module 4 lesson 19 homework 5th grade

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Grade 5 Module 4 Lesson 19

Grade 5 Module 4 Lesson 19 - Displaying top 8 worksheets found for this concept.

Some of the worksheets for this concept are Grade 5 module 1, Grade 5 module 4, Grade 5 module 2, Eureka math homework helper 20152016 grade 2 module 4, Curriculum and instruction mathematics quarter 2 grade 5, Operations with fractions module 4, Louisiana guide to implementing eureka math grade 5, Grade k module 4.

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1. GRADE 5 MODULE 1 -

2. grade 5, module 4, 3. grade 5 module 2, 4. eureka math homework helper 20152016 grade 2 module 4, 5. curriculum and instruction mathematics quarter: 2 grade: 5, 6. operations with fractions module 4 -, 7. louisiana guide to implementing eureka math: grade 5, 8. grade k module 4.

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

Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?

The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.

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Grade 5 Homework, Lesson Plans And Worksheets

Module 1 Topics and Objectives
Standard: 5.NBT.1, 5.NBT.2, 5.MD.1 Days: 4 : Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Use exponents to name place value units and explain patterns in the placement of the decimal point. ( ) : Use exponents to denote powers of 10 with application to metric conversions. ( )
Standard: 5.NBT.3 Days: 2 : Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. ( ) : Compare decimal fractions to the thousandths using like units and express comparisons with >, <, =. ( )
Standard: 5.NBT.4 Days: 2 , : Round a given decimal to any place using place value understanding and the vertical number line. ( ) ( )
: Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 5.NBT.2, 5.NBT.3, 5.NBT.7 Days: 2 : Add decimals using place value strategies and relate those strategies to a written method. ( ) : Subtract decimals using place value strategies and relate those strategies to a written method. ( )
Standard: 5.NBT.1, 5.NBT.3, 5.NBT.7 Days: 2 : Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. ( ) : Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. ( )
Standard: 5.NBT.3, 5.NBT.7 Days: 4 : Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value understanding and relate to a written method. ( ) : Divide decimals with a remainder using place value understanding and relate to a written method. ( ) : Divide decimals using place value understanding including remainders in the smallest unit. ( ) : Solve word problems using decimal operations. ( )
: Topics A-F (assessment ½ day, return ½ day, remediation or further applications 1 day)

Module 2 Topics and Objectives
Standard: 5.NBT.1, 5.NBT.2, 5.OA.1 Days: 2 : Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. ( ) : Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. ( )
Standard: 5.OA.1, 5.OA.2, 5.NBT.5 Days: 7 : Write and interpret numerical expressions and compare expressions using a visual model. ( ) : Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. ( ) : Connect visual models and the distributive property to partial products of the standard algorithm without renaming. ( ) :Connect area diagrams and the distributive property to partial products of the standard algorithm without renaming. ( ) : Connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems. ( )
Standard: 5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1 Days: 3 : Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. ( ) : Multiply decimal fractions by multi-digit whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. ( ) : Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. ( )
Standard: 5.NBT.7, 5.NBT.7, 5.MD.1 Days: 3 : Use whole number multiplication to express equivalent measurements. ( ) : Use decimal multiplication to express equivalent measurements. ( ) : Solve two-step word problems involving measurement and multi-digit multiplication. ( )
: Topics A-D (assessment ½ day, return ½ day, remediation or further applications 2 days)
Standard: 5.NBT.1, 5.NBT.2, 5.NBT.6 Days: 3 : Use patterns for multi-digit whole number division. ( ) , : Use basic facts to approximate quotients with two-digit divisors. ( ) ( )
Standard: 5.NBT.6 Days: 5 : Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) , : Divide three- and four-digit dividends by two-digit divisors resulting in two- and three-digit quotients, reasoning about the decomposition of successive remainders in each place value. ( ) ( )
Standard: 5.NBT.2, 5.NBT.7 Days: 4 : Divide decimal dividends by multiples of 10, reasoning about the placement of the decimal point and making connections to a written method. ( ) : Use basic facts to approximate decimal quotients with two-digit divisors, reasoning about the placement of the decimal point. ( ) , : Divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method. ( ) ( )
Standard: 5.NBT.6, 5.NBT.7 Days: 2 , : Solve division word problems involving multi-digit division with group size unknown and the number of groups unknown. ( ) ( )
: Topics A-H (assessment ½ day, return ½ day, remediation or further application 2 days)

Module 3 Topics and Objectives
Standard: 5.NF.1, 5.NF.3 Days: 2 : Make equivalent fractions with the number line, the area model, and numbers. ( ) : Make equivalent fractions with sums of fractions with like denominators. ( )
Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Add fractions with sums between 1 and 2. ( ) : Subtract fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Subtract fractions from numbers between 1 and 2. ( ) : Solve two-step word problems. ( )
: Topics A-B (assessment ½ day, return ½ day, remediation or further applications 2 day)
Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies. ( ) : Add fractions making like units numerically. ( ) : Add fractions with sums greater than 2. ( ) : Subtract fractions making like units numerically. ( ) : Subtract fractions greater than or equal to one ( )
Standard: 5.NF.1, 5.NF.2 Days: 4 : Use fraction benchmark numbers to assess reasonableness of addition and subtraction equations. ( ) : Strategize to solve multi-term problems. ( ) : Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers. ( ) : Explore part to whole relationships. ( )
: Topics C-D (assessment ½ day, return ½ day, remediation or further applications 2 day)

Module 4 Topics and Objectives
Standard: 5.MD.2 Days: 1 : Measure and compare pencil lengths to the nearest 1/2, 1/4, and 1/8 of an inch, and analyze the data through line plots. ( )
Standard: 5.NF.3 Days: 4 , