 + 12 × 8 − 3
• Try placing the parentheses in the
expression so the value is 141.

Think: Will the placement of the parentheses

increase or decrease the value of the expression? © Houghton Mifflin Harcourt Publishing Company

B 5 + 28 ÷ 7 − 4; value: 11
• Evaluate the expression • Use order of operations to check your work.
without the parentheses. __
5 + 28 ÷ 7 − 4
• Try placing the parentheses in the
expression so that the value is 11.

Think: Will the placement of the parentheses

increase or decrease the value of the expression?

68
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Evaluate the numerical expression.

1. 10 + 36 ÷ 9 2. 10 + (25 − 10) ÷ 5 3. 9 − (3 × 2) + 8

Think: I need to divide first.

_ _ _
Math MATHEMATICAL PRACTICES 3
Talk
Raina evaluated the expression
5 × 2 + 2 by adding first and
On
On Your
Your Own
Own then multiplying. Will her
answer be correct? Apply the
order of operations.
Evaluate the numerical expression.

4. (4 + 49) − 4 × 10 5. 5 + 17 − 100 ÷ 5 6. 36 − (8 + 5) 7. 125 − (68 + 7)

_ _ _ _
Rewrite the expression with parentheses to equal the given value.

8. 100 − 30 ÷ 5 9. 12 + 17 − 3 × 2 10. 9 + 5 ÷ 5 + 2
value: 14 value: 23 value: 2

___ ___ ___

11. SMARTEREach pitcher of power smoothie that Ginger makes

has 2 scoops of pineapple, 3 scoops of strawberries, 1 scoop of
spinach, and 1 scoop of kale. If Ginger makes 7 pitchers of power
smoothies, how many scoops will she use in all? Write and evaluate
a numerical expression containing parentheses.
© Houghton Mifflin Harcourt Publishing Company

12.
MATHEMATICAL
PRACTICE 2 Reason Abstractly The value of 100 − 30 ÷ 5 with
parentheses can have a value of 14 or 94. Explain.

Chapter 1 • Lesson 11 69
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

13. DEEPER A movie theater has 4 groups of seats. The largest back
group of seats, in the middle, has 20 rows, with 20 seats in each
row. There are 2 smaller groups of seats on the sides, each with
20 rows and 6 seats in each row. A group of seats in the back
has 5 rows, with 30 seats in each row. How many seats are in

side

side
middle
the movie theater?

a. What do you need to know?

b. What operation can you use to find the number of seats in the back

group of seats? Write the expression.

c. What operation can you use to find the number of seats in both groups
of side seats? Write the expression.

d. What operation can you use to find the number of seats in the middle group?
Write the expression.

e. Write an expression to represent the total f. How many seats are in the theater? Show the
number of seats in the theater. steps you use to solve the problem.

14. SMARTER 15. SMARTER Rosalie evaluates the

© Houghton Mifflin Harcourt Publishing Company

Write and evaluate two numerical expression 4 + 5 × 2 – 1.

equivalent numerical add
expressions that show
the Distributive Property Rosalie’s first step should be to subtract .
of Multiplication.
multiply

70
 Practice and Homework
Name
Lesson 1.11
Evaluate Numerical Expressions
COMMON CORE STANDARD—5.OA.A.1
Write and interpret numerical expressions.

Evaluate the numerical expression.

1. 24 3 5 2 41 2. (32 2 20) 4 4 3. 16 4 (2 1 6) 4. 27 1 5 3 6
120 2 41

79 _
__ ___ ___ ___

Rewrite the expression with parentheses to equal the given value.

5. 3 3 4 2 1 1 2 6. 2 3 6 4 2 1 1 7. 5 1 3 3 2 2 6

value: 11 value: 4 value: 10

Problem
Problem Solving
Solving

8. Sandy has several pitchers to hold lemonade 9. At the bake sale, Jonah sold 4 cakes for $8 each
for the school bake sale. Two pitchers can hold and 36 muffins for $2 each. What was the total
64 ounces each, and four pitchers can hold amount, in dollars, that Jonah received from
48 ounces each. How many total ounces can these sales?
Sandy’s pitchers hold?

_______ _______
© Houghton Mifflin Harcourt Publishing Company

10. WRITE Math Give two examples that show how using
parentheses can change the order in which operations are
performed in an expression.

Chapter 1 71
Lesson Check (5.OA.A.1)
1. What is the value of the expression 2. Lannie ordered 12 copies of the same book for
4 3 (4 2 2) 1 6? his book club members. The books cost $19
each, and the order has a $15 shipping charge.
What is the total cost of Lannie’s order?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6)

3. A small company packs 12 jars of jelly into each 4. June has 42 sports books, 85 mystery books,
of 110 boxes to bring to the farmers’ market. and 69 nature books. She arranges her books
How many jars of jelly does the company pack equally on 7 shelves. How many books are on
in all? each shelf?

5. Last year, a widget factory produced one 6. A company has 3 divisions. Last year, each
million, twelve thousand, sixty widgets. What is division earned a profit of $5 × 105. What was © Houghton Mifflin Harcourt Publishing Company
this number written in standard form? the total profit the company earned last year?

FOR MORE PRACTICE

GO TO THE
72 Personal Math Trainer
 ALGEBRA
Name
Lesson 1.12
Grouping Symbols
Essential Question In what order must operations be evaluated to find a Operations and Algebraic
solution when there are parentheses within parentheses? Thinking—5.OA.A.1
MATHEMATICAL PRACTICES
MP2, MP4

Unlock
Unlock the
the Problem
Problem
Mary’s weekly allowance is $8 and David’s weekly
allowance is $5. Every week they each spend $2 • Underline Mary’s weekly allowance and how
much she spends.
on lunch. Write a numerical expression to show
how many weeks it will take them together to save • Circle David’s weekly allowance and how much
he spends.
enough money to buy a video game for $45.

Use parentheses and brackets to write an expression.

You can use parentheses and brackets to group

operations that go together. Operations in parentheses
and brackets are performed first.

STEP 1 Write an expression to represent how much

Mary and David save each week.

• How much money does Mary save each week? • How much money does David save each week?

Think: Each week Mary gets $8 and spends $2. Think: Each week David gets $5 and spends $2.

( __ ) ( __ )

• How much money do Mary and

David save together each week? _____

STEP 2 Write an expression to represent how many weeks it will take

Mary and David to save enough money for the video game.

• How many weeks will it take Mary and David to save enough for
a video game?

Think: I can use brackets to group operations a second time.

$45 is divided by the total amount of money saved each week.
© Houghton Mifflin Harcourt Publishing Company

__ ÷ [ _____ ]
Math MATHEMATICAL PRACTICES 4
Talk
Modeling Explain why
brackets are placed around
the part of the expression
that represents the amount
of money Mary and David
save each week.

Chapter 1 73
Evaluate Expressions with Grouping Symbols When evaluating
an expression with different grouping symbols (parentheses, brackets, and
braces), perform the operation in the innermost set of grouping symbols
first, evaluating the expression from the inside out.

Example
Juan gets $6 for his weekly allowance and spends $4 of it. His sister Tina gets
$7 for her weekly allowance and spends $3 of it. Their mother’s birthday is in
4 weeks. If they spend the same amount each week, how much money can
they save together in that time to buy her a present?

• Write the expression using parentheses and brackets. 4 × [($6 − $4) + ($7 − $3)]
• Perform the operations in the parentheses first. 4 × [_ + _]
• Next perform the operations in the brackets. 4×_
• Then multiply. _
So, Juan and Tina will be able to save __ for their mother’s
birthday present.

• MATHEMATICAL
PRACTICE 2 Connect Symbols and Words What if only Tina saves
any money? Will this change the numerical expression? Explain.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©C Squared Studios/Photodisc Green/Getty Images
Try This! Follow the order of operations.

A 4 × {[(5 − 2) × 3] + [(2 + 4) × 2]}

• Perform the operations in the parentheses. 4 × {[3 × 3] + [ _ × _ ]}

• Perform the operations in the brackets. 4 × {9 + _}

• Perform the operations in the braces. 4×_

• Multiply. _

B 32 ÷ {[(3 × 2) + 7] − [(6 − 4) + 7]}

• Perform the operations in the parentheses. 32 ÷ {[ _ + _ ] − [ _ + _ ]}

• Perform the operations in the brackets. 32 ÷ { _ − _ }

• Perform the operations in the braces. 32 ÷ _

• Divide. _
74
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Evaluate the numerical expression.

1. 12 + [(15 − 5) + (9 − 3)] 2. 5 × [(26 − 4) − (4 + 6)] 3. 36 ÷ [(18 − 10) − (8 − 6)]

12 + [10 + _ ]

12 + _

___ ___ ___

On
On Your
Your Own
Own
Evaluate the numerical expression.
4. 4 + [(16 − 4) + (12 − 9)] 5. 24 − [(10 − 7) + (16 − 9)] 6. 3 × {[(12 − 8) × 2] +
[(11 − 9) × 3]}

___ ___ ___

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
7.
MATHEMATICAL
PRACTICE 4
Use Symbols Write the expression 2 × 8 + 20 − 12 ÷ 6
with parentheses and brackets two different ways so one value is less
than 10 and the other value is greater than 50.

DEEPER
© Houghton Mifflin Harcourt Publishing Company

8. Wilma works at a bird sanctuary and stores birdseed in

plastic containers. She has 3 small containers that hold 8 pounds of
birdseed each and 6 large containers that hold 12 pounds of birdseed
each. Each container was full until she used 4 pounds of bird seed. She
wants to put some of the remaining birdseed into 30 bird feeders that
can hold 2 pounds each. How much birdseed does she have left over?
Show the expression you used to find your answer.

Chapter 1 • Lesson 12 75
 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

Unlock
Unlock the
the Problem
Problem

9. SMARTER Dan has a flower shop. Each

day he displays 24 roses. He gives away 10 and
sells the rest. Each day he displays 36 carnations.
He gives away 12 and sells the rest. What
expression can you use to find out how many
roses and carnations Dan sells in a week?

a. What information are you given?

b. What are you being asked to do?

c. What expression shows how many roses Dan sells in one day?

d. What expression shows how many carnations Dan sells in one day?

e. Write an expression to represent the total number

of roses and carnations Dan sells in one day.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©IMAGEMORE Co., Ltd./Alamy Images
f. Write the expression that shows how many

roses and carnations Dan sells in a week.

Personal Math Trainer

10. SMARTER A gift shop had 500 coloring pencils. The shop sold
3 sets of 20 coloring pencils, 6 sets of 12 coloring pencils, and 10 sets of
18 coloring pencils. Write a numerical expression to show how many
coloring pencils are left. Evaluate the numerical expression using order of
operations. Show your work.

76
 Practice and Homework
Name
Lesson 1.12
Grouping Symbols
COMMON CORE STANDARD—5.OA.A.1
Write and interpret numerical expressions.

Evaluate the numerical expression.

1. 5 × [(11 − 3) − (13 − 9)] 2. 30 − [(9 × 2) − (3 × 4)] 3. [(25 − 11) + (15 − 9)] ÷ 5

5 3 [8 2 (13 2 9)]
5 3 [8 2 4]
534

20

4. 8 ×{[(7 + 4) × 2] − [(11 − 7) × 4]} 5. {[(8 − 3) × 2] + [(5 × 6) − 5]} ÷ 5

Problem
Problem Solving
Solving
Use the information at the right for 6 and 7.

6. Write an expression to represent the total

Joan has a cafe. Each day, she bakes
number of muffins and bagels Joan sells
24 muffins. She gives away 3 and sells the
in 5 days.
rest. Each day, she also bakes 36 bagels. She gives
away 4 and sells the rest.

7. Evaluate the expression to find the total number

© Houghton Mifflin Harcourt Publishing Company

of muffins and bagels Joan sells in 5 days.

8. WRITE Math Explain how to use grouping symbols to organize

information appropriately.

Chapter 1 77
Lesson Check (5.OA.A.1)
1. What is the value of the expression? 2. Find the value of the following expression.

30 + [(6 ÷ 3) + (3 + 4)] [(17 − 9) × (3 × 2)] ÷ 2

Spiral Review (5.OA.A.2, 5.NBT.A.1, 5.NBT.B.5)

__
1
3. What is 10 of 200? 4. The Park family is staying at a hotel near an
amusement park for 3 nights. The hotel costs
$129 per night. How much will their 3-night stay
in the hotel cost?

5. Vidal bought 2 pizzas and cut each into 6. What is the value of the underlined digit in
8 slices. He and his friends ate 10 slices. 783,549,201?
Write an expression to match the words.
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
78 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 1 Review/Test Online Assessment
and Intervention

1. Find the property that each equation shows.

Write the equation in the correct box.

15 × (7 × 9) = (15 × 7) × 9 23 + 4 + 109 = 4 + 23 + 109

13 + (3 + 7) = (13 + 3) + 7 87 × 3 = 3 × 87

1×9=9 0 + 16 = 16

Identity Property of Commutative Property Identity Property of

Addition of Multiplication Multiplication

Associative Property of Commutative Property Associative Property of

Multiplication of Addition Addition

2. For 2a–2d, select True or False for each statement.

1 of 17
2a. 170 is __ True False
10
2b. 660 is 10 times as much as 600 True False
1 of 9,000
2c. 900 is __ True False
10
© Houghton Mifflin Harcourt Publishing Company

2d. 4,400 is 10 times as much as 440 True False

Assessment Options
Chapter Test
Chapter 1 79
3. Select other ways to write 700,562. Mark all that apply.

A (7 × 100,000) + ( 5 × 1,000 ) + (6 × 10) + ( 2 × 1 )

B seven hundred thousand, five hundred sixty-two

C 700,000 + 500 + 60 + 2

D 7 hundred thousands + 5 hundreds + 62 tens

4. Carrie has 140 coins. She has 10 times as many coins as she had last
month. How many coins did Carrie have last month?

__ coins

5. Valerie earns $24 per hour. Which expression can be used to show how
much money she earns in 7 hours?

A (7 + 20) + (7 + 4)

B (7 × 20) + (7 × 4)

C (7 + 20) × (7 + 4)

D (7 × 20) × (7 × 4)

6. The table shows the equations Ms. Valez discussed in math class today.

Equations

6 × 100 = 6

6 × 101 = 60

6 × 102 = 600

6 × 103 = 6,000

Explain the pattern of zeros in the product when multiplying

by powers of 10.
© Houghton Mifflin Harcourt Publishing Company

80
 Name
7. It is 3,452 miles round trip to Craig’s aunt’s house. If he travels to her
house 3 times this year, how many miles did he travel in all?

__ miles

8. Lindsey earns $33 per day at her part-time job. Complete the table to
show the total amount Lindsey earns.
Lindsey’s Earnings

Number of Days Total Amount

14

Personal Math Trainer

9. SMARTER Jackie followed these steps to evaluate the
expression 15 − (37 + 8) ÷ 3.

37 + 8 = 45

45 −15 = 30

30 ÷ 3 = 10

Mark looks at Jackie’s work and says she made a mistake. He says she
should have divided by 3 before she subtracted.

Part A

Which student is correct? Explain how you know.

© Houghton Mifflin Harcourt Publishing Company

Part B

Evaluate the expression.

Chapter 1 81
10. Carmine buys 8 plates for $1 each. He also buys 4 bowls. Each bowl
costs twice as much as each plate. The store is having a sale that gives
Carmine $3 off the bowls. Which numerical expression shows
how much he spent?

A (8 × 1) + [(4 × 16) − 3]

B (8 × 1 ) + [4 × (16 − 3)]

C (8 × 1 ) + [(4 × 2) − 3]

D (8 × 4 ) + [(4 × 2) − 3]

11. Evaluate the numerical expression.

2 + (65 + 7) × 3 =

12. An adult elephant eats about 300 pounds of food each day. Write an
expression to represent the number of pounds of food a herd of
12 elephants eat in 5 days.

13. Jason is solving a homework problem.

Arianna buys 5 boxes of granola bars. Each box contains

12 granola bars. Arianna eats 4 bars.

Jason writes a numerical expression to represent the situation.

His expression, (12 – 4) × 5, has a mistake.

Part A

Explain Jason’s mistake.

© Houghton Mifflin Harcourt Publishing Company

Part B

Write an expression to show how many granola bars are left, and then
solve it.

82
 Name
14. Paula collected 75 stickers. She shares her stickers with 5 of her friends
equally. How many stickers will each friend get?

Part A

Use the array to show your answer.

Part B

Use the multiplication sentence to complete the division sentence.

5× = 75 75 ÷ 5 =

15. DEEPER Mario is making dinner for 9 people. Mario buys

6 containers of soup. Each container is 18 ounces. If everyone gets the
same amount of soup, how much soup will each person get? How can
you solve a simpler problem to help you find the solution?

16. Jill wants to find the quotient. Use multiplication and the Distributive
Property to help Jill find the quotient.

144 ÷ 8 =

Multiplication
© Houghton Mifflin Harcourt Publishing Company

Distributive Property

17. If Jeannie eats 1,840 calories a day, how many calories will she have
eaten after 182 days?

__ calories

Chapter 1 83
18. There are 8 teachers going to the science museum. If each teacher pays
$15 to get inside, how much did the teachers pay?

$ __

19. Select other ways to write 50,897. Mark all that apply.

A (5 × 10,000) + (8 × 100) + (9 × 10) + (7 × 1)

B 50,000 + 800 + 90 + 7

C 5,000 + 800 + 90 + 7

D fifty thousand, eight hundred ninety-seven

20. For numbers 20a–20b, select True or False.

20a. 55 − (12 + 2), value: 41 True False

20b. 25 + (14 − 4) ÷ 5, value: 27 True False

21. Tara bought 2 bottles of juice a day for 15 days. On the 16th day,
Tara bought 7 bottles of juice.

Write an expression that matches the words.

22. Select other ways to express 102. Mark all that apply.

A 20

B 100

C 10 + 2

D 10 × 2

E 10 + 10
© Houghton Mifflin Harcourt Publishing Company

F 10 × 10

84
 2
Chapter
Divide Whole Numbers
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name

Meaning of Division Use counters to solve. (3.OA.A.2)

1. Divide 18 counters into 3 equal 2. Divide 21 counters into

groups. How many counters are 7 equal groups. How many
in each group? counters are in each group?

_ counters _ counters

Multiply 3-Digit and 4-Digit Numbers Multiply. (4.NBT.B.5)

3. 321 4. 518 5. 4,092 6. 8,264

×
__ 4 ×
__ 7 ×
__6 ×
__ 9

Estimate with 1-Digit Divisors Estimate the quotient. (4.NBT.B.6)

7. 2qw
312 8. 4qw
189 9. 6qw
603 10. 3qw
1,788

Math in the
© Houghton Mifflin Harcourt Publishing Company

The height of the Gateway Arch shown on the Missouri

quarter is 630 feet, or 7,560 inches. Find how many 4-inch
stacks of quarters make up the height of the Gateway Arch.
If there are 58 quarters in a 4-inch stack, how many quarters
high is the arch?

Chapter 2 85
 Voca bula ry Builder

Visualize It
Review Words
Complete the Flow Map using the words with a ✓.
compatible numbers
Inverse Operations
Multiplication ✓ dividend
✓ divisor
factor estimate
× =
4 3 12 ✓ factor
partial quotients
✓ product
Division ✓ quotient
remainder
÷ =
12 3 4

Understand Vocabulary
Use the review words to complete each sentence.

1. You can ____ to find a number that is close

to the exact amount.

2. Numbers that are easy to compute with mentally are called

____ .

3. The ____ is the amount left over when

a number cannot be divided evenly.

4. A method of dividing in which multiples of the divisor are

subtracted from the dividend and then the quotients are

added together is called ____ . © Houghton Mifflin Harcourt Publishing Company

5. The number that is to be divided in a division problem is the

____ .

6. The ____ is the number, not including the

remainder, that results from dividing.

™Interactive Student Edition

86 ™Multimedia eGlossary
Chapter 2 Vocabulary

compatible numbers dividend

números compatibles dividendo

7 18

divisor factor

divisor factor
19 27

partial quotient product

cociente parcial producto

47 54

quotient remainder

cociente residuo
57 59
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The number that is to be divided in a division
problem
Numbers that are easy to compute with
Example: 36 ÷ 6 or 6 
36 mentally

dividend
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number multiplied by another number to
find a product The number that divides the dividend

Example: 46 × 3 = 138 Example: 15 ÷ 3 or 3 

15

divisor
factors

A method of dividing in which multiples of

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

the divisor are subtracted from the dividend

The answer to a multiplication problem and then the quotients are added together
partial quotients
5 
125
Example: 3 × 15 = 45 Example: –50 10 × 5 10
75
–50 10 × 5 10
product 25
–25 5 × 5 +5
0 25

The amount left over when a number cannot

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

be divided equally The number that results from dividing

102 r2 remainder
Example: 6 
614 Example: 8 ÷ 4 = 2
–6
01
–0
14 quotient
–12
2 remainder
 Going Places with Words Game
Game

Matchup Word Box

compatible
numbers
dividend
For 2–3 players divisor
factor
Materials
• 1 set of word cards
partial quotient
product
How to Play quotient
1. Put the cards face-down in rows. Take turns to play.
remainder
2. Choose two cards and turn them over.
• If the cards show a word and its meaning, it’s a match.
Keep the pair and take another turn.
• If the cards do not match, turn them over again.
3. The game is over when all cards have been matched.
The players count their pairs. The player with the
most pairs wins.
Image Credits: ©Corbis
© Houghton Mifflin Harcourt Publishing Company

Chapter 2 86A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Describe a situation in which you might use compatible numbers to estimate.
• Write a paragraph that uses at least three of these words.
dividend divisor quotient remainder
• Megan has $340 to spend on party favors for 16 guests. Tell how Megan can
use partial quotients to figure out how much she can spend on each guest.
• A hiker wants to travel the same number of miles each day to complete a
128-mile trail. Explain and illustrate two different options for completing
the trail. Draw your picture on another sheet of paper.

Image Credits: ©Corbis

© Houghton Mifflin Harcourt Publishing Company

86B
 Name
Lesson 2.1
Place the First Digit Number and Operations
Essential Question How can you tell where to place the first digit in Base Ten—5.NBT.B.6
of a quotient without dividing? MATHEMATICAL PRACTICES
MP1, MP4, MP6

Unlock
Unlock the
the Problem
Problem
Tania has 8 purple daisies. In all, she counts 128
petals on her flowers. If each flower has the same • Underline the sentence that tells you
what you are trying to find.
number of petals, how many petals are on
• Circle the numbers you need to use.
one flower?
• How will you use these numbers to solve the
problem?

Divide. 128 4 8

STEP 1 Use an estimate to place the first

digit in the quotient.

Estimate. 160 ÷ _ = _

The first digit of the quotient will be in

the __ place.

STEP 2 Divide the tens.

1 Divide. 12 tens ÷ 8
8qw
128 Multiply. 8 × 1 ten

− Subtract. 12 tens − _ tens

Check. _ tens cannot be shared
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Image Plan/Corbis

among 8 groups without regrouping.

STEP 3 Regroup any tens left as ones. Then, divide the ones.

16 Divide. 48 ones ÷ 8
8qw
128 Multiply. 8 × 6 ones

−8

− Math MATHEMATICAL PRACTICES 6

Subtract. 48 ones − _ ones Talk
Explain how estimating the
Check. _ ones cannot be
quotient helps you at both
shared among 8 groups.
the beginning and the end
of a division problem.
Since 16 is close to the estimate of _ , the answer is reasonable.

So, there are 16 petals on one flower.

Chapter 2 87
 Example
Divide. Use place value to place the first digit. 4,236 ÷ 5
Remember to estimate the
STEP 1 Use place value to place the first digit. quotient first.
Look at the thousands.
5qw
4,236 Estimate: 4,000 ÷ 5 = __
4 thousands cannot be shared among 5 groups
without regrouping.
Look at the hundreds.

_ hundreds can be shared among 5 groups.

The first digit is in the __ place.

STEP 2 Divide the hundreds.

8 Divide. _ hundreds ÷ _
5qw
4,236
Multiply. _ × _ hundreds
−

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (purple flower) ©C Squared Studios/Photodisc/Getty Images (daisy) ©PhotoDisc/Getty Images
Subtract. _ hundreds − _ hundreds

Check. _ hundreds cannot be shared among

5 groups without regrouping.

STEP 3 Divide the tens.

84 Divide.
5qw
4,236
−40 Multiply.
23
−20 Subtract.
3
Check.

STEP 4 Divide the ones.

847 Divide.
5qw
4,236
−4 0 Multiply.
23
−20 Subtract.
36
−35
Check.
1

Math MATHEMATICAL PRACTICES 6

So, 4,236 ÷ 5 is ___ r_.
Talk
Explain how you know if
your answer is reasonable.

88
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Divide.

1. 4qw
457 2. 5qw
1,035 3. 8qw
1,766

Math MATHEMATICAL PRACTICES 6

Talk
Use Math Vocabulary As
you divide, explain how you
On
On Your
Your Own
Own know when to place a zero
in the quotient.

Divide.

4. 8qw
275 5. 3qw
468 6. 4qw
3,220 7. 6qw
618

8. DEEPER Ryan earned $376 by working for 4 days. If he earned the same amount
each day, how much could he earn working 5 days?

Practice: Copy and Solve Divide.

9. 645 ÷ 8 10. 942 ÷ 6 11. 723 ÷ 7 12. 3,478 ÷ 9

13. 3,214 ÷ 5 14. 492 ÷ 4 15. 2,403 ÷ 9 16. 2,205 ÷ 6

© Houghton Mifflin Harcourt Publishing Company

17. DEEPER Will the first digit of the quotient of 2,589 ÷ 4 be in the hundreds or
the thousands place? Explain how you can decide without finding the quotient.

Chapter 2 • Lesson 1 89
 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

18.
MATHEMATICAL
PRACTICE 4 Interpret a Result Rosa has a garden divided
into sections. She has 125 daisy plants. If she plants an equal
number of the daisy plants in each of 3 sections, how many
daisy plants will be in each section? How many daisy plants
will be left over?

a. What information will you use to solve the problem?

b. How will you use division to find the number of daisy

plants left over?

c. Show the steps you use to solve the problem. d. Complete the sentences:
Estimate: 120 ÷ 3 = _
_ daisy
Rosa hasWRITE M plants.
Math
t Show Your
She putsWork
an equal
number in each

of _ sections.

Each section has _ plants. Rosa has

_ daisy plants left over.

19. SMARTER
One case can hold 3 boxes. Each box can hold 3 binders.
How many cases are needed to hold 126 binders? © Houghton Mifflin Harcourt Publishing Company

20. SMARTER For 20a–20b, choose Yes or No to indicate whether the first digit
of the quotient is in the hundreds place.

20a. 1,523 ÷ 23 Yes No

20b. 2,315 ÷ 9 Yes No

90
 Practice and Homework
Name
Lesson 2.1
Place the First Digit
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Divide.

1. 4qw
388 2. 3qw
579 3. 8qw
712 4. 9qw
204

97
4qw
388
236
28
228
0

97
___ ___ ___ ___

5. 2,117 ÷ 3 6. 520 ÷ 8 7. 1,812 ÷ 4 8. 3,476 ÷ 6

___ ___ ___ ___

Problem
Problem Solving
Solving

9. The school theater department made $2,142 on 10. Andreus made $625 mowing yards. He worked
ticket sales for the three nights of their play. The for 5 consecutive days and earned the same
department sold the same number of tickets amount of money each day. How much money
each night and each ticket cost $7. How many did Andreus earn per day?
tickets did the theater department sell each
night?
© Houghton Mifflin Harcourt Publishing Company

______ ______

11. WRITE Math Write a word problem that must be solved by using
division. Include the equation and the solution, and explain how to
place the first digit in the quotient.

Chapter 2 91
Lesson Check (5.NBT.B.6)
1. Kenny is packing cans into bags at the food 2. Liz polishes rings for a jeweler. She can polish
bank. He can pack 8 cans into each bag. How 9 rings per hour. How many hours
many bags will Kenny need for 1,056 cans? will it take her to polish 315 rings?

Spiral Review (5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6)

3. Fiona uses 256 fluid ounces of juice to make 4. Len wants to write the number 100,000 using
1 bowl of punch. How many fluid ounces of a base of 10 and an exponent. What number
juice will she use to make 3 bowls of punch? should he use as the exponent?

5. A family pass to the amusement park costs $54. 6. Gary is catering a picnic. There will be
Using the Distributive Property, write an 118 guests at the picnic, and he wants each
expression that can be used to find the cost in guest to have a 12-ounce serving of salad.
dollars of 8 family passes. How much salad should he make?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
92 Personal Math Trainer
 Name
Lesson 2.2
Divide by 1-Digit Divisors Number and Operations in Base
Ten—5.NBT.B.6
Essential Question How do you solve and check division problems?
MATHEMATICAL PRACTICES
MP1, MP2, MP8

Unlock
Unlock the
the Problem
Problem
Jenna’s family is planning a trip to Oceanside,
California. They will begin their trip in Scranton, • Underline the sentence that tells you
what you are trying to find.
Pennsylvania, and will travel 2,754 miles over
9 days. If the family travels an equal number of • Circle the numbers you need to use.
miles every day, how far will they travel each day?

Divide. 2,754 ÷ 9

STEP 1

Use an estimate to place the first digit

in the quotient.

Estimate. 2,700 ÷ 9 = ___ 9 2, 7 5 4

The first digit of the quotient is in –
the ___ place.
–
STEP 2

Divide the hundreds. –

STEP 3

Divide the tens.

STEP 4

Divide the ones.

Since ___ is close to the estimate of ___ ,

© Houghton Mifflin Harcourt Publishing Company

the answer is reasonable.

So, Jenna’s family will travel ___ miles each day.

Math MATHEMATICAL PRACTICES 2

Talk
Reasoning Explain how you
know the quotient is 306
and not 36.

Chapter 2 93
connect Division and multiplication are inverse operations. Inverse
operations are opposite operations that undo each other. You can
use multiplication to check your answer to a division problem.

Example Divide. Check your answer.

To check your answer to a division problem, multiply the

quotient by the divisor. If there is a remainder, add it to the
product. The result should equal the dividend.

102 r2 102 quotient

6qw
614 × 6 divisor
–6
01
+ 2 remainder
–0
14 dividend
–12
2

Since the result of the check is equal to the dividend,

the division is correct.

So, 614 ÷ 6 is __.

You can use what you know about checking division to find an
unknown value.

Try This! Find the unknown number by finding the value of

n in the related equation.

A
63 B 125 r
7qw 6qw
752

n = 7 × 63 752 5 6 3 125 1 n

dividend divisor quotient dividend divisor quotient remainder

© Houghton Mifflin Harcourt Publishing Company

Multiply the divisor and the quotient. Multiply the divisor and the quotient.

752 = 750 + n
n = __
Think: What number added to 750 equals 752?

n = __

94
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Divide. Check your answer.

1. 8qw
624 Check. 2. 4qw
3,220 Check. 3. 4qw
1,027 Check.

Math MATHEMATICAL PRACTICES 8

Talk
Generalize Explain how
multiplication can help you
check a quotient.
On
On Your
Your Own
Own
Divide.

4. 6qw
938 5. 4qw
762 6. 3qw
5,654 7. 8qw
475

Practice: Copy and Solve Divide.

8. 4qw
671 9. 9qw
2,023 10. 3qw
4,685 11. 8qw
948

12. 1,326 ÷ 4 13. 5,868 ÷ 6 14. 566 ÷ 3 15. 3,283 ÷ 9

MATHEMATICAL
2 Use Reasoning
© Houghton Mifflin Harcourt Publishing Company

PRACTICE Algebra Find the value of n in each equation.

Write what n represents in the related division problem.

16. n = 4 × 58 17. 589 = 7 × 84 + n 18. n = 5 × 67 + 3

n = ___ n = ___ n = ___

Chapter 2 • Lesson 2 95
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 19–21.

19. If the Welcome gold nugget were turned into 3

equal-sized gold bricks, how many troy ounces would
Large Gold Nuggets Found
each brick weigh?
Name Weight Location
Welcome Stranger 2,284 troy ounces Australia
Welcome
lcome 2,217 troy ounces Australia
20. Pose a Problem Look back at Problem 19. Write a Willard
lard 788 tr
troy ounces California
similar problem by changing the nugget and the number
of bricks. Then solve the problem.

WRITE Math
t Show Your Work

21. DEEPER Suppose the Willard gold nugget was

turned into 4 equal-sized gold bricks. If one of the bricks
was sold, how many troy ounces of the Willard nugget
would be left?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Creativ Studio Heinemann/Westend61/Corbis
22. SMARTER There are 246 students going
on a field trip to pan for gold. If they are going
in vans that hold 9 students each, how many
vans are needed? How many students will ride
in the van that isn’t full?

23. SMARTER Lily's teacher wrote the division problem on the board.
Using the vocabulary box, label the parts of the division problem. Then, using
the vocabulary, explain how Lily can check whether her teacher's quotient is correct.

quotient divisor dividend

82
9qw
738
96
 Practice and Homework
Name
Lesson 2.2
Divide by 1-Digit Divisors
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
Divide. numbers and with decimals to hundredths.

1. 4qw
724 2. 5qw
312 3. 278 ÷ 2 4. 336 ÷ 7

181
4qw
724
−4
32
−32
04
− 4
0

181
___ ___ ___ ___

Find the value of n in each equation. Write what n represents

in the related division problem.
5. n = 3 × 45 6. 643 = 4 × 160 + n 7. n = 6 × 35 + 4

____ ____ ____

Problem
Problem Solving
Solving

8. Randy has 128 ounces of dog food. He feeds his 9. Angelina bought a 64-ounce can of lemonade
dog 8 ounces of food each day. How many days mix. She uses 4 ounces of mix for each pitcher of
will the dog food last? lemonade. How many pitchers of lemonade can
Angelina make from the can of mix?
© Houghton Mifflin Harcourt Publishing Company

______ ______

10. WRITE Math Use a map to plan a trip in the United States. Find the
number of miles between your current location and your destination, and
divide the mileage by the number of days or hours that you wish to travel.

Chapter 2 97
Lesson Check (5.NBT.B.6)
1. A color printer will print 8 pages per minute. 2. A postcard collector has 1,230 postcards.
How many minutes will it take to print a report If she displays them on pages that hold
that has 136 pages? 6 cards each, how many pages does she need?

Spiral Review (5.NBT.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. Francis is buying a stereo system for $196. 4. A bakery bakes 184 loaves of bread in 4 hours.
She wants to pay for it in four equal monthly How many loaves does the bakery bake in
installments. What is the amount she will pay 1 hour?
each month?

5. Marvin collects trading cards. He stores 6. What is the value of the digit 7 in 870,541?
them in boxes that hold 235 cards each.
If Marvin has 4 boxes full of cards, how many
cards does he have in his collection? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
98 Personal Math Trainer
 Lesson 2.3
Name
Division with 2-Digit Divisors Number and Operations in Base
Essential Question How can you use base-ten blocks to model and Ten—5.NBT.B.6
understand division of whole numbers? MATHEMATICAL PRACTICES
MP1, MP3, MP4, MP6

Hands
On
Investigate
Investigate
Materials ■ base-ten blocks
There are 156 students in the Carville Middle School chorus. The
music director wants the students to stand with 12 students in each
row for the next concert. How many rows will there be?

A. Use base-ten blocks to model the dividend, 156.

B. Place 2 tens below the hundred to form a rectangle. How many

groups of 12 does the rectangle show? How much of the dividend
is not shown in this rectangle?

C. Combine the remaining tens and ones into as many groups of 12

as possible. How many groups of 12 are there?

D. Place these groups of 12 on the right side of the rectangle to make

a larger rectangle.

E. The final rectangle shows _ groups of 12.

So, there will be _ rows of 12 students.

Draw Conclusions

MATHEMATICAL
1. PRACTICE 6 Explain why you still need to make groups of 12 after Step B.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
2. PRACTICE 6 Describe how you can use base-ten blocks to model the quotient 176 ÷ 16.

Chapter 2 99
 Hands
On
Make
Make Connections
Connections
The two sets of groups of 12 that you found in the Investigate are partial 10 + 3
quotients. First you found 10 groups of 12 and then you found 3 more
groups of 12. Sometimes you may need to regroup before you can show
a partial quotient. 12

You can use a quick picture to record the partial products.

Divide. 180 ÷ 15

MODEL Use base-ten blocks. RECORD Use quick pictures.

STEP 1 Model the dividend, 180, as 1 hundred 8 tens.

Model the first partial quotient by making a

rectangle with the hundred and 5 tens. In the Record
section, cross out the hundred and tens you use.

The rectangle shows _ groups of 15.

Draw the first partial quotient.
STEP 2 Additional groups of 15 cannot be made without
regrouping.

Regroup 1 ten as 10 ones. In the Record

section, cross out the regrouped ten.

There are now _ tens and _ ones.

STEP 3 Decide how many additional groups of 15 can Draw the first and second partial quotients.
be made with the remaining tens and ones. The
number of groups is the second partial quotient.

Make your rectangle larger by including these

groups of 15. In the Record section, cross out the
tens and ones you use.

There are now _ groups of 15.

So, 180 ÷ 15 is _.
Math MATHEMATICAL PRACTICES 4
Talk
Explain how your model
shows the quotient.
© Houghton Mifflin Harcourt Publishing Company

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the quick picture to divide.

+
1. 143 ÷ 13

13

100
 Name

Divide. Use base-ten blocks.

2. 168 ÷ 12 3. 154 ÷ 14 4. 187 ÷ 11

Divide. Draw a quick picture.

5. 165 ÷ 11 6. 216 ÷ 18

7. 182 ÷ 13 8. 228 ÷ 12

Math MATHEMATICAL PRACTICES 3

Talk
Compare Explain how
Exercise 7 is different from
Exercises 6 and 8.
© Houghton Mifflin Harcourt Publishing Company

9. DEEPER On Monday, the Mars rover traveled 330 cm. On Tuesday, it

traveled 180 cm. If the rover stopped every 15 cm to recharge, how many
more times did it need to recharge on Monday than on Tuesday?

Chapter 2 • Lesson 3 101

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Pony Express
The Pony Express used men riding horses to deliver mail
between St. Joseph, Missouri, and Sacramento, California, from
April, 1860 to October, 1861. The trail between the cities was
approximately 2,000 miles long. The first trip from St. Joseph to
Sacramento took 9 days 23 hours. The first trip from Sacramento
to St. Joseph took 11 days 12 hours.
Solve.

10. SMARTERTwo Pony Express riders

each rode part of a 176-mile trip. Each
rider rode the same number of miles. They
changed horses every 11 miles. How many
horses did each rider use?

11. DEEPER Suppose a Pony Express rider was paid $192

for 12 weeks of work. If he was paid the same amount each
week, how much was he paid for 3 weeks of work?

12.
MATHEMATICAL
PRACTICE 1 Analyze Suppose three riders 13. SMARTER Suppose it took 19 riders
rode a total of 240 miles. If they used a total a total of 11 days 21 hours to ride from
of 16 horses, and rode each horse the same St. Joseph to Sacramento. If they all rode the
number of miles, how many miles did they same number of hours, how many hours did
ride before replacing each horse? each rider ride?

© Houghton Mifflin Harcourt Publishing Company (tr) ©Leonard de Selva/Corbis

Personal Math Trainer

14. SMARTER Scientists collect 144 rock samples.
The samples will be divided among 12 teams of
scientists for analysis. Draw a quick picture to show
how the samples can be divided among the 12 teams.

102
 Practice and Homework
Name
Lesson 2.3
Division with 2-Digit Divisors
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use the quick picture to divide.
11
1. 132 4 12 5 _ 2. 168 4 14 5 _

10 1 1B B
12 14

Divide. Draw a quick picture.

3. 192 4 16 5 _ 4. 169 4 13 5 _

Problem
Problem Solving
Solving
5. There are 182 seats in a theater. The seats are 6. There are 156 students at summer camp. The
evenly divided into 13 rows. How many seats are camp has 13 cabins. An equal number of
in each row? students sleep in each cabin. How many students
sleep in each cabin?
© Houghton Mifflin Harcourt Publishing Company

7. WRITE Math Write a division problem that has a 3-digit dividend

and a divisor between 10 and 20. Show how to solve it by drawing a
quick picture.

Chapter 2 103
Lesson Check (5.NBT.B.6)
1. There are 198 students in the soccer league. 2. Jason earned $187 for 17 hours of work.
There are 11 players on each soccer team. How How much did Jason earn per hour?
many soccer teams are there?

Spiral Review (5.OA.A.2, 5.NBT.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. What is the number written in standard form: six 4. What is the following sentence written as an
million, seven hundred thousand, twenty? expression? “Add the product of 3 and 6 to 4.”

5. To transport 228 people to an island, the island 6. Isabella sells 36 tickets to the school talent
ferry makes 6 different trips. On each trip, show. Each ticket costs $14. How much money
the ferry carries the same number of people. does Isabella collect for the tickets she sells?
How many people does the ferry transport on © Houghton Mifflin Harcourt Publishing Company

each trip?

FOR MORE PRACTICE

GO TO THE
104 Personal Math Trainer
 Lesson 2.4
Name
Partial Quotients Number and Operations in Base
Essential Question How can you use partial quotients Ten—5.NBT.B.6
to divide by 2-digit divisors? MATHEMATICAL PRACTICES
MP1, MP3, MP8

Unlock
Unlock the
the Problem
Problem
People in the United States eat about 23 pounds of
pizza per person every year. If you ate that much • Rewrite in one sentence the problem you are
asked to solve.
pizza each year, how many years would it take you
to eat 775 pounds of pizza?

Divide by using partial quotients.

775 ÷ 23

STEP 1 COMPLETE THE DIVISION PROBLEM.

Subtract multiples of the divisor from

the dividend until the remaining 23qw
775
number is less than the multiple. The − 10 × 23 10
easiest partial quotients to use are
multiples of 10.
545

STEP 2

Subtract smaller multiples of the

divisor until the remaining number
is less than the divisor. Then add
the partial quotients to find the
quotient.

775 ÷ 23 is _ r _.
© Houghton Mifflin Harcourt Publishing Company

So, it would take you more than 33 years to eat

775 pounds of pizza. Depending on the question, a
remainder may or may not be
used in answering the question.
Sometimes the quotient is
adjusted based on the remainder.

Chapter 2 105
 Example
Myles is helping his father with the supply order for his pizza
shop. For next week, the shop will need 1,450 ounces of
mozzarella cheese. Each package of cheese weighs
32 ounces. Complete Myles’s work to find how many
packages of mozzarella cheese he needs to order.

32qw
1,450
– 320 _ × 32
1,130
– 320 _ × 32
810
– 320 _ × 32
490
–320 _ × 32
170
–160 _ × 32 +
10
Math MATHEMATICAL PRACTICES 8
1,450 ÷ 32 is _ r _. Talk

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Steve Mason/Photodisc/Getty Images
Generalize What does the
So, he needs to order _ packages of mozzarella cheese. remainder represent? Explain
how a remainder will affect
your answer.
Try This! Use different partial quotients to solve
the problem above.

32qw
1,450

Using different multiples of the

divisor to find partial quotients
provides many ways to solve a
division problem. Some ways
are quicker, but all result in the
same answer.

106
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Divide. Use partial quotients.

1. 18qw
648 2. 62qw
3,186 3. 858 ÷ 57

Math MATHEMATICAL PRACTICES 8

Talk
Generalize Explain what
the greatest possible whole-
number remainder is if you
On
On Your
Your Own
Own divide any number by 23.

Divide. Use partial quotients.

4. 73qw
584 5. 51qw
1,831 6. 82qw
2,964

7. 892 ÷ 26 8. 1,056 ÷ 48 9. 2,950 ÷ 67

Practice: Copy and Solve Divide. Use partial quotients.

10. 653 ÷ 42 11. 946 ÷ 78 12. 412 ÷ 18 13. 871 ÷ 87

14. 1,544 ÷ 34 15. 2,548 ÷ 52 16. 2,740 ÷ 83 17. 4,135 ÷ 66

© Houghton Mifflin Harcourt Publishing Company

18. DEEPER The 5th grade is having a picnic this Friday. There will be
182 students and 274 adults. Each table seats 12 people. How many
tables are needed?

Chapter 2 • Lesson 4 107

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 19–22.
h person
Each year eac s about…
at
19. How many years would it take for a person in the U.S. e
f popcorn
in the United States to eat 855 pounds of apples? •68 quarts o
f bread
•53 pounds o
f apples
•19 pounds o
f turkey
•14 pounds o
20. How many years would it take for a person in the
United States to eat 1,120 pounds of turkey?

21. DEEPER If 6 people in the United States each eat

the average amount of popcorn for 5 years, how many
quarts of popcorn will they eat?

22.
MATHEMATICAL
PRACTICE 1 Make Sense of Problems In the United States, a
person eats more than 40,000 pounds of bread in a lifetime if
he or she lives to be 80 years old. Does this statement make
sense, or is it nonsense? Explain.

23. SMARTER In a study, 9 people ate a total of 1,566 pounds

of potatoes in 2 years. If each person ate the same amount each year,
how many pounds of potatoes did each person eat in 1 year?

24. SMARTERNyree divided 495 by 24 using

partial quotients. Find the quotient and remainder.
© Houghton Mifflin Harcourt Publishing Company

Explain your answer using numbers and words.

24qw
495

108
 Practice and Homework
Name
Lesson 2.4
Partial Quotients
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Divide. Use partial quotients.
1. 18qw
236 2. 36qw
540 3. 27qw
624

18qw
236
2180 10 3 18 10
56
236 2 3 18 2
20
218 1 3 18 11
2 13

236 4 18 is 13 r2.

4. 514 4 28 5. 322 4 14 6. 715 4 25

Problem
Problem Solving
Solving

7. A factory processes 1,560 ounces of 8. A pond at a hotel holds 4,290 gallons of water.
olive oil per hour. The oil is packaged The groundskeeper drains the pond at a rate of
into 24-ounce bottles. How many bottles 78 gallons of water per hour. How long will it take
does the factory fill in one hour? to drain the pond?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain how using partial quotients to divide

is similar to using the Distributive Property to multiply.

Chapter 2 109
Lesson Check (5.NBT.B.6)
1. Yvette has 336 eggs to put into cartons. She puts 2. Ned mows a 450 square-foot garden in
one dozen eggs into each carton. How many 15 minutes. How many square feet of the
cartons does she fill? garden does he mow in one minute?

Spiral Review (5.NBT.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. Raul has 56 bouncy balls. He puts the balls into 4. Marcia uses 5 ounces of chicken stock to make
4 green gift bags. If he puts the same number of one batch of soup. She has a total of 400 ounces
balls into each bag, how many balls does he put of chicken stock. How many batches of soup
into each green bag? can Marcia make?

5. Michelle buys 13 bags of gravel for her fish 6. What is the number 4,305,012 written in
aquarium. If each bag weighs 12 pounds, how expanded notation?
many pounds of gravel did she buy? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
110 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills
1. Explain how estimating the quotient helps you place the first
digit in the quotient of a division problem. (5.NBT.B.6)

2. Explain how to use multiplication to check the answer to a

division problem. (5.NBT.B.6)

Divide. (5.NBT.B.6)

3. 633 ÷ 3 4. 487 ÷ 8 5. 1,641 ÷ 4 6. 2,765 ÷ 9

Divide. Use partial quotients. (5.NBT.B.6)

7. 156 ÷ 13 8. 318 ÷ 53 9. 1,562 ÷ 34 10. 4,024 ÷ 68

© Houghton Mifflin Harcourt Publishing Company

Chapter 2 111
11. Emma is planning a party for 128 guests. If 8 guests can be
seated at each table, how many tables will be needed for
seating at the party? (5.NBT.B.6)

12. Tickets for the basketball game cost $14 each. If the sale of the tickets
brought in $2,212, how many tickets were sold? (5.NBT.B.6)

13. Margo used 864 beads to make necklaces for the art club. She made
24 necklaces with the beads. If each necklace has the same number
of beads, how many beads did Margo use for each necklace? (5.NBT.B.6)

14. Angie needs to buy 156 candles for a party. Each package has
8 candles. How many packages should Angie buy? (5.NBT.B.6)

15. DEEPER Max delivers 8,520 pieces of mail in one year. If he delivers
the same number of pieces of mail each month, about how many pieces
of mail does he deliver in 2 months? Explain your steps. (5.NBT.B.6)
© Houghton Mifflin Harcourt Publishing Company

112
 Lesson 2.5
Name
Estimate with 2-Digit Divisors Number and Operations in Base
Essential Question How can you use compatible numbers Ten—5.NBT.B.6
to estimate quotients? MATHEMATICAL PRACTICES
MP1, MP2, MP3
connect You can estimate quotients using compatible
numbers that are found by using basic facts and patterns.

35 ÷ 5 = 7 basic fact
350 ÷ 50 = 7
3,500 ÷ 50 = 70
35,000 ÷ 50 = 700

Unlock
Unlock the
the Problem
Problem
The observation deck of the Willis Tower in Chicago,
Illinois, is 1,353 feet above the ground. Elevators lift
visitors to that level in 60 seconds. About how many Willis Tower,

▲
feet do the elevators travel per second? formerly known as
the Sears Tower, is
the tallest building
Estimate. 1,353 ÷ 60 in the United States.

STEP 1
1,353 ÷ 60 1,353 ÷ 60
Use two sets of compatible
numbers to find two
different estimates. 1,200 ÷ 60 1,800 ÷ 60

STEP 2 12 ÷ 6 = _ 18 ÷ 6 =_
Use patterns and basic
120 ÷ 60 = _ _÷ _ = _
facts to help estimate.
1,200 ÷ 60 = _ _÷ _ = _

The elevators travel about _ to _ feet per second.

© Houghton Mifflin Harcourt Publishing Company

The more reasonable estimate is ___ because

___ is closer to 1,353 than ___ is.

So, the observation deck elevators in the Willis Tower travel

about _ feet per second.

Chapter 2 113
 Example Estimate money.
Miriam saved $650 to spend during her 18-day trip
to Chicago. She doesn’t want to run out of money
before the trip is over, so she plans to spend about the
same amount each day. Estimate how much she can
spend each day.

Estimate. 18qw
$650

$600 ÷ _ = $30 or __ ÷ 20 = $40 Math MATHEMATICAL PRACTICES 1

Talk
So, Miriam can spend about __ to __ each day. Analyze Would it be more
reasonable to have an
estimate or an exact answer
for this example? Explain
your reasoning.

• MATHEMATICAL
PRACTICE 2 Use Reasoning Which estimate do you think

is the better one for Miriam to use? Explain your reasoning.

Try This! Use compatible numbers.

Find two estimates. Estimate the quotient.

52qw
415 38qw
$2,764

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use compatible numbers to find two estimates.

© Houghton Mifflin Harcourt Publishing Company

1. 22qw
154 2. 68qw
503 3. 81qw
7,052

140 ÷ 20 = _

160 ÷ 20 = _

4. 33qw
291 5. 58qw
2,365 6. 19qw
5,312

114
 Name

On
On Your
Your Own
Own
Use compatible numbers to find two estimates.

7. 42qw
396 8. 59qw
413 9. 28qw
232

Use compatible numbers to estimate the quotient.

10. 19qw
228 11. 25qw
$595 12. 86qw
7,130

13. DEEPER At an orchard, 486 green apples are to be organized into 12 green baskets
and 633 red apples are to be organized into 31 red baskets. Use estimation to decide
which color basket has more apples. About how many apples are in each basket of
that color?

14. A store owner bought a large box of 5,135 paper clips. He wants to repackage
the paper clips into 18 smaller boxes. Each box should contain about the
same number of paper clips. About how many paper clips should the store
owner put into each box?

15. Explain how you can use compatible numbers to estimate the quotient of 925 ÷ 29.
© Houghton Mifflin Harcourt Publishing Company

Chapter 2 • Lesson 5 115

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the picture to solve 16–17.

16. SMARTERUse estimation to

decide which building has the tallest
floors. About how many meters is
each floor?

MATHEMATICAL
17. PRACTICE 3 Make Arguments About
how many meters tall is each floor of the
Chrysler Building? Use what you know about
estimating quotients to justify your answer.
275 meters, 295 meters, 319 meters,
64 floors, 76 floors, 77 floors,
Williams Columbia Chrysler
Tower, Center, Building,
Texas Washington New York

18. WRITE Math Explain how you know whether

the quotient of 298 ÷ 31 is closer to 9 or to 10.
WRITE Math
t Show Your Work

19. DEEPER Eli needs to save $235. To earn money, he plans

to mow lawns and charge $21 for each. Write two estimates
Eli could use to determine the number of lawns he needs to
mow. Decide which estimate you think is the better one for
Eli to use. Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company

20. SMARTERAnik built a tower of cubes. It was 594 millimeters tall.

The height of each cube was 17 millimeters. About how many cubes did Anik use?
Explain your answer.

116
 Practice and Homework
Name
Lesson 2.5
Estimate with 2-Digit Divisors
COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use compatible numbers to find two estimates.
1. 18qw
1,322 2. 12qw
478 3. 336 4 12 4. 2,242 4 33

1,200 4 20 5 60
1,400 4 20 5 70

Use compatible numbers to estimate the quotient.

5. 82qw
5,514 6. 61qw
5,320 7. 28qw
776 8. 23qw
1,624

Problem
Problem Solving
Solving

9. A cubic yard of topsoil weighs 4,128 pounds. 10. An electronics store places an order for
About how many 50-pound bags of topsoil can 2,665 USB flash drives. One shipping box holds
you fill with one cubic yard of topsoil? 36 flash drives. About how many boxes will it
take to hold all the flash drives?

11. WRITE Math Create a division problem with a 2-digit divisor.

Using more than 1 set of compatible numbers, observe what happens when
you estimate using a different divisor, a different dividend, and when both are
different. Using a calculator, compare the estimates to the answer and describe
the differences.
© Houghton Mifflin Harcourt Publishing Company

Chapter 2 117
Lesson Check (5.NBT.B.6)
1. Marcy has 567 earmuffs in stock. If she 2. Howard pays $327 for one dozen collector’s
can put 18 earmuffs on each shelf, about how edition baseball cards. About how much does
many shelves does she need for all he pay for each baseball card?
the earmuffs?

Spiral Review (5.NBT.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. Andrew can frame 9 pictures each day. He has 4. Madeleine can type 3 pages in one hour.
an order for 108 pictures. How many days will it How many hours will it take her to type
take him to complete the order? a 123-page report?

5. Suppose you round 43,257,529 to 43,300,000. To 6. Grace’s catering company received an order for
what place value did you round the number? 118 apple pies. Grace uses 8 apples to make one
apple pie. How many apples does she need to © Houghton Mifflin Harcourt Publishing Company
make all 118 pies?

FOR MORE PRACTICE

GO TO THE
118 Personal Math Trainer
 Lesson 2.6
Name
Divide by 2-Digit Divisors Number and Operations in Base
Essential Question How can you divide by 2-digit divisors? Ten—5.NBT.B.6
MATHEMATICAL PRACTICES
MP1, MP2, MP8

Unlock
Unlock the
the Problem
Problem
Mr. Yates owns a smoothie shop. To mix a batch of his
famous orange smoothies, he uses 18 ounces of • Underline the sentence that tells you
what you are trying to find.
freshly squeezed orange juice. Each day he squeezes
• Circle the numbers you need to use.
560 ounces of fresh orange juice. How many batches of
orange smoothies can Mr. Yates make in a day?

Divide. 560 ÷ 18 Estimate. ___

STEP 1 Use the estimate to place the first digit in the quotient.

18qw
560 The first digit of the quotient will be in the

place.

STEP 2 Divide the tens.

3
18qw
560 Divide. 56 tens ÷ 18
− 54
2 Multiply.

Subtract.

Check. 2 tens cannot be shared among

18 groups without regrouping.

STEP 3 Divide the ones.

31 r2
18qw
560 Divide.
− 54
20 Multiply.
−18
© Houghton Mifflin Harcourt Publishing Company

_
2 Subtract.

Check.
Math MATHEMATICAL PRACTICES 1
Talk
Describe what the remainder
Since 31 is close to the estimate of 30, the answer is reasonable. 2 represents.
So, Mr. Yates can make 31 batches of orange smoothies each day.

Chapter 2 119
 Example
Every Wednesday, Mr. Yates orders fruit. He has set
aside $1,250 to purchase Valencia oranges. Each
box of Valencia oranges costs $41. How many boxes
of Valencia oranges can Mr. Yates purchase?

You can use multiplication to check your answer.

Divide. 1,250 ÷ 41

DIVIDE CHECK YOUR WORK

Estimate.

30 r20 30
41 qw
1,250 × 41
− 30
+ 1,200 +
− 1,250 ✓

So, Mr. Yates can buy _ boxes of Valencia oranges.

Try This! Divide. Check your answer.

A B

© Houghton Mifflin Harcourt Publishing Company (tr) ©Purestock/Getty Images

63 qw
756 22qw
4,692

120
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Divide. Check your answer.

1. 28qw
620 2. 64qw
842 3. 53qw
2,340

4. 723 ÷ 31 5. 1,359 ÷ 45 6. 7,925 ÷ 72

Math MATHEMATICAL PRACTICES 8

Talk
Generalize Explain why you
On
On Your
Your Own
Own can use multiplication to
check division.
Divide. Check your answer.

7. 16qw
346 8. 34qw
421 9. 77qw
851

10. 21qw
1,098 11. 32qw
6,466 12. 45qw
9,500

13. DEEPER A city has 7,204 recycle bins. The city gives half of the recycle bins to
its citizens. The rest of the recycle bins are divided into 23 equal groups for city
© Houghton Mifflin Harcourt Publishing Company

parks. How many recycle bins are left over?

Practice: Copy and Solve Divide. Check your answer.

14. 775 ÷ 35 15. 820 ÷ 41 16. 805 ÷ 24

17. 1,166 ÷ 53 18. 1,989 ÷ 15 19. 3,927 ÷ 35

Chapter 2 • Lesson 6 121

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the list at the right to solve 20–22.
6PRRWKLH0DLQ,QJUHGLHQWV
20. DEEPER A smoothie shop receives a delivery of
968 ounces of grape juice and 720 ounces of orange Orange Tango
juice. How many more Royal Purple smoothies than Smoothie Royal Purple
18 ounces orange juice
Orange Tango smoothies can be made with the 12 ounces mango juice Smoothie
shipment of juices? 22 ounces grape juice
8 ounces apple juice
Crazy Cranberry
Smoothie
20 ounces cranberry juice
21. SMARTER The shop has 10 ounces passion fruit juice
1,260 ounces of cranberry juice
and 650 ounces of passion fruit
juice. If the juices are used to
make Crazy Cranberry smoothies, WRITE Math
t Show Your Work
which juice will run out first? How
much of the other juice will be left over?

22.
MATHEMATICAL
PRACTICE 2 Use Reasoning In the refrigerator,
there are 680 ounces of orange juice and 410
ounces of mango juice. How many Orange Tango
smoothies can be made? Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company

Personal Math Trainer

23. SMARTER For 23a–23b, select
True or False for each statement.

23a. 1,585 ÷ 16 is 99 r1. True False

23b. 1,473 ÷ 21 is 70 r7. True False

122
 Practice and Homework
Name
Lesson 2.6
Divide by 2-Digit Divisors
Divide. Check your answer. COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

1. 385 ÷ 12 2. 837 ÷ 36 3. 1,650 ÷ 55 4. 5,634 ÷ 18

32 r1
12qw
385
236
25
2 24
1
_ _

5. 28qw
6,440 6. 52qw
5,256 7. 85qw
1,955 8. 46qw
5,624

Problem
Problem Solving
Solving

9. The factory workers make 756 machine 10. One bag holds 12 bolts. Several bags filled with
parts in 36 hours. Suppose the workers bolts are packed into a box and shipped to the
make the same number of machine parts factory. The box contains a total of 2,760 bolts.
each hour. How many machine parts do they How many bags of bolts are in the box?
make each hour?

_______ _______

11. WRITE Math Choose a problem that you solved in the lesson,
and solve the same problem using the partial quotients method.
© Houghton Mifflin Harcourt Publishing Company

Compare the methods to solve the problems. Name the method you
like better, and explain why.

Chapter 2 123
Lesson Check (5.NBT.B.6)
1. A bakery packages 868 muffins into 31 boxes. 2. Maggie orders 19 identical gift boxes. The
The same number of muffins are put into each Ship-Shape Packaging Company packs and
box. How many muffins are in each box? ships the boxes for $1,292. How much does it
cost to pack and ship each box?

Spiral Review (5.NBT.A.1, 5.NBT.B.6)

3. What is the standard form of the number four 4. Kelly and 23 friends go roller skating. They pay
million, two hundred sixteen thousand, ninety? a total of $186. About how much does it cost for
one person to skate?

5. In two days, Gretchen drinks seven 16-ounce 6. What is the value of the underlined digit in
bottles of water. She drinks the water in 4 equal 5,436,788?
servings. How many ounces of water does © Houghton Mifflin Harcourt Publishing Company

Gretchen drink in each serving?

FOR MORE PRACTICE

GO TO THE
124 Personal Math Trainer
 Name
Lesson 2.7
Interpret the Remainder Number and Operations–Fractions—
Essential Question When solving a division problem, when do you write 5.NF.B.3 Also 5.NBT.B.6
the remainder as a fraction? MATHEMATICAL PRACTICES
MP2, MP3, MP4

Unlock
Unlock the
the Problem
Problem
Scott and his family want to hike a trail that is
1,365 miles long. They will hike equal parts of the trail • Circle the dividend you will use to solve the
division problem.
on 12 different hiking trips. How many miles
will Scott’s family hike on each trip? • Underline the divisor you will use to solve the
division problem.

When you solve a division problem with a remainder,

the way you interpret the remainder depends on the
situation and the question. Sometimes you need to use
both the quotient and the remainder. You can do that by
writing the remainder as a fraction.

One Way Write the remainder as a fraction.

First, divide to find the quotient and remainder.
Then, decide how to use the quotient and remainder
to answer the question.
1 2 1, 3 6 5
• The __ represents the number of trips
Scott and his family plan to take.

• The __ represents the whole-number

part of the number of miles Scott and his family will
hike on each trip.

• The __ represents the number of miles

left over.

• The remainder represents 9 miles, which can also be

divided into 12 parts and written as a fraction.

remainder
_________ →
__
© Houghton Mifflin Harcourt Publishing Company

divisor

• Write the quotient with the remainder written as a

fraction in simplest form.

So, Scott and his family will hike __ miles on each trip.

Chapter 2 125
 Another Way Use only the quotient.
The segment of the Appalachian Trail that runs through
Pennsylvania is 232 miles long. Scott and his family want to
hike 9 miles each day on the trail. How many days will they hike
exactly 9 miles? 9 2 3 2
• Divide to find the quotient and the remainder.

• Since the remainder shows that there are not enough miles
left for another 9-mile day, it is not used in the answer.

So, they will hike exactly 9 miles on each of _ days.

Other Ways
A Add 1 to the quotient. B Use the remainder as the answer.

What is the total number of days that Scott If Scott hikes 9 miles each day except the
will need to hike 232 miles? last day, how many miles will he hike on
the last day?
• To hike the 7 remaining miles, he will
need 1 more day. • The remainder is 7.

So, Scott will need _ days So, Scott will hike _ miles on
to hike 232 miles. the last day.

Try This!

A sporting goods store is going

1
to ship 1,252 sleeping bags.
Each shipping carton can hold 8qw
1, 252
8 sleeping bags. How many cartons −8
are needed to ship all 45
of the sleeping bags?
−
2
© Houghton Mifflin Harcourt Publishing Company

−
Math MATHEMATICAL PRACTICES 4
Talk
Modeling Explain why
Since there are _ sleeping bags left over, you would not write the
remainder as a fraction
when you find the number
_ cartons will be needed for all of the sleeping bags. of cartons needed in the
Try This.

126
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Interpret the remainder to solve.

1. Erika and Bradley want to hike the Big Cypress

Trail. They will hike a total of 75 miles. If Erika and
Bradley plan to hike for 12 days, how many miles r
will they hike each day? 1 2 7 5
a. Divide to find the quotient and remainder.
–
b. Decide how to use the quotient and
remainder to answer the question.

2. What if Erika and Bradley want to hike 3. Dylan’s hiking club is planning to stay overnight
14 miles each day? How many days will at a camping lodge. Each large room can hold 15
they hike exactly 14 miles? hikers. There are 154 hikers. How many rooms
will they need?

On
On Your
Your Own
Own
Interpret the remainder to solve.
5. Fiona has 212 stickers to put in her sticker book.
4. DEEPER The students in a class of 24 share Each page holds 18 stickers. How many pages
48 apple slices and 36 orange slices equally does Fiona need for all of her stickers?
among them. How many pieces of fruit did each
student get?

6. A total of 123 fifth-grade students are going MATHEMATICAL

3 Verify the Reasoning of
© Houghton Mifflin Harcourt Publishing Company

to Fort Verde State Historic Park. Each bus 7. PRACTICE

holds 38 students. All of the buses are full Others Sheila is going to divide a 36-inch
except one. How many students will be in piece of ribbon into 5 equal pieces. She says
the bus that is not full? each piece will be 7 inches long. What is
Sheila’s error?

Chapter 2 • Lesson 7 127

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

8. Maureen has 243 ounces of trail mix. She puts an equal number
of ounces in each of 15 bags. How many ounces of trail mix does
Maureen have left over?

a. What do you need to find?

b. How will you use division to find how many ounces of trail mix are left over?–

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

Maureen has _ ounces of trail mix.

She puts an equal number of ounces in each

of _ bags.

Each bag has _ ounces.

Maureen has _ ounces of

trail mix left over.

9. SMARTER James has 884 feet of rope. There are 12 teams of

hikers. If James gives an equal amount of rope to each team, how
much rope will each team receive?

10. SMARTER Rory works at a produce packing plant. She packed

© Houghton Mifflin Harcourt Publishing Company

2,172 strawberries last week and put them in containers with

8 strawberries in each one. How many containers of strawberries
did Rory fill with 8 strawberries? Explain how you used the
quotient and the remainder to answer the question.

128
 Practice and Homework
Name
Lesson 2.7
Interpret the Remainder
COMMON CORE STANDARD—5.NF.B.3
Interpret the remainder to solve. Apply and extend previous understandings of
multiplication and division to multiply and
divide fractions.

1. Warren spent 140 hours making 16 wooden 2. Marcia has 412 flowers for centerpieces. She
toy trucks for a craft fair. If he spent the same uses 8 flowers for each centerpiece. How many
amount of time making each truck, how many centerpieces can she make?
hours did he spend making each truck?

8
16 qw
140
2128
12

8 3_4 hours _______

_______

Problem
Problem Solving
Solving

3. A campground has cabins that can each hold 4. Jenny has 220 ounces of cleaning solution that
28 campers. There are 148 campers visiting the she wants to divide equally among
campground. How many cabins are full if 12 large containers. How much cleaning solution
28 campers are in each cabin? should she put in each container?

______ ______

5. WRITE Math Suppose you have 192 marbles in groups of 15 marbles

© Houghton Mifflin Harcourt Publishing Company

each. Find the number of groups of marbles that you have. Write the quotient
with the remainder written as a fraction. Explain what the fraction part of your
answer means.

Chapter 2 129
Lesson Check (5.NF.B.3)
1. Henry and 28 classmates go to the roller skating 2. Candy buys 20 ounces of mixed nuts. She puts
rink. Each van can hold 11 students. If all of the an equal number of ounces in each of 3 bags.
vans are full except one, how many students are How many ounces of mixed nuts will be in each
in the van that is not full? bag? Write the answer as a whole number and a
fraction.

Spiral Review (5.NBT.B.5, 5.NBT.B.6)

3. Jayson earns $196 each week bagging groceries 4. Desiree swims laps for 25 minutes each day.
at the store. He saves half his earnings each How many minutes does she spend swimming
week. How much money does Jayson save laps in 14 days?
per week?

5. Steve is participating in a bike-a-thon for 6. Kasi is building a patio. He has 136 bricks. He
charity. He will bike 144 miles per day for wants the patio to have 8 rows, each with the
5 days. How many miles will Steve bike in the same number of bricks. How many bricks will
five days? Kasi put in each row?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
130 Personal Math Trainer
 Lesson 2.8
Name
Adjust Quotients Number and Operations in Base
Essential Question How can you adjust the quotient if your estimate Ten—5.NBT.B.6
is too high or too low? MATHEMATICAL PRACTICES
MP1, MP6, MP7
connect When you estimate to decide where to place the first digit,
you can also try using the first digit of your estimate to find the first digit
of your quotient. Sometimes an estimate is too low or too high.

Divide. 3,382 ÷ 48 Divide. 453 ÷ 65

Estimate. 3,000 ÷ 50 = 60 Estimate. 490 ÷ 70 = 7

Try 6 tens. Try 7 ones.

If an estimate is too low, the difference will be greater If an estimate is too high, the product with the first
than the divisor. digit will be too large and cannot be subtracted.

6 Since the estimate is too 7 Since the estimate is too

48qw low, adjust by increasing the high, adjust by decreasing the
3,382 65qw
453
number in the quotient. number in the quotient.
22 88 2455
50

Unlock
Unlock the
the Problem
Problem
A new music group makes 6,127 copies of its first CD. The group
sells 75 copies of the CD at each of its shows. How
many shows does it take the group to sell all of the CDs?

Divide. 6,127 ÷ 75 Estimate. 6,300 ÷ 70 = 90

STEP 1 Use the estimate, 90. Try 9 tens.

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

• Is the estimate too high, too low, or correct?

75qw
6,127
• Adjust the number in the quotient if needed.

STEP 2 Estimate the next digit in the quotient.

Divide the ones.
Estimate: 140 ÷ 70 = 2. Try 2 ones.
• Is the estimate too high, too low, or correct?

• Adjust the number in the quotient if needed.

So, it takes the group _ shows to sell all of the CDs.

Chapter 2 131
Try This! When the difference is equal to or greater than the divisor,
the estimate is too low.
Divide. 336 ÷ 48 Estimate. 300 ÷ 50 = 6

Use the estimate. Adjust the estimated digit in the quotient if

needed. Then divide.
Try 6 ones. 6 Try __.
48qw
336

Since __ , the estimate is __.

Math MATHEMATICAL PRACTICES 6
336 ÷ 48 = _ Talk
Explain why using the
closest estimate could be
useful in solving a division
problem.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Adjust the estimated digit in the quotient, if needed. Then divide.

4 2 9
1. 41q1,546
w 2. 16qw
416 3. 34qw
2,831

Divide.

4. 19qw
915 5. 28qw
1,825 6. 45qw
3,518 © Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 1

Talk
Evaluate Explain how you
know whether an estimated
quotient is too low or too
high.
132
 Name

On
On Your
Your Own
Own
Divide.

7. 15qw
975 8. 37qw
264 9. 34qw
6,837

Practice: Copy and Solve Divide.

10. 452 ÷ 31 11. 592 ÷ 74 12. 785 ÷ 14

13. 601 ÷ 66 14. 1,067 ÷ 97 15. 2,693 ÷ 56

16. 1,488 ÷ 78 17. 2,230 ÷ 42 18. 4,295 ÷ 66

MATHEMATICAL
PRACTICE 7 Identify Relationships Algebra Write the unknown number for each ■.

19. ■ ÷ 33 = 11 20. 1,092 ÷ 52 = ■ 21. 429 ÷ ■ = 33

■ = __ ■ = __ ■ = __

MATHEMATICAL
22. PRACTICE 6 Explain a Method A deli served 1,288 sandwiches in
4 weeks. If it served the same number of sandwiches each day, how many
sandwiches did it serve in 1 day? Explain how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

23. SMARTER
Kainoa collects trading cards. He has 1,025 baseball
cards, 713 basketball cards, and 836 football cards. He wants to put all
of them in albums. Each page in the albums holds 18 cards. How many
pages will he need to hold all of his cards?

Chapter 2 • Lesson 8 133

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

24. DEEPER A banquet hall serves 2,394 pounds of turkey

during a 3-week period. If the same amount is served
each day, how many pounds of turkey does the banquet
hall serve each day?

a. What do you need to find?–

b. What information are you given?–

c. What other information will you use? e. Divide to solve the problem.

WRITE M
t Show Your Work

Math

d. Find how many days there are in 3 weeks.

f. Complete the sentence.
There are _ days in 3 weeks. The banquet hall serves __ of
turkey each day.

25. Marcos mixes 624 ounces of lemonade. He wants to fill the 52 cups
he has with equal amounts of lemonade. How much lemonade should
he put in each cup?
© Houghton Mifflin Harcourt Publishing Company

26. SMARTER Oliver estimates the first digit in the quotient.

9
75qw
6,234
correct.

Oliver’s estimate is too high.

too low

134
 Practice and Homework
Name
Lesson 2.8
Adjust Quotients
Adjust the estimated digit in the quotient, if needed. Then divide. COMMON CORE STANDARD—5.NBT.B.6
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

1. 5 2. 3 3. 3 4. 2
16qw
976 24qw
689 65qw
2,210 38qw
7,035
−80
17
61
16 qw
976
−96
16
−16
0

Divide.
5. 2,961 4 47 6. 2,072 4 86 7. 44qw
2,910 8. 82qw
4,018

Problem
Problem Solving
Solving

9. A copier prints 89 copies in one minute. 10. Erica is saving her money to buy a dining room set
How long does it take the copier to print that costs $580. If she saves $29 each month, how
1,958 copies? many months will she need to save to have enough
money to buy the set?

11. WRITE Math Explain the different ways that you can use multiplication
to estimate and solve division problems.
© Houghton Mifflin Harcourt Publishing Company

Chapter 2 135
Lesson Check (5.NBT.B.6)
1. Gail ordered 5,675 pounds of flour for 2. Simone is in a bike-a-thon for a fundraiser. She
the bakery. The flour comes in 25-pound bags. receives $15 in pledges for every mile she bikes.
How many bags of flour will the bakery receive? If she wants to raise $510, how many miles does
she need to bike?

______ ______

Spiral Review (5.OA.A.2, 5.NBT.A.1, 5.NBT.B.6)

3. Lina makes beaded bracelets. She uses 4. A total of 1,056 students from different schools
9 beads to make each bracelet. How many enter the county science fair. Each school enters
bracelets can she make with 156 beads? exactly 32 students. How many schools participate
in the science fair?

______ ______

1 of 6,000?
5. What is ___ 6. Christy buys 48 barrettes. She shares the
10
barrettes equally between herself and her © Houghton Mifflin Harcourt Publishing Company
3 sisters. Write an expression to represent the
number of barrettes each girl gets.

______ ______
FOR MORE PRACTICE
GO TO THE
136 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 2.9
Problem Solving • Division
Essential Question How can the strategy draw a diagram help you solve Number and Operations in Base
a division problem? Ten—5.NBT.B.6
MATHEMATICAL PRACTICES
MP1, MP3, MP4
Unlock
Unlock the
the Problem
Problem
Sean and his family chartered a fishing boat for the day.
Sean caught a blue marlin and an amberjack. The weight
of the blue marlin was 12 times as great as the weight of
the amberjack. The combined weight of both fish was 273
pounds. How much did each fish weigh?

Read the Problem

What do I need to find? What information do I need How will I use the
to use? information?
I need to find __
I need to know that Sean caught a I can use the strategy
____.
total of _ pounds of fish and ___
and then divide. I can draw
the weight of the blue
and use a bar model to write
marlin was _ times as great the division problem that
helps me find the weight of
as the weight of the amberjack. each fish.

Solve the Problem

I will draw one box to show the weight of the amberjack. Then I will draw a
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Corbis

bar of 12 boxes of the same size to show the weight of the blue marlin. I can
divide the total weight of the two fish by the total number of boxes. 2
amberjack 13qw
273
273 −26
pounds
blue marlin

−
__
Write the quotient in each box. Multiply it by
12 to find the weight of the blue marlin.

So, the amberjack weighed __ pounds and the

blue marlin weighed __ pounds.

Chapter 2 137
 Try Another Problem
Jason, Murray, and Dana went fishing. Dana caught a red snapper. Jason
caught a tuna with a weight 3 times as great as the weight of the red
snapper. Murray caught a sailfish with a weight 12 times as great as the
weight of the red snapper. If the combined weight of the three fish was
208 pounds, how much did the tuna weigh?

Read the Problem

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

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company

So, the tuna weighed _ pounds.

• How can you check if your answer is correct?

Math MATHEMATICAL PRACTICES 1

Talk
Analyze Explain how you
could use another strategy
138 to solve this problem.
 Name
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Paula caught a tarpon with a weight that was 10 times as great as the
weight of a permit fish she caught. The total weight of the two fish
was 132 pounds. How much did each fish weigh?

First, draw one box to represent the weight of the permit

fish and ten boxes to represent the weight of the tarpon.

Next, divide the total weight of the two fish by the total
number of boxes you drew. Place the quotient in each box.

Last, find the weight of each fish. WRITE Math
t Show Your Work
The permit fish weighed __ pounds.

The tarpon weighed __ pounds.

2. What if the weight of the tarpon was 11 times the
weight of the permit fish, and the total weight of
the two fish was 132 pounds? How much would
each fish weigh?

permit fish: __ pounds

tarpon: __ pounds

3. Jon caught four fish that weighed a total of

252 pounds. The kingfish weighed twice as
much as the amberjack and the white marlin
weighed twice as much as the kingfish.
The weight of the tarpon was 5 times the
© Houghton Mifflin Harcourt Publishing Company

weight of the amberjack. How much did each

fish weigh?

amberjack: __ pounds

kingfish: __ pounds

marlin: __ pounds

tarpon: __ pounds

Chapter 2 • Lesson 9 139

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

On
On Your
Your Own
Own
Use the table to solve 4–5.
Kevin’s Supply List for
SMARTER
a Saltwater Aquarium
4. Kevin bought 3 bags of gravel to
cover the bottom of his fish tank. He has 8 pounds 40-gal tank $170
of gravel left over. How much gravel did Kevin use
Aquarium light $30
to cover the bottom of the tank?
Filtration system $65

Thermometer $2
MATHEMATICAL
5. PRACTICE 3 Apply Look back at Problem 4. Write
15-lb bag of gravel $13
a similar problem by changing the number of bags
of gravel and the amount of gravel left. Large rocks $3 per Ib

Clown fish $20 each

Damselfish $7 each

6. SMARTER
The crew on a 7. DEEPER A fish market bought
fishing boat caught four fish that two swordfish at a rate of $13 per
weighed a total of 1,092 pounds. pound. The cost of the larger fish
The tarpon weighed twice as was 3 times as great as the cost of
much as the amberjack and the the smaller fish. The total cost of the
white marlin weighed twice as two fish was $3,952. How much did
much as the tarpon. The weight each fish weigh?
of the tuna was 5 times the weight of the
amberjack. How much did each fish weigh?

© Houghton Mifflin Harcourt Publishing Company

Personal Math Trainer

8. SMARTER Eric and Stephanie
took their younger sister Melissa to pick
apples. Eric picked 4 times as many apples
as Melissa. Stephanie picked 6 times as many
apples as Melissa. Eric and Stephanie picked
150 apples together. Draw a diagram to find
the number of apples Melissa picked.

140
 Practice and Homework
Name
Lesson 2.9
Problem Solving • Division
COMMON CORE STANDARD—5.NBT.B.6
Show your work. Solve each problem. Perform operations with multi-digit whole
numbers and with decimals to hundredths.

1. Duane has 12 times as many baseball cards as Tony.

Between them, they have 208 baseball cards. How
many baseball cards does each boy have?

Tony 16
208 baseball cards
Duane 16 16 16 16 16 16 16 16 16 16 16 16

208 ÷ 13 = 16

Tony: 16 cards; Duane: 192 cards

___________

2. Hallie has 10 times as many pages to read for her

homework assignment as Janet. Altogether, they have
to read 264 pages. How many pages does each girl
have to read?

___________

3. Kelly has 4 times as many songs on her music player

as Lou. Tiffany has 6 times as many songs on her
music player as Lou. Altogether, they have 682 songs
on their music players. How many songs does Kelly
have?
© Houghton Mifflin Harcourt Publishing Company

___________

4. WRITE Math Create a word problem that uses division.

Draw a bar model to help you write an equation to solve
the problem.

Chapter 2 141
Lesson Check (5.NBT.B.6)
1. Chelsea has 11 times as many art brushes as 2. Jo has a gerbil and a German shepherd. The
Monique. If they have 60 art brushes altogether, shepherd eats 14 times as much food as the
how many brushes does Chelsea have? gerbil. Altogether, they eat 225 ounces of dry
food per week. How many ounces of food does
the German shepherd eat per week?

Spiral Review (5.NBT.B.5, 5.NBT.B.6, 5.NF.B.3)

3. Jeanine is twice as old as her brother Marc. If 4. Larry is shipping nails that weigh a total
the sum of their ages is 24, how old is Jeanine? of 53 pounds. He divides the nails equally
among 4 shipping boxes. How many pounds of
nails does he put in each box?

5. Annie plants 6 rows of small flower bulbs in a 6. Next year, four elementary schools will each
garden. She plants 132 bulbs in each row. send 126 students to Bedford Middle School.
How many bulbs does Annie plant? What is the total number of students the
elementary schools will send to the middle
© Houghton Mifflin Harcourt Publishing Company

school?

FOR MORE PRACTICE

GO TO THE
142 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 2 Review/Test Online Assessment
and Intervention

1. Choose the word that makes the sentence true.

The first digit in the quotient of 1,875 ÷ 9

ones

will be in the tens place.

hundreds
thousands

2. For 2a–2d, select True or False to indicate whether

the quotient is correct.

2a. 225 ÷ 9 = 25 True False

2b. 154 ÷ 7 = 22 True False

2c. 312 ÷ 9 = 39 True False

2d. 412 ÷ 2 = 260 True False

3. Chen is checking a division problem by doing the following:

152
×
__ 4

+ 2
__

What problem is Chen checking?

© Houghton Mifflin Harcourt Publishing Company

Assessment Options
Chapter Test
Chapter 2 143
4. Isaiah wrote this problem in his notebook. Using the vocabulary boxes,
label the parts of the division problem. Then, using the vocabulary,
explain how Isaiah can check whether his quotient is correct.

quotient divisor dividend

72
9qw
648

5. Tammy says the quotient of 793 ÷ 6 is 132 r1. Use multiplication to show
if Tammy’s answer is correct.

6. Jeffery wants to save the same amount of money each week to buy a new
bike. He needs $252. If he wants the bike in 14 weeks, how much money
should Jeffery save each week?

$ __

7. Dana is making a seating chart for an awards banquet. There are 184
people coming to the banquet. If 8 people can be seated at each table,
© Houghton Mifflin Harcourt Publishing Company

how many tables will be needed for the awards banquet?

__ tables

144
 Name
8. Darrel divided 575 by 14 by using partial quotients. What is the quotient?
Explain your answer using numbers and words.

14qw
575
− 10 × 14 10
435

9. For 9a–9c, choose Yes or No to indicate whether the statement

is correct.

9a. 5,210 ÷ 17 is 306 r8. Yes No

9b. 8,808 ÷ 42 is 209 r30. Yes No

9c. 1,248 ÷ 24 is 51. Yes No

10. Divide. Draw a quick picture.

156 ÷ 12 =
© Houghton Mifflin Harcourt Publishing Company

= 100 = 10 =1

Chapter 2 145
11. Divide. Show your work.
17qw
5, 210

12. Choose the compatible numbers that will give the best estimate
for 429 ÷ 36.

300 60

350 and 50

440 40

13. DEEPER Samuel needs 233 feet of wood to build a fence. The wood
comes in lengths of 11 feet.

Part A

How many total pieces of wood will Samuel need? Explain your answer.

Part B

Theresa needs twice as many feet of wood as Samuel. How many pieces
© Houghton Mifflin Harcourt Publishing Company

of wood does Theresa need? Explain your answer.

146
 Name
Personal Math Trainer

14. SMARTER Russ and Vickie are trying to solve this problem:
There are 146 students taking buses to the museum. If each
bus holds 24 students, how many buses will they need?

Russ says the students need 6 buses. Vickie says they need 7 buses.
Who is correct? Explain your reasoning.

15. Write the letter for each quick picture under the division problem it
represents.

A B C

156 ÷ 12 = 13 168 ÷ 12 = 14 144 ÷ 12 = 12

© Houghton Mifflin Harcourt Publishing Company

Chapter 2 147
16. Steve is buying apples for the fifth grade. Each bag holds 12 apples.
If there are 75 students total, how many bags of apples will Steve
need to buy if he wants to give one apple to each student?

__ bags
17. Rasheed needs to save $231. To earn money, he plans to wash cars and
charge $12 per car. Write two estimates Rasheed could use to determine
how many cars he needs to wash.

18. Paula has a dog that weighs 3 times as much as Carla’s dog.
The total weight of the dogs is 48 pounds. How much does
Paula’s dog weigh?

Draw a diagram to find the weight of Paula’s dog.

19. Dylan estimates the first digit in the quotient.

6
46qw
3,662

Dylan’s estimate is too high. .

© Houghton Mifflin Harcourt Publishing Company

too low

148
 3
Chapter
Add and Subtract Decimals
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name
2-Digit Addition and Subtraction Find the sum or difference. (3.NBT.A.2)

1. 2.
Hundreds Tens Ones Hundreds Tens Ones

5 8 8 2
+ 7 6
− 4 7

Decimals Greater Than One Write the word form and the
expanded form for each. (5.NBT.A.3a)

3. 3.4 4. 2.51

_____ _____
_____ _____
Relate Fractions and Decimals Write as a decimal or a fraction. (4.NF.C.6)

5
5. 0.8 _ 6. ___ 7. 0.46 _
100 _

6 35
8. __ 9. 0.90 _ 10. ___
10 _ 100 _

Math in the
© Houghton Mifflin Harcourt Publishing Company

Jason has 4 tiles. Each tile has a

number printed on it. The numbers
are 2, 3, 6, and 8. A decimal number
is formed using the tiles and the
clues. Find the number.

Chapter 3 149
 Voca bula ry Builder

Visualize It
Review Words
Use the ✓ words to complete the tree map.
✓ benchmark
✓ hundredth
Estimation ✓ place value
✓ round
✓ tenth

Preview Words
sequence
term
✓ thousandth

Understand Vocabulary
Read the description. Which word do you think is described?

1. One of one hundred equal parts ___

2. The value of each digit in a number based on the location of the digit

___
3. To replace a number with one that is simpler and is approximately

the same size as the original number ___

4. An ordered set of numbers ___

© Houghton Mifflin Harcourt Publishing Company

5. One of ten equal parts ___

6. A familiar number used as a point of reference ___

7. One of one thousand equal parts ___

8. Each of the numbers in a sequence ___

™Interactive Student Edition

150 ™Multimedia eGlossary
Chapter 3 Vocabulary

benchmark hundredth

punto de referencia centésimo

2 30

place value round

valor posicional redondear

50 60

sequence tenth

sucesión décimo
63 65

term thousandth

término milésimo
66 67
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

One of 100 equal parts
A familiar number used as a point of
56 reference
Example: 0.56 = ____ = fifty-six hundredths
100
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The value of each digit in a number based on
To replace a number with one that is simpler the location of the digit
and is approximately the same size as the
original number Example:
MILLIONS THOUSANDS ONES
Example: 114.6 rounded to the nearest ten is Hundreds Tens Ones

1,
Hundreds

3
Tens

9
Ones

2,
Hundreds

0
Tens

0
Ones

0
110 and to the nearest one is 115.
1 3 1,000,000 3 3 100,000 9 3 10,000 2 3 1,000 0 3 100 0 3 10 0 3 1
1,000,000 300,000 90,000 2,000 0 0 0
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

One of ten equal parts

An ordered list of numbers
7 = seven tenths
Example: 0.7 = ___
10
Example:
2, 3.25, 4.50, 5.75

sequence
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

One of 1,000 equal parts

A number in a sequence

Example:
2, 3.25, 4.50, 5.75

terms
 Going Places with Words Game
Game

Pick It
Word Box
benchmark
hundredth
place value
For 3 players round
sequence
Materials tenth
• 4 sets of word cards
term
How to Play thousandths
1. Each player is dealt 5 cards. The remaining cards are a draw pile.
2. To take a turn, ask any player if he or she has a word that matches
one of your word cards.
3. If the player has the word, he or she gives the card to you, and you
must define the word.
• If you are correct, keep the card and put the matching pair in
front of you. Take another turn.
• If you are wrong, return the card. Your turn is over.
4. If the player does not have the word, he or she answers, “Pick it.”
Then you take a card from the draw pile.
y Images
g

5. If the card you draw matches one of your word cards, follow the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (all) ©Liquidlibrary/Jupiterimages/Getty

directions for Step 3 above. If it does not, your turn is over.

g

6. The game is over when one player has no cards left. The player
y p

with the most pairs wins.

Chapter 3 150A
Journal
Journal

The Write Way

Reflect
Choose one idea. Write about it.
• Compare and contrast a hundredth and a thousandth. Tell how they are
alike and how they are different.
• Explain how to use benchmarks to estimate: 0.28 + 0.71
• A phone company charges a base fee of $10 per month. Then, each
minute used costs 10 cents more. Use a sequence to tell how much 20,
30, and 40 minutes would cost.
• Write a note to a friend about something you learned in Chapter 3.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (all) ©Liquidlibrary/Jupiterimages/Getty Images

150B
 Lesson 3.1
Name
Thousandths Number and Operations in Base
Essential Question How can you describe the relationship between two Ten—5.NBT.A.1
decimal place-value positions? Also 5.NBT.A.3a
MATHEMATICAL PRACTICES
MP4, MP5, MP7
Hands
Investigate
Investigate On

Materials ■ color pencils ■ straightedge

Thousandths are smaller parts than hundredths. If
one hundredth is divided into ten equal parts, each
part is one thousandth.

Use the model at the right to show tenths, hundredths,

and thousandths.

A. Divide the larger square into 10 equal columns or rectangles.

Shade one rectangle. What part of the whole is the shaded
rectangle? Write that part as a decimal and a fraction.

_________
B. Divide each rectangle into 10 equal squares. Use a second
color to shade in one of the squares. What part of the
whole is the shaded square? Write that part as a decimal and a
fraction.

_________
C. Divide the enlarged hundredths square into 10 equal columns or
rectangles. If each hundredths square is divided into ten equal
rectangles, how many parts will the model have?

_________
Use a third color to shade one rectangle of the enlarged
hundredths square. What part of the whole is the shaded
© Houghton Mifflin Harcourt Publishing Company

rectangle? Write that part as a decimal and a fraction.

_________

Math MATHEMATICAL PRACTICES 4

Talk
There are 10 times as
many hundredths as there
are tenths. Explain how
the model shows this.

Chapter 3 151
 Draw Conclusions
1. Explain what each shaded part of your model in the Investigate section
shows. What fraction can you write that relates each shaded

part to the next greater shaded part?

MATHEMATICAL
2. PRACTICE 5 Use a Concrete Model Identify and describe a part of
your model that shows one thousandth. Explain how you know.

Make
Make Connections
Connections
The relationship of a digit in different place-value positions is the same with
decimals as it is with whole numbers. You can use your understanding of
place-value patterns and a place-value chart to write decimals that are 10
times as much as or __1
10 of a decimal.

Ones t Tenths Hundredths Thousandths

0 t 0 4

? 0.04 ?
__ is 10 times as much as 0.04.
10 times 1 of __ is __101 of 0.04.
as much 10

Use the steps below to complete the table.

STEP 1 Write the given decimal in a

10 times 1 of
__
place-value chart. Decimal
as much as 10

STEP 2 Use the place-value chart to write a 0.03

decimal that is 10 times as much as
the given decimal. 0.1
© Houghton Mifflin Harcourt Publishing Company

STEP 3 Use the place-value chart to write a 0.07

decimal that is __
1 of the given decimal.
10

Math MATHEMATICAL PRACTICES 7

Talk
Look for Structure Explain
the pattern you see when you
move one decimal place value
to the right and one decimal
place value to the left.

152
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Write the decimal shown by the shaded parts of each model.

1. 2.

__ __

3. 4.

__ __

Complete the sentence.

5. 0.6 is 10 times as much as __ . 10 of __ .

6. 0.007 is __
1

1
7. 0.008 is __
10
of __ . 8. 0.5 is 10 times as much as __ .

Use place-value patterns to complete the table.

10 times 1 of
__ 10 times 1 of
__
Decimal Decimal
as much as 10 as much as 10

9. 0.2 13. 0.06

© Houghton Mifflin Harcourt Publishing Company

10. 0.07 14. 0.9

11. 0.05 15. 0.3

12. 0.4 16. 0.08

Chapter 3 • Lesson 1 153

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 17 and 20.

17. DEEPER A science teacher showed an image of a

carpenter bee on a wall. The image is 10 times as large
as the actual bee. Then he showed another image of Bee Lengths (in meters)
the bee that is 10 times as large as the first image.
Bumblebee 0.019
What is the length of the bee in the second image?
Carpenter Bee 0.025
Leafcutting Bee 0.014

18. WRITE Math Explain how you can use place Orchid Bee 0.028
value to describe how 0.05 and 0.005 compare. Sweat Bee 0.006

WRITE Math
t Show Your Work

MATHEMATICAL
19. PRACTICE 7 Look for Structure Terry, Sasha, and
Harry each chose a number. Terry’s number is ten
1 of
times as much as Sasha’s. Harry’s number is __
10
Sasha’s. Sasha’s number is 0.4. What number did each
person choose?

20. SMARTER An atlas beetle is

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Photodisc/Getty Images
about 0.14 of a meter long. How does
the length of the atlas beetle compare
to the length of a leafcutting bee?

21. SMARTER Choose the numbers that make the statement true.
0.065 0.065
0.65 is 10 times as much as 0.65 1 of
and __ 0.65 .
10
6.5 6.5
65.0 65.0

154
 Practice and Homework
Name
Lesson 3.1
Thousandths
COMMON CORE STANDARD—5.NBT.A.1
Write the decimal shown by the shaded parts of each model. Understand the place value system.

1. 2.

0.236
_ _

Think: 2 tenths, 3 hundredths,

and 6 thousandths are shaded
Complete the sentence.
3. 0.4 is 10 times as much as __ . __
1
4. 0.003 is 10 of __ .

Use place-value patterns to complete the table.

10 times as 1 of
___
10 times as 1 of
___
Decimal Decimal
much as 10 much as 10

5. 0.1 7. 0.08
6. 0.09 8. 0.2

Problem
Problem Solving
Solving
9. The diameter of a dime is seven hundred five
thousandths of an inch. Complete the table U.S. Coins
by recording the diameter of a dime. Coin Diameter (in inches)
10. What is the value of the 5 in the diameter of Penny 0.750
a half dollar? Nickel 0.835

________ Dime
© Houghton Mifflin Harcourt Publishing Company

11. Which coins have a diameter with a 5 in the Quarter 0.955

hundredths place? Half dollar 1.205

________

12. WRITE Math Write four decimals with the digit 4 in a different
place in each—ones, tenths, hundredths, and thousandths. Then
write a statement that compares the value of the digit 4 in the different
decimals.

Chapter 3 155
Lesson Check (5.NBT.A.1)
1 of 3.0.
1. Write a decimal that is __ 2. A penny is 0.061 inch thick. What is the value of
10
the 6 in the thickness of a penny?

Spiral Review (5.OA.A.1, 5.OA.A.2, 5.NBT.A.1)

3. What is the number seven hundred thirty-one 4. A city has a population of 743,182 people.
million, nine hundred thirty-four thousand, What is the value of the digit 3?
thirty written in standard form?

5. Write an expression to match the words 6. A family of 2 adults and 3 children goes to
“three times the sum of 8 and 4”. a play. Admission costs $8 per adult and $5 per
child. What expression would show the total
admission cost for the family?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
156 Personal Math Trainer
 Lesson 3.2
Name
Place Value of Decimals Number and Operations in Base
Essential Question How do you read, write, and represent decimals Ten—5.NBT.A.3a
through thousandths? Also 5.NBT.A.1
MATHEMATICAL PRACTICES
MP2, MP7

Unlock
Unlock the
the Problem
Problem
The Brooklyn Battery Tunnel in New York City is 1.726 miles
long. It is the longest underwater tunnel for vehicles in the
United States. To understand this distance, you need to
understand the place value of each digit in 1.726.

You can use a place-value chart to understand decimals.

Whole numbers are to the left of the decimal point. Decimals
are to the right of the decimal point. The thousandths place is
to the right of the hundredths place.
▲ The Brooklyn Battery Tunnel passes
under the East River.
Tens Ones • Tenths Hundredths Thousandths
1 • 7 2 6

}
1×1 1
7 × __ 1
2 × ___ 1
6 × _____
10 100 1,000 Value
1.0 0.7 0.02 0.006

The place value of the digit 6 in 1.726 is thousandths. The value

of 6 in 1.726 is 6 × ____
1
1,000 , or 0.006.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Jeremy Graham/Alamy Images

Standard Form: 1.726

Word Form: one and seven hundred twenty-six thousandths
Math MATHEMATICAL PRACTICES 7
1 + 2 × ___
1 + 6 × _____
1 Talk
Expanded Form: 1 × 1 + 7 × __ ( 10 ) ( 100 ) ( 1,000 ) Look for Structure Explain
how the place value of the
last digit in a decimal can
help you read a decimal.
Try This! Use place value to read and write decimals.

A Standard Form: 2.35

Word Form: two and _____

Expanded Form: 2 × 1+ _____

B Standard Form: __
Word Form: three and six hundred fourteen thousandths

1 + __ + __
Expanded Form: __ + 6 × __ ( 10 )

Chapter 3 157
 Example Use a place-value chart.
A common garden spider spins a web with its silk
that is about 0.003 millimeter thick. A commonly used
sewing thread is about 0.3 millimeter thick. How does
the thickness of the spider silk and the thread compare?

STEP 1 Write the numbers in a place-value chart.

Ones • Tenths Hundredths Thousandths

•
•

STEP 2

Count the number of decimal place-value positions to the

digit 3 in 0.3 and 0.003.

0.3 has _ fewer decimal places than 0.003

2 fewer decimal places: 10 × 10 = __

0.3 is __ times as much as 0.003

0.003 is __ of 0.3

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Comstock Images/Getty Images
So, the thread is __ times as thick as the garden
spider’s silk. The thickness of the garden spider’s silk is

__ that of the thread.

You can use place-value patterns to rename a decimal.

Try This! Use place-value patterns.

Rename 0.3 using other place values.

0.300 3 tenths 1
3 × __
10

1
_ × 100
___
0.300 _ hundredths
0.300 ___ ___

158
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Complete the place-value chart to find the value of each digit.

Ones • Tenths Hundredths Thousandths
3 • 5 2 4

}
3×1 1
2 × ___
100 Value

0.5

Write the value of the underlined digit.

2. 0.543 3. 6.234 4. 3.954

____ ____ ____

Write the number in two other forms.

5. 0.253 6. 7.632

______ ______
______ ______
______ ______

On
On Your
Your Own
Own
Write the value of the underlined digit.
7. 0.496 8. 2.726 9. 1.066

____ ____ ____

10. 6.399 11. 0.002 12. 14.371

____ ____ ____

© Houghton Mifflin Harcourt Publishing Company

Write the number in two other forms.

13. 0.489 14. 5.916

______ ______
______ ______
______ ______
Chapter 3 • Lesson 2 159
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 15–16.
15. What is the value of the digit 7 in New Mexico’s Average Annual Rainfall (in meters)
average annual rainfall? California 0.564
New Mexico 0.372
New York 1.041

16. DEEPER Which of the states has an average Wisconsin 0.820

annual rainfall with the least number in the Maine 1.074
thousandths place? What is another way to
write the total annual rainfall in this state?
WRITE Math
Show Your Work

17.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Damian wrote the number four
and twenty-three thousandths as 4.23. Describe and correct his error.

18. SMARTERDan used a meter stick to measure some

seedlings in his garden. One day, a corn stalk was 0.85 m
tall. A tomato plant was 0.850 m. A carrot top was 0.085 m.
Which plant was shortest?

19. WRITE Math Explain how you know that the digit 6 does not have
the same value in the numbers 3.675 and 3.756.

© Houghton Mifflin Harcourt Publishing Company

20. SMARTER
What is the value of the underlined digit?
Mark all that apply.

0.589

0.8 eight hundredths

0.08 1)
8 × (__
10
eight tenths

160
 Practice and Homework
Name
Lesson 3.2
Place Value of Decimals
COMMON CORE STANDARD—5.NBT.A.3a
Understand the place value system.

Write the value of the underlined digit.

1. 0.287 2. 5.349 3. 2.704

8 hundredths, or 0.08

4. 9.154 5. 4.006 6. 7.258

Write the number in two other forms.

7. 0.326 8. 8.517

9. 0.924 10. 1.075

Problem
Problem Solving
Solving
11. In a gymnastics competition, Paige’s score was 12. Jake’s batting average for the softball season is
© Houghton Mifflin Harcourt Publishing Company

37.025. What is Paige’s score written in word 0.368. What is Jake’s batting average written in
form? expanded form?

13. WRITE Math Write five decimals that have at least 3 digits to the
right of the decimal point. Write the expanded form and the word form
for each number.

Chapter 3 161
Lesson Check (5.NBT.A.3a)
1. When Mindy went to China, she exchanged 2. The diameter of the head of a screw
$1 for 6.589 Yuan. What digit is in the is 0.306 inch. What is this number written
hundredths place of 6.589? in word form?

Spiral Review (5.OA.A.1, 5.OA.A.2, 5.NBT.B.5, 5.NF.B.3)

3. Each car on a commuter train can seat 4. What is the value of the expression
114 passengers. If the train has 7 cars, (9 + 15) ÷ 3 + 2?
how many passengers can the train seat?

5. Danica has 15 stickers. She gives 3 to one friend 6. There are 138 people seated at the tables in
and gets 4 from another friend. What expression a banquet hall. Each table can seat 12 people.
would match the words? All the tables are full except one. How many full
tables are there?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
162 Personal Math Trainer
 Lesson 3.3
Name
Compare and Order Decimals Number and Operations in Base
Essential Question How can you use place value to compare and Ten—5.NBT.A.3b
order decimals? MATHEMATICAL PRACTICES
MP2, MP6

Unlock
Unlock the
the Problem
Problem
The table lists some of the mountains in the United States that are
over two miles high. How does the height of Cloud Peak in Wyoming
compare to the height of Boundary Peak in Nevada?

Mountain Heights
Mountain and State Height (in miles)
Boundary Peak, Nevada 2.488
Cloud Peak, Wyoming 2.495 ▲ The Tetons are located in Grand
Teton National Park.
Grand Teton Peak, Wyoming 2.607
Wheeler Peak, New Mexico 2.493

One Way Use place value.

Line up the decimal points. Start at the left. Compare the digits in each place-
value position until the digits are different.
STEP 1 Compare the ones. STEP 2 Compare the tenths. STEP 3 Compare the hundredths.

2.495 2.495 2.495

↓ 2=2 ↓ 4 4 ↓ 9 8
2.488 2.488 2.488

Since 9 8, then 2.495 2.488, and 2.488 2.495.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Robert Glusic/Corbis

So, the height of Cloud Peak is __ the height

of Boundary Peak.

Another Way Use a place-value chart to compare.

Compare the height of Cloud Peak to Wheeler Peak. Math MATHEMATICAL PRACTICES 2
Talk
Ones • Tenths Hundredths Thousandths
Reasoning Explain why
2 • 4 9 5 it is important to line up
the decimal points when
2 • 4 9 3 comparing decimals.

2=2 4=_ 9=_ 5>_

Since 5 3, then 2.495 2.493, and 2.493 2.495.

So, the height of Cloud Peak is __ the height

of Wheeler Peak.

Chapter 3 163
Order Decimals You can use place value to order decimal numbers.

Example
Mount Whitney in California is 2.745 miles high, Mount Rainier in
Washington is 2.729 miles high, and Mount Harvard in Colorado is
2.731 miles high. Order the heights of these mountains from least to
greatest. Which mountain has the least height? Which mountain has
the greatest height?
STEP 1 STEP 2

Line up the decimal points. There are Underline the hundredths and compare. Order from
the same number of ones. Circle the least to greatest.
tenths and compare.
2.745 Whitney
2.745 Whitney
2.729 Rainier
2.729 Rainier
2.731 Harvard
2.731 Harvard
Since < < , the heights in order from least to
There are the same number of tenths.
greatest are __ , __ , __.

So, ___ has the least height and

Math MATHEMATICAL PRACTICES 2
Talk
Reasoning Explain why you do
___ has the greatest height. not compare the digits in the
thousandths place to order the
heights of the 3 mountains.

Try This! Use a place-value chart.

What is the order of 1.383, 1.321, 1.456, and 1.32 from greatest to least?

• Write each number in the place-value chart. Compare

the digits, beginning with the greatest place value. Ones • Tenths Hundredths Thousandths
1 • 3 8 3
• Compare the ones. The ones are the same.
1 •
• Compare the tenths. 4 > 3.
1 •
The greatest number is __.
© Houghton Mifflin Harcourt Publishing Company

Circle the greatest number in the place-value chart. 1 •

• Compare the remaining hundredths. 8 > 2.

The next greatest number is __.

Draw a rectangle around the number.

• Compare the remaining thousandths. 1 > 0.

So, the order of the numbers from greatest to least is: _____ .

164
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use the place-value chart to compare the two Ones Tenths Hundredths Thousandths
•
numbers. What is the greatest place-value
3 • 4 7 2
position where the digits differ?
3 • 4 4 5

Compare. Write <, >, or =.

2. 4.563 4.536 3. 5.640 5.64 4. 8.673 8.637

Name the greatest place-value position where the digits differ.

Name the greater number.

5. 3.579; 3.564 6. 9.572; 9.637 7. 4.159; 4.152

____ ____ ____

____ ____ ____
Order from least to greatest.
8. 4.08; 4.3; 4.803; 4.038 9. 1.703; 1.037; 1.37; 1.073

______ ______

On
On Your
Your Own
Own
Compare. Write <, >, or =.
10. 8.72 8.720 11. 5.4 5.243 12. 1.036 1.306

13. 2.573 2.753 14. 9.300 9.3 15. 6.76 6.759

Order from greatest to least.

16. 2.007; 2.714; 2.09; 2.97 17. 0.275; 0.2; 0.572; 0.725

______ ______
© Houghton Mifflin Harcourt Publishing Company

18. 5.249; 5.43; 5.340; 5.209 19. 0.678; 1.678; 0.587; 0.687

______ ______
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown digit to make each statement true.

20. 3.59 > 3.5 1 > 3.572 21. 6.837 > 6.83 > 6.835 22. 2.45 < 2. 6 < 2.461

Chapter 3 • Lesson 3 165

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 23–26.

23. In comparing the height of the mountains, which is

the greatest place value where the digits differ?

24.
MATHEMATICAL
PRACTICE 6 Use Math Vocabulary How does Mountains Over Three Miles High
the height of Mount Steele compare to the height Mountain and Location Height (in miles)
of Mount Blackburn? Compare the heights using Mount Blackburn, Alaska 3.104
words.
Mount Bona, Alaska 3.134
Mount Steele, Yukon 3.152

25. DEEPER Explain how to order the heights of the mountains from greatest to least.

26. SMARTERWhat if the height of Mount Blackburn were 0.05 mile greater?
Would it then be the mountain with the greatest height? Explain.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©L. Clarke/Corbis
27. SMARTER Orlando kept a record of the total rainfall each month for 5 months.

Month Rainfall (in.)

March 3.75
April 4.42
May 4.09
June 3.09
July 4.04

Order the months from the least amount of rainfall to the greatest amount of rainfall.

Least Greatest

166
 Practice and Homework
Name
Lesson 3.3
Compare and Order Decimals
COMMON CORE STANDARD—5.NBT.A.3b
Understand the place value system.

Compare. Write <, >, or =.

1. 4.735 < 4.74 2. 2.549 2.549 3. 3.207 3.027

4. 8.25 8.250 5. 5.871 5.781 6. 9.36 9.359

Order from greatest to least.

7. 3.008; 3.825; 3.09; 3.18 8. 0.386; 0.3; 0.683; 0.836

Algebra Find the unknown digit to make each statement true.

9. 2.48 > 2.4 1 > 2.463 10. 5.723 < 5.72 < 5.725 11. 7.64 < 7. 5 < 7.68

Problem
Problem Solving
Solving
12. The completion times for three runners 13. In a discus competition, an athlete threw
in a 100-yard dash are 9.75 seconds, the discus 63.37 meters, 62.95 meters, and
9.7 seconds, and 9.675 seconds. Which is 63.7 meters. Order the distances from least
the least time? to greatest.
© Houghton Mifflin Harcourt Publishing Company

14. WRITE Math Write a word problem that can be solved by ordering
three decimals to thousandths. Include a solution.

Chapter 3 167
Lesson Check (5.NBT.A.3b)
Jay, Alana, Evan, and Stacey work together to Student Amount of liquid (liters)
complete a science experiment. The table at the
Jay 0.8
right shows the amount of liquid left in each of their
Alana 1.05
beakers at the end of the experiment.
Evan 1.2
Stacey 0.75

1. Whose beaker has the greatest amount of liquid 2. Whose beaker has the least amount of liquid left
left in it? in it?

Spiral Review (5.OA.A.1, 5.OA.A.2, 5.NBT.A.3a, 5.NF.B.3)

3. Janet walked 3.75 miles yesterday. What is the 4. A dance school allows a maximum of
word form of 3.75? 15 students per class. If 112 students
sign up for dance class, how many classes
does the school need to offer to accommodate
all the students?

© Houghton Mifflin Harcourt Publishing Company

5. What is the value of the expression 6. Cathy cut 2 apples into 6 slices each. She ate
[(29 + 18) + (17 − 8)] ÷ 8? 9 slices. What expression matches the words?

FOR MORE PRACTICE

GO TO THE
168 Personal Math Trainer
 Lesson 3.4
Name
Round Decimals Number and Operations in Base
Essential Question How can you use place value to round decimals to Ten—5.NBT.A.4
a given place? MATHEMATICAL PRACTICES
MP3, MP6, MP8

Unlock
Unlock the
the Problem
Problem
The Gold Frog of South America is one of the smallest
frogs in the world. It is 0.386 of an inch long. What is this • Underline the length of the Gold Frog.
length rounded to the nearest hundredth of an inch? • Is the frog’s length about the same
as the length or the width of a large
paper clip?
One Way Use a place-value chart.
• Write the number in a place-value chart and circle the
digit in the place to which you want to round.

• In the place-value chart, underline the digit to the

right of the place to which you are rounding.

• If the digit to the right is less than 5, the digit in

the place to which you are rounding stays
the same. If the digit to the right is 5 or greater, Ones • Tenths Hundredths Thousandths
the digit in the rounding place increases by 1. 0 • 3 8 6

• Drop the digits after the place to which you Think: Does the digit in the rounding
are rounding. place stay the same or increase by 1?

So, to the nearest hundredth of an inch, a Gold Frog is

about _ of an inch long.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Purestock/Alamy

Another Way Use place value.

The Little Grass Frog is the smallest frog in North America.
It is 0.437 of an inch long.
A What is the length of the frog to the B What is the length of the frog to the
nearest hundredth of an inch? nearest tenth of an inch?

0.437 7>5 0.437 3<5

↓ ↓
0.44 0.4

So, to the nearest hundredth of an inch, the frog So, to the nearest tenth of an inch, the frog is

is about __ of an inch long. about __ of an inch long.

Chapter 3 169
 Example
The Goliath Frog is the largest frog in the world. It is found in the
country of Cameroon in West Africa. The Goliath Frog can grow
to be 11.815 inches long. How long is the Goliath Frog to the
nearest inch?

STEP 1 Write 11.815 in the place-value chart.

Tens Ones • Tenths Hundredths Thousandths

•
Math MATHEMATICAL PRACTICES 3
Talk
STEP 2 Find the place to which you want to round. Circle the digit. Apply How would your
answer change if the
STEP 3 Underline the digit to the right of the place to which frog were 11.286 inches long?

you are rounding. Then round.

Think: Does the digit in the rounding
place stay the same or increase by 1?

So, to the nearest inch, the Goliath Frog is about _ inches long.

• MATHEMATICAL
PRACTICE 8 Generalize Explain why any number less than 12.5 and
greater than or equal to 11.5 would round to 12 when rounded to the
nearest whole number.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Paul A. Zahl/Getty Images
Try This! Round. 14.603
A To the nearest hundredth:

Tens Ones • Tenths Hundredths Thousandths Circle and underline the digits as you
did above to help you round to the
• nearest hundredth.

So, 14.603 rounded to the nearest hundredth is __.

B To the nearest whole number:

Tens Ones • Tenths Hundredths Thousandths Circle and underline the digits as you
did above to help you round to the
• nearest whole number.

So, 14.603 rounded to the nearest whole number is __.

170
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Write the place value of the underlined digit. Round each

number to the place of the underlined digit.

1. 0.673 2. 4.282 3. 12.917

___ ___ ___

___ ___ ___
Name the place value to which each number was rounded.

4. 0.982 to 0.98 5. 3.695 to 4 6. 7.486 to 7.5

___ ___ ___

On
On Your
Your Own
Own
Write the place value of the underlined digit. Round each
number to the place of the underlined digit.

7. 0.592 8. 6.518 9. 0.809

___ ___ ___

___ ___ ___
10. 3.334 11. 12.074 12. 4.494

___ ___ ___

___ ___ ___
Name the place value to which each number was rounded.

13. 0.328 to 0.33 14. 2.607 to 2.61 15. 12.583 to 13

___ ___ ___

Round 16.748 to the place named.
© Houghton Mifflin Harcourt Publishing Company

16. tenths __ 17. hundredths __ 18. ones __

19. WRITE Math Explain what happens when you round 4.999 to
the nearest tenth.

Chapter 3 • Lesson 4 171

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 20–22.

DEEPER Insect Speeds (meters per second)

20. The speeds of two insects when
rounded to the nearest whole number are the Insect Speed
same. Which two insects are they? Dragonfly 6.974
Horsefly 3.934
Bumblebee 2.861
21. What is the speed of the housefly rounded to the
Honeybee 2.548
nearest hundredth?
Housefly 11.967

22. SMARTER What’s the Error? Mark said

that the speed of a dragonfly rounded to the
nearest tenth was 6.9 meters per second. Is he
correct? If not, what is his error?
WRITE
TEE M Math
Show Your W
Work

MATHEMATICAL
23. PRACTICE 6
A rounded number for the speed of an insect is 5.67 meters
per second. What are the fastest and slowest speeds to the thousandths
that could round to 5.67 meters per second? Explain.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Don Farrall/Getty Images
24. SMARTER
The price of a certain box of cereal at the grocery store is
$0.258 per ounce. For 24a–24c, select True or False for each statement.

24a. Rounded to the nearest whole number, True False

the price is $1 per ounce.

24b. Rounded to the nearest tenth, True False

the price is $0.3 per ounce.

24c. Rounded to the nearest hundredth, True False

the price is $0.26 per ounce.

172
 Practice and Homework
Name
Lesson 3.4
Round Decimals
COMMON CORE STANDARD—5.NBT.A.4
Understand the place value system.
Write the place value of the underlined digit. Round each
number to the place of the underlined digit.
1. 0.782 2. 4.735 3. 2.348

4. 0.506 5. 15.186 6. 8.465

Name the place value to which each number was rounded.

7. 0.546 to 0.55 8. 4.805 to 4.8 9. 6.493 to 6

Round 18.194 to the place named.

10. tenths 11. hundredths 12. ones

Problem
Problem Solving
Solving
13. The population density of Montana is 14. Alex is mailing an envelope that weighs 0.346
6.699 people per square mile. What is the pound. What is the weight of the envelope
population density per square mile of Montana rounded to the nearest hundredth?
rounded to the nearest whole number?
© Houghton Mifflin Harcourt Publishing Company

15. WRITE Math Describe how to round 3.987 to the nearest tenth.

Chapter 3 173
Lesson Check (5.NBT.A.4)
1. Ms. Ari buys and sells diamonds. She has a 2. A machinist uses a special tool to measure the
diamond that weighs 1.825 carats. What is the diameter of a small pipe. The measurement tool
weight of Ms. Ari’s diamond rounded to the reads 0.276 inch. What is this measure rounded
nearest hundredth? to the nearest tenth?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.A.3b, 5.NBT.B.6)

3. Four ice skaters participate in an ice skating 4. Write a decimal that is __
1
10 of 0.9.
competition. The table shows their scores. Who
has the highest score?

Name Points
Natasha 75.03
Taylor 75.39
Rowena 74.98
Suki 75.3

5. The population of Foxville is about 6. Joseph needs to find the quotient of 3,216 ÷ 8. © Houghton Mifflin Harcourt Publishing Company

12 × 103 people. Which is another way In what place is the first digit in the quotient?
to write this number?

174
 Lesson 3.5
Name
Decimal Addition Number and Operations in Base
Essential Question How can you use base-ten blocks to model Ten—5.NBT.B.7
decimal addition? MATHEMATICAL PRACTICES
MP5, MP6, MP8

connect You can use base-ten blocks to help you

find sums of decimals.

Hands
Investigate
Investigate On 1 0.1 0.01
one one tenth one hundredth
Materials ■ base-ten blocks
A. Use base-ten blocks to model the sum of 0.34 and 0.27.
B. Add the hundredths first by combining them.
• Do you need to regroup the hundredths? Explain.

_________
_________
_________
C. Add the tenths by combining them.
• Do you need to regroup the tenths? Explain.

_________
_________
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt

_________
D. Record the sum. 0.34 + 0.27 = __

Draw Conclusions
1. What if you combine the tenths first and then the hundredths? Explain
how you would regroup.

MATHEMATICAL
2. PRACTICE 6
If you add two decimals that are each greater
than 0.5, will the sum be less than or greater than 1.0? Explain.

Chapter 3 175
 Make
Make Connections
Connections
You can use a quick picture to add decimals greater than 1.

STEP 1

Model the sum of 2.5 and 2.8 with a quick picture.

STEP 2

Add the tenths.

• Are there more than 9 tenths? _

If there are more than 9 tenths, regroup.

Add the ones.

STEP 3

Draw a quick picture of your answer. Then record.

2.5 + 2.8 = __

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the quick picture to find the sum.

1. 1.37 + 1.85 = __
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 8

Talk
Generalize Explain
how you know where to
write the decimal point in
the sum.

176
 Name

Add. Draw a quick picture.

2. 0.9 + 0.7 = __ 3. 0.65 + 0.73 = __

4. 1.3 + 0.7 = __ 5. 2.72 + 0.51 = __

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Personal Math Trainer
6. SMARTER Carissa bought 2.35 pounds of chicken and
2.7 pounds of turkey for lunches this week. She used a quick
picture to find the amount of lunch meat. Does Carissa’s work
make sense? Explain.
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 6

Talk
Explain how you solved
Exercise 4.

Chapter 3 • Lesson 5 177

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Sense or Nonsense?

7. Robyn and Jim used quick pictures to model 1.85 + 2.73.

Robyn’s Work Jim’s Work

1.85 + 2.73 = 3.158 1.85 + 2.73 = 4.58

Does Robyn’s work make sense? Does Jim’s work make sense?
Explain your reasoning. Explain your reasoning.

MATHEMATICAL
8. PRACTICE 6 Explain how you would help Robyn understand that
regrouping is important when adding decimals. © Houghton Mifflin Harcourt Publishing Company

9. DEEPER Write a decimal addition problem that requires regrouping

the hundredths. Explain how you know you will need to regroup.

178
 Practice and Homework
Name
Lesson 3.5
Decimal Addition
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Add. Draw a quick picture.

1. 0.5 + 0.6 = _
1.1 2. 0.15 + 0.36 = _ 3. 0.8 + 0.7 = _

4. 0.35 + 0.64 = _ 5. 0.54 + 0.12 = _ 6. 0.51 + 0.28 = _

Problem
Problem Solving
Solving
7. Draco bought 0.6 pound of bananas and 8. Nancy biked 2.65 miles in the morning and
0.9 pound of grapes at the farmers’ market. 3.19 miles in the afternoon. What total distance
What is the total weight of the fruit? did she bike?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain why drawing a quick picture is helpful when

adding decimals.

Chapter 3 179
Lesson Check (5.NBT.B.7)
1. What is the sum of 2.5 and 1.9? 2. Keisha walked 0.65 hour in the morning and
0.31 hour in the evening. How many hours did
she walk altogether?

Spiral Review (5.OA.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. Jodi walks 35 minutes a day. If she walks 4. The Speeders soccer team charged $12
for 240 days, how many minutes altogether to wash each car at a fundraiser car wash.
does Jodi walk? The team collected a total of $672 by the end of
the day. How many cars did the team wash?

5. David records the number of visitors to the 6. What is the value of the expression?
snake exhibit each day for 6 days. His data
6 + 18 ÷ 3 × 4
are shown in the table. If admission is $7 per
person, how much money did the snake exhibit
make over the 6 days?
© Houghton Mifflin Harcourt Publishing Company

Visitors to the Snake Exhibit

30 25 44 12 25 32

FOR MORE PRACTICE

GO TO THE
180 Personal Math Trainer
 Lesson 3.6
Name
Decimal Subtraction Number and Operations in Base
Essential Question How can you use base-ten blocks to model Ten—5.NBT.B.7
decimal subtraction? MATHEMATICAL PRACTICES
MP2, MP5, MP8

connect You can use base-ten blocks

to help you find the difference
between two decimals.

1 0.1 0.01
Hands one one tenth one hundredth
On
Investigate
Investigate

Materials ■ base-ten blocks

A. Use base-ten blocks to find 0.84 − 0.56.
Model 0.84.

B. Subtract 0.56. Start by removing 6 hundredths.

• Do you need to regroup to subtract? Explain.

_______
_______
C. Subtract the tenths. Remove 5 tenths.

D. Record the difference. 0.84 − 0.56 = __

© Houghton Mifflin Harcourt Publishing Company • Image Credits (r) ©Houghton Mifflin Harcourt

Draw Conclusions
1. What if you remove the tenths first and then the hundredths? Explain
how you would regroup.

MATHEMATICAL
2. PRACTICE 8
Generalize If two decimals are both less than 1.0, what do
you know about the difference between them? Explain.

Chapter 3 181
 Make
Make Connections
Connections
You can use quick pictures to subtract decimals
that need to be regrouped.
STEP 1

• Use a quick picture to model 2.82 − 1.47.

• Subtract the hundredths.

• Are there enough hundredths to remove? _

If there are not enough hundredths, regroup.

STEP 2

• Subtract the tenths.

• Are there enough tenths to remove? _

If there are not enough tenths, regroup.

• Subtract the ones.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Photodisc/Getty Images
STEP 3

Draw a quick picture of your answer. Then record the answer.

2.82 − 1.47 = __ Math MATHEMATICAL PRACTICES 2

Talk
Reasoning Explain why you
have to regroup in Step 1.

182
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the quick picture to find the difference.

1. 0.62 − 0.18 = __

Subtract. Draw a quick picture.

2. 3.41 − 1.74 = __ 3. 0.84 − 0.57 = __

4. 4.05 − 1.61 = __ 5. 1.37 − 0.52 = __

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

6. DEEPER Write a decimal subtraction equation that requires

regrouping from the tenths. Explain how you know you will need to regroup.
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 5

Talk
Use Tools Explain how you
can use a quick picture to
find 0.81 − 0.46.

Chapter 3 • Lesson 6 183

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Pose a Problem

7. Antonio left his MathBoard on his desk during lunch. The quick
picture below shows the problem he was working on when he left.

Write a word problem that can be solved using the quick picture
above.

Pose a problem. Solve your problem.

• MATHEMATICAL
PRACTICE 2 Use Reasoning Describe how you can change the
problem by changing the quick picture.

8. SMARTER The price of a box of markers at a retail store is $4.65. The price of a box
of markers at the school bookstore is $3.90. How much more do the markers cost at the
© Houghton Mifflin Harcourt Publishing Company

retail store? Explain how you can use a quick picture to solve the problem.

184
 Practice and Homework
Name
Lesson 3.6
Decimal Subtraction
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Subtract. Draw a quick picture.

0.5
1. 0.7 − 0.2 = _ 2. 0.45 − 0.24 = _ 3. 0.92 − 0.51 = _

4. 4.1 − 2.7 = _ 5. 3.12 − 2.52 = 6. 3.6 − 1.8 = _

Problem
Problem Solving
Solving

7. Yelina made a training plan to run 5.6 miles per 8. Tim cut a 2.3-foot length of pipe from a pipe
day. So far, she has run 3.1 miles today. How that was 4.1 feet long. How long is the remaining
much farther does she have to run to meet her piece of pipe?
goal for today?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Describe a problem involving decimals that you

would use a quick picture to solve. Then solve the problem.

Chapter 3 185
Lesson Check (5.NBT.B.7)
1. Janice wants to jog 3.25 miles on the treadmill. 2. A new teen magazine has a readership
She has jogged 1.63 miles. How much farther goal of 3.5 million. Its current readership
does she have to jog to meet her goal? is 2.8 million. How much does its readership
need to increase to meet this goal?

Spiral Review (5.OA.A.1, 5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.6)

3. What is the value of the underlined digit in 4. How many zeros are in the product
91,764,350? (6 × 5) × 103?

5. To evaluate the following expression, what step 6. In the past two weeks, Sue earned $513 at her
should you do first? part-time job. She worked a total of 54 hours.
About how much did Sue earn per hour?
7 × (4 + 16) ÷ 4 − 2
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
186 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills
1. Explain how you can use base-ten blocks to find 1.54 + 2.37. (5.NBT.B.7)

Complete the sentence. (5.NBT.A.1)

10 of __ .
2. 0.04 is __ 3. 0.06 is 10 times as much as __ .
1

Write the value of the underlined digit. (5.NBT.A.3a)

4. 6.54 5. 0.837 6. 8.702 7. 9.173

Compare. Write <, >, or =. (5.NBT.A.3b)

8. 6.52 6.520 9. 3.589 3.598 10. 8.483 8.463

Write the place value of the underlined digit. Round each

number to the place of the underlined digit. (5.NBT.A.4)

11. 0.724 12. 2.576 13. 4.769

© Houghton Mifflin Harcourt Publishing Company

Draw a quick picture to find the sum or difference. (5.NBT.B.7)

14. 2.46 + 0.78 = __ 15. 3.27 − 1.84 = __

Chapter 3 187
16. Marco read that a honeybee can fly up to 2.548 meters per second.
He rounded the number to 2.55. To which place value did Marco
round the speed of a honeybee? (5.NBT.A.4)

17. What is the relationship between 0.04 and 0.004? (5.NBT.A.1)

18. Jodi drew a quick picture to model the answer for

3.14 − 1.75. Draw what her picture might look like. (5.NBT.B.7)

19. The average annual rainfall in California is 0.564 of a meter per

year. What is the value of the digit 4 in that number? (5.NBT.A.3a)

20. Jan ran 1.256 miles on Monday, 1.265 miles on Wednesday, and
1.268 miles on Friday. What were her distances from greatest to
© Houghton Mifflin Harcourt Publishing Company

least? (5.NBT.A.3b)

188
 Lesson 3.7
Name
Estimate Decimal Sums and Differences Number and Operations in Base
Essential Question How can you estimate decimal sums Ten—5.NBT.B.7
and differences? MATHEMATICAL PRACTICES
MP2, MP5, MP6

Unlock
Unlock the
the Problem
Problem
A singer is recording a CD. The lengths of the three
songs are 3.4 minutes, 2.78 minutes, and 4.19 minutes.
About how much recording time will be on the CD?

Use rounding to estimate.

Round to the nearest whole number. Then add. To round a number, determine the place to
which you want to round.
3.4 3 • If the digit to the right is less than 5, the
digit in the rounding place stays the same.
2.78 • If the digit to the right is 5 or greater, the
+ 4.19 + digit in the rounding place increases by 1.

So, there will be about _ minutes of recording time on the CD.

Try This! Use rounding to estimate.

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

A Round to the nearest whole dollar. B Round to the nearest ten dollars.
Then subtract. Then subtract.

$27.95 $27.95
− $11.72
__ −
__ − $11.72
__ −
__

To the nearest dollar, To the nearest ten dollars,

$27.95 – $11.72 is about __. $27.95 – $11.72 is about __.

• MATHEMATICAL
PRACTICE 5 Use Appropriate Tools Do you want an overestimate or
an underestimate when you estimate the total cost of items you want
to buy? Explain.

Chapter 3 189
Use Benchmarks Benchmarks are familiar numbers used as
points of reference. You can use the benchmarks 0, 0.25, 0.50, 0.75,
and 1 to estimate decimal sums and differences.

Example 1 Use benchmarks to estimate. 0.18 + 0.43

Locate and graph a point on the number line for each decimal.
Identify which benchmark each decimal is closer to.

0.18

0 0.25 0.50 0.75 1

Think: 0.18 is between 0 and 0.25. Think: 0.43 is between __ and

It is closer to __. __. It is closer to __.

0.18 + 0.43

_ +_ = _

So, 0.18 + 0.43 is about __.

Example 2 Use benchmarks to estimate. 0.76 − 0.22

Locate and graph a point on the number line for each decimal. Identify
which benchmark each decimal is closer to.

0 0.25 0.50 0.75 1

Think: 0.76 is between __ and Think: 0.22 is between 0 and 0.25. It is

__. It is closer to __. closer to __.

0.76 − 0.22

_−_=_
© Houghton Mifflin Harcourt Publishing Company

So, 0.76 − 0.22 is about __.

Math MATHEMATICAL PRACTICES 5

Talk
Use Tools Can you get
different answers when using
rounding or benchmarks to
estimate a decimal difference?
Use Example 2 to explain.

190
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use rounding to estimate.

1. 2.34 2. 9.65 3. $19.75
1.9 – 3.12
___ + $ 3.98
___
+ 5.23
__

Use benchmarks to estimate. Math MATHEMATICAL PRACTICES 6

Talk
4. 0.34 5. 10.39 Explain the difference
between an estimate and an
0.1 − 4.28
___ exact answer.

+
__0.25

On
On Your
Your Own
Own
Use rounding to estimate.
6. 0.93 7. 7.41 8. 14.68
+
__0.18 −
__3.88 − 9.93
___

Use benchmarks to estimate.

9. 12.41 10. 8.12 11. 9.75
− 6.47
__ +
__5.52 –__
3.47

Practice: Copy and Solve Use rounding or benchmarks to estimate.

12. 12.83 + 16.24 13. $26.92 − $11.13 14. 9.41 + 3.82
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
PRACTICE 2 Use Reasoning Estimate to compare. Write < or >.

15. 2.74 + 4.22 3.13 + 1.87 16. 6.25 − 2.39 9.79 − 3.84

_ _ _ _
estimate estimate estimate estimate

Chapter 3 • Lesson 7 191

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 17–18. Show your work.
Top Songs
17. For the week of April 4, 1964, the Beatles had
the top four songs. About how long would Number Song Title Song Length
it take to listen to these four songs? (in minutes)
1 “Can’t Buy Me Love” 2.30
2 “She Loves You” 2.50
3 “I Want to Hold Your Hand” 2.75
4 “Please Please Me” 2.00

18. What’s the Error? Isabelle says she can 19. SMARTER
Tracy ran a lap around the
listen to the first three songs in the table in school track in 74.2 seconds. Malcolm ran a lap
6 minutes. in 65.92 seconds. Estimate the difference in the
times in which the students completed the lap.

Nutrition
Your body needs protein to build and repair cells. Grams of Protein per Serving

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Wes Thompson/Corbis
You should get a new supply of protein each day. Type of Food Protein (in grams)
The average 10-year-old needs 35 grams 1 scrambled egg 6.75
of protein daily. You can find protein in foods
1 cup shredded wheat cereal 5.56
like meat, vegetables, and dairy products.
1 oat bran muffin 3.99
1 cup low-fat milk 8.22
Use estimation to solve.

20. DEEPER Gina had a scrambled egg and a 21. SMARTERPablo had a
cup of low-fat milk for breakfast. She had an cup of shredded wheat cereal,
oat bran muffin for a morning snack. About a cup of low-fat milk, and one
how many more grams of protein did Gina other item for breakfast. He had
have for breakfast than for a snack? about 21 grams of protein.
What was the third item Pablo
had for breakfast?
______ ______

192
 Practice and Homework
Name
Lesson 3.7
Estimate Decimal Sums and Differences
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use rounding to estimate.
1. 5.38 2. 2.57 3. 10.39 4. 7.92
1 6.1 4
__ 1 0.1 4
__ 2 4.2 8 1 5.37

5
16
_
11
__ __ __ __

Use benchmarks to estimate.

5. 2.81 6. 12.54 7. 6.34 8. 16.18
1
__2
3.7 1 7.98
__ 1
__3.9 5 −
__5.9 4

__ __ __ __

Problem
Problem Solving
Solving
9. Elian bought 1.87 pounds of chicken and 10. Jenna bought a gallon of milk at the store for
2.46 pounds of turkey at the deli. About $3.58. About how much change did she receive
how many pounds of meat did he buy? from a $20 bill?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain why estimation is an important skill to know

when adding and subtracting decimals.

Chapter 3 193
Lesson Check (5.NBT.B.7)
1. Regina has two electronic files. One has a size 2. Madison is training for a marathon. Her goal
of 3.15 MB and the other has a size of 4.89 MB. is to run 26.2 miles a day. She currently can
What is the best estimate of the total size of the run 18.5 miles in a day. About how many more
two electronic files? miles does she need to run in a day to meet
her goal?

Spiral Review (5.NBT.A.1, 5.NBT.A.3b, 5.NBT.A.4, 5.NBT.B.6)

3. A machine prints 8 banners in 120 seconds. 4. To what place value is the number rounded?
How many seconds does it take to print one
5.319 to 5.3
banner?

5. The average distance from Mars to the Sun 6. Logan ate 1.438 pounds of grapes. His brother
is about one hundred forty-one million, six Ralph ate 1.44 pounds of grapes. Which brother
hundred twenty thousand miles. How is this ate more grapes? © Houghton Mifflin Harcourt Publishing Company
distance written in standard form?

FOR MORE PRACTICE

GO TO THE
194 Personal Math Trainer
 Lesson 3.8
Name
Add Decimals Number and Operations in Base
Essential Question How can place value help you add decimals? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1, MP2, MP8

Unlock
Unlock the
the Problem
Problem
Henry recorded the amount of rain that fell during 2 hours.
In the first hour, Henry measured 2.35 centimeters of rain.
In the second hour, he measured 1.82 centimeters of rain.

Henry estimated that about 4 centimeters of rain fell in 2 hours.

What is the total amount of rain that fell? How can you use
this estimate to decide if your answer is reasonable?

Add. 2.35 + 1.82

• Add the hundredths first.

5 hundredths + 2 hundredths = _ hundredths.

• Then add the tenths and ones. Regroup as needed.
2.35
3 tenths + 8 tenths = _ tenths. Regroup. + 1.82
__
2 ones + 1 one + 1 regrouped one = _ ones.
• Record the sum for each place value.

Draw a quick picture to check your work.

Math
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©LWA/Getty Images

MATHEMATICAL PRACTICES 8
Talk
Generalize Explain how
you know when you need
to regroup in a decimal
addition problem.

So, _ centimeters of rain fell.

Since _ is close to the estimate, 4, the answer is reasonable.

Chapter 3 195
Equivalent Decimals When adding decimals, you can use equivalent
decimals to help keep the numbers aligned in each place. Write zeros to the
right of the last digit as needed, so that the addends have the same number of
decimal places.

Try This! Estimate. Then find the sum.

STEP 1 STEP 2

Estimate the sum. Find the sum.

Add the hundredths first.

20.4 + 13.76
Then, add the tenths, ones, and tens.
Regroup as needed.
Estimate: 20 + 14 = _

2 0. 4 0 Think: 20.4 = 20.40

+ 1 3. 7 6

20.40 + 13.76 = __

• MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness Is your answer reasonable? Explain.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Estimate. Then find the sum.

1. Estimate: _ 2. Estimate: _ 3. Estimate: _

2.5 8.75 2.03

+ 4.6
__ + 6.43
__ + 7.89
__
© Houghton Mifflin Harcourt Publishing Company

4. Estimate: _ 5. Estimate: _
Math MATHEMATICAL PRACTICES 2
6.34 + 3.8 = __ 5.63 + 2.6 = __ Talk
Reasoning Explain why it is
important to remember to
line up the place values in
each number when adding
or subtracting decimals.

196
 Name

On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 2 Connect Symbols and Words Find the sum.

6. seven and twenty-five hundredths added 7. twelve and eight hundredths added
to nine and four tenths to four and thirty-five hundredths

8. nineteen and seven tenths added 9. one and eighty-two hundredths added
to four and ninety-two hundredths to fifteen and eight tenths

Practice: Copy and Solve Find the sum.

10. 7.99 + 8.34 11. 15.76 + 8.2 12. 9.6 + 5.49

13. 33.5 + 16.4 14. 9.84 + 21.52 15. 3.89 + 4.6

16. 42.19 + 8.8 17. 16.74 + 5.34 18. 27.58 + 83.9

19. SMARTER
Tania measured the growth of her plant each week. The first week, the
plant’s height measured 2.65 decimeters. During the second week, Tania’s plant grew
0.7 decimeter. How tall was Tania’s plant at the end of the second week? Describe the
steps you took to solve the problem.
© Houghton Mifflin Harcourt Publishing Company

20. DEEPERMaggie had $35.13. Then her mom gave her $7.50 for watching her
younger brother. She was paid $10.35 for her old roller skates. How much money does
Maggie have now?

Chapter 3 • Lesson 8 197

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

21. A city receives an average rainfall of 16.99 centimeters in

August. One year, during the month of August, it rained
8.33 centimeters by August 15th. Then it rained another
4.65 centimeters through the end of the month. What
was the total rainfall in centimeters for the month?

a. What do you need to find?

b. What information are you given?

c. How will you use addition to find the total number of

centimeters of rain that fell?

d. Show how you solved the problem. e. Complete the sentence. It rained

WRITE Mfor the

Math
_________ centimeters month.

t Show Your Work

Personal Math Trainer

22. SMARTER Horatio caught a fish that weighed 1.25 pounds.
Later he caught another fish that weighed 1.92 pounds. What was the
combined weight of both fish? Use the digits on the tiles to solve

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Corbis

the problem. Digits may be used more than once or not at all.

0 1

2 3
.
4 5
+
.
6 7

8 9
.

198
 Practice and Homework
Name
Lesson 3.8
Add Decimals
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
Estimate. Then find the sum. numbers and with decimals to hundredths.

1. Estimate: _ 2. Estimate: _ 3. Estimate: _ 4. Estimate: _

2.85 4.23 6.8 2.7
1 7.29 1 6.51
__ 1 4.2 1 5.37
__

11
2.85
+7 .29
10.14
__ __ __ __

Find the sum.

5. 6.8 + 4.4 6. 6.87 + 5.18 7. 3.14 + 2.9 8. 16.18 + 5.94

__ __ __ __

Problem
Problem Solving
Solving
9. Marcela’s dog gained 4.1 kilograms in two 10. During last week’s storm, 2.15 inches of rain
months. Two months ago, the dog’s mass was 5.6 fell on Monday and 1.68 inches of rain fell on
kilograms. What is the dog’s current mass? Tuesday. What was the total amount of rainfall
on both days?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Describe an addition problem that you may need to
regroup hundredths to solve.

Chapter 3 199
Lesson Check (5.NBT.B.7)
1. Lindsay has two packages she wants to mail. 2. Anton rode his mountain bike three days
One package weighs 6.3 ounces, and the other in a row. He biked 12.1 miles on the first day,
package weighs 4.9 ounces. How much do the 13.4 miles on the second day, and 17.9 miles on
packages weigh together? the third day. How many total miles did Anton
bike during the three days?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.6)

3. In the number 2,145,857, how does the 4. What is the value of 105?
digit 5 in the thousands place compare to
the digit 5 in the tens place?

5. Carmen works at a pet store. To feed 8 cats, she 6. There are 112 students in the Hammond Middle
empties four 6-ounce cans of cat food into a School marching band. The band director
large bowl. Carmen divides the food equally wants the students to march with 14 students in © Houghton Mifflin Harcourt Publishing Company
among the cats. How many ounces of food will each row for the upcoming parade. How many
each cat get? rows will there be?

FOR MORE PRACTICE

GO TO THE
200 Personal Math Trainer
 Lesson 3.9
Name
Subtract Decimals Number and Operations in Base
Essential Question How can place value help you subtract decimals? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1, MP2, MP5

Unlock
Unlock the
the Problem
Problem
Hannah has 3.36 kilograms of apples and
2.28 kilograms of oranges. Hannah estimates she • What operation will you use to solve
the problem?
has about 1 more kilogram of apples than oranges.
How many more kilograms of apples than oranges
does Hannah have? How can you use this estimate to • Circle Hannah’s estimate to check that
decide if your answer is reasonable? your answer is reasonable.

Subtract. 3.36 − 2.28

• Subtract the hundredths first. If there are not enough

hundredths, regroup 1 tenth as 10 hundredths.

_ hundredths − 8 hundredths = 8 hundredths

• Then subtract the tenths and ones. Regroup as needed.
3.36
_ tenths − 2 tenths = 0 tenths
−__
2 . 28
_ ones − 2 ones = 1 one
• Record the difference for each place value.

Draw a quick picture to check your work.

© Houghton Mifflin Harcourt Publishing Company

So, Hannah has __ more kilograms of apples than oranges.

Since __ is close to 1, the answer is reasonable. Math MATHEMATICAL PRACTICES 2

Talk
Reasoning Explain how you
know when to regroup in a
decimal subtraction problem.

Chapter 3 201
Try This! Use addition to check.
Since subtraction and addition are inverse operations, you can
check subtraction by adding.

STEP 1 STEP 2
Find the difference. Check your answer.

Subtract the hundredths first. Add the difference to the number

you subtracted. If the sum matches
Then, subtract the tenths, ones, the number you subtracted from,
and tens. Regroup as needed. your answer is correct.

← difference

+__
8.63 ← number subtracted
1 4 . 2 ← number subtracted from
− 8 . 6 3

• MATHEMATICAL
PRACTICE 1 Evaluate Is your answer correct? Explain.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Estimate. Then find the difference.

1. Estimate: _ 2. Estimate: _ 3. Estimate: _

5.83 4.45 4.03

−2.18
__ −1.86
__ −2.25
__
© Houghton Mifflin Harcourt Publishing Company

Find the difference. Check your answer.

4. 0.70 5. 13.2 6. 15.8

− 0.43
__ −
__8.04 − 9.67
__

202
 Name

On
On Your
Your Own
Own
MATHEMATICAL
PRACTICE 2 Connect Symbols and Words Find the difference.

7. three and seventy-two hundredths subtracted 8. one and six hundredths subtracted from eight
from five and eighty-one hundredths and thirty-two hundredths

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

9. 5.28 − 3.4 = n 10. n − 6.47 = 4.32 11. 11.57 − n = 7.51

n = ___ n = ___ n = ___

Practice: Copy and Solve Find the difference.

12. 8.42 − 5.14 13. 16.46 − 13.87 14. 34.27 − 17.51

15. 15.83 − 11.45 16. 12.74 − 10.54 17. 48.21 −13.65

WRITE Math
t Show Your Work

18. DEEPER Beth finished a race in 3.35 minutes. Ana finished
the race in 0.8 minute less than Beth. Fran finished the race in
1.02 minutes less than Ana. What was Fran’s time to finish the
race in minutes?
© Houghton Mifflin Harcourt Publishing Company

19. Fatima planted sunflower seeds in a flower patch. The tallest

sunflower grew 2.65 meters tall. The height of the shortest
sunflower was 0.34 meter less than the tallest sunflower. What
was the height, in meters, of the shortest sunflower?

Chapter 3 • Lesson 9 203

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

20. SMARTERIn peanut butter, how many

more grams of protein are there than grams of
carbohydrates? Use the label at the right.

a. What do you need to know? __

b. How will you use subtraction to find how many

more grams of protein there are than grams of
carbohydrates?

c. Show how you solved the problem. d. Complete each sentence.

The peanut butter has _ grams of protein.

The peanut
WRITE has _
butterMath
M
t Showgrams
Your Work
of carbohydrates.

There are _ more grams of protein

than grams of carbohydrates in the
peanut butter.

21. Kyle is building a block tower. Right now the 22. SMARTER Dialyn scored 2.5 points higher
tower stands 0.89 meter tall. How much higher than Gina at a gymnastics event. Select the
does the tower need to be to reach a height of values that could represent each student’s
1.74 meters? gymnastics score. Mark all that apply.

A Dialyn: 18.4 points, Gina: 16.9 points

© Houghton Mifflin Harcourt Publishing Company

B Dialyn: 15.4 points, Gina: 13.35 points

C Dialyn: 16.2 points, Gina: 13.7 points

D Dialyn: 19.25 points, Gina: 16.75 points

204
 Practice and Homework
Name
Lesson 3.9
Subtract Decimals
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
Estimate. Then find the difference. numbers and with decimals to hundredths.

3
1. Estimate: _ 2. Estimate: _ 3. Estimate: _ 4. Estimate: _
6.5 4.23 8.6 2.71
−3.9
_ −2.51
__ −5.1
_ −1.34
__

5 15
6.5
−3.9
__
2.6
__ __ __ __

Find the difference. Check your answer.

5. 16.3 6. 12.56 7. 11.63 − 6.7 8. 5.24 − 2.14

−
__ 4.4 −
__ 5.18

__ __ __ __

Problem
Problem Solving
Solving

9. The height of a tree sapling was 3.15 inches last 10. The temperature decreased from 71.5°F to 56.8°F
year. This year, the height is 5.38 inches. How overnight. How much did the temperature drop?
much did the height of the tree sapling increase?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Write a decimal subtraction problem that requires

regrouping to solve. Then solve the problem.

Chapter 3 205
Lesson Check (5.NBT.B.7)
1. During training, Janice kayaked 4.68 miles on 2. Devon had a length of rope that was 4.78 meters
Monday and 5.61 miles on Tuesday. How much long. He cut a 1.45-meter length from it. How
farther did she kayak on Tuesday? much rope does he have left?

Spiral Review (5.OA.A.1, 5.NBT.A.3b, 5.NBT.B.6, 5.NBT.B.7)

3. A dairy farm has 9 pastures and 630 cows. 4. Moya records 6.75 minutes of an interview
The same number of cows are placed in each on one tape and 3.75 minutes of the interview
pasture. How many cows are in each pasture? on another tape. How long was the total
interview?

5. Joanna, Dana, and Tracy shared some trail 6. The local park has 4 bike racks. Each bike rack
mix. Joanna ate 0.125 pound of trail mix, Dana can hold 15 bikes. There are 16 bikes in the bike
ate 0.1 pound, and Tracy ate 0.12 pound of racks. What expression shows the total number
trail mix. List the friends in order from least to of empty spaces in the bike racks? © Houghton Mifflin Harcourt Publishing Company
greatest amount of trail mix eaten.

FOR MORE PRACTICE

GO TO THE
206 Personal Math Trainer
 ALGEBRA
Name
Lesson 3.10
Patterns with Decimals
Essential Question How can you use addition or subtraction to describe Number and Operations in Base
a pattern or create a sequence with decimals? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP7, MP8

Unlock
Unlock the
the Problem
Problem
A state park rents canoes for guests to use at the lake. It costs
$5.00 to rent a canoe for 1 hour, $6.75 for 2 hours, $8.50 for
3 hours, and $10.25 for 4 hours. If this pattern continues, how
much should it cost Jason to rent a canoe for 7 hours?

A sequence is an ordered list of numbers. A term is each

number in a sequence. You can find the pattern in a sequence
by comparing one term with the next term.

STEP 1

Write the terms you know in a sequence. Then look for a pattern
by finding the difference from one term in the sequence to the next.

1 $1.75 difference between terms

$5.00 $6.75 $8.50 $10.25

↑ ↑ ↑ ↑
1 hour 2 hours 3 hours 4 hours

STEP 2

Write a rule that describes the pattern in the sequence.

Rule: ________

STEP 3

Extend the sequence to solve the problem.

$5.00, $6.75, $8.50, $10.25, __ , __ , __

So, it should cost __ to rent a canoe for 7 hours.

© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
• PRACTICE 7 Look for a Pattern What observation can you make
about the pattern in the sequence that will help you write a rule?

Chapter 3 207
 Example Write a rule for the pattern in the sequence.
Then find the unknown terms in the sequence.

29.6, 28.3, 27, 25.7, _ , _ , _ , 20.5, 19.2

STEP 1 Look at the first few terms in the sequence.

Think: Is the sequence increasing or decreasing

from one term to the next?

STEP 2 Write a rule that describes the pattern in the sequence.

What operation can be used to describe a sequence that increases?

___
What operation can be used to describe a sequence that decreases?

___
Rule: ________

STEP 3 Use your rule to find the unknown terms.

Then complete the sequence above.

• Explain how you know whether your rule for a sequence

would involve addition or subtraction.

Try This!

A Write a rule for the sequence. Then find the

unknown term.

65.9, 65.3, _ , 64.1, 63.5, 62.9

Rule: _______
© Houghton Mifflin Harcourt Publishing Company

B Write the first four terms of the sequence.

Rule: start at 0.35, add 0.15

_,_,_,_

208
 Name

MATH
M
Share
Share and hhow
and Show
Sh BOARD
B

Write a rule for the sequence.

1. 0.5, 1.8, 3.1, 4.4, … 2. 23.2, 22.1, 21, 19.9, …

Think: Is the sequence increasing or decreasing?

Rule: Rule:

Write a rule for the sequence. Then find the unknown term.

3. 0.3, 1.5, _ , 3.9, 5.1 4. 19.5, 18.8, 18.1, 17.4, _

Rule: Rule:

Math MATHEMATICAL PRACTICES 8

Talk
Compare Besides addition,
what other operation can
suggest an increase from
On
On Your
Your Own
Own one term to the next?

Write the first four terms of the sequence.

5. Rule: start at 10.64, subtract 1.45 6. Rule: start at 0.87, add 2.15

_,_,_,_ _,_,_,_

7. Rule: start at 19.3, add 1.8 8. Rule: start at 29.7, subtract 0.4

_,_,_,_ _,_,_,_

9. DEEPER Marta put $4.87 in her coin bank. Each day she
added 1 quarter, 1 nickel, and 3 pennies. How much money
was in her coin bank after 6 days? Describe the pattern you
used to solve.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
10. PRACTICE 7 Identify Relationships Look at the list below.
Do the numbers show a pattern? Explain how you know.

11.23, 10.75, 10.3, 9.82, 9.37, 8.89

Chapter 3 • Lesson 10 209

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
SMARTER Pose a Problem
11. Bren has a deck of cards. As shown below, each card is labeled with
a rule describing a pattern in a sequence. Select a card and decide
on a starting number. Use the rule to write the first five terms in
your sequence.

Add Add Add Add Add

1.6 0.33 6.5 0.25 1.15

Sequence: _ , _ , _ , _ , _

Write a problem that relates to your sequence and requires the

sequence be extended to solve.
Pose a Problem Solve your problem.

WRITE M
t Show Your Work

Math

© Houghton Mifflin Harcourt Publishing Company

12. SMARTER Colleen and Tom are playing a number

pattern game. Tom wrote the following sequence.

33.5, 34.6, 35.7, ________, 37.9

What is the unknown term in the sequence? __

210
 Practice and Homework
Name
Lesson 3.10
Patterns with Decimals
COMMON CORE STANDARD—5.NBT.B.7
Write a rule for the sequence. Then find the unknown term. Perform operations with multi-digit whole
numbers and with decimals to hundredths.

6.56 , 7.88
1. 2.6, 3.92, 5.24, _ 2. 25.7, 24.1, _ , 20.9, 19.3

Think: 2.6 + ? = 3.92; 3.92 + ? = 5.24

2.6 + 1.32 = 3.92

3.92 + 1.32 = 5.24

add 1.32
Rule: ______ Rule: ______

Write the first four terms of the sequence.

3. Rule: start at 17.3, add 0.9 4. Rule: start at 28.6, subtract 3.1

_, _, _, _ _, _, _, _

Problem
Problem Solving
Solving
5. The Ride-It Store rents bicycles. The cost 6. Lynne walks dogs every day to earn money. The
is $8.50 for 1 hour, $13.65 for 2 hours, $18.80 for fees she charges per month are 1 dog, $40; 2
3 hours, and $23.95 for 4 hours. If the pattern dogs, $37.25 each; 3 dogs, $34.50 each; 4 dogs,
continues, how much will it cost Nate to rent a $31.75 each. A pet store wants her to walk 8 dogs.
bike for 6 hours? If the pattern continues, how much will Lynne
charge to walk each of the 8 dogs?
© Houghton Mifflin Harcourt Publishing Company

______ ______

7. WRITE Math Give an example of a rule describing the pattern for a

sequence. Then write the terms of the sequence for your rule.

Chapter 3 211
Lesson Check (5.NBT.B.7)
1. A store has a sale on books. The price is $17.55 2. A bowling alley offers special weekly bowling
for one book, $16.70 each for 2 books, $15.85 rates. The weekly rates are 5 games for $15,
each for 3 books, and $15 each for 4 books. If 6 games for $17.55, 7 games for $20.10, and
this pattern continues, how much per book will 8 games for $22.65. If this pattern continues, how
it cost to buy 7 books? much will it cost to bowl 10 games in a week?

Spiral Review (5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7)

3. Find the product. 4. At a sale, a shoe store sold 8 pairs of shoes for a
284 total of $256. Each pair cost the same amount.
× 36
__ What was the price of each pair of shoes?

5. Marcie jogged 0.8 mile on Wednesday and 6. Bob has 5.5 cups of flour. He uses 3.75 cups of
0.9 mile on Thursday. How far did she jog flour. How much flour does Bob have left?
on the two days? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
212 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 3.11
Problem Solving • Add and Subtract Money
Essential Question How can the strategy make a table help you Number and Operations in Base
organize and keep track of your bank account balance? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1

Unlock
Unlock the
the Problem
Problem
At the end of May, Mrs. Freeman had a bank account balance of
$442.37. Since then, she has written a check for $63.92 and made a
deposit of $350.00. Mrs. Freeman says she has $729.45 in her bank
account. Make a table to determine if Mrs. Freeman is correct.

Read the Problem Solve the Problem

What do I need to find?
Mrs. Freeman’s Checkbook
I need to find
May balance $442.37

Check $63.92 −$63.92

What information do I need to use?

I need to use the Deposit $350.00

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JUPITERIMAGES/Thinkstock/Alamy

How will I use the information?

–
I need to make a table and use the information to
+

Mrs. Freeman’s correct balance is __.

1.
MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness How can you tell if your answer

is reasonable? ___________

Chapter 3 213
 Try Another Problem
Nick is buying juice for himself and 5 friends.
Each bottle of juice costs $1.25. How much
do 6 bottles of juice cost? Make a table to
find the cost of 6 bottles of juice.

Use the graphic below to solve the problem.

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

So, the total cost of 6 bottles of juice

is ___.

2. What if Ginny says that 12 bottles of juice cost $25.00? Is Ginny’s

statement reasonable? Explain.

© Houghton Mifflin Harcourt Publishing Company

3. If Nick had $10, how many bottles of juice could he buy?

Math MATHEMATICAL PRACTICES 1

Talk
Describe how you could use
another strategy to solve
this problem.

214
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Sara wants to buy a bottle of apple juice from a vending machine. She
needs exactly $2.30. She has the following bills and coins:

Make and complete a table to find all the

ways Sara could pay for the juice.

First, draw a table with a column for

each type of bill or coin.

Next, fill in your table with each row

showing a different way Sara can
make exactly $2.30.

2. What if Sara decides to buy a bottle of 3. At the end of August, Mr. Diaz had a balance of
water that costs $1.85? What are all the different $441.62. Since then, he has written two checks
ways she can make exactly $1.85 with the bills for $157.34 and $19.74 and made a deposit of
and coins she has? Which coin must Sara use? $575.00. Mr. Diaz says his balance is $739.54.
Find Mr. Diaz’s correct balance.
© Houghton Mifflin Harcourt Publishing Company

Chapter 3 • Lesson 11 215

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

On
On Your
Your Own
Own
Use the following information to solve 4–6.
At Open Skate Night, admission is $3.75 with a membership card and
$5.00 without a membership card. Skate rentals are $3.00.

4. DEEPER Aidan paid the admission for himself and two friends
at Open Skate Night. Aidan had a membership card, but his friends
did not. Aidan paid with a $20 bill. How much change should
Aidan receive?

5. SMARTER The Moores paid $6 more for

skate rentals than the Cotters did. Together, the
WRITE Math
Show Your Work
two families paid $30 for skate rentals. How
many pairs of skates did the Moores rent?

6.
MATHEMATICAL
PRACTICE 1
Analyze Jennie and 5 of her friends are going to
Open Skate Night. Jennie does not have a membership card. Only
some of her friends have membership cards. What is the total
amount that Jennie and her friends might pay for admission?

7. SMARTER Marisol bought 5 movie tickets for a

show. Each ticket cost $6.25. Complete the table to show the
price of 2, 3, 4, and 5 tickets.

Number of
Price
Tickets
© Houghton Mifflin Harcourt Publishing Company

1 $6.25
2
3
4
5

216
 Practice and Homework
Name
Lesson 3.11
Problem Solving • Add and Subtract Money
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

Solve. Use the table to solve 1–2.

1. Dorian and Jack decided to go bowling. They each

Bowl-a-Rama
need to rent shoes and 1 lane, and Jack is a member.
Regular Member’s
If Jack pays for both of them with $20, what change should
Cost Cost
he receive?
Lane Rental
$9.75 $7.50
Calculate the cost: $7.50 + $3.95 + $2.95 = $14.40 (up to 4 people)
Shoe Rental $3.95 $2.95

Calculate the change: $20 − $14.40 = $5.60

2. Natalie and her friends decided to rent 4 lanes at regular

cost for a party. Ten people need to rent shoes, and 4
people are members. What is the total cost for the party?
____

Use the following information to solve 3–5.

At the concession stand, medium sodas cost $1.25 and

hot dogs cost $2.50.

3. Natalie’s group brought in pizzas, but is buying the drinks at

the concession stand. How many medium sodas can Natalie’s
group buy with $20? Make a table to show your answer.
____

4. Jack bought 2 medium sodas and 2 hot dogs. He paid

with $20. What was his change?
____
© Houghton Mifflin Harcourt Publishing Company

5. How much would it cost to buy 3 medium sodas and 2 hot dogs?

____

6. WRITE Math Write a money problem that shows money being

added to and subtracted from a bank account. Then solve the problem.

Chapter 3 217
Lesson Check (5.NBT.B.7)
1. Prakrit bought a pack of paper for $5.69 2. Elysse paid for her sandwich and drink with
and printer toner for $9.76. He paid with a $10 bill and received $0.63 in change. The
a $20 bill. What was his change? sandwich was $7.75. Sales tax was $0.47. What
was the cost of her drink?

Spiral Review (5.NBT.A.1, 5.NBT.B.6, 5.NBT.B.7)

3. Tracie has saved $425 to spend during her 1 of 0.08?
4. What decimal is __
10
14-day vacation. About how much money
can she spend each day?

5. Tyrone bought 2.25 pounds of Swiss cheese 6. Shelly ate 4.2 ounces of trail mix. Marshall ate
and 4.2 pounds of turkey at the deli. About how 4.25 ounces of trail mix. How much more trail
much was the weight of the two items? mix did Marshall eat?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
218 Personal Math Trainer
 Lesson 3.12
Name
Choose a Method Number and Operations in Base
Essential Question Which method could you choose to find decimal Ten—5.NBT.B.7
sums and differences? MATHEMATICAL PRACTICES
MP1, MP2, MP5

Unlock
Unlock the
the Problem
Problem
At a track meet, Steven entered the long jump.
His jumps were 2.25 meters, 1.81 meters, and • Underline the sentence that tells you
what you are trying to find.
3.75 meters. What was the total distance Steven
jumped? • Circle the numbers you need to use.
• What operation will you use?
To find decimal sums, you can use properties and
mental math or you can use paper and pencil.

One Way Use properties and mental math.

Add. 2.25 + 1.81 + 3.75

2.25 + 1.81 + 3.75

= 2.25 + 3.75 + 1.81 Commutative Property

= ( _ + _ ) + 1.81 Associative Property

= _ + 1.81
= _
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Mike Powell/Getty Images

Another Way Use place-value.

Add. 2.25 + 1.81 + 3.75

2.25
1.81
+ 3.75
Math MATHEMATICAL PRACTICES 5
So, the total distance Steven jumped was __ meters. Talk
Use Tools Explain why you
might choose to use the
properties to solve this
problem.

Chapter 3 219
Try This!
In 1924, William DeHart Hubbard won a gold medal with
a long jump of 7.44 meters. In 2000, Roman Schurenko won the
bronze medal with a jump of 8.31 meters. How much longer was
Schurenko’s jump than Hubbard’s?

A Use place-value. B Use a calculator.

8 3 1
8. 3 1 7 4 4
− 7. 4 4

So, Schurenko’s jump was __ meter longer than Hubbard’s.

• MATHEMATICAL
PRACTICE 5 Use Tools Explain why you cannot use the Commutative
Property or the Associative Property to find the difference between
two decimals.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the sum or difference.

1. 4.19 + 0.58 2. 9.99 − 4.1 3. 5.7 + 2.25 + 1.3

© Houghton Mifflin Harcourt Publishing Company

4. 28.6 − 9.84 5. $15.79 + $32.81 6. 38.44 − 25.86

220
 Name

On
On Your
Your Own
Own
Find the sum or difference.

7. $18.39 8. 8.22 − 4.39 9. 93.6 − 79.84 10. 1.82

+
__$ 7.56 2.28
+ 2.18
__

Practice: Copy and Solve Find the sum or difference.

11. 6.3 + 2.98 + 7.7 12. 27.96 − 16.2 13. 12.63 + 15.04 14. 9.24 − 2.68

15. $18 − $3.55 16. 9.73 − 2.52 17. $54.78 + $43.62 18. 7.25 + 0.25 + 1.5

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the missing number.

19. n − 9.02 = 3.85 20. n + 31.53 = 62.4 21. 9.2 + n + 8.4 = 20.8

n = ___ n = ___ n = ___

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

22. DEEPER Jake needs 7.58 meters of wood to complete a school

project. He buys a 2.25-meter plank of wood and a 3.12-meter plank of
wood. How many more meters of wood does Jake need to buy?
© Houghton Mifflin Harcourt Publishing Company

23. SMARTER
Lori needs a length of twine 8.5 meters long to mark a
row in her garden. Andrew needs a length of twine 7.25 meters long for
his row. They have one length of twine that measures 16.27 meters. After
they each take the lengths they need, how much twine will be left?

Chapter 3 • Lesson 12 221

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&
Use the table to solve 24–26.

24. How much farther did the gold-medal winner

jump than the silver medal winner?
2008 Men’s Olympic
Long Jump Results
Medal Distance (in meters)
25.
MATHEMATICAL
PRACTICE 1 The fourth-place competitor’s Gold 8.34
jump measured 8.19 meters. If his jump had been Silver 8.24
0.10 meter greater, what medal would he have
Bronze 8.20
received? Describe how you solved the problem.

26. In the 2004 Olympics, the gold medalist for the men’s long jump had a
jump of 8.59 meters. How much farther did the 2004 gold medalist jump
compared to the 2008 gold medalist?

27. SMARTER Alexander and Holly are solving the following word problem.Math
t Show Your Work
WRITE

At the supermarket Carla buys 2.25 pounds of hamburger. She also buys 3.85 pounds
of chicken. How many pounds of hamburger and chicken did Carla buy?

Alexander set up his problem as 2.25 + 3.85.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Image100/Corbis

Holly set up her problem as 3.85 + 2.25.
Who is correct? Explain your answer and solve the problem.

222
 Practice and Homework
Name
Lesson 3.12
Choose a Method
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Find the sum or difference.
1. 7.24 2. 5.2 3. 6.37 4. 0.64
+3.18
__ 6.47 −4.98
__ 9.68
+12.16
__ +1.47
__
1
7. 2 4
+3.1 8
__
10.42
___ ___ ___ ___

5. 14.87 6. 60.12 7. 2.72 8. 16.85

+3.65
__ −14.05
__ +9.48
__ +83.4
__

___ ___ ___ ___

9. $13.60 − $8.74 ___ 10. 13.65 + 6.90 + 4.35 ___

Problem
Problem Solving
Solving
11. Jill bought 6.5 meters of blue lace and 12. Zack bought a coat for $69.78. He paid with a
4.12 meters of green lace. What was the $100 bill and received $26.73 in change. How
total length of lace she bought? much was the sales tax?
© Houghton Mifflin Harcourt Publishing Company

13. WRITE Math Write and solve a story problem for each method you
can use to find decimal sums and differences.

Chapter 3 223
Lesson Check (5.NBT.B.7)
1. Jin buys 4 balls of yarn for a total of $23.78. 2. Allan is measuring his dining room table to
She pays with two $20 bills. What is her change? make a tablecloth. The table is 0.45 meter
longer than it is wide. If it is 1.06 meters wide,
how long is it?

Spiral Review (5.NBT.B.6, 5.NBT.B.7)

3. Write an expression using the Distributive 4. Jane, Andre, and Maria pick apples. Andre picks
Property that can be used to find the three times as many pounds as Maria. Jane
quotient 56 ÷ 4. picks two times as many pounds as Andre. The
total weight of the apples is 840 pounds. How
many pounds of apples does Andre pick?

5. What is the sum 6.43 + 0.89? 6. Hannah bought a total of 5.12 pounds of
fruit at the market. She bought 2.5 pounds of © Houghton Mifflin Harcourt Publishing Company
pears, and she also bought some bananas. How
many pounds of bananas did she buy?

FOR MORE PRACTICE

GO TO THE
224 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 3 Review/Test Online Assessment
and Intervention

1. Chaz kept a record of how many gallons of gas he purchased each

day last week.

Day Gas (in gallons)

Monday 4.5

Tuesday 3.9

Wednesday 4.258

Thursday 3.75

Friday 4.256

Order the days from least amount of gas Chaz purchased to greatest
amount of gas Chaz purchased.

Least Greatest

2. For 2a–2c, select True or False for each statement.

2a. 16.437 rounded to the nearest True False

whole number is 16.

2b. 16.437 rounded to the nearest True False

tenth is 16.4.

2c. 16.437 rounded to the nearest

hundredth is 16.43. True False

Personal Math Trainer

3. SMARTER Students are selling muffins at a school bake sale.
One muffin costs $0.25, 2 muffins cost $0.37, 3 muffins cost $0.49, and
4 muffins cost $0.61. If this pattern continues, how much will 7 muffins
© Houghton Mifflin Harcourt Publishing Company

cost? Explain how you found your answer.

Assessment Options
Chapter Test
Chapter 3 225
4. What is the value of the underlined digit? Mark all that apply.

0.679

0.6 six hundredths

0.06 6 × __
1
10

six tenths

5. Rowanda jogged 2.14 kilometers farther than Terrance. Select the values
that could represent how far each student jogged. Mark all that apply.

Rowanda: 6.5 km, Terrance: 4.36 km

Rowanda: 4.8 km, Terrance: 2.76 km

Rowanda: 3.51 km, Terrance: 5.65 km

Rowanda: 7.24 km, Terrance: 5.1 km

6. Shade the model to show the decimal 0.542.

7. Benjamin rode his bicycle 3.6 miles on Saturday and 4.85 miles on
Sunday. How many miles did he ride Saturday and Sunday combined?
Use the digits on the tiles to solve the problem. Digits may be used more
than once or not at all.

0 1

. 2 3
© Houghton Mifflin Harcourt Publishing Company

+ 4 5
.

6 7
.

8 9

226
 Name
8. The school is 3.65 miles from Tonya’s house and 1.28 miles from Jamal’s
house. How much farther from school is Tonya’s house than Jamal’s
house? Explain how you can use a quick picture to solve the problem.

9. A vet measured the mass of two birds. The mass of the robin was
76.64 grams. The mass of the blue jay was 81.54 grams. Estimate the
difference in the masses of the birds.

__ grams

10. Rick bought 5 yogurt bars at a snack shop. Each yogurt bar cost $1.75.
Complete the table to show the price of 2, 3, 4, and 5 yogurt bars.

Number of
Price
Yogurt Bars
1 $1.75

11. Clayton Road is 2.25 miles long. Wood Pike Road is 1.8 miles long.
Kisha used a quick picture to find the combined length of Clayton
Road and Wood Pike Road. Does Kisha’s work make sense? Explain
why or why not.
© Houghton Mifflin Harcourt Publishing Company

Chapter 3 227
12. Bob and Ling are playing a number pattern game. Bob wrote the
following sequence.

28.9, 26.8, 24.7, __, 20.5

What is the unknown term in the sequence?

13. Rafael bought 2.15 pounds of potato salad and 4.2 pounds of macaroni
salad to bring to a picnic. For 13a–13c, select Yes or No to indicate
whether each statement is true.

13a. Rounded to the nearest whole number, Yes No

Rafael bought 2 pounds of potato salad.

13b. Rounded to the nearest whole number, Yes No

Rafael bought 4 pounds of macaroni salad.

13c. Rounded to the nearest tenth, Rafael Yes No

bought 2.1 pounds of potato salad.

14. The four highest scores on the floor exercise at a gymnastics meet were
9.675, 9.25, 9.325, and 9.5 points. Choose the numbers that make the
statement true.

9.675
9.25
The lowest of these four scores was points. The highest
9.325
9.5

9.675
9.25
of these four scores was points.
9.325
9.5
© Houghton Mifflin Harcourt Publishing Company

228
 Name

15. Michelle records the value of one euro in U.S. dollars each day for her social
studies project. The table shows the data she has recorded so far.

Value of 1 Euro
Day
(in U.S. dollars)
Monday 1.448

Tuesday 1.443

Wednesday 1.452

Thursday 1.458

On which two days was the value of 1 euro the same when rounded to the
nearest hundredth of a dollar?

16. Miguel has $20. He spends $7.25 on a movie ticket, $3.95 for snacks, and $1.75
for bus fare each way. How much money does Miguel have left?

$ __

17. DEEPER Yolanda’s sunflower plant was 64.34 centimeters tall in July.
During August, the plant grew 18.2 centimeters.

Part A

Estimate the height of Yolanda’s plant at the end of August by rounding each
value to the nearest whole number. Will your estimate be less than or greater
than the actual height? Explain your reasoning.
© Houghton Mifflin Harcourt Publishing Company

Part B

What was the exact height of the plant at the end of August? Was the estimate
less than or greater than the exact value?

Chapter 3 229
18. Oscar ran the 100-yard dash in 12.41 seconds. Jesiah ran the 100-yard
dash in 11.85 seconds. How many seconds faster was Jesiah’s time than
Oscar’s time?

__ second(s)
19. Choose the value that makes the statement true.

ones

tenths
In the number 1.025, the value of the digit 2 is 2 , and the
hundredths
ones thousandths
tenths
value of the digit 5 is 5 .
hundredths

thousandths

20. Troy and Lazetta are solving the following word problem.

Rosalie’s cat weights 9.8 pounds. Her dog weighs 25.4 pounds. What is
the weight of both animals combined.

Troy sets up his problem as 9.8 + 25.4. Lazetta sets up her problem as
25.4 + 9.8. Who is correct? Explain your answer and solve the problem.

0.084 0.084

0.84 0.84
21. 0.84 is 10 times as much as and __
1 of
10
.
8.4 8.4
© Houghton Mifflin Harcourt Publishing Company

84 84

230
 4
Chapter

Multiply Decimals
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name

Meaning of Multiplication Complete. (3.OA.A.1)

1. 2.

_ groups of _ = _ _ groups of _ = _

Decimals Greater Than One Write the word form and the
expanded form for each. (5.NBT.A.3a)

3. 1.7 4. 5.62
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©AndyLim.com/Alamy Images

Multiply by 3-Digit Numbers Multiply. (4.NBT.B.5)

5. 321 6. 387 7. 126 8. 457

×
__ 4 ×
__ 5 ×
_ 13 ×
_ 35

Math in the

Staghorn Coral is a type of branching coral.

It can add as much as 0.67 foot to its
branches each year. Find how much a
staghorn coral can grow in 5 years.

Chapter 4 231
 Voca bula ry Builder

Visualize It
Review Words
Complete the flow map using the words with a ✓.
decimal
expanded form
6.35 Multiply the Multiply the Multiply the
3 2 ✓ hundredths
. . .
multiplication
✓ ones
pattern
Check for The
Estimate. place value
reasonableness.
is 12.70.
✓ product
✓ tenths
thousandths
Understand Vocabulary
Read the description. What term do you think it describes?

1. It is the process used to find the total number of items in a

given number of groups. ___

2. It is a way to write a number that shows the value of

each digit. ___

3. It is one of one hundred equal parts. ___

4. This is the result when you multiply two numbers.

___
5. It is the value of a digit in a number based on the location

of the digit. ___ © Houghton Mifflin Harcourt Publishing Company

™Interactive Student Edition

232 ™Multimedia eGlossary
Chapter 4 Vocabulary

decimal expanded form

decimal forma desarrollada

11 25

hundredth pattern

centésimo patrón
30 48

place value product

valor posicional producto

50 54

tenth thousandth

décimo milésimo
65 67
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A way to write numbers by showing the
value of each digit A number with one or more digits to the
right of the decimal point.
Example:
832 = (8 × 100) + (3 × 10) + (2 × 1) Example: 0.5, 0.06, and 12.679 are decimals.

(
3.25 = (3 × 1) + 2 × ___
10 ) (
1 + 5 × ____
1
100 )
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

One of 100 equal parts
An ordered set of numbers or objects; the
order helps you predict what will come next 56
Example: 0.56 = ____ = fifty-six hundredths
100
Examples: 2, 4, 6, 8, 10

The value of each digit in a number based

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

on the location of the digit

The answer to a multiplication problem

Example:
Example: 3 × 15 = 45
MILLIONS THOUSANDS ONES
Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

1, 3 9 2, 0 0 0
product
1 3 1,000,000 3 3 100,000 9 3 10,000 2 3 1,000 0 3 100 0 3 10 0 3 1
1,000,000 300,000 90,000 2,000 0 0 0
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

One of 1,000 equal parts One of ten equal parts

7 = seven tenths
Example: 0.7 = ___
10
 Going Places with Words Game
Game

Bingo
Word Box
decimal
expanded form
hundredth
For 3–6 players pattern
place value
Materials product
• 1 set of word cards
tenth
• 1 Bingo board for each player
thousandths
• game markers

How to Play
1. The caller chooses a card and reads the definition. Then the caller
puts the card in a second pile.
2. Players put a marker on the word that matches the definition each
time they find it on their Bingo boards.
3. Repeat Steps 1 and 2 until a player marks 5 boxes in a line going
down, across, or on a slant and calls “Bingo.”
4. To check the answers, the player who said “Bingo” reads the
words aloud while the caller checks the definitions.
Image Credits: ©Images/Alamy
© Houghton Mifflin Harcourt Publishing Company

Chapter 4 232A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Kevin needs 1,000 pieces of ribbon for balloons at a school event. Each
piece of ribbon has to be 2.25 feet long. Tell how Kevin can use a pattern
to find how many yards of ribbon he needs.
• Compare the place value of the digit 8 in the following numbers.
2.8 1.68 9.438
• Tell how using expanded form can help you solve a multiplication problem.
• Explain the steps of how to multiply two decimals. Include an example in
your explanation.

Image Credits: ©Images/Alamy

© Houghton Mifflin Harcourt Publishing Company

232B
 ALGEBRA
Name
Lesson 4.1
Multiplication Patterns with Decimals
Essential Question How can patterns help you place the decimal point Number and Operations in Base
in a product? Ten—5.NBT.A.2 Also 5.NBT.B.7
MATHEMATICAL PRACTICES
MP2, MP3, MP6
Unlock
Unlock the
the Problem
Problem
Cindy is combining equal-sized rectangles from different fabric
patterns to make a postage-stamp quilt. Each rectangle has an area
of 0.75 of a square inch. If she uses 1,000 rectangles to make the quilt,
what will be the area of the quilt?

Use the pattern to find the product.

1 3 0.75 5 0.75

10 3 0.75 5 7.5

100 3 0.75 5 75.

1,000 3 0.75 5 750.

The quilt will have an area of __ square inches.

1. As you multiply by increasing powers of 10, how does

the position of the decimal point change in the product?

Place value patterns can be used to find the product of a number and the
decimals 0.1 and 0.01.
• What fraction of the actual size of the building
Example 1
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Paul Street/Alamy Images

is the model?

Jorge is making a scale model of the Willis Tower in

Chicago for a theater set. The height of the tower is
1,353 feet. If the model is ___
1 • Write the fraction as a decimal.
100 of the actual size of the
building, how tall is the model?
1 3 1,353 5 1,353

0.1 3 1,353 5 135.3

0.01 3 1,353 5 1
____ of 1,353
100

Jorge’s model of the Willis Tower is __ feet tall.

2. As you multiply by decreasing powers of 10, how does the position

of the decimal point change in the product?

Chapter 4 233
 Example 2
Three friends are selling items at an arts and crafts fair.
Josey makes $45.75 selling jewelry. Mark makes 100 times as
much as Josey makes by selling his custom furniture. Carlos
makes a tenth of the money Mark makes by selling paintings.
How much money does each friend make?

Josey: $45.75

Mark: __ × $45.75 Carlos: _ × __

Think: 1 × $45.75 = __ Think: 1 × __ = __

10 × $45.75 = __ _ × __ = __
100 × $45.75 = __

So, Josey makes $45.75, Mark makes __ ,

and Carlos makes __ .

Try This! Complete the pattern.

A 100 × 4.78 = __ B 38 × 1 = __

101 × 4.78 = __ 38 × 0.1 = __

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Houghton Mifflin Harcourt
102 × 4.78 = __ 38 × 0.01 = __

103 × 4.78 = __

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the pattern.

1. 100 × 17.04 = 17.04 Think: The decimal point moves one place to

the _ for each increasing

101 × 17.04 = 170.4 power of 10.

102 × 17.04 = 1,704

103 × 17.04 = __

234
 Name

Complete the pattern.

2. 1 × 3.19 = _ 3. 45.6 × 100 = _ 4. 1 × 6,391 = _

10 × 3.19 = _ 45.6 × 101 = _ 0.1 × 6,391 = _

100 × 3.19 = _ 45.6 × 102 = _ 0.01 × 6,391 = _

1,000 × 3.19 = _ 45.6 × 103 = _

Math MATHEMATICAL PRACTICES 6

Talk
Explain how you know
that when you multiply the
On
On Your
Your Own
Own product of 10 × 34.1 by 0.1,
the result will be 34.1.
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the value of n.

5. n × $3.25 = $325.00 6. 0.1 × n = 89.5 7. 103 × n = 630

n = __ n = __ n = __

8. DEEPER A glacier in Alaska moves about 29.9 meters a day. About how
much farther will it move in 1,000 days than it will move in 100 days?

9. SMARTER
For 9a–9e, choose Yes or No to indicate
whether the product is correct.
© Houghton Mifflin Harcourt Publishing Company

9a. 0.81 × 10 = 0.081 Yes No

9b. 0.33 × 100 = 33 Yes No

9c. 0.05 × 100 = 5 Yes No

9d. 0.70 × 1,000 = 70 Yes No

9e. 0.38 × 10 = 0.038 Yes No

Chapter 4 • Lesson 1 235

 MATHEMATICAL PRACTICES 8E8CPQ<›CFFB=FIJKIL:KLI<›GI<:@J@FE

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
SMARTER What’s the Error?
10. Kirsten is making lanyards for a convention.
She needs to make 1,000 lanyards and
knows that 1 lanyard uses 1.75 feet of cord.
How much cord will Kirsten need?

Kirsten’s work is shown below.

1 × 1.75 = 1.75

10 × 1.75 = 10.75

100 × 1.75 = 100.75

1,000 × 1.75 = 1,000.75

Solve the problem using the

Find and describe Kirsten’s error. correct pattern.

WRITE M
t Show Your Work

Math

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Photodisc/Alamy Images

So, Kirsten needs __ feet of cord to make 1,000 lanyards.

• MATHEMATICAL
PRACTICE 3 Compare Strategies Describe how Kirsten could solve the problem without
writing out the pattern.

236
 Practice and Homework
Name
Lesson 4.1
Multiplication Patterns with Decimals
Complete the pattern. COMMON CORE STANDARD—5.NBT.A.2
Understand the place value system.

1. 2.07 × 1 = _
2.07
_ 2. 1 × 30 = __ 3. 100 × 0.23 = __

2.07 × 10 = _
20.7
_ 0.1 × 30 = __ 101 × 0.23 = __

2.07 × 100 = _
207
_ 0.01 × 30 = __ 102 × 0.23 = __

2.07 × 1,000 = _
2,070
_ 103 × 0.23 = __

4. 390 × 1 = __ 5. 1 × 5 = __ 6. 1 × 9,670 = __

390 × 0.1 = __ 0.1 × 5 = __ 0.1 × 9,670 = __

390 × 0.01 = __ 0.01 × 5 = __ 0.01 × 9,670 = __

7. 874 × 1 = __ 8. 100 × 10 = __ 9. 100 × 49.32 = __

874 × 10 = __ 101 × 10 = __ 101 × 49.32 = __

874 × 100 = __ 102 × 10 = __ 102 × 49.32 = __

874 × 1,000 = __ 103 × 10 = __ 103 × 49.32 = __

Problem
Problem Solving
Solving
10. Nathan plants equal-sized squares of sod in his 11. Three friends are selling items at a bake sale. May
front yard. Each square has an area of makes $23.25 selling bread. Inez sells gift baskets
6 square feet. Nathan plants a total of 1,000 and makes 100 times as much as May. Jo sells pies
© Houghton Mifflin Harcourt Publishing Company

squares in his yard. What is the total area of the and makes one tenth of the money Inez makes.
squares of sod? How much money does each friend make?

12. WRITE Math Explain how to use a pattern to find the product of a
power of 10 and a decimal.

Chapter 4 237
Lesson Check (5.NBT.A.2)
1. The length of the Titanic was 882 feet. Porter’s 2. Ted is asked to multiply 102 × 18.72. How many
history class is building a model of the Titanic. places and in which direction should he move
___
The model is 1001
of the actual length of the ship. the decimal point to get the correct product?
How long is the model?

Spiral Review (5.NBT.A.3b, 5.NBT.A.4, 5.NBT.B.6, 5.NBT.B.7)

3. The table shows the height in meters of some of 4. Madison had $187.56 in her checking account.
the world’s tallest buildings. What are the heights She deposited $49.73 and then used her debit
in order from least to greatest? card to spend $18.64. What is Madison’s new
account balance?

Building Height (meters)

Zifeng Tower 457.2
International
415.138
Finance Center
Burj Khalifa 828.142
Petronas Towers 452.018

© Houghton Mifflin Harcourt Publishing Company

5. What is 3.47 rounded to the nearest tenth? 6. The city gardener ordered 1,680 tulip bulbs
for Riverside Park. The bulbs were shipped in
35 boxes with an equal number of bulbs in each
box. How many tulip bulbs were in each box?

FOR MORE PRACTICE

GO TO THE
238 Personal Math Trainer
 Lesson 4.2
Name
Multiply Decimals and Whole Numbers Number and Operations in Base
Essential Question How can you use a model to multiply a whole Ten—5.NBT.B.7
number and a decimal? MATHEMATICAL PRACTICES
MP2, MP4, MP6

Hands
Investigate
Investigate On

Materials ■ decimal models ■ color pencils

Giant tortoises move very slowly. They can travel a distance
of about 0.17 mile in 1 hour. How far could a giant tortoise
move if it travels at this same speed for 4 hours?

A. Complete the statement to describe the problem.

I need to find how many total miles are in _ groups

of __.

• Write an expression to represent the problem. __

B. Use the decimal model to find the answer.

• What does each small square in the decimal model represent?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt, (t) ©Bryan Knox/Papilio/Corbis

C. Shade a group of _ squares to represent the

distance a giant tortoise can move in 1 hour.

D. Use a different color to shade each additional

group of _ squares until you

have _ groups of _ squares.

E. Record the total number of squares shaded. _ squares Math MATHEMATICAL PRACTICES 4
Talk
So, the giant tortoise can move __ mile in 4 hours. Use Models Describe how
the model helps you determine
if your answer is reasonable.

Chapter 4 239
 Draw Conclusions
1. Explain why you used only one decimal model to show the product.

2. Explain how the product of 4 groups of 0.17 is similar to the product of 4

groups of 17. How is it different?

MATHEMATICAL
3. PRACTICE 6 Compare the product of 0.17 and 4 with each of the factors.
Which number has the greatest value? Explain how this is different than
multiplying two whole numbers.

Make
Make Connections
Connections
You can draw a quick picture to solve decimal multiplication problems.

Find the product. 3 × 0.46

STEP 1 Draw 3 groups of 4 tenths and 6 hundredths.

Remember that a square is equal to 1.

STEP 2 Combine the hundredths and rename.

There are _ hundredths. I will rename

_ hundredths as __.
Cross out the hundredths you renamed.

STEP 3 Combine the tenths and rename.

There are _ tenths. I will rename

© Houghton Mifflin Harcourt Publishing Company

_ tenths as __.
Cross out the tenths you renamed.

STEP 4 Record the value shown by your completed

quick picture. Math MATHEMATICAL PRACTICES 6
Talk
Compare Explain how
So, 3 × 0.46 = __. renaming decimals is like
renaming whole numbers.

240
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the decimal model to find the product.

1. 5 × 0.06 = __ 2. 2 × 0.38 = __ 3. 4 × 0.24 = __

Find the product. Draw a quick picture.

4. 3 × 0.62 = __ 5. 4 × 0.32 = __

6. WRITE Math Describe how you solved Exercise 5 using place

value and renaming.
© Houghton Mifflin Harcourt Publishing Company

7. DEEPER Carrie has 0.73 liter of juice in her pitcher. Sanji’s pitcher
has 2 times as much juice as Carrie’s pitcher. Lee’s pitcher has 4 times
as much juice as Carrie’s pitcher. Sanji and Lee pour all their juice into a
large bowl. How much juice is in the bowl?

Chapter 4 • Lesson 2 241

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 8–10.

8.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Each day
a bobcat drinks about 3 times as much water as
a Canada goose drinks. How much water can a
bobcat drink in one day?
Water Consumption
Average Amount
Animal (liters per day)
Canada Goose 0.24
Cat 0.15
Mink 0.10
Opossum 0.30
9. SMARTER River otters drink about
Bald Eagle 0.16
5 times as much water as a bald eagle drinks
in a day. How much water can a river otter
drink in 3 days?

10. DEEPER An animal shelter provides a bowl with 1.25 liters of

water for 3 cats. About how much water will be left after the cats
drink their average daily amount of water?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Photodisc/Getty Images
11. SMARTER Yossi is shading the model to show 0.14 × 3.

Describe what Yossi should shade to show the product. Then shade in
the correct amount of boxes that will show the product of 0.14 × 3.

_ groups of _ small squares or _ small squares

242
 Practice and Homework
Name
Lesson 4.2
Multiply Decimals and Whole Numbers
Use the decimal model to find the product. COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

1. 4 × 0.07 = _
0.28
_ 2. 3 × 0.27 = __ 3. 2 × 0.45 = __

Find the product. Draw a quick picture.

4. 2 × 0.8 = ___ 5. 2 × 0.67 = ___

6. 5 × 0.71 = ___ 7. 4 × 0.23 = ___

Problem
Problem Solving
Solving

8. In physical education class, Sonia walks a 9. A certain tree can grow 0.45 meter in one year. At
distance of 0.12 mile in 1 minute. At that rate, that rate, how much can the tree grow in 3 years?
how far can she walk in 9 minutes?
© Houghton Mifflin Harcourt Publishing Company

10. WRITE Math Explain how multiplying a whole number and a

decimal is similar to and different from multiplying whole numbers.

Chapter 4 243
Lesson Check (5.NBT.B.7)
1. What multiplication sentence does the model 2. A certain type of lunch meat contains
represent? 0.5 gram of unsaturated fat per serving.
How much unsaturated fat is in 3 servings
of the lunch meat?

Spiral Review (5.OA.A.1, 5.NBT.A.2, 5.NBT.A.3b, 5.NF.B.3)

3. To find the value of the following expression, 4. Ella and three friends run in a relay race
what operation should you do first? that is 14 miles long. Each person runs equal
parts of the race. How many miles does each
20 − (7 + 4) × 5
person run?

5. What symbol makes the statement true? Write 6. Each number in the following sequence has the © Houghton Mifflin Harcourt Publishing Company

>, <, or =. same relationship to the number immediately

before it. How can you find the next number in
the sequence?
17.518 17.581 3, 30, 300, 3,000, . . .

FOR MORE PRACTICE

GO TO THE
244 Personal Math Trainer
 Lesson 4.3
Name
Multiplication with Decimals and Number and Operations in Base
Ten—5.NBT.B.7 Also 5.NBT.A.2
Whole Numbers MATHEMATICAL PRACTICES
Essential Question How can you use properties and place value to MP2, MP3, MP6
multiply a decimal and a whole number?

Unlock
Unlock the
the Problem
Problem
In 2010, the United States Mint released a newly • How much mass does one penny have?
designed Lincoln penny. A Lincoln penny has a mass
of 2.5 grams. If there are 5 Lincoln pennies
• How many pennies are on the tray?
on a tray, what is the total mass of the pennies?

Multiply. 5 × 2.5 • Use grouping language to describe what you

are asked to find.
Estimate the product. Round to the nearest whole
number.
5×_=_

One Way Another Way Show partial products.

Use the Distributive Property. STEP 1 Multiply the tenths by 5.
2.5
5 × 2.5 = 5 × (_ + 0.5)
×
_ 5
= (_ × 2) + (5 × _) ← 5 × 5 tenths = 25 tenths, or
2 ones and 5 tenths
=_+_ STEP 2 Multiply the ones by 5.

=_ 2.5
×
_ 5
2.5
← 5 × 2 ones = 10 ones, or 1 ten

STEP 3 Add the partial products.

Math
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL PRACTICES 2 2.5

Talk
Use Reason How does the × 5
_
estimate help you determine
if the answer is reasonable? 2.5
+__
10

So, 5 Lincoln pennies have a mass of __ grams.

Chapter 4 245
 Example Use place value patterns.
Having a thickness of 1.35 millimeters, the dime is the thinnest coin
produced by the United States Mint. If you stacked 8 dimes, what
would be the total thickness of the stack?
Multiply. 8 × 1.35

STEP 1 STEP 2 STEP 3

Write the decimal factor as a Multiply as with whole Place the decimal point.
whole number. numbers.
Think: 0.01 of 135 is 1.35.
Think: 1.35 × 100 = 135 Find 0.01 of 1,080 and
record the product.

× 100 × 0.01
1.35 135 1.35
×
__ 8 × 8
__ ×
__ 8
× 100 × 0.01
? 1,080

A stack of 15 dimes would have a thickness of ___ millimeters.

MATHEMATICAL
1. PRACTICE 6 Explain how you know the product of 8 × 1.35 is greater than 8.

2. What if you multiplied 0.35 by 8? Would the product be less than

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©WidStock/Alamy Images
or greater than 8? Explain.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Place the decimal point in the product.

1. 6.81 Think: The place value of the 2. 3.7 3. 19.34

× 7 decimal factor is hundredths. × 2 × 5
__ _ __
4767 74 9670

246
 Name

Find the product.

4. 6.32 5. 4.5 6. 40.7

× 3
__ × 8
_ × 5
__

Math MATHEMATICAL PRACTICES 6

Talk
Explain a Method How
can you determine if your
answer to Exercise 6 is
reasonable?
On
On Your
Your Own
Own
Find the product.

7. 4.93 8. 8.2 9. 7.55

×
__ 7 ×
_ 6 ×
__ 8

Practice: Copy and Solve Find the product.

10. 8 × 7.2 11. 3 × 1.45 12. 9 × 8.6 13. 6 × 0.79

14. 4 × 9.3 15. 7 × 0.81 16. 6 × 2.08 17. 5 × 23.66

18. DEEPER The cost to park a car in a parking lot is $3.45 per hour.
© Houghton Mifflin Harcourt Publishing Company

Maleek parked his car for 4 hours on Monday, 3 hours on Tuesday,

and 2 hours on Wednesday. How much did he spend on parking in all?

Chapter 4 • Lesson 3 247

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 19–20.

19. DEEPER Sari has a bag containing 6 half-dollar

and 3 dollar coins. What is the total mass of the
coins in Sari’s bag? Coin Mass (in grams)
Nickel 5.00
Dime 2.27
20. SMARTERChance has $2 in quarters. Quarter 5.67
Blake has $5 in dollar coins. Whose coins Half Dollar 11.34
have the greatest mass? Explain.
Dollar 8.1

WRITE Math
t Show Your Work

MATHEMATICAL
21. PRACTICE 3
Make Arguments Julie multiplies
6.27 by 7 and claims the product is 438.9. Explain
without multiplying how you know Julie’s answer is
not correct. Find the correct answer.

Personal Math Trainer

22. SMARTER Rachel and Abby are
trying to solve a science homework question.
They need to find how much a rock that
© Houghton Mifflin Harcourt Publishing Company

weighs 6 pounds on Earth would weigh on

the moon. They know they can multiply
weight on Earth by about 0.16 to find weight
on the moon. Select the partial products
Rachel and Abby would need to add to find
the product of 6 and 0.16. Mark all that apply.
A 0.22 B 0.6 C 3.65 D 3.6 E 0.36

248
 Practice and Homework
Name
Lesson 4.3
Multiplication with Decimals and
Whole Numbers COMMON CORE STANDARDS—5.NBT.A.2,
5.NBT.B.7 Perform operations with multi-digit
whole numbers and with decimals to hundredths.
Find the product.

1. 5.2 Think: The place 2. 9.8 3. 13.02

× 4 value of the decimal × 6 × 5
20.8 factor is tenths.

4. 8.42 5. 14.05 6. 23.82

× 9 × 7 × 5

7. 4 × 9.3 8. 3 × 7.9 9. 5 × 42.89 10. 8 × 2.6

11. 6 × 0.92 12. 9 × 1.04 13. 7 × 2.18 14. 3 × 19.54

Problem
Problem Solving
Solving
15. A half-dollar coin issued by the United States 16. One pound of grapes costs $3.49. Linda buys
Mint measures 30.61 millimeters across. exactly 3 pounds of grapes. How much will the
Mikk has 9 half dollars. He lines them up edge to grapes cost?
edge in a row. What is the total length of the row
of half dollars?
© Houghton Mifflin Harcourt Publishing Company

17. WRITE Math Compare and contrast the methods you can use to
multiply a whole number and a decimal.

Chapter 4 249
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. Pete wants to make turkey sandwiches for two 2. Gasoline costs $3.37 per gallon. Mary’s father
friends and himself. He wants each sandwich to puts 9 gallons of gasoline in the tank of his car.
contain 3.5 ounces of turkey. How many ounces How much will the gasoline cost?
of turkey does he need?

Spiral Review (5.OA.A.1, 5.OA.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. A group of 5 boys and 8 girls goes to the fair. 4. Sue and 4 friends buy a box of 362 baseball
Admission costs $9 per person. What expression cards at a yard sale. If they share the cards
can show the total amount the group will pay? equally, how many cards will each person
receive?

5. Sarah rides her bicycle 2.7 miles to school. She 6. Tim has a box of 15 markers. He gives
takes a different route home, which is 2.5 miles. 3 markers each to 4 friends. What expression
How many miles does Sarah ride to and from can show the number of markers Tim has left?
school each day?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
250 Personal Math Trainer
 Lesson 4.4
Name
Multiply Using Expanded Form Number and Operations in Base
Essential Question How can you use expanded form and place value to Ten—5.NBT.B.7 Also 5.NBT.A.2
multiply a decimal and a whole number? MATHEMATICAL PRACTICES
MP1, MP3, MP6

Unlock
Unlock the
the Problem
Problem
The length of a day is the amount of time it takes a
planet to make a complete rotation on its axis. On
Jupiter, there are 9.8 Earth hours in a day. How many
Earth hours are there in 46 days on Jupiter?

You can use a model and partial products to solve the

problem.

One Way Use a model. ▲ A day on Jupiter is called a Jovian day.

Multiply. 46 × 9.8

THINK MODEL RECORD

STEP 1

Rewrite the factors in expanded

form, and label the model. 9.8
46 = _ + _ × 46
__
9 0.8
9.8 = _ + _ 40 × 9
40 40 × 0.8
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Dennis Hallinan/Alamy Images

STEP 2
6×9
Multiply to find the area of each 6
+ 6 × 0.8
section. The area of each section ________
represents a partial product.

STEP 3

Add the partial products.

So, there are __ Earth hours in 46 days on Jupiter.

1. What if you wanted to find the number of Earth hours in

125 days on Jupiter? How would your model change?

Chapter 4 251
 Another Way Use place value patterns.

A day on the planet Mercury lasts about 58.6 Earth days. How
many Earth days are there in 14 days on Mercury?
Multiply. 14 × 58.6

STEP 1

Write the decimal factor as a ▲ It takes Mercury 88 Earth days

to complete an orbit of the Sun.
whole number.

STEP 2
×10 586 ×0.1
Multiply as with whole numbers.
58.6 × 14
__ 58.6
STEP 3 ×_14 2,344 × 14
__
Place the decimal point. ? +__
5,860
The decimal product is __
×10 8,204 ×0.1
of the whole number product.

So, there are __ Earth days in 14 days on Mercury.

MATHEMATICAL
2. PRACTICE 3 Compare Strategies What if you rewrite the problem
as (10 + 4) × 58.6 and used the Distributive Property to solve?
Explain how this is similar to your model using place value.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Photodisc/Getty Images
Try This! Find the product.

A Use a model. B Use place value patterns.

52 × 0.35 = __ 16 × 9.18 = __

252
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Draw a model to find the product.

1. 19 × 0.75 = __ 2. 27 × 8.3 = __

0.7 0.05

10

Find the product.

3. 18 × 8.7 = __ 4. 23 × 56.1 = __ 5. 47 × 5.92 = __

Math MATHEMATICAL PRACTICES 6

Talk
Describe how you could use
an estimate to determine if
your answer to Exercise 3 is
reasonable.

On
On Your
Your Own
Own
Find the product.

6. 71 × 8.3 = __ 7. 28 × 0.19 = __

8. SMARTER
A jacket costs $40 at the store. Max pays only 0.7 of the price
because his father works at the store. Evan has a coupon for $10 off.
Explain who will pay less for the jacket.
© Houghton Mifflin Harcourt Publishing Company

9. DEEPER An orchard sells apples in 3.5-pound bags. The orchard sells

45 bags of apples each day. How many pounds of apples does the orchard
sell in 1 week?

Chapter 4 • Lesson 4 253

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

10.
MATHEMATICAL
PRACTICE 1 Make Sense of Problems While researching
facts on the planet Earth, Kate learned that a true Earth day
is about 23.93 hours long. How many hours are in 2 weeks
on Earth?

a. What are you being asked to find?

b. What information do you need to know to solve the problem?

c. Write an expression to represent the problem to be solved.

d. Show the steps you used to solve e. Complete the sentences.

the problem.
On Earth, there are about __

hours in a day, _ days in 1 week,

WRITE M
tt Show Your Work
Math
and _ days in 2 weeks.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Stocktrek/Brand X Pictures/Getty Images
Since _ × __ =

__ , there are about

__ hours in 2 weeks on Earth.

11. SMARTER
Use the numbers in the boxes to complete the number sentences.
A number may be used more than once.

7.68 76.8 768

48 × 16 = __

48 × 1.6 = __ 4.8 × 16 = __

0.48 × 16 = __ 48 × 0.16 = __

254
 Practice and Homework
Name
Lesson 4.4
Multiply Using Expanded Form
COMMON CORE STANDARDS—
5.NBT.A.2, 5.NBT.B.7 Perform
operations with multi-digit whole numbers and
Draw a model to find the product. with decimals to hundredths.

1. 37 × 9.5 = _351.5
_ _ 2. 84 × 0.24 = ___

30 7

9 270 63

0.5 15 3.5

Find the product.

3. 13 × 0.53 = _
___ 4. 27 × 89.5 = ___ 5. 32 × 12.71 = ___

6. 17 × 0.52 = _
___ 7. 23 × 59.8 = ___ 8. 61 × 15.98 = ___

Problem
Problem Solving
Solving
9. An object that weighs one pound on the moon 10. Tessa is on the track team. For practice and
will weigh about 6.02 pounds on Earth. Suppose a exercise, she runs 2.25 miles each day. At the
moon rock weighs 11 pounds on the moon. How end of 14 days, how many total miles will Tessa
much will the same rock weigh on Earth? have run?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Compare the method of using expanded form and the
method of using place value to multiply a decimal and a whole number.

Chapter 4 255
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. A baker is going to make 24 blueberry pies. She 2. Aaron buys postcards while he is on vacation.
wants to make sure each pie contains 3.5 cups It costs $0.28 to send one postcard. Aaron wants
of blueberries. How many cups of blueberries to send 12 postcards. How much will it cost
will she need? Aaron to send all the postcards?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. What is the value of the digit 4 in the number 4. How many zeros will be in the product
524,897,123? (6 × 5) × 103?

5. Roast beef costs $8.49 per pound. What is the 6. North Ridge Middle School collected
cost of 2 pounds of roast beef? 5,022 cans of food for a food drive. Each
of the 18 homerooms collected the same
number of cans. About how many cans did
© Houghton Mifflin Harcourt Publishing Company

each homeroom collect?

FOR MORE PRACTICE

GO TO THE
256 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 4.5
Problem Solving • Multiply Money
Essential Question How can the strategy draw a diagram help you Number and Operations in
solve a decimal multiplication problem? Base Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1, MP4

Unlock
Unlock the
the Problem
Problem
A group of friends go to a local fair. Jayson spends
$3.75. Myra spends 3 times as much as Jayson.
Teresa spends $5.25 more than Myra. How much does
Teresa spend?

Use the graphic organizer below to help you solve the

problem.

Read the Problem Solve the Problem

What do I need to find? The amount of money Myra and Teresa spend
depends on the amount Jayson spends. Draw
I need to find
a diagram to compare the amounts without
calculating. Then, use the diagram to find the
amount each person spends.
.

Jayson $3.75
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©S. Meltzer/PhotoLink/Getty Images

What information do I need to use?

I need to use the amount spent by __ Myra

to find the amount spent by __ and

__ at the fair. Teresa $5.25

Jayson: $3.75
How will I use the information?

I can draw a diagram to show Myra: 3 × __ = __

Teresa: __ + $5.25 = __
.

So, Teresa spent __ at the fair.

Chapter 4 257
 Try Another Problem
Julie’s savings account has a balance of $57.85 in January. By
March, her balance is 4 times as much as her January balance.
Between March and November, Julie deposits a total of $78.45.
If she does not withdraw any money from her account, what
should Julie’s balance be in November?

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Compassionate Eye Foundation/Getty Images
How will I use the information?

So, Julie’s savings account balance will be

___ in November.

•
MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness How does the diagram help you determine

if your answer is reasonable?

Math MATHEMATICAL PRACTICES 4

Talk
Use Diagrams Describe a
different diagram you could
use to solve the problem.

258
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Manuel collects $45.18 for a fundraiser. Gerome collects

$18.07 more than Manuel. Cindy collects 2 times as much
as Gerome. How much money does Cindy collect for the
fundraiser?

First, draw a diagram to show the amount

Manuel collects.

Then, draw a diagram to show the amount

Gerome collects.

Next, draw a diagram to show the amount Cindy

collects.

Finally, find the amount each person collects.

Cindy collects __ for the fundraiser.

2. What if Gerome collects $9.23 more than

Manuel? If Cindy still collects 2 times as much as WRITE Math
t Show Your Work
Gerome, how much money would Cindy collect?

3. Jenn buys a pair of jeans for $24.99. Her friend

Karen spends $3.50 more for the same pair of
jeans. Vicki paid the same price as Karen for the
jeans but bought 2 pairs. How much did Vicki
spend?
© Houghton Mifflin Harcourt Publishing Company

4. DEEPER The fifth-grade students in Miguel’s

school formed 3 teams to raise money for the
Penny Harvest fundraiser. Team A raised $65.45.
Team B raised 3 times as much as Team A. Team C
raised $20.15 more than Team B. How much
money did Team C raise?

Chapter 4 • Lesson 5 259

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

On
On Your
Your Own
Own
Use the sign for 5–7.

5. Nathan receives a coupon in the mail for $10 off

of a purchase of $100 or more. If he buys 3 pairs of
board shorts, 2 towels, and a pair of sunglasses, will
he spend enough to use the coupon? How much
will his purchase cost?

6.
MATHEMATICAL
PRACTICE 1
Make Sense of Problems Ana
spends $33.90 on 3 different items. If she did not
buy board shorts, which three items did Ana buy?

7. DEEPER Austin shops at Surfer Joe’s Surf Shop

before going to the beach. He buys 2 T-shirts, a pair
of board shorts, and a towel. If he gives the cashier
$60, how much change will Austin get back?

8. SMARTER It costs $5.15 to rent

a kayak for 1 hour at a local state park.
The price per hour stays the same for
up to 5 hours of rental. After 5 hours,
the cost decreases to $3.75 per hour.
How much would it cost to rent a kayak
for 6 hours?

9. SMARTER
At a video game store it costs $10.45 to buy one movie. It costs
3 times as much to buy one video game. Choose the answer to complete the sentence.
$20.90
© Houghton Mifflin Harcourt Publishing Company

It would cost Jon $31.35 to buy one movie and one video game.
$41.80

260
 Practice and Homework
Name
Lesson 4.5
Problem Solving • Multiply Money
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

Solve each problem.

1. Three friends go to the local farmers’

Ashlee $8.25
market. Ashlee spends $8.25. Natalie
spends 4 times as much as Ashlee. Patrick
spends $9.50 more than Natalie. How Natalie $8.25 $8.25 $8.25 $8.25
much does Patrick spend?
4 3 $8.25 5 $33.00

Patrick $8.25 $8.25 $8.25 $8.25 $9.50

$42.50
____ $33.00 1 $9.50 5 $42.50

2. Kimmy’s savings account has a balance of

$76.23 in June. By September, her balance is 5 times
as much as her June balance. Between September
and December, Kimmy deposits a total of $87.83 into
her account. If she does not withdraw any money
from her account, what should Kimmy’s balance be in
December?

____

3. Amy raises $58.75 to participate in a walk-a-thon.

Jeremy raises $23.25 more than Amy. Oscar raises 3
times as much as Jeremy. How much money does
Oscar raise?

____
© Houghton Mifflin Harcourt Publishing Company

4. WRITE Math Create a word problem that uses multiplication

of money. Draw a bar model to help you write equations to solve
the problem.

Chapter 4 261
Lesson Check (5.NBT.B.7)
1. A family of two adults and four children is going 2. Ms. Rosenbaum buys 5 crates of apples at the
to an amusement park. Admission is $21.75 for market. Each crate costs $12.50. She also buys
adults and $15.25 for children. What is the total one crate of pears for $18.75. What is the total
cost of the family’s admission? cost of the apples and pears?

Spiral Review (5.OA.A.2, 5.NBT.A.2, 5.NBT.A.4, 5.NF.B.3)

3. How do you write 10 × 10 × 10 × 10 using 4. What number represents 125.638 rounded to
exponents? the nearest hundredth?

5. The sixth-graders at Meadowbrook Middle 6. A restaurant can seat 100 people. It has booths
School are going on a field trip. The 325 that seat 4 people and tables that seat 6 people.
students and adults will ride in school buses. So far, 5 of the booths are full. What expression
Each bus holds 48 people. How many school matches the situation?
buses are needed?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
262 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills

1. Explain how you can use a quick picture to find 3 × 2.7. (5.NBT.B.7)

Complete the pattern. (5.NBT.A.2)

2. 1 × 3.6 = __ 3. 100 × 17.55 = __ 4. 1 × 29 = __

10 × 3.6 = __ 101 × 17.55 = __ 0.1 × 29 = __

100 × 3.6 = __ 102 × 17.55 = __ 0.01 × 29 = __

1,000 × 3.6 = __ 103 × 17.55 = __

Find the product. (5.NBT.B.7)

5. 3.14 6. 17 × 0.67 7. 29 × 7.3

×
__ 8

Draw a diagram to solve. (5.NBT.B.7)

8. Julie spends $5.62 at the store. Micah spends
5 times as much as Julie. Jeremy spends $6.72 more
than Micah. How much money does each person
© Houghton Mifflin Harcourt Publishing Company

spend?

Julie: $5.62

Micah: __

Jeremy: __

Chapter 4 263
 9. Sarah is cutting ribbons for a pep rally. The length of each
ribbon needs to be 3.68 inches. If she needs 1,000 ribbons,
what is the length of ribbon Sarah needs? (5.NBT.A.2)

10. Adam is carrying books to the classroom for his teacher.

Each books weighs 3.85 pounds. If he carries 4 books,
how many pounds is Adam carrying? (5.NBT.B.7)

11. A car travels 54.9 miles in an hour. If the car continues

at the same speed for 12 hours, how many miles will it
travel? (5.NBT.B.7)

12. DEEPER Charlie saves $21.45 each month for 6 months.

© Houghton Mifflin Harcourt Publishing Company

In the seventh month, he only saves $10.60. How much money

will Charlie have saved after 7 months? (5.NBT.B.7)

264
 Lesson 4.6
Name
Decimal Multiplication Number and Operations in Base
Essential Question How can you use a model to multiply decimals? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP2, MP3, MP8 ands
H
On
Investigate
Investigate
Materials ■ color pencils
The distance from Charlene’s house to her school is 0.8 mile.
Charlene rides her bike 0.7 of the distance and walks the
rest of the way. How far does Charlene ride her bike to school?

You can use a decimal square to multiply decimals.

Multiply. 0.7 × 0.8

A. Draw a square with 10 equal columns.

• What decimal value does each column represent? _

B. Using a color pencil, shade columns on the grid to represent

the distance to Charlene’s school.

• The distance to the school is 0.8 mile.

How many columns did you shade? ___

C. Divide the square into 10 equal rows.

• What decimal value does each row represent? _

D. Using a different color, shade rows that overlap the shaded

columns to represent the distance to school that Charlene
rides her bike.

• What part of the distance to school does Charlene ride

her bike? __

• How many rows of the shaded columns did you shade?

© Houghton Mifflin Harcourt Publishing Company

__
E. Count the number of squares that you shaded twice.
There are _ squares. Each square represents _.

Record the value of the squares as the product. 0.7 × 0.8 = __

So, Charlene rides her bike for __ mile.

Chapter 4 265
 Draw Conclusions

1. Explain how dividing the decimal square into 10 equal columns and
rows shows that tenths multiplied by tenths is equal to hundredths.

MATHEMATICAL
2. PRACTICE 8
Draw Conclusions Why is the part of the model
representing the product less than either factor?

Make
Make Connections
Connections
You can use decimal squares to multiply decimals greater than 1.

Multiply. 0.3 × 1.4

STEP 1

Shade columns to represent 1.4.

How many tenths are in 1.4?

____
STEP 2

Shade rows that overlap the shaded

columns to represent 0.3.

How many rows of the shaded

columns did you shade? __

0.3 × 1.4 = __
© Houghton Mifflin Harcourt Publishing Company

STEP 3

Count the number of squares that you Math MATHEMATICAL PRACTICES 2

shaded twice. Record the product at Talk
the right. Reason Quantitatively Why
is the product less than only
one of the decimal factors?

266
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Multiply. Use the decimal model.

1. 0.8 × 0.4 = __ 2. 0.1 × 0.7 = __ 3. 0.4 × 1.6 = __

4. 0.3 × 0.4 = __ 5. 0.9 × 0.6 = __ 6. 0.5 × 1.2 = __

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

7. DEEPER Rachel buys 1.5 pounds of grapes. She

eats 0.3 of that amount on Tuesday and 0.2 of that
WRITE Math
t Show Your Work
amount on Wednesday. How many pounds of
grapes are left?

8. SMARTER A large bottle

© Houghton Mifflin Harcourt Publishing Company

contains 1.2 liters of olive oil.

A medium-sized bottle has
0.6 times the amount of olive oil
as the large bottle. How much
more olive oil does the large
bottle contain than the
medium-sized bottle?

Chapter 4 • Lesson 6 267

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

MATHEMATICAL
9. PRACTICE 3 Compare Representations Randy and Stacy used models
to find 0.3 of 0.5. Both Randy’s and Stacy’s models are shown below.
Whose model makes sense? Whose model is nonsense? Explain your
reasoning below each model. Then record the correct answer.

Randy’s Model Stacy’s Model

0.3 × 0.5 = __

• For the answer that is nonsense, describe the error the student made.

10. SMARTER Shade the model to show 0.2 × 0.6. Then find the product.
© Houghton Mifflin Harcourt Publishing Company

0.2 × 0.6 = __

268
 Practice and Homework
Name
Lesson 4.6
Decimal Multiplication
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Multiply. Use the decimal model.
1. 0.3 × 0.6 = _
_0.18
_ _ 2. 0.2 × 0.8 = _
___ 3. 0.5 × 1.7 = _
___

4. 0.6 × 0.7 = _
___ 5. 0.8 × 0.5 = _
___ 6. 0.4 × 1.9 = _
___

Problem
Problem Solving
Solving

7. A certain type of bamboo plant grows 1.2 feet in 8. The distance from the park to the grocery store is
1 day. At that rate, how many feet could the plant 0.9 mile. Ezra runs 8 tenths of that distance and
grow in 0.5 day? walks the rest of the way. How far does Ezra run
from the park to the grocery store?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Write a story problem that involves multiplying a

decimal less than 2 by a decimal less than 1. Include the solution and
the work you did to find it.

Chapter 4 269
Lesson Check (5.NBT.B.7)
1. Liz is hiking a trail that is 0.8 mile long. Liz hikes 2. One cup of cooked zucchini has 1.9 grams
the first 2 tenths of the distance by herself. She of protein. How much protein is in 0.5 cup
hikes the rest of the way with her friends. How of zucchini?
far does Liz hike by herself?

Spiral Review (5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7)

3. What property does the statement show? 4. At the beginning of the school year, Rochelle
joins the school garden club. In her plot of land,
(4 × 8) × 3 = (8 × 4) × 3
she plants 4 rows of tulips, each containing
27 bulbs. How many tulip bulbs does Rochelle
plant in all?

5. In which place is the first digit of the quotient? 6. At a football game, Jasmine bought a soft
pretzel for $2.25 and a bottle of water for $1.50.
3,589 ÷ 18
She paid with a $5 bill. How much change © Houghton Mifflin Harcourt Publishing Company

should Jasmine get back?

FOR MORE PRACTICE

GO TO THE
270 Personal Math Trainer
 Lesson 4.7
Name
Multiply Decimals Number and Operations in Base
Essential Question What strategies can you use to place a decimal point Ten—5.NBT.B.7 Also 5.NBT.A.2
in a product? MATHEMATICAL PRACTICES
MP1, MP3, MP8
connect You can use what you have learned about
patterns and place value to place the decimal point in the
product when you multiply two decimals.

1 × 0.1 = 0.1
When a number is multiplied by a decimal,
the decimal point moves one place to the
0.1 × 0.1 = 0.01 left in the product for each decreasing
place value being multiplied.
0.01 × 0.1 = 0.001

Unlock
Unlock the
the Problem
Problem
A male leopard seal is measured and has a length of
2.8 meters. A male elephant seal is about 1.5 times as long.
What length is the male elephant seal?
Multiply. 1.5 × 2.8

One Way Use place value.

STEP 1

Multiply as with whole numbers.

× 0.1
28 2.8 1 place value
STEP 2 × 0.1
_× 15 × 1.5
_ 1 place value
Place the decimal point.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©PhotoLink/Getty Images

140 1 + 1, or 2 place values

Think: Tenths are being multiplied by tenths. + 280
__
Use the pattern 0.1 × 0.1.
420 × 0.01
Place the decimal point so the value of the

decimal is __.

So, the length of a male elephant seal is about _ meters.

• MATHEMATICAL
PRACTICE 1
Analyze What if you multiplied 2.8 by 1.74? What would
be the place value of the product? Explain your answer.

Chapter 4 271
 Another Way Use estimation.

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

Multiply. 7.8 × 3.12

STEP 1

Esimate by rounding each factor to the nearest 312 3.12

whole number.
× 78
__ × 7.8
__
7.8 × 3.12

_×_=_
STEP 2

Multiply as with whole numbers.

STEP 3

Use the estimate to place the decimal point.

Think: The product should be close to

your estimate.

7.8 × 3.12 = __

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Place the decimal point in the product.

1. 3.62 Think: A hundredth is being multiplied 2. 6.8

× 1.4
__ by a tenth. Use the pattern 0.01 × 0.1. ×
_ 1.2 Estimate: 1 × 7 = _
5068 816

Find the product.

3. 0.9 4. 84.5 5. 2.39
×
_ 0.8 × 5.5 ×
__2.7
© Houghton Mifflin Harcourt Publishing Company

__

Math MATHEMATICAL PRACTICES 8

Talk
Use Repeated Reasoning
How can you know the place
value of the product for
Exercise 5 before you solve?

272
 Name

On
On Your
Your Own
Own
Find the product.

6. 7.9 7. 9.2 8. 3.45

×
_ 3.4 ×
_ 5.6 ×
_ 9.7

9. 45.3 10. 6.98 11. 7.02

×
__0.8 ×
_ 2.5 ×
_ 3.4

Practice: Copy and Solve Find the product.

12. 3.4 × 5.2 13. 0.9 × 2.46 14. 9.1 × 5.7 15. 4.8 × 6.01

16. 7.6 × 18.7 17. 1.5 × 9.34 18. 0.77 × 14.9 19. 3.3 × 58.14

20. Charlie has an adult Netherlands dwarf rabbit that weighs 1.2 kilograms.
Cliff’s adult Angora rabbit weighs 2.9 times as much as Charlie’s rabbit.
How much does Cliff’s rabbit weigh?
© Houghton Mifflin Harcourt Publishing Company

21. DEEPER Gina bought 2.5 pounds of peaches that cost $1.38 per
pound at the grocery store. Amy went to the local farmer’s market and
purchased 3.5 pounds of peaches at $0.98 per pound. Who spent more
money, and how much more?

Chapter 4 • Lesson 7 273

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

22. DEEPER John has pet rabbits in an enclosure

that has an area of 30.72 square feet. The enclosure
Taylor is planning to build for his rabbits will
be 2.2 times as large as John’s. How many more
square feet will Taylor’s enclosure have than John’s
enclosure?

23. SMARTER A zoo is

planning a new building for the
penguin exhibit. First, they made
a model that was 1.3 meters tall.
Then, they made a more detailed
model that was 1.5 times as tall
as the first model. The building
will be 2.5 times as tall as the height of the detailed
model. What will be the height of the building?

MATHEMATICAL
24. PRACTICE 3
Make Arguments Leslie and Paul
both solve the multiplication problem 5.5 × 4.6.
Leslie says the answer is 25.30. Paul says the answer

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©G. K. & Vikki Hart/Photodisc/Getty Images
is 25.3. Whose answer is correct? Explain your
reasoning.

25. SMARTER For 25a–25d select True or False to indicate if the statement is correct.

25a. The product of 1.3 and 2.1 is 2.73. True False

25b. The product of 2.6 and 0.2 is 52. True False

25c. The product of 0.08 and 0.3 is 2.4. True False

25d. The product of 0.88 and 1.3 is 1.144. True False

274
 Practice and Homework
Name
Lesson 4.7
Multiply Decimals
COMMON CORE STANDARDS—
5.NBT.B.7 Perform operations with
multi-digit whole numbers and with decimals
Find the product. to hundredths.

1. 5.8 58 2. 7.3 3. 46.3

× 2.4
_ × 24 × 9.6
_ ×
__ 0.8
13.92 232
1 1,160
1,392

4. 29.5 5. 3.76 6. 9.07

× 1.3
__ ×
__ 4.8 × 6.5
__

7. 0.42 × 75.3 8. 5.6 × 61.84 9. 7.5 × 18.74 10. 0.9 × 53.8

Problem
Problem Solving
Solving
11. Aretha runs a marathon in 3.25 hours. 12. Tiffany catches a fish that weighs 12.3 pounds.
Neal takes 1.6 times as long to run the Frank catches a fish that weighs 2.5 times as
same marathon. How many hours does much as Tiffany’s fish. How many pounds does
it take Neal to run the marathon? Frank’s fish weigh?
© Houghton Mifflin Harcourt Publishing Company

13. WRITE Math Write a problem that includes multiplying decimals.

Explain how you know where to place the decimal in the product.

Chapter 4 275
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. Sue buys material to make a costume. She buys 2. Last week Juan worked 20.5 hours. This week
1.75 yards of red material. She buys 1.2 times as he works 1.5 times as many hours as he did
many yards of blue material. How many yards of last week. How many hours does Juan work
blue material does Sue buy? this week?

Spiral Review (5.NBT.A.2, 5.NBT.A.3a, 5.NBT.A.3b, 5.NBT.B.7)

3. The expression below shows a number in 4. Kelly buys a sweater for $16.79 and a pair
expanded form. What is the standard form of of pants for $28.49. She pays with a $50
the number? bill. How much change should Kelly get back?
__
(2 × 10) + (3 × 10
1 ___
)+ (9 × 100
1 ____
)+ (7 × 1,000
1
)

5. Elvira is using a pattern to multiply 103 × 37.2. 6. What digit should go in the box to make the
following statement true?
100 × 37.2 = 37.2
101 × 37.2 = 372 63.749 < 63. 2
102 × 37.2 = 3,720
103 × 37.2 = _
© Houghton Mifflin Harcourt Publishing Company

What is the product 103 × 37.2?

FOR MORE PRACTICE

GO TO THE
276 Personal Math Trainer
 Lesson 4.8
Name
Zeros in the Product Number and Operations in Base
Essential Question How do you know you have the correct number of Ten—5.NBT.B.7 Also 5.NBT.A.2
decimal places in your product? MATHEMATICAL PRACTICES
MP1, MP2, MP6, MP8

Unlock
Unlock the
the Problem
Problem
connect When decimals are multiplied, the
product may not have enough digits to place • Using the given information, describe what
you are being asked to find.
the decimal point. In these cases, you may
need to write additional zeros as place holders.

Students are racing typical garden snails and

measuring the distance the snails travel in
1 minute. Chris’s snail travels a distance of
0.2 foot. Jamie’s snail travels 0.4 times as far as
Chris’s snail. How far does Jamie’s snail travel?

Multiply. 0.4 × 0.2

STEP 1

Multiply as with whole numbers.

× 0.1
STEP 2 2 0.2 1 place value
× 0.1
Determine the position of the decimal ×_4 × 0.4
_ 1 place value
point in the product.
8 × 0.01 8 1 + 1, or 2 place values
Since tenths are being multiplied by tenths,
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Photodisc/Getty Images

the product will show __. Math MATHEMATICAL PRACTICES 8

Talk
STEP 3 Generalize Explain how you
know when to write zeros
Place the decimal point. in the product to place a
decimal point.
Are there enough digits in the product

to place the decimal point? _

Write zeros, as needed, to the left of

the whole number product to place the
decimal point.

So, Jamie’s snail travels a distance of __ foot.

Chapter 4 277
 Example Multiply money.
Multiply. 0.2 × $0.30

STEP 1 Multiply as with whole numbers.

Think: The factors are 30 hundredths and 2 tenths.

What are the whole numbers you will multiply?

___
$0.30
STEP 2 Determine the position of the decimal × 0.2
__
point in the product.

Since hundredths are being multiplied by tenths,

the product will show ___.

STEP 3 Place the decimal point. Write zeros to

the left of the whole number product as
needed.

Since the problem involves dollars and cents,

what place value should you use to show cents?

___

So, 0.2 × $0.30 is __.

Try This! Find the product.

0.2 × 0.05 = ___ What steps did you take to find the product?

© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 6

Talk
Explain why the answer
to the Try This! can have a
digit with a place value of
hundredths or thousandths
and still be correct.

278
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Write zeros in the product.

1. 0.05 Think: Hundredths 2. 0.2 3. 0.02

× 0.7
__
are multiplied by ×
_ 0.3 ×
__0.2
tenths. What should
35 be the place value 6 4
of the product?

Find the product.

4. $0.05 5. 0.09 6. 0.2

×
__ 0.8 × 0.7
__ × 0.1
_

Math MATHEMATICAL PRACTICES 1

Talk
Analyze Relationships Why
does 0.04 × 0.2 have the
On
On Your
Your Own
Own same product as 0.4 × 0.02?

Find the product.

7. 0.3 8. 0.05 9. 0.02 10. $0.40
× 0.3
_ × 0.3
__ × 0.4
__ × 0.1
__

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the value of n.

11. 0.03 × 0.6 = n 12. n × 0.2 = 0.08 13. 0.09 × n = 0.063

© Houghton Mifflin Harcourt Publishing Company

n = __ n = __ n = __

14. SMARTER
Michael multiplies 0.2 by a number. He records the
product as 0.008. What number did Michael use?

Chapter 4 • Lesson 8 279

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

15. DEEPER On an average day, a garden snail can travel

about 0.05 mile. The snail travels 0.2 times as far as the
average distance on Day 1. It travels 0.6 times as far as
the average distance on Day 2. How far does it travel in
two days?

a. What are you being asked to find? _________

b. What information will you use to solve the problem? _______

c. Which operations can you use to solve the problem? _______

d. Show how you will solve the problem. e. Complete the sentence. A garden snail travels

__ mile in 2 days.
WRITE M
t Show Your Work
Math

Personal Math Trainer

16. In a science experiment, Tania uses 0.8 ounce 17. SMARTER The library is
of water to create a reaction. She wants the next 0.5 mile from Celine’s house. The dog
reaction to be 0.1 times the size of the previous park is 0.3 times as far from Celine’s
house as the library. How far is the
© Houghton Mifflin Harcourt Publishing Company

reaction. How much water should she use?

dog park from Celine’s house? Write
an equation and solve.

280
 Practice and Homework
Name
Lesson 4.8
Zeros in the Product
COMMON CORE STANDARDS—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Find the product.

1. 0.07 7 2. 0.3 3. 0.05 4. 0.08

×
__ 0.2 ×
_ 2 × 0.1
__ ×
__ 0.8 ×
__ 0.3
0.014 14

5. 0.06 6. 0.2 7. 0.05 8. 0.08

× 0.7
__ × 0.4
__ × 0.4
__ × 0.8
__

9. $0.90 10. 0.02 11. 0.09 12. $0.05

× 0.1
__ × 0.3
__ × 0.5
__ × 0.2
__

Problem
Problem Solving
Solving

13. A beaker contains 0.5 liter of a solution. Jordan 14. A certain type of nuts are on sale at $0.35 per
uses 0.08 of the solution for an experiment. How pound. Tamara buys 0.2 pound of nuts. How
much of the solution does Jordan use? much will the nuts cost?
© Houghton Mifflin Harcourt Publishing Company

15. WRITE Math Explain how you write products when there are not
enough digits in the product to place the decimal point.

Chapter 4 281
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. Cliff multiplies 0.06 and 0.5. What product 2. What is the product of 0.4 and 0.09?
should he record?

Spiral Review (5.NBT.A.1, 5.NBT.A.4, 5.NBT.B.5, 5.NBT.B.6)

3. A florist makes 24 bouquets. She uses 4. Mark has 312 books in his bookcases. He has
16 flowers for each bouquet. Altogether, 11 times as many fiction books as nonfiction
how many flowers does she use? books. How many fiction books does Mark
have?

5. Dwayne buys a pumpkin that weighs 6. What is the value of the digit 6 in the number
12.65 pounds. To the nearest tenth of a pound, 896,000?
how much does the pumpkin weigh?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
282 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 4 Review/Test Online Assessment
and Intervention

1. Omar is making a scale model of the Statue of Liberty for a report on

New York City. The Statue of Liberty is 305 feet tall measuring from the
ground to the tip of the torch. If the model is ___
1 the actual size of the
100
Statue of Liberty, how tall is the model?

__ feet
2. For 2a–2d, choose Yes or No to indicate whether the product
is correct.

2a. 0.62 × 10 = 62 Yes No

2b. 0.53 × 10 = 5.3 Yes No

2c. 0.09 × 100 = 9 Yes No

2d. 0.60 × 1,000 = 60 Yes No

3. Nicole is making 1,000 bows for people who donate to the library book
sale. She needs a piece of ribbon that is 0.75 meter long for each bow.
How many meters of ribbon does Nicole need to make the bows?
Explain how to find the answer.

4. Fatima is shading this model to show 0.08 × 3. Shade the correct

amount of boxes that will show the product.

Fatima should shade groups of small squares or

small squares.
© Houghton Mifflin Harcourt Publishing Company

Assessment Options
Chapter Test
Chapter 4 283
5. Tenley is making a square frame for her painting. She is using 4 pieces
of wood that are each 2.75 feet long. How much wood will Tenley use to
make the frame?

_ feet

6. Which problems will have two decimal places in the product? Mark all
that apply.

A 5 × 0.89 B 7.4 × 10 C 5.31 × 100

D 6.1 × 3 E 3.2 × 4.3

Personal Math Trainer

7. SMARTER Ken and Leah are trying to solve a science homework

question. They need to find out how much a rock that weighs 4 pounds
on Earth would weigh on Venus. They know they can multiply the
number of pounds the rock weighs on Earth by 0.91 to find its weight on
Venus. Select the partial products Ken and Leah would need to add to
find the product of 4 and 0.91. Mark all that apply.

A 0.95 B 0.04 C 3.65 D 3.6 E 0.36

8. Sophia exchanged 1,000 U.S. dollars for the South African currency,
which is called the rand. The exchange rate was 7.15 rand to $1.

Part A

How many South African rand did Sophia get? Explain how you know.

Part B

Sophia spent 6,274 rand on her trip. She exchanged the rand she had left
for U.S. dollars. The exchange rate was 1 rand to $0.14. How many U.S.
dollars did Sophia get? Support your answer using specific information
© Houghton Mifflin Harcourt Publishing Company

from the problem.

284
 Name
9. Trevor is reading a book for a book report. Last week, he read 35 pages of
the book. This week, he read 2.5 times as many pages as he read last week.
How many pages of the book has Trevor read this week? Show your work.

10. Jonah drives his car to and from work. The total length of the trip to and
from work is 19.2 miles. In August, Jonah worked 21 days. How many miles
in all did Jonah drive to and from work that month? Show your work.

11. Use the numbers in the boxes to complete the number sentences.
A number may be used more than once.

8.99 89.9 899

29 × 31 =

29 × 3.1 =

0.29 × 31 =

2.9 × 31 =
© Houghton Mifflin Harcourt Publishing Company

12. DEEPER Melinda, Zachary, and Heather went to the mall to shop for
school supplies. Melinda spent $14.25 on her supplies. Zachary spent
$2.30 more than Melinda spent. Heather spent 2 times as much money as
Zachary spent. How much did Heather spend on school supplies?

Chapter 4 285
13. The cost of admission to the Baytown Zoo is $10.50 for each senior
citizen, $15.75 for each adult, and $8.25 for each child.

Part A

A family of 2 adults and 1 child plan to spend the day at the Baytown
Zoo. How much does admission for the family cost? Explain how you
found your answer.

Part B

Describe another way you could solve the problem.

Part C

What if 2 more tickets for admission are purchased? If the two additional
tickets cost $16.50, determine what type of tickets the family purchases.
Explain how you can determine the answer without calculating.

14. At a tailor shop, it costs $6.79 to shorten a pair of pants and 4 times as
much to mend a dress. Choose the answer that correctly completes the
statement.
© Houghton Mifflin Harcourt Publishing Company

$19.47

It would cost Lisa $27.16 to shorten one pair of pants and mend one dress.

$33.95

286
 Name
15. Shade the model to show 0.5 × 0.3. Then find the product.

0.5 × 0.3 =

16. Mr. Evans is paid $9.20 per hour for the first 40 hours he works in a week. He is
paid 1.5 times that rate for each hour after that.

Last week, Mr. Evans worked 42.25 hours. He says he earned $388.70 last
week. Do you agree? Support your answer.

17. Explain how an estimate helps you to place the decimal point when
multiplying 3.9 × 5.3.

18. On Saturday, Ahmed walks his dog 0.7 mile. On the same day, Latisha walks
her dog 0.4 times as far as Ahmed walks his dog. How far does Latisha walk
her dog on Saturday?

_ mile(s)
© Houghton Mifflin Harcourt Publishing Company

Chapter 4 287
19. For 19a–19d select True or False for each statement.

19a. The product of 1.5 and

2.8 is 4.2. True False

19b. The product of 7.3 and

0.6 is 43.8. True False

19c. The product of 0.09 and

0.7 is 6.3. True False

19d. The product of 0.79 and

1.5 is 1.185. True False

20. A builder buys 24.5 acres of land to develop a new community of homes
and parks.

Part A

The builder plans to use 0.25 of the land for a park. How many acres will
he use for the park?

acres

Part B
He buys a second property that has 0.62 times as many acres as the first
property. How many acres of land does the second property have? Show
your work.

21. Joaquin lives 0.3 mile from Keith. Layla lives 0.4 times as far from
Keith as Joaquin. How far does Layla live from Keith? Write an
equation to solve.
© Houghton Mifflin Harcourt Publishing Company

mile

22. Brianna is getting materials for a chemistry experiment. Her teacher

gives her a container that has 0.15 liter of a liquid in it. Brianna needs
to use 0.4 of this liquid for the experiment. How much liquid will
Brianna use?

liter

288
 5
Chapter

Divide Decimals
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.

Name

Division Facts Find the quotient. (3.OA.C.7)

24 = _
1. 6qw 56 = _
2. 7qw 3. 18 ÷ 9 = _ 4. 35 ÷ 5 = _

Estimate with 1-Digit Divisors Estimate the quotient. (4.NBT.B.6)

5. 6qw
253 6. 4qw
1,165 7. 7qw
1,504
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Christoph Weihs/Alamy Images; (inset) ©Powered by Light RF/Alamy Images

_ _ _

Division Divide. (5.NBT.B.6)

8. 34qw
785 9. 27qw
1,581 10. 41qw
4,592

Clue
Math in the My age is 10 more than
Instead of telling Carmen one-tenth of one-tenth of
her age, Sora gave her this
one-tenth of 3,000.
clue. Find Sora’s age.

Chapter 5 289
   
Voca  ry
bula 
 
Builder

Visualize It
Complete the bubble map using review words. Review Words
compatible numbers
decimal
decimal point
dividend
divisor
equivalent fractions
estimate
decimal exponent
hundredth
quotient
remainder
tenth

Understand Vocabulary
Complete the sentences using the review words.

1. A ____ is a symbol used to separate the ones

place from the tenths place in decimal numbers.

2. Numbers that are easy to compute with mentally are called

____.
3. A ____ is one of ten equal parts.

4. A number with one or more digits to the right of the decimal

point is called a ____.

© Houghton Mifflin Harcourt Publishing Company

5. The ____ is the number that is to be divided

in a division problem.

6. A ____ is one of one hundred

equal parts.

7. You can ____ to find a number that is close

to the exact amount.

™Interactive Student Edition

290 ™Multimedia eGlossary
Chapter 5 Vocabulary

decimal point (.) dividend

punto decimal (.) dividendo

12 18

divisor equivalent fractions

divisor fracciones equivalentes

19 22

estimate exponent
estimación (s) exponente
estimar (v) 23 26

quotient remainder

cociente residuo
57 59
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The number that is to be divided in a division A symbol used to separate dollars from
problem cents in money, and to separate the
ones place and tenths place in a decimal
Example: 36 ÷ 6 or 6 
36
$1.65 4.324

dividend
decimal point
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Fractions that name the same amount or part
The number that divides the dividend
1 and __
Example: __ 4 are equivalent.
2 8 Example: 15 ÷ 3 or 3 
15 .

divisor
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number that shows how many times the noun: A number close to an exact
base is used as a factor amount
exponent
verb: To find a number that is close to
3
an exact amount
Example: 10 = 10 × 10 × 10

The amount left over when a number cannot

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

be divided equally The number that results from dividing

102 r2 remainder
Example: 6 
614 Example: 8 ÷ 4 = 2
–6
01
–0
14 quotient
–12
2 remainder
 Going Places with Words Game
Game

Picture It
Word Box
decimal point
dividend
divisor
For 3 to 4 players equivalent
fractions
Materials estimate
• timer
exponent
• sketch pad
quotient
How to Play remainder
1. Take turns to play.
2. To take a turn, choose a word from the Word Box.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Liquidlibrary/Jupiterimages/Getty Images; (b) ©Ableimages/Lifesize/Getty Images

Do not say the word.

3. Set the timer for 1 minute.
4. Draw pictures and numbers to give clues about the word.
5. The first player to guess the word before time runs out
gets 1 point. If he or she can use the word in a sentence,
they get 1 more point. Then that player gets a turn
choosing a word.
6. The first player to score 10 points wins.

Chapter 5 290A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Write a story about a person who needs to estimate something.
• Tell what happens to the decimal point in this pattern.
763 ÷ 101 763 ÷ 102 763 ÷ 103
• Explain equivalent fractions in your own words. Give
an example.
• Tell how to solve this problem: 5)‾
89.7 = _____.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Liquidlibrary/Jupiterimages/Getty Images; (t) ©Brand X/SuperStock

290B
 ALGEBRA
Name
Lesson 5.1
Division Patterns with Decimals
Essential Question How can patterns help you place the decimal point Number and Operations in Base
in a quotient? Ten—5.NBT.A.2
MATHEMATICAL PRACTICES
MP5, MP6, MP7
Unlock
Unlock the
the Problem
Problem
The Healthy Wheat Bakery uses 560 pounds of flour to make
1,000 loaves of bread. Each loaf contains the same amount of • Underline the sentence that
tells you what you are trying
flour. How many pounds of flour does the bakery use in each loaf to find.
of bread?
• Circle the numbers you need
to use.
You can use powers of ten to help you find quotients.
Dividing by a power of 10 is the same as multiplying
by 0.1, 0.01, or 0.001.

One Way Use place-value patterns.

Divide. 560 ÷ 1,000

Look for a pattern in these products and quotients.

560 × 1 = 560 560 ÷ 1 = 560

560 × 0.1 = 56.0 560 ÷ 10 = 56.0

560 × 0.01 = 5.60 560 ÷ 100 = 5.60

560 × 0.001 = 0.560 560 ÷ 1,000 = 0.560

So, _ pound of flour is used in each loaf of bread.

1. As you divide by increasing powers of 10, how does the

position of the decimal point change in the quotients?

Another Way Use exponents.

3
Divide. 560 ÷ 10

Look for a pattern. 560 ÷ 100 = 560

© Houghton Mifflin Harcourt Publishing Company

The zero power of 10 equals 1.

560 ÷ 101 = 56.0
100 = 1
2
560 ÷ 10 = 5.60 The first power of 10 equals 10.

560 ÷ 103 = _ 101 = 10

2. Each divisor, or power of 10, is 10 times the divisor before it.

How do the quotients compare?

Chapter 5 291
connect Dividing by 10 is the same as multiplying by 0.1 or
finding __
1
10 of a number.

Example
Liang used 25.5 pounds of tomatoes to make a large batch of
salsa. He used one-tenth as many pounds of onions as pounds
of tomatoes. He used one-hundredth as many pounds of
green peppers as pounds of tomatoes. How many pounds of
each ingredient did Liang use?

Tomatoes: 25.5 pounds

Onions: 25.5 pounds ÷ _ Green Peppers: 25.5 pounds ÷ _

Think: 25.5 ÷ 1 = _ Think: _÷1=_

25.5 ÷ 10 = _ _ ÷ 10 = _
_ ÷ 100 = _

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©comstock/Getty Images; (cl) ©Artville/Getty Images; (tr) ©Brand X Pictures/Getty Images
So, Liang used 25.5 pounds of tomatoes, _ pounds of onions,

and _ pound of green peppers.

Try This! Complete the pattern.

A 32.6 ÷ 1 = __ B 50.2 ÷ 100 = __

32.6 ÷ 10 = __ 50.2 ÷ 101 = __

32.6 ÷ 100 = __ 50.2 ÷ 102 = __

Share MATH
M Math
Share and
and Show
hhow
Sh BOARD
B Talk MATHEMATICAL PRACTICES 5
Use Patterns How can you
determine where to place
Complete the pattern. the decimal point in the
quotient 47.3 ÷ 102?
1. 456 ÷ 100 = 456 Think: The dividend is being divided by an
increasing power of 10, so the decimal

456 ÷ 10 = 45.6
1
point will move to the_ one place
for each increasing power of 10.
456 ÷ 102 = 4.56

456 ÷ 103 = __

292
 Name

Complete the pattern.

2. 225 ÷ 100 = _ 3. 605 ÷ 100 = _ 4. 74.3 ÷ 1 = _

225 ÷ 101 = _ 605 ÷ 101 = _ 74.3 ÷ 10 = _

225 ÷ 102 = _ 605 ÷ 102 = _ 74.3 ÷ 100 = _

225 ÷ 103 = _ 605 ÷ 103 = _

Math MATHEMATICAL PRACTICES 7

Talk
Look for a Pattern What
happens to the value of a
On
On Your
Your Own
Own number when you divide by
10, 100, or 1,000?

Complete the pattern.

5. 156 ÷ 1 = _ 6. 32 ÷ 1 = _ 7. 23 ÷ 100 = _

156 ÷ 10 = _ 32 ÷ 10 = _ 23 ÷ 101 = _

156 ÷ 100 = _ 32 ÷ 100 = _ 23 ÷ 102 = _

156 ÷ 1,000 = _ 32 ÷ 1,000 = _ 23 ÷ 103 = _

8. 12.7 ÷ 1 = _ 9. 92.5 ÷ 100 = _ 10. 86.3 ÷ 100 = _

12.7 ÷ 10 = _ 92.5 ÷ 101 = _ 86.3 ÷ 101 = _

12.7 ÷ 100 = _ 92.5 ÷ 102 = _ 86.3 ÷ 102 = _

MATHEMATICAL
PRACTICE 7 Look for a Pattern Algebra Find the value of n.

11. 268 ÷ n = 0.268 12. n ÷ 102 = 0.123 13. n ÷ 101 = 4.6

© Houghton Mifflin Harcourt Publishing Company

n = ___ n = ___ n = ___

14. DEEPER Loretta is trying to build the largest taco in the

world. She uses 2,000 pounds of ground beef, one-tenth as
many pounds of cheese as beef, and one-hundredth as many
pounds of lettuce as beef. How many pounds of lettuce and
cheese combined did she use?

Chapter 5 • Lesson 1 293

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 15–17.

15. DEEPER How much more cornmeal than flour

does each muffin contain?
Dry Ingredients
for 1,000 Corn Muffins
Ingredient Number of Kilograms
16. SMARTER
If each muffin
Cornmeal 150
contains the same amount of sugar,
Flour 110
how many kilograms of sugar, to the
Sugar 66.7
nearest thousandth, are in each
Baking powder 10
corn muffin?
Salt 4.17

MATHEMATICAL
17. PRACTICE 5 Use Patterns The bakery decides to
make only 100 corn muffins on Tuesday. How many
kilograms of sugar will be needed?

18. WRITE Math Explain how you know that the

quotient 47.3 ÷ 101 is equal to the product 47.3 × 0.1.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Judith Collins/Alamy Images
19. SMARTER
Use the numbers on the tiles to
complete each number sentence.

62.4 ÷ 100 = _
. 0 2

62.4 ÷ 101 = _

4 6
62.4 ÷ 102 = _

294
 Practice and Homework
Name
Lesson 5.1
Division Patterns with Decimals
COMMON CORE STANDARD—5.NBT.A.2
Understand the place value system.

Complete the pattern.

1. 78.3 ÷ 1 = __
78.3 2. 179 ÷ 100 = __ 3. 87.5 ÷ 100 = __

78.3 ÷ 10 = __
7.83 179 ÷ 101 = __ 87.5 ÷ 101 = __

78.3 ÷ 100 = __
0.783 179 ÷ 102 = __ 87.5 ÷ 102 = __

179 ÷ 103 = __

4. 124 ÷ 1 = __ 5. 18 ÷ 1 = __ 6. 16 ÷ 100 = __

124 ÷ 10 = __ 18 ÷ 10 = __ 16 ÷ 101 = __

124 ÷ 100 = __ 18 ÷ 100 = __ 16 ÷ 102 = __

124 ÷ 1,000 = __ 18 ÷ 1,000 = __ 16 ÷ 103 = __

7. 51.8 ÷ 1 = __ 8. 49.3 ÷ 100 = __ 9. 32.4 ÷ 100 = __

51.8 ÷ 10 = __ 49.3 ÷ 101 = __ 32.4 ÷ 101 = __

51.8 ÷ 100 = __ 49.3 ÷ 102 = __ 32.4 ÷ 102 = __

Problem
Problem Solving
Solving

10. The local café uses 510 cups of mixed vegetables 11. The same café uses 18.5 cups of flour to make
to make 1,000 quarts of beef barley soup. Each 100 servings of pancakes. How many cups of
quart of soup contains the same amount of flour are in one serving of pancakes?
vegetables. How many cups of vegetables are
in each quart of soup?
© Houghton Mifflin Harcourt Publishing Company

12. WRITE Math Explain how to use a pattern to find 35.6 ÷ 102.

Chapter 5 295
Lesson Check (5.NBT.A.2)
1. The Statue of Liberty is 305.5 feet tall from the 2. Sue’s teacher asked her to find 42.6 ÷ 102.
foundation of its pedestal to the top of its torch. How many places and in what direction
Isla is building a model of the statue. The model should Sue move the decimal point to
will be one-hundredth times as tall as the actual get the correct quotient?
statue. How tall will the model be?

Spiral Review (5.NBT.A.1, 5.NBT.B.6, 5.NBT.B.7)

3. In the number 956,783,529, how does the value 4. Taylor has $97.23 in her checking account. She
of the digit 5 in the ten millions place compare uses her debit card to spend $29.74 and then
to the digit 5 in the hundreds place? deposits $118.08 into her account. What is
Taylor’s new balance?

5. At the bank, Brent exchanges $50 in bills for 6. A commercial jetliner has 245 passenger seats.
50 one-dollar coins. The total mass of the The seats are arranged in 49 equal rows. How
coins is 405 grams. Estimate the mass of many seats are in each row? © Houghton Mifflin Harcourt Publishing Company
1 one-dollar coin.

FOR MORE PRACTICE

GO TO THE
296 Personal Math Trainer
 Lesson 5.2
Name
Divide Decimals by Whole Numbers Number and Operations in Base
Essential Question How can you use a model to divide a decimal by a Ten—5.NBT.B.7
whole number? MATHEMATICAL PRACTICES
MP1, MP2, MP5, MP6
Hands
On
Investigate
Investigate
Materials ■ decimal models ■ color pencils
Angela has enough wood to make a picture frame with a
perimeter of 2.4 meters. She wants the frame to be a square.
What will be the length of each side of the frame?

A. Shade decimal models to show 2.4.

B. You need to share your model among _ equal groups.

C. Since 2 wholes cannot be shared among 4 groups without

regrouping, cut your model apart to show the tenths.

There are _ tenths in 2.4.

Share the tenths equally among the 4 groups.

There are _ ones and _ tenths in each group.

Write a decimal for the amount in each group. _

D. Use your model to complete the number sentence.

2.4 ÷ 4 = _

So, the length of each side of the frame will be _ meter.

Draw Conclusions
MATHEMATICAL
1. PRACTICE 5 Use a Concrete Model Explain why you needed to cut
© Houghton Mifflin Harcourt Publishing Company

apart the model in Step C.

2. Explain how your model would be different if the perimeter were 4.8 meters.

Chapter 5 297
 Hands
Make
Make Connections
Connections On

You can also use base-ten blocks to model division of a decimal

by a whole number.

Materials ■ base-ten blocks

Kyle has a roll of ribbon 3.21 yards long. He cuts the ribbon
into 3 equal lengths. How long is each piece of ribbon?
Divide. 3.21 ÷ 3

STEP 1

Use base-ten blocks to show 3.21.

Remember that a flat represents one, a long represents

one tenth, and a small cube represents one hundredth.

There are _ one(s), _ tenth(s), and

_ hundredth(s).
STEP 2 Share the ones.

Share the ones equally among 3 groups.

There is _ one(s) shared in each group and _

one(s) left over.

STEP 3 Share the tenths.

Two tenths cannot be shared among 3 groups

without regrouping. Regroup the tenths by replacing
them with hundredths.

There are _ tenth(s) shared in each group and

_ tenth(s) left over.

There are now _ hundredth(s).

STEP 4 Share the hundredths.

© Houghton Mifflin Harcourt Publishing Company

Share the 21 hundredths equally among the 3 groups.

There are _ hundredth(s) shared in each group

and _ hundredth(s) left over.

So, each piece of ribbon is __ yards long. Math MATHEMATICAL PRACTICES 6

Talk
Explain why your answer makes
sense.

298
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the model to complete the number sentence.

1. 1.6 ÷ 4 = __ 2. 3.42 ÷ 3 = __

Divide. Use base-ten blocks.

3. 1.8 ÷ 3 = __ 4. 3.6 ÷ 4 = __ 5. 2.5 ÷ 5 = __

6. 2.4 ÷ 8 = __ 7. 3.78 ÷ 3 = __ 8. 1.33 ÷ 7 = __

9. 4.72 ÷ 4 = __ 10. 2.52 ÷ 9 = __ 11. 6.25 ÷ 5 = __

© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 1

Talk
Describe Relationships
Explain how you can use
inverse operations to find
2.4 ÷ 4.

Chapter 5 • Lesson 2 299

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

12. SMARTER What’s the Error?

Aida is making banners from a roll of
paper that is 4.05 meters long. She
will cut the paper into 3 equal lengths.
She uses base-ten blocks to model
how long each piece will be. Describe
Aida’s error.

13. DEEPER Sam can ride his bike 4.5 kilometers in 9 minutes, and
Amanda can ride her bike 3.6 kilometers in 6 minutes. Which rider
might go farther in 1 minute?

14.
MATHEMATICAL
PRACTICE 2 Use Reasoning Explain how you can use inverse
operations to find 1.8 ÷ 3.

15. SMARTER Draw a model to show 4.8 ÷ 4 and solve.

© Houghton Mifflin Harcourt Publishing Company

4.8 ÷ 4 = __

300
 Practice and Homework
Name
Lesson 5.2
Divide Decimals by Whole Numbers
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use the model to complete the number sentence.

1. 1.2 ÷ 4 = __
0.3 2. 3.69 ÷ 3 = __

Divide. Use base-ten blocks.

3. 4.9 ÷ 7 = __ 4. 3.6 ÷ 9 = __ 5. 2.4 ÷ 8 = __

6. 6.48 ÷ 4 = __ 7. 3.01 ÷ 7 = __ 8. 4.26 ÷ 3 = __

Problem
Problem Solving
Solving

9. In PE class, Carl runs a distance of 1.17 miles 10. Marianne spends $9.45 on 5 greeting cards. Each
in 9 minutes. At that rate, how far does Carl run card costs the same amount. What is the cost of
in one minute? one greeting card?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain how you can use base-ten blocks or
other decimal models to find 3.15 ÷ 3. Include pictures to support
your explanation.

Chapter 5 301
Lesson Check (5.NBT.B.7)
1. Write a division sentence that tells what the 2. A bunch of 4 bananas contains a total of
model represents. 5.92 grams of protein. Suppose each banana
contains the same amount of protein. How
much protein is in one banana?

Spiral Review (5.NBT.A.3b, 5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7)

3. At the deli, one pound of turkey costs $7.98. 4. Mrs. Cho drives 45 miles in 1 hour. If her speed
Mr. Epstein buys 3 pounds of turkey. How stays constant, how many hours will it take for
much will the turkey cost? her to drive 405 miles?

5. Write the following numbers in order from least 6. Over the weekend, Aiden spent 15 minutes
to greatest. on his math homework. He spent three times
© Houghton Mifflin Harcourt Publishing Company

as much time on his science homework. How

1.23; 1.2; 2.31; 3.2
much time did Aiden spend on his science
homework?

FOR MORE PRACTICE

GO TO THE
302 Personal Math Trainer
 Name
Lesson 5.3
Estimate Quotients Number and Operations in Base
Essential Question How can you estimate decimal quotients? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1, MP2, MP4, MP6

Unlock
Unlock the
the Problem
Problem
Carmen likes to ski. The ski resort where she goes to ski got
3.2 feet of snow during a 5-day period. The average daily
snowfall for a given number of days is the quotient of the
total amount of snow and the number of days. Estimate the
average daily snowfall.

You can estimate decimal quotients by using compatible

numbers. When choosing compatible numbers, you can
look at the whole-number part of a decimal dividend or
rename the decimal dividend as tenths or hundredths.

Estimate. 3.2 ÷ 5

Carly and her friend Marco each find an estimate. Since the divisor is
greater than the dividend, they both first rename 3.2 as tenths.

3.2 is _ tenths.

CARLY’S ESTIMATE MARCO’S ESTIMATE

30 tenths is close to 32 tenths and divides easily 35 tenths is close to 32 tenths and divides easily
by 5. Use a basic fact to find 30 tenths ÷ 5. by 5. Use a basic fact to find 35 tenths ÷ 5.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Tyler Stableford/Getty Images

30 tenths ÷ 5 is _ tenths or _. 35 tenths ÷ 5 is _ tenths or _.

So, the average daily snowfall is about So, the average daily snowfall is about

_ foot. _ foot.

1.
MATHEMATICAL
PRACTICE 1 Interpret a Result Whose estimate do you think is closer to the exact quotient?

Explain your reasoning.

2. Explain how you would rename the dividend in 29.7 ÷ 40 to choose

compatible numbers and estimate the quotient.

Chapter 5 303
Estimate with 2-Digit Divisors
When you estimate quotients with compatible numbers, the number
you use for the dividend can be greater than the dividend or less
than the dividend.

Example
A group of 31 students is going to visit the museum. The
total cost for the tickets is $144.15. About how much money
will each student need to pay for a ticket?

Estimate. $144.15 ÷ 31
A Use a whole number greater than the dividend.
Use 30 for the divisor. Then find a number close to and
greater than $144.15 that divides easily by 30.

$144.15 ÷ 31
↓ ↓
$150 ÷ 30 = $ _

So, each student will pay about $ _ for a ticket.

B Use a whole number less than the dividend.

Use 30 for the divisor. Then find a number close to and
less than $144.15 that divides easily by 30.

$144.15 ÷ 31
↓ ↓
$120 ÷ 30 = $ _

So, each student will pay about $ _ for a ticket.

3.
MATHEMATICAL
PRACTICE 2 Use Reasoning Which estimate do you think will be a better

estimate of the cost of a ticket? Explain your reasoning. © Houghton Mifflin Harcourt Publishing Company

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use compatible numbers to estimate the quotient.

1. 28.8 ÷ 9 2. 393.5 ÷ 41

_÷_=_ _÷_=_
304
 Name

Estimate the quotient.

3. 161.7 ÷ 7 4. 17.9 ÷ 9 5. 145.4 ÷ 21

Math MATHEMATICAL PRACTICES 4

Talk
Interpret a Result Why
might you want to find an
estimate for a quotient?
On
On Your
Your Own
Own
Estimate the quotient.
6. 15.5 ÷ 4 7. 394.8 ÷ 7 8. 410.5 ÷ 18

9. 72.1 ÷ 7 10. 32.4 ÷ 52 11. $134.42 ÷ 28

MATHEMATICAL
12. PRACTICE 6
Shayne has a total of $135.22 to spend on souvenirs at the
zoo. He wants to buy 9 of the same souvenir for his friends. Choose a
method of estimation to find about how much Shayne can spend on each
souvenir. Explain how you used the method to reach your estimation.
© Houghton Mifflin Harcourt Publishing Company

13. DEEPER One week, Alaina ran 12 miles in 131.25 minutes.

The next week, Alaina ran 12 miles in 119.5 minutes. If she ran
a constant pace during each run, about how much faster did
she run each mile in the second week than in the first week?

Chapter 5 • Lesson 3 305

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table to solve 14–15.

14. DEEPER How does the estimate of the average

daily snowfall for Wyoming’s greatest 7-day snowfall
compare to the estimate of the average daily snowfall
for South Dakota’s greatest 7-day snowfall?

Greatest 7-Day Snowfall

State Amount of Snow (in inches)
Alaska 186.9
15. SMARTER The greatest monthly snowfall
Wyoming 84.5
total in Alaska is 297.9 inches. This happened in
February, 1953. Compare the daily average South Dakota 112.7
snowfall for February, 1953, with the average daily
snowfall for Alaska’s greatest 7-day snowfall. Use WRITE Math
t Show Your Work
estimation.

16. WRITE Math What’s the Error? During a

3-hour storm, it snowed 2.5 inches. Jacob said that it
snowed an average of about 8 inches per hour.

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

17. SMARTER Juliette will cut a piece of string that

is 45.1 feet long into 7 smaller pieces. Each of
the 7 pieces will be the same length. Write a
division sentence using compatible numbers to
estimate the quotient.

306
 Practice and Homework
Name
Lesson 5.3
Estimate Quotients
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use compatible numbers to estimate the quotient.

1. 19.7 ÷ 3 2. 394.6 ÷ 9 3. 308.3 ÷ 15

18 ÷ 3 = 6

Estimate the quotient.

4. 63.5 ÷ 5 5. 57.8 ÷ 81 6. 172.6 ÷ 39

7. 43.6 ÷ 8 8. 2.8 ÷ 6 9. 467.6 ÷ 8

10. 209.3 ÷ 48 11. 737.5 ÷ 9 12. 256.1 ÷ 82

Problem
Problem Solving
Solving
13. Taylor uses 645.6 gallons of water in 7 days. 14. On a road trip, Sandy drives 368.7 miles.
Suppose he uses the same amount of water Her car uses a total of 18 gallons of gas. About
each day. About how much water does Taylor how many miles per gallon does Sandy’s car get?
© Houghton Mifflin Harcourt Publishing Company

use each day?

15. WRITE Math Explain how to find an estimate for the

quotient 3.4 ÷ 6.

Chapter 5 307
Lesson Check (5.NBT.B.7)
1. Terry bicycled 64.8 miles in 7 hours. What 2. What is the best estimate for the following
is the best estimate of the average number of quotient?
miles she bicycled each hour?
891.3 ÷ 28

Spiral Review (5.NBT.A.2, 5.NBT.A.3b, 5.NBT.B.7, 5.NF.B.3)

3. An object that weighs 1 pound on Earth weighs 4. A bookstore orders 200 books. The books are
1.19 pounds on Neptune. Suppose a dog weighs packaged in boxes that hold 24 books each. All
9 pounds on Earth. How much would the same the boxes the bookstore receives are full, except
dog weigh on Neptune? one. How many boxes does the bookstore
receive?

5. Tara has $2,000 in her savings account. David 6. Which symbol makes the statement true?
has one-tenth as much as Tara in his savings Write >, <, or =.
account. How much does David have in his
savings account?
© Houghton Mifflin Harcourt Publishing Company

7.63 7.629

FOR MORE PRACTICE

GO TO THE
308 Personal Math Trainer
 Lesson 5.4
Name
Division of Decimals by Whole Numbers Number and Operations in Base
Essential Question How can you divide decimals by whole numbers? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP1, MP2, MP6

Unlock
Unlock the
the Problem
Problem
In a swimming relay, each swimmer swims an equal
part of the total distance. Brianna and 3 other swimmers • How many swimmers are part of the
relay team?
won a relay in 5.68 minutes. What is the average time
each relay team member swam?

One Way Use place value.

MODEL THINK AND RECORD
STEP 1 Divide the ones.

1 Divide. 5 ones ÷ 4

4qw
5.68 Multiply. 4 × 1 one

−4 Subtract. 5 ones − 4 ones

Check. _ one(s) cannot be shared

among 4 groups without regrouping.

STEP 2 Divide the tenths.

1 Divide._ tenths ÷ 4
4qw
5.68 Multiply. 4 × _ tenths

−4 Subtract. _ tenths − _ tenths

Check. _ tenth(s) cannot be shared

− among 4 groups.

STEP 3 Divide the hundredths.

1 Divide. 8 hundredths ÷ 4

4qw
5.68 _ hundredths
Multiply. 4 ×
© Houghton Mifflin Harcourt Publishing Company

−4 Subtract. _ hundredths − _ hundredths

16
Check. _ hundredth(s) cannot be shared
−1 6 among 4 groups.

Place the decimal point in the quotient to

separate the ones and the tenths.
−

So, each girl swam an average of _ minutes.

Chapter 5 309
 Another Way Use an estimate.

Divide as you would with whole numbers.

Divide. $40.89 ÷ 47

• Estimate the quotient. 4,000 hundredths ÷ 50 = 80 hundredths,

or $0.80 47qw
40.89
• Divide the tenths.

• Divide the hundredths. When the remainder is zero and there are
no more digits in the dividend, the division is complete.

• Use your estimate to place the decimal point. Place a zero to show
there are no ones.

So, $40.89 ÷ 47 is __ .

• MATHEMATICAL
PRACTICE 6 Explain how you used the estimate to place the decimal
point in the quotient.

Try This! Divide. Use multiplication to check your work.

Check.
23qw
79.35

× 23

+ © Houghton Mifflin Harcourt Publishing Company

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Write the quotient with the decimal point placed correctly.

1. 4.92 ÷ 2 = 246 __ 2. 50.16 ÷ 38 = 132 __

310
 Name

Divide.

3. 8qw
$8.24 4. 3qw
2.52 5. 27qw
97.2

Math MATHEMATICAL PRACTICES 1

Talk
Evaluate Reasonableness
How can you check that
the decimal point is placed
On
On Your
Your Own
Own correctly in the quotient?

Practice: Copy and Solve Divide.

6. 3qw
$7.71 7. 14qw
79.8 8. 33qw
25.41

9. 7qw
15.61 10. 14qw
137.2 11. 34qw
523.6

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

12. ■ ÷ 5 = 1.21 13. 46.8 ÷ 39 = ■ 14. 34.1 ÷ ■ = 22

■=_ ■=_ ■=_

15. SMARTERMei runs 16. DEEPER Rob buys 6 tickets to the basketball
80.85 miles in 3 weeks. If she game. He pays $8.50 for parking. His total cost is
runs 5 days each week, what $40.54. What is the cost of each ticket?
© Houghton Mifflin Harcourt Publishing Company

is the average distance she

runs each day?

Chapter 5 • Lesson 4 311

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

17.
MATHEMATICAL
PRACTICE 1 Make Sense of Problems The standard
width of 8 lanes in swimming pools used for competitions is
21.92 meters. The standard width of 9 lanes is 21.96 meters.
How much wider is each lane when there are 8 lanes than
when there are 9 lanes?

a. What are you asked to find?–

b. What operations will you use to solve the problem?

c. Show the steps you used to solve the problem. d. Complete the sentences.

Each lane is _ meters wide when there

are 8 lanes.

Each lane is _ meters wide when there

are 9 lanes.
WRITE M
t Show Your Work
Math
Since _ − _ = _ , the

lanes are _ meter(s) wider when there

are 8 lanes than when there are 9 lanes.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©View Stock/Alamy Images
19. Jasmine uses 14.24 pounds of fruit for 16 servings
18. SMARTER Simon cut a pipe that was
of fruit salad. If each serving contains the same
5.75 feet long. Then he cut the pipe into 5 equal
amount of fruit, how much fruit is in each
pieces. What is the length of each piece?
serving?

312
 Practice and Homework
Name
Lesson 5.4
Division of Decimals by Whole Numbers
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Divide.
1.32
1. 7qw
9.24 2. 6qw
5.04 3. 23qw
85.1
_
27
22
_221
14
_
214
0

4. 36qw
86.4 5. 6qw
$6.48 6. 8qw
59.2

7. 5qw
2.35 8. 41qw
278.8 9. 19qw
$70.49

Problem
Problem Solving
Solving

10. On Saturday, 12 friends go ice skating. 11. A team of 4 people participates in a 400-yard
Altogether, they pay $83.40 for admission. relay race. Each team member runs the same
They share the cost equally. How much distance. The team completes the race in a total
does each person pay? of 53.2 seconds. What is the average running
time for each person?
© Houghton Mifflin Harcourt Publishing Company

12. WRITE Math Write a word problem involving money that

requires dividing a decimal by a whole number. Include an estimate
and a solution.

Chapter 5 313
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. Theresa pays $9.56 for 4 pounds of tomatoes. 2. Robert wrote the division problem below.
What is the cost of 1 pound of tomatoes? What is the quotient?
13qw
83.2

Spiral Review (5.OA.A.1, 5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. What is the value of the following expression? 4. Last month, Dory biked 11 times as many
miles as Karly. Together they biked a total
2 × {6 + [12 ÷ (3 + 1)]} − 1
of 156 miles. How many miles did Dory bike
last month?

5. Jin ran 15.2 miles over the weekend. He ran 6. A bakery used 475 pounds of apples to make
6.75 miles on Saturday. How many miles did 1,000 apple tarts. Each tart contains the same
he run on Sunday? amount of apples. How many pounds of apples
are used in each tart?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
314 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills

1. Explain how the position of the decimal point changes in a quotient as

you divide by increasing powers of 10. (5.NBT.A.2)

2. Explain how you can use base-ten blocks to find 2.16 ÷ 3. (5.NBT.B.7)

Complete the pattern. (5.NBT.A.2)

3. 223 ÷ 1 = _ 4. 61 ÷ 1 = _ 5. 57.4 ÷ 100 = _

223 ÷ 10 = _ 61 ÷ 10 = _ 57.4 ÷ 101 = _

223 ÷ 100 = _ 61 ÷ 100 = _ 57.4 ÷ 102 = _

223 ÷ 1,000 = _ 61 ÷ 1,000 = _

Estimate the quotient. (5.NBT.B.7)

6. 31.9 ÷ 4 7. 6.1 ÷ 8 8. 492.6 ÷ 48

© Houghton Mifflin Harcourt Publishing Company

Divide. (5.NBT.B.7)
9. 5qw
4.35 10. 8qw
9.92 11. 61qw
207.4

Chapter 5 315
12. The Westside Bakery uses 440 pounds of flour to make 1,000 loaves
of bread. Each loaf contains the same amount of flour. How many
pounds of flour are used in each loaf of bread? (5.NBT.A.2)

13. Elise pays $21.75 for 5 student tickets to the fair. What is the
cost of each student ticket? (5.NBT.B.7)

14. Jason has a piece of wire that is 62.4 inches long. He cuts the wire into
3 equal pieces. Estimate the length of 1 piece of wire. (5.NBT.B.7)

15. DEEPER Elizabeth uses 23.25 ounces of granola and 10.5 ounces of
raisins for 15 servings of trail mix. If each serving contains the same
amount of trail mix, how much trail mix is in each serving? (5.NBT.B.7)

© Houghton Mifflin Harcourt Publishing Company

316
 Lesson 5.5
Name
Decimal Division Number and Operations in Base
Essential Question How can you use a model to divide by a decimal? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP2, MP4, MP5, MP6

Hands
On
Investigate
Investigate
Materials ■ decimal models ■ color pencils
Lisa is making reusable shopping bags. She has 3.6 yards of fabric.
She needs 0.3 yard of fabric for each bag. How many shopping bags
can she make from the 3.6 yards of fabric?

A. Shade decimal models to show 3.6.

B. Cut apart your model to show the tenths. Separate the

tenths into as many groups of 3 tenths as you can.

There are _ groups of _ tenths.

C. Use your model to complete the number sentence.

3.6 ÷ 0.3 = _

So, Lisa can make _ shopping bags.

Draw Conclusions
1. Explain why you made each group equal to the divisor.

The divisor can tell the number

of same-sized groups, or it can
tell the number in each group.
2.
MATHEMATICAL
PRACTICE 2
Represent a Problem Identify the problem you
would be modeling if each strip in the model represents 1.
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
3. PRACTICE 5
Communicate Dennis has 2.7 yards of fabric to make
bags that require 0.9 yard of fabric each. Describe a decimal model you
can use to find how many bags he can make.

Chapter 5 317
 Hands
Make
Make Connections
Connections On

You can also use a model to divide by hundredths.

Materials ■ decimal models ■ color pencils
Julie has $1.75 in nickels. How many stacks of $0.25 can she
make from $1.75?
STEP 1

Shade decimal models to show 1.75.

There are _ one(s) and _ hundredth(s).

STEP 2

Cut apart your model to show groups of 0.25.

There are _ groups of _ hundredths.

STEP 3

Use your model to complete the number sentence.

Math MATHEMATICAL PRACTICES 4
1.75 ÷ 0.25 =_
Talk
Use Models Explain how to use
decimal models to find 3 ÷ 0.75.
So, Julie can make _ stacks of $0.25 from $1.75.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the model to complete the number sentence.

1. 1.2 ÷ 0.3 = _ 2. 0.45 ÷ 0.09 = _

3. 0.96 ÷ 0.24 = _ 4. 1 ÷ 0.5 = _

© Houghton Mifflin Harcourt Publishing Company

318
 Name

Divide. Use decimal models.

5. 1.24 ÷ 0.62 = _ 6. 0.84 ÷ 0.14 = _ 7. 1.6 ÷ 0.4 = _

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

MATHEMATICAL
PRACTICE 5
Use Appropriate Tools Use the model to find the
unknown value.

8. 2.4 ÷ _ = 3 9. _ ÷ 0.32 = 4

10. SMARTER Make a model to find 0.6 ÷ 0.15. Describe your model.

MATHEMATICAL
11. PRACTICE 6 Explain using the model, what the equation represents in
Exercise 9.

Personal Math Trainer

12. SMARTER Shade the model below and circle to show 1.8 ÷ 0.6.
© Houghton Mifflin Harcourt Publishing Company

1.8 ÷ 0.6 =

Chapter 5 • Lesson 5 319

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Pose a Problem

13. Emilio buys 1.2 kilograms of grapes. He separates
the grapes into packages that contain 0.3 kilogram
of grapes each. How many packages of grapes does
Emilio make?

1.2 ÷ 0.3 = 4
Emilio made 4 packages of grapes.
Write a new problem using a different amount for the weight in each
package. The amount should be a decimal with tenths. Use a total
amount of 1.5 kilograms of grapes. Then use decimal models to solve
your problem.

Solve your problem. Draw a picture of the

Pose a problem. model you used to solve your problem.

14. DEEPER
© Houghton Mifflin Harcourt Publishing Company

Josie has 2.31 meters of blue ribbon that she wants to cut into
0.33-meter long pieces. She has 2.05 meters of red ribbon that she wants to
cut into 0.41-meter long pieces. How many more pieces of blue ribbon than
pieces of red ribbon will there be?

320
 Practice and Homework
Name
Lesson 5.5
Decimal Division
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Use the model to complete the number sentence.

1. 1.6 ÷ 0.4 = __
4 2. 0.36 ÷ 0.06 = __

Divide. Use decimal models.

3. 2.8 ÷ 0.7 = __ 4. 0.40 ÷ 0.05 = __ 5. 0.45 ÷ 0.05 = __

6. 1.62 ÷ 0.27 = __ 7. 0.56 ÷ 0.08 = __ 8. 1.8 ÷ 0.9 = __

Problem
Problem Solving
Solving
9. Keisha buys 2.4 kilograms of rice. She separates 10. Leighton is making cloth headbands. She has
the rice into packages that contain 0.4 kilogram 4.2 yards of cloth. She uses 0.2 yard of cloth for
of rice each. How many packages of rice can each headband. How many headbands can
Keisha make? Leighton make from the length of cloth she has?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Write a word problem that involves dividing by a

decimal. Include a picture of the solution using a model.

Chapter 5 321
Lesson Check (5.NBT.B.7)
1. Write a number sentence that tells what the 2. Morris has 1.25 pounds of strawberries.
model represents. He uses 0.25 pound of strawberries to
make one serving. How many servings
can Morris make?

Spiral Review (5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7, 5.NF.B.3)

3. What property does the following equation 4. An auditorium has 25 rows with 45 seats in each
show? row. How many seats are there in all?

5+7+9=7+5+9

5. Volunteers at an animal shelter divided 6. At the movies, Aaron buys popcorn for
132 pounds of dry dog food equally into $5.25 and a bottle of water for $2.50. He © Houghton Mifflin Harcourt Publishing Company
16 bags. How many pounds of dog food pays with a $10 bill. How much change
did they put in each bag? should Aaron receive?

FOR MORE PRACTICE

GO TO THE
322 Personal Math Trainer
 Lesson 5.6
Name
Divide Decimals Number and Operations in Base
Essential Question How can you place the decimal point Ten—5.NBT.B.7
in the quotient? Also 5.NBT.A.2
MATHEMATICAL PRACTICES
When you multiply both the divisor and the dividend by the same MP1, MP2, MP8
power of 10, the quotient stays the same.

dividend divisor dividend divisor

6 ÷ 3 =2 120 ÷ 30 = 4
↓ × 10 ↓ × 10 ↓ × 0.1 ↓ × 0.1
60 ÷ 30 = 2 12 ÷ 3 =4
↓ × 10 ↓ × 10 ↓ × 0.1 ↓ × 0.1
600 ÷ 300 = 2 1.2 ÷ 0.3 = 4

Unlock
Unlock the
the Problem
Problem
Matthew has $0.72. He wants to buy stickers that cost $0.08
each. How many stickers can he buy? • What do you multiply hundredths by
to get a whole number?
• Multiply both the dividend and the divisor by the power
of 10 that makes the divisor a whole number. Then divide.

0.72 ÷ 0.08 =

↓ × 100 ↓ × 100

72 ÷ 8 =

So, Matthew can buy _ stickers.

1.
MATHEMATICAL
PRACTICE 1
Make Connections Explain how you know that the
quotient 0.72 ÷ 0.08 is equal to the quotient 72 ÷ 8.
© Houghton Mifflin Harcourt Publishing Company

Try This! Divide. 0.56 ÷ 0.7

• Multiply the divisor by a power of 10 to make it • Divide.

a whole number. Then multiply the dividend by
the same power of 10.
07.qw
5.6
0.7 × _ = _

0.56 × _ = _

Chapter 5 323
 Example
Sherri hikes on the Pacific Coast trail. She plans to hike 3.72 miles.
If she hikes at an average speed of 1.2 miles per hour, how long
will she hike?
Divide. 3.72 ÷ 1.2

Estimate. _
STEP 1 STEP 2 STEP 3

Multiply the divisor by a power Write the decimal point in the Divide.
of 10 to make it a whole number. quotient above the decimal
Then, multiply the dividend by point in the new dividend.
the same power of 10.
12qw
37.2 12 qw
37.2
1.2 × _ = _ –
3.72 × _ = _
–

So, Sherri will hike _ hours.

MATHEMATICAL
2. PRACTICE 8
Generalize Describe what happens to the decimal
point in the divisor and in the dividend when you multiply by 10.

3. Explain how you could have used the estimate to place the
decimal point.

Try This!
© Houghton Mifflin Harcourt Publishing Company

Divide. Check your answer.

0.14
×
__
0.14qw
1.96 Multiply the divisor and the

dividend by _. +
__

324
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Copy and complete the pattern.

1. 45 ÷ 9 = _ 2. 175 ÷ 25 = _ 3. 164 ÷ 2 = _

4.5 ÷ _ = 5 17.5 ÷ _ = 7 16.4 ÷ _ = 82

_ ÷ 0.09 = 5 _ ÷ 0.25 = 7 _ ÷ 0.02 = 82

Divide.
4. 1.6qw
9.6 5. 0.3qw
0.24 6. 3.45 ÷ 1.5

Math MATHEMATICAL PRACTICES 2

Talk
Reason Quantitatively How
do you know that your
quotient for Exercise 5 will
be less than 1?
On
On Your
Your Own
Own
Divide.

7. 0.6qw
13.2 8. 0.3qw
0.9 9. 0.26qw
1.56

10.
MATHEMATICAL
PRACTICE 1
Samuel has $0.96. He wants to buy erasers that cost
$0.06 each. Describe how Samuel can find the number of erasers
he can buy.
© Houghton Mifflin Harcourt Publishing Company

11. DEEPER Penny makes 6 liters of applesauce. She saves

0.56 liter for dinner and puts the rest in jars. If each jar holds
0.68 liter, how many jars can she fill?

Chapter 5 • Lesson 6 325

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

Use the table to solve 12–16.

12. Connie paid $1.08 for pencils. How many pencils

did she buy?

Prices at School Store

13. Albert has $2.16. How many more pencils can he buy
Item Price
than markers?
Eraser $0.05
Marker $0.36

14. DEEPER
How many erasers can Ayita buy for the Notepad $0.65
same amount that she would pay for two notepads? Pencil $0.12

15. SMARTER Ramon paid

$3.25 for notepads and $1.44 for
markers. What is the total number
of items he bought? FPO

WRITE Math
t Show Your Work

16. Keisha has $2.00. She wants to buy 4 notepads. Does
she have enough money? Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Artville/Getty Images
17. WRITE Math What’s the Error? Katie
divided 4.25 by 0.25 and got a quotient of 0.17.

18. SMARTER Tara has a large box of dog treats

that weighs 8.4 pounds. She uses the large box of
dog treats to make smaller bags, each containing 0.6
pound of treats. How many smaller bags of dog treats
can Tara make?

326
 Practice and Homework
Name
Lesson 5.6
Divide Decimals
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Divide.

1. 0.4qw
8.4 21 2. 0.2qw
0.4 3. 0.07qw
1.68
4qw
84
Multiply both 28
_
0.4 and 8.4 by 04
10 to make the _24
divisor a whole 0
number. Then
divide.

4. 0.37qw
5.18 5. 0.4qw
10.4 6. 6.3 ÷ 0.7

7. 1.52 ÷ 1.9 8. 12.24 ÷ 0.34 9. 10.81 ÷ 2.3

Problem
Problem Solving
Solving
10. At the market, grapes cost $0.85 per pound. 11. Damon kayaks on a river near his home. He
Clarissa buys grapes and pays a total of $2.55. plans to kayak a total of 6.4 miles. Damon kayaks
How many pounds of grapes does she buy? at an average speed of 1.6 miles per hour. How
many hours will it take Damon to kayak the
6.4 miles?
© Houghton Mifflin Harcourt Publishing Company

12. WRITE Math Write and solve a division problem involving

decimals. Explain how you know where to place the decimal point
in the quotient.

Chapter 5 327
Lesson Check (5.NBT.A.2, 5.NBT.B.7)
1. Lee walked a total of 4.48 miles. He walks 2. Janelle has 3.6 yards of wire, which she wants
1.4 miles each hour. How long did Lee walk? to use to make bracelets. She needs 0.3 yard for
each bracelet. Altogether, how many bracelets
can Janelle make?

Spiral Review (5.NBT.A.2, 5.NBT.A.3b, 5.NBT.B.7)

3. Susie’s teacher asks her to complete the 4. At an Internet store, a laptop computer costs
multiplication problem below. What is the $724.99. At a local store, the same computer
product? costs $879.95. What is the difference in prices?

0.3
× 3.7
__

5. Continue the pattern below. What is the 6. Which symbol will make the following
quotient 75.8 ÷ 102? statement true? Write >, <, or =.
75.8 ÷ 100 = 75.8
© Houghton Mifflin Harcourt Publishing Company
58.827 58.91
75.8 ÷ 101 = 7.58
75.8 ÷ 102 = __

FOR MORE PRACTICE

GO TO THE
328 Personal Math Trainer
 Lesson 5.7
Name
Write Zeros in the Dividend Number and Operations in Base
Essential Question When do you write a zero in the dividend to find Ten—5.NBT.B.7
a quotient? Also 5.NF.B.3
MATHEMATICAL PRACTICES
MP2, MP3, MP5, MP6, MP8
connect When decimals are divided, the dividend may not have
enough digits for you to complete the division. In these cases, you
can write zeros to the right of the last digit.

Unlock
Unlock the
the Problem
Problem
The equivalent fractions show that writing zeros to the right
of a decimal does not change the value.
8 × 10 80
90.8 = 90 _______ = 90 ___ = 90.80
10 × 10 100

During a fund-raising event, Adrian rode his bicycle 45.8 miles

in 4 hours. Find his speed in miles per hour by dividing the
distance by the time.

Divide. 45.8 ÷ 4 Estimate. 44 ÷ 4 = _

STEP 1 STEP 2 STEP 3

Write the decimal point in the Divide the tens, ones, and tenths. Write a zero in the dividend
quotient above the decimal point and continue dividing.
in the dividend.
.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Daniele Comoglio/Alamy Images

4qw
45.8 4qw
45.8 4qw
45.80
− −4
05
− − 4
18
− −16

Math MATHEMATICAL PRACTICES 5

So, Adrian’s speed was __ miles per hour. Talk
Use a Concrete Model How
would you model this
problem using base-ten
blocks?

Chapter 5 329
connect When you divide whole numbers, you can show the
amount that is left over by writing a remainder or a fraction. By
writing zeros in the dividend, you can also show that amount
as a decimal.

Example Write zeros in the dividend. 24.

Divide. 372 ÷ 15 15qw
372.0
• Divide until you have an amount less than the divisor left over. −30
• Insert a decimal point and a zero at the end of the dividend. 72
• Place a decimal point in the quotient above the decimal point in −60
the dividend.

• Continue dividing. −
So, 372 ÷ 15 = __.

• MATHEMATICAL
PRACTICE 6
Sarah has 78 ounces of rice. She puts an equal amount of
rice in each of 12 bags. What amount of rice does she put in each bag?
Explain how you would write the answer using a decimal.

Try This! Divide. Write a zero at the end of the dividend

as needed.

Divide. 1.23 ÷ 0.06 Divide. 10 ÷ 0.8

20.
006.qw
123. 6qw
123.0 08.qw
100. 8.qw
100. © Houghton Mifflin Harcourt Publishing Company

−12
03
− 0
30
−

330
 Name

MATH
M
Share
Share and hhow
and Show
Sh BOARD
B

Write the quotient with the decimal point placed correctly.

1. 5 ÷ 0.8 = 625 2. 26.1 ÷ 6 = 435 3. 0.42 ÷ 0.35 = 12 4. 80 ÷ 50 = 16

Divide.

5. 4qw
32.6 6. 1.2qw
9 7. 15qw
42 8. 0.14qw
0.91

Math MATHEMATICAL PRACTICES 8

Talk
Generalize Explain why
On
On Your
Your Own
Own you would write a zero in
the dividend when dividing
decimals.
Practice: Copy and Solve Divide.
9. 1.6qw
20 10. 15qw
4.8 11. 0.54qw
2.43 12. 28qw
98

13. 1.8 ÷ 12 14. 3.5 ÷ 2.5 15. 40 ÷ 16 16. 2.24 ÷ 0.35

17.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Lana has a ribbon that is 2.2 meters
long. She cuts the ribbon into 4 equal pieces to trim the edges of her bulletin
board. What is the length of each piece of ribbon?
© Houghton Mifflin Harcourt Publishing Company

18. DEEPER Hiro’s family lives 448 kilometers from the beach. Each of the 5
adults drove the family van an equal distance to get to and from the beach.
How far did each adult drive?

Chapter 5 • Lesson 7 331

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

19. DEEPER SMARTER

Jerry takes trail mix on hikes. 20. Amy has
A package of dried apricots weighs 25.5 ounces. 3 pounds of raisins. She divides
A package of sunflower seeds weighs 21 ounces. the raisins equally into 12 bags.
Jerry divides the apricots and seeds equally How many pounds of raisins are
among 6 bags of trail mix. How many more in each bag? Tell how many
ounces of apricots than seeds are in each bag? zeros you had to write at the
end of the dividend to solve.

MATHEMATICAL
21. PRACTICE 3 Compare Representations Find 22. SMARTER For 22a–22d select Yes or No to
65 ÷ 4. Write your answer using a remainder, a indicate whether a zero must be written in the
fraction, and a decimal. Then tell which form of dividend to find the quotient.
the answer you prefer. Explain your choice.
22a. 5.2 ÷ 8 Yes No

22b. 3.63 ÷ 3 Yes No

22c. 71.1 ÷ 0.9 Yes No

22d. 2.25 ÷ 0.6 Yes No

Rate of Speed Formula

The formula for velocity, or rate of speed, is r = d ÷ t,

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©jupiterimages/Getty Images
where r represents rate of speed, d represents distance,
and t represents time. For example, if an object travels
12 feet in 10 seconds, you can find its rate of speed by
using the formula.

r=d÷t

r = 12 ÷ 10

r = 1.2 feet per second

Use division and the formula for rate of speed to solve.

23. A car travels 168 miles in 3.2 hours. Find the 24. A submarine travels 90 kilometers in 4 hours.
car’s rate of speed in miles per hour. Find the submarine’s rate of speed in
kilometers per hour.

332
 Practice and Homework
Name
Lesson 5.7
Write Zeros in the Dividend
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.
Divide.
3.95
1. 6qw
23.7 0 2. 25qw
405 3. 0.6qw
12.9 4. 0.8qw
30
_
218
57
_ 254
30
_
230
0

5. 4qw
36.2 6. 35qw
97.3 7. 7.8 ÷ 15 8. 49 ÷ 14

9. 52.2 ÷12 10. 5.16 ÷ 0.24 11. 20.2 ÷ 4 12. 138.4 ÷ 16

Problem
Problem Solving
Solving
13. Mark has a board that is 12 feet long. He 14. Josh pays $7.59 for 2.2 pounds of ground
cuts the board into 8 pieces that are the turkey. What is the price per pound of the
same length. How long is each piece? ground turkey?
© Houghton Mifflin Harcourt Publishing Company

15. WRITE Math Solve 14.2 ÷ 0.5. Show your work and explain how
you knew where to place the decimal point.

Chapter 5 333
Lesson Check (5.NBT.B.7)

1. Tina divides 21.4 ounces of trail mix equally 2. A slug crawls 5.62 meters in 0.4 hours. What is
into 5 bags. How many ounces of trail mix the slug’s speed in meters per hour?
are in each bag?

Spiral Review (5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. Suzy buys 35 pounds of rice. She divides it 4. Juliette spends $6.12 at the store. Morgan
equally into 100 bags. How many pounds spends 3 times as much as Juliette. Jonah
of rice does Suzy put in each bag? spends $4.29 more than Morgan. How much
money does Jonah spend?

5. A concert sold out for 12 performances. 6. Jared has two dogs, Spot and Rover. Spot weighs
Altogether, 8,208 tickets were sold. How 75.25 pounds. Rover weighs 48.8 pounds more
many tickets were sold for each performance? than Spot. How much does Rover weigh?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
334 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 5.8
Problem Solving • Decimal Operations
Essential Question How do you use the strategy work backward to Number and Operations in Base
solve multistep decimal problems? Ten—5.NBT.B.7
MATHEMATICAL PRACTICES
MP2, MP6, MP7

Unlock
Unlock the
the Problem
Problem
Carson spent $15.99 for 2 books and 3 pens. The books cost
$4.95 each. The sales tax on the total purchase was $1.22. Carson
also used a coupon for $0.50 off his purchase. If each pen had
the same cost, how much did each pen cost?

Read the Problem

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

Solve the Problem

• Make a flowchart to show the information. Then using inverse operations,
work backward to solve.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Lawrence Manning/Corbis

Cost of plus Cost of plus Amount minus Amount of equals Total

3 pens 2 books of tax Coupon Spent

3 × cost of
+ 2× + − =
each pen

Total plus Amount of minus Amount minus Cost of equals Cost of

Spent Coupon of tax 2 books 3 pens

+ − − =

• Divide the cost of 3 pens by 3 to find the cost of each pen. Math MATHEMATICAL PRACTICES 6
Talk
__ ÷ 3 = __ Explain why the amount of
the coupon was added when
you worked backward.
So, the cost of each pen was __.

Chapter 5 335
 Try Another Problem
Last week, Vivian spent a total of $20.00. She spent $9.95 for
tickets to the school fair, $5.95 for food, and the rest for 2 rings
that were on sale at the school fair. If each ring had the same
cost, how much did each ring cost?

Read the Problem

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

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 2

So, the cost of each ring was __. Talk
Use Reasoning How can
you check your answer?

336
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Hector spent $36.75 for 2 DVDs that cost the same amount. The
sales tax on his purchase was $2.15. Hector also used a coupon
for $1.00 off his purchase. How much did each DVD cost?

First, make a flowchart to show the information and show how

you would work backward.

Then, work backward to find the cost of 2 DVDs. WRITE Math
t Show Your Work

Finally, find the cost of one DVD.

So, each DVD costs __.

2. What if Hector spent $40.15 for the DVDs, the sales

© Houghton Mifflin Harcourt Publishing Company

tax was $2.55, and he didn’t have a coupon? How

much would each DVD cost?

3. Sophia spent $7.30 for school supplies. She spent

$3.00 for a notebook and $1.75 for a pen. She also
bought 3 large erasers. If each eraser had the same
cost, how much did she spend for each eraser?

Chapter 5 • Lesson 8 337

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

On
On Your
Your Own
Own
4. The change from a gift purchase was $3.90. Each of WRITE Math
t Show Your Work
6 students donated an equal amount for the gift.
How much change should each student receive?

5. DEEPER A mail truck picks up two boxes of mail

from the post office. The total weight of the boxes is
32 pounds. One box is 8 pounds heavier than the
other box. How much does each box weigh?

6. SMARTERStacy buys 3 CDs in a

set for $29.98. She saved $6.44 by buying
the set instead of buying the individual
CDs. If each CD costs the same amount,
how much does each of the 3 CDs cost
when purchased individually?

MATHEMATICAL
7. PRACTICE 7 Look for a Pattern A school cafeteria
sold 1,280 slices of pizza the first week, 640 the second
week, and 320 the third week. If this pattern continues,
in what week will the cafeteria sell 40 slices? Explain
how you got your answer.

Personal Math Trainer

8. SMARTER Dawn spent $26.50,
including sales tax on 4 books and 3 folders.
The books cost $5.33 each and the total sales tax
© Houghton Mifflin Harcourt Publishing Company

was $1.73. Fill in the table with the correct cost

of each item.

Item Cost
Cost of each book
Cost of each folder
Cost of sales tax

338
 Practice and Homework
Name
Lesson 5.8
Problem Solving • Decimal Operations
COMMON CORE STANDARD—5.NBT.B.7
Perform operations with multi-digit whole
numbers and with decimals to hundredths.

1. Lily spent $30.00 on a T-shirt, a sandwich, and (2 3 cost of each book) 1 $8.95 1
2 books. The T-shirt cost $8.95, and the sandwich cost $7.25 5 $30.00
$7.25. The books each cost the same amount. How
$30.00 2 $8.95 2 $7.25 5 ( 2 3 cost of
much did each book cost?
each book)

(2 3 cost of each book) 5 $13.80

$13.80 4 2 5 $6.90

$6.90
____

2. Meryl spends a total of $68.82 for 2 pairs of sneakers

with the same cost. The sales tax is $5.32. Meryl also
uses a coupon for $3.00 off her purchase. How much
does each pair of sneakers cost?

____

3. A 6-pack of undershirts costs $13.98. This is

$3.96 less than the cost of buying 6 individual shirts.
If each undershirt costs the same amount, how
much does each undershirt cost when purchased
individually?

____
© Houghton Mifflin Harcourt Publishing Company

4. WRITE Math Write a problem that can be solved

using a flowchart and working backward. Then draw
the flowchart and solve the problem.

Chapter 5 339
Lesson Check (5.NBT.B.7)

1. Joe spends $8 on lunch and $6.50 on dry 2. Tina uses a $50 gift certificate to buy a pair of
cleaning. He also buys 2 shirts that each cost pajamas for $17.97, a necklace for $25.49, and
the same amount. Joe spends a total of $52. 3 pairs of socks that each cost the same amount.
What is the cost of each shirt? Tina has to pay $0.33 because the gift certificate
does not cover the total cost of all the items.
How much does each pair of socks cost?

Spiral Review (5.NBT.A.2, 5.NBT.A.3b, 5.NBT.B.7)

3. List the following numbers in order from least 4. Stephen wrote the problem 46.8 ÷ 0.5. What is
to greatest. the correct quotient?
2.31, 2.13, 0.123, 3.12

5. Sarah, Juan, and Larry are on the track team. 6. On a fishing trip, Lucy and Ed caught one fish
Last week, Sarah ran 8.25 miles, Juan ran each. Ed’s fish weighed 6.45 pounds. Lucy’s fish
11.8 miles, and Larry ran 9.3 miles. How many weighed 1.6 times as much as Ed’s fish. How
© Houghton Mifflin Harcourt Publishing Company

miles did they run altogether? much did Lucy’s fish weigh?

FOR MORE PRACTICE

GO TO THE
340 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 5 Review/Test Online Assessment
and Intervention

1. Rita is hiking along a trail that is 13.7 miles long. So far she has hiked
along one-tenth of the trail. How far has Rita hiked?

_ miles
2. Use the numbers on the tiles to complete each number sentence. You
can use a tile more than once or not at all.

35.5 ÷ 100 =

35.5 ÷ 10 = . 0 3 5

35.5 ÷ 102 =

3. DEEPER Tom and his brothers caught 100 fish on a weeklong fishing
trip. The total weight of the fish was 235 pounds.

Part A

Write an expression that will find the weight of one fish. Assume that the
weight of each fish is the same.

Part B

What is the weight of one fish?

_ pounds
Part C

Suppose the total weight of the fish caught stayed the same but instead
© Houghton Mifflin Harcourt Publishing Company

of 100 fish caught during the weeklong fishing trip, only 10 fish were
caught. How would the weight of each fish change? Explain.

Assessment Options
Chapter Test
Chapter 5 341
4. Draw a model to show 5.5 ÷ 5.

5.5 ÷ 5 =

5. Emma, Brandy, and Damian will cut a rope that is 29.8 feet long into
3 jump ropes. Each of the 3 jump ropes will be the same length. Write a
division sentence using compatible numbers to estimate the length of
each rope.

6. Karl drove 617.3 miles. For each gallon of gas, the car can travel 41 miles.
Select a reasonable estimate of the number of gallons of gas Karl used.
Mark all that apply.

A 1.5 gallons

B 1.6 gallons

C 15 gallons

D 16 gallons

E 150 gallons

7. Donald bought a box of golf balls for $9.54. There were 18 golf balls in
the box. About how much did each golf ball cost? © Houghton Mifflin Harcourt Publishing Company

8. Luke cut down a tree that was 28.8 feet tall. Then he cut the tree into
6 equal pieces to take it away. What is the length of each piece?

_ feet

342
 Name
9. Samantha is making some floral arrangements. The table shows the
prices for one-half dozen of each type of flower.

Prices For 1_2 Dozen Flowers

Rose $5.29

Carnation $3.59

Tulip $4.79

Part A

Samantha wants to buy 6 roses, 4 carnations, and 8 tulips. She estimates

that she will spend about $14 on these flowers. Do you agree? Explain
your answer.

Part B

Along with the flowers, Samantha bought 4 packages of glass beads and
2 vases. The vases cost $3.59 each and the total sales tax was $1.34. The
total amount she paid was $28.50, including sales tax. Explain a strategy
she could use to find the cost of 1 package of glass beads.
© Houghton Mifflin Harcourt Publishing Company

10. Les is sending 8 identical catalogs to one of his customers. If the package
with the catalogs weighs 6.72 pounds, how much does each catalog
weigh?

_ pound(s)

Chapter 5 343
11. Divide.

5qw
6.55

12. Isabella is buying art supplies. The table shows the prices for the Art Supplies
different items she buys.
Item Price
Part A Glass beads $0.28 per ounce
Isabella spends $2.25 on poster boards. How many poster boards does Paint brush $0.95
she buy? Poster board $0.75
_ poster boards Jar of paint $0.99

Part B
Isabella spends $4.87 on paintbrushes and paint. How many of each
item does she buy? Explain how you found your answer.

13. Shade the model and circle to show 1.4 ÷ 0.7.

1.4 ÷ 0.7 =
© Houghton Mifflin Harcourt Publishing Company

344
 Name
14. Tabitha bought peppers that cost $0.79 per pound. She paid $3.95 for the
peppers. How many pounds of peppers did she buy? Show your work.

15. Hank has a large bag of trail mix that weighs 7.8 pounds. He uses the mix in
the large bag to make bags each containing 0.6 pound of mix. How many bags
containing 0.6 pound can be made?

_ bags

16. Shareen walked a total of 9.52 miles in a walk-a-thon. If her average speed was
2.8 miles per hour, how long did it take Shareen to complete the walk?

_ hours

17. For 17a–17c, choose Yes or No to indicate whether a zero must be written in
the dividend to find the quotient.

17a. 1.4 ÷ 0.05 Yes No

17b. 2.52 ÷ 0.6 Yes No

17c. 2.61 ÷ 0.3 Yes No

© Houghton Mifflin Harcourt Publishing Company

18. Lisandra made 22.8 quarts of split pea soup for her restaurant. She wants to
put the same amount of soup into each of 15 containers. How much soup
should Lisandra put into each container?

_ quarts

Chapter 5 345
19. Percy buys tomatoes that cost $0.58 per pound. He pays $2.03 for the
tomatoes.

Part A

Percy estimates he bought 4 pounds of tomatoes. Is Percy’s estimate

reasonable? Explain.

Part B

How many pounds of tomatoes did Percy actually buy? Show your work.

20. Who drove the fastest? Select the correct answer.

A Harlin drove 363 miles in 6 hours. C Shanna drove 500 miles in 8 hours.

B Kevin drove 435 miles in 7 hours. D Hector drove 215 miles in 5 hours.

21. Maritza is buying a multipack of 3 pairs of socks for $25.98. She will save
$6.39 by buying the multipack instead of buying 3 individual pairs of the
same socks. If each pair of socks costs the same amount, how much does
each pair of socks cost when bought individually? Show your work.

Personal Math Trainer

© Houghton Mifflin Harcourt Publishing Company

22. SMARTER Eric spent $22.00, including sales tax, Item Cost
on 2 jerseys and 3 pairs of socks. The jerseys cost $6.75 each
Cost of each jersey
and the total sales tax was $1.03. Fill in the table with the
correct prices.
Cost of each pair of socks

Cost of sales tax

346
 Critical Area Operations with
Fractions
CRITICAL AREA Developing fluency with addition and
subtraction of fractions, and developing understanding of
the multiplication of fractions and of division of fractions
in limited cases ( unit fractions divided by whole numbers
and whole numbers divided by unit fractions)
© Houghton Mifflin Harcourt Publishing Company

Board operator at a recording studio →

347
 Project
Project

The Rhythm Track

Math and music both involve numbers and patterns of change. In music,
these patterns are called rhythm. We hear rhythm as a number of beats.
number of beats measure measure measure measure
in 1 measure

4 quarters 5 2 halves 5 1 whole 5 2 quarters 1 4 eighths

kind of note
that gets
1 beat

WRITE Math
Get Started
Important Facts
The time signature at the beginning of a line of music
looks like a fraction. It tells the number of beats in each 5 1_2
measure and the kind of note that fills 1 beat. When the
time signature is 4_4 , each 1_4 note or quarter note is 1 beat. 5 1_4

In the music below, different kinds of notes make up

5 1_8
each measure. The measures are not marked. Check
the time signature. Then draw lines to mark each
measure.
5 __
1
16

© Houghton Mifflin Harcourt Publishing Company

348 Chapters 6–8

 6
Chapter
Add and Subtract Fractions
with Unlike Denominators
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name

Part of a Whole Write a fraction to name the shaded part. (3.NF.A.1)

1. number of 2. number of
shaded parts _ shaded parts _

number of total parts _ number of total parts _

fraction _ fraction _

Add and Subtract Fractions Write the sum or difference in simplest form. (4.NF.B.3d)

3 1 4 1 7 3 9 2
3. _ + _ = 4. __ + __ = 5. _ – _ = 6. __ – __ =
6 6 _ 10 10 _ 8 8 _ 12 12 _

Multiples Write the first six nonzero multiples. (4.OA.B.4)

7. 5 ___ 8. 3 ___ 9. 7 ___

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Visions of America, LLC/Alamy

Math in the
Math in the
There are 30 senators and 60 members of the House
of Representatives in the Arizona Legislature.
Suppose 20 senators and 25 representatives came to
a committee meeting. Write a fraction that
compares the number of legislators that attended to
the total number of legislators.

Chapter 6 349
 Voca bula ry Builder

Visualize It
Review Words
Use the ✓ words to complete the H-diagram.
benchmark
Add and Subtract Add and Subtract ✓ common multiple
Fractions with Like Fractions with Unlike ✓ denominators
✓ difference
✓ equivalent fractions
mixed number
✓ numerators
✓ simplest form
✓ sum

Preview Words
✓ common denominator

Understand Vocabulary
Draw a line to match the word with its definition.

1. common multiple • a number that is made up of a whole

number and a fraction
2. benchmark
• a number that is a multiple of two or
more numbers
3. simplest form

• a common multiple of two or more

4. mixed number
denominators

5. common
• the form of a fraction in which the
denominator
numerator and denominator have
only 1 as their common factor
© Houghton Mifflin Harcourt Publishing Company

6. equivalent fractions
• a familiar number used as a point of
reference

• fractions that name the same amount

or part

™Interactive Student Edition

350 ™Multimedia eGlossary
Chapter 6 Vocabulary

common
common multiple
denominator
denominador común múltiplo común
4 6

denominator difference

denominador diferencia
15 16

equivalent fractions mixed number

fracciones equivalentes número mixto
22 40

numerator simplest form

numerador mínima expresión

42 64
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number that is a multiple of two or more A common multiple of two or more
numbers denominators

3 7
Example: 4 × 3 = 12 Example: __ common __
8 8
6 × 2 = 12 denominator
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The answer to a subtraction problem The number below the bar in a fraction
that tells how many equal parts are in
Example: the whole or in the group.
75 − 13 = 62 75
− 13 3
Example: __
4 denominator
difference 62

A number that is made up of a whole Fractions that name the same amount
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

number and a fraction or part

Example: 1 and __
Example: __ 4 are equivalent.
2 8
whole number part 1
4 __
2
fraction part
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A fraction is in simplest form when the The number above the bar in a fraction that
numerator and denominator have only 1 as a tells how many equal parts of the whole or
common factor group are being considered

1 , __
Examples: __ 8
2 , ___ 3
Example: __ numerator
2 3 15 4
 Going Places with Words Game
Game

Going to
Word Box
common
denominator

Chicago common multiple

denominator
difference
equivalent
For 2 to 4 players fractions
mixed number
Materials
numerators
• 1 each as needed: red, blue, green, and yellow playing pieces
• 1 number cube
simplest form
• Clue Cards

How to Play
1. Each player puts a playing piece on START.
2. To take a turn, toss the number cube. Move that many spaces.
3. If you land on these spaces:
Green Space Follow the directions in the space.
Image Credits: (bg) ©Corbis; (b) ©Digital Vision/Getty Images

Yellow Space State the simplest form of the fraction. If you are
correct, move ahead 1 space.
Blue Space Use a math term to name what is shown. If you are
correct, move ahead 1 space.
Red Space The player to your right draws a Clue Card and reads
you the question. If you answer correctly, move ahead 1 space. Return
the Clue Card to the bottom of the pile.

4. The first player to reach FINISH wins.

© Houghton Mifflin Harcourt Publishing Company

Chapter 6 350A
Game
Game

DIRECTIONS Each player puts a playing piece on

START. • To take a turn, toss the number cube. Move that
many spaces. • If you land on these spaces: Green Space:
Follow the directions in the space. • Yellow Space: State
the simplest form of the fraction. If you are correct,
move ahead 1 space. • Blue Space: Use a math term to
name what is shown. If you are correct, move ahead
1 space. • Red Space: The player to your right draws a
Clue Card and reads you the question. If you answer
correctly, move ahead 1 space. Return the Clue
Card to the bottom of the pile. • The first
player to reach FINISH wins.
Ride the ‘L’
train. Move
ahead 1.
CLUE
CARD

Watch a
baseball game
at Wrigley Field.
4
_ Lose 1 turn.
6

CLUE
CARD

9
__
3_ 14
5

CLUE
CARD
© Houghton Mifflin Harcourt Publishing Company

Visit
Willis Tower.
Go back 1.
5
__
10

350B
 Game
Game

16
__
20

Visit
the Shedd
Aquarium. Trade
places with
another player.

_1 4
= __
8 32
Image Credits: ©Thinkstock/Comstock Images/Getty Images

6
__ CLUE
24
CARD

CLUE
CARD

8 2_
© Houghton Mifflin Harcourt Publishing Company

3 20
___
100
Ride the
Ferris wheel at
Navy Pier. Take
another turn.

Chapter 6 350C
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Write a paragraph that uses at least three of these words or phrases.
denominator mixed number numerator simplest form
• A family ate 6 out of 8 pieces of a pizza. Tell how to express the amount
they ate and the amount leftover as two fractions. Be sure to write the
fractions in simplest form.
• Rico needs to combine 2_3 cup of strawberries, 1_4 cup of raspberries, and 1_2
cup of blueberries for a smoothie recipe. Explain how Rico can figure out
the total amount of fruit he needs.
• Tell how to find the difference: 10 4_5 − 8 1_2

© Houghton Mifflin Harcourt Publishing Company Image Credits: (bg) ©Corbis; (b) ©Digital Vision/Getty Images

350D
 Lesson 6.1
Name
Addition with Unlike Denominators Number and Operations—
Essential Question How can you use models to add fractions that have Fractions—5.NF.A.1, 5.NF.A.2
different denominators? MATHEMATICAL PRACTICES
MP4, MP5, MP6
Hands
Investigate
Investigate On

Hilary is making a tote bag for her friend. She uses 1_2 yard of blue
fabric and 1_4 yard of red fabric. How much fabric does Hilary use?

Materials ■ fraction strips ■ MathBoard

A. Find 1_2 + 1_4 . Place a 1_2 strip and a 1_4 strip under the 1-whole strip
on your MathBoard.

B. Find fraction strips, all with the same denominator, that are
equivalent to 1_2 and 1_4 and fit exactly under the sum 1_2 + 1_4 . Record
the addends, using like denominators.

1
sum

C. Record the sum in simplest form. 1_2 + 1_4 5 _

So, Hilary uses _ yard of fabric.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt

Math MATHEMATICAL PRACTICES 4

Draw Conclusions Talk
Use Models How can
you tell if the sum of the
1. Describe how you would determine what fraction strips, all with the fractions is less than 1?
same denominator, would fit exactly under 1_2 + 1_3 . What are they?

MATHEMATICAL
2. PRACTICE 5 Use Concrete Models Explain the difference between
finding fraction strips with the same denominator for 1_ + 1_ and 1_ + 1_ .
2 3 2 4

Chapter 6 351
 Hands
On
Make
Make Connections
Connections
Sometimes, the sum of two fractions is greater than 1. When adding fractions
with unlike denominators, you can use the 1-whole strip to help determine if
a sum is greater than 1 or less than 1.

Use fraction strips to solve. 3_5 + _12

STEP 1

Work with another student. Place

three 1_5 fraction strips under the
1-whole strip on your MathBoard.
Then place a 1_2 fraction strip beside
the three 1_5 strips.

STEP 2

Find fraction strips, all with the same

denominator, that are equivalent to
_ and 1_ . Place the fraction strips under
3 3=
__ 1=
__
5 2
the sum. At the right, draw a picture 5 _ 2 _
of the model and write the equivalent
fractions.

STEP 3
3+1
__ __ = +
Add the fractions with like
5 2 _ _
denominators. Use the 1-whole strip
to rename the sum in simplest form.
= _ , or _
Think: How many fraction strips with the
same denominator are equal to 1 whole?

Math MATHEMATICAL PRACTICES 6

Talk
In what step did you find out
that the answer is greater
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B
than 1? Explain.

Use fraction strips or i Tools to find the sum. Write your answer in simplest form.
© Houghton Mifflin Harcourt Publishing Company

1. 2.

_+3
1 _= 1 2_
+ =
2 8 _ _ _
_ + = + =
2 5 _ _ _

352
 Name

Use fraction strips or i Tools to find the sum. Write your answer in simplest form.

3. 4.

3
_+1
_= + = 3_ + 1_ = + =
8 4 _ _ _ 4 3 _ _ _

Use fraction strips to find the sum. Write your answer

in simplest form.
3 =
5. _2 + __ 6. _14 + __
1 = 3 =
7. _1 + __
5 10 _ 12 _ 2 10 _

8. _2 + 1_ = 9. _5 + 1_4 = 1 + 1_ =
10. __
3 6 _ 8 _ 2 5 _

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
11. WRITE Math Explain how using fraction strips with like denominators
makes it possible to add fractions with unlike denominators.

12. DEEPER Luis is making two batches of muffins for a school picnic. One batch
© Houghton Mifflin Harcourt Publishing Company

of muffins uses 1_4 cup of oats and 1_3 cup of flour. What is the total number of cups of oats and
flour needed for two batches? Explain how you use fraction strips to solve the problem.

Chapter 6 • Lesson 1 353

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

13. SMARTER Maya makes trail mix by combining 1_3 cup of mixed
nuts, 1_4 cup of dried fruit, and 1_6 cup of chocolate morsels. What is the
total amount of ingredients in her trail mix?

14. Pose a Problem Write a new problem using different amounts for
ingredients Maya used. Each amount should be a fraction with a
denominator of 2, 3, or 4.

15.
MATHEMATICAL
PRACTICE 4 Use Diagrams Solve the problem you wrote. Draw a
picture of the fractions strips you use to solve your problem.

16. Explain why you chose the amounts you did for your problem.

Personal Math Trainer

17. SMARTERAlexandria used 1_2 cup of grapes and 2_3 cup of raisins
combined to make a fruit snack. How many cups of grapes and raisins
did she use? Use the tiles to complete the fraction strip model to show how you
found your answer. The fractions may be used more than once or not at all.

1
__ 1
__
2 3
© Houghton Mifflin Harcourt Publishing Company

2
__ 1
__
3 6

3
__ 1
4

_ cups of grapes and raisins

354
 Practice and Homework
Name
Lesson 6.1
Addition with Unlike Denominators
COMMON CORE STANDARD—5.NF.A.1,
5.NF.A.2 Use equivalent fractions as a
strategy to add and subtract fractions.
Use fraction strips to find the sum. Write your answer in
simplest form.
1
1. 1_ + 3_ 2. 1_ + 1_ 3. 3_ + _
2 4 3 4 5 2
1
__ + 3
__ = 2
__ + 3
__ = 5
__, or 11
__
2 4 4 4 4 4

11
__
__4 __ __

3
4. _3 + 1_ 5. _1 + 5_ 6. _2 + _
8 2 4 8 3 4

__ __ __

7. 1_ + 2_ 8. _2 + 1_ 9. _7 + 1_
2 5 3 2 8 2

__ __ __

Problem
Problem Solving
Solving
10. Brandus bought 1_3 pound of ground turkey 11. To make a ribbon and bow for a hat,
and 3_4 pound of ground beef to make sausages. Stacey needs 5_6 yard of black ribbon and
How many pounds of meat did he buy? 2_
3 yard of red ribbon. How much total ribbon
does she need?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

12. WRITE Math Write a story problem that involves adding fractions
with unlike denominators. Include the solution.

Chapter 6 355
Lesson Check (5.NF.A.2)
1. Hirva ate 5_8 of a medium pizza. Elizabeth 2. Bill ate 1_4 pound of trail mix on his first break
ate 1_4 of the pizza. How much pizza did during a hiking trip. On his second break, he
they eat altogether? ate 1_6 pound. How many pounds of trail mix did he
eat during both breaks?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7)

3. In 782,341,693, what digit is in the ten 4. Matt ran 8 laps in 1,256 seconds. If
thousands place? he ran each lap in the same amount of
time, how many seconds did it take him
to run 1 lap?

5. Gilbert bought 3 shirts for $15.90 each, 6. Julia has 14 pounds of nuts. There are 16 ounces
including tax. How much did he spend? in one pound. How many ounces of nuts does
she have? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
356 Personal Math Trainer
 Lesson 6.2
Name
Subtraction with Unlike Denominators Number and Operations—
Essential Question How can you use models to subtract fractions Fractions—5.NF.A.2
that have different denominators? MATHEMATICAL PRACTICES
MP2, MP3, MP4, MP5

Hands
Investigate
Investigate On

Mario fills a hummingbird feeder with 3_4 cup of sugar water on Friday.
On Monday, Mario sees that 1_8 cup of sugar water is left. How much
sugar water did the hummingbirds drink?

Materials ■ fraction strips ■ MathBoard

A. Find 3_4 – 1_8 . Place three 1_4 strips under the 1-whole strip on your
MathBoard. Then place a 1_8 strip under the 1_4 strips.

B. Find fraction strips, all with the same denominator, that fit
exactly under the difference 3_4 – 1_8 .

difference

3_
C. Record the difference. 4 – _18 = _
Math MATHEMATICAL PRACTICES 2
Talk
So, the hummingbirds drank _ cup of sugar water. Reason Quantitatively How
can you tell if the difference
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Houghton Mifflin Harcourt

of the fractions is less than 1?

Explain.
Draw Conclusions
1. Describe how you determined what fraction strips, all with the same
denominator, would fit exactly under the difference. What are they?

MATHEMATICAL
2. PRACTICE 5
Use Appropriate Tools Explain whether you could have
used fraction strips with any other denominator to find the difference.
If so, what is the denominator?

Chapter 6 357
 Hands
On
Make
Make Connections
Connections
Sometimes you can use different sets of same-denominator fraction
strips to find the difference. All of the answers will be correct.

Solve. 2_3 – _16

A Find fraction strips, all B Find another set of fraction C Find other fraction
with the same strips, all with the same strips, all with the same
denominator, that denominator, that fit denominator, that
fit exactly under the exactly under the fit exactly under the
difference 2_3 – 1_6 . difference 2_3 – 1_6 . Draw the difference 2_3 – 1_6 . Draw the
fraction strips you used. fraction strips you used.

? ? ?

2 – _1 = _
2
_ – _1 = 3_ _
3 6
2
_ – _1 = _
3 6 6 3 6

While each answer appears different, all of the answers

can be simplified to _ .
Math MATHEMATICAL PRACTICES 4
Talk
Use Models Which other
fraction strips with the same
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B denominator could fit exactly
in the difference of 2_3 – 1_6 ?

Use fraction strips to find the difference. Write your answer in

simplest form.

1. 2. © Houghton Mifflin Harcourt Publishing Company

? ?

7
__
10 – 2_5 = _ 2_
3
– 1_4 = _

358
 Name

Use fraction strips or i Tools to find the difference. Write your answer in
simplest form.

3. 4.

? ?

5
_
6
– 1_4 = _ 1
_
2
– 3 =
__
10
_

5. 6.

? ?

3
_
8
– 1_4 = _ 2
_
3
– 1_2 = _

Use fraction strips to find the difference. Write your answer in

simplest form.

7. _3 – __
3 =_ 5 – _
8. __ 1=_ 9. _3 – _1 = _
5 10 12 3 5 2

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

10. 3 Compare Representations Explain how your model for _35 – 1_ is different
MATHEMATICAL
PRACTICE 2
from your model for 3_ – __
5
3.
10

11. DEEPER
The shaded part of the diagram shows what Tina had left from
© Houghton Mifflin Harcourt Publishing Company

a yard of fabric. She now uses 1_3 yard of fabric for one project and 1_6 yard for a
second project. How much of the original yard of fabric does Tina have left
after the two projects? Write the answer in simplest form.

1 yard

Chapter 6 • Lesson 2 359

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

Unlock
Unlock the
the Problem
Problem

12. SMARTER The picture at the right shows how much

pizza was left over from lunch. Jason eats 1_4 of the whole pizza
for dinner. Write a fraction that represents the amount of pizza
that is remaining after dinner.

a. What problem are you being asked to solve?

b. How will you use the diagram to solve the problem?

c. Jason eats 1_4 of the whole pizza. How many slices does he eat?

d. Redraw the diagram of the pizza. Shade the e. Complete the sentence.
sections of pizza that are remaining after
There is _ of the pizza remaining
Jason eats his dinner.
after dinner.

13. SMARTER The shaded part of the diagram shows what Margie had left over from
a roll of construction paper that measured one yard. She will use 3_4 yard of paper to
make a poster. She wants to determine how much paper she will have remaining after
making the poster. For 13a–13c, select True or False for each statement. © Houghton Mifflin Harcourt Publishing Company

1 yd
13a. To determine how much paper will be left after
3
making the poster, Margie must find 1 – _4 . True False

13b. The fractions 3_4 and 6_ are equivalent. True False

8

13c. Margie will have 1_ yard of paper remaining. True False

8

360
 Practice and Homework
Name
Lesson 6.2
Subtraction with Unlike Denominators
COMMON CORE STANDARD—5.NF.A.2
Use equivalent fractions as a strategy to add
and subtract fractions.
Use fraction strips to find the difference. Write your answer
in simplest form.

1. _1 − 1_ 2. _3 − 3_ 3. _7 − 1_
2 3 4 8 8 2
1
__ __ = 3
−1
2
__ − __ 1
− __
2 3 6 6 6

1
__
_
6 _ _

4. 1_ − 1_ 5. 2_ − 1_ 6. 4_ − 1_
2 5 3 4 5 2

_ _ _

7. _3 − 1_ 8. _5 − 1_ 7
9. __ − 1_
4 3 8 2 10 2

_ _ _

Problem
Problem Solving
Solving
10. Amber had 3_8 of a cake left after her party. She 11. Wesley bought 1_2 pound of nails for a project.
wrapped a piece that was 1_4 of the original cake When he finished the project, he had 1_4 pound of
for her best friend. What fractional part did she nails left. How many pounds of nails did he use?
have left for herself?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

12. WRITE Math Explain how modeling subtraction with fraction

strips is different from modeling addition with fraction strips.

Chapter 6 361
Lesson Check (5.NF.A.2)
1. A meatloaf recipe calls for 7_8 cup of bread 2. Hannah bought 3_4 yard of felt for a project. She
crumbs for the loaf and the topping. If 3_4 cup is used 1_8 yard. What fraction of a yard of felt did
used for the loaf, what fraction of a cup is used she have left over?
for the topping?

Spiral Review (5.NBT.A.2, 5.NBT.A.4, 5.NBT.B.7, 5.NF.B.3)

3. Jasmine’s race time was 34.287 minutes. Round 4. The Art Club is having a fundraiser, and
her race time to the nearest tenth of a minute. 198 people are attending. If 12 people can
sit at each table, what is the least number
of tables needed?

5. During the day, Sam spent $4.85 on lunch. He 6. What is the product of 7.5 and 1,000?
also bought 2 books for $7.95 each. At the end
© Houghton Mifflin Harcourt Publishing Company

of the day, he had $8.20 left. How much money

did he start with?

FOR MORE PRACTICE

GO TO THE
362 Personal Math Trainer
 Lesson 6.3
Name
Estimate Fraction Sums Number and Operations—
Fractions—5.NF.A.2
and Differences MATHEMATICAL PRACTICES
Essential Question How can you make reasonable estimates of fraction MP2, MP3, MP6
sums and differences?

Unlock
Unlock the
the Problem
Problem
Kimberly will be riding her bike to school this year. The
distance from her house to the end of the street is 1_6 mile. The
distance from the end of the street to the school is
3_ mile. About how far is Kimberly’s house from school?
8

You can use benchmarks to find reasonable estimates by

rounding fractions to 0, 1_2 , or 1.

One Way Use a number line.

__ + 3
Estimate. 1 __
6 8

STEP 1 Place a point at _16 on the number line.

0 1 2 3 4 5 6
The fraction is between _ and _. 6 6 6 6 6 6 6

The fraction 1_6 is closer to the benchmark _. 0 1 1

2

Round to _.

STEP 2 Place a point at _38 on the number line.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Houghton Mifflin Harcourt

0 1 2 3 4 5 6 7 8
The fraction is between _ and _. 8 8 8 8 8 8 8 8 8

The fraction _38 is closer to the benchmark _.

0 1 1
2

Round to _.

STEP 3 Add the rounded fractions.

1
__
6

+3
__ +
8

So, Kimberly’s house is about _ mile from the school.

Chapter 6 363
 Another Way Use mental math.

You can compare the numerator and the denominator to round a

fraction and find a reasonable estimate.

9 –5
Estimate. ___ __
10 8

9
STEP 1 Round ___ . Think: The numerator is about the same
10
as the denominator. A fraction with the same
numerator and denominator, such
9 to _.
Round the fraction ___ as 2_2 , 5_5 , 12
__ , or 96
__ , is equal to 1.
12 96
10

STEP 2 Round 5
__. Think: The numerator is about half
8
the denominator.

Round the fraction 5

__ to _.
8

STEP 3 Subtract.

9
___
10
5
– __ –
8
Math MATHEMATICAL PRACTICES 6
Talk
Explain another way you
could use benchmarks to
9 –5 estimate __
9
– 5_8 .
So, __ _ is about _. 10
10 8

Try This! Estimate.

A 27_8 – 2_5 B 18_9 + 4 __

8
10

© Houghton Mifflin Harcourt Publishing Company

364
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Estimate the sum or difference.

1. _5 + 3_
6 8

a. Round 5_6 to its closest benchmark. _

b. Round 83_ to its closest benchmark. _

c. Add to find the estimate. _ + _ = _

2. 5_ – 3_ 3. 6_ + 2 4_ 4. 5_ + 2_
9 8 7 5 6 5

Math MATHEMATICAL PRACTICES 1

2
Talk
Reason Quantitatively
Explain how you know
whether your estimate for
On
On Your
Your Own
Own __
9
10
+ 3 6_7 would be greater
than or less than the
actual sum.
Estimate the sum or difference.

5. _5 – 1_ 6. _1 + 3_ 7. _6 – 1_
8 5 6 8 7 5

8. 11 6
__ + __ 9
9. __ – 1_ 10. 3_ + 4_
12 10 10 2 6 5
© Houghton Mifflin Harcourt Publishing Company

11. DEEPER Lisa and Valerie are picnicking in Trough Creek State Park in
Pennsylvania. Lisa has brought a salad that she made with 3_4 cup of strawberries,
7_ cup of peaches, and 1_ cup of blueberries. They ate 11
__ cup of salad.
8 6 12
About how many cups of fruit salad are left?

Chapter 6 • Lesson 3 365

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

12. SMARTER
At Trace State Park in Mississippi, there is a 40-mile mountain bike
trail. Tommy rode 1_2 of the trail on Saturday and 1_5 of the trail on Sunday. He estimates
that he rode more than 22 miles over the two days. Is Tommy’s estimate reasonable?

MATHEMATICAL
13. 3 Make Arguments Explain how you know that _5 + __
6
PRACTICE 8 10 is greater than 1.

14. WRITE Math Nick estimated that 5_8 + 4_7 is about 2. Explain how you know his
estimate is not reasonable.

15. SMARTERAisha painted for 5_6 hour in the morning and 21_5 hours in the
afternoon. Estimate how long Aisha painted. For 15a–15c, choose the
number that makes each sentence true.

0
15a. Aisha painted for about _1 hour in the morning.
2
1

1
2
15b. Aisha painted for about hour(s) in the afternoon.
21_
2
© Houghton Mifflin Harcourt Publishing Company

15c. Aisha painted for about 2 hours in the morning and afternoon combined.
21_
2
3

366
 Practice and Homework
Name
Lesson 6.3
Estimate Fraction Sums and Differences
COMMON CORE STANDARD—5.NF.A.2
Use equivalent fractions as a strategy to add
and subtract fractions.
Estimate the sum or difference.
1. _1 − 1_ 2. _1 + 1_ 3. _4 − 1_
2 3 8 4 5 2
1 1
Think: __ is closer to __ than
3 2
to 0.

0
Estimate: _ Estimate: _ Estimate: _

4. 2 3_ − 1 3_ 5. _1 + 3_ 6. _2 + 2_
5 8 5 7 5 3

Estimate: _ Estimate: _ Estimate: _

7. 2 2_ + 3_ 8. 1 7_ − 1 1_ 9. 4 1_ − 3_
3 4 8 2 8 4

Estimate: _ Estimate: _ Estimate: _

Problem
Problem Solving
Solving
10. For a fruit salad recipe, Jenna combined 7 yards of fabric. He used 3_ yard
11. Tyler had 2 __
16 4
3_ 7_ 3_
8 cup of raisins, 8 cup of oranges, and 4 cup of to make a vest. About how much fabric did he
apples. About how many cups of fruit are in have left?
the salad?

_______ _______
© Houghton Mifflin Harcourt Publishing Company

12. WRITE Math What is an instance when you might want to find an
estimate for fraction sums or differences rather than an exact answer?

Chapter 6 367
Lesson Check (5.NF.A.2)
1. Helen’s house is located on a rectangular lot 2. Keith bought a package with 2 __9 pounds
16
that is 1 1_8 miles by __
9
10 mile. Estimate the distance of ground meat to make hamburgers. He
around the lot. has 2_5 pound of ground meat left. About
how many pounds of ground meat did he
use for the hamburgers?

Spiral Review (5.NBT.B.5, 5.NBT.B.7, 5.NF.B.3)

3. Jason bought two identical boxes of nails. One 4. Hank wants to divide 345 pieces of construction
box weighs 168 ounces. What is the total weight paper evenly among his 23 classmates. How
in ounces of the nails Jason bought? many pieces will be left over?

5. What is the most reasonable estimate for 6. What is a rule for the sequence below? © Houghton Mifflin Harcourt Publishing Company

23.63 4 6 ?

1.8, 2.85, 3.90, 4.95, 6

FOR MORE PRACTICE

GO TO THE
368 Personal Math Trainer
 Lesson 6.4
Name
Common Denominators and Number and Operations—
Fractions— 5.NF.A.1 Also 5.OA.A.2
Equivalent Fractions MATHEMATICAL PRACTICES
Essential Question How can you rewrite a pair of fractions so that they MP2, MP4, MP6
have a common denominator?

Unlock
Unlock the
the Problem
Problem
Sarah planted two 1-acre gardens. One had three sections of flowers
and the other had 4 sections of flowers. She plans to divide both
gardens into more sections so that they have the same number of
equal-sized sections. How many sections will each garden have?

You can use a common denominator or a common multiple of

two or more denominators to write fractions that name the same
part of a whole.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©C Squared Studios/Photodisc/Getty Images, (cr) ©C Squared Studios/Photodisc/Getty Images

One Way Multiply the denominators.

THINK RECORD
• Multiply the denominators to find a
common denominator.
A common denominator of 1__3 and 1__4 is _.
• Write 1
__ and 1
__ as equivalent fractions using the
3 4
common denominator.
Divide each 1_3 into fourths and divide each 1_4 into thirds,
each of the wholes will be divided into the same size 1=
__ 1=
__
parts, twelfths. 3 4
So, both gardens will have _ sections.

Another Way Use a list.

• Make a list of the first eight nonzero multiples of 3 and 4.

Multiples of 3: 3, 6, 9, _, _, _, _, _

Multiples of 4: 4, 8, _, _, _, _, _, _

• Circle the common multiples.

• Use one of the common multiples as a common denominator

to write equivalent fractions for 1_3 and 1_4 .
Math MATHEMATICAL PRACTICES 6
1
__ = ____ 1
__ = ____ Talk
Use Math Vocabulary
3 4 Explain what a common
denominator of two
So, both gardens can have _ , or _ sections. fractions represents.

Chapter 6 369
Least Common Denominator Find the least common denominator of two or more
fractions by finding the least common multiple of two or more numbers.

Example Use the least common denominator.

Find the least common denominator of 3_4 and 1_6 . Use the least common
denominator to write an equivalent fraction for each fraction.

STEP 1 List nonzero multiples of the denominators. Find the least common multiple.

Multiples of 4: _______

Multiples of 6: _______

So, the least common denominator of 3_4 and 1_6 is _.

STEP 2 Using the least common denominator, write an equivalent

fraction for each fraction.

Think: What number multiplied by the denominator of the

fraction will result in the least common denominator?

3 ? =3
__ = ___ × 3 = ____
____
4 12 4 × 3 ← least common denominator

__ ? =1
1 = ___ ×
______ = ____
6 12 6 × ← least common denominator

3
__ can be rewritten as _ and 1__6 can be rewritten as _.
4

MATH
M Math MATHEMATICAL PRACTICES 6
Share
Share and
and Show
hhow
Sh BOARD
B Talk
Explain two methods
1. Find a common denominator of 1_6 and 1_9 . Rewrite the pair of for finding a common
denominator of two
fractions using the common denominator.
fractions.
• Multiply the denominators.
A common denominator of 1_6 and 1_9 is _.
• Rewrite the pair of fractions using the common denominator.
© Houghton Mifflin Harcourt Publishing Company

1 = ____
__ 1 = ____
__
6 9
Use a common denominator to write an equivalent fraction for each fraction.

2. _1, 1_ common 3. _2, 5_ common 4. _2, __

1 common
3 5 3 9 9 15
denominator: _ denominator: _ denominator: _

____ ____ ____

370
 Name

On
On Your
Your Own
Own
Practice: Copy and Solve Use the least common denominator to write an equivalent
fraction for each fraction.
5
5. _ 4​
​9​, ​ __ 6. ​1_6​, ​ __
4​ 7. ​ 5 ​, ​ __
__
14 42
8​ 8. ​ 7 ​, ​ __
__
12 18
5​
15 21

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Write the unknown number for each n.

9. _15​ ,​ ​1_8​  least common 10. _2​5,​ ​ ___

1 ​  least common ​  3 ​, ​5_​  least common
11. ___
n n 6
denominator: n denominator: 15 denominator: 42

n ∙ __ n ∙ __ n ∙ __

12. SMARTER
Arnold had three pieces of different colored strings
that are all the same length. Arnold cut the blue string into 2 equal-size
lengths. He cut the red string into 3 equal-size lengths, and the green
string into 6 equal-size lengths. He needs to cut the strings so each color
has the same number of equal-size lengths. What is the least number of
equal-sized lengths each color string could have?

13. DEEPER One tray of granola bars was cut into 4 equal-size pieces.
A second tray was cut into 12 equal-size pieces, and a third was cut into
8 equal-size pieces. Jan wants to continue cutting until all three trays
have the same number of pieces. How many pieces will there be on
each tray?

14. DEEPER
Mr. Nickelson tells the class that they double the least
common denominator for ​ 1_2 ​, ​ 3_5 ​, and ​ __
9
15 ​ to find the number of the day.
© Houghton Mifflin Harcourt Publishing Company

What number is the number of the day?

Chapter 6 • Lesson 4   371

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

Unlock
Unlock the
the Problem
Problem

15. Katie made two pies for the bake sale. One was cut into
three equal slices and the other into 5 equal slices. She will
continue to cut the pies so each one has the same number
of equal-sized slices. What is the least number of equal-sized
slices each pie could have?

a. What information are you given?

b. What problem are you being asked to solve?

c. When Katie cuts the pies more, can she cut each pie the same number

of times and have all the slices the same size? Explain.

d. Use the diagram to show the steps you use e. Complete the sentences.
WRITE M
t Show Your Work
Math
to solve the problem.
The least common denominator of 1_3 and 1_5

is _ .

Katie can cut each piece of the first pie into

_ and each piece of the second pie

into _ .

That means that Katie can cut each pie into

pieces that are _ of the whole pie.

© Houghton Mifflin Harcourt Publishing Company

16. SMARTER Mindy bought 5_ pound of almonds and 3_4 pound of walnuts.
8
Select the pairs of fractions that are equivalent to the amounts that Mindy bought.
Mark all that apply.

A _5 and 6_ 10 and 14
B __ __ C 20 and 23
__ __ 15 and 18
D __ __
8 8 16 16 32 32 24 24

372
 Practice and Homework
Name
Lesson 6.4
Common Denominators and
Equivalent Fractions COMMON CORE STANDARD—5.NF.A.1
Use equivalent fractions as a strategy to add
Use a common denominator to write an equivalent and subtract fractions.
fraction for each fraction.

1. _1, 1_ common 2. _14, 2_ common 3. _56, 1_ common

5 2 3 3
10
denominator: ___ denominator: ___ denominator: ___
Think: 10 is a multiple of 5 and 2.
Find equivalent fractions with a
denominator of 10.

5
2 , __
__
10 10
___ ___ ___

4. _35, 1_ common 5. _12, 3_ common 6. _16, 1_4 common

3 8
denominator: ___ denominator: ___ denominator: ___

___ ___ ___

Use the least common denominator to write an equivalent

fraction for each fraction.

7. _56, 2_ 1 , 3_
8. __
12
9. _59, __
2
9 8 15

___ ___ ___

Problem
Problem Solving
Solving

10. Ella spends 2_ hour practicing the piano each day. 11. In a science experiment, a plant grew 3_4 inch one
3
She also spends 1_ hour jogging. What is the least week and 1_ inch the next week. Use a common
2 2
common denominator of the fractions? denominator to write an equivalent fraction for
© Houghton Mifflin Harcourt Publishing Company

each fraction.

12. WRITE Math Describe how you would rewrite the fractions 1_ and 1_
6 4
with their least common denominator.

Chapter 6 373
Lesson Check (5.NF.A.1)

1. Name a pair of fractions that use the least 2. Joseph says that there is 5_ of a ham sandwich
8
common denominator and are equivalent to left and 1_ of a turkey sandwich left. What is NOT
9 and 5_.
__ 2
10 6 a pair of equivalent fractions for 5_ and 1_?
8 2

Spiral Review (5.OA.A.1, , 5.NBT.A.3b, 5.NBT.B.6, 5.NBT.B.7)

3. Matthew had the following times in two races: 4. Olivia’s class collected 3,591 bottle caps in
3.032 minutes and 3.023 minutes. Use >, <, 57 days. The same number of bottle caps were
or = to make the sentence true. collected each day. How many bottle caps did
the class collect per day?

3.032 3.023

5. Elizabeth multiplied 0.63 by 1.8. What is the 6. What is the value of (17 + 8) − 6 × 2?
correct product?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
374 Personal Math Trainer
 Lesson 6.5
Name

Add and Subtract Fractions Number and Operations—

Fractions—5.NF.A.1 Also 5.NF.A.2
Essential Question How can you use a common denominator to
add and subtract fractions with unlike denominators? MATHEMATICAL PRACTICES
MP1, MP2, MP3
connect You can use what you have learned about
common denominators to add or subtract fractions with
unlike denominators.

Unlock
Unlock the
the Problem
Problem
Malia bought shell beads and glass beads to
weave into designs in her baskets. She bought
1_ 3_ • Underline the question you need to answer.
4 pound of shell beads and 8 pound of glass beads.
How many pounds of beads did she buy? • Draw a circle around the information
you will use.

1+ 3
Add. __ __ Write your answer in simplest form.
4 8

One Way Another Way

Find a common denominator by multiplying Find the least common denominator.
the denominators.

4×8= _ common denominator The least common denominator

Use the common denominator to write equivalent

of 1_4 and 3_8 is _.
fractions with like denominators. Then add, and
write your answer in simplest form.

1
__ 1x 1x
1 = _____
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Ralph A Clevenger/Corbis

_____ __ =
4= 4x
=
4 4x
3 3 x 3
+ __
8 = + _____ =+ + __ +
8x 8

So, Malia bought _ pound of beads.

1.
MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness Explain how you know whether your answer is reasonable.

Chapter 6 375
 Example
When subtracting two fractions with unlike denominators, follow the
same steps you follow when adding two fractions. However, instead of
adding the fractions, subtract.

9 −2
Subtract. ___ __ Write your answer in Describe the steps you took to solve
10 5
simplest form. the problem.

9 =
___
10

−2
__ =
5

2. MATHEMATICAL
PRACTICE 1
Evaluate Reasonableness Explain how you know
whether your answer is reasonable.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

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

5
1. __
12
+ 1_ 2. _25 + 3_7 3. _16 + 3_4
3

9
4. 3_4 − 1_ 5. 1_4 − 1_7 6. __ − 1_
10 4
8
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 2

Talk
Use Reasoning Why is it
important to check your
answer for reasonableness?

376
 Name

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

7. ​_13​ + ​ __
4​ 8. ​_35​ + ​1_​ 3 ​ + ​1_​
9. ​ __ 10. ​_1​ + ​4_​
18 3 10 6 2 9

11. ​_1​ − ​3_ ​ 12. ​5_7​ − ​2_​ 13. ​_4​ − ​1_​ 7 ​

11​ − ​ __
14. ​__
2 8 3 9 6 12 15

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown number.

​ 9 ​ −
15. __
10
n ∙ ​1_5​ 5 ​ + n ∙ ​1_​
16. ​ __
12 2

n ∙ _ n ∙ _

Problem
Problem Solving
Solving •• Applications
Applications
Use the picture for 17–18.

17. Sara is making a key chain using the bead design shown. What fraction
of the beads in her design are either blue or red?

18. SMARTER
In making the key chain, Sara uses the pattern of beads
3 times. After the key chain is complete, what fraction of the beads in the
key chain are either white or blue?
© Houghton Mifflin Harcourt Publishing Company

19. Tom has ​ 7_8 ​ cup of olive oil. He uses ​ 1_2 ​ cup to make salad
DEEPER

dressing and ​ 1_4 ​ cup to make tomato sauce. How much olive oil does
Tom have left?

Chapter 6 • Lesson 5   377

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

20. DEEPER On Friday, 61_ of band practice was spent trying on

uniforms. The band spent 1_4 of practice on marching. The remaining
practice time was spent playing music. What fraction of practice time
was spent playing music?

MATHEMATICAL
21. PRACTICE 3
Verify the Reasoning of Others Jamie had 4_5 of a spool
of twine. He then used 1_2 of a spool of twine to make friendship knots. He
claims to have __
3
10 of the original spool of twine left over. Explain how you
know whether Jamie’s claim is reasonable.

22. SMARTER Mr. Barber used 7_9 yard of wire to put up a ceiling fan. He used 1_3 yard
of wire to fix a switch.

Complete the calculations below to write equivalent fractions with a

common denominator.

×
7_ 7________ 1 1×
=
9 9×
= _____ _
3
= ________
3×
= _____

How much wire did Mr. Barber use to put up the ceiling fan and fix the switch combined?
Explain how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

378
 Practice and Homework
Name
Lesson 6.5
Add and Subtract Fractions
COMMON CORE STANDARD—5.NF.A.1
Use equivalent fractions as a strategy to add
and subtract fractions.
Find the sum or difference. Write your answer in simplest form.
1 7 1_ 1
1. 1_ – _ 2. __ – 3. 1_ + _
2 7 1
__ 7
__ 10 2 6 2
2 14
1 2
– __ – __
7 14
5
__
14 __ __

2 9 1_ 2
4. 5_ + _ 5. __ – 6. 3_ – _
8 5 10 3 4 5

__ __ __

1 1 2
7. 5_ – _ 8. 7_ + _ 9. 5_ + _
7 4 8 3 6 5

__ __ __

Problem
Problem Solving
Solving
10. Kaylin mixed two liquids for a science 11. Henry bought 1_4 pound of screws and 2_5 pound
experiment. One container held 7_8 cup and of nails to build a skateboard ramp. What is the
the other held __
9
10 cup. What is the total total weight of the screws and nails?
amount of the mixture?

_______
© Houghton Mifflin Harcourt Publishing Company

_______

12. WRITE Math How is 1_ + 1_ solved differently than 1_ + 1_?

2 4 2 3

Chapter 6 379
Lesson Check (5.NF.A.1)
1. Lyle bought 3_8 pound of red grapes and 2. Jennifer had a 7_8 -foot board. She cut off a
__
5 1_
12 pound of green grapes. How many 4 -foot piece that was for a project. In feet, how
pounds of grapes did he buy? much of the board was left?

Spiral Review (5.NBT.B.6, 5.NBT.B.7, 5.NF.B.3)

3. Ivan has 15 yards of green felt and 12 yards of 4. Eight identical shirts cost a total of $152. How
blue felt to make 3 quilts. If Ivan uses the same much does one shirt cost?
total number of yards for each quilt, how many
yards does he use for each quilt?

5. Melissa bought a pencil for $0.34, an eraser 6. The 12 members in Dante’s hiking club shared
for $0.22, and a notebook for $0.98. What 176 ounces of trail mix equally. How many
is a reasonable estimate for the amount ounces of trail mix did each member receive? © Houghton Mifflin Harcourt Publishing Company
Melissa spent?

FOR MORE PRACTICE

GO TO THE
380 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Vocabulary
Vocabulary Vocabulary
equivalent fractions
Choose the best term from the box.
common denominator
1. A _____ is a number that is
common multiple
a multiple of two or more numbers. (p. 369)

2. A _____ is a common multiple

of two or more denominators. (p. 369)

Concepts
Concepts and
and Skills
Skills
Estimate the sum or difference. (5.NF.A.2)

3. _89 + 4_7 4. 3 2_ – 5_ 5. 1 5_ + 2 __
2
5 8 6 11

Use a common denominator to write an equivalent

fraction for each fraction. (5.NF.A.1)

6. 1_6, 1_ common 7. 3_8, __

3 common 8. 1_9, __
5 common
9 10 12
denominator: _ denominator: _ denominator: _

____ ____ ____

Use the least common denominator to write an equivalent

fraction for each fraction. (5.NF.A.1)

9. _2, __
1 least common 10. _5, 3_ least common 11. _1, 2_7 common
5 10 6 8 3
denominator: _ denominator: _ denominator: _
© Houghton Mifflin Harcourt Publishing Company

____ ____ ____

Find the sum or difference. Write your answer in simplest form. (5.NF.A.1)

12. 11
__ 1 _
18 – 6
13. 2_7 + 2_ 14. 3_4 – __
3
5 10

Chapter 6 381
15. Mrs. Vargas bakes a pie for her book club meeting. The shaded part
of the diagram below shows the amount of pie left after the meeting.
That evening, Mr. Vargas eats 1_4 of the whole pie. What fraction
represents the amount of pie remaining? (5.NF.A.2)

16. DEEPER Keisha makes a large sandwich for a family picnic. She
takes _12
of the sandwich to the picnic. At the picnic, her family eats 3_8 of
the whole sandwich. What fraction of the whole sandwich does Keisha
bring back from the picnic? (5.NF.A.2)

17. Mike is mixing paint for his walls. He mixes 1_6 gallon blue paint
and 5_8 gallon green paint in a large container. What fraction
represents the total amount of paint Mike mixes? (5.NF.A.2)
© Houghton Mifflin Harcourt Publishing Company

382
 Lesson 6.6
Name
Add and Subtract Mixed Numbers Number and Operations—
Essential Question How can you add and subtract mixed numbers with Fractions—5.NF.A.1 Also 5.NF.A.2
unlike denominators? MATHEMATICAL PRACTICES
MP1, MP2, MP6

Unlock
Unlock the
the Problem
Problem
Denise mixed 1 4_5 ounces of blue paint with
2 __
1
10 ounces of yellow paint. How many
• What operation should you use to solve
the problem?
ounces of paint did Denise mix?

• Do the fractions have the same denominator?

Add. 14 1
__ + 2___
5 10
To find the sum of mixed numbers with unlike denominators, you can
use a common denominator.

STEP 1 Estimate the sum. ___

STEP 2 Find a common denominator. Use the 14

__ =
5
common denominator to write equivalent
fractions with like denominators. 1 = +
+ 2 ___
10
STEP 3 Add the fractions. Then add the whole
numbers. Write the answer in simplest form.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Andrew Paterson/Alamy

Math MATHEMATICAL PRACTICES 2

So, Denise mixed _ ounces of paint. Talk
Connect Symbols and Words
Did you use the least
common denominator?
Explain.

1.
MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness Explain how you know whether your answer is reasonable.

2. What other common denominator could you have used?

Chapter 6 383
 Example
5 − 23
Subtract. 4 __ __
6 4
You can also use a common denominator to find the difference of
mixed numbers with unlike denominators.

Estimate the difference. __

45
STEP 1 __ =
6
STEP 2 Find a common denominator. Use the

– 23
common denominator to write equivalent __ = –
fractions with like denominators. 4

STEP 3 Subtract the fractions. Subtract the whole

numbers. Write the answer in simplest form.

3.
MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness Explain how you know whether
your answer is reasonable.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use a common denominator to write equivalent fractions with like

denominators and then find the sum. Write your answer in simplest form.

72
__ =
5

+ 43
__ = +
4
© Houghton Mifflin Harcourt Publishing Company

Find the sum. Write your answer in simplest form.

2. 2 3_4 + 3 __
3 3. 5 3_4 + 1 1_ 3
4. 3 4_ + 2 __
10 3 5 10

384
 Name

Find the difference. Write your answer in simplest form.

5. 9 5_ − 2 1_ 6. 10 5_ − 9 1_ 7. 7 _2 − 3 1_
6 3 9 6 3 6

Math MATHEMATICAL PRACTICES 6

Talk
Explain why you need to
On
On Your
Your Own
Own write equivalent fractions
with common denominators
to add 4 5_6 and 1 1_8 .
Find the sum or difference. Write your answer in simplest form.
3 + 22
8. 1 __ _ 9. 8 1_ + 7 3_ 10. 2 1_ + 2 1_
10 5 6 8 2 3

11. 12 3_4 − 6 1_ 12. 2 5_ − 1 1_4 7 − 5 1_

13. 14 __ 4
6 8 12

Practice: Copy and Solve Find the sum or difference. Write your
answer in simplest form.
5 + 41 5
14. 1 __ _ 15. 8 1_ + 6 3_ 16. 2 1_ + 4 5_ 17. 3 5_ + __
12
12 6 2 5 6 9 8

18. 3 2_ − 1 1_ 19. 5 6_7 − 1__2 20. 2 7_ − 1_2 7 − 12

21. 4 __ _
3 6 3 8 12 9

22. DEEPER Dakota makes a salad dressing by combining 6 1_3 fluid ounces of oil
© Houghton Mifflin Harcourt Publishing Company

and 2 3_8 fluid ounces of vinegar in a jar. She then pours 2 1_4 fluid ounces of the
dressing onto her salad. How much dressing remains in the jar?

23. DEEPER
This week, Maddie worked 2 1_2 hours on Monday, 2 2_3 hours on
Tuesday, and 3 1_4 hours on Wednesday. How many more hours will Maddie
need to work this week to make her goal of 10 1_2 hours a week?

Chapter 6 • Lesson 6 385

 MATHEMATICAL PRACTICES MODEL • REASON • MAKE SENSE

Problem
Problem Solving
Solving •• Applications
Applications
Use the table to solve 24–25.

24. PRACTICE2 Reason Quantitatively Gavin plans to mix a batch

MATHEMATICAL

of Tangerine paint. He expects to have a total of 5​ __

3 ​ounces of paint
10
after he mixes the amounts of red and yellow. Explain how you can
tell if Gavin’s expectation is reasonable.

Paint Gavin Uses

(in ounces)
Red Yellow Shade
5 1 Sunrise
28 34 Orange
9 3
3 10 28 Tangerine

25. SMARTER
  Gavin mixes the amount of red 56
5 5
56 Mango
from one shade of paint with the amount of
yellow from a different shade of paint. He mixes
the batch so he will have the greatest possible
amount of paint. What amounts of red and yellow
from which shades are used in the mixture?
Explain your answer.

26. SMARTER Martin won first place in the 100-meter dash with a time of
14​ ___
23 ​ seconds. Samuel came in second place with a time of 15​ __
100
7 ​ seconds.
10
For 26a–26d, select True or False for each statement.

26a. A common denominator of the mixed True    False

numbers is 100.

26b. To find the difference between the True    False

© Houghton Mifflin Harcourt Publishing Company

runners’ times, Samuel’s time needs

to be rewritten.

26c. Samuel’s time written with a denominator True    False

___70 ​.
of 100 is 15​ 100

26d. Martin beat Samuel by ​21

__​ second. True    False
25

386
 Practice and Homework
Name
Lesson 6.6
Add and Subtract Mixed Numbers
COMMON CORE STANDARD—5.NF.A.1
Use equivalent fractions as a strategy to add
and subtract fractions.
Find the sum or difference. Write your answer in simplest form.

1. 31_ − 11_ 2. 21_ + 13_ 3. 41_ + 21_ 4. 51_ + 61_

2 5 3 4 8 3 3 6

31
_ 5
3__
2 10

−11
_ 2
−1__
5 10
3
2__
__10 __ __ __

5. 2 1_ + 12_ 6. 5 17
__ − 22
_ 7. 6 3_ − 15_ 8. 53_ − 21_
4 5 18 3 4 8 7 5

__ __ __ __

Problem
Problem Solving
Solving

9. Jacobi bought 7 1_2 pounds of meatballs. He 10. Jill walked 8 1_8 miles to a park and then
decided to cook 1 1_4 pounds and freeze the rest. 7 2_5 miles home. How many miles did
How many pounds did he freeze? she walk?

_______ _______

11. WRITE Math Write your own story problem using mixed numbers.
© Houghton Mifflin Harcourt Publishing Company

Show the solution.

Chapter 6 387
Lesson Check (5.NF.A.1)
1. Ming has a goal to jog 4 1_2 miles each day. On 2. At the deli, Ricardo ordered 3 1_5 pounds of
Monday she jogged 5 __ 9 miles. By how much did
16
cheddar cheese and 2 3_4 pounds of mozzarella
she exceed her goal for that day? cheese. How many pounds of cheese did
he order all together?

Spiral Review (5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. The theater has 175 seats. There are 7 seats in 4. During the first 14 days, 2,744 people visited a
each row. How many rows are there? new store. The same number of people visited
the store each day. About how many people
visited the store each day?

5. What number is 100 times as great as 0.3? 6. Mark said that the product of 0.02 and 0.7
is 14. Mark is wrong. What is the product?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
388 Personal Math Trainer
 Lesson 6.7
Name
Subtraction with Renaming Number and Operations—
Essential Question How can you use renaming to find the difference of Fractions—5.NF.A.1 Also 5.NF.A.2
two mixed numbers? MATHEMATICAL PRACTICES
MP1, MP5, MP6

Unlock
Unlock the
the Problem
Problem
To practice for a race, Kara is running 2 1_2 miles.
When she reaches the end of her street, she • Underline the sentence that tells you
what you need to find.
knows that she has already run 1 5_6 miles. How
many miles does Kara have left to run? • What operation should you use to solve
the problem?

One Way Rename the first mixed number.

1 − 15
Subtract. 2__ __
2 6

STEP 1 Estimate the difference. __

STEP 2 Find a common denominator. Use the

21 6 =
__ = 2___
common denominator to write equivalent
2 12
fractions with like denominators.

STEP 3 Since __
6 __, rename 2__
is less than 10 6
as a mixed –15
__ = –110
___ = – 110
___
12 12 12 6 12 12
number with a fraction greater than 1.

6 5 1 1 1 1 ___
___
Think: 212 6 5 1 1 12 6 5 118
___ 1 ___ ___ =
12 12 12 12

6 =
2___
12 _
STEP 4 Find the difference of the fractions.
Then find the difference of the whole
numbers. Write the answer in simplest
form. Check to make sure your answer
is reasonable.
© Houghton Mifflin Harcourt Publishing Company

So, Kara has _ mile left to run.

MATHEMATICAL
• PRACTICE 6 Explain why it is important to write equivalent fractions before renaming.

Chapter 6 389
 Another Way Rename both mixed numbers as
fractions greater than 1.
Subtract. 2 1_2 − 1 5_6

STEP 1 Write equivalent fractions, A common denominator of 1_2 and 5_6 is 6.

using a common denominator.

21
__
2

15
__
6

STEP 2 Rename both mixed numbers

as fractions greater than 1. 23
__ = 6 6
Think: __6 1 __6 1 6
3
__
6

15
__ = Think: __66 1 5__6
6

STEP 3 Find the difference of the

fractions. Then write the – =
answer in simplest form.

2 1_2 − 1 5_6 = _

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Estimate. Then find the difference and write it in simplest form.

1. Estimate: __ 2. Estimate: __

41_ 2 34_ 91_ – 23_4

2 5 6
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 5

Talk
Communicate Explain the
strategy you could use to
solve 3 1_9 – 2 1_3 .

390
 Name

On
On Your
Your Own
Own
Estimate. Then find the difference and write it in simplest form.

3. Estimate: __ 4. Estimate: __ 5. Estimate: __

32_ 2 1___
11 41_4 2 21_ 52_ 2 11_
3 12 3 5 2

Practice: Copy and Solve Find the difference and write it in simplest form.

6. 111_ − 32_ 7. 6 − 31_ 8. 43_ − 31_ 9. 91_ − 35_

9 3 2 8 2 6 8

10. 11_ − 1_ 11. 131_ − 34_ 12. 122_ − 53_4 13. 73_ − 27_
5 2 6 5 5 8 9

14. DEEPER
Three commercials are played in a row between songs on
the radio. The three commercials fill exactly 3 minutes of time. If the first
commercial uses 1 1_6 minutes, and the second uses 3_5 minute, how long is the
third commercial?

15. SMARTER
Four students made videos for
an art project. The table shows the length of each video.

Match each pair of videos with the correct difference Art in Nature
between their times. Video Time (in hours)

1 43_
4
Video 1 and Video 3 • • 1 __
17 hours
© Houghton Mifflin Harcourt Publishing Company

30
2 42_
5
Video 2 and Video 3 • • 1 __109 hours 3 25_
6
4 2 1_2
Video 2 and Video 4 • • 1 11__12 hours

Chapter 6 • Lesson 7 391

 Summarize
An amusement park in Sandusky, Ohio, offers 17 amazing roller
coasters for visitors to ride. One of the roller coasters runs at
60 miles per hour and has 3,900 feet of twisting track. This
coaster also has 3 trains with 8 rows per train. Riders stand in
rows of 4, for a total of 32 riders per train.

The operators of the coaster recorded the number of riders on

each train during a run. On the first train, the operators reported
that 7​ 1_4 ​rows were filled. On the second train, all 8 rows were
filled, and on the third train, 5​ 1_2 ​rows were filled. How many more
rows were filled on the first train than on the third train?

When you summarize, you restate the most important

information in a shortened form to more easily understand
what you have read.

16.
MATHEMATICAL
PRACTICE 1 Analyze Identify and summarize the important
information given in the problem.

WRITE Math • Show Your Work

Use the summary from item 16 to solve.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©William Manning/Alamy
17. Solve the problem above.

18. SMARTER
How many rows were empty on the first train?
How many additional riders would it take to fill the empty rows?
Explain your answer.

392
 Practice and Homework
Name
Lesson 6.7
Subtraction with Renaming
COMMON CORE STANDARD—5.NF.A.1
Estimate. Then find the difference and write it in simplest form. Use equivalent fractions as a strategy to add
and subtract fractions.

1. Estimate: ___ 2. Estimate: ___ 3. Estimate: ___

61_ − 12_ 41_ − 35_ 9 − 37_

3 5 2 6 8

20
5 5
61
_ 6 __
3 15
6
− 12
_ − 1 __
5 15

4 14
__
15

4. Estimate: ___ 5. Estimate: ___ 6. Estimate: ___

21_ − 12_ 8 − 61_ 91_ − 32_

6 7 9 4 3

Problem
Problem Solving
Solving
7. Carlene bought 8 __
1 yards of ribbon to decorate a
16
8. During his first vet visit, Pedro’s puppy weighed
shirt. She only used 5 1_2 yards. How much ribbon 6 1_8 pounds. On his second visit, he weighed
does she have left over? 9 __ 1 pounds. How much weight did he gain
16
between visits?

_______ _______
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Write a subtraction problem that has mixed numbers

and requires renaming. Draw a model illustrating the steps you take to
solve the problem.

Chapter 6 393
Lesson Check (5.NF.A.1)
1. Natalia picked 7 1_6 bushels of apples today and 2. Max needs 10 1_4 cups of flour to make a batch
4 5_8 bushels yesterday. How many more bushels of pizza dough for the pizzeria. He only has
did she pick today? 4 1_2 cups of flour. How much more flour does
he need to make the dough?

Spiral Review (5.NBT.A.1, 5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. The accountant charged $35 for the first hour 4. The soccer league needs to transport all
of work and $23 for each hour after that. He 133 players to the tournament. If 4 players can
earned a total of $127. How many hours did ride in one car, how many cars are needed?
he work?

5. What is five hundred million, one hundred 6. Find the quotient.

fifteen written in standard form?
6.39 ÷ 0.3

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
394 Personal Math Trainer
 ALGEBRA
Name
Lesson 6.8
Patterns with Fractions
Essential Question How can you use addition or subtraction to describe Number and Operations—
a pattern or create a sequence with fractions? Fractions—5.NF.A.1
MATHEMATICAL PRACTICES
MP1, MP7, MP8

Unlock
Unlock the
the Problem
Problem
Mr. Patrick wants to develop a new chili recipe for his restaurant. Each
batch he makes uses a different amount of chili powder. The first batch
uses 3 1_2 ounces, the second batch uses 4 5_6 ounces, the third uses 6 1_6 ounces,
and the fourth uses 7 1_2 ounces. If this pattern continues, how much chili
powder will he use in the sixth batch?

You can find the pattern in a sequence by comparing one term with the
next term.

STEP 1 Write the terms in the sequence as equivalent fractions with a

common denominator. Then examine the sequence and compare
the consecutive terms to find the rule used to make the sequence
of fractions.

+12
__
difference between terms
6

__, 45
31 __, 61
__, 71
__,…→ oz, oz, oz, oz terms with common denominator
2 6 6 2
batch 1 batch 2 batch 3 batch 4

STEP 2 Write a rule that describes the pattern in the sequence.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©alan becker/Getty Images

• Is the sequence increasing or decreasing from one term to the

next? Explain.

Rule: ________

STEP 3 Extend the sequence to solve the problem.

__, 45
31 __, 61
__, 71
__,
2 6 6 2 _, _

So, Mr. Patrick will use _ ounces of chili powder in the sixth batch.

Chapter 6 395
 Example Find the unknown terms in the sequence.

13 9 , 1__
__, 1___ 3 , 1___
3 ,
_ , _ , _ , ___ , __ 7 1
4 16 8 16 16 4

STEP 1 Write the terms in the sequence as equivalent fractions with a

common denominator.

_,_,_,_, _
? ,_
? ,_
? ,_ , _

STEP 2 Write a rule describing the pattern in the sequence.

• What operation can be used to describe a sequence that increases?

__
• What operation can be used to describe a sequence that decreases?

__
Rule: _____

Math MATHEMATICAL PRACTICES 1

STEP 3 Use your rule to find the unknown terms. Then complete Talk
the sequence above. Analyze How do you know
whether your rule for a
sequence would involve
addition or subtraction?

Try This!

A Write a rule for the sequence. Then find the

unknown term.
1,5
1___ __, 1 1
__ ___
12 6 _ , 3, 12

Rule: _____
© Houghton Mifflin Harcourt Publishing Company

B Write the first four terms of the sequence.

Rule: start at 1_4 , add 3_8

_,_,_,_

396
 Name

MATH
M
Share
Share and hhow
and Show
Sh BOARD
B

Write a rule for the sequence.

1. _14, 1_2, 3_4, ... 2. _1, 1_, 5_, ...

9 3 9

Think: Is the sequence increasing or decreasing?

Rule: __ Rule: __

Write a rule for the sequence. Then, find the unknown term.

3,2
3. __ _, 3_ __
7 __, 85
4. 102_, 911 _, 4_
__ , ,
10 5 5 10 3 18 __ , 6
9 9

Rule: __ Rule: __

On
On Your
Your Own
Own
Write the first four terms of the sequence.

5. Rule: start at 5 3_4 , subtract 5_8 6. Rule: start at 3_8 , add __

3
16

_,_,_,_ _,_,_,_

7. Rule: start at 2 1_3 , add 2 1_4 8. Rule: start at 8_9 , subtract __

1
18

_,_,_,_ _,_,_,_

MATHEMATICAL
9. 7 Look for a Pattern Vicki started jogging. The first time she ran, she
PRACTICE

ran 16 mile. The second time, she ran 3_8 mile, and the third time, she ran __
__
3 9
16 mile. If she
continued this pattern, when was the first time she ran more than 1 mile? Explain.
© Houghton Mifflin Harcourt Publishing Company

10. DEEPER
Mr. Conners drove 78 1_3 miles on Monday, 77 __
1
12 miles on Tuesday, and
75 5_6
miles on Wednesday. If he continues this pattern on Thursday and Friday, how
many fewer miles will he drive on Friday than on Tuesday?

Chapter 6 • Lesson 8 397

 MATHEMATICAL PRACTICES ANALYZE • LOOK FOR STRUCTURE • PRECISION

Problem
Problem Solving
Solving •• Applications
Applications
11. When Bill bought a marigold plant, it was ​ 1_4 ​inch tall. After the first week,
it measured 1​ __
1 __
11
12 ​inches tall. After the second week, it was 1​ 12 ​inches.
After week 3, it was 2​ 43_ ​inches tall. Assuming the growth of the plant was
constant, what was the height of the plant at the end of week 4?

12. SMARTER What if Bill’s plant grew at the same

rate but was 1​ _12 ​inches when he bought it? How tall
would the plant be after 3 weeks?

13. SMARTER Kendra hiked each day for a week. The first day
she hiked ​ _18 ​ mile, the second day she hiked ​ _38 ​ mile, and the third day
she hiked ​ _58 ​ mile.

What is the rule for the distance Kendra hikes each day? Show how you
can check your answer.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty Images
If the pattern continues, how many miles will Kendra hike on day 7? Explain how
you found your answer.

398
 Practice and Homework
Name
Lesson 6.8
Patterns with Fractions
COMMON CORE STANDARD—5.NF.A.1
Use equivalent fractions as a strategy to add
and subtract fractions.

Write a rule for the sequence. Then, find the unknown term.
2
1. _1, _,5
__ , 1, 11_ 2. 13_, 13_, 21_, , 27_
2 3 _
6 6 8 4 8 _ 8

Think: The pattern is increasing. Add 1

__ to find
6
the next term.

Rule: ____ Rule: ____

9 __ 5
3. 1__,17, 3 __
, 1__,11 5 1_ __
4. 2__, 2 , 111, , 1__
10 10 _ 10 10 12 6 12 _ 12

Rule: ____ Rule: ____

Write the first four terms of the sequence.

5. Rule: start at 1_2 , add 1_3 6. Rule: start at 3 1_8 , subtract 3_4

Problem
Problem Solving
Solving
7. Jarett’s puppy weighed 3 3_4 ounces at birth. 8. A baker started out with 12 cups of flour. She had
At one week old, the puppy weighed 5 1_8 ounces. 9 1_4 cups of flour left after the first batch of batter
At two weeks old, the puppy weighed 6 1_2 ounces. she made. She had 6 1_2 cups of flour left after the
If the weight gain continues in this pattern, how second batch of batter she made. If she makes
© Houghton Mifflin Harcourt Publishing Company

much will the puppy weigh at three weeks old? two more batches of batter, how many cups of
flour will be left?

_______ _______
9. WRITE Math Make up your own sequence of 5 fractions or mixed
numbers. Offer the sequence to another student to try and find the next
fraction in the sequence.

Chapter 6 399
Lesson Check (5.NF.A.1)

1. What is a rule for the sequence? 2. Jaime biked 5 1_4 miles on Monday, 6 7_8 miles on
Tuesday, and 8 1_2 miles on Wednesday. If he
continues the pattern, how many miles will he
bike on Friday?

5 1_ 1_ 5_
_,1 ,2 ,2 ,…
6 2 6 6

Spiral Review (5.OA.A.2, 5.NBT.B.5, 5.NBT.B.7)

3. Jaylyn rode her bicycle in a bike-a-thon. She 4. One week a company filled 546 boxes with
rode 33.48 miles in 2.7 hours. If she rode at widgets. Each box held 38 widgets. How
the same speed, what was her speed in miles many widgets did the company pack in boxes
per hour? that week?

5. Write an expression that represents the 6. Mason took 9.4 minutes to complete the
statement “Add 9 and 3, then multiply by 6.” first challenge in the Champs Challenge. © Houghton Mifflin Harcourt Publishing Company
He completed the second challenge
2.65 minutes faster than the first challenge.
How long did it take Mason to complete
the second challenge?

FOR MORE PRACTICE

GO TO THE
400 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 6.9
Problem Solving •
Practice Addition and Subtraction Number and Operations—
Fractions—5.NF.A.2 Also 5.NF.A.1
Essential Question How can the strategy work backward help you solve
a problem with fractions that involves addition and subtraction? MATHEMATICAL PRACTICES
MP1, MP2, MP4, MP6

Unlock
Unlock the
the Problem
Problem
The Diaz family is cross-country skiing the Big Tree trails,
which have a total length of 4 miles. Yesterday, they skied the __
7
10
3_
mile Oak Trail. Today, they skied the 5 mile Pine Trail. If they
plan to ski all of the Big Tree trails, how many more miles do
they have left to ski?

Use the graphic organizer to help you solve the problem.

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find the distance
I need to use the distance I can work backward by starting
_____.
_____ with the ___

and the total distance and __ each distance

they have already skied to find the
_____. distance they have left.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Noel Hendrickson/Getty Images

Solve the Problem

Addition and subtraction are inverse operations. By working backward and
using the same numbers, one operation undoes the other.

• Write an equation. • Then work backward to find m.

miles skied miles skied miles they total
+ + _−_−_=m
yesterday today need to ski = distance
↓ ↓ ↓ ↓
_=m
__ + __ + m = 4

So, the family has __ miles left to ski.

• MATHEMATICAL
PRACTICE 1 Evaluate Reasonableness Explain how you know your answer is reasonable.

Chapter 6 401
 Try Another Problem
As part of their study of Native American basket weaving, Lia’s
class is making wicker baskets. Lia starts with a strip of wicker
36 inches long. From the strip, she first cuts one piece but does
not know its length, and then cuts a piece that is 6 1_2 inches long.
The piece left is 7 3_4 inches long. What is the length of the first
piece she cut from the strip?

Read the Problem

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

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Phil Schermeister/Corbis

So, the length of the first piece cut was _ inches. Math MATHEMATICAL PRACTICES 1
Talk
Make Sense of Problems
What other strategy
could you use to solve the
problem?

402
 Name
Unlock the Problem
MATH
M √ Plan your solution by deciding on the
Share
Share and
and Show
hhow
Sh BOARD
B steps you will use.
√ Check your exact answer by
1. Caitlin has 4 3_4 pounds of clay. She uses comparing it with your estimate.
1 __
1
10 pounds to make a cup, and another √ Check your answer for
2 pounds to make a jar. How many pounds reasonableness.
are left?

First, write an equation to model

the problem.

WRITE Math
t Show Your Work

Next, work backwards and rewrite the equation

to find x.

Solve.

So, _ pounds of clay remain.

2. SMARTER
What if Caitlin had used more
than 2 pounds of clay to make a jar? Would the
amount remaining have been more or less than
your answer to Exercise 1?

3. A pet store donated 50 pounds of food for

adult dogs, puppies, and cats to an animal
shelter. 19 3_4 pounds was adult dog food and
18 7_8 pounds was puppy food. How many
pounds of cat food did the pet store donate?
© Houghton Mifflin Harcourt Publishing Company

4. Thelma spent 1_6 of her weekly allowance on dog

toys, 1_4 on a dog collar, and 1_3 on dog food. What
fraction of her weekly allowance is left?

Chapter 6 • Lesson 9 403

 MATHEMATICAL PRACTICES MODEL • REASON • MAKE SENSE

On
On Your
Your Own
Own

5. DEEPER Martin is making a model of a Native American canoe. He has 5​ 1_2 ​feet
of wood. He uses 2​ 3_4 ​feet for the hull and 1​ 1_4 ​feet for a paddle. How much wood
does he have left?

6. SMARTERBeth’s summer vacation lasted 87 days. At the beginning of

her vacation, she spent some time at soccer camp, 5 days at her grandmother’s
house, and 13 days visiting Glacier National Park with her parents. She then had
48 vacation days remaining. How many weeks did Beth spend at soccer camp?

7.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively You can buy 2 DVDs for the same price
you would pay for 3 CDs selling for $13.20 apiece. Explain how you could find the
price of 1 DVD.

8. SMARTER Julio caught 3 fish weighing a total of 23​ 1_2 ​ pounds. One fish
weighed 9​5_​ pounds and another weighed 6​ 1_4 ​ pounds. How much did the third
8
fish weigh? Use the numbers and symbols to write an equation that represents
the problem. Then solve the equation. Symbols may be used more than once
or not at all.

23​1_2 ​ 9​5_8 ​ 6​1_4 ​ x = +

© Houghton Mifflin Harcourt Publishing Company

weight of third fish: _ pounds

404
 Practice and Homework
Name
Lesson 6.9
Problem Solving • Practice Addition
and Subtraction COMMON CORE STANDARD—5.NF.A.2
Use equivalent fractions as a strategy to add
and subtract fractions.

Read each problem and solve.

1. From a board 8 feet in length, Emmet cut Write an equation: 8 5 2 1

__ 1 2 1
__ 1 x
3 3
two 2 1_3 -foot bookshelves. How much of the
board remained? Rewrite the equation to work backward:

8 2 21
__ 2 2 1
__ 5 x
3 3
1 feet
Subtract twice to find the length remaining: 3 __
3

2. Lynne bought a bag of grapefruit, 1 5_8 pounds of

__
3 pounds of bananas. The total
apples, and 2 16
weight of her purchases was 7 1_2 pounds. How
much did the bag of grapefruit weigh?

3. Mattie’s house consists of two stories and an

attic. The first floor is 8 5_6 feet tall, the second floor
is 8 1_2 feet tall, and the entire house is
24 1_3 feet tall. How tall is the attic?

4. It is 10 3_5 miles from Alston to Barton and

12 1_2 miles from Barton to Chester. The distance
from Alston to Durbin, via Barton and Chester, is
35 miles. How far is it from Chester to Durbin?

5. Marcie bought a 50-foot roll of packing tape.

Problem
Problem Solving
Solving
She used two 8 5_6 -foot lengths. How much tape is
© Houghton Mifflin Harcourt Publishing Company

left on the roll?

6. WRITE Math Write a word problem involving fractions for which

you would use the work backward strategy and addition to solve.
Include your solution.

Chapter 6 405
Lesson Check (5.NF.A.2)
1. Paula spent 3_8 of her allowance on clothes 2. Della bought a tree seedling that was 2 1_4 feet
and 1_6 on entertainment. What fraction of her tall. During the first year, it grew 1 1_6 feet. After
allowance did she spend on other items? two years, it was 5 feet tall. How much did the
seedling grow during the second year?

Spiral Review (5.OA.A.1, 5.NBT.A.2, 5.NBT.B.6, 5.NF.B.7)

3. What is a way to write 100,000 using exponents? 4. What expression can be used for estimating
868 4 28?

5. Justin gave the clerk $20 to pay a bill of $6.57. 6. What is the value of the following expression?
How much change should Justin get?
© Houghton Mifflin Harcourt Publishing Company

7 1 18 4 (6 2 3)

FOR MORE PRACTICE

GO TO THE
406 Personal Math Trainer
 ALGEBRA
Name
Lesson 6.10
Use Properties of Addition
Essential Question How can properties help you add fractions with Number and Operations—
unlike denominators? Fractions—5.NF.A.1
MATHEMATICAL PRACTICES
connect You can use properties of addition to help you add MP4, MP7, MP8
fractions with unlike denominators.

Commutative Property: 1_2 + 3_ = 3_ + 1_

5 5 2
Parentheses ( ) tell which
Associative Property: (2_9 + 1_8) + 3_8 = 2_9 + (1_8 + 3_8) operation to do first.

Unlock
Unlock the
the Problem
Problem
Jane and her family are driving to Big Lagoon State
Park. On the first day, they travel 1_3 of the total
distance. On the second day, they travel
1_
3 of the total distance in the morning and then
_1
of the total distance in the afternoon. How much
6
of the total distance has Jane’s family driven by the
end of the second day?

Use the Associative Property.

Day 1 + Day 2
Write the number sentence to represent the
1
__
(
+ 1
__
+1
__
= ) ( + )+ problem. Use the Associative Property to group
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Age Fotostock America, Inc.

3 3 6 fractions with like denominators together.

Use mental math to add the fractions with

= + like denominators.

Write equivalent fractions with like

= + denominators. Then add.

So, Jane’s family has driven _ of the total distance by

Math MATHEMATICAL PRACTICES 8
Talk
the end of the second day. Generalize Explain why
grouping the fractions
differently makes it easier to
find the sum.

Chapter 6 407
 Example Add. 25 (
__ + 12
__ + 11
8 3
__
) 8

Use the Commutative Property and the Associative Property.

Use the Commutative Property to

(25__8 + 12__3) + 11__8 = ( + )+ put fractions with like denominators

next to each other.

Use the Associative Property to

= + ( + ) group fractions with like

denominators together.

Use mental math to add the fractions

= + with like denominators.

Write equivalent fractions with

like denominators.
= + Then add.

Rename and simplify.

= =

Try This! Use properties to solve. Show each step and name
the property used.

A 51_ + (3_ + 1__

5 B 3 + 2_
4 4 12) (1_5 + __
10) 5

© Houghton Mifflin Harcourt Publishing Company

408
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the properties and mental math to solve. Write your answer in
simplest form.

1. 25_ 1 5_ 1 11_ 5 1 __
5 1 3_ 3. 31_4 1 25_ 1 13_4
( 8 6) 8
2. __
12 (
12 4 ) ( 6 )

Math MATHEMATICAL PRACTICES 7

Talk
Identify Relationships
How is solving Exercise 3
On
On Your
Your Own
Own different from solving
Exercise 1?
Use the properties and mental math to solve. Write your answer in
simplest form.

(7 3)
4. 2_ 1 1_ 1 2_ (5 2)
5. _1 1 1_ 1 2_ 6. _1 1 3_7 1 2_7
( )
3 5 6

5 1 41 8. 11_ 1 51_ 1 23_

(
7. 2__
12
_ 11
4
_
4 ) 8 (2 8 ) 9 (9 5)
9. 5_ 1 _1 1 4_
© Houghton Mifflin Harcourt Publishing Company

10. DEEPER Tina used 10 1_2 yards of yarn to make three yarn dolls.
yards of yarn for the first doll and 21_ yards for the
She used 4 _12
5
second doll. How much yarn did Tina use for the third doll?

Chapter 6 • Lesson 10 409

 MATHEMATICAL PRACTICES MODEL • REASON • MAKE SENSE

Problem
Problem Solving
Solving •• Applications
Applications
Use the map to solve 11–12.
Sports
11. DEEPERJulie rides her bike from the sports Complex School
complex to the school. Then she rides from the school
to the mall, and then on to the library. Kyle rides his 2
bike from his house to the mall, and then to the library. 3 mile Kyle’s
Park 2
Who rides farther? How many miles farther? Mall House
5 mile
2 4
3 mile 5 mile
12. SMARTER
On one afternoon, 1 31 miles Mario’s
Mario walks from his house to the Library House
library. That evening, Mario walks from
the library to the mall, and then to Kyle’s 1 53 miles
house. Describe how you can use the
properties to find how far Mario walks

13. 4 Write an Expression Kyle is adding the distances between the school
MATHEMATICAL
PRACTICE

and the mall, the mall and the park, and the mall and his house. He writes ​ 2_ ​ + ​ 2_ ​ + ​ 4_ ​. 5 3 5
Rewrite Kyle’s expression using properties so the fractions are easier to add.

14. SMARTER
For 14a–14c, tell whether the Commutative Property or the Associative
Property can be used to show each equation is true without calculating. Choose the
correct property of addition.

Associative Property
9 ​ + ∙ __ 3 9
14a. ​ __ ​  ​ + ​5_​ ∙ = ∙ __ 3 ​ ∙ + ​5_​
© Houghton Mifflin Harcourt Publishing Company

10 10 ​  ​ + ​ __
10
6 10 6 Commutative Property

3 Associative Property
14b. ∙ ​_4​ + ​1_​ ∙+ ​1_4​ = ∙ 1_5​ ​ + ​3_4​ ∙ + ​1_4​
5
Commutative Property

14c. ∙ 3​1_​ + 2​1_​ ∙ + 1​5_​ = 3​1_​ + ∙ 2​1_​ + 1​5_​ ∙ Associative Property

2 8 8 2 8 8
Commutative Property

410
 Practice and Homework
Name
Lesson 6.10
Use Properties of Addition
COMMON CORE STANDARD—5.NF.A.1
Use equivalent fractions as a strategy to add
and subtract fractions.
Use the properties and mental math to solve. Write your
answer in simplest form.

1. 21_ + 12_ + 32_

(3 ) 2. 81_ + 42_ + 3__
(5 3
) 3. 23_ + 13_ + 57_
(8 )
5 3 5 10 4 8

(5
= 12
_ + 21
_ + 32
3
_
3
)
2 1
(
= 1 + 2_ + 3
_
5 3
2
_
3
)
2
= 1_ + 6
5
= 72
_
__ 5 __ __

1
4. 2__ + 12_ + 4__
(7 9
) 5. 31_ + 31_ + 51_
(4 ) 6. 11_ + 32_ + 53_
(3 )
10 10 4 5 4 4

__ __ __

Problem
Problem Solving
Solving
7. Elizabeth rode her bike 6 1_2 miles from her house 8. Hassan made a vegetable salad with 2 3_8 pounds
to the library and then another 2 2_5 miles to her of tomatoes, 1 1_4 pounds of asparagus, and
friend Milo’s house. If Carson’s house is 2 1_2 miles 2 7_8 pounds of potatoes. How many pounds of
beyond Milo’s house, how far would she travel vegetables did he use altogether?
from her house to Carson’s house?

______ ______
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Write Commutative Property and Associative

Property at the top of the page. Underneath the name of each property,
write its definition and three examples of its use.

Chapter 6 411
Lesson Check (5.NF.A.1)
1. What is the sum of 2 1_3 , 3 5_6 , and 6 2_3 ? 2. Letitia has 7 1_6 yards of yellow ribbon, 5 1_4 yards of
orange ribbon, and 5 1_6 yards of brown ribbon.
How much ribbon does she have altogether?

Spiral Review (5.OA.A.1, 5.NBT.B.6, 5.NBT.B.7, 5.NF.A.1)

3. Juanita wrote 3 3 47 as 3 3 40 1 3 3 7. What 4. What is the value of the expression?
property did she use to rewrite the expression?

18 2 2 3 (4 1 3)

5. Evan spent $15.89 on 7 pounds of birdseed. 6. Cade rode 1 3_5 miles on Saturday and 1 3_4 miles on
How much did the birdseed cost per pound? Sunday. How far did he ride on the two days? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
412 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 6 Review/Test Online Assessment
and Intervention

1. Sophia babysat for 3 __

7 hours on Friday. She babysat for 2 5_ hours
12 6
on Saturday. For 1a–1c, estimate how long Sophia babysat on Friday
and Saturday combined. Choose the correct benchmarks
and sum.

2
3
1a. Sophia babysat for about hours on Friday.
31_
2
4

1
2
1b. Sophia babysat for about hours on Saturday.
21_
2
3

5
51_
1c. Sophia babysat for about 2 hours on Friday and Saturday combined.
6
61_
2

2. Rodrigo practiced playing the guitar 15 1_3 hours over the past 3 weeks. He practiced
for 6 1_4 hours during the first week and 4 2_3 hours during the second week. How much
time did Rodrigo spend practicing during the third week? Use the numbers and
symbols to write an equation that represents the problem. Then solve the equation.
Symbols may be used more than once or not at all.

151
__ 61
__ 42
__ x = +
3 4 3
© Houghton Mifflin Harcourt Publishing Company

Practice time during third week: _ hours

Assessment Options
Chapter Test
Chapter 6 413
3. Liam bought 5 7_8 pounds of steak. He used 2 __
1 pounds of the steak for a
16
cookout. For 3a–3c, fill in each blank.

3a. Rounded to the closest benchmark, Liam bought about pounds

of steak.

3b. Rounded to the closest benchmark, Liam used about pounds

of steak for the cookout.

3c. Liam has about pounds of steak remaining after

the cookout.

4. Jackson picked apples for his family. He picked a total of 61_ pounds. He took
2
23_ pounds to his aunt and 15_ pounds to his mother. How many pounds of apples
4 8
were left to give to his grandmother? Use the numbers and symbols to write an
equation that represents the problem, then solve the equation. Symbols may be
used more than once or not at all.

61
__ 23
__ 15
__ x = +
2 4 8

Weight of apples Jackson gave to his grandmother: _ pounds

5. Write 2_5 and 1_3 as equivalent fractions using a common denominator.

and
© Houghton Mifflin Harcourt Publishing Company

6. Jill brought 2 1_3 boxes of carrot muffins for a bake sale. Mike brought
1 3_4 boxes of apple muffins. What is the total number of boxes of
muffins Jill and Mike brought to the bake sale?

_ boxes of muffins

414
 Name
7. The shaded part of the diagram shows what Genie has left from a meter
of string. She will use 3_5 meter of string to make bracelets. She wants to
determine how much of the string she will have remaining after making
the bracelets. For 7a–7c, select True or False for each statement.

1m

7a. To determine how much True False

string will be left after making
the bracelets, Rebecca must
9 − 3_ .
find __
10 5

7b. The fractions 3_5 and __

6 are
10
True False
equivalent.

7c. Rebecca will have 1_5 meter of True False

string left.

8. For 8a–8c, tell whether the Commutative Property or the

Associative Property can be used to show each equation is true
without calculating. Choose the correct property of addition.

Associative Property
7 + 5_ = 1_ + _
1+ _ 5 + 7_
8a. __
6 8 6 (6 6 8 ) ( )
Commutative Property

Associative Property
7 + 1_ + __
1 = _
1 + __
7 + __
1
8b. ( 10 3 )
__
10 (3 10 ) 10
Commutative Property

Associative Property
8c. ( 62_ + 4_ + 32_ = 62_ + _4 + 32_
) (9 )
5 9 9 5 9
Commutative Property
© Houghton Mifflin Harcourt Publishing Company

9. Joshua uses a rule to write the following sequence of numbers.

1, 1_, 5_, __ , 11_
_
6 2 6 2

What rule did Joshua use?

What is the missing number in the sequence?

Chapter 6 415
10. Jeffrey walked 1_3 mile on Monday and jogged 3_4 mile on Tuesday. How far
did he walk and jog on Monday and Tuesday combined? Use the tiles to
complete the fraction strip model to show how you found your answer.
The fractions may be used more than once or not at all.

1
__ 1
__
2 3
1
__ 3
__
4 4
1
___ 1
12

_ mile(s)
Personal Math Trainer
11. SMARTERMr. Cohen drives 84 __
2 miles on Tuesday, 84 __
10
6 miles
10
on Wednesday, and 85 miles on Thursday.

Part A

What is the rule for the distance Mr. Cohen drives each day? Show how
you can check your answer.

Part B

If the pattern continues, how many miles will Mr. Cohen drive on
Sunday? Explain how you found your answer.

© Houghton Mifflin Harcourt Publishing Company

416
 Name
12. Alana bought 3_8 pound of Swiss cheese and 1_4 pound of American cheese.
Which pairs of fractions are equivalent to the amounts Alana bought?
Mark all that apply.
24 8
__ and __ 12 6
__ and __
A 64 64
C 32 32
6 and __
__ 4 15 and __
__ 10
B 16 16
D 40 40

13. DEEPER
Four students spent time volunteering last weekend. The
table shows how much time each student spent volunteering.

Volunteering
Student Time (in hours)

Amy 4 5_6

Beth 6 1_2

Victor 5 3_4

Cal 5 2_3

Match each pair of students with the difference between how much time
they spent volunteering.

Amy and Victor • • 3_4 hour

Cal and Beth • • 11__ hour
12
Beth and Victor • • 5_ hour
6
14. For 14a–14d, tell which expressions require you to rename mixed
numbers before you can subtract. Find each difference. Write each
expression and the difference as an equation in the correct box.

14a. 21_ − 13_ 14c. 52_ − 25_

3 4 3 8
14b. 3 7
1_ − _ 14d. 6_ − 21_
1
4 8 5 3

Requires Renaming Does Not Require Renaming

© Houghton Mifflin Harcourt Publishing Company

Chapter 6 417
15. Mr. Clements painted his barn for 3 3_5 hours in the morning. He painted
the barn for 5 3_4 hours in the afternoon. For 15a–15c, select True or False
for each statement.

15a. A common denominator of True False

the mixed numbers is 20.

15b. The amount of time spent True False

painting in the morning can be
__ hours.
rewritten as 3 15
20

15c. Mr. Clements spent 2 __

3 hours
20
True False
longer painting in the afternoon
than the morning.

16. Tom exercised 4_5 hour on Monday and 5_6 hour on Tuesday.
Part A
Complete the calculations below to write equivalent fractions with a
common denominator.

= 4×
4_ ___________
5 5×
= _______ _ = 5×
5 ___________
6 6×
= _______

Part B
How much time did Tom spend exercising on Monday and Tuesday
combined? Explain how you found your answer.

Part C
How much longer did Tom spend exercising on Tuesday than he spent
on Monday? Explain how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

418
 7
Chapter

Multiply Fractions
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name

Part of a Group Write a fraction that names the shaded part. (3.NF.A.1)

1. shaded parts _ 2. shaded parts _

total parts _ total parts _

fraction _ fraction _

Area Write the area of each shape. (3.MD.C.5)

3. 4. 5.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©C Squared Studios/Photodisc/Getty Images

_ square units _ square units _ square units

Equivalent Fractions Write an equivalent fraction. (4.NF.A.1)

6. 3_ 9
7. __ 8. 24
__ 9. 5_
4_ 15 _ 40 _ 7_

Math in the

Carmen recovered 2 gold bars that were

stolen from a safe. The first bar weighed
2 2_5 pounds. The second bar weighed 1 2_3 times
as much as the first bar. Find out how much
gold was recovered.

Chapter 7 419
 Voca bula ry Builder

Visualize It
Review Words
Match the review words with their examples.
denominator
What is it? What are some examples? equivalent fractions
mixed number
5
__
___ 10 numerator
product
5
__
___ 10 simplest form

___ 41_, 13_, 63_

5 8 6

2 4_ 10
_
___ , , __
3 6 15

Understand Vocabulary
Complete the sentences by using the review words.

1. A ___ is a number that is made up of a

whole number and a fraction.

2. A fraction is in ___ when the numerator and

the denominator have only the number 1 as a common factor.

3. The number below the bar in a fraction that tells how

many equal parts are in the whole or in the group is the

___.
4. The ___ is the answer to a
multiplication problem.

5. Fractions that name the same amount or part are called

© Houghton Mifflin Harcourt Publishing Company

___.
6. The ___ is the number above the bar
in a fraction that tells how many equal parts of the whole
are being considered.

™Interactive Student Edition

420 ™Multimedia eGlossary
Chapter 7 Vocabulary

common factor denominator

factor común denominador

5 15

equivalent fractions factor

fracciones equivalentes factor

22 27

mixed number numerator

número mixto numerador

40 42

product simplest form

producto mínima expresión

54 64
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The number below the bar in a fraction that
tells how many equal parts are in the whole A number that is a factor of two or
or in the group. more numbers

3
Example: __ 8 6
4 denominator
2 × 2 × 2 common factor 2 × 3
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number multiplied by another number to Fractions that name the same amount or part
find a product.
1 and __
Example: __ 4 are equivalent.
2 8
Example: 46 × 3 = 138

factor

A number that is made up of a whole

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The number above the bar in a fraction that number and a fraction
tells how many equal parts of the whole or
group are being considered Example:
numerator whole number part 1
4 __
3
Example: __ 2
fraction part
4
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A fraction is in simplest form when the The answer to a multiplication problem

numerator and denominator have only 1 as
a common factor
Example: 3 × 15 = 45
1 , __ 8
2 , ___
Examples: __ 15
2 3 product
 Going Places with Words Game
Game

Guess
Word Box
common factor
denominator

the Word equivalent

fractions
factor
mixed number
For 3 to 4 players numerators
product
Materials
simplest form
• timer

How to Play
1. Take turns to play.
2. Choose a math term, but do not say it aloud.
3. Set the timer for 1 minute.
Image Credits: (bg) ©Brand X Pictures/Getty Images; (b) ©Artville/Getty Images

4. Give a one-word clue about your term. Give each player one
chance to guess the term.
5. If nobody guesses correctly, repeat Step 4 with a different clue.
Repeat until a player guesses the term or time runs out.
6. The player who guesses the term gets 1 point. If he or she can
use the term in a sentence, they get 1 more point.
Then that player gets a turn.
7. The first player to score 10 points wins.
© Houghton Mifflin Harcourt Publishing Company

Chapter 7 420A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Which of the following are equivalent fractions? Tell how you know.
3
_ 3
__ 9
__ 9
__
6 15 15 18
• Write a definition for common factor in your own words.
• Explain how to find the product: 3_8 × 24 = _____.
• Write a word problem that includes multiplying a fraction by a
mixed number.

Image Credits: (bg) ©Brand X Pictures/Getty Images; (t) ©Artville/Getty Images

© Houghton Mifflin Harcourt Publishing Company

420B
 Lesson 7.1
Name
Find Part of a Group Number and Operations—
Essential Question How can you find a fractional part of a group? Fractions—5.NF.B.4a
MATHEMATICAL PRACTICES
MP4, MP5, MP6
Hands
On
Unlock
Unlock the
the Problem
Problem
Maya collects stamps. She has 20 stamps in her
collection. Four-fifths of her stamps have been
canceled. How many of the stamps in Maya’s
collection have been canceled?

Find 4_5 of 20.

• Put 20 counters on your MathBoard.

Since you want to find 4_5 of the stamps, ▲ The post office cancels stamps to
keep them from being reused.
you should arrange the 20 counters in _
equal groups.

• Draw the counters in equal groups below.

How many counters are in each group? _
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Bluemoon Stock/Getty Images

• Each group represents _ of the stamps. Math MATHEMATICAL PRACTICES 6

Circle 4_5 of the counters. Talk
Make Connections How
many groups would you
How many groups did you circle? _ circle if 3_5 of the stamps were
canceled? Explain.
How many counters did you circle? _

4 of 20 = _ , or _
_ 4 × 20 = _
5 5

So, _ of the stamps have been canceled.

Chapter 7 421
 Example
Max’s stamp collection has stamps from different countries. He has
12 stamps from Canada. Of those twelve, 2_3 of them have pictures
of Queen Elizabeth II. How many stamps have the queen on them?

• Draw an array to represent the 12 stamps by drawing an  for each

stamp. Since you want to find 2_3 of the stamps, your array should

show _ rows with an equal number of s.

• Circle _ of the 3 rows to show 2_3 of 12.

Then count the number of s in the circle.

There are _ s circled.

• Complete the number sentences.

_ of 12 = _ , or 2
2 _ × 12 = _
3 3

So, there are _ stamps with a picture of Queen Elizabeth II.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tcr) ©Richard McDowell/Alamy Images
• MATHEMATICAL
PRACTICE 5
Use Appropriate Tools On your MathBoard, use
counters to find 4_6 of 12. Explain why the answer is the same as the
answer when you found 2_3 of 12.

Try This! Draw an array.

Susana has 16 stamps. In her collection, 3_4 of the stamps are from the
United States. How many of her stamps are from the United States
and how many are not?

So, _ of Susana’s stamps are from the United States, and _ stamps are not.

422
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Complete the model to solve.

7 of 16, or 7_ × 16
_
8 8

• How many rows of counters are there? _

• How many counters are in each row? _

• Circle _ rows to solve the problem.

• How many counters are circled? _

7
_ of 16 = _ , or 7
_ × 16 = _
8 8

Use a model to solve.

2. _2 × 18 = _ 3. _2 × 15 = _ 4. _2 × 6 = _
3 5 3

Math MATHEMATICAL PRACTICES 4

Talk
Use Models Explain how
On
On Your
Your Own
Own you used a model to solve
Exercise 4.

Use a model to solve.

5. 5_ × 24 = _ 6. 3_4 × 24 = _ 7. 4_7 × 21 = _
8
© Houghton Mifflin Harcourt Publishing Company

Solve.

8.
MATHEMATICAL
PRACTICE 4 Use Diagrams What multiplication problem does
the model represent?

Chapter 7 • Lesson 1 423

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Use the table for 9–10.
Stamps Collected
9.
MATHEMATICAL
PRACTICE 4 Use Models Four-fifths of Zack’s stamps have Name Number of Stamps
pictures of animals. How many stamps with pictures of
Zack 30
animals does Zack have? Use a model to solve.
Teri 18
Paco 24

10. SMARTER Zack, Teri, and Paco combined the

foreign stamps from their collections for a stamp show.
Out of their collections, __3 5_
10 of Zack’s stamps, 6 of Teri’s
stamps, and 3_8 of Paco’s stamps were from foreign countries.
How many stamps were in their display? Explain how you
solved the problem.

WRITE Math
t Show Your Work

11. DEEPER Paula has 24 stamps in her collection. Among

her stamps, 1_3 have pictures of animals. Out of her stamps
with pictures of animals, 3_4 of those stamps have pictures of
birds. How many stamps have pictures of birds on them?

12. SMARTER
Charlotte bought 16 songs for her
MP3 player. Three-fourths of the songs are classical
songs. How many of the songs are classical songs?
Draw a model to show how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

424
 Practice and Homework
Name
Lesson 7.1
Find Part of a Group
COMMON CORE STANDARD—5.NF.B.4a
Apply and extend previous understandings
of multiplication and division to multiply and
divide fractions.

Use a model to solve.

1. __34 × 12 = _
9 2. __78 × 16 = _

6
3. __
10 × 10 = _ 4. __23 × 9 = _

5. __16 × 18 = _ 6. __45 × 10 = _

Problem
Problem Solving
Solving
7. Marco drew 20 pictures. He drew 3_4 of them in 8. Caroline has 10 marbles. One half of them
art class. How many pictures did Marco draw in are blue. How many of Caroline’s marbles
art class? are blue?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain how to find __3 of 20 using a model. Include

4
a drawing.

Chapter 7 425
Lesson Check (5.NF.B.4a)
1. Use the model to find 1_3 × 15. 2. Use the model to find 2_4 × 16.

Spiral Review (5.NBT.A.1, 5.NBT.B.6, 5.NF.A.1, 5.NF.A.2)

3. What is the value of the underlined digit? 4. Nigel has 138 fluid ounces of lemonade. How
many 6-fluid-ounce servings of lemonade can
he make?

6,560

5. Rafi had a board that was 15 1_2 feet long. 6. Susie spent 4 1_4 hours on Monday and 3 5_8 hours
He cut three pieces off the board that are each on Tuesday working on a history project. About © Houghton Mifflin Harcourt Publishing Company
3 7_8 feet long. How much of the board is left? how long did she spend working on the project?

FOR MORE PRACTICE

GO TO THE
426 Personal Math Trainer
 Lesson 7.2
Name
Multiply Fractions and Whole Numbers Number and Operations—
Essential Question How can you use a model to show the product of a Fractions—5.NF.B.4a
fraction and a whole number? MATHEMATICAL PRACTICES
MP4, MP5, MP6
Hands
Investigate
Investigate On

Martin is planting a vegetable garden. Each row is 2 meters

long. He wants to plant carrots along 3_4 of each row. How many
meters of each row will he plant with carrots?

Multiply. 3_4 × 2

Materials ■ fraction strips ■ MathBoard

A. Place two 1-whole fraction strips side-by-side to represent

the length of each row.

B. To represent the denominator of the factor 3_4 , find 4 fraction

strips, all with the same denominator, that fit exactly under the
two wholes.

C. Draw a picture of your model.

1 1

D. Circle 3_4 of 2 on the model you drew.

E. Complete the number sentence. 3 × 2 = __

_
4

So, Martin will plant carrots along __ meters of each row.

Draw Conclusions

1. MATHEMATICAL
PRACTICE 5 Use a Concrete Model Explain why you placed four
© Houghton Mifflin Harcourt Publishing Company

fraction strips with the same denominator under the two 1-whole strips.

2. __
3
MATHEMATICAL
PRACTICE 5 Use a Concrete Model Explain how you would model 10 of 2.

Chapter 7 427
 Hands
On
Make
Make Connections
Connections
In the Investigate activity, you multiplied a whole number by a fraction.
You can also use a model to multiply a fraction by a whole number.

Margo was helping clean up after a class party. There were 3 boxes
remaining with pizza in them. Each box had 3_8 of a pizza left.
How much pizza was left in all?

Materials ■ fraction circles

STEP 1 Find 3 × 3_8 . Model three 1-whole fraction circles to represent the
number of boxes containing pizza.

STEP 2 Place 1_8 fraction circle pieces on each circle to represent the amount
of pizza that was left in each box.

• Shade the fraction circles below to show your model.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Bernd Vogel/Corbis
Each circle shows _ eighths of a whole.

The 3 circles show _ eighths.

STEP 3 Complete the number sentences.

3+3
__ __ + 3
__ =
8 8 8 __
3×3
__ =
__ Math MATHEMATICAL PRACTICES 6
8
Talk
Explain how you would
know there is more than
So, Margo had __ pizzas left. one pizza left.

428
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the model to find the product.

1. _5 × 3 = __ 2. 2 × 5_ = __
6 6

1 1 1
1 1 1 1 1 1
2 2 2 2 2 2

Find the product.

5
3. __
12
× 3 = __ 4. 9 × 1_3 = __ 5. _78 × 4 = __

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

6. DEEPER
Eliza brought 3 pans of homemade fruit bars to school.
Her classmates ate __ 7
12 of each pan. Eliza gave 1 whole pan of the
leftover fruit bars to the school's secretaries and took the rest home.
Explain how to find how much of a pan of fruit bars Eliza took home.

7. SMARTER
Tracy is cleaning up after tiling a bathroom. There are 4 open
© Houghton Mifflin Harcourt Publishing Company

boxes of tile. Each box has 5_8 of the tiles remaining. How many boxes of tile
are left? Shade the model and complete the calculations below to show how
you found your answer.

4 × 5_8 = _______
8 = _ boxes of tile

Chapter 7 • Lesson 2 429

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

8. 4 Use Models Tarique drew the model below for a problem.

MATHEMATICAL
PRACTICE
Write 2 problems that can be solved using this model. One of your problems
should involve multiplying a whole number by a fraction, and the other
problem should involve multiplying a fraction by a whole number.

Pose problems. Solve your problems.

9. How could you change the model to give you an answer of 4 4_5 ?
SMARTER

Explain and write a new equation.

© Houghton Mifflin Harcourt Publishing Company

430
 Practice and Homework
Name
Lesson 7.2
Multiply Fractions and Whole Numbers
COMMON CORE STANDARD—5.NF.B.4a
Apply and extend previous understandings
of multiplication and division to multiply
Use the model to find the product. and divide fractions.

12 × 3 =
1. __
5 5
__ 1
, or 1__ 2. 3 × __34 =
4
___ 4 ___

1 1 1
1 1 1 1 1 1 1 1 1 1 1 1
4 4 4 4 4 4 4 4 4 4 4 4

Find the product.

3. __25 × 5 = ___ 4. 7 × __23 = ___ 5. __38 × 4 = ___

6. 7 × __56 = ___ 7. __
5
12 × 6 = ___ 8. 9 × __23 = ___

Problem
Problem Solving
Solving
9. Jody has a 5-pound bag of potatoes. She uses 4_5 of 10. Lucas lives 5_8 mile from school. Kenny lives twice
the bag to make potato salad. How many pounds as far as Lucas from school. How many miles
of potatoes does Jody use for the potato salad? does Kenny live from school?
© Houghton Mifflin Harcourt Publishing Company

11. WRITE Math Explain how to use models to find 3 × 3 and __

__ 3 × 3.
4 4
Include a picture of each model.

Chapter 7 431
Lesson Check (5.NF.B.4a)
1. In gym class, Ted runs 4_5 mile. His teacher runs 2. Jon is decorating a banner for a parade. Jon uses
6 times that distance each day. How many miles a piece of red ribbon, which is 3_4 yard long. Jon
does Ted’s teacher run each day? also needs blue ribbon that is 5 times as long as
the red ribbon. How much blue ribbon does
Jon need?

Spiral Review (5.OA.A.1, 5.NBT.A.3b, 5.NF.A.2, 5.NF.B.3)

3. Mirror Lake Elementary School has 4. From an 8-foot board, a carpenter sawed off
168 students and chaperones going on one piece that was 2 3_4 feet long and another
the fifth grade class trip. Each bus can hold piece that was 3 1_2 feet long. How much of the
54 people. What is the least number of board was left?
buses needed for the trip?

5. What is the value of the expression? 6. Which of the following decimals has the least
value? 0.3; 0.029; 0.003; 0.01
30 − 5 × 4 + 2 © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
432 Personal Math Trainer
 Lesson 7.3
Name
Fraction and Whole Number Number and Operations—
Fractions—5.NF.B.4a
Multiplication MATHEMATICAL PRACTICES
Essential Question How can you find the product of a fraction and MP2, MP5, MP6
a whole number without using a model?

Unlock
Unlock the
the Problem
Problem
Charlene has five 1-pound bags of sand, each a
different color. For an art project, she will use 3_8 • How much sand is in each bag?
pound of each bag of sand to create a colorful
sand-art jar. How much sand will be in Charlene’s
• Will Charlene use all of the sand in each bag?
sand-art jar? Explain.

Multiply a fraction by a whole number.

MODEL RECORD

• Shade the model to show 5 groups of 3_8 . • Write an expression to represent

the problem.

5×3
__ Think: I need to find 5 groups
5× = 8 of 3 eighth-size pieces.

• Multiply the number of eighth-size pieces

in each whole by 5. Then write the answer
as the total number of eighth-size pieces.

×
______ = ____
8
• Rearrange the shaded pieces to fill as
many wholes as possible. • Write the answer as a mixed number in
simplest form.

= ____ = ___
© Houghton Mifflin Harcourt Publishing Company

So, there are _ pounds of sand in Charlene’s sand-art jar.

Math MATHEMATICAL PRACTICES 5

Talk
Communicate Explain how
you can find how much sand
Charlene has left.

Chapter 7 433
 Example Multiply a whole number by a fraction.

Kirsten brought in 4 loaves of sliced bread to make

sandwiches for the class picnic. Her classmates used 2_3 of the
bread. How many loaves of bread were used?
MODEL RECORD

• Shade the model to show 2_3 of 4. • Write an expression to represent

Think: I can cut the loaves
the problem.
into thirds and show 2_3 of 2×4
__ Think: I need to find
them being used. _2 of 4 wholes.
3 3

• Multiply 4 by the number of third-size

pieces in each whole. Then, write the
answer as the total number of third-
size pieces.

×
______ = ___
• Rearrange the shaded pieces to fill
as many wholes as possible.
• Write the answer as a mixed number.

___ = ___

So, __ loaves of bread were used.

• MATHEMATICAL
PRACTICE 6
Would we have the same amount of bread if we had 4
_2
groups of of a loaf? Explain.
3

Try This! Find the product. Write the product in simplest form.

A 4 × 7_ B 5_ × 12
8 9
© Houghton Mifflin Harcourt Publishing Company

434
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the product. Write the product in simplest form.

1. 3 × 2_ = _
5

• Multiply the numerator by the whole number. ×

_________ = ___
Write the product over the denominator.

____ = ____
• Write the answer as a mixed number in simplest
form.

2. _23 × 5 = _ 3. 6 × 2_ = _ 4. _57 × 4 = _
3

On
On Your
Your Own
Own
Practice: Copy and Solve Find the product. Write the product in simplest form.
3
5. _3 × 11 6. 3 × _4 7. _5 × 3
5 8

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown digit.

■×8=4
8. __ 9. ■ × 5_6 = 20
__, or 31
_ 1 × 18 = 3
10. __
2 6 3 ■

■=_ ■=_ ■=_

11. SMARTERPatty wants to run 5_6 of a mile every day for 5 days. Keisha
© Houghton Mifflin Harcourt Publishing Company

wants to run 3_4 of a mile every day for 6 days. Who will run the greater distance?

12. DEEPERA baker made 5 pounds of dough. He used 4_9 of the dough to make
sandwich rolls. How much of the dough is left over?

Chapter 7 • Lesson 3 435

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

13. A caterer wants to have enough turkey to feed 24 people. If he wants to

provide 3_4 of a pound of turkey for each person, how much turkey does
he need?

a. What do you need to find?

b. What operation will you use?

c. What information are you given?

d. Solve the problem. e. Complete the sentences.

The caterer wants to serve 24 people

_ of a pound of turkey each.

He will need _ × _ , or
M
t Show Your Work
Math
WRITE
_ pounds of turkey.

Personal Math Trainer

14. SMARTER Julie is using this recipe to make salad
Salad Dressing
dressing. The recipe makes 1 batch of dressing. She plans to
make 5 batches of the dressing. She has 4 cups of vegetable oil. 11_ teaspoons paprika
2
Write a multiplication expression to show how much 1 teaspoon dry mustard
vegetable oil is needed for 5 batches. 11_ teaspoons salt
2
1 teaspoon onion powder
_
© Houghton Mifflin Harcourt Publishing Company

8
3_
cup vegetable oil
4
Does Julie have enough vegetable oil for 5 batches of the 1_
cup vinegar
4
salad dressing? Explain your reasoning.

436
 Practice and Homework
Name
Lesson 7.3
Fraction and Whole Number Multiplication
COMMON CORE STANDARD—5.NF.B.4a
Apply and extend previous understandings
of multiplication and division to multiply
Find the product. Write the product in simplest form. and divide fractions.

1
2__
1. 4 × __58 = ____ 2. __29 × 3 = ____ 3. __45 × 10 = ____
2
5 20
4 × __ = ___
8 8
20
___ 4 1
= 2_ , or 2_
8 8 2

4. __34 × 9 = ____ 5. 8 × __56 = ____ 6. 7 × __12 = ____

3
7. __25 × 6 = ____ 8. 9 × __23 = ____ 9. __
10 × 9 = ____

Problem
Problem Solving
Solving

10. Leah makes aprons to sell at a craft fair. She 11. The gas tank of Mr. Tanaka’s car holds
needs 3_4 yard of material to make each apron. 15 gallons of gas. He used 2_3 of a tank of
How much material does Leah need to make gas last week. How many gallons of gas
6 aprons? did Mr. Tanaka use?
© Houghton Mifflin Harcourt Publishing Company

12. WRITE Math Write a word problem that can be solved by

multiplying a whole number and a fraction. Include the solution.

Chapter 7 437
Lesson Check (5.NF.B.4a)
1. At the movies, Liz eats 1_4 of a box of popcorn. 2. It takes Ed 45 minutes to complete his science
Her friend Kyra eats two times as much popcorn homework. It takes him 2_3 as long to complete
as Liz eats. How much of a box of popcorn does his math homework. How long does it take Ed to
Kyra eat? complete his math homework?

Spiral Review (5.NBT.A.2, 5.NBT.B.7, 5.NF.A.1, 5.NF.A.2)

3. What is the best estimate for the quotient? 4. Sandy bought 3_4 yard of red ribbon and 2_3 yard
of white ribbon to make some hair bows.
591.3 ÷ 29
Altogether, how many yards of ribbon did
she buy?

5. Eric jogged 3 1_4 miles on Monday, 5 5_8 miles on 6. Sharon bought 25 pounds of ground beef and
Tuesday, and 8 miles on Wednesday. Suppose made 100 hamburger patties of equal weight.
he continues the pattern for the remainder of What is the weight of each hamburger patty?
the week. How far will Eric jog on Friday? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
438 Personal Math Trainer
 Lesson 7.4
Name
Multiply Fractions Number and Operations—
Essential Question How can you use an area model to show the product Fractions—5.NF.B.4a, 5.NF.B.4b
of two fractions? MATHEMATICAL PRACTICES
MP1, MP3, MP5
Hands
On
Investigate
Investigate
Jane is making reusable grocery bags and lunch bags. She needs 3_4 yard
of cloth to make a grocery bag. To make a lunch bag she needs 2_3 of the
amount of cloth needed to make a grocery bag. How much cloth does
she need to make a lunch bag?

Find __ 3.
2 of __ Materials ■ color pencils
3 4

A. Fold a sheet of paper vertically into 4 equal parts. Using

the vertical folds as a guide, shade 3_4 yellow.

B. Fold the paper horizontally into 3 equal parts. Using

the horizontal folds as a guide, shade 2_3 of the yellow
sections blue.

C. Count the number of sections into which the whole sheet of

paper is folded.

• How many rectangles are formed by all

the folds in the paper? _

• What fraction of the whole sheet of paper

does one rectangle represent? _

D. Count the sections that are shaded twice and record

the answer. _23 × 3_4 = __

So, Jane needs __ yard of cloth to make a lunch bag.

Draw Conclusions
© Houghton Mifflin Harcourt Publishing Company

1. Explain why you shaded 2_3 of the yellow sections blue rather than
shading 2_3 of the whole.

2. PRACTICE1 Analyze what you are finding if a model shows _1 of a

MATHEMATICAL
2
sheet of paper shaded yellow and _1 of the yellow section shaded blue.
3

Chapter 7 439
 Make
Make Connections
Connections
You can find a part of a part in different ways. Marguerite and James
both correctly solved the problem 1_3 × 3_4 using the steps shown.

Use the steps to show how each person found _13 × 3_4 .

Marguerite James

• Shade the model to show 3_4 of the whole. • Shade the model to show 3_4 of the whole.

• How many 1_4 pieces did you shade? • Divide each 1_4 piece into thirds.

_ one-fourth pieces • What part of the whole is each

small piece? _
• To find 1_3 of 3_4 , circle 1_3 of the three 1_4 pieces
that are shaded. • To find 1_3 of 3_4 , circle 1_3 of each of the
three 1_4 pieces that are shaded.
• What part of the whole is 1_3 of the shaded
• How many __
1 pieces are circled?
12
pieces? _ of the whole
_ one-twelfth pieces

So, 1_3 × 3_4 is __. So, 1_3 × 3_4 is __.

• Pose a Problem that can be solved using the equation above.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B
© Houghton Mifflin Harcourt Publishing Company

Use the model or i Tools to find the product.

1. 2.

Circle 2_3 of 3_5 .

3 1_
_ 2 3_
_
× =
5 3 __
× =
3 5 __
440
 Name

Find the product. Draw a model.

3. _23 × 1_ = __ 4. _1 × 5_ = __
5 2 6

5. 3_ × 1_ = __ 6. 3_4 × 1_ = __
5 3 6

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

7. 1 Evaluate Reasonableness Ricardo’s recipe for 4 loaves

MATHEMATICAL
PRACTICE

of bread requires 2_ cup of olive oil. He only wants to make 1 loaf. Ricardo
3
makes a model to find out how much oil he needs to use. He folds a piece
of paper into three parts and shades two parts. Then he folds the paper into
four parts and shades 1_4 of the shaded part. Ricardo decides he needs 1_4 cup
of olive oil. Is he right? Explain.
© Houghton Mifflin Harcourt Publishing Company

8. DEEPER Three-fourths of a spinach casserole is leftover after Sam has lunch.

Jackie and Alicia each take 1_2 of the leftover casserole. Jackie eats only 2_3 of her portion.
What fraction of a whole casserole did Jackie eat? Draw a model.

Chapter 7 • Lesson 4 441

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER What’s the Error?

3
9. Cheryl and Marcus are going to make 2 batches of muffins. 5
The smaller batch is 2_3 the size of the larger batch. The recipe
for the larger batch requires 3_5 cup of water. How much water
will they need to make the smaller batch? 2
3
They made a model to represent the problem. Cheryl says
they need 6_9 cup of water. Marcus says they need 2_5 cup of water.
Who is correct? Explain.

10. SMARTER A farmer took 2_3 of the strawberries that he harvested to a

market. At the market, the farmer sold 1_4 of the strawberries. How can you find
what part of the harvested strawberries were sold at the market? For 10a–10d,
choose the number that makes each sentence true.
3

10a. Draw a rectangular array with 3 rows and 4 columns.

1
10b. Shade 2 of the rows gray.
3

2
10c. Shade 3 of the gray squares black.
© Houghton Mifflin Harcourt Publishing Company

3_
8
10d. The farmer sold 1
_ of his strawberries at the market.
4
1
_
6

442
 Practice and Homework
Name
Lesson 7.4
Multiply Fractions
COMMON CORE STANDARD—5.NF.B.4b
Apply and extend previous understandings of
multiplication and division to multiply and
Find the product. divide fractions.

1. 2.

2
__ 1
1
__ 2
__ , or __ 2
__ 5
__
4 × 3 = __
12 6 5 × 6 = __

Find the product. Draw a model.

3. __45 × __12 = __ 4. __34 × __13 = __

5. __38 × __23 = __ 6. __35 × __35 = __

Problem
Problem Solving
Solving
© Houghton Mifflin Harcourt Publishing Company

7. Nora has a piece of ribbon that is 3_4 yard long. She 8. Marlon bought 7_8 pound of turkey at the deli.
will use 1_2 of it to make a bow. What length of the He used 2_3 of it to make sandwiches for lunch.
ribbon will she use for the bow? How much of the turkey did Marlon use
for sandwiches?

Chapter 7 443
Lesson Check (5.NF.B.4b)
1. Tina has 3_5 pound of rice. She will use 2_3 of it to 2. The Waterfall Trail is 3_4 mile long. At 1_6 of
make fried rice for her family. How much rice the distance from the trailhead, there is a
will Tina use to make fried rice? lookout. In miles, how far is the lookout
from the trailhead?

Spiral Review (5.OA.A.1, 5.NF.A.1, 5.NF.A.2, 5.NF.B.4a)

3. Hayden bought 48 new trading cards. Three- 4. Yesterday, Annie walked __ 9
10 mile to her friend’s
fourths of the new cards are baseball cards. house. Together, they walked 1_3 mile to the
How many baseball cards did Hayden buy? library. Which is the best estimate for how far
Annie walked yesterday?

5. Erin is going to sew a jacket and a skirt. She 6. Simplify the following expression.
needs 2 3_4 yards of material for the jacket and
1 1_2 yards of material for the skirt. Altogether, [(3 × 6) + (5 × 2)] ÷ 7
how many yards of material does Erin need?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
444 Personal Math Trainer
 Lesson 7.5
Name
Compare Fraction Factors and Products Number and Operations—
Essential Question How does the size of the product compare to the Fractions—5.NF.B.5a, 5.NF.B.5b
size of one factor when multiplying fractions? MATHEMATICAL PRACTICES
MP2, MP3, MP6

Unlock
Unlock the
the Problem
Problem
Multiplication can be thought of as resizing one
number by another number. For example, 2 × 3
will result in a product that is 2 times as great as 3.

What happens to the size of a product when a number is

multiplied by a fraction rather than a whole number?

One Way Use a model.

A During the week, the Delgado family ate 3__4 of a box of cereal.

• Shade the model to show 3

__ of a box of cereal.
4

• Write an expression for 3

__ of 1 box of cereal. 3
__ ×
_
4 4

• Will the product be equal to, greater than, or less than 1?

B The Ling family has 4 boxes of cereal. They ate 3_4

of all the cereal during the week.
© Houghton Mifflin Harcourt Publishing Company • Image Credits:(tr) ©IML Image Group Ltd/Alamy Images

• Shade the model to show 3_4 of 4 boxes of cereal.

• Write an expression for 3_4 of 4 boxes of cereal. 3_4 × _

• Will the product be equal to, greater than, or less than 4?

C The Carter family has only 1_2 of a box of cereal at the beginning
of the week. They ate 3_4 of the 1_2 box of cereal.

• Shade the model to show 3_4 of 1_2 box of cereal.

• Write an expression to show 3_4 of 1_2 box of cereal. 3_4 × _

• Will the product be equal to, greater than, or less than 1_2 ? than 3_4 ?

Chapter 7 445
 Another Way Use a diagram.
You can use a diagram to show the relationship between the products when a
fraction is multiplied or scaled (resized) by a number.
Graph a point to show 3_4 scaled by 1, 1_2 , and 4.

A 1 × 3_
4

Think: Locate 3_4 on the diagram and

shade that distance from 0. Then
0 1 2 3 4 graph a point to show 1 of 3_4 .

B 1_ × 3_
2 4

Think: Locate 3_4 on the diagram and

shade that distance from 0. Then
0 1 2 3 4 graph a point to show 1_2 of 3_4 .

C 4 × 3_
4

Think: Locate 3_4 on the diagram and

shade that distance from 0. Then
0 1 2 3 4 graph a point to show 4 times 3_4 .

Math MATHEMATICAL PRACTICES 2

MATHEMATICAL
6
Talk
PRACTICE Complete each statement with equal to, greater than, Reason Abstractly What if 3 __
5
or less than. Explain your choices. 1
__
was multiplied by or by the
6
whole number 7? Would the
• The product of 1 and 3_4 will be __ 3_4 . products be equal to, greater
than, or less than 3
__? Explain.
5

• The product of a number less than 1 and 3_4 will be

__ 3_4 and __ the other factor.

© Houghton Mifflin Harcourt Publishing Company

• The product of a number greater than 1 and 3_4 will

be __ 3_4 and __ the other factor.

446
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the statement with equal to, greater than, or less than.
1. 4 × 7_8 will be __ 7_8.

0 1 2 3 4

2. _35 × 2_7 will be __ 3_5. 3. 5_ × 6 will be __ 5_8.

8

On
On Your
Your Own
Own
Complete the statement with equal to, greater than, or less than.
9
4. _7 × 3_ will be __ 3_. 9 will be __ __
5. 7 × __ 10
.
8 5 5 10

6
6. 5 × 1_ will be __ 1_3. 6 × 1 will be __ __
7. __
11 11
.
3

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
8. Peter is planning on spending 2_3 as many hours watching television this week as
he did last week. Is Peter going to spend more hours or fewer hours watching television this week?

9. DEEPER Mrs. Rodriguez has 18 packages of pens in stock at her store on Monday.
On Tuesday, she has 5_6 the number of pens she had on Monday. On Wednesday,
© Houghton Mifflin Harcourt Publishing Company

she has 2_5 of the number of pens she had on Tuesday. How many packages of pens
does she have on Wednesday?

10. 2 Represent a Problem Ariel goes running for _5 of an hour.

MATHEMATICAL
PRACTICE 6
The next day, she runs for _3 as much time. Does she spend more or
4
less time running the second day? Draw a diagram or make a model to represent the problem.

Chapter 7 • Lesson 5 447

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

A scale model is a representation of an object

with the same shape as the real object. Models
can be larger or smaller than the actual object but are
often smaller.

Architects often make scale models of the buildings or

structures they plan to build. Models can give them an
idea of how the structure will look when finished. Each
measurement of the building is scaled up or down by
the same factor.

Bob is building a scale model of his bike. He wants

his model to be 1_5 as long as his bike.

11. If Bob’s bike is 60 inches long, how long will his model be? __

12. SMARTER If one wheel on Bob’s model is 4 inches across, how

many inches across is the actual wheel on his bike? Explain.

WRITE Math
t Show Your Work

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©TongRo Image Stock/Alamy Images
Personal Math Trainer
13. SMARTER Write each multiplication expression in the correct box.
5 2_
_ 5 5 4_
_ 5 7_
_ 10 5_ 5 5_
6×3 2 × _6 6×4 6×3
__
10 × 6
_
6×6

Product is equal to 5_. Product is greater than 5_. Product is less than 5_.
6 6 6

448
 Practice and Homework
Name
Lesson 7.5
Compare Fraction Factors and Products
COMMON CORE STANDARD—5.NF.B.5a,
5.NF.B.5b Apply and extend previous
understandings of multiplication and division
to multiply and divide fractions.
Complete the statement with equal to, greater than, or less than.
less than
1. 3_5 × 4_7 will be ____ 4_
2. 5 × 7_8 will be ____ 7_8 .
7.

Think: _ is multiplied by a
4
7
number less than 1;
3
so, _ × _ will be less than _.
4 4
5 7 7

3. 6 × 2_5 will be ____ 2_5 . 4. 1_9 × 1 will be ____ 1_9 .

5. __49 × __38 will be ____ __38 . 6. 4_5 × 7_7 will be ____ 4_5 .

Problem
Problem Solving
Solving
7. Starla is making hot cocoa. She plans to multiply 8. Miles is planning to spend 2_3 as many hours
the recipe by 4 to make enough hot cocoa for bicycling this week as he did last week. Is Miles
the whole class. If the recipe calls for 1_2 teaspoon going to spend more hours or fewer hours
vanilla extract, will she need more than bicycling this week than last week?
1_ 1_
2 teaspoon or less than 2 teaspoon of vanilla
extract to make all the hot cocoa?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain how you can compare the size of a product to
the size of a factor when multiplying fractions without actually doing the
multiplication. Include a model.

Chapter 7 449
Lesson Check (5.NF.B.5a, 5.NF.B.5b)
1. Trevor saves 2_3 of the money he earns at his 2. Suppose you multiply a whole number greater
after-school job. Suppose Trevor starts saving 1_4 than 1 by the fraction 3_5 . Will the product be
as much as he is saving now. Will he be saving greater than, less than, or equal to 3_5 ?
less, more, or the same amount?

Spiral Review (5.NBT.B.6, 5.NBT.B.7, 5.NF.A.1)

3. In the next 10 months, Colin wants to save $900 4. What is the total cost of 0.5 pound of peaches
for his vacation. He plans to save $75 each of selling for $0.80 per pound and 0.7 pound of
the first 8 months. How much must he save oranges selling for $0.90 per pound?
each of the last 2 months in order to meet his
goal if he saves the same amount each month?

5. Megan hiked 15.12 miles in 6.3 hours. If Megan 6. It is 42 1_2 miles from Eaton to Baxter, and
hiked the same number of miles each hour, how 37 4_5 miles from Baxter to Wellington. How far
many miles did she hike each hour? is it from Eaton to Wellington, if you go by way
of Baxter?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
450 Personal Math Trainer
 Lesson 7.6
Name
Fraction Multiplication Number and Operations—
Essential Question How do you multiply fractions? Fractions—5.NF.B.4a, 5.NF.B.5b
Also 5.NF.B.5a
MATHEMATICAL PRACTICES
MP1, MP2, MP3, MP6

Unlock
Unlock the
the Problem
Problem
Sasha has 3_5 of a scarf left to knit. If she finishes
1_ • How much of the scarf does Sasha have left
2 of that today, how much of the scarf will Sasha knit to knit?
today?
1×3
Multiply. __ __
2 5
• Of the fraction that is left, how much will she
One Way Use a model. finish today?

• Shade 3_5 of the model yellow.

• Draw a horizontal line across the rectangle to show

2 equal parts.

• Shade 1_2 of the yellow sections blue.

• Count the sections that are shaded twice and write a fraction
for the parts of the whole that are shaded twice.
1×3
__ __ =
2 5 _
• Compare the numerator and denominator of the product with the
numerators and denominators of the factors. Describe what you notice.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Anna Peisi/Corbis

Another Way Use paper and pencil.

You can multiply fractions without using a model.

• Multiply the numerators. __ × 3

1 __ = 1 ×
_____
• Multiply the denominators. 2 5 2×

= ____

So, Sasha will knit _ of the scarf today.

Chapter 7 451
connect Remember you can write a whole number as a fraction
with a denominator of 1.

Example
5 . Write the product in simplest form.
Find 4 × ___
12

5 = ___
4 × ___ 5
4 × ___ Write the whole number as a fraction.
12 12
Multiply the numerators.
4 × Multiply the denominators.
= _______ = ____
× Write the product as a fraction or a
mixed number in simplest form.
÷
= _______ = ___ , or
12 ÷ Math MATHEMATICAL PRACTICES 1
Talk
Evaluate Reasonableness Is
the answer reasonable?
Explain.
5 = _ , or _.
So, 4 × __
12

Try This! Evaluate c × 4_5 for c = 2__2.

• What is another way to write the value of c? _

• What happens when you multiply a whole number by 1?

_________ ___ × 4
__
5
• Replace c in the expression with _ .
×
_______ = ____
• Multiply the numerators.
×
• Multiply the denominators.
____= ___
• What do you notice about the product?

_________
© Houghton Mifflin Harcourt Publishing Company

So, multiplying c × 4_5 is equal to _ when c = 2_2 .

• MATHEMATICAL
PRACTICE 3 Use Reasoning Will you get the same result if you multiply 4_ by
5
any fraction with a numerator and denominator that are the same digit? Explain.

452
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the product. Write the product in simplest form.

1. 6 × 3_ 2. 3_8 × 8_ 3. 2_ × 27 5 × 3_
4. __
8 9 3 12 5

6×3
__ __ = ____
1 8

___ ___ ___ ___

5. _1 × 3_ 6. _2 × 4_ 7. _1 × 5_ 8. 4 × 1_
2 5 3 5 3 8 5

___ ___ ___ ___

Math MATHEMATICAL PRACTICES 6

Talk
Explain how to find the
product 1_6 × 2_3 in simplest
form.
On
On Your
Your Own
Own
Find the product. Write the product in simplest form.
9. 2 × 1_ 10. 4_ × 4_ 1 × 2_
11. __ 12. 1_7 × 30
8 9 5 12 3

___ ___ ___ ___

13. _2 × 4_7 14. _7 × 4_ 15. _2 × 8_ 16. 5 × 4_5

5 8 5 3 8

___ ___ ___ ___

© Houghton Mifflin Harcourt Publishing Company

17. Of the pets in the pet show, 5_ are cats. 18. DEEPER Five cats each ate 1_4 cup of canned
6
4_ of the cats are calico cats. What fraction 1_
food and cup of dry food. How much food did
5 4
of the pets are calico cats? they eat altogether?

______ ______

Chapter 7 • Lesson 6 453

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Speedskating is a popular sport in the Winter
Olympics. Many young athletes in the United States
participate in speedskating clubs and camps.

19. At a camp in Green Bay, Wisconsin, 7_ of the

9
participants were from Wisconsin. Of that
group, 3_ were 12 years old. What fraction of the
5
group was from Wisconsin and 12 years old?

20. SMARTER Maribel wants to skate 1 1_2 miles

on Monday. If she skates __ 9
10 mile Monday morning
and 2_3 of that distance Monday afternoon, will she
reach her goal? Explain.

21. PRACTICE2 Reason Quantitatively On the first day of camp, _5 of the

MATHEMATICAL
6
skaters were beginners. Of the beginners, 1_ were girls. What fraction
3
of the skaters were girls and beginners? Explain why your answer is reasonable.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jonathan Daniel/Getty Images
22. A scientist had 3_5 liter of solution. He used 1_6 of the solution
SMARTER

for an experiment. How much solution did the scientist use for the experiment?
Use the numbers on the tiles to complete the calculations. You may use numbers
more than once or not at all.

1 2 3 4
_=1
1×3 ×
_
5
___________ = _______ = _______
6 6×
5 10 20 30

___ liter

454
 Practice and Homework
Name
Lesson 7.6
Fraction Multiplication
COMMON CORE STANDARD—5.NF.B.4a
Apply and extend previous understandings
Find the product. Write the product in simplest form. of multiplication and division to multiply
and divide fractions.

7 ×7
1. 4_ × _8 = 4_____ 2. 3 × 1_6 3. _59 × 3_4 4. _47 × 1_ 5. _18 × 20
5 5×8 2
28
= __
40

7
= __
10 __ __ __ __
6. Karen raked 3_5 of the yard. Minni raked 1_3 of the 7. In the pet show, 3_8 of the pets are dogs. Of the
amount Karen raked. How much of the yard did dogs, 2_3 have long hair. What fraction of the pets
Minni rake? are dogs with long hair?

Algebra Evaluate for the given value of the variable.

3 8 3
8. 7_8 × c for c = 8 9. t × _4 for t = _9 10. 1_2 × s for s = __
10 11. y × 6 for y = 2_3

__ __ __ __

Problem
Problem Solving
Solving

12. Jason ran 5_7 of the distance around the school 13. A group of students attend a math club. Half
track. Sara ran 4_5 of Jason’s distance. What of the students are boys and 4_9 of the boys have
fraction of the total distance around the track brown eyes. What fraction of the group are boys
© Houghton Mifflin Harcourt Publishing Company

did Sara run? with brown eyes?

14. WRITE Math Explain how multiplying fractions is similar to

multiplying whole numbers and how it is different.

Chapter 7 455
Lesson Check (5.NF.B.4a)
1. Fritz attended band practice for 5_6 hour. Then 2. Darlene read 5_8 of a 56-page book. How many
he went home and practiced for 2_5 as long as pages did Darlene read?
band practice. How many minutes did he
practice at home?

Spiral Review (5.NBT.A.2, 5.NF.A.1, 5.NF.B.3, 5.NF.B.4a)

3. What is the quotient of ____
18
1,000 ? 4. A machine produces 1,000 bowling pins per
hour, each valued at $8.37. What is the total
value of the pins produced in 1 hour?

5. Keith had 81_ cups of flour. He used 52_ cups to 6. The Blue Lake Trail is 11 3_8 miles long. Gemma
2 3
make bread. How many cups of flour does Keith has hiked 2 1_2 miles each hour for 3 hours. How
have left? far is she from the end of the trail?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
456 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills

1. Explain how you would model 5 × 2_3 . (5.NF.B.4a)

2. When you multiply 2_3 by a fraction less than one, how does the product
compare to the factors? Explain. (5.NF.B.5a)

Find the product. Write the product in simplest form. (5.NF.B.4a, 5.NF.B.4b)

5
3. 2_ × 6 4. 4_ × 7 5. 8 × _7
3 5

6. _7 × 3_ 7. _1 × 3_4 8. _7 × 4_7
8 8 2 8

9. 2 × __
3
11 10. _5 × 2_ 7 ×8
11. __
8 3 12
© Houghton Mifflin Harcourt Publishing Company

Complete the statement with equal to, greater than, or less than. (5.NF.B.5a)

12. 3 × 2_ will be __ 3. 13. 5_7 × 3 will be __ 5_7.

3

Chapter 7 457
14. DEEPER There is 5_ of an apple pie left from dinner. Tomorrow, Victor
6
plans to eat 1_ of the pie that was left. How much of the whole pie will be
6
left after he eats tomorrow? (5.NF.B.4a)

15. Everett and Marie are going to make fruit bars for their family reunion.
They want to make 4 times the amount the recipe makes. If the recipe
calls for 2_ cup of oil, how much oil will they need? (5.NF.B.5a)
3

16. Matt made the model below to help him solve his math problem.
Write an expression that matches Matt’s model. (5.NF.B.4b)

© Houghton Mifflin Harcourt Publishing Company

458
 Lesson 7.7
Name
Area and Mixed Numbers Number and Operations—
Essential Question How can you use a unit tile to find the area of a Fractions—5.NF.B.4b
rectangle with fractional side lengths? MATHEMATICAL PRACTICES
MP2, MP4, MP5
Hands
On
Investigate
Investigate
You can use square tiles with side lengths that are unit fractions
to find the area of a rectangle.

Li wants to cover the rectangular floor of her closet with tile. The floor
is 2 1_2 feet by 3 1_2 feet. She wants to use the fewest tiles possible and
doesn’t want to cut any tiles. The tiles come in three sizes: 1 foot by
1 foot, 1_2 foot by 1_2 foot, and 1_4 foot by 1_4 foot. Choose the tile that Li
should use. What is the area of the closet floor?
1
1
ft 4 ft
A. Choose the largest tile Li can use to tile the floor of the 2 1
1 ft 4
ft
closet and avoid gaps or overlaps. 1
ft
2
1 ft

• Which square tile should Li choose? Explain.

B. On the grid, let each square represent the dimensions

of the tile you chose. Then draw a diagram of the floor.

C. Count the squares in your diagram.

• How many squares cover the diagram?

_ × _ , or _ squares
• What is the area of the tile you chose? ___

• Since 1 square on your diagram represents an area of _ square foot,

© Houghton Mifflin Harcourt Publishing Company

the area represented by _ squares is _ × _ ,

Math MATHEMATICAL PRACTICES 5
or _ square feet. Talk
Communicate Explain how
you found the area of the
So, the area of the floor written as a mixed number tile you chose.

is _ square feet.

Chapter 7 459
 Draw Conclusions
1. Using the formula for area, write a multiplication expression that could
be used to find the area of the floor.

2.
MATHEMATICAL
PRACTICE 4 Write an Expression Rewrite the expression with
fractions greater than 1 and calculate the area. Is it the same as what you
found using the model?

3. How many 1_4 foot by 1_4 foot tiles would Sonja need to cover one

_1
2 foot by 1_2 foot tile? __ 1
foot
2
4. How could you find the number of 1_4 foot by 1_4 foot tiles needed to cover
the same closet floor?
1
foot
2

Make
Make Connections
Connections
Sometimes it is easier to multiply mixed numbers if you break
them apart into whole numbers and fractions.

Use an area model to solve. 1 3_5 × 2 3_4

STEP 1 Rewrite each mixed number as the sum of a whole number

and a fraction.

1 3_5 = __ 24_3 = __

STEP 2 Draw an area model to show the original multiplication problem.

STEP 3 Draw dashed lines and label each section to show how you
broke apart the mixed numbers in Step 1.
© Houghton Mifflin Harcourt Publishing Company

STEP 4 Find the area of each section.

STEP 5 Add the area of each section to find the total area of
the rectangle.

So, the product of 1 3_5 × 2 3_4 is _.

460
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the grid to find the area. Let each square represent
_
1
meter by 1_3 meter.
3

1. 12_ × 11_
3 3

• Draw a diagram to represent the dimensions.

• How many squares cover the diagram? ____

• What is the area of each square? _____

• What is the area of the diagram? _____

Use the grid to find the area. Let each square represent
_1
foot by 1_4 foot.
4

2. 13_4 × 12_4 = 3. 11_4 × 11_ =

_ 2 _

The area is _ square feet. The area is _ square feet.

Use an area model to solve.

4. 11_3 × 21_ 5. 13_ × 21_ 6. 11_ × 12_

2 8 2 9 3
© Houghton Mifflin Harcourt Publishing Company

7.
MATHEMATICAL
PRACTICE 2 Use Reasoning Explain how finding the area of a
rectangle with whole-number side lengths compares to finding the area
of a rectangle with fractional side lengths.

Chapter 7 • Lesson 7 461

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
SMARTER Pose a Problem
8. Terrance is designing a garden. He
drew this diagram of his garden.
Pose a problem using mixed
numbers that can be solved using
his diagram.

Pose a Problem. Solve your problem.

9. DEEPER Tucker’s bedroom is a rectangle that measures 3 1_3 yards by 4 1_2 yards.
His dad buys two area rugs that each has a length of 4 yards. One rug has an area of
16 square yards. The other is 12 square yards. Which rug will fit Tucker’s room? Explain.

10. SMARTER Nancy’s garden has the dimensions shown.

She needs to find the area of the garden so she knows how much
topsoil to buy. Complete the area model below to find the area.
3 43 yd
1 © Houghton Mifflin Harcourt Publishing Company

3 5
3 5 4 21 yd
1
3 5

3 5

The area of the garden is _ square yards.

462
 Practice and Homework
Name
Lesson 7.7
Area and Mixed Numbers
COMMON CORE STANDARD—5.NF.B.4b
Apply and extend previous understandings
of multiplication and division to multiply
Use the grid to find the area. and divide fractions.

1. Let each square represent 1_4 unit by 1_4 unit. 2. Let each square represent 1_3 unit by 1_3 unit.

33
2__14 × 1__12 = _
_
8 1__23 × 2__13 = _

54 squares cover the diagram.

_
1
__
16
Each square is _ square unit.

The area of the diagram is

54
1 = __ 3
54 × __ = 3__ The area is _ square units.
____
16 16 8 square units.

Use an area model to solve.

3. 13_ × 21_ 4. 22_ × 11_ 5. 33_4 × 21_

4 2 3 3 2

____ ____ ____

Problem
Problem Solving
Solving

6. Ava’s bedroom rug is 2 3_4 feet long and 2 1_2 feet 7. A painting is 2 2_3 feet long and 1 1_2 feet high. What is
© Houghton Mifflin Harcourt Publishing Company

wide. What is the area of the rug? the area of the painting?

8. WRITE Math Draw a shape with fractional side lengths. Describe how you will find its area.

Chapter 7 463
Lesson Check (5.NF.B.4b)
1. The base of a fountain is rectangular. Its 2. Bill’s living room floor is covered with carpet
dimensions are 1 2_3 feet by 2 2_3 feet. What is the tiles. Each tile is 1 1_2 feet long by 2 3_5 feet wide.
area of the base of the fountain? What is the area of one tile?

Spiral Review (5.OA.A.2, 5.NBT.B.5, 5.NBT.B.6, 5.NF.B.4a)

3. Lucy earned $18 babysitting on Friday and $20 4. A grocery store clerk is putting cans of soup
babysitting on Saturday. On Sunday, she spent on the shelves. She has 12 boxes, which each
half of the money. Write an expression to match contain 24 cans of soup. Altogether, how many
the words. cans of soup will the clerk put on the shelves?

5. What is the best estimate for the quotient 6. There are 45 vehicles in a parking lot. Three
5,397 ÷ 62? fifths of the vehicles are minivans. How many of
the vehicles in the parking lot are minivans?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
464 Personal Math Trainer
 Lesson 7.8
Name
Compare Mixed Number Factors Number and Operations—
Fractions—5.NF.B.5a, 5.NF.B.5b
and Products MATHEMATICAL PRACTICES
Essential Question How does the size of the product compare to the MP2, MP3, MP5, MP6
size of one factor when multiplying fractions greater than one?

Unlock
Unlock the
the Problem
Problem
You can make general statements about the relative size of a product
when one factor is equal to 1, less than 1, or greater than 1.

One Way Use a model.

Sherise has a recipe that requires 1 1_4 cups of flour. She wants to know
how much flour she would need if she made the recipe as written,
if she made half the recipe, and if she made 1 1_2 times the recipe.

Shade the models to show 1 1_4 scaled by 1, by 1_2 , and by 1 1_2 .

A 1 × 11_
4
Think: I can use what I know
about the Identity Property.

• What can you say about the product when 1 1_4 is multiplied by 1?

B _1 × 11_ Think: The product will be half

2 4
of what I started with.

• What can you say about the product when 1 1_4 is multiplied by a

fraction less than 1?

2 4 4 (
C 11_ × 11_ = ( 1 × 11_ ) + _12 × 11_
4 )
© Houghton Mifflin Harcourt Publishing Company

+
Think: The product will
be what I started with
and 1_2 more.
• What can you say about the product when 1 1_4 is Math MATHEMATICAL PRACTICES 2
multiplied by a number greater than 1? Talk
Reason Quantitatively
Explain your answer to part C.

Chapter 7 465
connect You can also use a diagram to show the relationship between
the products when a fraction greater than one is multiplied or scaled
(resized) by a number.

Another Way Use a diagram.

Jake wants to train for a road race. He plans to run 2 1_2 miles on
the first day. On the second day, he plans to run 3_5 of the distance
he runs on the first day. On the third day, he plans to run 1 2_5 of the
distance he runs on the first day. Which distance is greater: the
distance on day 2 when he runs 3_5 of 2 1_2 miles, or the distance on day
3 when he runs 1 2_5 of 2 1_2 miles?

Graph a point on the diagram to show the size of the product. Then
complete the statement with equal to, greater than, or less than.

A 1 × 21_
2

Think: Locate 2 1_2 on the diagram

and shade that distance. Then
0 1 2 3 4 5 graph a point to show 1 of 2 1_2 .

• The product of 1 and 2 21_ will be __ 2 1_2 .

B _3 × 21_
5 2

Think: Locate 2 1_2 on the diagram

and shade that distance. Then

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Gary Ombler/Getty Images
0 1 2 3 4 5 graph a point to show 3_5 of 2 1_2 .

• The product of a number less than 1 and 2 1_2

is __ 2 1_2 .

5 2 2 (
C 12_ × 21_ = ( 1 × 21_ ) + _25 × 21_
2 )
Think: Locate 2 1_2 on the diagram
and shade that distance. Then
graph a point to show 1 of 2 1_2
0 1 2 3 4 5 and 2_5 more of 2 1_2 .

• The product of a number greater than 1 and 2 1_2 will

be __ 2 1_2 and __ the other factor.

So, _ of _ miles is a greater distance than _ of _ miles.

466
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the statement with equal to, greater than, or less than.

1. _5 × 21_ will be __ 21_5.

6 5

Shade the model to show 5_6 × 2 1_5 .

2. 11_ × 22_ will be __ 22_. 3. 4_5 × 22_ will be __ 22_.

5 3 3 5 5

On
On Your
Your Own
Own
Complete the statement with equal to, greater than, or less than.

4. _2 × 11_ will be __ 11_. 5. _23 × 31_ will be __ 31_.

2 2 2 6 6

MATHEMATICAL
PRACTICE 2
Use Reasoning Algebra Tell whether the unknown factor is
less than 1 or greater than 1.

6. ■ × 12_3 = 5_6 7. ■ × 11_4 = 21_2

The unknown factor is __ 1. The unknown factor is __ 1.

© Houghton Mifflin Harcourt Publishing Company

8. DEEPERKadeem is making two drawings of an oak leaf. The dimensions

of the first drawing will be 1_3 the dimensions of the leaf. The dimensions of
the second drawing will be 2 1_2 the dimensions of the leaf.
If the length of the oak leaf is 5 1_2 inches, will the length of each drawing
be equal to, greater than, or less than 5 1_2 inches?

Chapter 7 • Lesson 8 467

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

MATHEMATICAL
9. PRACTICE 3 Verify the Reasoning of Others Penny wants to make a
model of a beetle that is larger than life-size. Penny says she is going to
use a scaling factor of __
7
12 . Does this make sense? Explain.

10. SMARTERShannon, Mary, and John earn a weekly allowance.

Shannon earns an amount that is 2_3 of what John earns. Mary earns an
amount that is 1 2_3 of what John earns. John earns $20 a week. Who earns
the greatest allowance? Who earns the least?

11. SMARTERStuart rode his bicycle 6 3_5 miles on Friday. On Saturday

he rode 1 _13
times as far as he rode on Friday. On Sunday he rode 5_6 times as
far as he rode on Friday. For 11a–11d, select True or False for each statement.

11a. Stuart rode more miles on Saturday than he

rode on Friday.
True False

11b. Stuart rode more miles on Friday than

he rode on Saturday and Sunday combined.

True False

11c. Stuart rode fewer miles on Sunday than he rode on Friday.

True False

11d. Stuart rode more miles on Sunday than he rode on Saturday.

True False
© Houghton Mifflin Harcourt Publishing Company

468
 Practice and Homework
Name
Lesson 7.8
Compare Mixed Number Factors and Products
COMMON CORE STANDARDS—5.NF.B.5a,
5.NF.B.5b Apply and extend previous
understandings of multiplication and division to
Complete the statement with equal to, greater than, or less than. multiply and divide fractions.

less than
1. 2_3 × 1 5_8 will be ____ 1 5_8 . 2. 5_5 × 2 3_4 will be ____ 2 3_4 .

Think: 1 × 1 5_8 is 1 5_8 .

Since 2_3 is less than 1,
_2 × 1 5_8 will be less than 1 5_8 .
3

3. 3 × 3 2_7 will be ____ 3 2_7 . 4. 9 × 1 4_5 will be ____ 1 4_5 .

5. 1 7_8 × 2 3_8 will be ____ 2 3_8 . 6. 3 4_9 × 5_9 will be ____ 3 4_9 .

Problem
Problem Solving
Solving
7. Fraser is making a scale drawing of a dog house. 8. Jorge has a recipe that calls for 2 1_3 cups of flour.
The dimensions of the drawing will be 1_8 of the He plans to make 1 1_2 times the recipe. Will the
dimensions of the actual doghouse. The height amount of flour Jorge needs be equal to, greater
of the actual doghouse is 36 3_4 inches. Will the than, or less than the amount of flour his recipe
dimensions of Fraser’s drawing be equal to, calls for?
greater than, or less than the dimensions of the
actual dog house?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain how scaling a mixed number by 1_2 will affect the size of the number.

Chapter 7 469
Lesson Check (5.NF.B.5a, 5.NF.B.5b)
1. Jenna skis 2 1_3 miles down the mountain. Her 2. Suppose you multiply a fraction less than 1 by
instructor skis 1 1_2 times as far. Does Jenna ski the mixed number 2 3_4 . Will the product be less
a shorter, greater, or the same distance as her than, greater than, or equal to 2 3_4 ?
instructor?

Spiral Review (5.NBT.A.2, 5.NBT.B.7, 5.NF.A.1)

3. Washington County is shaped like a rectangle. 4. Marsha jogged 7.8 miles. Erica jogged
It measures 15.9 miles by 9.1 miles. What is the 0.5 times as far. How far did Erica jog?
county’s area?

5. One bread recipe calls for 2 1_3 cups of flour. 6. On Monday, it rained 1 1_4 inches. On Tuesday,
Another bread recipe calls for 2 1_2 cups of flour. it rained 3_5 inch. How much more did it rain on
Tim has 5 cups of flour. If he makes both Monday than on Tuesday?
© Houghton Mifflin Harcourt Publishing Company

recipes, how much flour will he have left over?

FOR MORE PRACTICE

GO TO THE
470 Personal Math Trainer
 Lesson 7.9
Name
Multiply Mixed Numbers Number and Operations—
Essential Question How do you multiply mixed numbers? Fractions—5.NF.B.6
MATHEMATICAL PRACTICES
MP1, MP2, MP6

Unlock
Unlock the
the Problem
Problem
One-third of a 1 1_4 acre park has been reserved as a dog park.
Find the number of acres that are used as a dog park. • Is the area of the dog park less
than or greater than the area of
the 1 1_4 acre park?
Multiply. 1_3 × 1 1_4

One Way Use a model.

STEP 1 Shade the model to represent the whole park.

Think: The whole park is _ acres.

STEP 2 Shade the model again to represent the part of the

park that is a dog park.

Think: The dog park is _ of the park.

Draw horizontal lines across each rectangle to show __.

• How many parts does each rectangle show? _

• What fraction of each rectangle is shaded twice?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Blend Images/Shalom Ormsby/Getty Images

_ and _
• What fraction represents all the parts which are shaded twice?

_+_=_

So, _ acre has been set aside.

Another Way Rename the mixed number as a fraction.

STEP 1 Write the mixed number as a fraction
greater than 1. 1 × 11
__ __ = 1
__ × ___
3 4 3 4
STEP 2 Multiply the fractions.
1×
= ______ = ____
3× 4
Math MATHEMATICAL PRACTICES 1
Talk
So, 1_ × 11_4 = _. Evaluate Reasonableness
3 Explain why your answer is
reasonable.

Chapter 7 471
 Example 1 Rename the whole number.
Multiply. 12 × 2 1_6 Write the product in simplest form.

STEP 1 Determine how the product will

compare to the greater factor.

12 × 2 1_6 will be __ 12.

12 × 21
__ = ____ × ____
6 1 6
STEP 2 Write the whole number and mixed
number as fractions.
= _____ = ____, or
STEP 3 Multiply the fractions.

STEP 4 Write the product in simplest form.

So, 12 × 2 1_6 = _.

Example 2 Use the Distributive Property.

Multiply. 16 × 4 1_8 Write the product in simplest form.

STEP 1 Rewrite the expression by using the

Distributive Property.
16 × 41
__ = 16 × _ + 1
8 (
__
8 )
STEP 2 Multiply 16 by each number.

STEP 3 Add.
(
= ( 16 × 4 ) + 16 × ___ )
=_+2=_

So, 16 × 4 1_8 = _.
Math MATHEMATICAL PRACTICES 2
Talk
Use Reasoning Explain how
you know that your answers to
both examples are reasonable.
1.
MATHEMATICAL
PRACTICE 2
Use Reasoning Explain why you might choose to use the
Distributive Property to solve Example 2.
© Houghton Mifflin Harcourt Publishing Company

2. When you multiply two factors greater than 1, is the product less than,
between, or greater than the two factors? Explain.

472
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the product. Write the product in simplest form.

1. 12
__ × 34
__ = ___ × ____ 2. 11_ × 21_
8 3
3. _34 × 65_
6
3 5 3 5

= ____

=_ __ __

Use the Distributive Property to find the product.

4. 16 × 21_ 5. 14_ × 15
2 5

______ ______

On
On Your
Your Own
Own
Find the product. Write the product in simplest form.

6. _34 × 11_ 7. 42_ × 11_ 8. 51_ × 3_4 9. 21_ × 11_

2 5 2 3 2 5

__ __ __ __

10. SMARTER
The table shows how many hours some students
Math Project
worked on their math project.
Name Hours Worked
April worked 1 1_2 times as long on her math project as did Carl.
Carl 5 1_4
Debbie worked 1 1_4 times as long as Sonia. Richard worked 1 3_8 times
Sonia 6 1_2
as long as Tony. Match each student’s name to the number of hours
he or she worked on the math project. Tony 5 2_3
© Houghton Mifflin Harcourt Publishing Company

Student Hours Worked

•
April • 719
__
24

Debbie • • 77_
8

Richard • • 81_
8

Chapter 7 • Lesson 9 473

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

Kelly has a muffin recipe that calls for 1 1_2 cups

of sugar. She wants to use 1_2 that amount of sugar.
How much sugar will she use?

Multiply 1 1_2 by 1_2 to find what part of the original amount of sugar to use.

Write the mixed number as a 1

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

Multiply. = ______

So, Kelly will use _ cup of sugar.

MATHEMATICAL
11. PRACTICE 6 Describe a Method Tony’s recipe for soup calls for
1 _14 teaspoons of salt. He wants to use 1_ that amount. How much salt
2
will he use? Describe how you found your answer.
WRITE Math
t Show Your Work

12. DEEPER
Jeffrey’s recipe for oatmeal muffins calls for 2 1_4 cups of
oatmeal and makes one dozen muffins. If he makes 1 1_2 dozen muffins
for a club meeting and 2 dozen muffins for a family reunion, how much
oatmeal will he use? © Houghton Mifflin Harcourt Publishing Company

13. Cara’s muffin recipe calls for 1 1_2 cups of flour for the
SMARTER

muffins and 1_4 cup of flour for the topping. If she makes 1_2 of the original
recipe, how much flour will she use?

474
 Practice and Homework
Name
Lesson 7.9
Multiply Mixed Numbers
COMMON CORE STANDARD—5.NF.B.6
Apply and extend previous understandings
of multiplication and division to multiply
Find the product. Write the product in simplest form. and divide fractions.
3
1. 12_ × 42_ 2. 11_7 × 13_4 3. 81_ × _5 4. 25_ × 12_
3 5 3 8 3
12 _55
_ 3 42 _ 3 22
__
3 5 3 5
110
5 ___ 5 22
__
15 3
1
_
57
3 __ __ __

5. 51_ × 31_ 6. 71_ × 21_ 7. _23 × 41_ 8. 22_ × 11_4

2 3 5 6 5 5

__ __ __ __

Use the Distributive Property to find the product.

9. 42_ × 10 10. 26 × 21_ 11. 6 × 32_

5 2 3

__ __ __

Problem
Problem Solving
Solving
12. Jake can carry 6 1_4 pounds of wood in from the 13. A glass can hold 331_ cups of water. A bowl can
barn. His father can carry 1 5_7 times as much as hold 2 3_5 times the amount in the glass. How many
Jake. How many pounds can Jake’s father carry? cups can a bowl hold?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

14. WRITE Math Write and solve a word problem that involves multiplying by a mixed number.

Chapter 7 475
Lesson Check (5.NF.B.6)
1. A vet weighs two puppies. The small puppy 2. Becky lives 5 5_8 miles from school. Steve lives
weighs 4 1_2 pounds. The large puppy weighs 1 5_9 times as far from school as Becky. How far
4 2_3 times as much as the small puppy. How does Steve live from school?
much does the large puppy weigh?

Spiral Review (5.OA.A.2, 5.NBT.B.7, 5.NF.A.1, 5.NF.A.2)

3. Craig scored 12 points in a game. Marla scored 4. Yvette earned $66.00 for 8 hours of work.
twice as many points as Craig but 5 fewer points Lizbeth earned $68.80 working the same
than Nelson scored. Write an expression to amount of time. How much more per hour
represent how many points Nelson scored. did Lizbeth earn than Yvette?

5. What is the least common denominator of the 6. Three girls collected geodes in the desert.
four fractions listed below? Corinne collected 11 1_8 pounds, Ellen collected
7 4 5_8 pounds, and Leonda collected 3 3_4 pounds.
20__ 203_4 9
18__ 2018
__
10 10 25 How much more did Corinne collect than the
other two girls combined?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
476 Personal Math Trainer
 Lesson 7.10
Name
Problem Solving • Find Unknown Lengths Number and Operations—
Essential Question How can you use the strategy guess, check, and Fractions—5.NF.B.4b, 5.NF.B.6
revise to solve problems with fractions? MATHEMATICAL PRACTICES
MP1, MP3, MP6

Unlock
Unlock the
the Problem
Problem
Sara wants to design a rectangular garden with a section for flowers that
attract butterflies. She wants the area of this section to be 3_4 square yard.
If she wants the width to be 1_3 the length, what will the dimensions of the
butterfly section be?

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find
The part of the garden for I will _ the sides of the

butterflies has an area of butterfly area. Then I will _

_ square yard and the my guess and _ it if it is

width is _ the length. not correct.

.

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Lawren Lu/Cutcaster

I can try different lengths and calculate the widths by finding 1_3 the length. For
each length and width, I find the area and then compare. If the product is less
than or greater than 3_4 square yard, I need to revise the length.

Guess Check Revise

Length Width (in yards) Area of Butterfly Garden
(in yards) ( 1_3 of the length) (in square yards)
3_ 1 × 3_ = 1_
_ 3 × 1_ = __
_ 3 too low Try a longer length.
4 3 4 4 4 4 16

21_, or 9_
4 4

So, the dimensions of Sara’s butterfly garden will be _ yard by _ yards.

Chapter 7 477
 Try Another Problem
Marcus is building a rectangular box for his kitten to
sleep in. He wants the area of the bottom of the box
to be 360 square inches and the length of one side to
be 1 3_5 the length of the other side. What should the
dimensions of the bottom of the bed be?

Read the Problem

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

Solve the Problem

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©MIXA/Alamy Images

So, the dimensions of the bottom of the kitten’s bed will be __ by __.

• MATHEMATICAL
PRACTICE 3
Apply What if the longer side was still 1 3_5 the length of the
shorter side and the shorter side was 20 inches long? What would the area of

the bottom of the bed be then?

478
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. When Pascal built a dog house, he knew he wanted the

floor of the house to have an area of 24 square feet.
He also wanted the width to be 2_3 the length. What are the
dimensions of the dog house?

First, choose two numbers that have a product of 24.

Guess: _ feet and _ feet

Then, check those numbers. Is the greater number

_2
of the other number?
3

Check: 2_3 × _ = _

My guess is __.

Finally, if the guess is not correct, revise it and check again.

Continue until you find the correct answer.

So, the dimensions of the dog house are ___.

2. What if Pascal wanted the area of the 3. Leo wants to paint a mural that covers
floor to be 54 square feet and the width a wall with an area of 1,440 square feet.
still to be 2_3 the length? What would The height of the wall is 2_5 of its length.
the dimensions of the floor be? What is the length and the height of
the wall?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Colin Hawkins/Getty Images

Chapter 7 • Lesson 10 479

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

On
On Your
Your Own
Own

4. DEEPER Barry wants to make a drawing that is 1_4 the

size of the original. If a tree in the original drawing is
14 inches tall and 5 inches wide, what will be the length
and width of the tree in Barry’s drawing?

5. SMARTER A blueprint is a scale drawing of a

building. The dimensions of the blueprint for Patricia’s
doll house are 1_4 of the measurements of the actual doll
house. The floor of the doll house has an area of 864
square inches. If the width of the doll house is 2_3 the
length, what are the dimensions of the floor on the
blueprint of the doll house? WRITE Math
t Show Your Work

MATHEMATICAL
6. PRACTICE 3 Verify the Reasoning of Others Beth
wants the floor of her tree house to be 48 square feet.
She wants the length to be 3_4 the width. Using the strategy
guess, check, and revise, Beth guesses the dimensions
will be 4 feet by 12 feet. Is Beth’s guess the correct
dimensions? Explain.

7. SMARTER Sally has a photograph that has an area

of 35 square inches. She creates two enlargements of the
photograph. The enlargements have areas of 140 square
inches and 560 square inches. In each photograph, the
length is 1 2_5 times the width. Select which of the following
could be the dimensions of the original photograph or
© Houghton Mifflin Harcourt Publishing Company

one of the enlargements. Mark all that apply.

A 5 inches by 7 inches
B 20 inches by 28 inches
C 7 inches by 20 inches
D 21 inches by 15 inches
E 10 inches by 14 inches

480
 Practice and Homework
Name
Lesson 7.10
Problem Solving • Find Unknown Lengths
COMMON CORE STANDARD—5.NF.B.5b
Apply and extend previous understandings of
multiplication and division to multiply and
divide fractions.

1. Kamal’s bedroom has an area of 120 square feet. The Guess: 6 × 20 = 120
width of the room is __56 the length of the room. What are Check: 5_6 × 20 = 16 2_3 ; try a longer width.
the dimensions of Kamal’s bedroom?
Guess: 10 × 12 = 120
Check: 5_6 × 12 = 10. Correct!

10 feet by 12 feet
________

2. Marisol is painting on a piece of canvas that has an

area of 180 square inches. The length of the painting
is 1 1_4 times the width. What are the dimensions of
the painting?

________

3. A small plane is flying a banner in the shape of a

rectangle. The area of the banner is 144 square feet.
The width of the banner is 1_4 the length of the banner.
What are the dimensions of the banner?

________
© Houghton Mifflin Harcourt Publishing Company

4. WRITE Math Explain how you can use the strategy guess, check, and revise
to solve problems that involve a given area when the relationship between the
side lengths is given too.

Chapter 7 481
Lesson Check (5.NF.B.5b)
1. Consuelo’s living room is in the shape of a 2. A rectangular park has an area of 2_3 square mile.
rectangle and has an area of 360 square feet. The length of the park is 2 2_3 the width of the
The width of the living room is 5_8 its length. park. What is the width of the park?
What is the length of the living room?

Spiral Review (5.NBT.B.4, 5.NF.A.1, 5.NF.B.4a, 5.NF.B.5a, 5.NF.B.5b)

3. Debra babysits for 3 1_2 hours on Friday and 4. Tory practiced her basketball shots for 2_3 hour.
1 1_2 times as long on Saturday. Did Debra Tim practiced his basketball shots for 3_4 as
babysit more, fewer, or the same number of much time as Tory did. How long did Tim
hours on Saturday than she did on Friday? practice his basketball shots?

5. Leah bought 4 1_2 pounds of grapes. Of the grapes 6. To which place value is the following number
she bought, 1 7_8 pounds were red grapes. The rest rounded?
were green grapes. How many pounds of green
© Houghton Mifflin Harcourt Publishing Company

5.927 to 5.93
grapes did Leah buy?

FOR MORE PRACTICE

GO TO THE
482 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 7 Review/Test Online Assessment
and Intervention

1. Mrs. Williams is organizing her office supplies. There are 3 open boxes of
paper clips in her desk drawer. Each box has 7_8 of the paper clips remaining.
How many boxes of paper clips are left? Shade the model and complete the
calculations below to show how you found your answer.

3 × 7_8 = _______ = __ full boxes of paper clips

8

2. Diana worked on her science project for 51_ hours. Gabe worked on his science
3
project 11_ times as long as Diana. Paula worked on her science project 3_ times
4 4
as long as Diana. For 2a–2d, select True or False for each statement.

2a. Diana worked longer on her science

project than Gabe worked on his
science project. True False

2b. Paula worked less on her science

project than Diana worked on her
science project. True False

2c. Gabe worked longer on his science

project than Paula worked on her
science project. True False

2d. Gabe worked longer on his

science project than Diana and
Paula combined. True False
© Houghton Mifflin Harcourt Publishing Company

3. DEEPER
Louis wants to carpet the rectangular floor of his basement. The
basement has an area of 864 square feet. The width of the basement is 2_ its
3
length. What is the length of Louis’s basement?

__ feet

Assessment Options
Chapter Test
Chapter 7 483
4. Frannie put 2_ of her music collection on an mp3 player. While on
3
vacation, she listened to 3_ of the music on the player. How much
5
of Frannie’s music collection did she listen to while on vacation?
For 4a–4d, choose the correct values to describe how to solve
the problem.

4a. Draw a rectangular array with 3 rows and 4 columns.

1
2
4b. Shade of the rows gray.
3

3
5
4c. Shade of the gray squares black.
6

2_
5
3_
4d. Frannie listened to 5 of her music collection while on vacation.
__ 3
10

5. Logan bought 15 balloons. Four-fifths of the balloons are purple. How

many of the balloons are purple? Draw a model to show how you found
your answer.

__ purple balloons
6. Kayla walks 32_ miles each day. Which of the following statements
© Houghton Mifflin Harcourt Publishing Company

5
correctly describe how far she walks? Mark all that apply.

A Kayla walks 14 2_ miles in 4 days.

5

B Kayla walks 23 4_ miles in 7 days.

5

C Kayla walks 34 miles in 10 days.

D Kayla walks 102 2_ miles in 31 days.

5

484
 Name
7. Write each multiplication expression in the correct box.
4 × 11
_ _ 1 × 4_
_ 3 × 4_5 4 × 4_
_ 8 × 4_
_ 4 × 2_
_
5 8 3 5 5 5 8 5 5 2

Product is equal Product is Product is less

to 4_. greater than 4_. than 4_.
5 5 5

8. A postcard has an area of 24 square inches. Two enlargements of the

postcard have areas of 54 square inches and 96 square inches. In each
postcard, the length is 11_ times the width. Which of the following could
2
be the dimensions of the postcard or one of the enlargements? Mark all
that apply.

A 6 inches by 9 inches D 6 inches by 12 inches

B 10 inches by 15 inches E 4 inches by 6 inches

C 8 inches by 12 inches

9. In a fifth grade class, 4_ of the girls have brown hair. Of the brown-haired
5
girls, 3_ of them have long hair. Of the girls with long brown hair, 1_ of
4 3
them have green eyes.

Part A

What fraction of the girls in the class have long brown hair?

__ of the girls
Part B

What fraction of the girls in the class have long brown hair and green
eyes? Explain how you found your answer.

__ of the girls
© Houghton Mifflin Harcourt Publishing Company

Chapter 7 485
 Personal Math Trainer
10. SMARTER Caleb’s family room has
the dimensions shown. He needs to find the
area of the room so that he knows how much
3 87 yd
carpet to buy. Complete the area model
below to find the area of the family room.

1 5 41 yd

3 5 3 5

1
3 5

3 5

area of the room = __ square yards

11. Doreen lives 3_ mile from the library. Sheila lives 1_3 as far away from the library
4
as Doreen. For 11a–11c, choose Yes or No to answer each question.

11a. Does Doreen live farther from

the library than Sheila? Yes No

11b. Does Sheila live 1_4 mile from

the library? Yes No

11c. Does Sheila live twice as far from

the library than Doreen? Yes No

12. Taniqua took a test that had 20 multiple-choice questions and 10 True/False
9 of the multiple-choice questions correct, and she got
questions. She got __
4 10
_ of the True/False questions correct.
5
12a. How many multiple-choice questions did Taniqua get correct?

__ multiple-choice questions
© Houghton Mifflin Harcourt Publishing Company

12b. How many True/False questions did Taniqua get correct?

__ True/False questions

486
 Name
13. The table shows how many hours some of the part-time employees at
the toy store worked last week.

Name Hours Worked

Conrad 62_
3

Giovanni 91_
2

Sally 103_
4

This week, Conrad will work 13_ times as long as last week. Giovanni will
4
work 11_ times as long as last week. Sally will work 2_ the number of hours
3 3
she worked last week. Match each employee’s name to the number of
hours he or she will work this week.

Employee Hours This Week

Conrad • • 71_
6
Giovanni • • 122_
3
Sally • • 112_
3

14. Peggy is making a quilt using panels that are 1_ foot by 1_ foot. The quilt
2 2
is 51_ feet long and 4 feet wide.
2
Part A

Let each square of the grid below represent 1_ foot by 1_ foot. Draw a
2 2
rectangle on the grid to represent the quilt.

Part B
© Houghton Mifflin Harcourt Publishing Company

What is the area of the quilt? Explain how you found your answer.

__ square feet

Chapter 7 487
15. Ruby conducted a survey and found that 5_ of her classmates have a pet
6
and 2_ of those pets are dogs. What fraction of her classmates has dogs?
3
Write a number from the number tiles in each box to complete the
calculations shown below. You may use numbers more than once or
not at all.

1 2 3 4
5_ × 2
_=5 ×
___________ = _______= _______
6 3 6×
5 9 10 18

__ of her classmates

16. Robbie is using the recipe below to make chicken noodle soup. He plans
to make 6 batches of the soup. He has 2_ teaspoon of black pepper.
3

Chicken Noodle Soup

4 cups chicken broth

1 medium carrot, sliced
1 stalk celery, sliced
1_ cup uncooked egg noodles
2
1_ teaspoon ground black pepper
8
1 cup shredded cooked chicken

Part A
Write an expression that Robbie can use to determine
how much black pepper is needed for 6 batches.

_____________
Part B
Draw a model to show how Robbie can find the product from Part A.

© Houghton Mifflin Harcourt Publishing Company

Part C
Does Robbie have enough black pepper for 6 batches of the soup?
Explain your reasoning.

488
 8
Chapter

Divide Fractions
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.

Name

Part of a Group Write a fraction that names the shaded part. (3.NF.A.1)

1. total counters _ 2. total groups _

shaded counters _ shaded groups _

fraction _ fraction _

Relate Multiplication and Division Use inverse operations and

fact families to solve. (3.OA.B.6 )

3. Since 6 × 4 = 24, 4. Since _ × 8 = 56,

then _ ÷ 4 = 6. then _ ÷ 7 = 8.

5. Since 9 × 3 = _, 6. Since _ ÷ 4 = 10,

then _ ÷ 3 = 9. then 4 × 10 = _.

Equivalent Fractions Write an equivalent fraction. (4.NF.A.1)

7. 16
__ 8. 3_ 5
9. __ 10. 25
__
20 _ 8_ 12 _ 45 _

Math in the
© Houghton Mifflin Harcourt Publishing Company

Emily spent 1_2 of her money at the grocery store.

Then, she spent 1_2 of what was left at the bakery.
Next, at the music store, she spent 1_2 of what was left
on a CD that was on sale. She spent the remaining
$6.00 on lunch at the diner. Find how much money
Emily started with.

Chapter 8 489
 Voca bula ry Builder

Visualize It
Review Words
Complete the flow map using the review words.
dividend

Inverse Operations divisor

Multiplication equation
fraction
factor factor product quotient
× =
_1_ 6 2
3

Division

÷ = Review Words
2 1
__ 6
3

Understand Vocabulary
Complete the sentences using the review words.

1. The number that divides the dividend is the

___.
2. An algebraic or numerical sentence that shows that two

quantities are equal is an ___.

3. A number that names a part of a whole or a part of a group

is called a ___.

4. The ___ is the number that is to be divided

in a division problem.
© Houghton Mifflin Harcourt Publishing Company

5. The ___ is the number, not including the

remainder, that results from dividing.

™Interactive Student Edition

490 ™Multimedia eGlossary
Chapter 8 Vocabulary

dividend divisor

dividendo divisor
18 19

equation fraction

ecuación fracción
20 28

inverse operations product

operaciones inversas producto
32 54

quotient remainder

cociente residuo
57 59
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The number that divides the dividend The number that is to be divided in a
division problem
Example: 15 ÷ 3 or 3 
15
Example: 36 ÷ 6 or 6 
36

divisor
dividend
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A number that names a part of a whole or a
part of a group An algebraic or numerical sentence that
shows that two quantities are equal

Examples:
Examples: 3 + 1 = 4 and 2x + 5 = 9
3
__
4
part of part of
a whole a group
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Opposite operations, or operations that

The answer to a multiplication problem undo each other, such as addition and
subtraction or multiplication and division
Example: 3 × 15 = 45
Examples:
6+3=9 5 × 2 = 10
product
9−6=3 10 ÷ 2 = 5

The amount left over when a number cannot

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

be divided equally The number that results from dividing

102 r2 remainder
Example: 6 
614 Example: 8 ÷ 4 = 2
–6
01
–0 quotient
14
–12
2 remainder
 Going Places with Words Game
Game

Pick It
Word Box
dividend
divisor
equation
For 3 players fraction
inverse operations
Materials product
• 4 sets of word cards
quotient
How to Play remainder
1. Each player is dealt 5 cards. The remaining cards are a draw pile.
2. To take a turn, ask any player if he or she has a word that matches one of
your word cards.
3. If the player has the word, he or she gives the word card to you, and you
must define the word.
• If you are correct, keep the card and put the matching pair in front of
you. Take another turn.
• If your are wrong, return the card. Your turn is over.
4. If the player does not have the word, he or she answers, “Pick it.” Then you
take a card from the draw pile.
5. If the card you draw matches one of your word cards, follow the directions
for Step 3. If it does not, your turn is over.
6. The game is over when one player has no cards left. The player
Image Credits: ©monticellllo/Fotolia

with the most pairs wins.

© Houghton Mifflin Harcourt Publishing Company

Chapter 8 490A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Explain how you can use inverse operations to check your
answer to a division problem.
• Lena wants to divide 5 sandwiches into fourths. Draw and label
a diagram to show how many sandwich pieces she will have.
• Which of the following expressions will have a quotient
that is greater than its dividend? Tell how you know.
1÷6
_ 6 ÷ 1_
4 4
• Write a note to a friend about something you learned in Chapter 8.

Image Credits: (bg) ©Eye Candy Images 3/Alamy; (t) ©Comstock/Getty Images
© Houghton Mifflin Harcourt Publishing Company

490B
 Lesson 8.1
Name
Divide Fractions and Whole Numbers Number and Operations—Fractions—
Essential Question How do you divide a whole number by a fraction 5.NF.B.7a, 5.NF.B.7b Also 5.NF.B.7c
and divide a fraction by a whole number? MATHEMATICAL PRACTICES
MP2, MP3, MP5

Hands
Investigate
Investigate On

Materials ■ fraction strips

A. Mia walks a 2-mile fitness trail. She stops to exercise every
_1 mile. How many times does Mia stop to exercise?
5

• Draw a number line from 0 to 2. Divide the number line into

fifths. Label each fifth on your number line.

0 1 2

• Skip count by fifths from 0 to 2 to find 2 ÷ 1_5 .

There are _ one-fifths in 2 wholes.

You can use the relationship between multiplication and division

to explain and check your solution.

• Record and check the quotient.

2 ÷ 1_ = _ because _ × 1_ = 2.
5 5

So, Mia stops to exercise _ times.

B. Roger has 2 yards of string. He cuts the string into pieces that
are 1_3 yard long. How many pieces of string does Roger have?

• Model 2 using 2 whole fraction strips.

© Houghton Mifflin Harcourt Publishing Company

• Then place enough 1_3 strips to fit exactly under the

2 wholes. There are _ one-third-size pieces

in 2 wholes.

• Record and check the quotient.

2 ÷ 1_ = _ because _ × 1_ = 2.
3 3

So, Roger has _ pieces of string.

Chapter 8 491
 Draw Conclusions
1. When you divide a whole number by a fraction, how does the quotient
compare to the dividend? Explain.

MATHEMATICAL
2. PRACTICE 3
Apply Explain how knowing the number of fifths
in 1 could help you find the number of fifths in 2.

3. Describe how you would find 4 ÷ 1_5 .

Hands
On
Make
Make Connections
Connections

You can use fraction strips to divide a fraction by a

whole number.

Calia shares half of a package of clay equally

among herself and each of 2 friends. What fraction
of the whole package of clay will each friend get?

STEP 1 Place a 1_2 strip under a 1-whole strip to

show the 1_2 package of clay.

STEP 2 Find 3 fraction strips, all with the same 1

denominator, that fit exactly under the 1
_ strip.
1 2
2
? ? ? © Houghton Mifflin Harcourt Publishing Company

Each piece is _ of the whole.

Think: How much of the whole is each piece
STEP 3 Record and check the quotient. when 1_2 is divided into 3 equal pieces?

_1
2
÷ 3 = _ because _ × 3 = 1_2 .
Math MATHEMATICAL PRACTICES 2
So, each friend will get _ of the whole package of clay. Talk
Reason Quantitatively When
you divide a fraction by a
whole number, how does
the quotient compare to the
dividend? Explain.

492
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Divide. Check the quotient.

1.
1 1 1
1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3

3 ÷ 1_3 = _ because _ × 1_3 = 3.

2. 3.
0 1 2 3
1
1
Think: What label should I write for each
4
of the smaller marks? 1 1
8 8

3 ÷ 1_6 = _ because 1
4 ÷ 2 = _ because
_

_ × 1_6 = 3. _ × 2 = 1_4.
Divide. Draw a number line or use fraction strips.

4. 1 ÷ 1_3 = _ 5. 3 ÷ 1_4 = _ 6. _15 ÷ 2 = _

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

7. Luke has 1_ of a package of dried apricots. He divides the

DEEPER
3
dried apricots equally into 3 small bags. Luke gives one of the bags to
a friend and keeps the other two bags for himself. What fraction of the
original package of dried apricots did Luke keep for himself?
© Houghton Mifflin Harcourt Publishing Company

8. SMARTER For 8a–8e, select True or False for each equation.

8a. 4 ÷ 1_ = __
1 True False
3 12
8b. 6 ÷ 1_ = 12 True False
2
1
8c. _
8
÷ 2 = 16 True False

8d. _1 ÷ 4 = __
1 True False
3 12
8e. 1_ ÷ 3 = 15 True False
5

Chapter 8 • Lesson 1 493

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Sense or Nonsense?

9. Emilio and Julia used different ways to find 1_2 ÷ 4. Emilio used a model
to find the quotient. Julia used a related multiplication equation to find
the quotient. Whose answer makes sense? Whose answer is nonsense?
Explain your reasoning.

Emilio’s Work Julia’s Work

If 1_2 ÷ 4 = ■, then ■ × 4 = 1_2.

1
1 I know that 1_8 × 4 = 1_2.
2
1 1
4 4 So, 1_2 ÷ 4 = 1_8 because 1_8 × 4 = 1_2.

1
_
2
÷ 4 = 1_4

• For the answer that is nonsense, describe how to find the

correct answer.

© Houghton Mifflin Harcourt Publishing Company

Use a Concrete Model If you were going to find 1_2 ÷ 5,

MATHEMATICAL
10. PRACTICE 5
explain how you would find the quotient using fraction strips.

494
 Practice and Homework
Name
Lesson 8.1
Divide Fractions and Whole Numbers
COMMON CORE STANDARDS—
5.NF.B.7a, 5.NF.B.7b Apply and
extend previous understandings of
Divide and check the quotient. multiplication and division to multiply and
divide fractions.
1.
1 1
1 1 1 1 1 1
3 3 3 3 3 3

2 ÷ 1__ = _ 6 × 1__ = 2.
6 because _
3 3

2. 3.

0 1 2

2 ÷ 1__ = _ because _ × 1__ = 2. 1__ ÷ 2 = _ because _ × 2 = __1.

4 4 4 4

Divide. Draw a number line or use fraction strips.

4. 1 ÷ 1__= _ 1÷3=_
5. __ 1=_
6. 4 ÷__
5 6 6

7. 3 ÷ 1__ = _ 1÷6=_
8. __ 9. 5 ÷ 1__ = _
3 4 4

Problem
Problem Solving
Solving
10. Amy can run __ 1 mile per minute. How many
10
11. Jeremy has 3 yards of ribbon to use for wrapping
minutes will it take Amy to run 3 miles? gifts. He cuts the ribbon into pieces that are 1_4
yard long. How many pieces of ribbon does
© Houghton Mifflin Harcourt Publishing Company

Jeremy have?

12. WRITE Math Explain how you could use a model to find the
quotient 4 ÷ 1_3 .

Chapter 8 495
Lesson Check (5.NF.B.7a, 5.NF.B.7b)
1. Kaley cuts half of a loaf of bread into 2. When you divide a fraction less than 1 by a
4 equal parts. What fraction of the whole whole number greater than 1, is the quotient
loaf does each of the 4 parts represent? less than, greater than, or equal to the dividend?

Spiral Review (5.NF.A.1, 5.NF.B.4a, 5.NF.B.6)

3. A recipe for chicken and rice calls for 4. Tim and Sue share a small pizza. Tim eats 2_3 of
3 1_2 pounds of chicken. Lisa wants to adjust the the pizza. Sue eats half as much of the pizza as
recipe so that it yields 1 1_2 times as much chicken Tim does. What fraction of the pizza does
and rice. How much chicken will she need? Sue eat?

5. In gym class, you run 3_5 mile. Your coach runs 6. Sterling plants a tree that is 4 3_4 feet tall. One year
10 times that distance each day. How far does later, the tree is 5 2_5 feet tall. How many feet did
your coach run each day? the tree grow? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
496 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 8.2
Problem Solving • Use Multiplication
Essential Question How can the strategy draw a diagram help you solve Number and Operations—
fraction division problems by writing a multiplication sentence? Fractions—5.NF.B.7b
MATHEMATICAL PRACTICES
MP6, MP8

Unlock
Unlock the
the Problem
Problem
Erica makes 6 submarine sandwiches and cuts each
sandwich into thirds. How many 1_3 -size sandwich
pieces does she have?

Read the Problem Solve the Problem

What do I need to find? Since Erica cuts 6 submarine sandwiches,
my diagram needs to show 6 rectangles to
I need to find represent the sandwiches. I can divide each of
the 6 rectangles into thirds.

What information do I need to use?

I need to use the size of each __ of

sandwich and the number of __ she

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©FoodCollection/Superstock

To find the total number of thirds in the

cuts.
6 rectangles, I can multiply the number of thirds
in each rectangle by the number of rectangles.
How will I use the information?

I can _____ to 6 ÷ 1_ = 6 × _ = _
3
organize the information from the problem. Then
I can use the organized information to find

So, Erica has _ one-third-size sandwich pieces. Math MATHEMATICAL PRACTICES 6

Talk
Describe how you can use
multiplication to check your
answer.

Chapter 8 497
 Try Another Problem
Roberto is cutting 3 blueberry pies into halves to
give to his neighbors. How many neighbors will
get 1_2 of a pie?

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

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

So, _ neighbors will get 1_2 of a pie.

• MATHEMATICAL
PRACTICE 6
Explain how the diagram you drew for the division
problem helps you write a multiplication sentence.

498
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. A chef has 5 blocks of butter. Each block weighs 1 pound.

She cuts each block into fourths. How many 1_4 -pound
pieces of butter does the chef have?

First, draw rectangles to represent the blocks of butter.

Then, divide each rectangle into fourths.

Finally, multiply the number of fourths in each block by the WRITE Math
number of blocks. Show Your Work

So, the chef has _ one-fourth-pound pieces of butter.

2. What if the chef had 3 blocks of butter and cut the blocks into
thirds? How many 1_3 -pound pieces of butter would the chef have?

3. Holly cuts 3 ribbons into eighths for a craft project. How many 1_8 -size
pieces of ribbon does she have?

4. Jason has 2 pizzas that he cuts into fourths. How many 1_4 -size pizza
slices does he have?
© Houghton Mifflin Harcourt Publishing Company

5. Thomas makes 5 sandwiches that he cuts into thirds. How many

1_ -size sandwich pieces does he have?
3

Chapter 8 • Lesson 2 499

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS MATHEMATICAL PRACTICES

On
On Your
Your Own
Own

6. SMARTER Julie wants to make a drawing that is 1_4 the size of

the original drawing. Sahil makes a drawing that is 1_3 the size of the
original. A tree in the original drawing is 12 inches tall. What will be the
difference between the height of the tree in Julie’s and Sahil’s drawings?

7. Three friends go to a book fair. Allen spends $2.60. Maria spends 4 times
as much as Allen. Akio spends $3.45 less than Maria. How much
does Akio spend?

8. DEEPER Brianna has a sheet of paper that is 6 feet long. She cuts the
length of paper into sixths and then cuts the length of each of these
1_ pieces into thirds. How many pieces does she have? How many inches
6
long is each piece?

MATHEMATICAL
9. PRACTICE 8 Use Repeated Reasoning Look back at Problem 8. Write
a similar problem by changing the length of the paper and the size of the
pieces.

Personal Math Trainer

10. SMARTER Adrian made 3 granola bars. He cut each bar
into fourths. How many 1_4 -size pieces of granola bar does Adrian have?
© Houghton Mifflin Harcourt Publishing Company

Draw lines in the model to find the answer.

Adrian has _ one-quarter-size pieces of granola bar.

500
 Practice and Homework
Name
Lesson 8.2
Problem Solving • Use Multiplication
COMMON CORE STANDARD—5.NF.B.7b
Apply and extend previous understandings of
multiplication and division to multiply and
divide fractions.

1. Sebastian bakes 4 pies and cuts each pie into sixths.

How many 1_6 -pie slices does he have?

To find the total number of sixths in the 4 pies, multiply 4 by the number of sixths

in each pie. 4 ÷ 1_6 = 4 × 6 = 24 one-sixth-pie slices

2. Ali has 2 vegetable pizzas that she cuts into eighths.

How many 1_8 -size pieces does she have?

____

3. A baker has 6 loaves of bread. Each loaf weighs

1 pound. He cuts each loaf into thirds. How many
1_ -pound loaves of bread does the chef now have?
3

____

4. Suppose the baker has 4 loaves of bread and cuts the

loaves into halves. How many 1_2 -pound loaves of bread
would the baker have?

____

5. Madalyn has 3 watermelons that she cuts into halves

to give to her neighbors. How many neighbors will get
a 1_2 -size piece of watermelon?
© Houghton Mifflin Harcourt Publishing Company

____

6. WRITE Math Draw a diagram and explain how

you can use it to find 3 ÷ 1_5 .

Chapter 8 501
Lesson Check (5.NF.B.7b)
1. Julia has 12 pieces of fabric and cuts each piece 2. Josue has 3 chicken pot pies that he cuts into
into fourths. How many 1_4 pieces of fabric does thirds. How many 1_3 -size chicken pot pies
she have? pieces does he have?

Spiral Review (5.NBT.A.2, 5.NF.B.4a, 5.NF.B.7a, 5.NF.B.7b)

3. Write a related multiplication sentence that 4. Ellie uses 12.5 pounds of potatoes to make
could help you find the quotient of 6 ÷ 1_4 . mashed potatoes. She uses one-tenth as many
pounds of butter as potatoes. How many
pounds of butter does Ellie use?

5. Tiffany collects perfume bottles. She has 6. Stephen buys a melon and divides it into
99 bottles in her collection. Two-thirds of her 6 servings. He eats 1_3 of the melon over the
perfume bottles are made of crystal. How many weekend. How many slices of melon does © Houghton Mifflin Harcourt Publishing Company
of the perfume bottles in Tiffany’s collection are Stephen eat over the weekend?
made of crystal?

FOR MORE PRACTICE

GO TO THE
502 Personal Math Trainer
 Lesson 8.3
Name
Connect Fractions to Division Number and Operations—
Essential Question How does a fraction represent division? Fractions—5.NF.B.3
MATHEMATICAL PRACTICES
MP1, MP2, MP6
connect A fraction can be written as a division problem.
3
_=3÷4 12
__ = 12 ÷ 2
4 2

Unlock
Unlock the
the Problem
Problem
There are 3 students in a crafts class and 2 sheets of
construction paper for them to share equally. What • Circle the dividend.
part of the construction paper will each student get? • Underline the divisor.

Use a drawing.

Divide. 2 ÷ 3

STEP 1 Draw lines to divide each piece of paper into

3 equal pieces.

Each student’s share of one sheet of construction paper is _.

STEP 2 Count the number of thirds each student will get. Since there
are 2 sheets of construction paper, each student will

get 2 of the ___ , or 2 × _.

STEP 3 Complete the number sentence.

2 ÷ 3 = ____
© Houghton Mifflin Harcourt Publishing Company

STEP 4 Check your answer.

Since _ × _ = _, the quotient is correct.

quotient divisor dividend Math MATHEMATICAL PRACTICES 6
Talk
Describe a division problem
So, each student will get _ of a sheet of construction paper. where each student gets 3_4
of a sheet of construction
paper.

Chapter 8 503
 Example
Four friends share 6 sheets of poster board equally. How
many sheets of poster board does each friend get?
Divide. 6 ÷ 4

STEP 1 Draw lines to divide each of the 6 sheets into fourths.

Each friend’s share of 1 sheet is _.

STEP 2 Count the number of fourths each friend gets. Since

there are 6 sheets of poster board, each friend will

get _ of the fourths, or ____ .

STEP 3 Complete the number sentence. Write the

fraction as a mixed number in simplest form.

6 ÷ 4 = ____ , or ____

STEP 4 Check your answer.

Since _ × 4 = _, the quotient is correct.

Math MATHEMATICAL PRACTICES 2
So, each friend will get __ sheets of poster board. Talk
Reason Abstractly Describe a
different way the sheets of poster
board could have been divided into
Try This! 4 equal shares.

Ms. Ruiz has a piece of string that is 125 inches long. For a science
experiment, she divides the string equally among 8 groups of students.
How much string will each group get?

You can represent this problem as a division equation or a fraction.

• Divide. Write the remainder as a fraction. 125 ÷ 8 = _

___ = _
___ as a mixed number in simplest form. 125
• Write 125
© Houghton Mifflin Harcourt Publishing Company

8 8

So, each group will get _ inches of string.

• MATHEMATICAL
PRACTICE
___ .
1 Evaluate Explain why 125 ÷ 8 gives the same result as 125
8

504
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Draw lines on the model to complete the number sentence.

1. Six friends share 4 small pizzas equally. 2. Four brothers share 5 packs of stickers equally.

4 ÷ 6 = __ 5 ÷ 4 = __

Each friend’s share is _ of a pizza. Each brother’s share is _ packs of stickers.

Complete the number sentence to solve.

3. Twelve friends share 3 melons equally. What 4. Three students share 8 blocks of clay equally.
fraction of a melon does each friend get? How much clay does each student get?

3 ÷ 12 = __ 8 ÷ 3 = __

Each friend’s share is _ of a melon. Each student’s share is _ blocks of clay.

Math MATHEMATICAL PRACTICES 1

Talk
Make Sense of Problems
Explain how you can check
your answer.
On
On Your
Your Own
Own
Complete the number sentence to solve.
5. Four students share 7 feet of ribbon equally. 6. Eight girls share 5 fruit bars equally. What
How many feet of ribbon does each student get? fraction of a fruit bar does each girl get?

7 ÷ 4 = __ 5 ÷ 8 = __

Each student’s share is _ feet of ribbon. Each girl’s share is _ of a fruit bar.
© Houghton Mifflin Harcourt Publishing Company

7. SMARTER Eight students share 12 mini oatmeal muffins

equally and 6 students share 15 mini apple muffins equally. Carmine
is in both groups of students. What is the total number of mini muffins
Carmine gets?

Chapter 8 • Lesson 3 505

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/ MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
8. Shawna has 3 adults and 2 children coming over.
She is going to serve 2 small apple pies. If she plans
to give each person, including herself, an equal
amount of pie, how much pie will each person get?

9. DEEPER Addison brought 9 pounds of oranges

and 7 pounds of cherries to make fruit salad for
a fund raiser. She wants to package an equal
amount of fruit salad into each of 12 containers.
How much fruit salad should Addison put in each
container?

10.
MATHEMATICAL
PRACTICE 2 Use Reasoning Nine friends order
4 large pizzas. Four of the friends share 2 pizzas
equally and the other 5 friends share 2 pizzas
equally. In which group does each member get a
greater amount of pizza? Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©C Squared Studios/Getty Images; (cr) ©artville/Getty Images
11. SMARTER
Jason has 5 zucchinis he grew in his garden. He wants to
share them equally among 3 of his neighbors. How many zucchinis will
each neighbor get? Use the numbers to complete the number sentence.
You may use a number more than once or not at all.

1 2 3
÷ = _______ = _______

4 5

506
 Practice and Homework
Lesson 8.3
Connect Fractions to Division
COMMON CORE STANDARD—5.NF.B.3
Apply and extend previous understandings of
multiplication and division to multiply and
Complete the number sentence to solve. divide fractions.

1. Six students share 8 apples equally. How many 2. Ten boys share 7 cereal bars equally. What
apples does each student get? fraction of a cereal bar does each boy get?

8, or 1_
_ 1
8 ÷ 6 = __
6 3 7 ÷ 10 = __

3. Eight friends share 12 burritos equally. How 4. Three girls share 8 yards of fabric equally.
many burritos does each friend get? How many yards of fabric does each girl get?

12 ÷ 8 = __ 8 ÷ 3 = __

5. Five bakers share 2 loaves of bread equally. What 6. Nine friends share 6 bananas equally. What
fraction of a loaf of bread does each baker get? fraction of a bananas does each friend get?

2 ÷ 5 = __ 6 ÷ 9 = __

Problem
Problem Solving
Solving
7. There are 12 students in a jewelry-making 8. Five friends share 6 fruit snacks equally.
class and 8 sets of charms. What fraction How many fruit snacks will each friend get?
of a set of charms will each student get?
© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Jason divides 8 pounds of dog food equally among

6 dogs. Draw a diagram and explain how you can use it to find the
amount of food each dog receives.

Chapter 8 507
Lesson Check (5.NF.B.3)
1. Eight friends share 4 bunches of grapes equally. 2. Ten students share 8 pieces of poster board
What fraction of a bunch of grapes does each equally. What fraction of a piece of poster board
friend get? does each student get?

Spiral Review (5.NBT.B.6, 5.NBT.B.7, 5.NF.B.7a, 5.NF.B.7b)

3. Arturo has a log that is 4 yards long. He cuts the 4. Vu has 2 pizzas that he cuts into sixths.
log into pieces that are 1_3 -yard long. How many How many 1_6 -size pieces does he have?
pieces will Arturo have?

5. Kayaks rent for $35 per day. Write an expression 6. Louisa is 152.7 centimeters tall. Her younger
using the Distributive Property that can help sister is 8.42 centimeters shorter than she is.
you find the cost in dollars of renting 3 kayaks How tall is Louisa’s younger sister?
for a day. © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
508 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Concepts
Concepts and
and Skills
Skills
1. Explain how you can tell, without computing, whether the quotient
1_ ÷ 6 is greater than 1 or less than 1. (5.NF.B.7a, 5.NF.B.7b)
2

Divide. Draw a number line or use fraction strips. (5.NF.B.7a, 5.NF.B.7b)

2. 3 ÷ 1_2 = _ 3. 1 ÷ 1_4 = _ 4. _12 ÷ 2 = _

5. _13 ÷ 4 = _ 6. 2 ÷ 1_6 = _ 7. _14 ÷ 3 = _

Complete the number sentence to solve. (5.NF.B.3)

8. Two students share 3 granola bars equally. 9. Five girls share 4 sandwiches equally. What
How many granola bars does each fraction of a sandwich does each girl get?
student get?

3 ÷ 2 = __ 4 ÷ 5 = __

Each student’s share is _ granola bars. Each girl’s share is _ of a sandwich.

© Houghton Mifflin Harcourt Publishing Company

10. Nine boys share 4 pizzas equally. What 11. Four friends share 10 fruit bars equally. How
fraction of a pizza does each boy get? many fruit bars does each friend get?

4 ÷ 9 = __ 10 ÷ 4 = __

Each boy’s share is _ of a pizza. Each friend’s share is _ fruit bars.

Chapter 8 509
12. Mateo has 8 liters of punch for a party. Each glass holds 1_5 liter of punch.
How many glasses can Mateo fill with punch? (5.NF.B.7b)

13. Four friends share 3 sheets of construction paper equally. What fraction
of a sheet of paper does each friend get? (5.NF.B.3)

14. Caleb and 2 friends are sharing 1_2 quart of milk equally. What fraction of
a quart of milk does each of the 3 friends get? (5.NF.B.7a)

15. DEEPER Toni and Makayla are working on a craft project. Makayla
has 3 yards of ribbon and Toni has 4 yards of ribbon. They cut all the
ribbon into pieces that are 1_4 yard long. How many pieces of ribbon do
© Houghton Mifflin Harcourt Publishing Company

they have? (5.NF.B.7b)

510
 Lesson 8.4
Name
Fraction and Whole-Number Division Number and Operations—
Essential Question How can you divide fractions by solving a related Fractions—5.NF.B.7c
multiplication sentence? Also 5.NF.B.7a, 5.NF.B.7b
MATHEMATICAL PRACTICES
MP3, MP5

Unlock
Unlock the
the Problem
Problem
Three friends share a 1_4 -pound package of beads equally. What
fraction of a pound of beads does each friend get?

Divide. 1_ ÷ 3
4
• Let the rectangle represent 1 pound of beads. Divide the
rectangle into fourths and then divide each fourth into
three equal parts.
1
4
The rectangle is now divided into _ equal parts.

• When you divide one fourth into 3 equal parts, you are finding
one of three equal parts or 1_3 of 1_4 . Shade 1_3 of 1_4 .

The shaded part is _ of the whole rectangle.

1 ÷ 3 = 1_ × 1_ =
_
• Complete the number sentence. 4 3 4 _

So, each friend gets _ of a pound of beads.

Example
Brad has 9 pounds of ground turkey to make turkey burgers for a • Will the number of turkey burgers
picnic. How many 1_3 -pound turkey burgers can he make? be less than or greater than 9?

Divide. 9 ÷ 1_
3
• Draw 9 rectangles to represent each pound of ground turkey.
Divide each rectangle into thirds.
© Houghton Mifflin Harcourt Publishing Company

• When you divide the _ rectangles into thirds, you are

finding the number of thirds in 9 rectangles or

finding 9 groups of _ . There are _ thirds.

• Complete the number sentence. 9 ÷ 1_ = _ × _ = _

3

So, Brad can make _ one-third-pound turkey burgers.

Chapter 8 511
connect You have learned how to use a model and write a
multiplication sentence to solve a division problem.

Examples
A _1 ÷ 2 = 1_ 1 1_ 1_
_ × = B 4 ÷ 1_ = 8 4×2=8
4 8 2 4 8 2

1. Look at Example A. Describe how the model shows that dividing

by 2 is the same as multiplying by 1_2 .

2. Look at Example B. Describe how the model shows that dividing

by 1_2 is the same as multiplying by 2.

When you divide by whole numbers greater than 1, the quotient is always
less than the dividend. For example, the quotient for 6 ÷ 2 is less than 6 and
the quotient for 2 ÷ 3 is less than 2. Learn below how the quotient compares
to the dividend when you divide fractions and whole numbers.

Try This!

For the two expressions below, which will have a quotient that is
greater than its dividend? Explain.
1
_ ÷3 3 ÷ 1_
© Houghton Mifflin Harcourt Publishing Company
2 2

So, when I divide a fraction by a whole number greater than 1, the quotient

is __ the dividend. When I divide a whole number by a

fraction less than 1, the quotient is __ the dividend.

512
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use the model to complete the number Write a related multiplication sentence to solve.
sentence.
1 1
2. _ ÷ 3 3. 7 ÷ _
9 2

1
2÷_=2×
4 _=_ __ __

On
On Your
Your Own
Own
Write a related multiplication sentence to solve.

1 1 1 2
4. _ ÷ 4 5. _ ÷ 12 6. 6 ÷ _ 7. _ ÷ 3
3 4 5 3

__ __ __ __

MATHEMATICAL
8. PRACTICE 3
Describe Relationships Describe how the model shows 1 ÷ 2 = 1_
_
4 8
that dividing by 2 is the same as finding 1_2 of 1_4 .
© Houghton Mifflin Harcourt Publishing Company

9. DEEPER Mrs. Lia has 12 pounds of modeling clay. She divides the
clay into _12 -pound blocks. If Mrs. Lia sets aside 6 of the blocks and gives
the rest to the students in her art class, how many 1_2 -pound blocks of clay
does Mrs. Lia give to her class?

Chapter 8 • Lesson 4 513

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

Unlock
Unlock the
the Problem
Problem

10. SMARTER The slowest mammal is the

three-toed sloth. The top speed of a three-
toed sloth on the ground is about 1_4 foot per
second. The top speed of a giant tortoise on
the ground is about 1_3 foot per second. How
much longer would it take a three-toed
sloth than a giant tortoise to travel 10 feet
on the ground?

a. What do you need to find?

b. What operations will you use to solve the problem?

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

the problem.
A three-toed sloth would travel 10 feet in

_ seconds.
A giant tortoise
WRITEwouldMath
Mtravel 10 feet in

t Show Your Work
_ seconds.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©vasa/Alamy Images
Since _ − _ = _,
it would take a three-toed sloth

_ seconds longer to travel 10 feet.

Personal Math Trainer

11. SMARTER Jamie has a striped fabric that is 5 yards long and a solid fabric that is 4
yards long. She cuts the striped fabric into equal pieces that are 1_4 yard long and the solid
fabric into equal pieces that are 1_3 yard long. How many more pieces of striped fabric does
she have than pieces of solid fabric? Explain how you solved the problem.

514
 Practice and Homework
Lesson 8.4
Fraction and Whole-Number Division
COMMON CORE STANDARD—5.NF.B.7c
Apply and extend previous understandings of
multiplication and division to multiply and
Write a related multiplication sentence to solve. divide fractions.
1
1. 3 ÷ __ 1÷3
2. __ 3. 2 ÷ 1__ 1÷4
4. __
2 5 8 3

3×2=6

5. 5 ÷ 1__ 1÷2
6. __ 1÷6
7. __ 8. 6 ÷ 1__
4 2 4 5

1÷5
9. __ 10. 4 ÷ 1__ 1÷7
11. __ 12. 9 ÷ 1__
5 8 3 2

Problem
Problem Solving
Solving
13. Isaac has a piece of rope that is 5 yards long. 14. Two friends share 1_2 of a pineapple equally.
Into how many 1_2 -yard pieces of rope can Isaac What fraction of a whole pineapple does each
cut the rope? friend get?
© Houghton Mifflin Harcourt Publishing Company

15. WRITE Math Tell whether the quotient is greater than or less than
the dividend when you divide a whole number by a fraction. Explain
your reasoning.

Chapter 8 515
Lesson Check (5.NF.B.7c)
1. Sean divides 8 cups of granola into 1_4 -cup 2. Brandy solved 1_6 ÷ 5 by using a related
servings. How many servings of granola multiplication expression. What multiplication
does he have? expression did she use?

Spiral Review (5.NF.A.2, 5.NF.B.3, 5.NF.B.4a, 5.NF.B.7b)

3. Nine friends share 12 pounds of pecans 4. A scientist has 2_3 liter of solution. He uses
equally. How many pounds of pecans does 1_ of the solution for an experiment. How
2
each friend get? much solution does the scientist use for
the experiment?

5. Naomi needs 2 cups of chopped apples for a 6. Michaela catches 3 fish, which weigh a total of
fruit salad she is making. She only has a 1_4 cup 19 1_2 pounds. One fish weighs 7 5_8 pounds and
measuring cup. How many times will Naomi another weighs 5 3_4 pounds. How much does the © Houghton Mifflin Harcourt Publishing Company
need to fill the measuring cup to get 2 cups third fish weigh?
of apples?

FOR MORE PRACTICE

GO TO THE
516 Personal Math Trainer
 Lesson 8.5
Name
Interpret Division with Fractions Number and Operations—
Essential Question How can you use diagrams, equations, and story Fractions—5.NF.B.7a, 5.NF.B.7b
problems to represent division? Also 5.NF.B.7c
MATHEMATICAL PRACTICES
MP2, MP5

Unlock
Unlock the
the Problem
Problem
Elisa has 6 cups of raisins. She divides the raisins
into 1_4 -cup servings. How many servings does she have? • How many 1__4-cups are in 1 cup?

You can use diagrams, equations, and story problems to

represent division. • How many cups does Elisa have?

Draw a diagram to solve.

• Draw 6 rectangles to represent the cups of raisins. Draw lines to

divide each rectangle into fourths.

• To find 6 ÷ 1_4 , count the total number of fourths in the 6 rectangles.

6÷_=_

So, Elisa has _ servings.

Example 1 Write an equation to solve.

Four friends share 1_4 of a gallon of orange juice. What fraction of a

gallon of orange juice does each friend get?

STEP 1 STEP 2
© Houghton Mifflin Harcourt Publishing Company

Write an equation. Write a related multiplication

equation. Then solve.
1
__ ÷
4 _=n 1
__ ×
4 _=n 1
4
_=n

So, each friend will get _ of a gallon of orange juice.

Chapter 8 517
 Example 2 Write a story problem. Then draw a diagram to solve.

4÷1
__
3

STEP 1 Choose the item you want to divide.

Think: Your problem should be about how many groups

of 1_3 are in 4 wholes.

Possible items: 4 sandwiches, 4 feet of ribbon, 4 apples

STEP 2 Write a story problem to represent 4 ÷ 1_3 using the item you
chose. Describe how it is divided into thirds. Then ask how many
thirds there are.

STEP 3 Draw a diagram to solve.

4÷1
__ =
3 _

Example 3 Write a story problem. Then draw a diagram to solve.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Kraig Scarbinsky/Getty Images
1
__ ÷5
2

STEP 1 Choose the item you want to divide.

Think: Your problem should describe 1_2 of an item that

can be divided into 5 equal parts.

Possible items: 1_2 of a pizza, 1_2 of a yard of rope, 1_2 of a gallon of milk

STEP 2 Write a story problem to represent 1_2 ÷ 5 using the item you
chose. Describe how it is divided into 5 equal parts. Then ask
about the size of each part.

STEP 3 Draw a diagram to solve.

Math MATHEMATICAL PRACTICES 4
1
__ Talk
÷5= Use Diagrams Explain how
2 _ you decided what type of
diagram to draw for your
problem.
518
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1
1. Complete the story problem to represent 3 ÷ _.
4

Carmen has a roll of paper that is _ feet long. She cuts

the paper into pieces that are each _ foot long. How many
pieces of paper does Carmen have?

2. Draw a diagram to represent the problem. 3. Write an equation to represent the problem.
Then solve. Then solve.

April has 6 fruit bars. She cuts the bars into Two friends share 1_4 of a large peach pie. What
halves. How many 1_2 -size bar pieces does fraction of the whole pie does each friend get?
she have?

______
______ ______

On
On Your
Your Own
Own

4. SMARTERWrite an equation to 5. DEEPER Draw a diagram to represent the

represent the problem. Then solve. problem. Then solve.

Benito has 1_3 kilogram of grapes. He Sonya has 5 sandwiches. She cuts each sandwich
divides the grapes equally into 3 bags. into fourths and gives away 6 pieces. How many
What fraction of a kilogram of grapes is 1_
4 -size sandwich pieces does she have now?
in each bag?

______
© Houghton Mifflin Harcourt Publishing Company

______ ______

6.
MATHEMATICAL
PRACTICE 2 Represent a Problem Write a story problem to
1
represent 2 ÷ _. Then solve.
8

Chapter 8 • Lesson 5 519

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

SMARTER Pose a Problem

7. Amy wrote the following problem to represent 4 ÷ 1_6 .

Jacob has a board that is 4 feet long. He cuts the board

into pieces that are each 1_6 foot long. How many pieces
does Jacob have now?

Then Amy drew this diagram to solve her problem.

So, Jacob has 24 pieces.

Write a new problem using a different item to be divided

and different fractional pieces. Then draw a diagram to
solve your problem.
Pose a problem. Draw a diagram to solve your problem.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Compassionate Eye Foundation/Getty Images
WRITE M
t Show Your Work
Math

8. SMARTER Melvin has 1_4 gallon of fruit punch. He shares the punch
equally with each of 2 friends and himself. Which equation represents
the fraction of a gallon of punch that each of the 3 friends will get? Mark
all that apply.

A _1 ÷ 1_ = n C 3 ÷ 1_ = n E _1 ÷ 3 = n
4 3 4 4
B 1
_×1
_=n D 3÷4=n F 3 × 1_ = n
4 3 4

520
 Practice and Homework
Name
Lesson 8.5
Interpret Division with Fractions
COMMON CORE STANDARD—5.NF.B.7a,
5.NF.B.7b Apply and extend previous
understandings of multiplication and division
Write an equation to represent the problem. Then solve. to multiply and divide fractions.
1. Daniel has a piece of wire that is 1_2 yard long. He 2. Vita has a piece of ribbon that is 5 meters long.
cuts the wire into 3 equal pieces. What fraction of She cuts the ribbon into pieces that are each 1_3
a yard is each piece? meter long. How many pieces does she cut?

1 ÷ 3 = n; __
__ 1 × __
1 = n; n = __
1; __
1 yard
2 2 3 6 6

Draw a diagram to represent the problem. Then solve.

3. Leah has 3 muffins. She cuts each muffin 4. Two friends share 1_4 gallon of lemonade equally.
into fourths. How many 1_4 -muffin pieces does What fraction of the gallon of lemonade does
she have? each friend get?

5. WRITE Math Write a story problem to represent 3 ÷ 1_ .

2

6. WRITE Math Write a story problem to represent 1_ ÷ 2.

4
© Houghton Mifflin Harcourt Publishing Company

Problem
Problem Solving
Solving

7. Spencer has 1_3 pound of nuts. He divides the nuts 8. Humma has 3 apples. She slices each apple into
equally into 4 bags. What fraction of a pound of eighths. How many 1_8 -apple slices does she have?
nuts is in each bag?

Chapter 8 521
Lesson Check (5.NF.B.7c)
1. Abigail has 1_2 gallon of orange juice. She divides 2. Write an expression to represent the following
the juice equally into 6 glasses. What equation situation. Riley has a piece of wire that is 4 yards
represents the fraction of a gallon of orange long. He cuts it into pieces that are 1_2 yard long.
juice in each glass? How many pieces of wire does Riley have?

Spiral Review (5.NF.A.1, 5.NF.B.3, 5.NF.B.4a, 5.NF.B.6)

3. Hannah buys 2_3 pound of roast beef. She uses 4. Alex buys 2 1_2 pounds of grapes. He buys
1_ pound to make a sandwich for lunch. How 1 1_4 times as many pounds of apples as grapes.
4
much roast beef does she have left? How many pounds of apples does Alex buy?

5. Maritza’s car has 16 gallons of gas in the tank. 6. Jaime has a board that is 8 feet long. He cuts © Houghton Mifflin Harcourt Publishing Company

She uses 3_4 of the gas. How many gallons of gas the board into three equal pieces. How long
does Maritza use? is each piece?

FOR MORE PRACTICE

GO TO THE
522 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 8 Review/Test Online Assessment
and Intervention

1. A builder has an 8-acre plot divided into 1_4 -acre home sites. How many
1_ -acre home sites are there?
4

There are home sites.

2. For numbers 2a–2e, select True or False for each equation.

2a. 3 ÷ 1_ = __
1 True False
4 12
2b. 7 ÷ 1_ = 14 True False
2
1
2c. _ ÷ 4 = 20 True False
5
2d. _1 ÷ 5 = __
1 True False
2 10
2e. 1_ ÷ 3 = 21 True False
7

3. Twelve pounds of beans are distributed equally into 8 bags to give out at
the food bank. How many pounds of beans are in each bag?

____ pounds
Personal Math Trainer
4. SMARTER Gabriel made 4 small meatloaves. He cut each
meatloaf into fourths. How many 1_4 -size pieces of meatloaf does Gabriel
have? Draw lines in the model to find the answer.

Gabriel has _1 -size pieces of meatloaf.

4

5. Five friends share 3 bags of trail mix equally. What fraction of a bag of
© Houghton Mifflin Harcourt Publishing Company

trail mix does each friend get?

Assessment Options
Chapter Test
Chapter 8 523
6. Landon and Colin bought 1_2 pound of strawberries. They are sharing the

strawberries equally. Each person will receive pound of

strawberries.

7. Choose the numbers to create a story problem that represents 4 ÷ 1_3 .

4
Bill bought 1_ pounds of cheese.
3
4_
3
4
He made grilled cheese sandwiches and used 1
_ pound of cheese
3
in each sandwich.
4_
3
Bill made 12 sandwiches.

8. A giant tortoise can walk about __

1 meter per second on land. A cooter
10
_
1
turtle can walk about 2 meter per second on land.

Part A

How long would it take a giant tortoise to travel 5 meters?

Show your work.

Part B

How much longer would it take a giant tortoise than a cooter turtle to
travel 10 meters on land? Explain how you found your answer.

© Houghton Mifflin Harcourt Publishing Company

524
 Name
9. Camilla has a 1_2 pound of raisins that she will divide evenly into 5 bags.
Shade the diagram to show the fractional part of a pound that will be in
each bag.

10. Mrs. Green wrote the following problem on the whiteboard:

Lisa and Frank shared 3_1 pound of cherries equally. What fractional part
of a pound did each person receive?

Part A

Molly wrote the following equation to solve the problem: 2 ÷ 1_3 = n.

Do you agree with Molly’s equation? Support your answer with
information from the problem.

Part B

Noah drew this diagram to solve the problem.

Can Noah use his diagram to find the fractional
part of a pound of cherries that each person received?
Support your answer with information from the
problem.
© Houghton Mifflin Harcourt Publishing Company

Chapter 8 525
11. Divide. Draw a number line to show your work.

2 ÷ 1_ =
3

12. Zoe has 5 cucumbers she grew in her garden. She wants to share them
equally among 4 of her neighbors. How many cucumbers will each
neighbor receive? Use the numbers on the tiles to complete the number
sentence. You may use a number more than once or not at all.

1 2 3
÷ = _______ = _______

4 5 6

13. Dora buys one package each of 1-pound, 2-pound, and 4-pound
packages of ground beef to make hamburgers.

How many 1_4 -pound hamburgers can she make? Show your work using
words, pictures, or numbers.

© Houghton Mifflin Harcourt Publishing Company

14. Adan has 1_2 quart of milk. If he pours the same amount of milk into

3 glasses, each glass will contain quart of milk.

15. Nine friends share 3 pumpkin pies equally. What fraction of a pumpkin
pie does each friend get?

Each friend will get of a pumpkin pie.

526
 Name
16. Jesse is making a pitcher of fruit smoothies that contains 3 cups of
orange juice. His measuring cup only holds 1_4 cup. How many times will
Jesse need to fill the measuring cup to get the 3 cups of orange juice?

17. Kayleigh has 1_4 -cup of oil. She pours the same amount into each of
2 oil lamps. Which equation represents the fraction of a cup of oil that is
in each oil lamp? Mark all that apply.
1÷1
_ _=n
A 2 4
1×_
_ 1=n
B 4 2
C 2 ÷ 1_ = n
4
D 4÷2=n
1÷2=n
_
E 4
F 2 × 1_ = n
4

18. Brendan made a loaf of bread. He gave equal portions of 1_2 of the loaf
of bread to 6 friends. Which diagram could Brendon use to find the
fraction of the loaf of bread that each friend received? Mark all that
apply.

C
© Houghton Mifflin Harcourt Publishing Company

Chapter 8 527
19. Your teacher gives you the problem 6 ÷ 1_5 .

Part A

Draw a diagram to represent 6 ÷ 1_5 .

Part B

Write a story problem to represent 6 ÷ 1_5 .

Part C

Use a related multiplication expression to solve your story problem.

Show your work.

20. DEEPER Seven friends picked 7 quarts of blueberries. Three of the

friends will share 4 quarts of blueberries equally and the other 4 friends
will share 3 quarts of the blueberries equally. In which group does each
friend get a greater amount of blueberries? Explain your reasoning.

© Houghton Mifflin Harcourt Publishing Company

528
 Critical Area Geometry and
Measurement
CRITICAL AREA Developing understanding of volume
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©NASA

A lunar rover is a surface

exploration vehicle used
on the moon. →

529
 Project
Space Architecture
NASA’s Lunar Architecture Team develops ideas for rovers and space
habitats. A space habitat is made up of modules linked by airlocks. Airlocks
are double doors that allow people to move between the modules without
losing atmosphere.

WRITE Math
Get Started Important Facts
Work with a partner to design a space habitat made up of
3 modules. The Important Facts name some modules that Modules of a Space Habitat
you can choose for your design. Cut out, fold, and tape the • sleeping room • work room
patterns for each of the modules that you have selected, • kitchen • airlock
and for the measuring cube. • exercise room • life-support room
• bathroom (for air and water
Use a formula to find the volume of the measuring cube in supplies)
cubic centimeters. Estimate the volume of each module by
filling it with rice, then pouring the rice into the measuring
cube. Let every cubic centimeter in the measuring cube
represent 32 cubic feet. Determine what the volume of
your space habitat would be in cubic feet.

Connect the modules to complete your space habitat.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©NASA

Completed by

530 Chapters 9–11

 9
Chapter
Algebra: Patterns and
Graphing
Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.

Name

Read and Use a Bar Graph Use the graph Favorite Fruits
to answer the questions. (3.MD.B.3)
12
1. Which fruit received the most votes?

Number of Votes
10
__ 8
6
2. Which fruit received 5 votes? __
4
3. There were __ votes in all. 2
0
Apple Orange Banana Grapes
Extend Patterns Find the missing numbers. Type of Fruit
Then write a description for each pattern. (4.OA.C.5)

4. 0, 5, 10, 15, _ , _ , _ 5. 70, 60, 50, 40, _ , _ , _

description: ___ description: ___

6. 12, 18, 24, 30, _ , _ , _ 7. 150, 200, 250, 300, _ , _ , _

description: ___ description: ___

8. 200, 180, 160, 140, _ , _ , _
5
description: ___

4
Math in the
3
© Houghton Mifflin Harcourt Publishing Company

Graph and connect the map coordinates

to locate the secret documents in the lost
2
briefcase.

(3, 3), (4, 2), (4, 4), (5, 3)

1

0 1 2 3 4 5

Chapter 9 531
 Voca bula ry Builder

Visualize It
Review Words
Use the checked words to complete the tree map.
data
line plot

Preview Words
✓ interval

data ✓ line graph

✓ ordered pair
✓ origin
✓ scale
coordinate grid ✓ x-axis
x-coordinate
✓ y-axis
y-coordinate
Understand Vocabulary
Complete the sentences using the preview words.

1. A graph that uses line segments to show how data changes over time

is called a ___ .

2. The pair of numbers used to locate points on a grid is

an ___ .

3. The point, (0, 0), also called the ___ , is where the
x-axis and the y-axis intersect.

4. On a coordinate grid, the horizontal number line is the ___

and the vertical number line is the ___ .

© Houghton Mifflin Harcourt Publishing Company

5. The first number in an ordered pair is the ___ and

the second number in an ordered pair is the ___ .

6. The difference between the values on the scale of a graph

is an ___.

™Interactive Student Edition

532 ™Multimedia eGlossary
Chapter 9 Vocabulary

coordinate grid data

cuadrícula de coordenadas datos

9 10

interval line graph

intervalo gráfica lineal

31 35

line plot ordered pair

diagrama de puntos par ordenado

36 45

origin scale

origen escala
46 61
 Information collected about people or things,
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A grid formed by a horizontal line called
often to draw conclusions about them the x-axis and a vertical line called the y-axis
Outdoor Temperatures
Example: Time Temp. (in °F) Example: 5
4

y-axis
6:00 am 38° 3
8:00 am 41° 2
10:00 am 49° 1
12:00 pm 59° 0 1 2 3 4 5
2:00 pm 62° x-axis

A graph that uses line segments to show how The difference between one number and
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

data change over time the next on the scale of a graph.
y
Kudzu Vine Growth 36
interval
33
Example: 6
Example: 30
27
length (in feet)

Copper wire (m)

5 24
4 21
3 18
2 15
12
1 (6,9)
9
0 6
Mon. Tues. Wed. Thurs. Fri.
3 x
Day
0 1 2 3 4 5 6 7 8 9 10
Cost (dollars)

A pair of numbers used to locate a point on

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A graph that shows frequency of data

a grid. The first number tells the left-right
along a number line
position and the second y
36
number tells the 33
30 7
up-down position. 27
Example: 7 7
Copper wire (m)

24
21
18 7 7 7 7 7
15
12
Example: 9
6
(6,9)
ordered
pair
1 2 3 4 5 6 7
3 x
0 1 2 3 4 5 6 7 8 9 10 Miles Jogged
Cost (dollars)

A series of numbers placed at fixed distances The point where the two axes of a
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

on a graph to help label the graph coordinate grid intersect; (0, 0)

y
36
33
Example: 30
27 Example: Y
Copper wire (m)

24
21 
scale
18
15  ORIGIN
12
(6,9)
9 
6
3 x
0 1 2 3 4 5 6 7 8 9 10     X
Cost (dollars)
Chapter 9 Vocabulary (continued)

x-axis x-coordinate

eje de la x coordenada x
72 73

y-axis y-coordinate

eje de la y coordenada y
74 75
 The first number in an ordered pair; tells the The horizontal number line on a coordinate
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

distance to move right or left from (0, 0) plane y
36
y
33
36 30
33
Example: Example: 27

Copper wire (m)

30 24
27 21
Copper wire (m)

24 18
21 15
18 12
15 (6,9)
9
12 6
(6,9)
9 3
6 x
3 0 1 2 3 4 5 6 7 8 9 10
x
0 1 2 3 4 5 6 7 8 9 10
Cost (dollars)
Cost (dollars)
x-axis

The second number in an ordered pair; tells

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The vertical number line on a coordinate
the distance to move up or down from (0, 0) plane y
y
36
36 33
33 30
Example: 30
27 Example: 27

Copper wire (m)

24
Copper wire (m)

24 21
21 y-axis
18
18 15
15 12
12 9
(6,9)
(6,9)
9 6
6 3
3 x
x
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
Cost (dollars)
Cost (dollars)
 Going Places with Words Game
Game

Going to
Word Box
coordinate grid
data

the Moon interval

line graph
line plot
v
ordered pair
For 2 players origin
scale
Materials
x-axis
• 1 each: red and blue playing pieces
• 1 number cube x-coordinate
y-axis
How to Play y-coordinate
Image Credits: (bg) ©StockTrek/PhotoDisc/Getty Images; (b) ©Brand X Pictures/Getty Images

1. Each player chooses a playing piece and puts it on START.

2. Toss the number cube to take a turn. Move your playing piece that
many spaces.
3. If you land on these spaces:
Light Green Tell the meaning of the math term or use it in a
sentence. If your answer is correct, jump to the next space with the
same term.
Dark Green Follow the directions in the space.
If there are no directions, stay where you are.

4. The first player to reach FINISH wins.

© Houghton Mifflin Harcourt Publishing Company

Chapter 9 532A
Game
Game

DIRECTIONS Each player puts a playing piece on START. • Toss the number
cube to take a turn. Move your playing piece that many spaces. • If you land
on these spaces: Light Green: Tell the meaning of the math term or use it in a
sentence. If your answer is correct, jump to the next space with the same
term. • Dark Green: Follow the directions in the space. If there are no
directions, stay where you are. • The first player to reach FINISH wins.

FI N IS H
data coordinate grid y-coordinate y-axis

Go
back coordinate
y-axis y-coordinate to grid data

x-coordinate x-axis scale origin

line plot ordered pair origin scale x-axis

Go
back coordinate
line graph interval data grid
to

STA R T
coordinate
© Houghton Mifflin Harcourt Publishing Company

grid data interval line graph

532B
 Game
Game

Go Go
x-coordinate back x-axis scale back
to to

interval line plot ordered pair origin

line graph

ordered
pair line plot line graph interval data

coordinate
x-coordinate y-axis y-coordinate grid

y-coordinate y-axis x-coordinate x-axis

Image Credits: (all) NASA

ordered origin scale

© Houghton Mifflin Harcourt Publishing Company

line plot
pair

Chapter 9 532C
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Explain how the terms x-coordinate, y-coordinate, and ordered pair relate.
• Tell how far the ordered pair (4, 2) is from the origin.
• When would you place data on a line plot? When would you place it on a
line graph? Explain your answer.
• During a rainstorm, you measure the amount of rain every hour for six
hours. Describe a chart with a scale and interval that would be appropriate
for your data.

Image Credits: (bg) ©Eye Candy Images 3/Alamy; (t) ©NASA

© Houghton Mifflin Harcourt Publishing Company

532D
 Lesson 9.1
Name
Line Plots Measurement and Data—5.MD.B.2
Essential Question How can a line plot help you find an average with Also 5.OA.A.1
data given in fractions? MATHEMATICAL PRACTICES
MP1, MP2, MP4

Unlock
Unlock the
the Problem
Problem

Students have measured different amounts of water into

beakers for an experiment. The amount of water in each
beaker is listed below. ✗
✗
1 cup, _
_ 3 cup, 1_ cup, _
1 cup, 1_ cup, _ 1 cup, ✗
4 4 2 4 4 4
✗ ✗
1 cup, _
_ 3 cup, 1_ cup, _
1 cup, 1_ cup, _ 3 cup
4 2 4 4 4 4
1 1 3
4 2 4
If the total amount of water stayed the same, what would
Water Used (in cups)
be the average amount of water in a beaker?

STEP 1 Count the number of cups for each STEP 2 Find the total amount of water in all of
amount. Draw an  for the number the beakers that contain 1_4 cup of water.
of times each amount is recorded to
complete the line plot. There are _ beakers with 1_4 cup of

water. So, there are _ fourths, or

1 : _ __
__ 3:_
1 : _ __ ___, or ___ cups.
4 2 4

STEP 3 Find the total amount of water in all of STEP 4 Find the total amount of water in all of
the beakers that contain 1_2 cup of water. the beakers that contain 3_4 cup of water.

There are _ beakers with 1_2 cup of

water. So, there are _ halves, or

___ , or 1 cup. 3×3

__ = ___ , or ___
4
© Houghton Mifflin Harcourt Publishing Company

STEP 5 Add to find the total amount of water STEP 6 Divide the sum you found in Step 5 by the
in all of the beakers. number of beakers to find the average.

13
__ + 1 + 21
__ = _ 5 ÷12 = ____
4 4

So, the average amount of water in a beaker is _ cup.

Chapter 9 533
Try This!
You can use the order of operations to find the average. Solve the
problem as a series of expressions that use parentheses and brackets
to separate them. Perform operations from inside the parentheses
to the outer brackets.

[ ( 7 × 1_4 ) + ( 2 × 1_2 ) + ( 3 × 3_4 ) ] ÷ 12 Perform the operations inside the parentheses.

[ ___ + + ___ ÷ 12
] Next, perform the operations in the brackets.

÷ 12 Divide.

____ Write the expression as a fraction.

Example
Raine divides three 2-ounce bags of rice into smaller bags.
The first bag is divided into bags weighing 1_6 -ounce each,
the second bag is divided into bags weighing 1_3 -ounce each,
and the third bag is divided into bags weighing 1_2 -ounce each.
Find the number of 1_6 -, 1_3 -, and 1_2 -ounce rice bags.
Then graph the results on the line plot.

STEP 1 Write a title for your line plot. It should describe

what you are counting.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Brand X Pictures/Getty Images
STEP 2 Label 1_6 , 1_3 , and 1_2 on the line plot to show the different amounts
into which the three 2-ounce bags of rice are divided.

STEP 3 Use division to find the number of 1_6 -ounce, 1_3 -ounce,
and 1_2 -ounce bags that were made from the three
original 2-ounce bags of rice.

2÷1
__ 2÷1
__ 2÷1
__
6 3 2
2× = 2× = 2× = 1 1 1
6 3 2

STEP 4 Draw an  above 1_6 , 1_3 , or 1_2 to show the number of

rice bags.
Math MATHEMATICAL PRACTICES 2
Talk
Reason Quantitatively Explain
why there are more 1_6 -ounce
rice bags than _12 -ounce rice bags.

534
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the data to complete the line plot. Then answer the questions.
Liliana needs to buy beads for a necklace. The beads are sold by mass.
She sketches a design to determine what beads are needed, and then
writes down their sizes. The sizes are shown below.
2 g, _
_ 2 g, 4_ g, _
2 g, 1_ g, _ 3 g,
1 g, _
5 5 5 5 5 5 5
4
_ g, 1 _ g, 3
_ g, 2 _ g, 3
_ g, 2
_g
5 5 5 5 5 5 ✗
1. What is the combined mass of the beads
✗
with a mass of 1_5 gram?
✗
Think: There are _ Xs above 1_5 on the 1 2 3 4
5 5 5 5
line plot, so the combined mass of the beads
Mass of Beads (in grams)
is _ fifths, or _ gram.
2. What is the combined 3. What is the combined 4. What is the average
mass of all the beads with mass of all the beads mass of the beads
a mass of 2_5 gram? on the necklace? on the necklace?

__ __ __

On
On Your
Your Own
Own
Use the data to complete the line plot. Then answer the questions.

A breakfast chef used different amounts of milk when

making pancakes, depending on the number of pancakes
ordered. The results are shown below.
1 1 3
1 c, _
_ 3 c, 1_ c, _
1 c, 1_ c, _ 3 c, 1_ c, _
1 c, 1_ c, _
1c 4 2 4
2 4 2 4 2 4 2 4 2 2 Milk in Pancake Orders (in cups)

5. How much milk combined is used in SMARTER

6. What is the
© Houghton Mifflin Harcourt Publishing Company

_1 -cup amounts?
2 _ average amount of milk used for
an order of pancakes? __
7. DEEPER How many more orders
of pancakes used 1_2 cup of milk than MATHEMATICAL
2
1_ cup and 3_ cup of milk combined? 8. PRACTICE Use Reasoning
4 4 Describe an amount you could add
to the data that would make the average increase.

Chapter 9 • Lesson 1 535

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Unlock
Unlock the
the Problem
Problem

9. MATHEMATICAL
PRACTICE 1
Make Sense of Problems For 10 straight days,
Samantha measured the amount of food that her cat Dewey
ate, recording the results, which are shown below. Graph the
results on the line plot. What is the average amount of cat
1 3 1 5 3
food that Dewey ate daily? 4 8 2 8 4
Amount of Cat Food Eaten (in cups)
3 c, 5_ c, _
1 c, _
_ 1 c, 5_ c, _
1 c, 3_ c, _ 5c
1 c, 1_ c, _
2 8 8 2 8 4 4 4 2 8

a. What do you need to know? __________

b. How can you use a line plot to organize the information?

c. What steps could you use to find the average amount of food that Dewey ate daily?

d. Fill in the blanks for the totals of each amount e. Find the total amount of cat food eaten over
measured. 10 days.
1 cup: _
_
4
5 cup: _
_
8
_+_+_+_+
3 cup: _
_ 3 cup: _
_ _=_
8 4
1 cup: _
_ So, the average amount was _.
2

10. SMARTER Maya measured the heights of the

© Houghton Mifflin Harcourt Publishing Company

seedlings she is growing. The heights were 3_4 in., 7_8 in.,
1_ in., 3_ in., 5_ in., 3_ in., 7_ in., 5_ in., 1_ in., and 3_ in. Organize
2 4 8 4 8 8 2 4
the information in a line plot.

What is the average height of the seedlings? _ inch

536
 Practice and Homework
Name
Lesson 9.1
Line Plots
COMMON CORE STANDARD—5.MD.B.2
Represent and interpret data.

Use the data to complete the line plot. Then answer the questions.

A clerk in a health food store makes bags of trail mix. The amount of
trail mix in each bag is listed below.
1
_ lb, 1_ lb, 3_ lb, 1_ lb, 1_ lb, 3_ lb,
4 4 4 2 4 4
3
_ lb, 3_ lb, 1_ lb, 1_ lb, 1_ lb, 1_ lb
4 4 2 4 2 2

1. What is the combined weight of the 1_4 -lb bags? 1 lb

Think: There are four 1_4 -pound bags.

2. What is the combined weight of the 1_2 -lb bags?

1 1 3
4 2 4
3. What is the combined weight of the 3_4 -lb bags? Weight of Trail Mix (in pounds)

4. What is the total weight of the trail mix used in

all the bags?

5. What is the average amount of trail mix in each bag?

Julie uses crystals to make a bracelet. The lengths of the

crystals are shown below.
1
_ in., 5_ in., 3_ in., 1_ in., 3_ in., 1_ in., 3_ in.,
2 8 4 2 8 2 4
3
_ in., 3_ in., 5_ in., 1_ in., 3_ in., 5_ in., 3_ in.
8 4 8 2 8 8 4
3 1 5 3
8 2 8 4
6. What is the combined length of the 1_2 -in. crystals? Lengths of Crystals (in inches)
© Houghton Mifflin Harcourt Publishing Company

7. What is the combined length of the 5_8 -in. crystals?

8. What is the total length of all the crystals in the bracelet?

9. What is the average length of each crystal in the bracelet?

10. WRITE Math Describe the steps you can use to find an average of
fractional amounts.

Chapter 9 537
Lesson Check (5.MD.B.2)
A baker uses different amounts of salt when she 1. Based on the line plot, how many recipes call
bakes loaves of bread, depending on which recipe for more than 1_4 tsp of salt?
she is following. The amount of salt called for in
each recipe is shown on the line plot.

✗ ✗ ✗
✗ ✗ ✗
✗ ✗ ✗ ✗ 2. What is the average amount of salt called
✗ ✗ ✗ ✗ for in each recipe?

1 1 3 1
8 4 8 2
Amount of Salt (in teaspoons)

Spiral Review (5.NBT.A.4, 5.NF.A.1, 5.NF.B.4a, 5.NF.B.7c)

3. Ramona had 8 3_8 in. of ribbon. She used 4. Ben bought 1_2 pound of cheese for
2 1_2 in. for an art project. How many inches of 3 sandwiches. If he puts the same amount of
ribbon does she have left? Find the difference cheese on each sandwich, how much cheese
in simplest form. will each sandwich have?

5. What is 92.583 rounded to the nearest tenth? 6. In Yoshi’s garden, 3_4 of the flowers are tulips.
Of the tulips, 2_3 are yellow. What fraction of the
flowers in Yoshi’s garden are yellow tulips? © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
538 Personal Math Trainer
 Lesson 9.2
Name
Ordered Pairs Geometry—5.G.A.1
Essential Question How can you identify and plot points
on a coordinate grid? MATHEMATICAL PRACTICES
MP4, MP6
connect Locating a point on a coordinate grid is similar to
describing directions using North-South and West-East. The
horizontal number line on the grid is the x-axis. The vertical
number line on the grid is the y-axis.

Each point on the coordinate grid can be described by an

ordered pair of numbers. The x-coordinate is the first number in
the ordered pair. It is the horizontal location, or the distance the
point is from 0 in the direction of the x-axis. The y-coordinate is the
second number in the ordered pair. It is the vertical location, or the
distance the point is from 0 in the direction of the y-axis.

( x, y )

x-coordinate y-coordinate

The x-axis and the y-axis intersect at the point (0, 0), called the origin.

Unlock
Unlock the
the Problem
Problem
Write the ordered pairs for the locations
of the arena and the aquarium. 10 N
Locate the point for which you want to write an ordered pair. 9 W E
8 S
Look below at the x-axis to identify the point’s horizontal 7
y-axis

distance from 0, which is its x-coordinate. 6

5 aquarium
Look to the left at the y-axis to identify the point’s vertical
4
distance from 0, which is its y-coordinate.
3 arena
So, the ordered pair for the arena is (3, 2) and 2
the ordered pair for the aquarium 1
0 1 2 3 4 5 6 7 8 9 10
is (_ , _). x-axis
© Houghton Mifflin Harcourt Publishing Company

• Describe the path you would take to get from the origin to Math MATHEMATICAL PRACTICES 4
the aquarium, using horizontal, then vertical movements. Talk
Use Graphs Use the x- and
y-coordinates to describe the
distance of the point (3, 2)
from the x- and y-axes.

Chapter 9 539
 Example 1 Use the graph.

A point on a coordinate grid can be labeled with

an ordered pair, a letter, or both. 10
A Plot the point (5, 7) and label it J. 9
8
From the origin, move right 5 units and then
7 J (5, 7)
up 7 units.

y-axis
6
Plot and label the point.
5
B Plot the point (8, 0) and label it S. 4
3
From the origin, move right _ units and
2
then up _ units. 1
Plot and label the point.
0 1 2 3 4 5 6 7 8 9 10
x-axis

Example 2 Find the distance between two points.

You can find the distance between two points when

the points are along the same horizontal or vertical line. 10
B (9, 9)
9
• Draw a line segment to connect point A and point B.
8
• Count vertical units between the two points. 7
y-axis

6
There are _ units between points A and B.
5
1. Points A and B form a vertical line segment and 4
A (9, 3)
have the same x-coordinates. How can you use 3
subtraction to find the distance between the points? 2
1

0 1 2 3 4 5 6 7 8 9 10
x-axis
© Houghton Mifflin Harcourt Publishing Company

2. Graph the points (3, 2) and (5, 2). Explain how you can
use subtraction to find the horizontal distance between
these two points.

540
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use Coordinate Grid A to write an ordered pair Coordinate Grid A

for the given point.
10
1. C __ 2. D __ E
9
3. E __ 4. F __ 8
B
7
6

y-axis
Plot and label the points on Coordinate Grid A. F
5
5. M (0, 9) 6. H (8, 6) 4
C
3
7. K (10, 4) 8. T (4, 5) 2
1
9. W (5, 10) 10. R (1, 3) D
0 1 2 3 4 5 6 7 8 9 10
x-axis

On
On Your
Your Own
Own
Use Coordinate Grid B to write an ordered pair
for the given point. Coordinate Grid B

11. G __ 12. H __ 10
H
9
13. I __ 14. J __
8
I
15. K __ 16. L __ 7
6
y-axis

J
Plot and label the points on Coordinate Grid B. 5 G
4
17. W (8, 2) 18. E (0, 4) K
3
L
19. X (2, 9) 20. B (3, 4) 2
1
21. R (4, 0) 22. F (7, 6)
© Houghton Mifflin Harcourt Publishing Company

0 1 2 3 4 5 6 7 8 9 10
23. T (5, 7) 24. A (7, 1) x-axis

25. WRITE Math Explain how to find the distance between point F and point A.

Chapter 9 • Lesson 2 541

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Map of New York City
Nathan and his friends are planning a trip to
New York City. Use the map for 26–30. Each unit
10
represents 1 city block. Bryant
9
Park
26. What ordered pair gives the location of Bryant 8
Park? NY Public
7
Library
6

y-axis
5
27.
MATHEMATICAL
4
Use Graphs The Empire State
B
PRACTICE 4
Building is located 5 blocks right and 1 block 3
up from (0, 0). Write the ordered pair for this 2 Madison
location. Plot and label a point for the Empire Square
1 Garden
State Building.
0 1 2 3 4 5 6 7 8 9 10
x-axis
28. SMARTER What’s the Error? Nathan says that Madison Square Garden
is located at (0, 3) on the map. Is his ordered pair correct? Explain.

29. DEEPER Paulo walks from point B to Bryant Park. Raul walks from
point B to Madison Square Garden. If they only walk along the grid
lines, who walks farther? Explain.

Personal Math Trainer

30. SMARTER Look at the map of New York City above. Suppose
a subway station is located at (6, 5). Which of the following accurately
describes the location of the subway station? Mark all that apply.

A The station is 2 blocks right and 3 blocks down from Bryant Park.
© Houghton Mifflin Harcourt Publishing Company

B The station is 4 blocks right and 1 block down from point B.

C The station is 1 block right and 3 blocks down from the library.

D The station is 5 blocks right and 3 blocks up from Madison

Square Garden.

542
 Practice and Homework
Name
Lesson 9.2
Ordered Pairs
Use Coordinate Grid A to write an ordered pair COMMON CORE STANDARD—5.G.A.1
Graph points on the coordinate plane to solve
for the given point. real-world and mathematical problems.

1. A (2, 3) 2. B Coordinate Grid A

10
9
C
8
3. C 4. D 7
B

y-axis
6
F
5
4 E
A D
5. E 6. F 3
2
1
0 1 2 3 4 5 6 7 8 9 10
Plot and label the points on Coordinate Grid B. x-axis
Coordinate Grid B
7. N (7, 3) 8. R (0, 4)
10
9
8
9. O (8, 7) 10. M (2, 1) 7
y-axis
6
5
4
3
11. P (5, 6) 12. Q (1, 5) 2
1
0 1 2 3 4 5 6 7 8 9 10
x-axis
Problem
Problem Solving
Solving

Use the map for 13–14. Port Charlotte

13. Which building is located at (5, 6)? 10

9
Kip’s Pizza bank
____ 8
© Houghton Mifflin Harcourt Publishing Company

7
Price Slicer Mart
y-axis

6
14. What is the distance between Kip’s Pizza and the bank? 5
Post office
4
School
____ 3
2
1
15. WRITE Math What is a situation in which you
0 1 2 3 4 5 6 7 8 9 10
might locate points on a coordinate grid? x-axis

____

Chapter 9 543
Lesson Check (5.G.A.1)
1. What ordered pair describes the location of
10
the playground?
9
Library
8
7
Home
y-axis

6
5
4
3 2. What is the distance between the school and
2 the library?
School
1 Playground
0 1 2 3 4 5 6 7 8 9 10
x-axis

Spiral Review (5.NBT.A.1, 5.NBT.B.5, 5.NBT.B.6)

3. What is the value of the underlined digit? 4. Andrew charges $18 for each lawn he mows.
Suppose he mows 17 lawns per month. How
45,769,331
much money will Andrew make per month?

5. Harlow can bicycle at a rate of 18 miles per 6. Molly uses 192 beads to make a bracelet and
hour. How many hours would it take him to a necklace. It takes 5 times as many beads
bicycle a stretch of road that is 450 miles long? to make a necklace as it does to make a
bracelet. How many beads are used to make
the necklace?

FOR MORE PRACTICE

GO TO THE
544 Personal Math Trainer
 Lesson 9.3
Name
Graph Data Geometry—
Essential Question How can you use a coordinate grid to display 5.G.A.2
data collected in an experiment? MATHEMATICAL PRACTICES
MP3, MP4, MP8

Hands
Investigate
Investigate On

Water Temperature
Materials ■ paper cup ■ water ■ Fahrenheit thermometer
■ ice cubes ■ stopwatch Time Temperature
(in seconds) (in 8F)
When data is collected, it can be organized in a table.
0

A. Fill the paper cup more than halfway with room- 10

temperature water.
20

30
B. Place the Fahrenheit thermometer in the water and find
its beginning temperature before adding any ice. Record this 40
temperature in the table at 0 seconds.
50

C. Place three cubes of ice in the water and start the 60

stopwatch. Find the temperature every 10 seconds
for 60 seconds. Record the temperatures in the table.
© Houghton Mifflin Harcourt Publishing Company

Chapter 9 545
 Draw Conclusions
1. Explain why you would record the beginning temperature
at 0 seconds.

2. Describe what happens to the temperature of the water in

60 seconds, during the experiment.

MATHEMATICAL
3. PRACTICE 8 Draw Conclusions Analyze your observations of the
temperature of the water during the 60 seconds, and explain what you
think would happen to the temperature if the experiment continued
for 60 seconds longer.

Hands
On
Make
Make Connections
Connections
Water Temperature
You can use a coordinate grid to graph and analyze
the data you collected in the experiment.
75
70
STEP 1 Write the related pairs of data as ordered pairs.
65
(0, _ ) (20, _ ) (40, _ ) 60
55
Temperature (in 8F)

(10, _ ) (30, _ ) (50, _ ) 50

(60, _ ) 45
y-axis

40
35
STEP 2 Construct a coordinate grid and write a title 30
for it. Label each axis.
© Houghton Mifflin Harcourt Publishing Company

25
20
STEP 3 Plot a point for each ordered pair. 15
10
Math MATHEMATICAL PRACTICES 4
5
Talk 0 10 20 30 40 50 60
Use Graphs What is the ordered
pair that you recorded for the x-axis
data at 10 seconds? Explain what Time (in seconds)
each coordinate represents.

546
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

For items 1–3, graph the data on the coordinate grid.

1. Write the ordered pairs for each point. Ryan’s Height
Age (in years) 1 2 3 4 5
Height (in inches) 30 35 38 41 44
2. What does the ordered pair (3, 38) tell you about
Ryan’s age and height? Ryan’s Height

60

50

Height (in inches)

3. Why would the point (6, 42) be nonsense?
40

y-axis
30

20

10

0 1 2 3 4 5 6 7 8 9
x-axis
Age (in years)

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

4. SMARTER
The table shows the depth of the Dakota River at
Dakota River
different times during a rainstorm.
Time (hours) 1 2 3 4 5
Graph the ordered pairs from the tiles on the coordinate grid. Depth (feet) 7 8 10 12 15

(1, 7)
River Depth
y
16
© Houghton Mifflin Harcourt Publishing Company

(2, 8)
14
Depth (feet)

12
10
8 (3, 10)
6
4
2 x (4, 12)
0 1 2 3 4 5 6 7 8
Time (hours)
(5, 15)

Chapter 9 • Lesson 3 547

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER What’s the Error? Miniature Car’s Speed

5. Mary places a miniature car onto a track with Distance Speed
(in feet) (in miles per hour)
launchers. The speed of the car is recorded every
foot. Some of the data is shown in the table. Mary 0 0
graphs the data on the coordinate grid below. 1 4
2 8
3 6
4 3

Look at Mary’s graphed data. Graph the data and correct the
Find her error. error.

Miniature Car’s Speed Miniature Car’s Speed

10 10
Speed (in miles per hour)
Speed (in miles per hour)

8 8

6 6

4 4

2 2

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8
Distance (in feet) Distance (in feet)

MATHEMATICAL
6. PRACTICE 3 Verify the Reasoning of Others Describe the error Mary made.
© Houghton Mifflin Harcourt Publishing Company

7. DEEPER At what distance do you think the car will stop? Explain and write the ordered pair.

548
 Practice and Homework
Name
Lesson 9.3
Graph Data
COMMON CORE STANDARD—5.G.A.2
Graph points on the coordinate plane to solve
real-world and mathematical problems.
Graph the data on the coordinate grid.
1. Outdoor Temperature
Outdoor Temperature
Hour 1 3 5 7 9 y
80
Temperature (°F) 61 65 71 75 77

Temperature (°F)
70
a. Write the ordered pairs for each point. 60
50
40
30
20
b. How would the ordered pairs be different if the
outdoor temperature were recorded every hour 10
x
for 4 consecutive hours?
0 1 2 3 4 5 6 7 8 9 10
Time (hours)

Problem
Problem Solving
Solving

2. Windows Repaired
y
Day 1 2 3 4 5
Total Number Repaired 14 30 45 63 79

a. Write the ordered pairs for each point.

© Houghton Mifflin Harcourt Publishing Company

b. What does the ordered pair (2, 30) tell you about
the number of windows repaired? x

Chapter 9 549
 TEST
Lesson Check (5.G.A.2) PREP
Amount of Dog Food 1. About how many weeks did it take for the dog to
Consumed consume 45 pounds of food?
y
80
Amount of Dog Food

70
Consumed (Ib)

60
50
40 2. By the end of Week 8, how much food had the
30 dog consumed?
20
10 x
0 1 2 3 4 5 6 7 8 9 10
Weeks

Spiral Review (5.OA.A.2, 5.NBT.B.6, 5.NF.A.2)

3. A restaurant chain ordered 3,940 pounds of rice 4. The population of Linton is 12 times as great
in 20-pound bags. About how many 20-pound as the population of Ellmore. The combined
bags of rice did the chain order? population of both towns is 9,646 people. What
is the population of Linton?

5. Timothy needs 1_2 cup of bread crumbs 6. Jessie bought 3 T-shirts for $6 each and
for a casserole and 1_3 cup of bread crumbs for 4 T-shirts for $5 each. What expression can you
the topping. How many cups of bread crumbs use to describe what Jessie bought?
© Houghton Mifflin Harcourt Publishing Company

does Timothy need?

FOR MORE PRACTICE

GO TO THE
550 Personal Math Trainer
 Lesson 9.4
Name
Line Graphs Geometry—
Essential Question How can you use a line graph to display 5.G.A.2
and analyze real-world data? MATHEMATICAL PRACTICES
MP4, MP6

Unlock
Unlock the
the Problem
Problem
A line graph is a graph that uses line segments to show how data changes
over time. The series of numbers placed at fixed distances that label
the graph are the graph’s scale. The interval, or difference between one
number and the next on the scale, should be equal.

Graph the data. Use the graph to determine • Write related number pairs of data
the times between which the greatest as ordered pairs.
temperature change occurred.
1:00, _
(_ 51 ) (_ , _)
Recorded Temperatures
(_ , _) (_ , _)
Time (A.M.) 1:00 2:00 3:00 4:00 5:00 6:00 7:00
(_ , _) (_ , _)
Temperature (in °F) 51 49 47 44 45 44 46

(_ , _)

STEP 1 For the vertical axis, choose a scale and

an interval that are appropriate for the Recorded Temperatures
data. You can show a break in the scale
between 0 and 40, since there are no 54
temperatures between 0ºF and 44ºF. 52
Temperature (in °F)

50
STEP 2 For the horizontal axis, write the times 48
of day. Write a title for the graph and 46
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) Guy Jarvis

name each axis. Then graph the ordered 44

42
pairs. Complete the graph by connecting
40
the points with line segments.
0
1:00 2:00 3:00 4:00 5:00 6:00 7:00
Time (A.M.)

Look at each line segment in the graph. Find the

line segment that shows the greatest change in
temperature between two consecutive points.

The greatest temperature change occurred between __ and __.

Chapter 9 551
Try This! Jill used a rain gauge to collect data on the total rainfall
during 6 days at her home in Miami. She read the amount of rain
collected in the rain gauge each day and did not pour it out. Her data
is shown in the table. Make a line graph to display Jill’s data.

STEP 1 Write related pairs of data as ordered pairs.

Rainfall Collected
Mon , _
(_ 2 ) (_ , _) (_ , _) Day Rainfall
(in inches)
(_ , _) (_ , _) (_ , _) Mon 2
Tue 2
STEP 2 Choose a scale and an interval for the data.
Wed 3

STEP 3 Label the horizontal and vertical axes. Write a title for the Thu 6
graph. Graph the ordered pairs. Connect the points with Fri 8
line segments.
Sat 9

Math MATHEMATICAL PRACTICES 4

Talk
Model Mathematics How
could you use the graph to
identify the two readings
between which it did not
rain?

Use the graph to answer the questions.

© Houghton Mifflin Harcourt Publishing Company

1. On which day was the total rainfall recorded the greatest?

2. On which day did Jill record the greatest increase in rainfall

collected from the previous day?

552
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the table at the right for 1–3. Average Monthly Temperature
in Tupelo, Mississippi
1. What scale and interval would be
appropriate to make a graph of the data? Month Jan Feb Mar Apr May
Temperature (in °F) 40 44 54 62 70

2. Write the related pairs as ordered pairs.

3. Make a line graph of the data.

4. Use the graph to determine between which

two months the least change in average
temperature occurs.

On
On Your
Your Own
Own Plant Height
Use the table at the right for 5–7. Month 1 2 3 4

5. Write the related number pairs for the plant Height (in inches) 20 25 29 32
height as ordered pairs.

6. What scale and interval would be appropriate to

make a graph of the data?

7. Make a line graph of the data.

8. DEEPER
© Houghton Mifflin Harcourt Publishing Company

Use the graph to find between which

two months the plant grew the most? the least?

9. SMARTER Use the graph to

estimate the height at 1 1_2 months.

Chapter 9 • Lesson 4 553

 Evaporation changes water on Earth’s surface into water vapor. Water
vapor condenses in the atmosphere and returns to the surface as
precipitation. This process is called the water cycle. The ocean is an
important part of this cycle. It influences the average temperature and
precipitation of a place.

The overlay graph below uses two vertical scales to show monthly
average precipitation and temperatures for Redding, California.

Use the graph for 10–11.

Redding, California
10.
MATHEMATICAL
PRACTICE 4 Use Graphs Explain how
8 80

Precipitation (in inches)

the overlay graph helps you relate

Temperature (in °F)

7 70
precipitation and temperature for each 6 60
month. 5 50
4 40
3 30
2 20
1 10
0 0
Jan Feb Mar Apr May
11. DEEPER Describe how the average Month
temperature changes in the first 5 months Key: Precipitation Temperature
of the year. Describe the relationship
between the average temperature and the
amount of precipitation.

12. SMARTERThe line graph shows the amount of snowfall Accumulated Snowfall

over several days. 10

9
Snow level (in feet)

8
For 12a–12c, select True or False for each statement. 7
6
5
12a. There was no change in the amount
© Houghton Mifflin Harcourt Publishing Company

True False 4
3
of snow from Day 2 to Day 3. 2
1
0
1 2 3 4 5 6 7
12b. The greatest increase in the amount True False Day

of snow between consecutive days

occurred from Day 4 to Day 5.

12c. From Day 1 to Day 6, the amount of True False

snow increased from 1 foot to 8 feet.

554
 Practice and Homework
Name
Lesson 9.4
Line Graphs
COMMON CORE STANDARD—5.G.A.2
Use the table for 1–5. Graph points on the coordinate plane to solve
real-world and mathematical problems.
Hourly Temperature
Time 10 A.M. 11 A.M. 12 noon 1 P.M. 2 P.M. 3 P.M. 4 P.M.
Temperature (˚F) 8 11 16 27 31 38 41

1. Write the related number pairs for the hourly temperature

as ordered pairs.

(10, 8);
_____ _____

__________

2. What scale would be appropriate to graph

the data?

_____

3. What interval would be appropriate to graph

the data?

_____

4. Make a line graph of the data.

_____

5. Use the graph to find the difference in temperature

between 11 a.m. and 1 p.m.

_____

Problem
Problem Solving
© Houghton Mifflin Harcourt Publishing Company

Solving

6. Between which two hours did the least change in 7. What was the change in temperature between
temperature occur? 12 noon and 4 p.m.?

_______

_______

_______ _______

Chapter 9 555
Lesson Check (5.G.A.2)
Weekly Height of Plant 1. About how many centimeters did the plant
y grow in the first three weeks?
130
120
110
100
90
Height (in cm)

80
70
60 2. Between which two weeks did the plant grow
50 the least?
40
30
20
10

0 1 2 3 4 5 6 x
Week

Spiral Review (5.OA.A.2, 5.NBT.B.6, 5.NF.B.6, 5.NF.B.7c)

3. Write an expression using the Distributive 4. Lexi needs to buy 105 vases for a party. Each
Property to find the product of 7 3 63. package has 6 vases. How many packages
should Lexi buy?

5. A student athlete runs 3 1_3 miles in 30 minutes. 6. A recipe for salad dressing calls for 1_4 cup of
A professional runner can run 1 1_4 times as far vinegar. You have 4 cups of vinegar. How many
in 30 minutes. How far can the professional batches of salad dressing could you make with
© Houghton Mifflin Harcourt Publishing Company

runner run in 30 minutes? the vinegar?

FOR MORE PRACTICE

GO TO THE
556 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Vocabulary
Vocabulary Vocabulary
line graph
Choose the best term from the box.
line plot
1. The ___ is the horizontal number line on x-axis
the coordinate grid. (p. 539)
y-axis
2. A ___ is a graph that uses line segments
to show how data changes over time. (p. 551)

Concepts
Concepts and
and Skills
Skills
Use the line plot at the right for 3–5. (5.MD.B.2) ✗
✗ ✗ ✗
3. How many kittens weigh at least 3_8 of a pound? ✗ ✗ ✗ ✗
________ ✗ ✗ ✗ ✗
1 3 1 5
4. What is the combined weight of all the kittens? 4 8 2 8

________ Weights of Kittens in the

Animal Shelter (lb)
5. DEEPER What is the average weight of the kittens in the shelter?

________

Use the coordinate grid at the right for 6–13. (5.G.A.1)

Write an ordered pair for the given point. 8

6. A __ 7. B __ 7
A
6
8. C __ 9. D __ 5
C
© Houghton Mifflin Harcourt Publishing Company

4
D
3
Plot and label the point on the coordinate grid. B
2
10. E (6, 2) 11. F (5, 0) 1

0 1 2 3 4 5 6 7 8
12. G (3, 4) 13. H (3, 1)

Chapter 9 557
14. Jane drew a point that was 1 unit to the right of the y-axis and 7 units
above the x-axis. What is the ordered pair for this location? (5.G.A.1)

15. The graph below shows the amount of snowfall in a 6-hour period.
Total Amount of Snow

12
Amount of Snow
(in inches)

0 1 2 3 4 5 6
Hours
Between which hours did the least amount of snow fall? (5.G.A.2)

16. Joy recorded the distances she walked each day for five days. How
far did she walk in 5 days? (5.MD.B.2)

✗
✗
✗ ✗ ✗
1 1 2
3 2 3
© Houghton Mifflin Harcourt Publishing Company

Distance Walked Each Day

(in miles)

558
 Lesson 9.5
Name
Numerical Patterns Operations and Algebraic
Essential Question How can you identify a relationship between Thinking—5.OA.B.3
two numerical patterns? MATHEMATICAL PRACTICES
MP6, MP7, MP8

Unlock
Unlock the
the Problem
Problem
On the first week of school, Joel purchases 2 movies and
6 songs from his favorite media website. If he purchases • How many movies does Joel
purchase each week?
the same number of movies and songs each week, how does the
number of songs purchased compare to the number of movies
purchased from one week to the next? • How many songs does Joel
purchase each week?
STEP 1 Use the two rules given in the problem to generate the
first 4 terms in the sequence for the number of movies
and the sequence for number of songs.

• The sequence for the number of movies each week is:

+2 +2 +2

2, , , , ...
• The sequence for the number of songs each week is:

+6 +6 +6

6, , , , ...
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©image source/Getty Images

STEP 2 Write number pairs that relate the number of movies

to the number of songs.

Week 1: __ 2, 6 Week 2: __

Week 3: __ Week 4: __

STEP 3 For each number pair, compare the number of movies to the
number of songs. Write a rule to describe this relationship.

Think: For each related number pair, the second number is _

times as great as the first number.

Rule: _____

So, from one week to the next, the number of songs Joel purchased

is _ times as many as the number of movies purchased.

Chapter 9 559
 Example
When Alice completes each level in her favorite video game, she wins 3 extra lives
and 6 gold coins. What rule can you write to relate the number of gold coins to the
number of extra lives she has won at any level? How many extra lives will Alice
have won after she completes 8 levels?

Level 0 1 2 3 4 ... 8

Add _. Extra Lives 0 3 6 9 12 ... Multiply by _ or

Add _. Gold Coins 0 6 12 18 24 ... 48 divide by _.

STEP 1 To the left of the table, complete the rule for how you could find
the number of extra lives won from one level to the next.

difference between consecutive terms

0, 3, 6, 9, 12
From one level to the next, Alice wins _ more extra lives.

STEP 2 To the left of the table, complete the rule for how you could find
the number of gold coins won from one level to the next.

difference between consecutive terms

0, 6, 12, 18, 24
From one level to the next, Alice wins _ more gold coins.

STEP 3 Write number pairs that relate the number of gold coins
to the number of extra lives won at each level.

Level 1: _ 6, 3 Level 2: _

Level 3: _ Level 4: _

STEP 4 Complete the rule to the right of the table that describes
© Houghton Mifflin Harcourt Publishing Company

how the number pairs are related. Use your rule to find
the number of extra lives at level 8.
Math MATHEMATICAL PRACTICES 7
Think: For each level, the number of extra lives is _ as Talk
great as the number of gold coins.
Identify Relationships How
would your rule change if you
Rule:_____ were relating extra lives to
gold coins instead of gold coins
to extra lives?
So, after 8 levels, Alice will have won _ extra lives.

560
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the given rules to complete each sequence. Then, complete the
rule that describes how nickels are related to dimes.

1.
Number of coins 1 2 3 4 5

Add 5. Nickels (¢) 5 10 15 20

Multiply by _ .
Add 10. Dimes (¢) 10 20 30 40

Complete the rule that describes how one sequence is related to the
other. Use the rule to find the unknown term.

2. Multiply the number of books by _ 3. Divide the weight of the bag by _

to find the amount spent. to find the number of marbles.

Day 1 2 3 4 ... 8 Bags 1 2 3 4 ... 12

Number Number of
3 6 9 12 ... 24 10 20 30 40 ...
of Books Marbles
Amount Weight of
12 24 36 48 ... 30 60 90 120 ... 360
Spent ($) Bag (grams)

On
On Your
Your Own
Own
Complete the rule that describes how one sequence is related to the
other. Use the rule to find the unknown term.

4. Multiply the number of eggs by _ 5. Divide the number of meters by _

to find the number of muffins. to find the number of laps.

Batches 1 2 3 4 ... 9 Runners 1 2 3 4

Number
2 4 6 8 ... 18 Number of Laps 4 8 12
of Eggs
© Houghton Mifflin Harcourt Publishing Company

Muffins 12 24 36 48 ... Number of Meters 1,600 3,200 4,800 6,400

MATHEMATICAL
6. PRACTICE 6
Make Connections Suppose the number of eggs used in
Exercise 4 is changed to 3 eggs for each batch of 12 muffins, and 48 eggs
are used. How many batches and how many muffins will be made?

Chapter 9 • Lesson 5 561

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4& MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
DEEPER
WRITE Math
t Show Your Work
7. Emily has a road map with a key that shows every
inch on the map equals 5 miles of actual distance. She will drive
on two roads to get to the beach. One road is 7 inches long on
the map. The other road is 5 inches long. What is the actual
distance Emily will drive to the beach? Write the rule you used to
find the actual distance.

MATHEMATICAL
8. PRACTICE 7 Identify Relationships To make a shade of
lavender paint, Jon mixes 4 ounces of red tint and 28 ounces
of blue tint into one gallon of white paint. If 20 gallons of white
paint and 80 ounces of red tint are used, how much blue tint
should be added? Write a rule that you can use to find the
amount of blue tint needed.

9. SMARTER In the cafeteria, tables are arranged in groups

of 4, with each table seating 8 students. How many students can
sit at 10 groups of tables? Write the rule you used to find the
number of students.

10. SMARTER Jessie made a table to show how many miles the runners ran.

Day 1 2 3 4 5
© Houghton Mifflin Harcourt Publishing Company

Number of Runners 4 8 12 16 20
Number of Miles 12 24 36 48 ?

For 10a–10b, choose the correct values to describe how

one sequence is related to the other.
54
10a. The unknown number in Day 5 is 56 .
60 multiply by 3
10b. The rule that relates the number of miles to the number of runners is add 10 .
multiply by 5
562
 PROBLEM SOLVING
Name
Lesson 9.5
Numerical Patterns
COMMON CORE STANDARD—5.OA.B.3
Analyze patterns and relationships.
Complete the rule that describes how one sequence is related to the
other. Use the rule to find the unknown term.

1. Multiply the number of laps by _

50 to 2. Multiply the number of pounds by _ to
find the number of yards. find total cost.

Think: The number of yards is

50 times the number of laps.

Swimmers 1 2 3 4 Boxes 1 2 3 4 6
Number of Number
4 8 12 16 3 6 9 12 18
Laps of Pounds
Number of 800
200 400 600 Total Cost ($) 12 24 36 48
Yards

3. Multiply the number of hours by _ to find 4. Multiply the number of hours by _ to find
the number of miles. the amount earned.

Cars 1 2 3 4 Days 1 2 3 4 7
Number Number
2 4 6 8 8 16 24 32 56
of Hours of Hours
Number Amount
130 260 390 96 192 288 384
of Miles Earned ($)

Problem
Problem Solving
Solving
5. A map’s key shows that every of 5 inches on the 6. To make each costume, Rachel uses 6 yards of
map represents 200 miles of actual distance. material and 3 yards of trim. Suppose she uses
Suppose the distance between two cities on a total of 48 yards of material to make several
the map is 7 inches. What is the actual distance costumes. How many yards of trim does she use?
between the two cities? Write the rule you used Write the rule you used to find the number of
to find the actual distance. yards of trim.
© Houghton Mifflin Harcourt Publishing Company

______ ______

______ ______

______ ______

______ ______

7. WRITE Math Give an example using the subject of time to describe how two
number patterns are related. ______

Chapter 9 563
Lesson Check (5.OA.B.3)
Use the table below to answer questions 1. What rule could you write that relates Sequence 2
1 and 2. to Sequence 1?

Term
1 2 3 4 ... 6
Number
Sequence 1 4 8 12 16 ... 24
Sequence 2 12 24 36 48 ... ?
2. What is the unknown number in Sequence 2?

Spiral Review (5.OA.A.1, 5.NBT.A.1, 5.NF.A.2, 5.NF.B.3)

3. What is the value of the following expression? 4. What is the value of the digit 9 in the
number 597,184?
40 − (3 1 2) 3 6

5. What is the best estimate for the sum 6. Terry uses 3 cups of pumpkin seeds to decorate
of 3_8 and __
1?
12
the tops of 12 loaves of bread. She puts an equal
amount of seeds on each loaf. How many cups
© Houghton Mifflin Harcourt Publishing Company

of pumpkin seeds does she put on each loaf

of bread?

FOR MORE PRACTICE

GO TO THE
564 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 9.6
Problem Solving • Find a Rule
Essential Question How can you use the strategy solve a simpler Operations and Algebraic
problem to help you solve a problem with patterns? Thinking—5.OA.B.3
MATHEMATICAL PRACTICES
MP4, MP6, MP7

Unlock
Unlock the
the Problem
Problem
On an archaeological dig, Gabriel separates his dig site 15 sq ft
into sections with areas of 15 square feet each. There
are 3 archaeological members digging in every section.
What is the area of the dig site if 21 members are
digging at one time?

Read the Problem

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

I need to find the I can use the area of I will use the information to
each section, which is search for patterns to solve
____
___, that a __ problem.
____
there are _ members in
_____. each section, and that there are
21 members digging.

Solve the Problem

Possible Rules:

• Multiply the number of

Sections 1 2 3 4 5 6 7
sections by _ to find
Number of Multiply by _. the number of members.
Add 3. 3 6 9 12 15 18 21
Members
Area Multiply by _. • Multiply the number of
Add 15. (in square 15 30 45 60 75 90
© Houghton Mifflin Harcourt Publishing Company

feet)
members by _ to find the
total area. Complete the table.
So, the area of the dig site if 21 members
Math MATHEMATICAL PRACTICES 6
are digging is _ square feet. Talk
Explain how you can use
division to find the number of
members if you know the dig
site area is 135 square feet.

Chapter 9 565
 Try Another Problem
Casey is making a design with triangles and beads for a costume.
In his design, each pattern unit adds 3 triangles and 18 beads.
Casey uses 72 triangles in his design. How many beads does
Casey use?

Use the graphic organizer below to solve the problem.

Read the Problem

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

Solve the Problem

So, Casey uses _ beads.

© Houghton Mifflin Harcourt Publishing Company

• What rule could you use to find an unknown number of beads

if you know the related number of triangles?

566
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B
1 Section
1. Max builds rail fences. For one style of fence, each section uses 3
vertical fence posts and 6 horizontal rails. How many rails does he
need for a fence that has 27 posts?

2 Sections 3 Sections

First, think about what the problem is asking and what

you know. As each section of fence is added, how does
the number of posts and the number of rails change?
Next, make a table and look for a pattern. Use what Number of Sections 1 2 3 ... 9
you know about 1, 2, and 3 sections. Write a rule for the
Number of Posts 3 6 9 ... 27
number of posts and rails needed for 9 sections of fence.
Number of Rails 6 12 18 ...
Possible rule for posts:

Possible rule for rails:

Finally, use the rule to solve the problem.

2. SMARTER What if another style of rail fencing has

6 rails between each pair of posts? How many rails are
needed for 27 posts?

Number of Sections 1 2 3 ... 9

Number of Posts 3 6 9 ... 27

© Houghton Mifflin Harcourt Publishing Company

Number of Rails 12 24 36 ...

Possible rule:

Chapter 9 • Lesson 6 567

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

On
On Your
Your Own
Own
3. MATHEMATICAL
PRACTICE 7 Look for a Pattern Jane works Shift 1 2 3 ... 20
as a limousine driver. She earns $50 for every Hours Worked 2 4 6 ... 40
2–hour shift that she works. How much does
Jane’s Pay ($) 50 100 150 ...
Jane earn in one week if she works 40 hours
per week? Write a rule and complete the table.

Possible rule:

4. SMARTERRosa plays games at a fair. Cost ($) 1 2 3 4 ... 15

She can buy 8 game tokens for $1. Each game
costs 2 tokens. How many games can she play Tokens 8 16 24 32 ... 120
with 120 tokens? Write a rule and complete Games 4 8 12 16 ...
the table.

Possible rule:

DEEPER
5. Janelle is making snacks for her
classmates. There are two cups of raisins in
one batch. For every 2 cups of raisins, Janelle
adds 4 cups of oats. How many cups of oats
will she need if she has 10 cups of raisins?
Draw a table and write a possible rule.

Possible rule:

Personal Math Trainer

6. SMARTER Look for a pattern.

Figure 1 Figure 2 Figure 3 Figure 4

© Houghton Mifflin Harcourt Publishing Company

2 squares 6 squares 10 squares

What is a rule?

How many squares will there be in Figure 5? _ squares

568
 PROBLEM SOLVING
Name
Lesson 9.6
Problem Solving • Find a Rule
COMMON CORE STANDARD—5.OA.B.3
Analyze patterns and relationships.

Write a rule and complete the table. Then answer the question.

1. Faye buys 15 T-shirts, which are on sale for $3 each. How Possible rule:
much money does Faye spend? Multiply the number
______

Number of T-Shirts 1 2 3 5 10 15 of T-shirts by 3.

______
Amount Spent ($) 3 6 9

$45
The total amount Faye spends is __.

2. The Gilman family joins a fitness center. They pay $35

Possible rule:
per month. By the 12th month, how much money will
the Gilman family have spent? ______

Number of Months 1 2 3 4 5 12 ______

Total Amount of
35 70
Money Spent ($)

The Gilman family will have spent __.

3. Hettie is stacking paper cups. Each stack of 15 cups Possible rule:

is 6 inches high. What is the total height of 10 stacks
of cups? ______

1 2 3 10 ______
Number of stacks
Height (in.) 6 12 18
© Houghton Mifflin Harcourt Publishing Company

The total height of 10 stacks is .

4. WRITE Math You have a table that shows a pattern.

Describe two ways that you could find the 15th entry in
the table.

Chapter 9 569
Lesson Check (5.OA.B.3)
1. How many squares are needed to make the 2. What expression could describe the
eighth figure in the pattern? number of squares in the next figure in
the pattern, Figure 4?
Figure 1 Figure 2 Figure 3

2 squares 5 squares 8 squares

Spiral Review (5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7, 5.NF.A.2)

3. Talia stores her collection of stickers equally in 4. Ms. Angelino made 2 pans of lasagna and cut
7 sticker albums. If she has 567 stickers, how each pan into twelfths. Her family ate
many stickers are in each album? 1 __
1 pans of lasagna for dinner. How many pans
12
of lasagna were left?

5. What is the next number in this pattern? 6. How do you write 100 as a power of 10?

0.54, 0.6, 0.66, 0.72, j, . . . © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
570 Personal Math Trainer
 Lesson 9.7
Name
Graph and Analyze Relationships Operations and Algebraic
Essential Question How can you write and graph ordered pairs Thinking—5.OA.B.3
on a coordinate grid using two numerical patterns? MATHEMATICAL PRACTICES
MP4, MP7

Unlock
Unlock the
the Problem
Problem
Sasha is making hot cocoa for a party. For each mug of cocoa,
he uses 3 tablespoons of cocoa mix and 6 fluid ounces of hot • How many tablespoons of
cocoa mix does Sasha add for
water. If Sasha uses an entire 18-tablespoon container of cocoa each mug of cocoa?
mix, how many fluid ounces of water will he use?

STEP 1 Use the two given rules in the problem to generate

• How many fluid ounces of
the first four terms for the number of tablespoons water does Sasha add for each
of cocoa mix and the number of fluid ounces of water. mug of cocoa?

Cocoa Mix (tbsp) 3 ... 18

Water (fl oz) 6 ...

y
42
STEP 2 Write the number pairs as ordered pairs, relating the
39
number of tablespoons of cocoa mix to the number of
36
fluid ounces of water. 33
(3, 6) 30
_ _ _ _ Water (fl oz)
27
24
STEP 3 Graph and label the ordered pairs. Then write a rule
21
to describe how the number pairs are related.
18
• What rule can you write that relates the amount 15
of cocoa mix to water? 12
9
6
3 x
So, Sasha will use _ fluid ounces of water if he uses 0 3 6 9 12 15 18 21
the entire container of cocoa mix. Cocoa Mix (tbsp)
© Houghton Mifflin Harcourt Publishing Company

• 7 Look for Structure Write the final number pair as an

MATHEMATICAL
PRACTICE
ordered pair. Then graph and label it. Starting at the origin, connect the
points with straight line segments. What do the connected points form?
Explain why this is formed.

Chapter 9 571
Try This! Find the unknown term in the table.

Each $2-bag of copper wire contains 6 meters Cost (dollars) 2 4 6 8

of wire.
Copper wire (m) 6 12 18
Write the number pairs as ordered pairs and
graph the data. Then write a rule that relates the y
cost to the number of meters of copper wire. 36
33
30
Think: Multiply the number of dollars by _ to 27

Copper wire (m)

find the number of meters of copper wire. 24
21
Find the unknown term in the table. 18
15
12
9
6
3 x
0 1 2 3 4 5 6 7 8 9 10
Cost (dollars)
Co
Math MATHEMATICAL PRACTICES 7
Talk
Look for a Pattern How are
the terms in each sequence
related? How is one sequence
MATH
M related to the other?
Share
Share and
and Show
hhow
Sh BOARD
B

Graph and label the related number pairs as ordered pairs. Complete the rule that describes how one
sequence is related to the other. Then use the rule to find the unknown term.

1. For every 2 square feet of lawn, Charlie needs 2. On Mary’s map, every 2 inches represents
8 ounces of fertilizer. 10 miles.

Lawn (sq ft) 2 4 6 8 10 Map (in.) 2 4 6 8 10

Weight (oz) 8 16 24 32 Miles 10 20 30 40

Multiply the number of square feet by _ Multiply the number of inches by _

to find the ounces of fertilizer needed. to find the distance in miles.
y
© Houghton Mifflin Harcourt Publishing Company

y 60
44
40 50
36
32 40
28
24 30
20
16 20
12
8 10
4 x x
572 0 2 4 6 8 10 12 14 16 18 20 0 1 2 3 4 5 6 7 8 9 10
 Name

On
On Your
Your Own
Own

3. DEEPER On Sandy’s scale drawing of the school

campus, 2 inches equals 4 yards. The distance between
the swings and the track is 10 inches on the drawing,
and the distance between the track and the basketball
court is 4 inches on the drawing. How much farther is
the track from the swings than from the basketball court,
in actual distance?
Draw your own graph. Write a rule that describes how
one sequence of terms is related to the other. Complete
the table and solve.

Rule: _____
Map (in.) 2 4 6 8 10
______
Distance (yds) 4 8 12 16
______
__

4. SMARTER Eric recorded the total number of push

ups he did each minute for 4 minutes.

Time (minutes) 1 2 3 4
Number of
15 30 45 60
Push Ups

Write the number pairs as ordered pairs.

Graph the ordered pairs on a coordinate plane.

100
90
Number of Push Ups

80
70
© Houghton Mifflin Harcourt Publishing Company

60
50
40
30
20
10
0 1 2 3 4 5 6 7 8 9 10
Time (minutes)

Write a rule to describe how the number pairs are related.

Chapter 9 • Lesson 7 573

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
SMARTER Sense or Nonsense?
5. Elsa solved the following problem.

Lou and George are making chili for the

Annual Firefighter’s Ball. Lou uses 2
teaspoons of hot sauce for every 2 cups of
chili that he makes, and George uses 3 teaspoons of the
same hot sauce for every cup of chili in his recipe. Who
has the hotter chili, George or Lou?

Write the related number pairs as ordered pairs and

then graph them. Use the graph to compare who has
the hotter chili, George or Lou.

Lou’s chili (cups) 2 4 6 8

Hot sauce (tsp) 2 4 6 8
y
George’s chili (cups) 1 2 3 4 18
17
Hot sauce (tsp) 3 6 9 12 16
15
14
13 George’s Chili
Lou’s chili: (2, 2), (4, 4), (6, 6), (8, 8) 12
Hot Sauce (tsp)

George’s chili: (1, 3), (2, 6), (3, 9), (4, 12) 11
10
9 Lou’s Chili
Elsa said that George’s chili was hotter than Lou’s, 8
because the graph showed that the amount of hot 7

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Robert Maass/Corbis
sauce in George’s chili was always 3 times as great 6
5
as the amount of hot sauce in Lou’s chili. Does Elsa’s
4
answer make sense, or is it nonsense? Explain. 3
2
1 x
0 1 2 3 4 5 6 7 8 9 10
Cups of chili

574
 PROBLEM SOLVING
Name
Lesson 9.7
Graph and Analyze Relationships
COMMON CORE STANDARD—5.OA.B.3,
5.G.A.2 Analyze patterns and relationships.
Graph and label the related number pairs as ordered pairs.
Then complete and use the rule to find the unknown term.
y
1. Multiply the number of yards by 3 to find 12 (4, 12)
the number of feet. 11
10
Yards 1 2 3 4 9 (3, 9)
Feet 3 6 9 12 8
7

Feet
6 (2, 6)
5
4
3 (1, 3)
2
1
0 1 2 3 4 5 6 7 8 9 10 x
Yards
2. Multiply the number of quarts by to y
find the number of cups that measure the same 40
amount. 36
32
Quarts 1 2 3 4 5 28
24
Cups

Cups 4 8 12 16 20
16
12
8
4
Problem
Problem Solving
Solving 0 1 2 3 4 5 6 7 8 9 10 x
Quarts
3. How can you use the graph for Exercise 2 to find how
many cups are in 9 quarts?

_________
© Houghton Mifflin Harcourt Publishing Company

_________

_________

_________

_________

_________

4. How many cups are equal to 9 quarts?

Chapter 9 575
Lesson Check (5.OA.B.3)
Use the data to complete the graph. Then answer 1. Fill in the missing number to complete the
the questions. following rule.

Paola is making a pitcher of iced tea. For each

cup of water, she uses 3 tablespoons of powdered
Multiply the amount of iced tea mix by _
iced tea mix.
to get the amount of water.
y
30
Amount of Iced Tea (tbsp)

27 2. Suppose Paola uses 18 tablespoons of iced tea

24 mix. How many cups of water does she need
21 to use?
18
15
12
9
6
3
0 1 2 3 4 5 6 7 8 9 10 x
Amount of Water (cups)

Spiral Review (5.NBT.A.2, 5.NBT.B.6, 5.NBT.B.7)

3. A biologist counted 10,000 migrating monarch 4. Find the quotient. Write your answer using a
butterflies. How do you express 10,000 as a decimal and round to the nearest hundredth.
power of 10?
8,426 ÷ 82

© Houghton Mifflin Harcourt Publishing Company

5. What is 54.38 + 29.7? 6. On a certain day, $1 is worth 30.23 Russian

rubles. Omar has $75. How many rubles will he
get in exchange?

FOR MORE PRACTICE

GO TO THE
576 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 9 Review/Test Online Assessment
and Intervention

1. The letters on the coordinate grid represent the locations Golf Course
of the first four holes on a golf course. Which of the following
accurately describes the location of a hole? Mark all that apply. 8 U
T
7
A Hole U is 4 units left and 4 units down from hole S. 6
5
B Hole F is 1 unit right and 7 units down from hole U. 4 S
3
C Hole T is 2 units left and 4 units up from hole S. 2
1 F
D Hole S is 3 units left and 5 units up from hole F.
0 1 2 3 4 5 6 7 8

2. DEEPER A builder is buying property to build new

houses. The sizes of the lots are 1_6 , 1_2 , 1_3 , 1_2 , 1_6 , 1_2 , 1_2 , 1_3 , 1_6 , 1_2 , 1_6 ,
1_ , 1_ , 1_ , and 1_ acre. Organize the information in a line plot.
2 6 6 3

What is the average size of the lots?

__ acre

3. For 6 days in a row, Julia measured the depth of the snow in a shaded
area of her backyard. The line graph shows her data. Between which
two days did the depth of the snow decrease the most?
Snow Depth

12
Depth (in inches)

10
8
6
© Houghton Mifflin Harcourt Publishing Company

4
2

0 1 2 3 4 5 6
Day

between Day and Day

Assessment Options
Chapter Test
Chapter 9 577
4. Portia made a table to figure out how much she earned selling T-shirts.

Day 1 2 3 4 5
Number of T-shirts
5 10 15 20 25
sold
Amount earned ($) 20 40 60 80 ?

For 4a–4b, use the table to choose the correct values to describe how one
sequence is related to the other.

90
4a. The unknown number in Day 5 is 100 .

120

4b. The rule that describes how the number of

T-shirts sold relates to the amount earned is add 15 .

multiply by 5

multiply by 4

5. Jawan made a table to figure out how much he earns at his job.

Job Earnings

Week 1 2 3 4 ... 6

Hours Worked 6 12 18 24 ... 36

Amount Earned ($) 54 108 162 216 ... ?

Part A

Write a rule that relates the amount Jawan earns to the number of hours
worked. Explain how you can check your rule.
© Houghton Mifflin Harcourt Publishing Company

Part B

How much does he earn from his job in Week 6?

$ __

578
 Name
Personal Math Trainer
6. SMARTER Look for a pattern.

Figure 1 Figure 2 Figure 3 Figure 4

What is the rule? __

How many squares will there be in Figure 5? __ squares

7. Lindsey made a map of her town. Match each y

location below with the correct ordered pair that 6
marks it on the coordinate grid. Not every ordered Barber
Shop
pair will be used. 5
School

Clock Tower • • (4, 4) 4 West Art East

12
Park Museum Park
• (4, 1)
11 1
10 2

9 3

8 4

3
7 5
6

Clock Bicycle
Art Museum • • (1, 3) Tower Train Shop
Station
• (5, 4) 2
Library

East Park • • (4, 5)

vie
ie

Mo
ov
M
ie
Mov

1
Tennis Movie
• (3, 1) Court Theater

Movie Theater • • (2, 4) 0

1 2 3 4 5 6 x
• (1, 4)
School • • (4, 2)
y

8. Lucy’s house is located at the point shown on the coordinate 5

Lucy's
© Houghton Mifflin Harcourt Publishing Company

grid. Ainsley’s house is located 2 units right and 3 units down House
from Lucy’s house. Plot a point on the coordinate grid to 4
represent the location of Ainsley’s house.
3
What ordered pair represents the location
2
of Lucy’s house?
1
What ordered pair represents the location

of Ainsley’s house? 0 1 2 3 4 5 x

Chapter 9 579
 9. Each week, Maria saves some of her allowance. Maria’s Savings
The line graph shows the amount of Maria’s savings
for the first 5 weeks of the year.
55
For 9a–9b, select True or False for each statement. 50

Savings ($)
9a. Maria’s savings increased from $30 True False 45
to $55 over the 5-week period. 40
35
9b. The greatest increase in Maria’s savings True False
30
occurred from Week 1 to Week 2.
0 1 2 3 4 5
Week
10. The line plot shows the weights of bags of beans.
What is the average weight of the bags? Show your work. X
X X
X X X X
X X X X X

1 1 1 2 5
6 3 2 3 6
Weights of Bags of Beans (in lb)

11. The table shows how much a puppy weighs from 1 month old to
5 months old.

Puppy’s Weight

Age (in months) 1 2 3 4 5

Weight (in pounds) 12 18 23 31 34

What ordered pairs would you plot to show the puppy’s weight on a
coordinate grid? How do you think the ordered pairs would be different
if the puppy’s weight was measured every week instead of every month?
Explain your reasoning.
© Houghton Mifflin Harcourt Publishing Company

580
 Name
12. Randy is training for a race. She makes a table that shows how long it
takes her to run different distances.

Running Time and Distance

Distance (in miles) 1 2 3 4

Time (in minutes) 10 20 30 40

Part A 100
90
Write the number pairs as ordered pairs. Then write the rule to describe 80

Time (in minutes)

how the number pairs are related. 70
60
50
40
30
20
Part B 10

0 1 2 3 4 5 6 7 8 9 10
Graph the ordered pairs on the coordinate plane. Distance (in miles)

13. A scientist made a line graph that shows how a bear’s average heart rate
changes over time.

Change in Average Heart Rate of Bears

160
Heart Rate (beats/min.)

140
120
100
80
60
40
20
0
June July Aug. Sept. Oct. Nov. Dec. Jan.
Month

For 13a–13c, select True or False for each statement.

13a. The bear’s average heart rate is at its highest in July. True False
© Houghton Mifflin Harcourt Publishing Company

13b. The bear’s average heart rate increases by True False

10 beats per minute from July to August.

13c. The bear’s average heart rate is at its lowest in January. True False

Chapter 9 581
14. The table shows the total number of tickets sold for the school play
each day for 5 days.

Ticket Sales

Day 1 2 3 4 5

Tickets Sold 20 30 45 75 90

Graph the ordered pairs from the tiles on the coordinate grid.

∙ (1, 20)
Ticket Sales
y
100
90
80
∙ (2, 30)
Tickets Sold

70
60
50
40 ∙ (3, 45)
30
20
10
x
∙ (4, 75)
∙ (5, 90)
0 1 2 3 4 5 6 7
Day

15. The graph shows the relationship between the Milk and Water Used
amount of milk and water used in a recipe. in a Recipe
Determine a rule that relates the amount of 40
Water (in tablespoons)

milk to the amount of water by writing the 36

correct term or value from the tiles in each blank. 32
28
24
Subtract Add 20
16
12
Multiply Divide 8
4

1 4 1
_ 1
_ 0 1 2 3 4 5 6 7 8 9 10
2 4
2 Milk (in tablespoons)

Rule: the amount of milk by .

© Houghton Mifflin Harcourt Publishing Company

16. Steven is buying a new mountain bike on layaway for $272. If he pays
$34 each week, how many weeks will it take Steven to pay for the bike?
How can making a table help you solve the problem?

582
 10
Chapter

Convert Units of Measure

Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.

Name
Measure Length to the Nearest Inch
Use an inch ruler. Measure the length to the nearest inch. (3.MD.B.4)

1.
about _ inches

2.
about _ inches

Multiply and Divide by 10, 100, and 1,000 Use mental math. (4.NBT.B.5)

3. 1 × 5.98 = 5.98 4. 235 ÷ 1 = 235

10 × 5.98 = 59.8 235 ÷ 10 = 23.5

100 × 5.98 = __ 235 ÷ 100 = __

1,000 × 5.98 = __ 235 ÷ 1,000 = __

Choose Customary Units Write the appropriate unit to measure each.

Write inch, foot, yard, or mile. (4.MD.A.1)

5. length of a pencil __ 6. length of a football field __

Math in the
© Houghton Mifflin Harcourt Publishing Company

You can step out distances of 5 feet by using

an estimate. Two steps or 2 paces is about
5 feet. Act out the directions on the map to
find a treasure. About how many feet from
start to finish is the path to the treasure?

Chapter 10 583
 Voca bula ry Builder

Visualize It
Review Words
Sort the review and preview words into the Venn diagram.
decimeter
Customary Metric
gallon
gram
length
liter
mass
meter
mile
milligram
milliliter
millimeter
pound
ton
weight

Understand Vocabulary
Complete the sentences.
Preview Words
1. A metric unit of length that is equal to one tenth of a meter
capacity
is a __. dekameter
2. A metric unit of length that is equal to one thousandth

of a meter is a __.

3. A metric unit of capacity that is equal to one thousandth

of a liter is a __.

4. A metric unit of length that is equal to 10 meters

© Houghton Mifflin Harcourt Publishing Company

is a __.

5. A metric unit of mass that is equal to one thousandth

of a gram is a __.

™Interactive Student Edition

584 ™Multimedia eGlossary
Chapter 10 Vocabulary

capacity decimeter (dm)

capacidad decímetro (dm)

3 13

dekameter (dam) mass

decámetro masa
14 37

milligram (mg) milliliter (mL)

miligramo (mg) mililitro (mL)

38 39

ton (T) weight

tonelada (T) peso

68 71
 A metric unit used to measure length or
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The amount a container can hold when filled
distance; 10 decimeters = 1 meter
Customary Units
of Capacity
1 cup (c) 5 8 fluid ounces (fl oz)
8
1 pint (pt) 5 2 cups 6
1 quart (qt) 5 2 pints 4

1 gallon (gal) 5 4 quarts

2
1 cup (c)
about 1 decimeter
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

The amount of matter in an object
A metric unit used to measure length or
distance; 10 meters = 1 dekameter
Example:

kilo- hecto- deka- meter (m) deci- centi- milli-

(k) (h) (da) (d) (c) (m)

The item on the right has more mass Power

of 10
than the item on the left.
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A metric unit used to measure capacity; A metric unit used to measure mass;
1,000 milliters = 1 liter 1,000 milligrams = 1 gram

kilo- hecto- deka- gram (g) deci- centi- milli-

(k) (h) (da) (d) (c) (m)

Power Power Power

of 10 of 10 of 10
1 milliliter

How heavy an object is A customary unit used to measure weight;

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

2,000 pounds = 1 ton

Example:

The item on the right weighs more than the

item on the left. about 1 ton
 Going Places with Words Game
Game

Bingo
Word Box
capacity
decimeter
dekameter
For 3–6 players mass
milligram (mg)
Materials milliliter (mL)
• 1 set of word cards
ton (T)
• 1 Bingo board for each player
weight
• game markers

How to Play
Image Credits: (bg) ©Andy Stewart/Digital Vision/Getty Images; (b) ©Morgan Lane Photography/Shutterstock

1. The caller chooses a card and reads the definition. Then the caller
puts the card in a second pile.
2. Players put a marker on the word that matches the definition
each time they find it on their Bingo boards.
3. Repeat Steps 1 and 2 until a player marks 5 boxes
in a line going down, across, or on a slant and
calls “Bingo.”
• To check the answers, the player who
said “Bingo” reads the words aloud
while the caller checks the definitions.
© Houghton Mifflin Harcourt Publishing Company

Chapter 10 584A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Explain how the word part milli- can help you figure out the meaning
of the words milligram and milliliter.
• Write a story that uses these words.
milligram ton weight
• Tell about a time when you needed to know the capacity of a container.
• Explain the difference between mass and weight.

Image Credits: (t) ©PhotoDisc/Getty Images; (b) ©vichie81/Shutterstock

© Houghton Mifflin Harcourt Publishing Company

584B
 Lesson 10.1
Name
Customary Length Measurement and Data—
Essential Question How can you compare and convert customary units 5.MD.A.1
of length? MATHEMATICAL PRACTICES
MP1, MP6, MP7

Unlock
Unlock the
the Problem
Problem
To build a new swing, Mr. Mattson needs 9 feet of rope for
each side of the swing and 6 more feet for the monkey bar.
The hardware store sells rope by the yard.

• How many feet of rope does Mr. Mattson

need for the swing? __

• How many feet does Mr. Mattson need for

the swing and the monkey bar combined? __

Mr. Mattson needs to find how many yards of rope he needs

to buy. He will need to convert 24 feet to yards. How many
groups of 3 feet are in 24 feet?

A 12-inch ruler is 1 foot.

A yardstick is 1 yard.

_ feet = 1 yard
© Houghton Mifflin Harcourt Publishing Company • Image Credits: Brand X Pictures/Getty Images

Use a bar model to write an equation.

MODEL RECORD

total feet feet in 1 yard total yards

24 ÷ _ = _
3 3

24 Math MATHEMATICAL PRACTICES 6

Talk
So, Mr. Mattson needs to buy _ yards of rope. What operation did you use
when you found groups of
3 feet in 24 feet? Do you
multiply or divide when you
convert a smaller unit to a
larger unit? Explain.

Chapter 10 585
 Example 1 Use the table to find the relationship Customary Units
between miles and feet. of Length
1 foot (ft) 5 12 inches (in.)
The distance between the new high school and the football
field is 2 miles. How does this distance compare to 10,000 feet? 1 yard (yd) 5 3 ft
1 mile (mi) 5 5,280 ft
When you convert larger units to smaller units, you need to multiply. 1 mile 5 1,760 yd

STEP 1 Convert 2 miles to feet.

Think: 1 mile is equal to 5,280 feet. total feet in total

miles 1 mile feet
I need to __ the total

number of miles by __ . 2 × __ = __

2 miles = __ feet

STEP 2 Compare. Write <, >, or =. __ feet 10,000 feet

Since __ is __ than 10,000, the distance between the

new high school and the football field is __ than 10,000 feet.

Example 2 Convert to mixed measures.

Mixed measures use more than one unit of measurement. You

can convert a single unit of measurement to mixed measures.

Convert 62 inches into feet and inches.

STEP 1 Use the table. STEP 2 Convert.

Think: 12 inches is equal to 1 foot total inches in

inches 1 foot feet inches
I am changing from a smaller unit to

a larger unit, so I __. 62 ÷ _ is _ r _

© Houghton Mifflin Harcourt Publishing Company

So, 62 inches is equal to _ feet _ inches.

• MATHEMATICAL
PRACTICE 6 Explain how to convert the mixed measures, 12 yards 2 feet, to a
single unit of measurement in feet. How many feet is it?

586
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Convert.
1. 2 mi 5 __ yd 2. 6 yd 5 __ ft 3. 90 in. 5 _ ft _ in.

Math MATHEMATICAL PRACTICES 1

Talk
Make Sense of Problems
How do you know when
to multiply to convert a
measurement?

On
On Your
Your Own
Own
Practice: Copy and Solve Convert.

4. 125 in. = ■ ft ■ in. 5. 46 ft = ■ yd ■ ft 6. 42 yd 2 ft = ■ ft

Compare. Write <, >, or =.

7. 8 ft 3 yd 8. 2 mi 10,500 ft 9. 3 yd 2 ft 132 in.

10. DEEPER Terry is making 6 hat and scarf sets. Each scarf requires 2 yards
of material and each hat requires 18 inches of material. How many feet of
material does he need for all 6 hat and scarf sets?

11. SMARTERChoose the correct word and number to

complete the sentence.
© Houghton Mifflin Harcourt Publishing Company

Katy’s driveway is 120 feet long.

add 3
To convert feet to yards, I need to subtract 120 by 12 .
multiply 1,760

divide 5,280

Chapter 10 • Lesson 1 587

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
12. DEEPERJavon is helping his dad build a tree house. He has a piece of
trim that is 13 feet long. How many pieces can Javon cut that are 1 yard
long? How much of a yard will he have left over?

13. SMARTERPatty is building a rope ladder for a tree house. She

needs two 5-foot pieces of rope for the sides of the ladder. She needs
7 pieces of rope, each 18 inches long, for the steps. How many feet of
rope does Patty need to make the ladder? Write your answer as a mixed
number and as a mixed measure in feet and inches.

Compare and Contrast

When you compare and contrast, you tell how two or more things are
alike and different. You can compare and contrast information in a table.

Complete the table below. Use the table to answer the questions. WRITE Math
t Show Your Work

Linear Units

Yards 1 2 3 4

Feet 3 6 9

Inches 36 72

MATHEMATICAL
14. PRACTICE 7 Identify Relationships How are the items in the table
alike? How are they different?
© Houghton Mifflin Harcourt Publishing Company

MATHEMATICAL
15. PRACTICE 7 Look for a Pattern What do you notice about the relationship between
the number of larger units and the number of smaller units as the length increases? Explain.

588
 Practice and Homework
Name
Lesson 10.1
Customary Length
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
Convert. measurement system.
1. 12 yd = 36 ft 2. 5 ft = in. 3. 5 mi = ft
total yards feet in 1 yard total feet

12 3 3 5 36
12 yards 5 36 feet

4. 240 in. = ft 5. 100 yd = ft 6. 10 ft = in.

7. 150 in. = _ ft _ in. 8. 7 yd 2 ft = ft 9. 10 mi = ft

Compare. Write <, >, or =.

10. 23 in. 2 ft 11. 25 yd 75 ft 12. 6,200 ft 1 mi 900 ft

13. 100 in. 3 yd 1 ft 14. 1,000 ft 300 yd 15. 500 in. 40 ft

Problem
Problem Solving
Solving
16. Marita orders 12 yards of material to make 17. Christy bought an 8-foot piece of lumber to trim
banners. If she needs 1 foot of fabric for each a bookshelf. Altogether, she needs 100 inches
banner, how many banners can she make? of lumber for the trim. Did Christy buy enough
lumber? Explain.
© Houghton Mifflin Harcourt Publishing Company

_______

_______

18. WRITE Math Explain how to compare two lengths that are
measured in different-sized units.

Chapter 10 589
Lesson Check (5.MD.A.1)
1. Jenna’s garden is 5 yards long. How long is her 2. Ellen needs to buy 180 inches of ribbon to wrap
garden in feet? a large present. The store sells ribbon only in
whole yards. How many yards does Ellen need
to buy to have enough ribbon?

Spiral Review (5.OA.B.3, 5.NF.B.6, 5.NF.B.4a)

3. McKenzie works for a catering company. 4. Javier bought 48 sports cards at a yard sale. Of
She is making iced tea for an upcoming event. the cards, 3_8 were baseball cards. How many
For each container of tea, she uses 16 tea bags cards were baseball cards?
and 3 cups of sugar. If McKenzie uses 64 tea
bags, how many cups of sugar will she use?

5. What is the quotient of 396 divided by 12? 6. What is the unknown number in Sequence 2
in the chart? What rule can you write that
relates Sequence 2 to Sequence 1?

Sequence Number 1 2 3 8 10
Sequence 1 4 8 12 32 40 © Houghton Mifflin Harcourt Publishing Company

Sequence 2 8 16 24 64 ?

FOR MORE PRACTICE

GO TO THE
590 Personal Math Trainer
 Lesson 10.2
Name
Customary Capacity Measurement and Data—
Essential Question How can you compare and convert customary units 5.MD.A.1
of capacity? MATHEMATICAL PRACTICES
MP2, MP4, MP6

Unlock
Unlock the
the Problem
Problem
Mara has a can of paint with 3 cups of purple
paint in it. She also has a bucket with a capacity • What capacity does Mara need to convert?
of 26 fluid ounces. Will the bucket hold all of the
paint Mara has?
• After Mara converts the units, what does she
need to do next?
The capacity of a container is the amount the container
can hold.

8
6
4
2 1 cup (c) = _ fluid ounces (fl oz)

Use a bar model to write an equation.

STEP 1 Convert 3 cups to fluid ounces.

MODEL RECORD

total fl oz in total
cups 1 cup fl oz
8 8 8
3 × _ = _

STEP 2 Compare. Write <, >, or =. _ fl oz 26 fl oz

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

Since _ fluid ounces is __ than 26 fluid ounces,

Mara’s bucket __ hold all of the paint.

• MATHEMATICAL
PRACTICE 6 What if Mara has 7 cups of green paint and a container
filled with 64 fluid ounces of yellow paint? Which color paint does
Mara have more of? Explain your reasoning.

Chapter 10 591
 Example
Coral made 32 pints of fruit punch for a party. She
Customary Units
needs to carry the punch in 1-gallon containers. of Capacity
How many containers does Coral need?
1 cup (c) 5 8 fluid ounces (fl oz)

To convert a smaller unit to a larger unit, you need 1 pint (pt) 5 2 cups
to divide. Sometimes you may need to convert more 1 quart (qt) 5 2 pints
than once.
1 gallon (gal) 5 4 quarts

Convert 32 pints to gallons.

STEP 1 Write an equation total pints in total

to convert pints pints 1 qt quarts
to quarts.
32 _ _

STEP 2 Write an equation total quarts total

to convert quarts quarts in 1 gal gallons
to gallons.
_ _ _

So, Coral needs _ 1-gallon containers to carry the punch.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use the picture to complete the statements and

convert 3 quarts to pints.

a. 1 quart = _ pints
qt
b. 1 quart is __ than 1 pint. 5 pt pt

c. 3 qt _ pt in 1 qt = _ pt
Convert.
© Houghton Mifflin Harcourt Publishing Company

2. 3 gal = _ pt 3. 5 qt = _ pt 4. 6 qt = _ c

Math MATHEMATICAL PRACTICES 2

Talk
Reason Abstractly Explain
how converting units
of capacity is similar to
converting units of length.
592 How is it different?
 Name

On
On Your
Your Own
Own
Convert.
5. 38 c = _ pt 6. 36 qt = _ gal 7. 104 fl oz = _ c

Practice: Copy and Solve Convert.

8. 200 c = ■ qt 9. 22 pt = ■ fl oz 10. 8 gal = ■ qt

11. 72 fl oz = ■ c 12. 2 gal = ■ pt 13. 48 pt = ■ gal

Compare. Write <, >, or =.

14. 28 c 14 pt 15. 25 pt 13 qt 16. 20 qt 80 c

17. 12 gal 50 qt 18. 320 fl oz 18 pt 19. 15 qt 63 c

20. WRITE Math Which of exercises 14–19 could you solve mentally?
Explain your answer for one exercise.
© Houghton Mifflin Harcourt Publishing Company

21. DEEPER Larry made 4 batches of punch. Each batch uses 16 fluid ounces of lemon juice
and 3 pints of orange juice. If each serving is 1 cup, how many servings did he make all together?

Chapter 10 • Lesson 2 593

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/ MATHEMATICAL PRACTICES

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Show your work. For 22–24, use the table.

22.
MATHEMATICAL
PRACTICE 4
Use Graphs Complete the table, and make a
Quarts-Pints Relationship
graph showing the relationship between quarts and pints.
10
9
Quarts 0 1 2 3 4
8
7
Pints 0

Pints
6
5
4
23. DEEPERDescribe any pattern you notice in the pairs of 3
numbers you graphed. Write a rule to describe the pattern. 2
1
0 1 2 3 4 5 6 7 8 9 10
Quarts

24. SMARTERWhat other pair of customary units of

capacity have the same relationship as pints and quarts?
Explain.

25. SMARTER Shelby made 5 quarts of juice for a picnic. She said that
she made 1 _14 cups of juice. Explain Shelby’s mistake. © Houghton Mifflin Harcourt Publishing Company

594
 Practice and Homework
Name
Lesson 10.2
Customary Capacity
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
Convert. measurement system.
1. 5 gal = _
40 pt 2. 192 fl oz = _ pt 3. 15 pt =_ c
Think: 1 gallon = 4 quarts
1 quart = 2 pints

4. 240 fl oz = _ c 5. 32 qt = _ gal 6. 10 qt = _ c

7. 48 c = _ qt 8. 72 pt = _ gal 9. 128 fl oz = _ pt

Compare. Write <, >, or =.

10. 17 qt 4 gal 11. 96 fl oz 8 pt 12. 400 pt 100 gal

13. 100 fl oz 16 pt 14. 74 fl oz 8c 15. 12 c 3 qt

Problem
Problem Solving
Solving

16. Vickie made a recipe for 144 fluid ounces of 17. A recipe calls for 32 fluid ounces of heavy cream.
scented candle wax. How many 1-cup candle How many 1-pint containers of heavy cream are
molds can she fill with the recipe? needed to make the recipe?
© Houghton Mifflin Harcourt Publishing Company

18. WRITE Math Give some examples of when you would measure
capacity in each of the units of capacity shown in the table on page 592.

Chapter 10 595
Lesson Check (5.MD.A.1)
1. Rosa made 12 gallons of lemonade to sell 2. Ebonae’s fish tank holds 40 gallons. How many
at a lemonade stand. How many pints of quarts does the fish tank hold?
lemonade did she make?

Spiral Review (5.NBT.B.5, 5.NF.A.1, 5.NF.B.3, 5.MD.A.1)

3. A mountain climber climbed 15,840 feet on her 4. Jamal is making blueberry muffins. He has
way to the summit of a mountain. How many 6 3_4 cups of batter, but he needs a total of 12 cups.
miles did she climb? How much more batter does Jamal need?

5. At a building site, there are 16 pallets with sacks 6. A publisher shipped 15 boxes of books to
of cement. The total weight of all the pallets a bookstore. Each box contained 32 books.
and cement is 4,856 pounds. Each pallet with How many books did the publisher ship
cement weighs the same amount. How much to the bookstore?
does each pallet with cement weigh?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
596 Personal Math Trainer
 Lesson 10.3
Name
Weight Measurement and Data—
Essential Question How can you compare and convert customary 5.MD.A.1
units of weight? MATHEMATICAL PRACTICES
MP1, MP2

Unlock
Unlock the
the Problem
Problem
Hector’s school is having a model rocket contest.
• What weight does Hector need to convert?
To be in the contest, each rocket must weigh
4 pounds or less. Without any paint, Hector’s
rocket weighs 62 ounces. If Hector wants to • After Hector converts the weight, what does
paint his rocket, what is the weight of the most he need to do next?
paint he can use?
The weight of an object is how heavy the object is.

1 pound = _ ounces

Use a bar model to write an equation.

STEP 1 Convert 4 pounds to ounces.

MODEL RECORD

total oz in total
lb 1 lb oz

16 16 16 16
4 ●_ ● _
STEP 2 Subtract the rocket’s weight
_ − 62 = _
from the total ounces a rocket
can weigh to be in the contest.
© Houghton Mifflin Harcourt Publishing Company

So, the weight of the paint can be at most _ ounces

for Hector’s model rocket to be in the contest.

Math MATHEMATICAL PRACTICES 1

Talk
Make Sense of Problems How did
you choose which operation to use
to change from pounds to ounces?
Explain.

Chapter 10 597
 Example
The rocket boosters for a U.S. space shuttle weigh 1,292,000 pounds
each when the shuttle is launched. How many tons does each rocket
booster weigh?
Use mental math to convert pounds to tons.

STEP 1 Decide which Since pounds are smaller than tons,

operation to use. Units of Weight
I need to __ the number 1 pound (lb) 5 16 ounces (oz)
1 ton (T) 5 2,000 lb
of pounds by __.

STEP 2 Break 2,000 into 2,000 = __ × 2

two factors that are easy
to divide by mentally.

STEP 3 Divide 1,292,000 1,292,000 ÷ __ = __

by the first factor. Then
divide the quotient by __ ÷ 2 = __
the second factor.

So, each rocket booster weighs __ tons when launched.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use the picture to complete each equation.

a. 1 pound = _ ounces b. 2 pounds = _ ounces

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Corbis

c. 3 pounds = _ ounces d. 4 pounds = _ ounces

e. 5 pounds = _ ounces

Convert.

2. 15 lb = _ oz 3. 3 T = _ lb 4. 320 oz = _ lb

Math MATHEMATICAL PRACTICES 2

Talk
Reason Quantitatively
How can you compare
11 pounds to 175 ounces
mentally?
598
 Name

On
On Your
Your Own
Own
Practice: Copy and Solve Convert.
5. 23 lb = ■ oz 6. 6 T = ■ lb 7. 144 oz = ■ lb

8. 15 T = ■ lb 9. 352 oz = ■ lb 10. 18 lb = ■ oz

Compare. Write <, >, or =.

11. 130 oz 8 lb 12. 34 lb 544 oz 13. 14 lb 229 oz

14. 16 T 32,000 lb 15. 5 lb 79 oz 16. 85,000 lb 40 T

17. DEEPER Bill has a bike that weighs 56 pounds. Magda has a bike that
weighs 52 pounds. She adds a bell and basket to her bike. The bell weighs
12 ounces and the basket weighs 2 pounds 8 ounces. Does Magda’s bike with
its new bell and basket weigh more than Bill’s bike? Explain your reasoning.

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

18. DEEPER Rhada has a 5-pound bag of clay. Her 19.

MATHEMATICAL
2
Represent a Problem Ellis used
PRACTICE

craft project requires 5 ounces of clay for each 48 ounces of rye flour in a bread recipe. Write
batch of 6 ornaments. If she uses all of the clay, an expression you could use to find how many
how many ornaments can Rhada make? pounds of rye flour Ellis used. Explain how the
expression represents the problem.
© Houghton Mifflin Harcourt Publishing Company

20. SMARTER Kevin uses 36 ounces of dried apples and 18 ounces of dried
cranberries to make a fruit snack. He plans to sell the snack in 1_2 -pound
containers. How may containers will he fill? Will any fruit snack be left over?

Chapter 10 • Lesson 3 599

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

SMARTER Pose a Problem

21. Kia wants to have 4 pounds of munchies for her party. 4 pounds = 64 ounces
She has 36 ounces of popcorn and wants the rest to
be pretzel sticks. How many ounces of pretzel sticks
36 ounces ounces
does she need to buy?

So, Kia needs to buy _ ounces of pretzel sticks. 64 2 36 5 _

Write a new problem using different amounts of snacks.
Some weights should be in pounds and others in ounces.
Make sure the amount of snacks given is less than the
total amount of snacks needed.

Pose a Problem Draw a bar model for your problem.

Then solve.

WRITE M
t Show Your Work

Math

© Houghton Mifflin Harcourt Publishing Company

22. SMARTER For 22a–22c, select True or False for each statement.

22a. 1,500 lb > 1 T True False

22b. 32 oz < 4 lb True False

22c. 24 oz < 1 lb 16 oz True False

600
 Practice and Homework
Name
Lesson 10.3
Weight
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
measurement system.
Convert.
1. 96 oz = 6 lb 2. 6 T = lb 3. 18 lb = oz
total oz oz in 1 lb total lb

96 4 16 5 6

4. 3,200 oz = lb 5. 12 T = lb 6. 9 lb = oz

7. 7 lb = oz 8. 100 lb = oz 9. 60,000 lb = T

Compare. Write <, >, or =.

10. 40 oz 4 lb 11. 80 oz 5 lb 12. 5,000 lb 5T

13. 18,000 lb 9T 14. 25 lb 350 oz 15. 27 oz 2 lb

Problem
Problem Solving
Solving

16. Mr. Fields ordered 3 tons of gravel for a driveway 17. Sara can take no more than 22 pounds
at a factory. How many pounds of gravel did of luggage on a trip. Her suitcase weighs
he order? 112 ounces. How many more pounds can
she pack without going over the limit?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

18. WRITE Math Give two examples of items that weigh less than
1 ounce and two examples of items that weigh more than 1 ton.

Chapter 10 601
Lesson Check (5.MD.A.1)
1. Paolo’s puppy weighed 11 pounds at the vet’s 2. The weight limit on a bridge is 5 tons. What is
office. What is this weight in ounces? this weight in pounds?

Spiral Review (5.NF.A.2, 5.NF.B.7c, 5.MD.A.1)

3. There are 20 guests at a party. The host has 8 4. A typical lap around a track in the United States
gallons of punch. He estimates that each guest has a length of 440 yards. How many laps would
will drink 2 cups of punch. If his estimate is need to be completed to run a mile?
correct, how much punch will be left over at the
end of the party?

5. A recipe for sweet potato casserole calls for 6. What is the best estimate for the total weight
3_ cup of milk. Martina has 6 cups of milk. of these cold meats: 1 7_8 pounds of bologna,
4
How many sweet potato casseroles can she 1 1_2 pounds of ham, and 7_8 pound of roast beef?
make with that amount of milk?

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
602 Personal Math Trainer
 Lesson 10.4
Name
Multistep Measurement Problems Measurement and Data—
Essential Question How can you solve multistep problems that include 5.MD.A.1
measurement conversions? MATHEMATICAL PRACTICES
MP1, MP4, MP6

Unlock
Unlock the
the Problem
Problem
A leaky faucet in Jarod’s house drips 2 cups of water
each day. After 2 weeks of dripping, the faucet is
fixed. If it dripped the same amount each day, how
many quarts of water dripped from Jarod’s leaky
faucet in 2 weeks?

Use the steps to solve the multistep problem.

STEP 1

Record the information you are given. The faucet drips _ cups of water each day.

The faucet drips for _ weeks.

STEP 2

Find the total amount of water dripped in cups each

↑ day days in ↑2 weeks total↑cups
2 weeks.

Since you are given the amount of water 2 × _ = _

dripped each day, you must convert 2 weeks
into days and multiply. The faucet drips _ cups in 2 weeks.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Digital Vision/Getty Images

Think: There are 7 days in 1 week.

STEP 3

Convert from cups to quarts.

Think: There are 2 cups in 1 pint. _ cups = _ pints

There are 2 pints in 1 quart. _ pints = _ quarts

So, Jarod’s leaky faucet drips _ quarts of water in 2 weeks.

• What if the faucet dripped for 4 weeks before it was fixed?

How many quarts of water would have leaked?

Chapter 10 603
 Example
A carton of large, Grade A eggs weighs about
1.5 pounds. If a carton holds a dozen eggs, how
many ounces does each egg weigh?

STEP 1

In ounces, find the weight of a carton of eggs. Weight of a carton (in ounces):

total
↑ lb oz in↑ 1 lb total
↑ oz
Think: 1 pound = _ ounces

1.5 × _=_
The carton of eggs weighs about _ ounces.

STEP 2

In ounces, find the weight of each egg in Weight of each egg (in ounces):
a carton.
total
↑ oz eggs in↑1 carton oz of↑1 egg

Think: 1 carton (dozen eggs) = _ eggs

24 ÷ _ = _
So, each egg weighs about _ ounces.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Solve.
1. After each soccer practice, Scott runs 2. A worker at a mill is loading 5-lb bags of flour
4 sprints of 20 yards each. If he continues his into boxes to deliver to a local warehouse. Each

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©comstock/Getty Images
routine, how many practices will it take for Scott box holds 12 bags of flour. If the warehouse
to have sprinted a total of 2 miles combined? orders 3 Tons of flour, how many boxes are
needed to fulfill the order?
Scott sprints __ yards each practice.

Since there are __ yards in 2 miles, he

will need to continue his routine for

__ practices.

3. Cory brings five 1-gallon jugs of juice to serve Math MATHEMATICAL PRACTICES 6
during parent night at his school. If the paper Talk
Explain the steps you took to
cups he is using for drinks can hold 8 fluid solve Exercise 2.
ounces, how many drinks can Cory serve for
parent night?

604
 Name

On
On Your
Your Own
Own
Solve.
4. DEEPER A science teacher collects 18 pints 5. MATHEMATICAL
PRACTICE Use Diagrams A string of
4
of lake water for a lab she is teaching. The lab decorative lights is 28 feet long. The first light
requires each student to use 4 fluid ounces of on the string is 16 inches from the plug. If the
lake water. If 68 students are participating, how lights on the string are spaced 4 inches apart,
many pints of lake water will the teacher have how many lights are there on the string? Draw a
left over? picture to help you solve the problem.

6. When Elena’s car moves forward such that each 7. DEEPER A male African elephant weighs
tire makes one full rotation, the car has traveled 7 tons. If a male African lion at the local zoo
72 inches. How many full rotations will the tires weighs __ 1
40 of the weight of the male African
need to make for Elena’s car to travel 10 yards? elephant, how many pounds does the lion
weigh?

8. Darnell rented a moving truck. The weight of the 9. SMARTER

A gallon of unleaded gasoline
empty truck was 7,860 pounds. When Darnell weighs about 6 pounds. About how many
filled the truck with his items, it weighed 6 tons. ounces does 1 quart of unleaded gasoline
What was the weight in pounds of the items that weigh? HINT: 1 quart = 1_4 of a gallon
© Houghton Mifflin Harcourt Publishing Company

Darnell placed in the truck?

Chapter 10 • Lesson 4 605

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

Unlock
Unlock the
the Problem
Problem

10. SMARTER At a local animal shelter there are

12 small-size dogs and 5 medium-size dogs. Every
day, the small-size dogs are each given 12.5 ounces
of dry food and the medium-size dogs are each given
18 ounces of the same dry food. How many pounds
of dry food does the shelter serve in one day?

a. What are you asked to find?

b. What information will you use?

c. What conversion will you need to do to solve the problem?

d. Show the steps you use to solve the e. Complete the sentences. The small-size
WRITE M
t Show Your Work
Math
problem.
dogs eat a total of _ ounces of dry food
each day.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Brand New Images/Getty Images
The medium-size dogs eat a total of

_ ounces of dry food each day.

The shelter serves _ ounces,

or _ pounds, of dry food each day.

Personal Math Trainer

11. SMARTER Gus is painting his house. He uses 2 quarts
of paint per hour. Gus paints for 8 hours. How many gallons of
paint did he use? Show your work.

606
 Practice and Homework
Name
Lesson 10.4
Multistep Measurement Problems
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
measurement system.
Solve.
1. A cable company has 5 miles of cable to install. 2. Afton made a chicken dish for dinner. She
How many 100-yard lengths of cable can be cut? added a 10-ounce package of vegetables
and a 14-ounce package of rice to 40 ounces
Think: 1,760 yards 5 1 mile.
of chicken. What was the total weight of the
So the cable company has 5 3 1,760, or
chicken dish in pounds?
8,800 yards of cable.
Divide. 8,800 4 100 5 88

88 lengths

3. A jar contains 26 fluid ounces of spaghetti 4. Coach Kent brings 3 quarts of sports drink to
sauce. How many cups of spaghetti sauce soccer practice. He gives the same amount of the
do 4 jars contain? drink to each of his 16 players. How many ounces
of the drink does each player get?

5. Leslie needs 324 inches of fringe to put around 6. An office supply company is shipping a case of
the edge of a tablecloth. The fringe comes in wooden pencils to a store. There are 64 boxes of
lengths of 10 yards. If Leslie buys 1 package pencils in the case. If each box of pencils weighs
of fringe, how many feet of fringe will she 2.5 ounces, what is the weight, in pounds, of the
have left over? case of wooden pencils?

Problem
Problem Solving
Solving
7. A pitcher contains 40 fluid ounces of iced tea. 8. Olivia ties 2.5 feet of ribbon onto one balloon.
© Houghton Mifflin Harcourt Publishing Company

Shelby pours 3 cups of iced tea. How many pints How many yards of ribbon does Olivia need for
of iced tea are left in the pitcher? 18 balloons?

9. WRITE Math An object moves on a conveyor belt at a speed of

60 inches per second. Explain how you could convert the speed to feet
per minute.

Chapter 10 607
Lesson Check (5.MD.A.1)
1. Leah is buying curtains for her bedroom 2. Brady buys 3 gallons of fertilizer for his
window. She wants the curtains to hang from lawn. After he finishes spraying the lawn,
the top of the window to the floor. The window he has 1 quart of fertilizer left over. How
is 4 feet high. The bottom of the window is many quarts of fertilizer did Brady spray
2 1_2 feet above the floor. How many inches long on the lawn?
should Leah’s curtains be?

Spiral Review (5.OA.B.3, 5.MD.A.1, 5.NF.B.7b)

3. A jump rope is 9 feet long. How long is the jump 4. Fill in the blanks to make the following
rope in yards? statement true.

8 cups = _ quarts = _ pints.

5. What is the unknown number in Sequence 2 in 6. A farmer divides 20 acres of land into
the chart? 1_ -acre sections. Into how many sections
4
does the farmer divide her land?
Sequence Number 1 2 3 5 7

Sequence 1 3 6 9 15 21

Sequence 2 6 12 18 30 ?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
608 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Vocabulary
Vocabulary Vocabulary
capacity
Choose the best term from the box.
length
1. The ___ of an object is how heavy the weight
object is. (p. 597)

2. The ___ of a container is the amount the

container can hold. (p. 591)

Concepts
Concepts and
and Skills
Skills
Convert. (5.MD.A.1)

3. 5 mi = __ yd 4. 48 qt = __ gal 5. 9 T = __ lb

6. 336 oz = __ lb 7. 14 ft = _ yd _ ft 8. 11 pt = __ fl oz

Compare. Write <, >, or =. (5.MD.A.1)

9. 96 fl oz 13 c 10. 25 lb 384 oz 11. 8 yd 288 in.

© Houghton Mifflin Harcourt Publishing Company

Solve. (5.MD.A.1)

12. A standard coffee mug has a capacity of 16 fluid ounces. If

Annie needs to fill 26 mugs with coffee, how many total quarts
of coffee does she need?

Chapter 10 609
13. The length of a classroom is 34 feet. What is this measurement in
yards and feet? (5.MD.A.1)

14. Charlie’s puppy, Max, weighs 8 pounds. How many ounces does
Max weigh? (5.MD.A.1)

15. Milton purchases a 5-gallon aquarium for his bedroom. To fill the
aquarium with water, he uses a container with a capacity of 1 quart.
How many times will Milton fill and empty the container before the
aquarium is full? (5.MD.A.1)

16. DEEPER Sarah uses a recipe to make 2 gallons of her favorite mixed-
berry juice. Two of the containers she plans to use to store the juice have
a capacity of 1 quart. The rest of the containers have a capacity of 1 pint.
How many pint-sized containers will Sarah need? (5.MD.A.1)

© Houghton Mifflin Harcourt Publishing Company

17. The average length of a female white-beaked dolphin is about

111 inches. What is this length in feet and inches? (5.MD.A.1)

610
 Lesson 10.5
Name
Metric Measures Measurement and Data—
Essential Question How can you compare and convert metric units? 5.MD.A.1
MATHEMATICAL PRACTICES
MP2, MP6, MP7

Unlock
Unlock the
the Problem
Problem
Using a map, Alex estimates the distance between
his house and his grandparent’s house to be about • Underline the sentence that tells
you what you are trying to find.
15,000 meters. About how many kilometers away
• Circle the measurement you need
from his grandparent’s house does Alex live? to convert.

The metric system is based on place value. Each unit is related to

the next largest or next smallest unit by a power of 10.

One Way Convert 15,000 meters to kilometers.

meter (m)
kilo- hecto- deka- liter (L) deci- centi- milli-
(k) (h) (da) (d) (c) (m)
gram (g)

Power Power Power

of 10 of 10 of 10

STEP 1 Find the relationship between the units.

Meters are _ powers of 10 smaller than kilometers.

There are _ meters in 1 kilometer.

STEP 2 Determine the operation to be used.

I am converting from a __ unit to a

__ unit, so I will __.

STEP 3 Convert.
© Houghton Mifflin Harcourt Publishing Company

number of meters in number of

meters 1 kilometer kilometers
Math MATHEMATICAL PRACTICES 7
Talk
●
Look for a Pattern Choose
15,000 _ = _ two units in the chart.
Explain how you use powers
of 10 to describe how the
So, Alex’s house is _ kilometers from his grandparent’s house. two units are related.

Chapter 10 611
 Another Way Use a diagram.

Jamie made a bracelet 1.8 decimeters long.

How many millimeters long is Jamie’s bracelet?

Convert 1.8 decimeters to millimeters.

1 8
meter
kilo- hecto- deka- liter deci- centi- milli-
gram

STEP 1 Show 1.8 decimeters. STEP 2 Convert. STEP 3 Record the value with
the new units.
Since the unit is decimeters, Cross out the decimal point and
place the decimal point to show place it to show millimeters as 1.8 dm = _ mm
decimeters as the unit. the unit. Write zeros to the left
of the decimal point as needed.

So, Jamie’s bracelet is _ millimeters long.

Try This! Complete the equation to show the conversion.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Steve Gorton and Karl Shone/Getty Image
A Convert 247 milligrams to centigrams, B Convert 3.9 hectoliters to dekaliters,
decigrams, and grams. liters, and deciliters.

Are the units being converted to a larger Are the units being converted to a larger

unit or a smaller unit? __ unit or a smaller unit? __

Should you multiply or divide by powers Should you multiply or divide by powers

of 10 to convert? __ of 10 to convert? __

247 mg ● 10 = _ cg 3.9 hL ● 10 = _ daL

247 mg ● 100 = _ dg 3.9 hL ● 100 = _ L

247 mg ● 1,000 = _ g 3.9 hL ● 1,000 = _ dL

612
 Name
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Complete the equation to show the conversion.

1. 8.47 L ● 10 = _ dL Think: Are the

units being
2. 9,824 dg ● 10 = _ g
8.47 L ● 100 = _ cL converted to a 9,824 dg ● 100 = _ dag
larger unit or

8.47 L ● 1,000 = _ mL 9,824 dg ● 1,000 = _ hg

a smaller unit?

Convert.

3. 4,250 cm = _ m 4. 6,000 mL = _ L 5. 4 dg = _ cg

Math MATHEMATICAL PRACTICES 2

Talk
Reason Quantatively How
can you compare the
lengths 4.25 dm and 4.25 cm
without converting?
On
On Your
Your Own
Own
Convert.

6. 7 g = _ mg 7. 5 km = _ m 8. 1,521 mL = _ dL

Compare. Write >, <, or =.

9. 32 hg ● 3.2 kg 10. 6 km ● 660 m 11. 525 mL ● 525 cL

12. 2 Use Reasoning Are there less than 1 million, exactly 1 million,
MATHEMATICAL
PRACTICE
or greater than 1 million milligrams in 1 kilogram? Explain how you know.
© Houghton Mifflin Harcourt Publishing Company

13. DEEPER
Parker ran 100 meters, 1 kilometer, and 5,000 centimeters. How
many meters did he run all together ?

Chapter 10 • Lesson 5 613

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
For 14–15, use the table.
Food for Camping
14. DEEPER Kelly made one batch of raisin and Item Amount
1 can of juice 150 mL
pretzel snack mix. How many grams does she need to 1 bottle of juice 2L
add to the snack mix to make 2 kilograms? 1 batch of pancakes 200 g
raisin & pretzel snack mix 1,425 g

15. SMARTER Kelly plans to take juice on her

camping trip. Which will hold more juice, 8 cans or
2 bottles? How much more?

16. Erin’s water bottle holds 600 milliliters of water. WRITE Math
Dylan’s water bottle holds 1 liter of water. Whose Show Your Work
water bottle holds more water? How much
more water?

17. Liz and Alana each participated in the high jump at

the track meet. Liz’s high jump was 1 meter. Alana’s
high jump was 132 centimeters. Who jumped higher?
How much higher?

18. SMARTER Monica has 426 millimeters

of fabric. How many centimeters of fabric does
Monica have? Use the numbers and symbols on the
tiles to write an equation to show the conversion.

426 4.26 42.6 0.426

© Houghton Mifflin Harcourt Publishing Company

× ÷ =

10 100 1,000

614
 Practice and Homework
Name
Lesson 10.5
Metric Measures
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
measurement system.
Convert.

1. 16 m = 16,000 mm 2. 6,500 cL = L 3. 15 cm = mm
number of millimeters number of
meters in 1 meter millimeters

16 3 1,000 5 16,000
16 m 5 16,000 mm

4. 3,200 g = kg 5. 12 L = mL 6. 200 cm = m

7. 70,000 g = kg 8. 100 dL = L 9. 60 m = mm

Compare. Write <, >, or =.

10. 900 cm 9,000 mm 11. 600 km 5m 12. 5,000 cm 5m

13. 18,000 g 10 kg 14. 8,456 mL 9L 15. 2 m 275 cm

Problem
Problem Solving
Solving
16. Bria ordered 145 centimeters of fabric. Jayleen 17. Ed fills his sports bottle with 1.2 liters of water.
© Houghton Mifflin Harcourt Publishing Company

ordered 1.5 meters of fabric. Who ordered After his bike ride, he drinks 200 milliliters
more fabric? of the water. How much water is left in Ed’s
sports bottle?

_______ _______

18. WRITE Math Explain the relationship between multiplying and

dividing by 10, 100, and 1,000 and moving the decimal point to the right
or to the left.

Chapter 10 615
Lesson Check (5.MD.A.1)
1. Quan bought 8.6 meters of fabric. How many 2. Jason takes 2 centiliters of medicine. How many
centimeters of fabric did he buy? milliliters is this?

Spiral Review (5.NF.A.1, 5.MD.A.1, 5.G.A.1)

3. Yolanda needs 5 pounds of ground beef to 4. A soup recipe calls for 2 3_4 quarts of vegetable
make lasagna for a family reunion. One package broth. An open can of broth contains 1_2 quart of
of ground beef weighs 2 1_2 pounds. Another broth. How much more broth do you need to
package weighs 2 3_5 pounds. How much ground make the soup?
beef will Yolanda have left over after making
the lasagna?

5. Which point on the graph is located at (4, 2)? 6. A bakery supplier receives an order for
2 tons of flour from a bakery chain. The flour
is shipped in crates. Each crate holds eight
6 10-pound bags of flour. How many crates does
5 the supplier need to ship to fulfill the order?
R
y-axis

4
3 © Houghton Mifflin Harcourt Publishing Company
P S
2
Q
1
0 1 2 3 4 5 6
x-axis

FOR MORE PRACTICE

GO TO THE
616 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 10.6
Problem Solving • Customary
and Metric Conversions Measurement and Data—
5.MD.A.1
Essential Question How can you use the strategy make a table to help
you solve problems about customary and metric conversions? MATHEMATICAL PRACTICES
MP2, MP4, MP7

Unlock
Unlock the
the Problem
Problem
Conversion Table
Aaron is making fruit punch for a family reunion.
He needs to make 120 cups of punch. If he wants gal qt pt c
to store the fruit punch in gallon containers, how 1 gal 1 4 8 16
many gallon containers will Aaron need? 1
1 qt 4
1 2 4
Use the graphic organizer below to help you solve 1 1
1 pt 8 2
1 2
the problem.
1 1 1
1c 16 4 2
1

Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find
I need to use I will make a table to show the
relationship between the

. number of __ and
.
the number of __ .

Solve the Problem

There are _ cups in 1 gallon. So, each cup is _ of a gallon.

Complete the table below.
© Houghton Mifflin Harcourt Publishing Company

c 1 2 3 4 120
1 1 3 1
Multiply by .
gal
16 8 16 4

So, Aaron needs _ gallon containers to store the punch.

• MATHEMATICAL
PRACTICE 2 Use Reasoning Will all of the gallon containers Aaron uses be filled

to capacity? Explain.

Chapter 10 617
 Try Another Problem Conversion Table
m dm cm mm
Sharon is working on a project for art class. She needs
to cut strips of wood that are each 1 decimeter long to 1m 1 10 100 1,000
complete the project. If Sharon has 7 strips of wood that 1
1 dm 10
1 10 100
are each 1 meter long, how many 1-decimeter strips can
she cut? 1 1
1 cm 100 10
1 10
1 1 1
1 mm 1,000 100 10
1

Read the Problem

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

Solve the Problem

So, Sharon can cut _ 1-decimeter lengths to complete her project.

© Houghton Mifflin Harcourt Publishing Company

• MATHEMATICAL
PRACTICE 7 Look for a Pattern What relationship did the table you made show?

Math MATHEMATICAL PRACTICES 4

Talk
Use Diagrams How could
you use a diagram to solve
this problem?

618
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Edgardo has a drink cooler that holds 10 gallons of water.

He is filling the cooler with a 1-quart container. How many
times will he have to fill the quart container to fill the
cooler?

First, make a table to show the relationship between

gallons and quarts. You can use a conversion table to find
how many quarts are in a gallon.

gal 1 2 3 4 10

qt 4
WRITE Math
t Show Your Work

Then, look for a rule to help you complete your table.

number of gallons × _ = number of quarts

Finally, use the table to solve the problem.

Edgardo will need to fill the quart container _ times.

2. SMARTER What if Edgardo fills the cooler with only

32 quarts of water. How can you use your table to find how
many gallons that is?

3. How would the number of times Edgardo uses a container to

fill the 10-gallon cooler change if he uses a 1-cup container?
Explain.
© Houghton Mifflin Harcourt Publishing Company

Chapter 10 • Lesson 6 619

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

On
On Your
Your Own
Own

4. SMARTER Maria put trim around a banner that

is the shape of a triangle. Each side is 22 inches long.
Maria has 1_2 foot of trim left. What was the length
of the trim when she started? Write your answer in
yards.

5. Dan owns 9 DVDs. His brother Mark has 3 more DVDs than Dan has.
Their sister, Marsha, has more DVDs than either of her brothers. Together,
the three have 35 DVDs. How many DVDs does Marsha have?

6. DEEPER Kevin is making a picture frame. He has a piece of trim that is

4 feet long. How many 14-inch-long pieces can Kevin cut from the trim?
How much of a foot will he have left over?

7.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Explain how you could find the number
of cups in five gallons of water.

8. Carla uses 2 3_4 cups of whole wheat flour and 1 3_8 cups of rye flour in her bread
recipe. How many cups does she use in all?

9. SMARTER A large pot holds 12 gallons of soup. Jared has 1-pint containers
© Houghton Mifflin Harcourt Publishing Company

of chicken broth. Complete the table to help you find the number of 1-pint containers
of chicken broth Jared will need to fill the pot.
gallon 2 4 6 8 10 12
pint

Jared will need _ 1-pint containers to fill the pot.

620
 Practice and Homework
Name
Lesson 10.6
Problem Solving • Customary and
Metric Conversions COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
measurement system.

Solve each problem by making a table.

1. Thomas is making soup. His soup pot holds

Number of
8 quarts of soup. How many 1-cup servings of 1 2 3 4 8
Quarts
soup will Thomas make?
Number
4 8 12 16 32
of Cups
32 1-cup servings

2. Paulina works out with a 2.5-kilogram mass. What is

the mass of the 2.5-kilogram mass in grams?

3. Alex lives 500 yards from the park. How many inches
does Alex live from the park?

4. A flatbed truck is loaded with 7,000 pounds of bricks.

How many tons of brick are on the truck?
© Houghton Mifflin Harcourt Publishing Company

5. WRITE Math Explain how you could use

the conversion table on page 618 to convert
700 centimeters to meters.

Chapter 10 621
Lesson Check (5.MD.A.1)
1. At the hairdresser, Jenny had 27 centimeters cut 2. Marcus needs 108 inches of wood to make a
off her hair. How many decimeters of hair did frame. How many feet of wood does Marcus
Jenny have cut off? need for the frame?

Spiral Review (5.NF.B.7c, 5.MD.A.1, 5.G.A.1)

3. Tara lives 35,000 meters from her grandparents. 4. Dane’s puppy weighed 8 ounces when it was
How many kilometers does Tara live from her born. Now the puppy weighs 18 times as much
grandparents? as it did when it was born. How many pounds
does Dane’s puppy weigh now?

5. A carpenter is cutting dowels from a piece of 6. What ordered pair describes the location
wood that is 10 inches long. How many 1_2 -inch of point X?
dowels can the carpenter cut?
6
5
y-axis

4
3
X
2 © Houghton Mifflin Harcourt Publishing Company
1
0 1 2 3 4 5 6
x-axis

FOR MORE PRACTICE

GO TO THE
622 Personal Math Trainer
 Lesson 10.7
Name
Elapsed Time Measurement and Data—
Essential Question How can you solve elapsed time problems by 5.MD.A.1
converting units of time? MATHEMATICAL PRACTICES
MP6, MP7

Unlock
Unlock the
the Problem
Problem
A computer company claims its laptop has a battery that
lasts 4 hours. The laptop actually ran for 200 minutes
before the battery ran out. Did the battery last 4 hours?

11 12 1
10 2 1 hour = _ minutes
9 3
8 4 Think: The minute hand moves from one
7 6 5 number to the next in 5 minutes.

Convert 200 minutes to hours and minutes.

STEP 1 Convert minutes into total min in

hours and minutes. min 1 hr hr min

200 min = _ hr _ min _ _ is _r_

STEP 2 Compare. Write <, >, or =.

_ hr _ min 4 hr

Since _ hours _ minutes is __ 4 hours, the

battery __ last as long as the computer company claims.

Try This! Convert to mixed measures.

Units of Time
Jill spent much of her summer away from home. She spent 10 days
with her grandparents, 9 days with her cousins, and 22 days at camp. How 60 seconds (s) 5 1 minute (min)
many weeks and days was she away from home? 60 minutes 5 1 hour (hr)
© Houghton Mifflin Harcourt Publishing Company

24 hours 5 1 day (d)

STEP 1 Find the total number of days away.
7 days 5 1 week (wk)
10 days + 9 days + 22 days = _ days 52 weeks 5 1 year (yr)

STEP 2 Convert the days into weeks and days. 12 months (mo) 5 1 year
365 days 5 1 year
_ ÷ 7 is _ r _

So, Jill was away from home _ weeks and _ days.

Chapter 10 623
 One Way Use a number line to find elapsed time.

Monica spent 2 1_2 hours working on her computer. If she started working
at 10:30 a.m., what time did Monica stop working?

1 1 1

10:30 Think: _1 hour 5 30 minutes

2

Another Way Use a clock to find elapsed time.

Start End

So, Monica stopped working at __ .

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Christina Kennedy/Brand X Pictures/Getty Images
Try This! Find a start time.

Robert’s soccer team needs to be off the soccer field by 12:15 p.m. Each game
is at most 1 3_4 hours long. What time should the game begin to be sure that the
team finishes on time?

1
_ hour = 15 minutes, so 3
_ hour = _ minutes
4 4

STEP 1 Subtract the minutes first. STEP 2 Then subtract the hour.

45 minutes earlier is __ . 1 hour and 45 minutes earlier is __ .

So, the game should begin at __ .

Math MATHEMATICAL PRACTICES 6
Talk
Explain how you could
convert 3 hours 45 minutes
to minutes.

624
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Convert.
1. 540 min = _ hr 2. 8 d = _ hr 3. 110 hr = _ d _ hr

Math MATHEMATICAL PRACTICES 1

Find the end time.
Talk
Make Sense of Problems
4. Start time: 9:17 a.m. Elapsed time: 5 hr 18 min How can you find how
long a movie lasts if it
starts at 1:35 P.M. and ends
End time: __ at 3:40 P.M?

On
On Your
Your Own
Own
Find the start, elapsed, or end time.

5. Start time: 11:38 a.m. 6. Start time: __

Elapsed time: 3 hr 10 min Elapsed time: 2 hr 37 min

End time: __ End time: 1:15 p.m.

7. Start time: __ 8. Start time: 7:41 p.m.

Elapsed time: 2 1_4 hr Elapsed time: __

End time: 5:30 p.m. End time: 8:50 p.m.

© Houghton Mifflin Harcourt Publishing Company

9. WRITE Math Explain how you could find the number

of seconds in a full 24-hour day. Then solve.

Chapter 10 • Lesson 7 625

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
For 10–12, use the graph.
Podcast Download Time
10. MATHEMATICAL
PRACTICE Use Graphs Which Internet
4
services downloaded the podcast in less than Top Hat 1,050

4 minutes?

Internet Service
Groove Box 173

Jackrabbit 980

Internet-C 196
11. SMARTER Which service took the longest
to download the podcast? How much longer did Red Fox 310

it take than Red Fox in minutes and seconds? 0 200 400 600 800 1,000
Time (in seconds)

12. DEEPER If both Jackrabbit and Red Fox

started the podcast download at 10:05 a.m.,
at what time did each service complete its
download? What was the difference between
these times?

Personal Math Trainer

13. SMARTER Samit and his friends went to a movie
at 7:30 p.m. The movie ended at 9:55 p.m.
How long was the movie?

Samit arrived home 35 minutes after the movie ended.

What time did Samit get home? Explain how you found
your answer.
© Houghton Mifflin Harcourt Publishing Company

626
 Practice and Homework
Name
Lesson 10.7
Elapsed Time
COMMON CORE STANDARD—5.MD.A.1
Convert like measurement units within a given
measurement system.
Convert.

1. 5 days = 120 hr 2. 8 hr = min 3. 30 min = s

Think: 1 day 5 24 hours

5 3 24 5 120

4. 15 hr = min 5. 5 yr = d 6. 7 d = hr

7. 24 hr = min 8. 600 s = min 9. 60,000 min = hr

Find the start, elapsed, or end time.

10. Start time: 11:00 a.m. 11. Start time: 6:30 p.m.

Elapsed time: 4 hours 5 minutes Elapsed time: 2 hours 18 minutes

End time: ____ End time: ____

12. Start time: ____ 13. Start time: 2:00 p.m.

Elapsed time: 9 3_4 hours Elapsed time: ____

End time: 6:00 p.m. End time: 8:30 p.m.

Problem
Problem Solving
Solving
14. Kiera’s dance class starts at 4:30 p.m. and ends at 15. Julio watched a movie that started at 11:30 a.m.
6:15 p.m. How long is her dance class? and ended at 2:12 p.m. How long was the movie?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

16. WRITE Math Write a real-world word problem that can be solved
using elapsed time. Include the solution.

Chapter 10 627
Lesson Check (5.MD.A.1)
1. Michelle went on a hike. She started on the 2. Grant started a marathon at 8:00 a.m. He took
trail at 6:45 a.m. and returned at 3:28 p.m. How 4 hours 49 minutes to complete the marathon.
long did she hike? When did he cross the finish line?

Spiral Review (5.NBT.A.3b, 5.NF.A.1, 5.NF.B.6, 5.MD.A.1)

3. Molly is filling a pitcher that holds 2 gallons 4. Choose a symbol to make the following
of water. She is filling the pitcher with a 1-cup statement true. Write >, <, or =.
measuring cup. How many times will she
have to fill the 1-cup measuring cup to fill
the pitcher?

1.625 1.7

5. Adrian’s recipe for raisin muffins calls for 6. Kevin is riding his bike on a 10 1_8 -mile
1 3_4 cups raisins for one batch of muffins. bike path. He has covered the first 5 3_4 miles
Adrian wants to make 2 1_2 batches of the muffins already. How many miles does he have left
for a bake sale. How many cups of raisins will to ride?
Adrian use?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
628 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 10 Review/Test Online Assessment
and Intervention

1. The library is 5 miles from the post office. How many yards is the library
from the post office?

__ yards

2. Billy made 3 gallons of juice for a picnic. He said that he made 3_4 quart of
juice. Explain Billy’s mistake.

3. The Drama Club is showing a video of their recent play. The first
showing begins at 2:30 p.m. The second showing is scheduled at
5:25 p.m. with a 1_2 -hour break between the showings.

Part A

How long is the video in hours and minutes?

__ hours and __ minutes

Part B

Explain how you can use a number line to find the answer.
© Houghton Mifflin Harcourt Publishing Company

Part C

The second showing started 20 minutes late. Will the second showing be
over by 7:45 p.m.? Explain why your answer is reasonable.

Assessment Options
Chapter Test
Chapter 10 629
4. Fred bought 4 liters of liquid laundry detergent, 3,250 milliliters of fabric
softener, and 2.5 liters of bleach. For 4a–4e, select True or False for each
statement.

4a. Fred bought 75 milliliters more True False

fabric softener than bleach.

4b. Fred bought 1.75 liters more True False

laundry detergent than bleach.

4c. Fred bought 750 milliliters more True False

fabric softener than bleach.

4d. Fred bought 150 milliliters more True False

laundry detergent than bleach.

4e. Fred bought 0.75 liters more laundry True False

detergent than fabric softener.

5. A male hippopotamus can weigh up to 10,000 pounds. How many tons

is 10,000 pounds?

__ tons
Personal Math Trainer
6. SMARTER Amar and his friends went to a movie at 4:45 p.m. The
movie ended at 6:20 p.m.

Part A

How long was the movie?

__ hours and __ minutes

Part B

Amar got home 45 minutes after the movie ended. What time did Amar
get home? Explain how you found your answer.
© Houghton Mifflin Harcourt Publishing Company

630
 Name
7. Select the objects that hold the same amount of liquid as a
96-fluid-ounce jug. Mark all that apply.

A three 1-quart bottles

B two 1-quart bottles

C two 1-quart bottles and two 1-pint bottles

D one 1-quart bottle and eight 8-ounce fluid glasses

E two 8-ounce fluid glasses and two 1-pint bottles

8. Lorena’s backpack has a mass of 3,000 grams. What is the mass of

Lorena’s backpack in kilograms?

__ kilograms

9. DEEPER Richard walks every day for exercise at a rate of 1 kilometer

every 12 minutes.

Part A

At this rate, how many meters can Richard walk in 1 hour? Explain how
you found your answer.

Part B

Suppose Richard walks 1 kilometer every 10 minutes. How many meters

further can he walk in 1 hour at this new rate? Explain how you found
your answer.
© Houghton Mifflin Harcourt Publishing Company

Chapter 10 631
10. Beth filled 32 jars with paint. If each jar holds 1 pint of paint, how many
gallons of paint did Beth use?

__ gallons

11. Griffins’s driveway is 36 feet long. Choose the word and

number to complete the sentence correctly.

add 3

subtract 12
To convert 36 feet to yards, 36 by .
multiply 1,760

divide 5,280

12. Carlos bought 5 pounds of carrots. How many ounces of carrots

did he buy?

__ ounces
13. Chandler has 824 millimeters of fabric. How many centimeters of fabric
does Chandler have? Use the numbers and symbols on the tiles to write
an equation to show the conversion.

824 8.24 82.4 0.824

3 4 5

10 100 1,000

Chandler has __ centimeters of fabric.

© Houghton Mifflin Harcourt Publishing Company

14. Glenn needs to cut pieces of ribbon that are each 1 meter long to
make ribbon key chains. If he has 3 pieces of ribbon that are each
1 dekameter long, how many 1-meter pieces of ribbon can he cut?

__ pieces

632
 Name
15. A large pot holds 8 quarts of spaghetti sauce. Lisa has 1-pint containers
of spaghetti sauce. Complete the table to help you find the number of
1-pint containers of spaghetti sauce Lisa will need to fill the pot.

quart 2 4 6 8

pint

Lisa will need 1-pint containers to fill the pot.

16. Emily bought 48 yards of fabric to make curtains. How many inches of
fabric did Emily buy?

__ inches
17. Kelly is having a party. She wants to make punch. The recipe for
punch uses 3 pints of pineapple juice, 5 cups of orange juice, 1_4 gallon of
lemonade, and 1 quart of apricot nectar.

Part A

Kelly says her recipe will make 20 cups of punch. Is Kelly correct?
Explain your answer.

Part B

Kelly decides to pour her punch into 1-quart containers to fit into her
refrigerator until the party starts. She has four 1-quart containers. Will all
of her punch fit into the containers? Explain.
© Houghton Mifflin Harcourt Publishing Company

Chapter 10 633
18. Sam is practicing long track speed skating at an ice skating rink. The
distance around the rink is 250 yards. He has skated around the rink
6 times so far. How many more yards does he need to skate around the
rink to complete 3 miles?

__ yards

19. Maria spent 15 days traveling in South America. How many hours did
she spend traveling in South America?

__ hours

20. A concrete truck loaded with concrete weighs about 30 tons. About how
many pounds does the loaded truck weigh?

__ pounds

21. A plumber has a piece of pipe that is 2-meter long. He needs to cut it
into sections that are 10 centimeters long. How many sections will he
be able to cut? Show your work. Explain how you found your answer.

22. For 22a–22d, select True or False for each statement.

22a. 2,000 lb > 1 T True False

22b. 56 oz < 4 lb True False

22c. 48 oz = 3 lb True False

22d. 40 oz < 2 lb 4 oz True False

© Houghton Mifflin Harcourt Publishing Company

634
 11
Chapter

Geometry and Volume

Personal Math Trainer
Show Wha t You Know Online Assessment
and Intervention
Check your understanding of important skills.
Name

Perimeter Count the units to find the perimeter. (3.MD.D.8)

1. 1 2 3 4 5 6 2. 1 2 3 4
20 7 20 5
19 8 19 6
18 9 18 7
17 8
17 10 16 9
16 15 14 13 12 11 15 14 13 12 11 10

Perimeter = _ units Perimeter = _ units

Area Write the area of each shape. (3.MD.C.5)

3. 4.

_ square units _ square units

Multiply Three Factors Write the product. (4.NBT.B.5)

5. 3 × 5 × 4 × _ 6. 5 × 5 × 10 × _ 7. 7 × 3 × 20 × _

Math in the
Clues
Helen must find a certain
© Houghton Mifflin Harcourt Publishing Company

• The polyhedron has 1 base.

polyhedron for a treasure rectangular triangular hexagonal
• It has 4 lateral faces that prism prism prism
hunt. Use the clues to
meet at a common vertex.
help Helen identify
• The edges of the base are
the polyhedron.
all the same length.

square pyramid triangular cube

pyramid

Chapter 11 635
 Voca bula ry Builder

Visualize It
Review Words
Sort the checked words into the circle map.
✓ acute triangle
Two-Dimensional Figures
✓ decagon

Polygons equilateral triangle

✓ hexagon
Triangles Quadrilaterals isosceles triangle
✓ obtuse triangle
✓ octagon
✓ parallelogram
quadrilateral
✓ rectangle
✓ rhombus
✓ right triangle
scalene triangle
✓ trapezoid
Understand Vocabulary
Write the preview word that answers the riddle.
Preview Words
1. I am a solid figure with two congruent
polygons that are bases, connected base
with lateral faces that are rectangles. ___ congruent

2. I am a polygon in which all sides are heptagon

congruent and all angles are congruent. ___ lateral face
nonagon
3. I am a cube that has a length,
width, and height of 1 unit. ___ polygon
polyhedron
4. I am a solid figure with faces that
are polygons. ___ prism
pyramid
5. I am the measure of the amount
© Houghton Mifflin Harcourt Publishing Company

regular polygon
of space a solid figure occupies. ___
unit cube
6. I am a polygon that connects with the
volume
bases of a polyhedron. ___

™Interactive Student Edition

636 ™Multimedia eGlossary
Chapter 11 Vocabulary

base congruent

base congruente
1 8

equilateral triangle heptagon

triángulo equilátero heptágono

21 29

isosceles triangle lateral face

triángulo isósceles cara lateral

33 34

nonagon polygon

eneágono polígono
41 51
 Having the same size and the same shape
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

(arithmetic) A number used as a repeated factor
3
Example: 8 = 8 × 8 × 8
Examples:
base Examples:
base
(geometry) In two dimensions, one side of height

a triangle or parallelogram that is used to

base base
help find the area. In three dimensions,
a plane figure, usually a polygon or circle, base

by which a three-dimensional figure is measured or named

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A polygon with seven sides and seven angles A triangle with three congruent sides

Example: Example:
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

Any surface of a polyhedron other than A triangle with two congruent sides
a base
Example:
Example:


DN 
DN
face

A closed plane figure formed by three or

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

more line segments A polygon with nine sides and nine angles

Examples: Examples:

Polygons Not Polygons

Chapter 11 Vocabulary (continued)

polyhedron prism

poliedro prisma
52 53

pyramid quadrilateral

pirámide cuadrilátero
55 56

regular polygon scalene triangle

polígono regular triángulo escaleno

58 62

unit cube volume

cubo unitaria volumen

69 70
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A solid figure that has two congruent, A solid figure with faces that are polygons
polygon-shaped bases, and other faces that
are all rectangles Examples:

Examples:

rectangular prism triangular prism

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A polygon with four sides and four angles A solid figure with a polygon base and all
other faces are triangles that meet at a
Examples: common vertex

Example:
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

A polygon in which all sides are congruent

A triangle with no congruent sides and all angles are congruent

Example: Example: a regular pentagon

4 cm 108° 4 cm
108° 108°

4 cm 4 cm
108° 108°
4 cm

The measure of the space that a solid figure A cube that has a length, width, and height
© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

occupies of 1 unit

Example: Example:
1 Unit
3 in. 3 in.
4 in. 4 in.
4 in. 4 in.
1 Unit
48 cu in. 1 Unit
 Going Places with Words Game
Game

Picture It
Word Box
base (of a power)
congruent figures
equilateral triangle
For 3 to 4 players heptagon
isosceles triangle
Materials lateral face
• timer
nonagon
• sketch pad
polygon
How to Play polyhedron
1. Take turns to play. prism
2. To take a turn, choose a word from the Word Box. pyramid
Do not say the word.
quadrilateral
3. Set the timer for 1 minute.
regular polygon
4. Draw pictures and numbers to give clues about the word.
scalene triangle
5. The first player to guess the word before time runs out
gets 1 point. If he or she can use the word in a sentence, unit cube
they get 1 more point. Then that player gets a turn volume
choosing a word.
© Houghton Mifflin Harcourt Publishing Company• Image Credits: (bg) ©Liquidlibrary/Jupiterimages/Gettyy Images
g

6. The first player to score 10 points wins.

Chapter 11 636A
Journal
Jo
ouurnal

The Write Way

Reflect
Choose one idea. Write about it.
• Tell how the terms regular polygon and congruent are related. Draw and
label a regular polygon to illustrate your answer.
• Use at least two of the following words to describe objects in a familiar place.
heptagon polygon pyramid quadrilateral
• Compare and contrast an equilateral triangle, an isosceles triangle,
and a scalene triangle. How are they alike? How are they different?
• Suppose that you write a math advice column and a reader needs help
identifying a type of prism. Write a letter to the reader to explain how to
solve this problem.

© Houghton Mifflin Harcourt Publishing Company• Image Credits: (bg) ©Liquidlibrary/Jupiterimages/Getty Images

636B
 Lesson 11.1
Name
Polygons Measurement and Data—
Essential Question How can you identify and classify polygons? 5.G.B.3, 5.G.B.4
MATHEMATICAL PRACTICES
MP1, MP2, MP5, MP6

Unlock
Unlock the
the Problem
Problem
The Castel del Monte in Apulia, Italy, was built more than
750 years ago. The fortress has one central building with
eight surrounding towers. Which polygon do you see
repeated in the structure? How many sides, angles,
and vertices does this polygon have?

A polygon is a closed plane figure formed by three or more

line segments that meet at points called vertices. It is named
by the number of sides and angles it has. To identify the
repeated polygon in the fortress, complete the tables below.

Polygon Triangle Quadrilateral Pentagon Hexagon

Sides 3 4 5

Angles

Vertices Sometimes the angles

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©De Agostini/Getty Images

inside a polygon are greater

than 180°.

275
Polygon Heptagon Octagon Nonagon Decagon

Sides 7 8

Angles

Vertices

So, the __ is the repeated polygon in the Math MATHEMATICAL PRACTICES 5

Talk
Castel del Monte because it has _ sides, _ angles, Use Patterns What pattern
do you see among the
number of sides, angles, and
and _ vertices.
vertices a polygon has?

Chapter 11 637
Regular Polygons When line segments have the same length
or when angles have the same measure, they are congruent. Two polygons
are congruent when they have the same size and the same shape. In a
regular polygon, all sides are congruent and all angles are congruent.

regular polygon not a regular polygon

All sides are 4 cm 108° 4 cm You can write Not all sides You can use the
congruent. 108° 108° measurements to are congruent. same markings
show congruent to show the
4 cm 4 cm
All angles sides and angles. Not all angles congruent sides
108° 108°
are congruent. 4 cm are congruent. and angles.

Try This! Label the Venn diagram to classify the polygons in each group.
Then draw a polygon that belongs only to each group.

Congruent ___ Congruent ___

Math MATHEMATICAL PRACTICES 1

Regular ___ Talk
Describe Relationships Explain
how the group of polygons in
MATH
M the center section of the Venn
Share
Share and
and Show
hhow
Sh BOARD
B diagram is related to the
© Houghton Mifflin Harcourt Publishing Company

groups in the left and right

sections of the diagram.
1. Name the polygon. Then use the markings on the figure to tell
whether it is a regular polygon or not a regular polygon.

a. Name the polygon. ___

b. Are all the sides and all the angles congruent? ___

c. Is the polygon a regular polygon? ___

638
 Name
Name each polygon. Then tell whether it is a regular polygon
or not a regular polygon.

2. 3.

4. Math MATHEMATICAL PRACTICES 2

Talk
Use Reasoning Why do all
regular pentagons have the
same shape?

On
On Your
Your Own
Own
Name each polygon. Then tell whether it is a regular polygon
or not a regular polygon.

5. 6.

7. 8.
© Houghton Mifflin Harcourt Publishing Company

9. DEEPER Compare the polygons shown in Exercises 2 and 8.

Describe how they are alike and how they are different.

Chapter 11 • Lesson 1 639

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
For 10–11, use the Castel del Monte floor plan at the right.

10. DEEPER Which polygons in the floor plan have four equal sides and
four congruent angles? How many of these polygons are there?

11. DEEPER Is there a quadrilateral in the floor plan that is not a

regular polygon? Name the quadrilateral and tell how many of the
quadrilaterals are in the floor plan.

MATHEMATICAL
12. PRACTICE 6
Use Math Vocabulary Sketch eight points that are
vertices of a closed plane figure. Connect the points to draw the figure.

What kind of polygon did you draw?

13. SMARTER
Look at the angles for all regular polygons. As the
number of sides increases, do the measures of the angles increase or
decrease? What pattern do you see?

14. SMARTERKayla drew the shape shown. For 14a–14b, choose

the values and term that correctly describe the shape Kayla drew.
© Houghton Mifflin Harcourt Publishing Company

4 4
14a. The figure has 6 sides and 6 angles.
12 8

regular heptagon
14b. The figure is a regular pentagon .
regular hexagon

640
 Practice and Homework
Name
Lesson 11.1
Polygons
COMMON CORE STANDARD—5.G.B.3
Classify two-dimensional figures into categories
based on their properties.
Name each polygon. Then tell whether it is a regular polygon or not
a regular polygon.
1. 2.

4 sides, 4 vertices, 4 angles means it is a

quadrilateral
___. The sides are
not regular ______
not all congruent, so it is ___.
3. 4.

______ ______

5. 6.

______ ______

Problem
Problem Solving
Solving
7. Sketch nine points. Then, connect the points to 8. Sketch seven points. Then, connect the points to
© Houghton Mifflin Harcourt Publishing Company

form a closed plane figure. What kind of polygon form a closed plane figure. What kind of polygon
did you draw? did you draw?

______ ______

9. WRITE Math Use grid paper to draw one regular hexagon and one
hexagon that is not regular. Explain the difference.

Chapter 11 641
Lesson Check (5.G.B.3)
1. Name the polygon. Write whether it is regular 2. Name the polygon. Write whether it is regular
or not regular. or not regular.

Spiral Review (5.OA.A.2, 5.NBT.B.7, 5.MD.A.1)

3. Ann needs 42 feet of fabric to make a small 4. Todd begins piano practice at 4:15 p.m. and
quilt. How many yards of fabric should she buy? ends at 5:50 p.m. How long does he practice?

5. Jenna has 30 barrettes. She is organizing her 6. Melody had $45. She spent $32.75 on a blouse.
barrettes into 6 boxes. She puts the same Then her mother gave her $15.50. How much
number of barrettes in each box. Write an money does Melody have now?
expression that you can use to find the number
of barrettes in each box. © Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
642 Personal Math Trainer
 Lesson 11.2
Name
Triangles Measurement and Data—
Essential Question How can you classify triangles? 5.G.B.3, 5.G.B.4
MATHEMATICAL PRACTICES
MP2, MP6, MP7, MP8

Unlock
Unlock the
the Problem
Problem
If you look closely at Epcot Center’s Spaceship Earth building in
Orlando, Florida, you may see a pattern of triangles. The triangle
outlined in the pattern at the right has 3 congruent sides and 3
acute angles. What type of triangle is outlined?

Complete the sentence that describes each

type of triangle.

Classify triangles by the lengths Classify triangles by the measures

of their sides. of their angles.

An equilateral triangle has A right triangle has one 90°, or

60°
_ congruent sides. 3 in. 3 in. __ angle.
30°

3 in.

An isosceles triangle has 3 in. An acute triangle has 3

75°
_ congruent 2 in. __ angles.
30° 75°
sides.
3 in.

A scalene triangle has 5 in. An obtuse triangle has 1

32°
_ congruent 3 in. __ angle. 18° 130°
sides. 4 in.
© Houghton Mifflin Harcourt Publishing Company

The type of triangle outlined in the pattern

can be classified by the length of its sides as an __ triangle.
The triangle can also be classified
by the measures of its angles as an __ triangle. Math MATHEMATICAL PRACTICES 6
Talk
Is an equilateral triangle also
a regular polygon? Explain.

Chapter 11 643
 Hands
Activity On
• What type of triangle has 3 sides of different
lengths?
Classify triangle ABC by the lengths of its sides
and by the measures of its angles.

Materials ■ centimeter ruler ■ protractor • What is an angle called that is greater than 90º
and less than 180º?
STEP 1 Measure the sides of the triangle
using a centimeter ruler. Label each
side with its length. Classify the
triangle by the lengths of its sides. B

STEP 2 Measure the angles of the triangle

using a protractor. Label each angle C
with its measure. Classify the triangle
by the measures of its angles. A

Triangle ABC is a __ __ triangle.

Try This! Draw the type of triangle described by the lengths of

its sides and by the measures of its angles.

Triangle by Length of Sides

Scalene Isosceles
Triangle by Angle Measure
Acute

Think: I need to draw a triangle that

is acute and scalene.

© Houghton Mifflin Harcourt Publishing Company

Obtuse

Math MATHEMATICAL PRACTICES 2

Talk
Reason Abstractly Can you
draw a triangle that is right
equilateral? Explain.

644
 Name
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Classify each triangle. Write isosceles, scalene, or equilateral.

Then write acute, obtuse, or right.
1. 2. 3.
12 ft 51°
14 ft 3 cm 29°
75°
54°
11 ft

__ __ __ __ __ __

Math MATHEMATICAL PRACTICES 8

Talk
Draw Conclusions Can you
tell that a triangle is obtuse,
On
On Your
Your Own
Own right, or acute without
measuring the angles?
Explain.
A triangle has sides with the lengths and angle measures given.
Classify each triangle. Write isosceles, scalene, or equilateral.
Then write acute, obtuse, or right.

4. sides: 3.5 cm, 6.2 cm, 3.5 cm 5. sides: 2 in., 5 in., 3.8 in.

angles: 27°, 126°, 27° angles: 43°, 116°, 21°

__ __ __ __

6. Circle the figure that does not belong. Explain.

© Houghton Mifflin Harcourt Publishing Company

7. DEEPER Draw 2 equilateral triangles that are congruent and share a

side. What polygon is formed? Is it a regular polygon?

Chapter 11 • Lesson 2 645

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

8. SMARTER
Shannon said that a triangle with exactly 2 congruent
sides and an obtuse angle is an equilateral obtuse triangle. Describe her
error.

9. SMARTER
Kelly drew a triangle with exactly 2 congruent sides and
3 acute angles. Which of the following accurately describes the triangle?
Mark all that apply.

A isosceles C obtuse

B acute D equilateral

Forces and Balance

What makes triangles good for the construction of buildings or bridges?
The 3 fixed lengths of the sides of a triangle, when joined, can form no other

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Audrey M Vasey/Shutterstock; (r) ©wim wiskerke/Alamy
shape. So, when pushed, triangles don’t bend or break.
WRITE Math
t Show Your Work
force OTHER force
POLYGONS TRIANGLE
no bend or break

bend, break

MATHEMATICAL
PRACTICE 7
Identify Relationships Classify the triangles in the structures below.
Write isosceles, scalene, or equilateral. Then write acute, obtuse, or right.
10. 11.

__ __ __ __

646
 Practice and Homework
Name
Lesson 11.2
Triangles
COMMON CORE STANDARD—5.G.B.3,
5.G.B.4 Classify two-dimensional figures into
categories based on their properties.
Classify each triangle. Write isosceles, scalene, or equilateral.
Then write acute, obtuse, or right.
1. 2.
8 mm 118°
6 mm

37° 53°
10 mm 42 in.

None of the side measures are equal. So, it is

scalene
__ . There is a right
right
angle, so it is a __ triangle. ___ ___

3. 50 cm 4. 25 in.
7 in.
15 cm 22°
24 in.
50 cm

___ ___ ___ ___

A triangle has sides with the lengths and angle measures given. Classify
each triangle. Write scalene, isosceles, or equilateral. Then write acute,
obtuse, or right.
5. sides: 44 mm, 28 mm, 24 mm 6. sides: 23 mm, 20 mm, 13 mm
angles: 110°, 40°, 30° angles: 62°, 72°, 46°

___ ___ ___ ___

Problem
Problem Solving
Solving
© Houghton Mifflin Harcourt Publishing Company

7. Mary says the pen for her horse is an acute right 8. Karen says every equilateral triangle is acute. Is
triangle. Is this possible? Explain. this true? Explain.

9. WRITE Math Draw three triangles: one equilateral, one isosceles, and one
scalene. Label each and explain how you classified each triangle.

Chapter 11 647
Lesson Check (5.G.B.3, 5.G.B.4)
1. If two of a triangle’s angles measure 42° and 2. What is the classification of the following
48°, how would you classify that triangle? Write triangle? Write scalene, isosceles, or right.
acute, obtuse, or right. 49°

4 cm 9 cm
107° 24°
7 cm

Spiral Review (5.MD.A.1, 5.G.B.3)

3. How many tons are equal to 40,000 pounds? 4. Choose a symbol to make the following
statement true. Write >, <, or =.

6 kilometers 600 centimeters

5. What polygon is shown? 6. Name the polygon. Write whether it is regular

or not regular.

© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
648 Personal Math Trainer
 Lesson 11.3
Name

Quadrilaterals Measurement and Data—

5.G.B.3, 5.G.B.4
Essential Question How can you classify and compare quadrilaterals?
MATHEMATICAL PRACTICES
MP3, MP7

Unlock
Unlock the
the Problem
Problem
153
152
151
A seating chart for a baseball field has many four-sided figures, 147
149 150

148

or quadrilaterals. What types of quadrilaterals can you find in 145 146

143 144
the seating chart? 141 142

139 140

There are five special types of quadrilaterals. You can 137 138

135 136

classify quadrilaterals by their properties, such as parallel 133 134

sides and perpendicular sides. Parallel lines are lines that 131
129 130
132

127
are always the same distance apart. Perpendicular lines 125 126
128

123 124
are lines that intersect to form four right angles. 121
119
122
120
117 118
115 116
113 114
111 112
109 110
107 108
Complete the sentence that describes each 105
103 104
106

101 102
V Lower Level
type of quadrilateral.

A general quadrilateral has A trapezoid is a

4 sides and 4 angles. quadrilateral with at least

1 pair of __
sides.

A parallelogram is a A rectangle is a special

special trapezoid with
parallelogram with _
opposite __ right angles and 4 pairs of

that are __ ___ sides.

and parallel.

A rhombus is a special A square is a special

parallelogram with
parallelogram with _
congruent sides. _ congruent sides
© Houghton Mifflin Harcourt Publishing Company

and _ right angles.

So, the types of quadrilaterals you can find in the seating chart of the field are

_____________.
Math MATHEMATICAL PRACTICES 7
Talk
Identify Relationships How
are trapezoids and
parallelograms different?

Chapter 11 649
 Hands
On

Activity
Materials ■ quadrilaterals ■ scissors
You can use a Venn diagram to sort quadrilaterals and find out
how they are related.
• Draw the diagram below on your MathBoard.
• Cut out the quadrilaterals and sort them into the Venn diagram.
• Record your work by drawing each figure you have placed in
the Venn diagram below.

Complete the sentences by writing always,

QUADRILATERALS sometimes, or never.

A rhombus is __ a square.
Trapezoids
A parallelogram is __
a rectangle.
Parallelograms
A rhombus is __
a parallelogram.

A trapezoid is __
Rhombuses Rectangles a parallelogram.

A parellelogram is __ a trapezoid.

A square is __ a rhombus.
Squares

1. Explain why the circle for parallelograms is inside the circle for trapezoids.
© Houghton Mifflin Harcourt Publishing Company

2. Explain why the section of the Venn diagram for squares intersects with both
the section for rhombuses and the section for rectangles.

650
 Name
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

1. Use quadrilateral ABCD to answer each question. Complete the sentence. A B

a. Measure the sides. Are any of the sides congruent? _

Mark any congruent sides.
D C
b. How many right angles, if any, does the quadrilateral have? _

c. How many pairs of parallel sides, if any, does the quadrilateral have? _

So, quadrilateral ABCD is a ___ and a ___.

Classify the quadrilateral in as many ways as possible. Write

quadrilateral, trapezoid, parallelogram, rectangle, rhombus, or square.
2. 3.

Math MATHEMATICAL PRACTICES 3

Talk
Make Arguments Can a
trapezoid have more than
one pair of parallel sides
that have the same length?
On
On Your
Your Own
Own Explain your answer.

Classify the quadrilateral in as many ways as possible. Write

quadrilateral, parallelogram, rectangle, rhombus, square, or trapezoid.

4. 5.
© Houghton Mifflin Harcourt Publishing Company

6. 7.

Chapter 11 • Lesson 3 651

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
8. A quadrilateral has exactly 2 congruent sides. Which quadrilateral types
could it be? Which quadrilaterals could it not be?

9. SMARTERA quadrilateral has exactly 3 congruent sides. Davis

claims that the figure must be a rectangle. Why is his claim incorrect?
Use a diagram to explain your answer.

MATHEMATICAL
10. PRACTICE 3 Make Arguments The opposite corners of a quadrilateral
are right angles. The quadrilateral is not a rhombus. What kind of
quadrilateral is this figure? Explain how you know.

11. DEEPER I am a figure with four sides. I can be placed in the following
categories: quadrilateral, trapezoid, parallelogram, rectangle, rhombus,
and square. Draw me. Explain why I fit into each category.

Personal Math Trainer

© Houghton Mifflin Harcourt Publishing Company

12. SMARTER For 12a–12c, write the name of one quadrilateral

square
from the tiles to complete a true statement. Use each quadrilateral
only once. trapezoid
rhombus
12a. A __ is sometimes a square.

12b. A __ is always a rectangle.

12c. A parallelogram is always a __.

652
 Practice and Homework
Name
Lesson 11.3
Quadrilaterals
COMMON CORE STANDARD—5.G.B.4
Classify two-dimensional figures into categories
based on their properties.
Classify the quadrilateral in as many ways as possible.
Write quadrilateral, trapezoid, parallelogram, rectangle, rhombus, or square.
1. 2.

quadrilateral
It has 4 sides, so it is a __ .
None of the sides are parallel, so there is

no other classification.
____ . ______

3. 4.

______ ______

5. 6.

______ ______

Problem
Problem Solving
Solving

7. Kevin claims he can draw a trapezoid with three 8. “If a figure is a square, then it is a regular
© Houghton Mifflin Harcourt Publishing Company

right angles. Is this possible? Explain. quadrilateral.” Is this true or false? Explain.

______ ______

______ ______

______ ______

9. WRITE Math All rectangles are parallelograms. Are all parallelograms

rectangles? Explain.

Chapter 11 653
Lesson Check (5.G.B.4)
1. Complete the following statement. Write 2. Complete the following statement. Write
sometimes, always, or never. sometimes, always, or never.

A trapezoid ____ has A rhombus ____ has four

exactly one pair of parallel sides. congruent angles.

Spiral Review (5.NF.B.3, 5.MD.A.1, 5.G.B.3, 5.G.B.4)

3. How many kilograms are equal to 5,000 grams? 4. The sides of a triangle measure 6 inches,
8 inches, and 10 inches. The triangle has
one 90° angle. What type of triangle is it?

5. A warehouse has 355 books to ship. Each 6. How many vertices does a heptagon have?
shipping carton holds 14 books. How many
cartons does the warehouse need to ship all
of the books?
© Houghton Mifflin Harcourt Publishing Company

FOR MORE PRACTICE

GO TO THE
654 Personal Math Trainer
 Lesson 11.4
Name
Three-Dimensional Figures Measurement and Data—
Essential Question How can you identify, describe, and classify 5.MD.C.3
three-dimensional figures? MATHEMATICAL PRACTICES
MP1, MP6, MP7, MP8

Unlock
Unlock the
the Problem
Problem

A solid figure has three dimensions: length, width, and height.

Polyhedrons, such as prisms and pyramids, are three-dimensional A two-dimensional figure has
the dimensions length and
figures with faces that are polygons.
width, which are used to find
the figure’s area.
A prism is a polyhedron that has two congruent polygons as bases.
A three-dimensional figure,
or solid, has three dimensions:
A polyhedron’s lateral faces are polygons that connect with the bases. length, width, and height.
The lateral faces of a prism are rectangles. These dimensions are used to
find the figure’s volume, or the
base space it occupies.
A prism’s base shape is used to name
lateral face the solid figure. The base shape of
this prism is a triangle. The prism is a
base
triangular prism.

Identify the base shape of the prism. Use the terms in

the box to correctly name the prism by its base shape. Types of Prisms
decagonal prism
octagonal prism
hexagonal prism
pentagonal prism
rectangular prism
triangular prism
Base shape: __ Base shape: __
Name the solid figure. Name the solid figure.

___ ___
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 8

Base shape: __ Base shape: __ Talk
Name the solid figure. Name the solid figure. Use Repeated Reasoning
What shapes make up a
decagonal prism, and how
___ ___ many are there? Explain.

•
MATHEMATICAL
PRACTICE 1 Analyze What special prism has congruent squares for bases and lateral faces? __
Chapter 11 655
 Pyramid A pyramid is a polyhedron with only one base. The lateral faces Types of Pyramids
of a pyramid are triangles that meet at a common vertex. pentagonal pyramid
rectangular pyramid
Like a prism, a pyramid is named for the shape of its base.
square pyramid
Identify the base shape of the pyramid. Use the terms in the box to triangular pyramid
correctly name the pyramid by its base shape.

lateral face

base

Base shape: __ Base shape: __ Base shape: __

Name the solid figure. Name the solid figure. Name the solid figure.

___ ___ ___

Non-polyhedrons Some three-dimensional figures have curved surfaces. These solid

figures are not polyhedrons.
base base

base

A cone has 1 circular base and 1 A cylinder has 2 congruent A sphere has no bases and 1
curved surface. circular bases and 1 curved curved surface.
surface.

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.
1. 2. 3. © Houghton Mifflin Harcourt Publishing Company

Name the solid figure.

4. 5. 6.

656
 Name

On
On Your
Your Own
Own
Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.
7. 8. 9.

Name the solid figure.

10. 11. 12.

13. 14. 15.

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
MATHEMATICAL
16. PRACTICE 6 Use Math Vocabulary Mario is 17. SMARTER What is another
making a sculpture out of stone. He starts by name for a cube? Explain your
carving a base with five sides. He then carves five reasoning.
triangular lateral faces that all meet at a point
at the top. What three-dimensional figure does
Mario make?
© Houghton Mifflin Harcourt Publishing Company

18. DEEPER Compare the characteristics of prisms and pyramids.

Tell how they are alike and how they are different.

Chpater 11 • Lesson 4 657

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

19. SMARTER
Write the letter in the box that correctly describes the
three-dimensional figure.

A B C D

Prism Pyramid

Identify the Details

If you were given a description of a building and asked to identify
which one of these three buildings is described, which details
would you use to determine the building?

▲
Flatiron Building,
New York City,
A word problem contains details that help you solve the problem.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Andy Selinger/Alamy; (c) ©Jon Hicks/Corbis; (b) ©Ethan Miller/Getty Images
New York
Some details are meaningful and are important to finding the
solution and some details may not be. Identify the details you
need to solve the problem.

WRITE Math
t Show Your Work

Example Read the description. Underline the details
you need to identify the solid figure that will name the
▲
Nehru Science Center,
correct building. Mumbai, India

This building is one of the most identifiable structures in its

city’s skyline. It has a square foundation and 28 floors.
The building has four triangular exterior faces that meet at a
point at the top of the structure.
▲

Luxor Hotel,
Las Vegas, Nevada

Identify the solid figure and name the correct building.

20. Solve the problem in the Example. 21. This building was completed in 1902. It has
a triangular foundation and a triangular roof
Solid figure: ___ that are the same size and shape. The three
sides of the building are rectangles.
Building: ___
Solid figure: ___

Building: ___

658
 Practice and Homework
Name
Lesson 11.4
Three-Dimensional Figures
COMMON CORE STANDARD—5.MD.C.3
Geometric measurements: understand concepts
of volume and relate volume to multiplication
and to addition.
Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.
1. 2. 3.

There are no bases. There is 1

curved surface. It is a

sphere
____. ____ ____

Name the solid figure.

4. 5. 6.

____ ____ ____

7. 8. 9.

____ ____ ____

© Houghton Mifflin Harcourt Publishing Company

Problem
Problem Solving
Solving

10. Nanako said she drew a square pyramid and 11. WRITE Math Explain why a three-
that all of the faces are triangles. Is this possible? dimensional figure with a curved surface is
Explain. not a polyhedron.

______ ______

Chapter 11 659
Lesson Check (5.MD.C.3)
1. Luke made a model of a solid figure with 2. How many rectangular faces does a hexagonal
1 circular base and 1 curved surface. What pyramid have?
solid figure did he make?

Spiral Review (5.NF.A.1, 5.MD.A.1, 5.G.B.3, 5.G.B.4)

3. Laura walks 3_5 mile to school each day. Isaiah’s 4. James has 4 3_4 feet of rope. He plans to cut
walk to school is 3 times as long as Laura’s. How off 1 1_2 feet from the rope. How much rope
far does Isaiah walk to school each day? will be left?

5. Latasha made 128 ounces of punch. How many 6. Complete the following statement. Write
cups of punch did Latasha make? sometimes, always, or never. © Houghton Mifflin Harcourt Publishing Company

Trapezoids are __ parallelograms.

FOR MORE PRACTICE

GO TO THE
660 Personal Math Trainer
 Name
Personal Math Trainer
Mid-Chapter Checkpoint Online Assessment
and Intervention

Vocabulary
Vocabulary Vocabulary

Choose the best term from the box. congruent

polyhedron
1. A closed plane figure with all sides congruent and all angles
regular polygon
congruent is called a ___ . (p. 638)

2. Line segments that have the same length, or angles that have

the same measure, are ___ . (p. 638)

Concepts
Concepts and
and Skills
Skills
Name each polygon. Then tell whether it is a regular polygon
or not a regular polygon. (5.G.B.3)
3. 4. 5.

Classify each triangle. Write isosceles, scalene, or equilateral.

Then write acute, obtuse, or right. (5.G.B.3, 5.G.B.4)
6. 7. 8.
120°
30° 30°
© Houghton Mifflin Harcourt Publishing Company

__ __ __ __ __ __
Classify the quadrilateral in as many ways as possible. Write all that apply:
quadrilateral, trapezoid, parallelogram, rectangle, rhombus, or square. (5.G.B.4)

9. 10. 11.

Chapter 11 661
12. What type of triangle is shown below? (5.G.B.3, 5.G.B.4)

13. Classify the quadrilateral in as many ways as possible. (5.G.B.4)

14. Classify the following figure. (5.MD.C.3)

15. DEEPER Nathan cut a rectangular tile in half for his kitchen floor © Houghton Mifflin Harcourt Publishing Company
design. The tile was not a square. He made one cut along a diagonal
from one vertex to another vertex. Classify the two triangles resulting
from the cut by their angles and their side lengths. (5.G.B.3, 5.G.B.4)

662
 Lesson 11.5
Name
Unit Cubes and Solid Figures Measurement and Data—
Essential Question What is a unit cube and how can you use it 5.MD.C.3a
to build a solid figure? MATHEMATICAL PRACTICES
MP2, MP5, MP6
Hands
Investigate
Investigate On

You can build rectangular prisms using unit cubes.

How many different rectangular prisms can you build
with a given number of unit cubes?
Materials ■ centimeter cubes
A unit cube is a cube that has a length, width, and height face

of 1 unit. A cube has _ square faces. All of its faces edge

1 unit
are congruent. It has _ edges. The lengths of all its
edges are equal.

A. Build a rectangular prism with 2 unit cubes.

Think: When the 2 cubes are pushed together, the faces and edges
that are pushed together make 1 face and 1 edge.
• How many faces does the rectangular prism have? _

• How many edges does the rectangular prism have? _

B. Build as many different rectangular prisms as you can

with 8 unit cubes.

C. Record in units the dimensions of each rectangular prism

you built with 8 cubes.

Dimensions
© Houghton Mifflin Harcourt Publishing Company

Math MATHEMATICAL PRACTICES 5

Talk
Communicate Describe the
So, with 8 unit cubes, I can build _ different
different rectangular prisms
rectangular prisms. that you can make with 4
unit cubes.

Chapter 11 663
 Draw Conclusions
1. Explain why a rectangular prism composed of 2 unit cubes
has 6 faces. How do its dimensions compare to a unit cube?

MATHEMATICAL
2. PRACTICE 6
Explain how the number of edges for the rectangular prism compares to the number of
edges for the unit cube.

MATHEMATICAL
3. PRACTICE 6 Describe what all of the rectangular prisms you made in Step B have in common.

Make
Make Connections
Connections

You can build other solid figures and compare the solid figures
by counting the number of unit cubes.

3 4 5 6 1
2
1 2 3 4

Figure 1 Figure 2

Figure 1 is made up of _ unit cubes. Figure 2 is made up of _ unit cubes.

So, Figure _ has more unit cubes than Figure _.

© Houghton Mifflin Harcourt Publishing Company

• Use 12 unit cubes to build a solid figure that is not a rectangular prism.
Share your model with a partner. Describe how your model is the same
and how it is different from your partner’s model.

664
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Count the number of cubes used to build each solid figure.

1. The rectangular prism is made up of _ unit cubes.

2. 3. 4.

_ unit cubes _ unit cubes _ unit cubes

5. WRITE Math How are the rectangular prisms in Exercises 2–3

related? Can you show a different rectangular prism with the same
relationship? Explain.

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
Compare the number of unit cubes in each solid figure. Use < , > or =.
6. 7.

_ unit cubes ● _ unit cubes _ unit cubes ● _ unit cubes

© Houghton Mifflin Harcourt Publishing Company

8.
MATHEMATICAL
PRACTICE 2 Use Reasoning Melissa makes a solid figure by stacking 1 cube
on top of a row of 2 cubes on top of a row of 3 cubes. Then she rearranges the
cubes to form a rectangular prism. Describe the arrangement of cubes in the
rectangular prism.

Chapter 11 • Lesson 5 665

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

Architecture is the art and science of designing buildings and

structures.

The Cube Houses of Rotterdam in the Netherlands, shown at the

top right, were built in the 1970s. Each cube is a house, tilted and
resting on a hexagon-shaped pylon, and is meant to represent an
abstract tree. The village of Cube Houses creates a “forest.”

The Nakagin Capsule Tower, shown at the right, is an office

and apartment building in Tokyo, Japan, made up of modules
attached to two central cores. Each module is a rectangular prism
connected to a concrete core by four huge bolts. The modules are
office and living spaces that can be removed or replaced.

Use the information to answer the questions.

9. DEEPER There are 38 Cube Houses. Each house could hold

1,000 unit cubes that are 1 meter by 1 meter by 1 meter. Describe
the dimensions of a cube house using unit cubes. Remember
that the edges of a cube are all the same length.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Brian Hamilton/Alamy Images; (b) ©John Dakers/Corbis
10. SMARTER The Nakagin Capsule Tower has 140 modules,
and is 14 stories high. If all of the modules were divided evenly
among the number of stories, how many modules would be on
each floor? How many different rectangular prisms could be
made from that number?

11. SMARTER Match the figure with the number of unit cubes that would be needed
to build each figure. Not every number of unit cubes will be used.

6 unit cubes

7 unit cubes

8 unit cubes

9 unit cubes

10 unit cubes

12 unit cubes

666
 Practice and Homework
Name
Lesson 11.5
Unit Cubes and Solid Figures
COMMON CORE STANDARD—5.MD.C.3a
Geometric measurement: understand concepts
of volume and relate volume to multiplication
Count the number of cubes used to build each solid figure. and to addition.

1. 2. 3.

18 unit cubes
_ _ unit cubes _ unit cubes

4. 5. 6.

_ unit cubes _ unit cubes _ unit cubes

Compare the number of unit cubes in each solid figure. Use <, >, or =.

7. 8.

_ unit cubes _ unit cubes _ unit cubes _ unit cubes

Problem
Problem Solving
Solving
© Houghton Mifflin Harcourt Publishing Company

9. A carton can hold 1,000 unit cubes that measure

10. WRITE Math Draw and label examples of
1 inch by 1 inch by 1 inch. Describe the
all rectangular prisms built with 16 unit cubes.
dimensions of the carton using unit cubes.

_______

_______

_______

_______ _______

Chapter 11 667
Lesson Check (5.MD.C.3a)
1. Cala stacked some blocks to make the figure 2. Quentin has 18 unit cubes. How many different
below. How many blocks are in Cala’s figure? rectangular prisms can he build if he uses all of
the cubes?

Spiral Review (5.MD.A.1, 5.MD.C.3, 5.G.B.4)

3. In what shape are the lateral faces of a pyramid? 4. The Arnold family arrived at the beach at
10:30 a.m. They spent 3 3_4 hours there. What time
did they leave the beach?

5. Complete the following statement. Write 6. The tire on Frank’s bike moves 75 inches in one
sometimes, always, or never. rotation. How many rotations will the tire have
made after Frank rides 50 feet?

© Houghton Mifflin Harcourt Publishing Company

The opposite sides of a parallelogram

are ___congruent.
FOR MORE PRACTICE
GO TO THE
668 Personal Math Trainer
 Lesson 11.6
Name
Understand Volume Measurement and Data—
Essential Question How can you use unit cubes to find the volume 5.MD.C.3b, 5.MD.C.4
of a rectangular prism? MATHEMATICAL PRACTICES
MP3, MP5, MP6
Hands
Investigate
Investigate On

connect You can find the volume of a rectangular prism by

counting unit cubes. Volume is the measure of the amount of
space a solid figure occupies and is measured in cubic units.
Each unit cube has a volume of 1 cubic unit.
1 2 3 4

5 6 7 8

The rectangular prism above is made up of _ unit cubes

and has a volume of _ cubic units.

Materials ■ rectangular prism net A ■ centimeter cubes

A. Cut out, fold, and tape the net to form a rectangular prism.
B. Use centimeter cubes to fill the base of the rectangular
prism without gaps or overlaps. Each centimeter cube
has a length, width, and height of 1 centimeter and
a volume of 1 cubic centimeter.
• How many centimeter cubes make up the length
of the first layer? the width? the height?

length: _ width: _ height: _

• How many centimeter

cubes are used to fill the base? _

C. Continue filling the rectangular prism, layer by layer. Count

the number of centimeter cubes used for each layer.
© Houghton Mifflin Harcourt Publishing Company

• How many centimeter cubes are in each layer? _

• How many layers of cubes fill the rectangular prism? _

• How many centimeter cubes fill the prism? _

So, the volume of the rectangular prism is _ cubic centimeters.

Chapter 11 669
 Draw Conclusions
1. Describe the relationship among the number of centimeter cubes you used to
fill each layer, the number of layers, and the volume of the prism.

MATHEMATICAL
2. PRACTICE 3 Apply If you had a rectangular prism that had a length of
3 units, a width of 4 units, and a height of 2 units, how many unit cubes
would you need for each layer? How many unit cubes would you need to
fill the rectangular prism?

Make
Make Connections
Connections
To find the volume of three-dimensional figures, you
measure in three directions. For a rectangular prism,
you measure its length, width, and height. Volume is
measured using cubic units, such as cu cm, cu in., or cu ft. 1 cu cm

• Which has a greater volume, 1 cu cm or 1 cu in.? Explain.

1 cu in.

Find the volume of the prism if each cube represents 1 cu cm, 1 cu

in., and 1 cu ft.

2 units
_ cu cm
_ cu in.
6 units
_ cu ft
© Houghton Mifflin Harcourt Publishing Company

3 units

• MATHEMATICAL
PRACTICE 6 Would the prism above be the same size if it were built with
centimeter cubes, inch cubes, or foot cubes? Explain.

670
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Use the unit given. Find the volume.

1. 2.
3 cm
4 in.

4 cm
2 in.
4 cm 3 in.
Each cube 5 1 cu cm Each cube 5 1 cu in.

Volume = _ cu _ Volume = _ cu _

3. 4.
3 ft 3 in.

2 ft 4 in.
6 ft
Each cube 5 1 cu ft 5 in.
Each cube 5 1 cu in.

Volume = _ cu _ Volume = _ cu _

Compare the volumes. Write < , >, or =.

5.
2 in. 2 in.

2 in.
4 in.
8 in.
Each cube 5 1 cu in. 4 in.
Each cube 5 1 cu in.

_ cu in. ● _ cu in.
6.
© Houghton Mifflin Harcourt Publishing Company

2 ft
3 ft

5 ft
4 ft
8 ft
9 ft
Each cube 5 1 cu ft
Each cube 5 1 cu ft

_ cu ft ● _ cu ft
Chapter 11 • Lesson 6 671
 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
MATHEMATICAL
7. 3 Verify the Reasoning of Others Gerardo says that
PRACTICE WRITE Math
a cube with edges that measure 10 centimeters has a volume that is Show Your Work
twice as much as a cube with sides that measure 5 centimeters. Explain
and correct Gerardo’s error.

SMARTERPia built a rectangular prism with cubes. The

8.
base of her prism has 12 centimeter cubes. If the prism was built
with 108 centimeter cubes, what is the height of her prism?

9. DEEPER A packing company makes boxes with edges each

measuring 3 feet. What is the volume of the boxes? If 10 boxes are put
in a larger, rectangular shipping container and completely fill it with
no gaps or overlaps, what is the volume of the shipping container?

10. SMARTERCarlton used 1-centimeter cubes to build the

rectangular prism shown.

Find the volume of the rectangular prism

5 cm
Carlton built.

_ cubic centimeters
© Houghton Mifflin Harcourt Publishing Company

3 cm
4 cm

672
 Practice and Homework
Name
Lesson 11.6
Understand Volume
COMMON CORE STANDARD—5.MD.C.3b
5.MD.C.4 Geometric measurement: understand
concepts of volume and relate volume to
Use the unit given. Find the volume. multiplication and to addition.

1. 2.
3 cm 3 in.

2 in.
7 cm 8 in.
Each cube = 1 cu in.
5 cm
Each cube = 1 cu cm

105 cu _
Volume = _ cm Volume = _ cu _

3. 4.
2 ft
5 cm
4 ft
7 ft
Each cube = 1 cu ft 5 cm

5 cm
Each cube = 1 cu cm

Volume = _ cu _ Volume = _ cu _

5. Compare the volumes. Write <, >, or =.

4 ft 2 ft

5 ft
3 ft
5 ft 6 ft
_ cu ft _ cu ft
Each cube = 1 cu ft Each cube = 1 cu ft

Problem
Problem Solving
Solving
© Houghton Mifflin Harcourt Publishing Company

6. A manufacturer ships its product in boxes with 7. Matt and Mindy each built a rectangular prism
edges of 4 inches. If 12 boxes are put in a carton that has a length of 5 units, a width of 2 units, and
and completely fill the carton, what is the volume a height of 4 units. Matt used cubes that are 1 cm
of the carton? on each side. Mindy used cubes that are 1 in. on
each side. What is the volume of each prism?

Chapter 11 673
Lesson Check (5.MD.C.3b, 5.MD.C.4)
1. Elena packed 48 cubes into this box. Each cube 2. What is the volume of the rectangular prism?
has edges that are 1 centimeter. How many
layers of cubes did Elena make?

5 ft

6 ft

8 ft
Each cube = 1 cu ft

Spiral Review (5.MD.A.1, 5.G.A.1, 5.G.B.3, 5.G.B.4)

3. Juan made a design with polygons. Which 4. What ordered pair describes the location of
polygon in Juan’s design is a pentagon? point P?
y
6
5
C P
4
B 3
A D 2
1 x
0 1 2 3 4 5 6

© Houghton Mifflin Harcourt Publishing Company

5. What is the least number of acute angles that 6. Karen bought 3 pounds of cheese to serve
a triangle can have? at a picnic. How many ounces of cheese did
Karen buy?

FOR MORE PRACTICE

GO TO THE
674 Personal Math Trainer
 Lesson 11.7
Name
Estimate Volume Measurement and Data—5.MD.C.4
Essential Question How can you use an everyday object to estimate the Also 5.MD.C.3b
volume of a rectangular prism? MATHEMATICAL PRACTICES
MP1, MP2, MP6

Hands
Investigate
Investigate On

Izzy is mailing 20 boxes of crayons to a children’s-education

organization overseas. She can pack them in one of two different-
sized shipping boxes. Using crayon boxes as a cubic unit, about what
volume is each shipping box, in crayon boxes? Which shipping box
should Izzy use to mail the crayons?

Materials ■ rectangular prism net B ■ 2 boxes, different sizes

A. Cut out, fold, and tape the net to form a rectangular
prism. Label the prism “Crayons.” You can use this prism
to estimate and compare the volume of the two boxes.

B. Using the crayon box that you made, count to find the number of
boxes that make up the base of the shipping
box. Estimate the length to the nearest whole unit.

Number of crayon boxes that fill the base:

Box 1: ___ Box 2: ___

C. Starting with the crayon box in the same position, count to

find the number of crayon boxes that make up the height
of the shipping box. Estimate the height to the nearest
whole unit.

Number of layers:

Box 1: ___ Box 2: ___

Box 1 has a volume of _ crayon boxes

© Houghton Mifflin Harcourt Publishing Company

and Box 2 has a volume of _ crayon boxes.

So, Izzy should use Box _ to ship the crayons.

Chapter 11 675
 Draw Conclusions
MATHEMATICAL
1. PRACTICE 6 Explain how you estimated the volume of the shipping
boxes.

2.
MATHEMATICAL
PRACTICE 1 Analyze If you had to estimate to the nearest whole unit
to find the volume of a shipping box, how might you be able to ship a
greater number of crayon boxes in the shipping box than you actually
estimated? Explain.

Make
Make Connections
Connections
The crayon box has a length of 3 inches, a width

of 4 inches, and a height of 1 inch. The volume of the

crayon box is _ cubic inches.

Using the crayon box, estimate the volume

of the box at the right in cubic inches.

• The box to the right holds _ crayon boxes in each

of _ layers, or _ crayon boxes.

• Multiply the volume of 1 crayon box by the

estimated number of crayon boxes that fit in
© Houghton Mifflin Harcourt Publishing Company

the box at the right.

_ × _ = __

So, the volume of the shipping box at the right

is about __ cubic inches.

676
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Estimate the volume.

1. Each tissue box has a volume of 125 cubic inches.

There are _ tissue boxes in the larger box.

The estimated volume of the box holding the tissue

boxes is _ × 125 = __ cu in.

2. Volume of chalk box: 16 cu in. 3. Volume of small jewelry box: 30 cu cm

Volume of large box: ___ Volume of large box: ___

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

MATHEMATICAL
4. PRACTICE 2 Use Reasoning Jamie is mailing a large box
of donated books to a community center. The volume of each
book is 80 cubic inches. The picture shows the number of
books she put in the box. Jamie can fit one more layer of
books in the box. About what is the volume of the box?

5. DEEPER Anna is collecting boxes of cereal to deliver

to a food bank. The volume of each cereal box is 324 cubic
© Houghton Mifflin Harcourt Publishing Company

inches. The picture shows the cereal boxes she has collected
so far. A large delivery box holds three times as many
boxes as Anna collected. About what is the volume of the
delivery box?

Chapter 11 • Lesson 7 677

 MATHEMATICAL PRACTICES COMMUNICA5&
t
1&34E7&3&
t
CONSTRUCT ARGUMENTS

SMARTER Sense or Nonsense?

6. Marcelle estimated the volume of the two boxes below, using one
of his books. His book has a volume of 48 cubic inches. Box 1 holds
about 7 layers of books, and Box 2 holds about 14 layers of books.
Marcelle says that the volume of either box is about the same.

Box 1 Box 2

• Does Marcelle’s statement make sense or is it nonsense?

Explain your answer.

7. SMARTER A pack of folders has a length of 5 inches, a width of 12 inches, and

a height of 1 inch. The pack of folders will be shipped in a box that holds 12 packs
© Houghton Mifflin Harcourt Publishing Company

of folders. For 7a–7c, select True or False for each statement.

7a. Each pack of folders has a volume of 60 cubic inches. True False

7b. The box has a volume of about 720 cubic inches. True False

7c. If the box held 15 packs of folders, it would have a True False
volume of about 1,200 cubic inches.

678
 Practice and Homework
Name
Lesson 11.7
Estimate Volume
COMMON CORE STANDARD—5.MD.C.4
Geometric measurement: understand concepts
of volume and relate volume to multiplication
Estimate the volume. and to addition.

1. Volume of package of paper: 200 cu in. 2. Volume of rice box: 500 cu cm

Paper Paper
Paper Paper
Paper Paper Rice Rice
Paper Paper Rice Rice
Rice
Rice Rice
Rice
Rice Rice
Rice
Rice Rice
Rice
Rice Rice
Rice
Rice Rice
Rice
Rice Rice
Rice Rice
Think: Each package of paper has a volume
8
of 200 cu in. There are _ packages of paper
in the larger box. So, the volume of the
8 1,600
large box is about _ 3 200, or __
cubic inches. Volume of large box: ____
1,600 cu in.
Volume of large box: ____

3. Volume of tea box: 40 cu in. 4. Volume of DVD case: 20 cu in.

Tea Tea
Tea Tea
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
TeaTea
Tea Tea
DVD DVD DVD DVD
DVD DVD DVD DVD
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
TeaTea
Tea Tea
DVD DVD DVD DVD
DVD DVD DVD DVD
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
TeaTea
Tea Tea
DVD DVD DVD DVD
DVD DVD DVD DVD
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
Tea Tea DVD DVD DVD DVD
Tea Tea
Tea Tea

Volume of large box: ____ Volume of large box: ____

Problem
Problem Solving
Solving
5. Theo fills a large box with boxes of staples. The
6. WRITE Math Explain how you can estimate
volume of each box of staples is 120 cu cm.
© Houghton Mifflin Harcourt Publishing Company

the volume of a large container that holds

Estimate the volume of the large box.
5 rows of 4 snack-size boxes of cereal in its bottom
layer and is 3 layers high. Each cereal box has a
Staples Staples Staples volume of 16 cubic inches.
Staples Staples Staples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
StaplesStaples
Staples Staples Staples
Staples Staples Staples

_______ _______

Chapter 11 679
Lesson Check (5.MD.C.4)
1. Melanie packs boxes of envelopes into a larger 2. Calvin packs boxes of greeting cards into
box. The volume of each box of envelopes a larger box. The volume of each box of
is 1,200 cubic centimeters. What is the greeting cards is 90 cubic inches. What is the
approximate volume of the large box? approximate volume of the large box?

envelopes envelopes greeting greeting greeting

envelopes envelopes greeting greeting greeting
envelopesenvelopes
envelopesenvelopes cards cards cards
greeting greeting
cards greeting
cards
greeting cards
greeting greeting
envelopesenvelopes
envelopesenvelopes Greeting Greeting Greeting
Envelopes Envelopes cards cards
greeting
cards cards
greeting greeting
cards cards
envelopes envelopes
envelopes envelopes cards cards
greeting
cards cards
greeting greeting
cards cards
Envelopes Envelopes Greeting Greeting
cards Greeting
cards cards
cards cards cards

Spiral Review (5.MD.A.1, 5.MD.C.3a, 5.MD.C.3b, 5.MD.C.4)

3. Rosa has 16 unit cubes. How many 4. Each cube represents 1 cubic inch. What is the
different rectangular prisms can she volume of the prism?
build with the cubes?

1 in. 3 in.
4 in.

© Houghton Mifflin Harcourt Publishing Company

5. A certain aquarium holds 20 gallons of 6. Monique ran in a 5-kilometer race. How many
water. How many quarts of water does the meters did Monique run?
aquarium hold?

FOR MORE PRACTICE

GO TO THE
680 Personal Math Trainer
 Lesson 11.8
Name
Volume of Rectangular Prisms Measurement and Data—5.MD.C.5b,
Essential Question How can you find the volume of 5.MD.C.5a
a rectangular prism? MATHEMATICAL PRACTICES
MP1, MP2, MP6
connect The base of a rectangular prism is a rectangle.
You know that area is measured in square units, or units2, and
that the area of a rectangle can be found by multiplying
the length and the width.

Volume is measured in cubic units, or units3. When you build The area of the base
a prism and add each layer of cubes, you are adding a third
is _ sq units.
dimension, height.

Unlock
Unlock the
the Problem
Problem
Yuan built the rectangular prism shown at the right, using
1-inch cubes. The prism has a base that is a rectangle and 112
has a height of 4 cubes. What is the volume of the rectangular
prism that Yuan built?
112
You can find the volume of a prism in cubic units by
multiplying the number of square units in the base shape by 112
the number of layers, or its height.

Each layer of Yuan’s rectangular prism 12

is composed of _ inch cubes.

Height (in layers) 1 2 3 4

Multiply the height by _.
Volume (in cubic inches) 12 24

1. How does the volume change as each layer is added?

© Houghton Mifflin Harcourt Publishing Company

2. What does the number you multiply the height by represent?

So, the volume of Yuan’s rectangular prism is _ in.3

Chapter 11 681
Relate Height to Volume
• What are the dimensions of the base of the box?
Toni stacks cube-shaped beads that measure 1 centimeter
on each edge in a storage box. The box can hold 6 layers of
24 beads with no gaps or overlaps. What is the volume of • What operation can you use to find the area of
the base shape?
Toni’s storage box?

One Way Use base and height.

The volume of each bead is _ cm3.

The storage box has a base with an area of _ cm2.

The height of the storage box is _ centimeters.

The volume of the storage box is

( _ × _ ), or _ cm3.
Base
area

Another Way Use length, width, and height.

You know that the area of the base of the storage box is 24 cm2.

The base has a length of _ centimeters

and a width of _ centimeters. The height

is _ centimeters. The volume of the storage box is

( _ × _ ) × _ , or _ × _ , or _ cm3.
Base area

So, the volume of the storage box is _ cm3.

3. SMARTERWhat if each cube-shaped bead measured 2 centimeters on

© Houghton Mifflin Harcourt Publishing Company

each edge? How would the dimensions of the storage box change?
How would the volume change?

682
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the volume.

6 in.
1. The length of the rectangular prism is __.

The width is __. So, the area of the base is __. 5 in.

4 in.
The height is __. So, the volume of the prism is __.

2. 3.

3 cm 6 in.
1 in.
3 cm
2 in.
2 cm

Volume: __ Volume: __

Math MATHEMATICAL PRACTICES 6

Talk
Explain why the exponent
2 is used to express the
measure of area and the
exponent 3 is used to
express the measure of
volume.
On
On Your
Your Own
Own

4.
MATHEMATICAL
PRACTICE 2 Reason Quantitatively Rachel, Timothy, and Robyn each make
the rectangular prism shown. If they stand all of their prisms together, side by
side, to make one large rectangular prism, what is the volume of the new prism?
How did the dimensions change?
8 mm
3 mm

1 mm
© Houghton Mifflin Harcourt Publishing Company

5. DEEPER
The rectangular prism is made of
1-inch cubes. If two more layers of cubes are
placed on top of the rectangular prism, how
many more cubes are added to the prism? What
would be the volume of the new rectangular
4 in.
prism? 7 in.

7 in.

Chapter 11 • Lesson 8 683

 MATHEMATICAL PRACTICES ANALYZE
t
-00,
'03
4536$563&
t
13&$*4*0/

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr

6. SMARTERRich is building a travel crate for his dog, Thomas, a

beagle-mix who is about 30 inches long, 12 inches wide, and 24 inches
tall. For Thomas to travel safely, his crate needs to be a rectangular
prism that is about 12 inches greater than his length and width, and
6 inches greater than his height. What is the volume of the travel crate
that Rich should build?

7. What happens to the volume of a rectangular prism if you double the

height? Give an example.

MATHEMATICAL
8. PRACTICE 6 Use Math Vocabulary Describe the difference between
area and volume.

9. SMARTERJohn used 1-inch cubes to make the rectangular prism

shown. For 9a–9d, write the value from the tiles that makes each statement
correct. Each value can be used more than once or not at all.

1 3 5 7 12 35 125 175 5 in.

7 in.

9a. Each cube has a volume of cubic inch(es). 5 in.

9b. Each layer of the prism is made up of cubes.

© Houghton Mifflin Harcourt Publishing Company

9c. There are layers of cubes.

9d. The volume of the prism is cubic inches.

684
 Practice and Homework
Name Jawwab
Lesson 11.8
Volume of Rectangular Prisms
COMMON CORE STANDARD—5.MD.C.5a
Geometric measurement: understand concepts
of volume and relate volume to multiplication
Find the volume. and to addition.

1. 2.
3 cm
4 in.

5 cm 2 in.
12 in.
6 cm
3 96 in
90 cm
Volume: ___ Volume: ___

3. 4.
3 in.
4 ft

8 in.
6 ft

5 in. 6 ft

120 ft
Volume: ___ 144 ft
Volume: ___

Problem
Problem Solving
Solving

5. Aaron keeps his baseball cards in a cardboard 6. Amanda’s jewelry box is in the shape of a cube
box that is 12 inches long, 8 inches wide, and that has 6-inch edges. What is the volume of
3 inches high. What is the volume of this box? Amanda’s jewelry box?

288 in
_______ 216 in
_______

Math Write a word problem that involves finding the

© Houghton Mifflin Harcourt Publishing Company

7. WRITE
volume of a box. Draw the box, solve the problem, and explain how you
found your answer.
Leo uses a box that is 8 ft long, 3 ft wide, and 5 ft high. What is the volume of the box.

Answer: 120 ft. I found the answer by multiplying the length by the width and by the height.

Chapter 11 685
Lesson Check (5.MD.C.5a)
1. Laini uses 1-inch cubes to build the box shown 2. Mason stacked 1-foot cube-shaped boxes in
below. What is the volume of the box? a warehouse. What is the volume of the stack
of boxes?

4 ft
8 in.

6 ft

2 in. 8 ft
3 in.

Spiral Review (5.MD.A.1, 5.G.B.3, 5.G.B.4)

3. What type of triangle is shown below? 4. What quadrilateral always has 4 congruent
angles and opposite sides that are congruent
and parallel?
60°

30°

© Houghton Mifflin Harcourt Publishing Company

5. Suzanne is 64 inches tall. What is Suzanne’s 6. Trevor bought 8 gallons of paint to paint his
height in feet and inches? house. He used all but 1 quart. How many
quarts of paint did Trevor use?

FOR MORE PRACTICE

GO TO THE
686 Personal Math Trainer
 ALGEBRA
Name
Lesson 11.9
Apply Volume Formulas
Essential Question How can you use a formula to find the volume Measurement and Data—5.MD.C.5a,
of a rectangular prism? 5.MD.C.5b
MATHEMATICAL PRACTICES
connect Both prisms show the same dimensions and MP2, MP6
have the same volume.

3 in. 3 in.
4 in. 4 in.
4 in. 4 in.

Unlock
Unlock the
the Problem
Problem
Mike is making a box to hold his favorite DVDs. The
length of the box is 7 inches, the width is 5 inches • Underline what you are asked to find.
and the height is 3 inches. What is the volume of • Circle the numbers you need to use to
solve the problem.
the box Mike is making?

One Way Use length, width, and height.

You can use a formula to find the volume of a rectangular prism.

Volume = length × width × height

V=l×w×h

STEP 1 Identify the length, width, and height

of the rectangular prism. Math MATHEMATICAL PRACTICES 2
Talk
Connect Symbols and
length = _ in. Words How can you use
3 in.
the Associative Property
width = _ in. to group the part of the
5 in. formula that represents
height = _ in. area.
7 in.
© Houghton Mifflin Harcourt Publishing Company

STEP 2 Multiply the length by the width.

_×_=_
STEP 3 Multiply the product of the length and width by the height.

35 × _ = _

So, the volume of Mike’s DVD box is __ cubic inches.

Chapter 11 687
 You have learned one formula for finding the volume of a rectangular prism.
You can also use another formula.

Volume = Base area × height

V=B×h
B = area of the base shape,
h = height of the solid figure.

Another Way Use the area of the base shape and height.

Emilio’s family has a sand castle kit. The kit includes molds for several
solid figures that can be used to make sand castles. One of the molds is a
rectangular prism like the one shown at the right. How much sand will it 8 in.
take to fill the mold?
Replace B with an expression for
V= B × h the area of the base shape. Replace
h with the height of the solid figure.
4 in.
V = (_ × _) × _ Multiply.
5 in.
V=_×_

V = _ cu in.

So, it will take _ cubic inches of sand to fill the

rectangular prism mold.

Try This!

A Find the volume. B Find the unknown measurement.

cm
5 ft
4 cm
V = 60 cu cm
5 cm
4 ft
V = l × w ×h
© Houghton Mifflin Harcourt Publishing Company

7 ft
60 = _ × _ × ■
V= l × w × h
60 = _ × ■
V=_×_×_
Think: If I filled this prism with centimeter
cubes, each layer would have 20 cubes. How
V=_×_
many layers of 20 cubes are equal to 60?

V = _ cu ft So, the unknown measurement is _ cm.

688
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the volume.

1. 2.

5 ft
9 cm

4 ft 4 cm
2 ft 4 cm

V = __ V = __

On
On Your
Your Own
Own
Find the volume.
3. 4.
6 in.
4 ft
4 ft
6 in.
12 ft
6 in.
V = __ V = __

5. DEEPERCheryl has a box that is in the shape of a

rectangular prism. Its height is twice the length, its length is
3 times its width, and the width measures 6 inches. What is
the volume of the box?

MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown measurement.
© Houghton Mifflin Harcourt Publishing Company

6. 7.

ft cm
6 ft 15 cm
7 ft 6 cm
V = 420 cu ft ■ = _ ft V = 900 cu cm ■ = _ cm

Chapter 11 • Lesson 9 689

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
8. The Jade Restaurant has a large aquarium on display in
its lobby. The base of the aquarium is 5 feet by 2 feet. The
height of the aquarium is 4 feet. How many cubic feet of
water are needed to completely fill the aquarium?

9. DEEPER The Pearl Restaurant put a larger aquarium

in its lobby. The base of the aquarium is 6 feet by 3 feet,
and the height is 4 feet. How many more cubic feet of water
does the Pearl Restaurant’s aquarium hold than the Jade
Restaurant’s aquarium?

10. SMARTER Eddie measured his aquarium using

a small fish food box. The box has a base area of 6 inches
and a height of 4 inches. Eddie found that the volume
of his aquarium is 3,456 cubic inches. How many boxes
of fish food could fit in the aquarium? Explain
your answer.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Imagebroker/Alamy Images
11.

Manuel stores his favorite CDs in a
box like the one shown.

Use the numbers and symbols on the tiles to write a 7 cm

10 cm
formula that represents the volume of the box.
15 cm
Symbols may be used more than once or not at all.

V 7 10 15 = + × − ÷

What is the volume of the box? _ cubic centimeters

690
 Practice and Homework
Name
Lesson 11.9
Apply Volume Formulas
COMMON CORE STANDARD—5.MD.C.5b
Geometric measurement: understand concepts of
volume and relate volume to multiplication and to
Find the volume. addition.

1. 2.
3 ft
5 in.
2 ft
6 ft
2 in.
2 in.
l
V=_ w ×_
×_ h

6 ×_
V=_ 2 3
×_ V = ___

36 ft3
V = __

3. 4.
5 cm
5 ft
5 cm
5 cm
3 ft
12 ft

V = ___ V = ___

Problem
Problem Solving
Solving

5. A construction company is digging a hole for a 6. Amy rents a storage room that is 15 feet long,
swimming pool. The hole will be 12 yards long, 5 feet wide, and 8 feet. What is the volume of the
7 yards wide, and 3 yards deep. How many cubic storage room?
yards of dirt will the company need to remove?
© Houghton Mifflin Harcourt Publishing Company

_______ _______

7. WRITE Math Explain how you would find the height of a

rectangular prism if you know that the volume is 60 cubic centimeters
and that the area of the base is 10 square centimeters.

Chapter 11 691
Lesson Check (5.MD.C.5b)
1. Sayeed is buying a crate for his puppy. The crate 2. Brittany has a gift box in the shape of a cube.
is 20 inches long, 13 inches wide, and 16 inches Each side of the box measures 15 centimeters.
high. What is the volume of the crate? What is volume of the gift box?

Spiral Review (5.MD.A.1, 5.MD.B.2, 5.MD.C.3a, 5.MD.C.4)

3. Max packs cereal boxes into a larger box. 4. In health class, students record the weights
The volume of each cereal box is 175 cubic of the sandwiches they have for lunch. The
inches. What is the approximate volume of weights are shown in the line plot below. What
the large box? is the average weight of one sandwich?

7
7
7 7 7 7
7 7 7 7
Cereal Cereal
Cereal Cereal 1 1 3 1
8 4 8 2
Cereal Cereal
Cereal Cereal Weights of Sandwiches
(in pounds)

5. Chloe has 20 unit cubes. How many different 6. Darnell went to the movies with his friends.
© Houghton Mifflin Harcourt Publishing Company

rectangular prisms can she build with the cubes? The movie started at 2:35 p.m. and lasted 1 hour
45 minutes. What time did the movie end?

FOR MORE PRACTICE

GO TO THE
692 Personal Math Trainer
 PROBLEM SOLVING
Name
Lesson 11.10
Problem Solving • Compare Volumes
Essential Question: How can you use the strategy make a table to Measurement and Data—
compare different rectangular prisms with the same volume? 5.MD.C.5b
MATHEMATICAL PRACTICES
MP1, MP6, MP7
Unlock
Unlock the
the Problem
Problem
Adam has 50 one-inch cubes. The cubes measure 1 inch on each edge.
Adam wonders how many rectangular prisms, each with a different-size
base, that he could make with all of the one-inch cubes.

Use the graphic organizer below to help you solve the problem.

Read the Problem Solve the Problem

What do I need to find? Complete the table.

I need to find the number of __ , Base (sq in.) Height (in.) Volume (cu in.)

each with a different-size __, that have (1 × 1) 50 (1 × 1) × 50 = 50

a volume of __ . (1 × 2) 25 (1 × 2) × 25 = 50

What information do I need to use? (1 × 5) 10 (1 × 5) × 10 = 50

I can use the formula _____ (1 × 10) 5 (1 × 10) × 5 = 50

__ and the factors of __. (1 × 25) 2 (1 × 25) × 2 = 50

(1 × 50) 1 (1 × 50) × 1 = 50
How will I use the information?

I will use the formula and the factors of

50 in a __ that shows all of the

possible combinations of dimensions with a

volume of __ without repeating

© Houghton Mifflin Harcourt Publishing Company

the dimensions of the bases.

1.
MATHEMATICAL
PRACTICE 1 Evaluate What else do you need to do to solve the problem?

•2. How many rectangular prisms with different bases can Adam make

using 50 one-inch cubes?

Chapter 11 693
 Try Another Problem
Mrs. Wilton is planning a rectangular flower box for her
front window. She wants the flower box to hold exactly
16 cubic feet of soil. How many different flower boxes,
all with whole-number dimensions and a different-size
base, will hold exactly 16 cubic feet of soil?

Use the graphic organizer below to help you

solve the problem.

Read the Problem Solve the Problem

What do I need to find?

What information do I need to use?

How will I use the information?

Math MATHEMATICAL PRACTICES 1

Talk
Make Sense of Problems
© Houghton Mifflin Harcourt Publishing Company

Explain how a flower box

with dimensions of
(1 × 2) × 8 is different
from a flower box with
dimensions of (2 × 8) × 1.
3. How many flower boxes with different-size bases will hold
exactly 16 cubic feet of soil, using whole-number dimensions?

694
 Name
Unlock the Problem
MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B √ Use the Problem Solving MathBoard.
√ Underline important facts.
1. A company makes concrete paving stones in different sizes. √ Choose a strategy you know.
Each stone has a volume of 360 cubic inches and a height of
3 inches. The stones have different lengths and widths.
No stones have a length or width of 1 or 2 inches. How many
different paving stones, each with a different-size base, have a
volume of 360 cubic inches? WRITE Math
t Show Your Work
First, think about what the problem is asking you to solve, and
the information that you are given.

Next, make a table using the information from the problem.

Finally, use the table to solve the problem.

2. What if the 360 cubic-inch paving stones are 4 inches thick and
any whole number length and width are possible? How many
different paving stones could be made? Suppose that the cost
of a paving stone is $2.50, plus $0.18 for every 4 cubic inches of
concrete. How much would each paving stone cost?

3. One company makes inflatable swimming pools that come in

four sizes of rectangular prisms. The length of each pool is twice
the width and twice the depth. The depth of the pools are each a
whole number from 2 to 5 feet. If the pools are filled all the way
© Houghton Mifflin Harcourt Publishing Company

to the top, what is the volume of each pool?

Chapter 11 • Lesson 10 695

 MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS

On
On Your
Your Own
Own

4. DEEPER Ray wants to buy the larger of two aquariums.

WRITE Math
Show Your Work
One aquarium has a base that is 20 inches by 20 inches and
a height that is 18 inches. The other aquarium has a base
that is 40 inches by 12 inches and a height that is 12 inches.
Which aquarium has a greater volume? By how much?

5. SMARTER Mr. Rodriguez works at a store.

He wants to arrange 12 toys in a display shaped like
a rectangular prism. The toys are in cube-shaped
boxes. How many rectangular prisms with a
different-size base can he make with the boxes?

MATHEMATICAL
6. PRACTICE 6Marilyn has 4,000 one-inch cubes. She wants to pack
them into a carton. The carton is 1 foot high and its base is 1 foot by 2
feet. Will all the cubes fit into the carton? Explain how you know.

7. SMARTER
Dakota’s wading pool has a volume of 8,640 cubic
inches. Which could be the dimensions of the wading pool? Mark all
that apply.

A 24 in. by 30 in. by 12 in.

B 27 in. by 32 in. by 10 in.

© Houghton Mifflin Harcourt Publishing Company

C 28 in. by 31 in. by 13 in.

D 30 in. by 37 in. by 18 in.

696
 Practice and Homework
Name
Lesson 11.10
Problem Solving • Compare Volumes
COMMON CORE STANDARD—5.MD.C.5b
Geometric measurement: understand concepts of
volume and relate volume to multiplication and to
addition.

Make a table to help you solve each problem.

1. Amita wants to make a mold for a candle. She wants

the shape of the candle to be a rectangular prism with
a volume of exactly 28 cubic centimeters. She wants
the sides to be in whole centimeters. How many
different molds can she make? 10 molds
____

2. Amita decides that she wants the molds to have a

square base. How many of the possible molds
can she use? ____

3. Raymond wants to make a box that has a volume of

360 cubic inches. He wants the height to be
10 inches and the other two dimensions to be
whole numbers of inches. How many different-sized
boxes can he make? ____

4. Jeff put a small box that is 12 inches long, 8 inches

wide, and 4 inches tall inside a box that is
20 inches long, 15 inches wide, and 9 inches high.
How much space is left in the larger box? ____

5. Mrs. Nelson has a rectangular flower box that is 5 feet

long and 2 feet tall. She wants the width of the box to be
no more than 5 feet. If the width is a whole number, what
are the possible volumes for the flower box? ____
© Houghton Mifflin Harcourt Publishing Company

6. WRITE Math Using drawings of rectangular

prisms, define in your own words, perimeter, area, and
volume. Use color pencils to highlight what each term
refers to.

Chapter 11 697
Lesson Check (5.MD.C.5b)
1. Corey bought a container shaped like a 2. Aleka has a box for keepsakes that has a volume
rectangular prism to hold his photo collection. of 576 cubic inches. The length of the box is
If the container’s dimensions are 6 in. by 8 in. 12 inches and the width is 8 inches. What is
by 10 in., what is its volume? the height of the box?

Spiral Review (5.MD.A.1, 5.MD.C.3, 5.MD.C.5a, 5.MD.C.5b)

3. A movie is 2 hours and 28 minutes long. It starts 4. How many rectangular faces does a pentagonal
at 7:50 p.m. At what time will the movie end? pyramid have?

5. An aquarium is in the shape of a rectangular 6. What is the volume of the rectangular

prism. Its length is 24 inches, its width is prism shown?
12 inches, and its height is 14 inches. How
much water can the aquarium hold? © Houghton Mifflin Harcourt Publishing Company

2m 6m

3m

FOR MORE PRACTICE

GO TO THE
698 Personal Math Trainer
 Lesson 11.11
Name
Find Volume of Composed Figures Measurement and Data—
5.MD.C.5c
Essential Question How can you find the volume of rectangular Also 5.MD.C.5b
prisms that are combined?
MATHEMATICAL PRACTICES
MP3, MP6

Unlock
Unlock the
the Problem
Problem
2 in.
The shape at the right is a composite figure. It is made up
of two rectangular prisms that are combined. How can
you find the volume of the figure?
6 in. 2 in.
One Way Use addition. 4 in.
STEP 1 Break apart the solid figure into two rectangular prisms. 10 in.
2 in.

6 in. 2 in.
4 in.
10 in.

STEP 2 Find the length, width, and height of each prism.

2 in. Think: The total height
4 in. of both prisms is 6 inches.
Subtract the given heights 2 in.
to find the unknown
in. height. 6 − 2 = 4
4 in.
10 in.

STEP 3 Find the volume of each prism.

V=l×w×h V=l×w×h

V=_×_×_ V=_×_×_

V = _ in.3 V = _ in.3

STEP 4 Add the volumes of the rectangular prisms.

© Houghton Mifflin Harcourt Publishing Company

_+_=_
So, the volume of the composite figure is _ cubic inches.

• MATHEMATICAL
PRACTICE 3 Compare Strategies What is another way you could
divide the composite figure into two rectangular prisms?

Chapter 11 699
 Another Way Use subtraction.

You can subtract the volumes of prisms formed in empty spaces from the
greatest possible volume to find the volume of a composite figure.

STEP 1

Find the greatest possible volume.

2 in.
length = _ in.

width = _ in.

height = _ in. 6 in. 2 in.

V = _ cubic inches 4 in.

10 in.

STEP 2

Find the volume of the prism in the empty space. 8 in.

length = _ in.
Think: 10 − 2 = 8 4 in.
width = _ in.
4 in.
height = _ in. Think: 6 − 2 = 4

V = 8 × 4 × 4 = _ cubic inches

STEP 3

Subtract the volume of the empty space from the greatest possible volume.

_ − _ = _ cubic inches
So, the volume of the composite figure is _ cubic inches.

Try This!

5 ft
© Houghton Mifflin Harcourt Publishing Company
Find the volume of a composite figure made by putting
together three rectangular prisms. 3 ft

V = _ × _ × _ = _ cu ft 8 ft
4 ft
V = _ × _ × _ = _ cu ft 2 ft
5 ft
12 ft
V = _ × _ × _ = _ cu ft

Total volume = _ + _ + _ = _ cubic feet

700
 Name

MATH
M
Share
Share and
and Show
hhow
Sh BOARD
B

Find the volume of the composite figure.

1. 2 in. 2. 7 cm
1 cm

6 cm
5 in. 2 in.
4 in. 2 cm
8 in. 3 cm

V = ___ V = ___

On
On Your
Your Own
Own
Find the volume of the composite figure.
3. 3 ft 4. 10 cm
3 cm

2 ft 2 ft 6 cm
4 ft 3 cm
6 ft 4 cm
2 cm
2 cm

V = ___ V = ___

5. DEEPER
Mr. Williams' class built this platform for a school 2 ft
3 ft
event. They also built a model of the platform in which 1 foot
was represented by 2 inches. What is the volume of the platform?
What is the volume of the model? 2 ft 4 ft
9 ft
10 cm
6. SMARTER
© Houghton Mifflin Harcourt Publishing Company

Patty added the values of the

expressions 2 × 3 × 11 and 2 × 3 × 10 to find 3 cm
the volume of the composite figure. Describe
2 cm 8 cm
her error. What is the correct volume of the
3 cm
composite figure?

Chapter 11 • Lesson 11 701

 MATHEMATICAL PRACTICES
.0%&-
t
3&"40/
t
M",&
4&/4&

OqnakdlRnkuhmf¤@ookhb`shnmr
OqnakdlRnkuhmf¤@ookhb`shnmr
4 in.
Use the composite figure at the right for 7–9.
14 in.
7. As part of a wood-working project, Jordan made the figure at
the right out of wooden building blocks. How much space does
3 in.
the figure he made take up?

8 in. 8 in.

8. What are the dimensions of the two rectangular prisms you

used to find the volume of the figure? What other rectangular 12 in.
prisms could you have used?

MATHEMATICAL
9. PRACTICE 6
If the volume is found using subtraction, what is the
volume of the empty space that is subtracted? Explain.

10. WRITE Math Explain how you can find the volume
of composite figures that are made by combining rectangular prisms.

Personal Math Trainer

11. SMARTER A composite is shown. What is the volume of the
composite figure? © Houghton Mifflin Harcourt Publishing Company

3 cm
6 cm

5 cm
5 cm 3 cm
7 cm
10 cm

Volume = _ cubic centimeters

702
 Practice and Homework
Name
Lesson 11.11
Find Volume of Composed Figures
COMMON CORE STANDARD—5.MD.C.5c
Geometric measurement: understand concepts of
volume and relate volume to multiplication and to
Find the volume of the composite figure. addition.

1. 1 in. 2. 14 cm
2 cm

12 cm

3 in. 1 in. 4 cm
6 cm
2 in.
4 in.

V = ____ V = ____

3. 1 in. 4.
6 ft
3 in.
4 ft
4 ft
12 ft 8 ft
6 in.
1 in.

8 in.

V = ____ V = ____

Problem
Problem Solving
Problem Solving
Solving
5. As part of her shop class, Jules made the figure 6. What is the volume of the composite figure
© Houghton Mifflin Harcourt Publishing Company

below out of pieces of wood. How much space below?

does the figure she made take up?
30 cm 9 ft
6 ft
9 cm 9 ft
6 ft 12 ft
24 cm
6 cm
27 ft
9 cm

_______ _______

Chapter 11 703
Lesson Check (5.MD.C.5c)
1. Write an expression to represent the volume of 2. Suppose you take the small prism and stack
the composite figure. it on top of the larger prism. What will be the
1 in. volume of the composite figure?
1 in. 6 in.
12 in.
15 in.
3 in.

2 in. 6 in.
5 in.
12 in.
6 in.

Spiral Review (5.NF.B.6, 5.NF.B.7c, 5.MD.C.5a, 5.MD.C.5b)

3. Jesse wants to build a wooden chest with a 4. What is the volume of the rectangular prism?
volume of 8,100 cubic inches. The length will be
30 inches and the width will be 15 inches. How
2 in.
tall will Jesse’s chest be?
3 in.
9 in.

© Houghton Mifflin Harcourt Publishing Company

5. Adrian’s recipe for cranberry relish calls for 6. Joanna has a board that is 6 feet long. She cuts
1 3_4 cups of sugar. He wants to use 1_2 that amount. it into pieces that are each 1_4 foot long. Write
How much sugar should he use? an equation to represent the number of pieces
she cut.

FOR MORE PRACTICE

GO TO THE
704 Personal Math Trainer
 Name

Personal Math Trainer

Chapter 11 Review/Test Online Assessment
and Intervention

1. Fran drew a triangle with no congruent sides and 1 right angle. Which
term accurately describes the triangle? Mark all that apply.

A isosceles C acute

B scalene D right

2. Jose stores his baseball cards in a box like the one shown.

3 in.

10 in.
8 in.

Use the numbers and symbols on the tiles to write a formula that
represents the volume of the box. Symbols may be used more than once
or not at all.

V 3 8 10 = + × – ÷

___
What is the volume of the box? _ cubic inches

3. Mr. Delgado sees this sign while he is driving.

For 3a–3b, choose the values and term that
correctly describes the shape Mr. Delgado saw.

3 0

3a. The figure has 4 sides and 2 .

© Houghton Mifflin Harcourt Publishing Company

5 3

not a polygon

a regular polygon
3b. All of the sides are congruent, so the figure is .
not a regular
polygon
Assessment Options
Chapter Test
Chapter 11 705
4. What is the volume of the composite figure?

3 ft 1 ft
1 ft
2 ft
1 ft
3 ft 2 ft

6 ft

_ cubic feet
5. Match the figure with the number of unit cubes that would be needed to
build each figure. Not every number of unit cubes will be used.

• 8 unit cubes
•
• 9 unit cubes
•10 unit cubes
•
•11 unit cubes
•12 unit cubes
•
•16 unit cubes

6. Chuck is making a poster about polyhedrons for his math class. He will
draw figures and organize them in different sections of the poster.
Part A
Chuck wants to draw three-dimensional figures whose lateral faces are
rectangles. He says he can draw prisms and pyramids. Do you agree?
Explain your answer.

Part B
© Houghton Mifflin Harcourt Publishing Company

Chuck says that he can draw a cylinder on his polyhedron poster

because it has a pair of bases that are congruent. Is Chuck correct?
Explain your reasoning.

706
 Name
7. Javier drew the shape shown. For 7a–7b, choose
the values and term that correctly describe the
shape Javier drew.

6 6

7a. The figure has 7 sides and 8 angles.

8 12

regular octagon

7b. The figure is a regular heptagon .

regular quadrilateral

8. Victoria used 1-inch cubes to build the rectangular prism shown.

Find the volume of the rectangular prism Victoria built.
4 in.
_ cubic inches
3 in.
9. Nathan drew a scalene, obtuse triangle. For 9a–9c, choose Yes or No to 6 in.
indicate whether the figure shown could be the triangle that Nathan drew.

9a. Yes No

9b. Yes No

9c. Yes No
© Houghton Mifflin Harcourt Publishing Company

Chapter 11 707
10. A shipping crate holds 20 shoeboxes. The dimensions of a shoebox are
6 inches by 4 inches by 12 inches. For 10a–10b, select True or False for
each statement.

10a. Each shoebox has a volume True False

of 22 cubic inches.

10b. Each crate has a volume of about True False

440 cubic inches.

10c. If the crate could hold 27 shoeboxes True False

the volume of the crate would be
about 7,776 cubic inches.

11. DEEPER Mario is making a diagram that shows the relationship

between different kinds of quadrilaterals. In the diagram, each
quadrilateral on a lower level can also be described by the
quadrilateral(s) above it on higher levels.

Part A

Complete the diagram by writing the name of one figure from the tiles
in each box. Not every figure will be used.

quadrilateral

trapezoid

triangle

rhombus

parallelogram

square

Part B
© Houghton Mifflin Harcourt Publishing Company

Mario claims that a rhombus is sometimes a square, but a square is

always a rhombus. Is he correct? Explain your answer.

708
 Name
12. Write the letter in the box that correctly describes the three-dimensional
figure.
A B C D

Prism Pyramid

13. Mark packed 1-inch cubes into a box with a volume of 120 cubic inches.
How many layers of 1-inch cubes did Mark pack?

_ layers

Personal Math Trainer

14. SMARTER A composite figure is shown. What is the volume of
the composite figure?

4 cm
3 cm
6 cm

4 cm
7 cm

6 cm
© Houghton Mifflin Harcourt Publishing Company

10 cm

Volume = _ cubic centimeters

Chapter 11 709
15. For 15a–15c, write the name of one quadrilateral from the tiles to
complete a true statement. Use each quadrilateral once only.

15a. A is always a parallelogram. square

15b. A is always a rhombus. trapezoid

15c. A is sometimes a parallelogram. rectangle

16. Megan’s aquarium has a volume of 4,320 cubic inches. Which could be
the dimensions of the aquarium? Mark all that apply.

A 16 in. by 16 in. by 18 in. C 12 in. by 15 in. by 24 in.

B 14 in. by 18 in. by 20 in. D 8 in. by 20 in. by 27 in.

17. Ken keeps paper clips in a box that is the shape of a cube. Each side of
the cube is 3 inches. What is the volume of the box?

_ cubic inches

18. Monica used 1-inch cubes to make

the rectangular prism shown. For
18a–18d, write the value that makes
each statement true. Each value can
be used more than once or not at all.
3 in.
5 in.

4 in.

1 3 4 5 12 15 20 60
© Houghton Mifflin Harcourt Publishing Company

18a. Each cube has a volume of _ cubic inch(es).

18b. Each layer of the prism is made up of _ cubes.

18c. There are _ layers of cubes.

18d. The volume of the prism is _ cubic inches.

710
 Pronunciation Key
a add, map ē equal, tree m move, seem pool, food u̇ pull, book
ā ace, rate f fit, half n nice, tin p pit, stop û(r) burn, term
â(r) care, air g go, log ng ring, song r run, poor y fuse, few
ä palm, h hope, hate o odd, hot s see, pass v vain, eve
father i it, give ō open, so sh sure, rush w win, away
b bat, rub ī ice, write ô order, jaw t talk, sit y yet, yearn
ch check, catch j joy, ledge oi oil, boy th thin, both z zest, muse
d dog, rod k cool, take ou pout, now th this, bathe zh vision,
e end, pet l look, rule  took, full u up, done pleasure

ə the schwa, an unstressed vowel Other symbols:

representing the sound spelled a in • separates words into syllables
above, e in sicken, i in possible, o in  indicates stress on a syllable
melon, u in circus

algebraic expression [al•jə•brāik ek•spreshən]

expresión algebraica An expression that
includes at least one variable
acute angle [ə•ky t anggəl] ángulo agudo Examples: x + 5, 3a − 4
An angle that has a measure less than a right angle [anggəl] ángulo A shape formed by
angle (less than 90° and greater than 0°) two rays that share the same endpoint
Example: Example:

Word History
area [ârē•ə] área The measure of the number
The Latin word for needle is acus. This of unit squares needed to cover a surface
means acute triangle
“pointed” or “sharp.”
[ə•ky tYou will
trīang •əl]
array [ə•rā] matriz An arrangement of objects
triángulothe
recognize acutángulo
root in theAwords
triangleacidwith three
(sharp in rows and columns
taste), acumenacute angles
(mental (p. 400)and acute ,
sharpness), Example:
Example:
which describes a sharp or pointed angle.
column

acute triangle [ə•ky t trīang•gəl] triángulo

acutángulo A triangle that has three
row
acute angles
© Houghton Mifflin Harcourt Publishing Company

addend [adend] sumando A number that is

added to another in an addition problem
addition [ə•dishən] suma The process of finding
the total number of items when two or
more groups of items are joined; the inverse
operation of subtraction

Student Handbook H1
 Associative Property of Addition [ə•sōshē•āt•iv
präp ər•tē əv ə•dishən] propiedad asociativa de
la suma The property that states that when
the grouping of addends is changed, the sum capacity [kə•pasi•tē] capacidad The amount a
is the same container can hold when filled
Example: (5 + 8) + 4 = 5 + (8 + 4)
Celsius (˚C) [sel sē•əs] Celsius (˚C) A metric scale
Associative Property of Multiplication for measuring temperature
[ə•sōshē•āt•iv präpər•tē əv mul•tə•pli•kāshən]
propiedad asociativa de la multiplicación centimeter (cm) [sentə•mēt•ər] centímetro (cm)
The property that states that factors can be A metric unit used to measure length or
grouped in different ways and still get the distance; 0.01 meter = 1 centimeter
same product
Example: (2 × 3) × 4 = 2 × (3 × 4) closed figure [klōzd figyər] figura cerrada A figure
that begins and ends at the same point
common denominator [kämən dē•nämə•nāt•ər]
denominador común A common multiple of
two or more denominators
balance [baləns] equilibrar To equalize in weight Example: Some common denominators for
or number _ and 5_ are 12, 24, and 36.
1
4 6
bar graph [bär graf] gráfica de barras A graph common factor [kämən faktər] factor común
that uses horizontal or vertical bars to display A number that is a factor of two or
countable data more numbers
Example:
common multiple [kämən multə•pəl] múltiplo
FAVORITE SPORT común A number that is a multiple of two or
12 more numbers
10
Number of
Students

8 Commutative Property of Addition

6 [kə•my tə•tiv präpər•tē əv ə•dishən] propiedad
4
2 conmutativa de la suma The property that
0 states that when the order of two addends is
changed, the sum is the same
Sports
Example: 4 + 5 = 5 + 4

base (arithmetic) [bās] base A number used as a Commutative Property of Multiplication

repeated factor [kə•my tə•tiv präpər•tē əv mul•tə•pli•kāshən]
Example: 83 = 8 × 8 × 8. The base is 8. propiedad conmutativa de la multiplicación
The property that states that when the order
base (geometry) [bās] base In two dimensions, of two factors is changed, the product is
one side of a triangle or parallelogram the same
that is used to help find the area. In three Example: 4 × 5 = 5 × 4
dimensions, a plane figure, usually a polygon
or circle, by which a three-dimensional figure compatible numbers [kəm•patə•bəl numbərz]
is measured or named números compatibles Numbers that are easy
Examples: to compute with mentally
© Houghton Mifflin Harcourt Publishing Company

height base composite number [kəm•päzit numbər] número

compuesto A number having more than
two factors
Example: 6 is a composite number, since its
base base base factors are 1, 2, 3, and 6.

benchmark [benchmärk] punto de referencia A

familiar number used as a point of reference

H2 Glossary
 cone [kōn] cono A solid figure that has a flat,
circular base and one vertex
Example:
data [dātə] datos Information collected about
people or things, often to draw conclusions
about them
decagon [dekə•gän] decágono A polygon with
congruent [kən•gr ənt] congruente Having the ten sides and ten angles
same size and shape Examples:
coordinate grid [kō•ôrd n•it grid] cuadrícula de
coordenadas A grid formed by a horizontal
line called the x-axis and a vertical line called
the y-axis
Example:

5 decagonal prism [dek•agə•nəl prizəm] prisma

decagonal A three-dimensional figure with two
4
y-axis

decagonal bases and ten rectangular faces

3
2 decimal [desə•məl] decimal A number with one or
1 more digits to the right of the decimal point

0 1 2 3 4 5 decimal point [desə•məl point] punto decimal A

x-axis symbol used to separate dollars from cents in
money, and to separate the ones place from
counting number [kount ing num bər] número the tenths place in a decimal
natural A whole number that can be used to
count a set of objects (1, 2, 3, 4, . . .) decimal system [desə•məl sistəm] sistema
decimal A system of computation based
cube [ky b] cubo A three-dimensional figure on the number 10
with six congruent square faces
Example: decimeter (dm) [desi•mēt•ər] decímetro (dm)
A metric unit used to measure length or
distance; 10 decimeters = 1 meter
degree (°) [di•grē] grado (°) A unit used for
measuring angles and temperature
degree Celsius (°C) [di•grē selsē•əs] grado Celsius
cubic unit [ky bik y nit] unidad cúbica A unit
A metric unit for measuring temperature
used to measure volume such as cubic foot (ft3),
cubic meter (m3), and so on degree Fahrenheit (°F) [di•grē fârən•hīt]
grado Fahrenheit A customary unit for
cup (c) [kup] taza (t) A customary unit used to
measuring temperature
measure capacity; 8 ounces = 1 cup
dekameter (dam) [dekə•mēt•ər] decámetro A
cylinder [silən•dər] cilindro A solid figure that has
metric unit used to measure length or distance;
© Houghton Mifflin Harcourt Publishing Company

two parallel bases that are congruent circles

10 meters = 1 dekameter
Example:
denominator [dē•nämə•nāt•ər] denominador The
number below the bar in a fraction that tells
how many equal parts are in the whole or in
the group
3
Example: __
4 denominator

Student Handbook H3
 diagonal [dī•ag ə•nəl] diagonal A line segment elapsed time [ē•lapst tīm] tiempo transcurrido
that connects two non-adjacent vertices of The time that passes between the start of an
a polygon activity and the end of that activity
Example:
endpoint [end point] extremo The point at
either end of a line segment or the starting
point of a ray
equal to (5) [ē kwəl t ] igual a Having the
difference [difər•əns] diferencia The answer to a
same value
subtraction problem
equation [ē•kwāzhən] ecuación An algebraic
digit [dijit] dígito Any one of the ten symbols
or numerical sentence that shows that two
0, 1, 2, 3, 4, 5, 6, 7, 8, 9 used to write numbers
quantities are equal
dimension [də•menshən] dimensión A measure
equilateral triangle [ē•kwi•latər•əl trīang•gəl]
in one direction
triángulo equilátero A triangle with three
Distributive Property [di•striby •tiv präpər•tē] congruent sides
propiedad distributiva The property that states Example:
that multiplying a sum by a number is the same P
as multiplying each addend in the sum by the
number and then adding the products 3 in. 3 in.
Example: 3 × (4 + 2) = (3 × 4) + (3 × 2)
3 × 6 = 12 + 6 R Q
18 = 18 3 in.
divide [də•vīd] dividir To separate into equal equivalent [ē•kwivə•lənt] equivalente Having
groups; the inverse operation of multiplication the same value
dividend [divə•dend] dividendo The number that equivalent decimals [ē•kwivə•lənt desə•məlz]
is to be divided in a division problem decimales equivalentes Decimals that name
Example: 36 ÷ 6; 6qw 36 The dividend is 36. the same amount
Example: 0.4 = 0.40 = 0.400
division [də•vizhən] división The process of
sharing a number of items to find how many equivalent fractions [ē•kwivə•lənt frakshənz]
equal groups can be made or how many fracciones equivalentes Fractions that name
items will be in each equal group; the inverse the same amount or part
operation of multiplication 3 6
Example: __ = __
4 8
divisor [də•vīzər] divisor The number that
divides the dividend estimate [estə•mit] noun estimación (s) A number
Example: 15 ÷ 3; 3qw 15 The divisor is 3. close to an exact amount
estimate [estə•māt] verb estimar (v) To find a
number that is close to an exact amount
evaluate [ē•valy •āt] evaluar To find the value
edge [ej] arista The line segment made where of a numerical or algebraic expression
two faces of a solid figure meet
© Houghton Mifflin Harcourt Publishing Company

Example: even [ēvən] par A whole number that has a 0, 2,

4, 6, or 8 in the ones place
edge
expanded form [ek•spandid fôrm] forma
desarrollada A way to write numbers by
showing the value of each digit
Examples: 832 = 8 × 100 + 3 × 10 + 2 × 1
3.25 = (3 3 1) + (2 × __1 ) + (5 × ___
10
1 )
100

H4 Glossary
 exponent [eks•pōn•ənt] exponente A number
that shows how many times the base is used
as a factor
Example: 103 = 10 × 10 × 10. gallon (gal) [gal ən] galón (gal) A customary unit
3 is the exponent. used to measure capacity; 4 quarts = 1 gallon
expression [ek•spreshən] expresión A general quadrilateral [jen ər•əl kwä•dri•lat ər•əl]
mathematical phrase or the part of a number cuadrilátero en general See quadrilateral.
sentence that combines numbers, operation
signs, and sometimes variables, but does not gram (g) [gram] gramo (g) A metric unit used to
have an equal sign measure mass; 1,000 grams = 1 kilogram
greater than (.) [grātər than] mayor que (.) A
symbol used to compare two numbers or two
quantities when the greater number or greater
quantity is given first
face [fās] cara A polygon that is a flat surface of Example: 6 > 4
a solid figure
Example: greater than or equal to ($) [grātər than ôr ēkwəl
t ] mayor que o igual a A symbol used to
face compare two numbers or quantities when the
first is greater than or equal to the second

fact family [fakt famə•lē] familia de operaciones greatest common factor [grātəst kämən faktər]
A set of related multiplication and division, or máximo común divisor The greatest factor that
addition and subtraction, equations two or more numbers have in common
7 3 8 5 56; 8 3 7 5 56; Example: 6 is the greatest common factor
Examples:
56 4 7 5 8; 56 4 8 5 7 of 18 and 30.

factor [faktər] factor A number multiplied by grid [grid] cuadrícula Evenly divided and equally
another number to find a product spaced squares on a figure or flat surface

Fahrenheit (°F) [fârən•hīt] Fahrenheit (°F) A

customary scale for measuring temperature
fluid ounce (fl oz) [fl id ouns] onza fluida A
customary unit used to measure liquid capacity; height [hīt] altura The length of a perpendicular
1 cup = 8 fluid ounces from the base to the top of a two-dimensional
or three-dimensional figure
foot (ft) [ft] pie (ft) A customary unit used to Example:
measure length or distance; 1 foot = 12 inches
height
formula [fôrmy •lə] fórmula A set of symbols
that expresses a mathematical rule
Example: A = b × h
heptagon [heptə•gän] heptágono A polygon with
fraction [frakshən] fracción A number that names
seven sides and seven angles
a part of a whole or a part of a group
© Houghton Mifflin Harcourt Publishing Company

fraction greater than 1 [frakshən grātər than wun]

fracción mayor que 1 A number which has a
numerator that is greater than its denominator
Example:

8
4
Student Handbook H5
 hexagon [heksə•gän] hexágono A polygon with inverse operations [invûrs äp•ə•rāshənz]
six sides and six angles operaciones inversas Opposite operations,
Examples: or operations that undo each other, such as
addition and subtraction or multiplication
and division
isosceles triangle [ī•säsə•lēz trīang•gəl] triángulo
hexagonal prism [hek•sagə•nəl prizəm] prisma isósceles A triangle with two congruent sides
hexagonal A three-dimensional figure with Example:
two hexagonal bases and six rectangular faces
horizontal [hôr•i•zäntl] horizontal Extending left 10 in. 10 in.
and right
hundredth [hundrədth] centésimo One of 100
equal parts 7 in.
Examples: 0.56, ___
56
100
, fifty-six hundredths

key [kē] clave The part of a map or graph that

explains the symbols
Identity Property of Addition [ī•dentə•tē
präpər•tē əv ə•dishən] propiedad de identidad kilogram (kg) [kilō•gram] kilogramo (kg) A
de la suma The property that states that metric unit used to measure mass;
when you add zero to a number, the result 1,000 grams = 1 kilogram
is that number
kilometer (km) [kə•lämət•ər] kilómetro (km)
Identity Property of Multiplication [ī•dentə•tē A metric unit used to measure length or
präpər•tē əv mul•tə•pli•kāshən] propiedad de distance; 1,000 meters = 1 kilometer
identidad de la multiplicación The property
that states that the product of any number
and 1 is that number
inch (in.) [inch] pulgada (pulg) A customary unit lateral face [latər•əl fās] cara lateral Any surface
used to measure length or distance; of a polyhedron other than a base
12 inches = 1 foot
least common denominator [lēst kämən
inequality [in•ē•kwôlə•tē] desigualdad A dē•nämə•nāt•ər] mínimo común denominador
mathematical sentence that contains the The least common multiple of two or more
symbol <, >, ≤, ≥, or ≠ denominators
intersecting lines [in•tər•sekting līnz] líneas Example: The least common denominator for
secantes Lines that cross each other at exactly _ and 5
1 _ is 12.
4 6
one point
least common multiple [lēst kämən multə•pəl]
Example:
mínimo común múltiplo The least number that
is a common multiple of two or more numbers
less than (<) [les than] menor que (<) A symbol
© Houghton Mifflin Harcourt Publishing Company

used to compare two numbers or two

interval [intər•vəl] intervalo The difference quantities, with the lesser number given first
between one number and the next on the Example: 4 < 6
scale of a graph

H6 Glossary
 less than or equal to (#) [les than ôr ēkwəl t ] mile (mi) [mīl] milla (mi) A customary unit used
menor que o igual a A symbol used to compare to measure length or distance;
two numbers or two quantities, when the first 5,280 feet = 1 mile
is less than or equal to the second
milligram (mg) [mili•gram] miligramo A metric
line [līn] línea A straight path in a plane, unit used to measure mass;
extending in both directions with no endpoints 1,000 milligrams = 1 gram
Example:
milliliter (mL) [mili•lēt•ər] mililitro (mL) A metric
unit used to measure capacity;
1,000 milliliters = 1 liter
line graph [līn graf] gráfica lineal A graph that
uses line segments to show how data change millimeter (mm) [mili•mēt•ər] milímetro (mm)
over time A metric unit used to measure length or
distance; 1,000 millimeters = 1 meter
line plot [līn plät] diagrama de puntos A graph
that shows frequency of data along a million [milyən] millón 1,000 thousands; written
number line as 1,000,000
Example:
mixed number [mikst numbər] número mixto A
7 number that is made up of a whole number
7 7 and a fraction
7 7 7 7 7 Example: 1 5_8
multiple [multə•pəl] múltiplo The product of
1 2 3 4 5 6 7 two counting numbers is a multiple of each
Miles Jogged of those numbers

line segment [līn segmənt] segmento A part of a multiplication [mul•tə•pli•kāshən] multiplicación

line that includes two points called endpoints A process to find the total number of items
and all the points between them made up of equal-sized groups, or to find the
total number of items in a given number of
groups. It is the inverse operation of division.
line symmetry [līn sim ə•trē] simetría axial A figure multiply [multə•plī] multiplicar When you
has line symmetry if it can be folded about a combine equal groups, you can multiply to
line so that its two parts match exactly. find how many in all; the inverse operation
of division
linear unit [linē•ər y nit] unidad lineal A
measure of length, width, height, or distance
liquid volume [lik wid väl y m] volumen de un
líquido The amount of liquid in a container
nonagon [nänə•gän] eneágono A polygon with
liter (L) [lēt ər] litro (L) A metric unit used to nine sides and nine angles
measure capacity; 1 liter = 1,000 milliliters
not equal to (fi) [not ēkwəl t ] no igual a
A symbol that indicates one quantity is not
equal to another
© Houghton Mifflin Harcourt Publishing Company

number line [numbər līn] recta numérica A line

mass [mas] masa The amount of matter in
on which numbers can be located
an object
Example:
meter (m) [mētər] metro (m) A metric unit used
to measure length or distance; 1 2 3 4 5
0 1
1 meter = 100 centimeters 6 6 6 6 6

Student Handbook H7
 numerator [n mər•āt•ər] numerador The origin [ôrə•jin] origen The point where the
number above the bar in a fraction that tells two axes of a coordinate grid intersect;
how many equal parts of the whole or group (0, 0)
are being considered
ounce (oz) [ouns] onza (oz) A customary unit
3 numerator
Example: __ used to measure weight;
4 16 ounces = 1 pound
numerical expression [n •meri•kəl ek•spreshən]
overestimate [ōvər•es•tə•mit] sobrestimar
expresión numérica A mathematical phrase
An estimate that is greater than the
that uses only numbers and operation
exact answer
signs

pan balance [pan baləns] balanza de platillos

obtuse angle [äb•t s anggəl] ángulo obtuso
An instrument used to weigh objects and to
An angle whose measure is greater than 90°
compare the weights of objects
and less than 180°
Example: parallel lines [pârə•lel līnz] líneas paralelas Lines
in the same plane that never intersect and are
always the same distance apart
Example:
obtuse triangle [äb•t s trīang•gəl] triángulo
obtusángulo A triangle that has one
obtuse angle
octagon [äktə•gän] octágono A polygon with
eight sides and eight angles parallelogram [pâr•ə•lelə•gram] paralelogramo
Examples: A quadrilateral whose opposite sides are
parallel and have the same length, or
are congruent
Example:

octagonal prism [äk•tagə•nəl prizəm] prisma

octagonal A three-dimensional figure with
two octagonal bases and eight rectangular
faces parentheses [pə•renthə•sēz] paréntesis The
symbols used to show which operation or
odd [od] impar A whole number that has a 1, 3,
operations in an expression should be
5, 7, or 9 in the ones place
done first
open figure [ōpən figyər] figura abierta A figure
partial product [pärshəl prädəkt] producto
that does not begin and end at the same point
parcial A method of multiplying in which
order of operations [ôrdər əv äp•ə•rāshənz] the ones, tens, hundreds, and so on are
orden de las operaciones A special set of rules multiplied separately and then the products
© Houghton Mifflin Harcourt Publishing Company

which gives the order in which calculations are are added together
done in an expression
partial quotient [pärshəl kwōshənt] cociente
ordered pair [ôrdərd pâr] par ordenado A pair parcial A method of dividing in which
of numbers used to locate a point on a grid. multiples of the divisor are subtracted from
The first number tells the left-right position the dividend and then the quotients are
and the second number tells the up-down added together
position

H8 Glossary
 pattern [patərn] patrón An ordered set of pint (pt) [pīnt] pinta A customary unit used to
numbers or objects; the order helps you measure capacity; 2 cups = 1 pint
predict what will come next
Examples: 2, 4, 6, 8, 10 place value [plās valy ] valor posicional The
value of each digit in a number based on the
location of the digit
plane [plān] plano A flat surface that extends
pentagon [pentə•gän] pentágono A polygon without end in all directions
with five sides and five angles Example:
Examples:

pentagonal prism [pen•tagə•nəl prizəm] prisma plane figure [plān figyər] figura plana See
pentagonal A three-dimensional figure with two-dimensional figure
two pentagonal bases and five rectangular
point [point] punto An exact location in space
faces
polygon [päli•gän] polígono A closed plane figure
pentagonal pyramid [pen•tagə•nəl pirə•mid]
formed by three or more line segments
pirámide pentagonal A pyramid with a
Examples:
pentagonal base and five triangular faces
perimeter [pə•rimə•tər] perímetro The distance
around a closed plane figure
period [pir ē•əd] período Each group of three
digits separated by commas in a multi-digit Polygons Not Polygons
number
polyhedron [päl•i•hēdrən] poliedro A solid
Example: 85,643,900 has three periods.
figure with faces that are polygons
perpendicular lines [pər•pən•diky •lər līnz] líneas Examples:
perpendiculares Two lines that intersect to
form four right angles
Example:

pound (lb) [pound] libra (lb) A customary unit

used to measure weight;
1 pound = 16 ounces
prime number [prīm numbər] número primo
picture graph [pik chər graf] gráfica con dibujos A number that has exactly two factors:
A graph that displays countable data with 1 and itself
symbols or pictures Examples: 2, 3, 5, 7, 11, 13, 17, and 19 are prime
Example: numbers. 1 is not a prime number.
HOW WE GET TO SCHOOL prism [prizəm] prisma A solid figure that has two
© Houghton Mifflin Harcourt Publishing Company

congruent, polygon-shaped bases, and other

Walk faces that are all rectangles
Examples:
Ride a Bike

Ride a Bus

Ride in a Car
rectangular prism triangular prism
Key: Each = 10 students.

Student Handbook H9
 product [prädəkt] producto The answer to a rectangle [rektang•gəl] rectángulo A
multiplication problem parallelogram with four right angles
Example:
protractor [prōtrak•tər] transportador A tool
used for measuring or drawing angles
pyramid [pirə•mid] pirámide A solid figure with
a polygon base and all other faces are
rectangular prism [rek•tanggyə•lər prizəm]
triangles that meet at a common vertex
prisma rectangular A three-dimensional
Example:
figure in which all six faces are rectangles
Example:

Word History
rectangular pyramid [rek•tanggyə•lər pirə•mid]
A fire is sometimes in the shape of a pirámide rectangular A pyramid with a
pyramid, with a point at the top and a rectangular base and four triangular faces
wider base. This may be how pyramid got
its name. The Greek word for fire was pura, regroup [rē•gr p ] reagrupar To exchange
which may have been combined with the amounts of equal value to rename a number
Egyptian word for pyramid, pimar. Example: 5 + 8 = 13 ones or 1 ten 3 ones
regular polygon [regyə•lər päli•gän] polígono
regular A polygon in which all sides are
congruent and all angles are congruent
related facts [ri•lātid fakts] operaciones
quadrilateral [kwä•dri•latər•əl] cuadrilátero relacionadas A set of related addition and
A polygon with four sides and four angles subtraction, or multiplication and division,
Example: number sentences
Examples: 4 × 7 = 28 28 ÷ 4 = 7
7 × 4 = 28 28 ÷ 7 = 4
remainder [ri•māndər] residuo The amount
left over when a number cannot be
quart (qt) [kwôrt] cuarto (ct) A customary unit divided equally
used to measure capacity; 2 pints = 1 quart
rhombus [rämbəs] rombo A parallelogram with
quotient [kwōshənt] cociente The number that four equal, or congruent, sides
results from dividing Example:
Example: 8 ÷ 4 = 2. The quotient is 2.

Word History
range [rānj] rango The difference between the
© Houghton Mifflin Harcourt Publishing Company

greatest and least numbers in a data set Rhombus is almost identical to its Greek
origin, rhombos. The original meaning was
ray [rā] semirrecta A part of a line; it has one
“spinning top” or “magic wheel,” which
endpoint and continues without end in
is easy to imagine when you look at a
one direction
rhombus, an equilateral parallelogram.
Example:

H10 Glossary
 right angle [rīt anggəl] ángulo recto An angle that solid figure [sälid figyər] cuerpo geométrico
forms a square corner and has a measure of 90˚ See three-dimensional figure
Example:
solution [sə•l shən] solución A value that, when
90° substituted for the variable, makes an equation
true
sphere [sfir] esfera A solid figure whose curved
right triangle [rīt triángulo rectángulo
trīang•gəl] surface is the same distance from the center to
A triangle that has a right angle all its points
Example: Example:

round [round] redondear To replace a number with square [skwâr] cuadrado A polygon with four
one that is simpler and is approximately the equal, or congruent, sides and four right
same size as the original number angles
Example: 114.6 rounded to the nearest ten is
110 and to the nearest one is 115. square pyramid [skwâr pirə•mid] pirámide cuadrada
A solid figure with a square base and with four
triangular faces that have a common vertex
Example:

scale [skāl] escala A series of numbers placed at

fixed distances on a graph to help label the
graph
scalene triangle [skālēn trīang•gəl] triángulo square unit [skwâr y nit] unidad cuadrada A unit
escaleno A triangle with no congruent sides used to measure area such as square foot (ft2),
Example: square meter (m2), and so on

30 cm standard form [standərd fôrm] forma normal A way

13 cm to write numbers by using the digits 0–9, with
each digit having a place value
18 cm Example: 456 standard form
second (sec) [sekənd] segundo (seg) A small unit straight angle [strāt anggəl] ángulo llano An angle
of time; 60 seconds = 1 minute whose measure is 180°
sequence [sēkwəns] sucesión An ordered list of Example:
numbers
simplest form [simpləst fôrm] mínima expresión X Y Z
A fraction is in simplest form when the subtraction [səb•trakshən] resta The process of
numerator and denominator have only finding how many are left when a number of
1 as a common factor. items are taken away from a group of items;
© Houghton Mifflin Harcourt Publishing Company

skip count [skip kount] contar salteado A pattern of the process of finding the difference when two
counting forward or backward groups are compared; the inverse operation
Example: 5, 10, 15, 20, 25, 30, . . . of addition
sum [sum] suma o total The answer to an
addition problem

Student Handbook H11

 triangular prism [trī•anggyə•lər prizəm] prisma
triangular A solid figure that has two
triangular bases and three rectangular faces
tablespoon (tbsp) [tābəl•sp n] cucharada (cda) triangular pyramid [trī•anggyə•lər pirə•mid]
A customary unit used to measure capacity; pirámide triangular A pyramid that has a
3 teaspoons = 1 tablespoon triangular base and three triangular faces
tally table [talē tābəl] tabla de conteo A table two-dimensional [t də•menshə•nəl]
that uses tally marks to record data bidimensional Measured in two directions,
teaspoon (tsp) [tēsp n] cucharadita (cdta) such as length and width
A customary unit used to measure capacity; two-dimensional figure [t də•menshə•nəl figyər]
1 tablespoon = 3 teaspoons figura bidimensional A figure that lies in a
tenth [tenth] décimo One of ten equal parts plane; a figure having length and width
Example: 0.7 = seven tenths
term [tûrm] término A number in a sequence
thousandth [thouzəndth] milésimo One of one
underestimate [un•dər•estə•mit] subestimar An
thousand equal parts
estimate that is less than the exact answer
Example: 0.006 = six thousandths
unit cube [y nit ky b] cubo unitaria A cube
three-dimensional [thrē də•menshə•nəl]
that has a length, width, and height of 1 unit
tridimensional Measured in three directions,
such as length, width, and height unit fraction [y nit frakshən] fracción unitaria
A fraction that has 1 as a numerator
three-dimensional figure [thrē də•menshə•nəl
figyər] figura tridimensional A figure having unit square [y nit skwâr] cuadrado de una
length, width, and height unidad A square with a side length of 1 unit,
Example: used to measure area

height
variable [vârē•ə•bəl] variable A letter or symbol
width that stands for an unknown number or
length numbers
Venn diagram [ven dīə•gram] diagrama de Venn
ton (T) [tun] tonelada A customary unit used to A diagram that shows relationships among
measure weight; 2,000 pounds = 1 ton sets of things
trapezoid [trapi•zoid] trapecio A quadrilateral Example:
with at least one pair of parallel sides
Examples: © Houghton Mifflin Harcourt Publishing Company

triangle [trīang•gəl] triángulo A polygon with

three sides and three angles
Examples:

H12 Glossary
 vertex [vûrteks] vértice The point where two
or more rays meet; the point of intersection
of two sides of a polygon; the point of
intersection of three (or more) edges of a yard (yd) [yärd] yarda (yd) A customary unit used
solid figure; the top point of a cone; the to measure length or distance; 3 feet = 1 yard
plural of vertex is vertices
Examples: y-axis [wī aksis] eje de la y The vertical number
line on a coordinate plane
y-coordinate [wī kō•ôrdn•it] coordenada y The
second number in an ordered pair; tells the
vertex distance to move up or down from (0, 0)
vertex

Word History Zero Property of Multiplication [zērō präpər•tē

əv mul•tə•pli•kāshən] propiedad del cero de la
The Latin word vertere means “to turn” and multiplicación The property that states
also relates to “highest.” You can turn a that when you multiply by zero, the product
figure around a point, or vertex. is zero

vertical [vûrti•kəl] vertical Extending up

and down
volume [väly m] volumen The measure of
the space a solid figure occupies

weight [wāt] peso How heavy an object is

whole [hōl] entero All of the parts of a shape
or group
whole number [hōl numbər] número entero
One of the numbers 0, 1, 2, 3, 4, . . . ; the set
of whole numbers goes on without end
word form [wûrd fôrm] en palabras A way to
write numbers in standard English
Example: 4,829 = four thousand, eight
hundred twenty-nine
© Houghton Mifflin Harcourt Publishing Company

x-axis [eks aksis] eje de la x The horizontal

number line on a coordinate plane
x-coordinate [eks kō•ôrdn•it] coordenada x
The first number in an ordered pair;
tells the distance to move right or left
from (0, 0)

Student Handbook H13

 COMMON CORE STATE STANDARDS

Standards You Will Learn

Mathematical Practices Some examples are:
MP1 Make sense of problems and Lessons 1.2, 1.3, 1.6, 1.7, 1.9, 2.1, 2.2, 2.3,
persevere in solving them. 2.4, 2.5, 2.6, 2.8, 2.9, 3.8, 3.9, 3.11, 3.12,
4.4, 4.5, 4.7, 4.8, 5.2, 5.3, 5.4, 5.6, 6.5, 6.6,
6.7, 6.8, 6.9, 7.4, 7.6, 7.9, 7.10, 8.3, 9.1,
10.1, 10.3, 10.4, 11.1, 11.4, 11.7, 11.8,
11.10
MP2 Reason abstractly and Lessons 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9,
quantitatively. 1.11, 1.12, 2.2, 2.5, 2.6, 2.7, 3.2, 3.3, 3.6,
3.7, 3.8, 3.9, 3.12, 4.1, 4.2, 4.3, 4.6, 4.8,
5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 6.2, 6.3, 6.4,
6.5, 6.6, 6.7, 6.9, 7.3, 7.5, 7.6, 7.7, 7.8, 7.9,
8.1, 8.3, 8.5, 9.1, 10.2, 10.3, 10.5, 10.6,
11.1, 11.2, 11.5, 11.7, 11.8, 11.9
MP3 Construct viable arguments and Lessons 1.3, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11,
critique the reasoning of others. 2.3, 2.4, 2.5, 2.7, 2.9, 3.4, 4.1, 4.3, 4.4, 4.6,
4.7, 5.7, 6.2, 6.3, 6.5, 7.4, 7.5, 7.6, 7.8,
7.10, 8.4, 9.3, 10.6, 11.3, 11.6, 11.11
MP4 Model with mathematics. Lessons 1.7, 1.10, 1.11, 1.12, 2.1, 2.3, 2.7,
2.9, 3.1, 4.2, 4.5, 5.3, 5.5, 6.1, 6.2, 6.4, 6.9,
6.10, 7.2, 7.7, 9.1, 9.2, 9.3, 9.4, 9.6, 9.7,
10.2, 10.4, 10.6
MP5 Use appropriate tools Lessons 1.1, 3.1, 3.5, 3.6, 3.7, 3.9, 3.12, 5.1,
strategically. 5.2, 5.5, 5.7, 6.1, 6.2, 6.7, 7.1, 7.2, 7.3, 7.4,
7.7, 7.8, 8.1, 8.4, 8.5, 11.1, 11.5, 11.6
MP6 Attend to precision. Lessons 1.7, 1.8, 1.10, 2.1, 2.3, 2.8, 3.3, 3.4,
3.5, 3.7, 4.1, 4.2, 4.3, 4.4, 4.8, 5.1, 5.2, 5.3,
5.4, 5.5, 5.7, 5.8, 6.1, 6.3, 6.4, 6.6, 6.7, 6.9,
7.1, 7.2, 7.3, 7.5, 7.6, 7.8, 7.9, 7.10, 8.2,
8.3, 9.2, 9.4, 9.5, 9.6, 10.1, 10.2, 10.4, 10.5,
10.7, 11.1, 11.2, 11.4, 11.5, 11.6, 11.7,
© Houghton Mifflin Harcourt Publishing Company

11.8, 11.9, 11.10, 11.11

MP7 Look for and make use of Lessons 1.1, 1.2, 1.4, 1.8, 2.8, 3.1, 3.2, 3.10,
structure. 5.1, 5.8, 6.8, 6.10, 9.5, 9.6, 9.7, 10.1, 10.5,
10.6, 10.7, 11.2, 11.3, 11.4, 11.10
MP8 Look for and express regularity Lessons 1.3, 1.4, 1.5, 2.2, 2.4, 2.6, 3.4, 3.5,
in repeated reasoning. 3.6, 3.8, 3.10, 4.6, 4.7, 5.6, 5.7, 6.8, 6.10,
8.2, 9.3, 9.5, 11.2, 11.4

H14 Correlations
 Standards You Will Learn Student Edition Lessons
Domain: Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.A.1 Use parentheses, brackets, or braces Lessons 1.3, 1.10, 1.11, 1.12
in numerical expressions, and
evaluate expressions with these
symbols.
5.OA.A.2 Write simple expressions that record Lesson 1.10, 6.4
calculations with numbers, and
interpret numerical expressions
without evaluating them.
Analyze patterns and relationships.
5.OA.B.3 Generate two numerical patterns Lessons 9.5, 9.6, 9.7
using two given rules. Identify
apparent relationships between
corresponding terms. Form ordered
pairs consisting of corresponding
terms from the two patterns,
and graph the ordered pairs on a
coordinate plane.
© Houghton Mifflin Harcourt Publishing Company

Correlations H15
 Standards You Will Learn Student Edition Lessons
Domain: Number and Operations in Base Ten
Understand the place value system.
5.NBT.A.1 Recognize that in a multi-digit Lessons 1.1, 1.2, 3.1
number, a digit in one place
represents 10 times as much as it
represents in the place to its right and
1/10 of what it represents in the place
to its left.
5.NBT.A.2 Explain patterns in the number Lessons 1.4, 1.5, 4.1, 5.1
of zeros of the product when
multiplying a number by powers
of 10, and explain patterns in the
placement of the decimal point when
a decimal is multiplied or divided by
a power of 10. Use whole-number
exponents to denote powers of 10.
5.NBT.A.3 Read, write, and compare decimals to
thousandths.
5.NBT.A.3a Read and write decimals to Lesson 3.2
thousandths using base-ten numerals,
number names, and expanded form,
e.g., 347.392 = 3 × 100 + 4 × 10 + 7
× 1 + 3 × (1/10) + 9 × (1/100) + 2 ×
(1/1000).
5.NBT.A.3b Compare two decimals to Lesson 3.3
thousandths based on meanings of
the digits in each place, using >, =,
and < symbols to record the results of
comparisons.
5.NBT.A.4 Use place value understanding to Lesson 3.4
round decimals to any place.

© Houghton Mifflin Harcourt Publishing Company

H16 Correlations
 Standards You Will Learn Student Edition Lessons
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.B.5 Fluently multiply multi-digit Lessons 1.6, 1.7
whole numbers using the standard
algorithm.
5.NBT.B.6 Find whole-number quotients of Lessons 1.8, 1.9, 2.1, 2.2, 2.3, 2.4,
whole numbers with up to four-digit 2.5, 2.6, 2.8, 2.9
dividends and two-digit divisors,
using strategies based on place
value, the properties of operations,
and/or the relationship between
multiplication and division. Illustrate
and explain the calculation by using
equations, rectangular arrays, and/or
area models.
5.NBT.B.7 Add, subtract, multiply, and divide Lessons 3.5, 3.6, 3.7, 3.8, 3.9, 3.10,
decimals to hundredths, using 3.11, 3.12, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7,
concrete models or drawings and 4.8, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8
strategies based on place value,
properties of operations, and/or the
relationship between addition and
subtraction; relate the strategy to
a written method and explain the
reasoning used.
Domain: Number and Operations—Fractions

Use equivalent fractions as a strategy to add and subtract fractions.

5.NF.A.1 Add and subtract fractions with Lessons 6.1, 6.4, 6.5, 6.6, 6.7, 6.8,
unlike denominators (including mixed 6.9, 6.10
numbers) by replacing given fractions
with equivalent fractions in such a
way as to produce an equivalent sum
or difference of fractions with like
denominators.
5.NF.A.2 Solve word problems involving Lessons 6.1, 6.2, 6.3, 6.5, 6.6, 6.7, 6.9
addition and subtraction of fractions
referring to the same whole, including
cases of unlike denominators, e.g.,
© Houghton Mifflin Harcourt Publishing Company

by using visual fraction models or

equations to represent the problem.
Use benchmark fractions and number
sense of fractions to estimate mentally
and assess the reasonableness of
answers.

Correlations H17
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of multiplication and division to
multiply and divide fractions.
5.NF.B.3 Interpret a fraction as division of the Lessons 2.7, 8.3
numerator by the denominator (a/b =
a ÷ b). Solve word problems involving
division of whole numbers leading
to answers in the form of fractions
or mixed numbers, e.g., by using
visual fraction models or equations to
represent the problem.
5.NF.B.4 Apply and extend previous
understandings of multiplication to
multiply a fraction or whole number
by a fraction.
5.NF.B.4a Interpret the product (a/b) × q as a Lessons 7.1, 7.2, 7.3, 7.4, 7.6
parts of a partition of q into b equal
parts; equivalently, as the result of a
sequence of operations a × q ÷ b.
5.NF.B.4b Find the area of a rectangle with Lessons 7.7, 7.10
fractional side lengths by tiling it
with unit squares of the appropriate
unit fraction side lengths, and show
that the area is the same as would
be found by multiplying the side
lengths. Multiply fractional side
lengths to find areas of rectangles,
and represent fraction products as
rectangular areas.

© Houghton Mifflin Harcourt Publishing Company

H18 Correlations
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of multiplication and division to
multiply and divide fractions. (Continued)
5.NF.B.5 Interpret multiplication as scaling
(resizing), by:
5.NF.B.5a Comparing the size of a product Lessons 7.5, 7.8
to the size of one factor on the
basis of the size of the other factor,
without performing the indicated
multiplication.
5.NF.B.5b Explaining why multiplying a given Lessons 7.5, 7.6, 7.8
number by a fraction greater than
1 results in a product greater than
the given number (recognizing
multiplication by whole numbers
greater than 1 as a familiar case);
explaining why multiplying a given
number by a fraction less than 1
results in a product smaller than
the given number; and relating the
principle of fraction equivalence
a/b = (n × a)/(n × b) to the effect of
multiplying a/b by 1.
5.NF.B.6 Solve real world problems involving Lessons 7.9, 7.10
multiplication of fractions and mixed
numbers, e.g., by using visual fraction
models or equations to represent the
problem.
© Houghton Mifflin Harcourt Publishing Company

Correlations H19
 Standards You Will Learn Student Edition Lessons
Apply and extend previous understandings of multiplication and division to
multiply and divide fractions. (Continued)
5.NF.B.7 Apply and extend previous
understandings of division to divide
unit fractions by whole numbers and
whole numbers by unit fractions.
5.NF.B.7a Interpret division of a unit fraction Lessons 8.1, 8.5
by a non-zero whole number, and
compute such quotients.
5.NF.B.7b Interpret division of a whole number Lessons 8.1, 8.2, 8.5
by a unit fraction, and compute such
quotients.
5.NF.B.7c Solve real world problems involving Lessons 8.1, 8.4
division of unit fractions by non-
zero whole numbers and division of
whole numbers by unit fractions, e.g.,
by using visual fraction models and
equations to represent the problem.
Domain: Measurement and Data

Convert like measurement units within a given measurement system.

5.MD.A.1 Convert among different-sized Lessons 10.1, 10.2, 10.3, 10.4, 10.5,
standard measurement units within 10.6, 10.7
a given measurement system (e.g.,
convert 5 cm to 0.05 m), and use
these conversions in solving multi-
step, real world problems.

© Houghton Mifflin Harcourt Publishing Company

H20 Correlations
 Standards You Will Learn Student Edition Lessons
Represent and interpret data.
5.MD.B.2 Make a line plot to display a data Lesson 9.1
set of measurements in fractions of
a unit (1/2, 1/4, 1/8). Use operations
on fractions for this grade to solve
problems involving information
presented in line plots.
Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition.
5.MD.C.3 Recognize volume as an attribute of Lesson 11.4
solid figures and understand concepts
of volume measurement.
5.MD.C.3a A cube with side length 1 unit, called Lesson 11.5
a “unit cube,” is said to have “one
cubic unit” of volume, and can be
used to measure volume.
5.MD.C.3b A solid figure which can be packed Lesson 11.6
without gaps or overlaps using n unit
cubes is said to have a volume of
n cubic units.
5.MD.C.4 Measure volumes by counting unit Lessons 11.6, 11.7
cubes, using cubic cm, cubic in, cubic
ft, and improvised units.
© Houghton Mifflin Harcourt Publishing Company

Correlations H21
 Standards You Will Learn Student Edition Lessons
Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition. (Continued)
5.MD.C.5 Relate volume to the operations
of multiplication and addition and
solve real world and mathematical
problems involving volume.
5.MD.C.5a Find the volume of a right Lessons 11.8, 11.9
rectangular prism with whole-
number side lengths by packing
it with unit cubes, and show that
the volume is the same as would
be found by multiplying the edge
lengths, equivalently by multiplying
the height by the area of the
base. Represent threefold whole-
number products as volumes, e.g., to
represent the associative property of
multiplication.
5.MD.C.5b Apply the formulas V = l × w × h Lessons 11.8, 11.9, 11.10
and V = b × h for rectangular prisms
to find volumes of right rectangular
prisms with whole-number edge
lengths in the context of solving real
world and mathematical problems.
5.MD.C.5c Recognize volume as additive. Find Lesson 11.11
volumes of solid figures composed
of two non-overlapping right
rectangular prisms by adding the
volumes of the non-overlapping
parts, applying this technique to solve
real world problems.

© Houghton Mifflin Harcourt Publishing Company

H22 Correlations
 Standards You Will Learn Student Edition Lessons
Domain: Geometry

Graph points on the coordinate plane to solve real-world and mathematical problems.

5.G.A.1 Use a pair of perpendicular Lesson 9.2

number lines, called axes, to
define a coordinate system, with
the intersection of the lines (the
origin) arranged to coincide with
the 0 on each line and a given point
in the plane located by using an
ordered pair of numbers, called its
coordinates. Understand that the first
number indicates how far to travel
from the origin in the direction of
one axis, and the second number
indicates how far to travel in the
direction of the second axis, with the
convention that the names of the two
axes and the coordinates correspond
(e.g., x-axis and x-coordinate, y-axis
and y-coordinate).
5.G.A.2 Represent real world and Lessons 9.3, 9.4
mathematical problems by graphing
points in the first quadrant of the
coordinate plane, and interpret
coordinate values of points in the
context of the situation.
Classify two-dimensional figures into categories based on their properties.

5.G.B.3 Understand that attributes Lessons 11.1, 11.2, 11.3

belonging to a category of two-
dimensional figures also belong to all
subcategories of that category.
5.G.B.4 Classify two-dimensional figures in a Lessons 11.1, 11.2, 11.3
hierarchy based on properties.
© Houghton Mifflin Harcourt Publishing Company

Common Core State Standards © Copyright 2010. National Governors Association Center for
Best Practices and Council of Chief State School Officers. All rights reserved. This product is
not sponsored or endorsed by the Common Core State Standards Initiative of the National
Governors Association Center for Best Practices and the Council of Chief State School Officers.

Correlations H23
 conversions, 585–588, 591–594,
597–600, 603–606, 611–614,
617–620, 623–626
Activities customary units, 585–588, 591–594,
Activity, 23, 371, 644, 650 597–600, 617–620
Cross-Curricular. See Cross-Curricular length, 585–588, 611–614
Activities and Connections mass, 611–614
Investigate, 5, 99, 151, 175, 181, 239, metric units, 611–614, 617–620
265, 297, 317, 351, 357, 427, 439, 459, multistep problems, 603–606
491, 545, 663, 669, 675 time, 623–626
Math in the Real World, 3, 85, 149, 231, weight, 597–600
289, 349, 419, 489, 531, 583, 635 patterns with decimals, 207–210,
Mental Math, 17–20, 29–32, 219, 364, 233–236, 291–294
409, 598 volume, 669–672, 675–678, 681–684,
Acute triangles, 643–646 687–690, 693–696, 699–702
Addition Analog clocks, 623–625
Associative Property of, 17–20, 219–222, Area models, 50, 439, 459–462
407–410 Art
Commutative Property of, 17–20, Connect to Art, 448, 666
219–225, 407–410
Assessment
of decimals, 175–178, 195–198, 289–210,
Chapter Review/Test, 79–84, 143–148,
219–225
225–230, 283–288, 341–346, 413–418,
estimation and, 189–192, 195–198,
483–488, 523–528, 577–582, 629–634,
363–366
705–710
of fractions with unlike denominators,
Constructed Response, 82, 148, 230, 288,
351–354, 375–378, 407–410
344, 418, 488, 528, 582, 634, 708
Identity Property of, 17–20
Mid-Chapter Checkpoint, 35–36, 111–112,
inverse operations with subtraction,
187–188, 263–264, 315–316, 381–382,
202, 401–403
457–458, 509–510, 557–558, 609–610,
of mixed numbers, 381–382, 395–398
661–662
of money, 213–216
Personal Math Trainer, In every chapter.
patterns, 207–210, 395–398
Some examples are: 3, 85, 149, 198,
problem solving, 213–216, 401–404
248, 280, 319, 338, 354, 436, 448, 500,
properties of, 17–20, 219–222, 407–410
514, 542, 568
Algebra Show What You Know, 3, 85, 149, 231,
coordinate grid 289, 349, 419, 489, 531, 583, 635
plot ordered pairs, 539–542, 551–554,
Associative Property of Addition, 17–20,
571–574
219–222, 407–410
equations
Associative Property of Multiplication, 17–20
© Houghton Mifflin Harcourt Publishing Company

addition, 17–19, 351–354, 401–404

division, 94, 517–520, 592, 623 Average (mean), 533–536
multiplication, 17–19, 35, 94, 517,
591, 597
subtraction, 357–360, 401–403, 597
expressions, 17–20, 61–64, 67–70,
73–76
measurement Bar models, 137–140, 585, 591, 597, 600
capacity, 591–594, 611–614 Base, 23, 687–690

H24 Index
 exponents, 23 Commutative Property of Multiplication,
prisms, 655–658, 687–690 17–20
pyramids, 655–658 Comparing
Base-ten blocks, 5, 8, 23, 99–102, 175–178, decimals, 163–166
181–184, 297, 298, 309 fractions, 445–448
Base-ten number system, 5–8, 11–14, 23, mixed numbers, 465–468
99–102, 175–178, 181–184, 298 quadrilaterals, 649–652
two-dimensional figures, 649–652
Benchmarks
to estimate decimal sums and Compatible numbers, estimate division
differences, 189–192 with two-digit divisor, 113–116,
to estimate fraction sums and 303–306
differences, 363–366 Cones, 656–658
Bubble maps, 290 Connect, 67, 94, 113, 131, 175, 181, 271, 277,
292, 329, 330, 375, 407, 452, 466, 503,
512, 681, 687
Connect to Art, 448, 666
Connect to Health, 32, 474
Calculator, 220 Connect to Reading, 392, 588, 658
Capacity Connect to Science, 192, 332, 554, 646
converting customary units, 591–594, Connect to Social Studies, 102
603–606, 617–620
converting metric units, 611–614, Conversions
617–620 customary capacity, 591–594, 617–620
customary length, 585–588, 617–620
Centimeters, 611–614 customary weight, 597–600, 617–620
Chapter Openers, 3, 85, 149, 231, 289, 349, metric units, 611–614, 617–620
419, 489, 531, 583, 635 time, 623–626
Chapter Review/Test, 79–84, 143–148, Coordinate grid
225–230, 283–288, 341–346, 413–418, distance, 539–542
483–488, 523–528, 577–582, 629–634, plot ordered pairs, 539–542, 545–548,
705–710 551–554, 571–574
Checkpoint, Mid-Chapter. See Mid-Chapter with whole numbers, 539–542, 545–548,
Checkpoint 551–554, 571–574
Choose a method, 219–225 Correlations
Circle maps, 636 Common Core State Standards, H14–H23
Common Core State Standards, Critical Area
H14–H23 Common Core, 1, 347, 529
Common denominators Cross-Curricular Activities
to add and subtract fractions, 369–372, and Connections
375–378, 381–382, 383–386, 389–392, Connect to Art, 448, 666
395–398 Connect to Health, 32, 474
© Houghton Mifflin Harcourt Publishing Company

least, 370–372 Connect to Reading, 392, 588, 658

Connect to Science, 192, 332, 554, 646
Communicate Math Ideas Connect to Social Studies, 102
Math Talk, In every lesson. Some
examples are: 5, 30, 365, 604, 700 Cubes, 687–690
Write Math, In some lessons. Some volume of, 669–672, 675–678
examples are: 7, 294, 366, 593, Cubic units, 675–678, 687–690, 693–696
625, 702 Cups, 591–594
Commutative Property of Addition, 17–20, Customary units
219–222, 407–410 capacity, 585–588, 591–594, 617–620

Index H25
 converting, 585–588, 591–594 patterns, 207–210, 233–236, 291–294
of length, 585–588 place value, 157–160, 195–198, 201–204,
weight, 597–600, 617–620 219–222, 233–236, 245–248, 251–254,
Cylinders, 656–658 271–274
rounding, 169–172, 189–192, 272
subtraction
choose a method, 219–222
equivalent decimals and, 202–204
estimate, 189–192
Data through hundredths, 181–184,
collect and analyze, 533–536, 545–548, 201–204
551–554 inverse operations, 202–204
line graphs, 551–554, 571–574 model, 181–184
line plots, 533–536 money, 213–216
Venn diagram, 4, 584, 638, 650 place value, 201–204, 219–222
Days, 623–626 regrouping, 181–184, 201–204
Decagonal prisms, 655 thousandths
model, 151–154
Decagons, 637–640, 655
read and write, 151–154, 157–160
Decimals
Decimeters, 611–614, 617–620
addition
Associative Property, 219–222 Dekameters, 611–614
choose a method, 219–222 Denominators
Commutative Property, 219–222 addition, with unlike, 351–354, 375–378,
equivalent decimals, 196–198 381–382, 407–410
estimate, 189–192, 195–198, 213–216 common, 369–372, 375–378
through hundredths, 175–178, least common denominator, 375–378, 383
195–198 subtraction, with unlike, 363–366,
inverse operations, 202 375–378, 381–382
model, 175–178 Distributive Property, 18–20, 50–51, 55–58,
money, 213–216 252, 472–473
place value and, 195–198, 219–222
regrouping, 175–178, 195–198 Division
compare, 163–166 adjusting quotients, 131–134
division algorithm for, 93–96, 119–122, 309–312,
estimate, 303–306, 324, 329 323–326, 511–514
model, 297–300, 309, 317–320 bar models, 137–140
patterns, 291–294 by decimals, 291–294, 317–320, 323–326,
place value, 309–312, 323–326 329–332
write zeros, 329–332 of decimals, 291–294, 297–300,
equivalent, 196–198 303–306, 309–312, 317–320, 323–326,
money as 329–332
addition and subtraction, 213–216 Distributive Property, 50–51, 55–58
multiplication draw a diagram, 213–216, 257–260,
© Houghton Mifflin Harcourt Publishing Company

expanded form, 251–254 497–500, 517–520, 605

model, 239–242, 245, 251–253, estimate, 87–90, 93–96, 113–116,
265–268 119–122,131–134, 303–306, 324, 329
money, 257–260, 278 of four-digit numbers, 88–90, 93–112
patterns, 233–236 as a fraction, 125–128, 503–506
place value, 233–236, 245–248, interpreting, 517–520
251–254, 271–274 interpret the remainder, 125–128
zeros in product, 277–280 inverse operation to multiplication,
multistep problems, 335–338 49–51, 90–95, 491–494
order and compare, 163–166

H26 Index
 model, 49–51, 99–102, 137–140, 317–320, Estimation
491–494, 497–500, 503–506, 511–514, decimal sums and differences, 189–192
517–520 division,
by one-digit numbers, 49–51, 55–58, two-digit divisor, 113–116
87–90, 93–96, 137–140 fraction sums and differences
order of operations, 67–70, 73–76 with unlike denominators, 363–366
partial quotients, 105–108 quotients, 113–116, 303–306
patterns, 113–116, 291–294 volume, 681–684
related to multiplication, 49–51, 94, Evaluate expressions, 17–20, 67–70, 73–76
491–494, 511–514 with grouping symbols, 73–76
remainder, 94, 105–149, 125–128
Expanded form, 11–14, 157–160, 251–254
of three-digit numbers, 55–58, 87–90,
93–96, 99–102, 105–108, 114–116, Exponents
119–122 exponent form, 23–26
by two-digit numbers, 99–102, 105–108, powers of 10, 23–26
113–116, 119–122, 131–134 word form, 23–26
by unit fractions, 491–494, 497–500, Expressions
511–514, 517–520 numerical, 17–20, 61–64, 67–70, 73–76
write zeros, 329–332 order of operations, 67–70, 73–76
Divisor. See Division
one-digit divisors, 49–51, 55–58, 87–90,
93–112, 137–140
two-digit divisors, 99–102, 105–108,
113–116, 119–122, 131–134 Faces, 655–658, 663–666
Draw a Diagram, 213–216, 257–260, Fahrenheit thermometer, 545–548
497–500, 517–520, 605
Feet, 585–588
Draw Conclusions, 6, 99, 152, 175, 181, 240,
Flow map, 86, 232, 490
266, 297, 317, 351, 357, 427, 439, 460,
492, 546, 670, 676 Fluid ounces, 591–594
Drawing Formulas
Draw a Diagram, 213–216, 257–260, for volume, 693–696, 699–702,
497–500, 517–520, 605 687–690
Draw Conclusions, 6, 99, 152, 175, 181, Fractions
240, 266, 297, 317, 351, 357, 427, 439, addition,
460, 492, 546, 670, 676 Associative Property, 407–410
common denominator, 375–378,
381–382
Commutative Property, 407–410
equivalent fractions, 351–354,
375–378, 381–382, 407–410
Edges estimate, 363–366, 381–382
of three-dimensional figures, mixed numbers, 381–382
663–666 models, 351–354
© Houghton Mifflin Harcourt Publishing Company

Elapsed time, 623–626 patterns, 395–398

Equilateral triangles, 643–646 properties of, 407–410
Equivalent fractions, 369–372 rounding, 363–366
common denominator, 369–372
Errors
as division, 503–506
What’s the Error?, 14, 172, 192, 236,
draw a diagram, 497–500, 517–520
300, 326, 442, 548
interpreting, 517–520
Essential Question, In every lesson.
Some examples are: 5, 37, 351, 383,
533, 637

Index H27
 by unit fraction, 491–494, 497–500, compare two-dimensional figures,
511–514, 517–520 649–652
by whole-number, 491–494, 497–500, cones, 655–658
511–514, 517–520 cubes, 635, 663–666, 675–678, 687–690
write an equation, 517–520 cylinders, 656–658
write a story problem, 518–520 decagons, 637, 655
equivalent, 369–372 heptagons, 637–640
find a fractional part of a group, hexagons, 637–640, 655
421–424 model three-dimensional figures,
find common denominators, 369–372 655–658, 663–666
least common denominator, 370–372, nonagons, 637
375–378 octagons, 637–640, 655
line plots, 533–536 parallelograms, 649–652
multiplication, pentagons, 637–640, 655–658
area, 459–462 polygons, 637–640, 655
Distributive Property, 472–473 polyhedrons, 655–658
by a fraction, 421–424, 427–430, prisms, 655–658, 661–664, 687–690,
433–436, 439–442, 451–454 693–696, 699–702
with mixed numbers, 459–462, pyramids, 655–658
465–468, 471–474 quadrilaterals, 637–640, 649–652
models, 421–424, 427–430, 433–436, rectangles, 649–652
439–442, 445–448, 451, 459–462, rhombuses, 649–652
465–468, 471–474 spheres, 656–657
scaling, 445–448, 465–468 squares, 649–652
by whole numbers, 421–424, 427–430, trapezoids, 649–652
433–436 triangles, classify, 643–646
operations with line plots, 533–536 two-dimensional figures, 637–640,
rounding, 363–366 643–646, 649–652
subtraction, Venn diagrams, 638, 650, 662
common denominator, 375–378, volume, 663–666, 669–672, 675–678,
386–390, 389–392 681–684, 687–690, 693–696, 699–702
equivalent fractions, 357–360, Glossary, H1–H13
375–378, 381–382, 389–392
Go Deeper problems, In most lessons.
estimate, 363–366
Some examples are: 46, 172, 320, 447,
mixed numbers, 381–382, 389–392
494, 683
models, 357–360
patterns, 395–398 Grams, 611–614
renaming and, 389–392 Graphic Organizers. See Tables and
rounding, 364–366 Charts
with unlike denominators, 351–354 Bubble Maps, 290
Fraction Strips, 351–354, 357–360, 427–430, Circle Map, 636
491–494 Flow Map, 86, 232, 490
H-diagram, 350
problem solving, 55–56, 137–138,
© Houghton Mifflin Harcourt Publishing Company

213–214, 257–258, 335–336,

401–402, 477–478, 497–498, 565–566,
617–618, 693–694
Gallons, 591–594, 617–620 Tree Map, 150, 532
Geometry. See also Polygons; Three- Venn diagram, 4, 584, 650
dimensional figures; Two-dimensional Graphs,
figures intervals, 551–554
classification of figures, 649–652, line graphs, 551–554, 571–574, 594
655–658 line plots, 533–536

H28 Index
 plot ordered pairs, 539–542, 551–554, Least common denominator
571–574 add and subtract fractions,
relationships and, 571–574 375–376
Venn diagrams, 4, 584, 638, 650, 662 finding, 370–372
Grouping symbols, 73–76 Length
Guess, check, and revise, 477–480 converting customary units, 585–588,
617–620
Lesson Essential Question, In every
Student Edition lesson. Some examples
are: 5, 37, 351, 383, 533, 637
H-diagram, 350 Line graphs, 551–554, 571–574
Health Line plots, 533–536
Connect to Health, 32, 474 fraction operations with, 533–536
Heptagons, 637–640 Lines
parallel, 649
Hexagonal prisms, 635, 655, 657 perpendicular, 649
Hexagons, 637–640, 655 Liters, 611–614
Hours, 623–626

Make a Table, 213–216, 617–620,

Identity Property of Addition, 17–20 693–696
Identity Property of Multiplication, 17–20, Make Connections, 6, 100, 152, 176,
465 182, 240, 266, 298, 318, 352, 358, 428,
Inches, 572–573, 585–588 440, 460, 492, 546, 670, 676
Interpret the Remainder, 125–128 Manipulatives and materials
Intervals, 551–554 analog clocks, 623–626
base-ten blocks, 5, 8, 23, 99–102,
Inverse operations
175–178, 181–184, 298, 300
addition and subtraction, 202, 401–402
calculator, 220
multiplication and division, 49–51,
centimeter cubes, 663, 675
94–95, 491–494
Fahrenheit thermometer, 545
Investigate, 5, 99, 151, 175, 181, 239, 265, fraction circles, 428
297, 317, 351, 357, 427, 439, 459, 491, fraction strips, 351–354, 357–360, 427,
545, 663, 669, 675 491–494
Isosceles triangles, 643–646 MathBoard, In every lesson. Some
iTools, 352, 359, 440 examples are: 7, 30, 132, 390,
427, 671
number cubes, 4A, 350A, 532A
protractor, 644
© Houghton Mifflin Harcourt Publishing Company

ruler, 644
square tile, 459
Kilograms, 611–614 unit cubes, 663–666, 669–672
Kilometers, 611–614 MathBoard, In every lesson.
Some examples are: 7, 30, 132, 390, 427,
671
Math in the Real World, 3, 85, 149, 231, 289,
349, 419, 489, 531, 583, 635
Lateral faces, 655–658

Index H29
 Mathematical Practices length, 585–588
1) Make sense of problems and Mid-Chapter Checkpoint, 35–36, 111–112,
persevere in solving them, In some 187–188, 263–264, 315–316, 381–382,
lessons. 457–458, 509–510, 557–558, 609–610,
Some examples are: 14, 254, 312, 536 661–662
2) Reason abstractly and quantitatively,
Miles, 586–588
In some lessons. Some examples are:
20, 386, 435, 599 Milligrams, 611–614
3) Construct viable arguments and Millimeters, 611–614
critique the reasoning of others, In Millions, 11–14
some lessons. Some examples are: 40, place value, 11–14
170, 359, 548 Minutes, 623–626
4) Model with mathematics, In some
lessons. Some examples are: 90, Mixed numbers
430, 594 addition of, 381–382
5) Use appropriate tools strategically, In comparing, 465–468
some lessons. Some examples are: 152, multiplication of, 459–462, 465–468,
494, 637 471–474
6) Attend to precision, In some lessons. renaming as fractions, 390, 471–474
Some examples are: 89, 474, 497, 640 subtraction of, 381–382, 389–392
7) Look for and make use of structure, In Modeling
some lessons. Some examples are: 133, decimal addition, 175–178
397, 562, 646 decimal division, 239–242, 245–248,
8) Look for and express regularity in 317–320
repeated reasoning, In some lessons. decimals, 175–178, 181–184, 317–320
Some examples are: 170, 500, 645, 655 Distributive Property, 18–20, 50–51
Math Idea, 11, 106, 637, 655 division of whole numbers, 50–51,
99–102, 137–140, 297–300, 309–312,
Math on the Spot Videos, In every lesson. 491–494
Some examples are: 58, 154, 320, 514, fraction addition, 351–354
652, 684 fraction multiplication, 427–430, 433–436,
Math Talk, In every lesson. Some examples 439–442, 451–454
are: 5, 30, 365, 391, 604, 700 fraction subtraction, 357–360
Measurement measurement, 585–588, 591–594,
capacity, 591–594 597–600
conversions, 585–588, 591–594, 597–600, multiplication of decimals, 239–242,
603–606, 611–614, 623–626 251–254, 265–268
customary units, 585–588, 591–594, multiplication of whole numbers,
597–600 239–242, 245, 251–254
length, 29, 169, 189, 251, 271, 297, place value, 5–8, 11–14
401–402, 459–462, 477–480, 585–588, place value and rounding, 157–160,
644–645 169–172
metric units, 611–614, 617–620 three-dimensional figures, 663–666,
multistep problems, 603–606 675–678, 681–684, 693–696
© Houghton Mifflin Harcourt Publishing Company

time, 309, 329, 623–626 two-dimensional figures, 649–652

volume, 675–678, 681–684, 699–702 Modeling using bar models, 137–140, 585,
weight, 597–600, 604–606 591, 597, 600
Mental Math, 17–20, 29–32, 219, 364, Modeling using base-ten blocks, 5–8, 23,
409, 598 175–178, 181–184
Meters, 611–614 Modeling using decimal models, 151–154,
Metric units 175–178, 181–184, 239–242, 251–253,
capacity, 611–614 265–268
converting, 611–614, 617–620

H30 Index
 Modeling using fraction strips, 351–354, Multistep problems,
357–360, 427–430 measurement, 603–606
Modeling using number lines, 363–366, Go Deeper problems, In most lessons.
624–625 Some examples are: 46, 172, 320, 447,
494, 683
Modeling using place-value charts, 11–14,
157–160
Modeling using quick pictures, 100–102,
175–178, 182–184, 195–198, 240–241, 309
Modeling using Venn Diagrams, 4, 584, 650 Nonagons, 637
Money Number lines
addition and subtraction of, 213–216 adding fractions on, 363
division of, 304 dividing unit fractions on, 491
estimate, 112 estimating decimal sums and differences
multiplication of, 257–260, 277–280 with, 190–192
Months, 623 estimating fraction sums and differences
Multiplication with, 363–366
Associative Property of, 17–20, 693–696 to find elapsed time, 624
by decimals, 265–268, 271–274, 277–280 multiplying fractions on, 446–447, 466
decimals by whole numbers, 239–242, Numbers. See Decimals; Fractions; Mixed
245–248 numbers; Whole numbers
with expanded form of decimals, compatible, 113–116
251–254 expanded form of, 11–14, 157–160,
Distributive Property, 18–20, 252, 471–474 251–254
draw a diagram, 257–260, 497–500 standard form of, 11–14, 157–160
estimation, 37, 272 word form of, 11–14, 157–160
fraction modeling explained, Number system, base ten, 5–8, 11–14, 23,
of fractions by fractions, 439–442, 233–236, 291–294
451–454 Numerical expressions, 17–20, 61–64, 67–70
of fractions by whole numbers, evaluate, 67–70, 73–76
427–430, 433–436
as inverse operation, 49–51, 94 Numerical patterns, 395–398, 559–562,
inverse relationship to division, 49–51, 571–574
491–494, 511–514
mixed numbers, 459–462, 465–468,
471–474
models, 239–242, 251–253, 265–268
money, 257–260, 278 Obtuse triangles, 643–646
multistep problems, 603–606
Octagonal prisms, 655–658
by one-digit numbers, 37–40, 491–494
order of operations, 67–70, 73–76 Octagons, 637–640, 655
patterns, 24, 29–32, 233–236 On Your Own, In most lessons. Some
place value, 157–160, 233–236, 245–248, examples are: 13, 30, 391, 409, 639, 689
© Houghton Mifflin Harcourt Publishing Company

251–254, 271–274 Operations

by powers of 12, 23–26, 29–32, 330 inverse, 49–51, 94, 202, 401, 491–494,
problem solving using, 55–58, 257–260, 511–514
497–500 order of, 67–70, 73–76
properties of, 17–20 Ordered pairs, 539–542, 571–574
related to division, 49–51, 491–494,
511–514 Ordering
by two-digit numbers, 29–32, 43–46 decimals, 163–166
with zeros in the product, 277–280 Order of Operations, 67–70, 73–76

Index H31
 Origin, 539–542 round decimals, 169–172
Ounces, 597–600, 604–606 standard form and, 11–14, 157–160
to thousandths, 151–154, 157–160
whole numbers, 5–8, 11–14, 245–248,
251–254
word form and, 11–14, 23–26, 157–160
Plane Figures, 637. See also Polygons;
Parallel lines, 649–652 Two-dimensional figures
Parallelograms, 649–652 Polygons, 637–640, 643–646, 649–652, 655
Parentheses ( ), 62–64, 67–70, 73–76, 407 congruency, 638–640, 643–646, 655–658
Partial quotients decagons, 637–640, 655
two-digit divisors, 105–108, 303–306 heptagons, 637–640
Patterns hexagons, 637–640, 655
on a coordinate grid, 571–574 nonagons, 637
with decimals, 207–210, 233–236, octagons, 637–640
291–294 pentagons, 637–640, 655–656
in division, 113–116, 291–294 quadrilaterals, 637–640, 649–652
exponents, 23–26, 291 regular and not regular, 638–640
find a rule for, 565–568, 571–574 triangles, 643–646, 655–656
with fractions, 395–398 Polyhedrons, 655–658
multiplication, 24, 29–32, 233–236, 252, Pose a Problem, 96, 184, 210, 320, 430, 462,
271–272 520, 600
numerical, 559–562, 571–574 Pounds, 597–600, 604
place value, 5–8, 12, 246, 252, 291–294
relate two sequences, 395–398 Powers of 10 23–26, 29–32, 291–294
Pentagonal prisms, 655–658 Practice and Homework
Guided Practice, Share and Show, In every
Pentagonal pyramids, 656–658 lesson. Some examples are: 7, 30, 352,
Pentagons, 637–640 376, 645, 689
Period, 11 Independent Practice, On Your Own, In
Perpendicular lines, 649–652 most lessons. Some examples are: 13,
30, 391, 409, 639, 689
Personal Math Trainer, In every chapter.
Practice and Homework, In every lesson.
Some examples are: 3, 85, 149, 198, 248,
Some examples are: 53–54, 179–180,
280, 319, 338, 354, 436, 448, 500, 514,
313–314, 437–438, 615–616, 703–704
542, 568
Problem Solving • Applications, In most
Pint, 591–594, 603 lessons. Some examples are: 154, 192,
Place value 386, 494, 645, 666
decimal addition and, 195–198, 219–225 Prerequisite skills
decimals, 157–160, 195–198, 201–204, Show What You Know, 3, 85, 149, 231,
219–225, 233–236, 245–248, 251–254, 289, 349, 419, 489, 531, 583, 635
271–274
Prisms, 655–658
decimal multiplication and, 157–160,
classifying, 655–658
© Houghton Mifflin Harcourt Publishing Company

233–236, 245–248, 251–254, 271–274

defined, 655
decimal subtraction and, 201–204,
rectangular, 655–658, 675–678, 681–684,
220–222
687–690, 693–696, 699–702
expanded form and, 11–14, 157–160,
triangular, 655–658
251–254
volume of, 675–678, 681–684, 687–690,
to hundred millions, 11–14
693–696, 699–702
millions, 11–14
order decimals, 163–166 Problem solving
patterns in, 5–8, 12, 233–236, 246, 252, addition and subtraction, 213–216,
291–294 401–404

H32 Index
 customary and metric conversions, Projects, 2, 348, 530
617–620 Properties,
division, 55–58, 137–140 Associative Property of Addition, 17–20,
using multiplication, 55–58, 257–260, 219, 407–410
497–500 Associative Property of Multiplication,
Problem Solving • Applications, In most 17–20, 693
lessons. Some examples are: 154, 192, Commutative Property of Addition,
386, 494, 645, 666 17–20, 219, 407–410
Problem solving applications. See also Commutative Property of
Cross-Curricular Activities and Multiplication, 17–20
Connections Distributive Property, 18–20, 50–51,
Go Deeper, In most lessons. Some 55–58, 251–252, 472–473
examples are: 46, 172, 320, 447, 494, Identity Property of Addition, 17–20
683 Identity Property of Multiplication,
Independent Practice. See On Your Own 17–20, 465–466
Investigate, 5, 99, 151, 175, 181, 239, 265, Protractors, 644
297, 317, 351, 357, 427, 439, 459, 491, Pyramids,
545, 663, 669, 675 classifying, 656–658
Math on the Spot, In every lesson. defined, 656
Some examples are: 58, 154, 320, 514,
652, 684
Personal Math Trainer, In every chapter.
Some examples are: 3, 85, 149, 198,
248, 280, 319, 338, 354, 436, 448, 500, Quadrilaterals, 637–640, 649–652
514, 542, 568 classifying, 649–652
Pose a Problem, 96, 184, 210, 320, 430, comparing, 649–652
462, 520, 600 defined, 649
Sense or Nonsense?, 8, 20, 178, 268, parallelograms, 649–652
494, 574 rectangles, 649–652
Think Smarter, In every lesson. Some rhombuses, 649–652
examples are: 40, 122, 306, 494, squares, 649–652
646, 684 trapezoids, 649–652
Think Smarter1, In every chapter. Some
Quarts, 591–594, 603, 617, 619
examples are: 177, 198, 248, 280, 319,
338, 354, 268, 436, 448, 500, 514, Quick pictures, 23, 176–178, 182–184,
542, 568 195–198, 240–241, 309
Try This!, In some lessons. Some examples Quotients, See Division
are: 11, 68, 252, 364, 396, 644
Unlock the Problem, Real World, In some
lessons. Some examples are: 11, 29,
363, 389, 649, 693
What’s the Error?, 14, 172, 192, 236, 300, Reading
326, 442, 548 Connect to Reading, 392, 588, 658
© Houghton Mifflin Harcourt Publishing Company

What’s the Question?, 64 Read the Problem, 55–56, 137–138,

Problem solving strategies 213–214, 257–258, 335–336, 401–402,
draw a diagram, 213–216, 257–260, 477–478, 497–498, 565–566, 617–618,
497–500, 517–520, 605 693–694
guess, check, and revise, 477–480 Visualize It, 4, 86, 150, 232, 290, 350, 420,
make a table, 213–216, 617–620, 490, 532, 584, 636
693–696 Real World
solve a simpler problem, 55–58, 565–568 Unlock the Problem, In most lessons.
work backward, 335–338, 401–404 Some examples are: 11, 29, 360, 401,
593, 699

Index H33
 Reasonableness, 93–112, 195–198,
201–204, 239, 247, 253, 258, 363–366,
375–378, 472, 480
Rectangles Scalene triangles, 643–646
properties of, 649–652 Science
Rectangular prisms, Connect to Science, 192, 332, 554, 646
properties of, 655–658 Sense or Nonsense?, 8, 20, 178, 268,
volume of, 663–666, 669–672, 675–678, 494, 574
681–684, 687–690, 693–696, 699–702 Sequences
Rectangular pyramids addition, 207–210, 395–398, 559–562
properties of, 655–658 pattern in, 207–210, 395–398, 559–562
Regrouping relate using division, 560–561
decimal addition, 175–178, 195–198, relate using multiplication, 559–562
213–216 subtraction, 208–209, 396–398
decimal subtraction, 181–184, 201–204 Shapes. See Geometry
division, 87–90, 93–112 Share and Show, In every lesson. Some
multiplying, 37–40, 43–46 examples are: 7, 30, 352, 376, 645, 689
Regular polygons, 638–640 Show What You Know, 3, 85, 149, 231,
Relationships, mathematical 289, 349, 419, 489, 531, 583, 635
graphing, 571–574 Simplest form
multiplication to division, 49–51, products of fractions, 433, 435–436,
491–494 452–453, 472–473
Remainders sums and differences of fractions
in division 88–90, 93–112 and, 351–354, 357–360, 375–378,
interpreting, 125–128 408–409
writing as a fraction, 125–128 sums and differences of mixed numbers
Remember, 12, 43, 88, 105, 189, 271, 291, and, 381–382, 389–392
317, 364, 407 Social Studies
Renaming Connect to Social Studies, 102
fractions, 352, 389–392, 471 Solid figures. See Three-dimensional
mixed numbers, 389–392, 471 figures
Review and Test. See Assessment Solve a Simpler Problem, 55–58, 565–568
Chapter Review/Test, 79–84, 143–148, Solve the Problem, 55–56, 137–138,
225–230, 389–288, 341–346, 413–418, 213–214, 257–258, 335–336, 401–402,
483–488, 523–528, 577–581, 629–634, 477–478, 497–498, 565–566, 617–618,
705–710 693–694
Mid-Chapter Checkpoint, 35–36, Spheres, 656–657
111–112, 187–188, 263–264, 315–316,
381–382, 457–458, 509–510, 557–558, Square pyramids, 656–658
609–610, 661–662 Squares
Review Words, 4, 86, 150, 232, 290, 350, properties of, 649–652
© Houghton Mifflin Harcourt Publishing Company

420, 490, 532, 584, 636 Standard form, 11–14, 157–160

Show What You Know, 3, 85, 149, 231, Strategies. See Problem solving strategies
289, 349, 419, 489, 531, 583, 635
Student help
Rhombuses, 649–652 Math Idea, 11, 106, 637, 655
Right triangles, 643–646 Remember, 12, 43, 88, 105, 189, 271,
Rounding 291, 317, 364, 407
decimals, 169–172, 189–192, 272 Subtraction
fractions, 363–366 of decimals, 181–184, 201–204, 208–210
place value, 169–172 estimation and, 189–192, 202–203,
363–366, 386, 389–390
H34 Index
 of fractions with unlike denominators, read and write, 157–160
357–360, 376–378, 396–398 Three-dimensional figures
inverse operations with addition, 202, base, 655–658
401–403 cones, 656–657
of mixed numbers, 381–382, 389–392, cubes, 635, 663–666, 675–678
396–398, 401–404, 408 cylinders, 656–658
of money, 189–192, 213–216 identify, describe, classify, 655–658
patterns, 208–210, 396–398 prisms, 655–658
with renaming, 389–392, 401–404 pyramids, 656–658
Summarize, 392 spheres, 656–657
Synthesize, 175, 181 volume, 663–666, 669–672, 675–678,
681–684, 687–690, 693–696, 699–702
Time
elapsed, 623–626
units of, 623–626
Table of Measures, H37 Tons, 598–600
Tables and Charts. See Graphic Organizers Trapezoids, 649–652
data, 14, 17, 20, 31, 46, 51, 64, 96, 140, 154, Tree maps, 150, 532
160, 163, 166, 172, 192, 213–215, 222,
242, 248, 294, 306, 326, 268, 386, 424, Triangles
545, 547, 548, 551, 552, 553, 560, 561, acute, 643–646, 657
562, 565, 566, 567, 568, 614, 699, 700 classifying, 643–646
Make a Table, 213–216, 617–620, 693–696 equilateral, 638, 643–646
for measurement conversion, 586, 592, isosceles, 643–646
598, 617–619, 623 obtuse, 643–646
place value, 5–7, 11–13, 152, 157–159, right, 643–646
163–165, 169–170 scalene, 643–646
Talk Math. See Math Talk Triangular prisms, 655–658
Technology and Digital Resources Triangular pyramids, 656–657
Go Digital, 4, 86, 150, 232, 350, 420, 490, Try Another Problem, 56, 138, 214, 258, 336,
532, 584, 636 402, 478, 498, 566, 618, 690, 700
iTools, 352, 359, 440 Try This!, In some lessons. Some examples
Math on the Spot Videos, In every lesson. are: 11, 68, 252, 364, 396, 644
Some examples are: 58, 154, 320, 514, Two-dimensional figures
652, 684 classifying, 637–640
Multimedia eGlossary, Access through congruency, 637–640
the interactive Chapter ePlanner. 4, comparing, 649–652
86, 150, 232, 290, 350, 420, 490, 532, polygons, 637–640
584, 636 properties of, 637–640
Temperature, 545, 546, 551 quadrilaterals, 649–652
Term, 207–210, 395–398 triangles, 643–646
Test. See Review and Test
© Houghton Mifflin Harcourt Publishing Company

Think Smarter problems, In every lesson.

Some examples are: 40, 122, 306, 494,
646, 684
Think Smarter1 problems, In every chapter. Understand Vocabulary, 4, 86, 150, 232, 290,
Some examples are: 177, 198, 248, 280, 350, 420, 490, 532, 584, 636
319, 338, 354, 268, 436, 448, 500, 514, Unit cubes, 663–666, 675–678
542, 568 Unit opener, 1–2, 347–348, 529–530
Thousandths
model, 151–154

Index H35
 Unlike denominators
adding, 351–354, 375–378, 381–382, 395,
397–398
subtracting, 357–360, 376–378, 389–392, Weight
396–398 converting customary units, 597–600,
Unlock the Problem, In most lessons. Some 604–606
examples are: 11, 29, 360, 401, 649, 699 What If, 31, 57, 68, 127, 166, 175, 181,
Unlock the Problem Tips, 57, 403, 695 214–215, 246, 251, 252, 259, 271, 337,
398, 403, 478, 479, 567, 591, 603, 619, 682
What’s the Error?, 14, 172, 192, 236, 300,
306, 326, 442, 548
Whole numbers
Venn diagram, 4, 584, 650 divide decimals by, 297–300, 309–312
divide unit fractions by, 511–514, 517–520
Visualize It, 4, 86, 150, 232, 290, 350, 420, divide by unit fractions, 491–494,
490, 532, 584, 636 497–500, 517–520
Vocabulary dividing, 87–90, 93–112, 99–101, 105–108,
Chapter Review/Test, 79, 143, 225, 283, 119–122, 125–128, 131–134, 137–140
341, 413, 483, 523, 577, 629, 705 multiply fractions by, 427–430, 433–436
Chapter Vocabulary Cards, At the multiplying, 37–40, 43–46, 239–242,
beginning of every chapter. 427–430, 433–436
Mid-Chapter Checkpoint, 35–36, 111–112, place value, 5–8, 11–14, 195–198,
187–188, 263–264, 315–316, 381–382, 201–204, 245–248, 251–254
457–458, 509–510, 557–558, 609–610, relate multiplication to division of, 49–51,
661–662 491–494
Multimedia eGlossary, 4, 86, 150, 232, standard form, 11–14, 157–160
290, 350, 420, 490, 532, 584, 636 word form of, 11–14, 157–160
Understand Vocabulary, 4, 86, 150, 232, Word form of numbers, 11–14, 23–25,
290, 350, 420, 490, 532, 584, 636 157–160
Vocabulary Builder, 4, 86, 150, 232, 290,
350, 420, 490, 532, 584, 636 Work backward, 335–338, 401–404
Vocabulary Game, 4A, 86A, 150A, 232A, Write Math, In every Student Edition lesson.
290A, 350A, 420A, 490A, 532A, 584A, Some examples are: 7, 269, 294, 366, 593,
636A 621, 625, 702
Vocabulary Preview, 4, 150, 350, 532, Writing
584, 636 Write Math, In every Student Edition
Vocabulary Review, 4, 86, 150, 232, 290, lesson. Some examples are: 7, 294,
350, 420, 490, 532, 584, 636 366, 593, 625, 702
Volume
comparison of, 675–678, 693–696
composed figures, 699–702
cubic unit, 675–678
estimate, 681–684 x-axis, 539–542, 546
© Houghton Mifflin Harcourt Publishing Company

formula, 687–690, 693–696, 699–702,

681–684 x-coordinate, 539–542, 545–548
of rectangular prisms, 663–666, 669–672,
681–684, 687–690, 693–696, 699–702
unit cube, 663–666

Yards, 585–588
y-axis, 539–542
y-coordinate, 539–542, 545–548

H36 Index
 METRIC CUSTOMARY
Length

1 centimeter (cm) = 10 millimeters (mm) 1 foot (ft) = 12 inches (in.)

1 meter (m) = 1,000 millimeters 1 yard (yd) = 3 feet, or 36 inches
1 meter = 100 centimeters 1 mile (mi) = 1,760 yards,
1 meter = 10 decimeters (dm) or 5,280 feet
1 kilometer (km) = 1,000 meters
Capacity

1 liter (L) = 1,000 milliliters (mL) 1 cup (c) = 8 fluid ounces (fl oz)
1 metric cup = 250 milliliters 1 pint (pt) = 2 cups
1 liter = 4 metric cups 1 quart (qt) = 2 pints, or 4 cups
1 kiloliter (kL) = 1,000 liters 1 gallon (gal) = 4 quarts
Mass/Weight

1 gram (g) = 1,000 milligrams (mg) 1 pound (lb) = 16 ounces (oz)

1 gram = 100 centigrams (cg) 1 ton (T) = 2,000 pounds
1 kilogram (kg) = 1,000 grams

TIME

1 minute (min) = 60 seconds (sec)

1 half hour = 30 minutes
1 hour (hr) = 60 minutes
1 day = 24 hours
1 week (wk) = 7 days
1 year (yr) = 12 months (mo), or
about 52 weeks
1 year = 365 days
© Houghton Mifflin Harcourt Publishing Company

1 leap year = 366 days

1 decade = 10 years
1 century = 100 years
1 millennium = 1,000 years

Table of Measures H37

 SYMBOLS
‹_›
= is equal to AB
_› line AB
≠ is not equal to AB
___ ray AB
> is greater than AB line segment AB
< is less than ∠ABC angle ABC, or angle B
(2, 3) ordered pair (x, y) △ABC triangle ABC
⊥ is perpendicular to ° degree
 is parallel to °C degrees Celsius
°F degrees Fahrenheit

FORMULAS
Perimeter Area

Polygon P = sum of the lengths Rectangle A = b × h,

of sides or A = bh
Rectangle P = (2 × l ) + (2 × w), or
P = 2l + 2w
Square P = 4 × s, or P = 4s
Volume

Rectangular prism V = B × h, or V = l × w × h
B = area of base shape, h = height of prism

© Houghton Mifflin Harcourt Publishing Company

H38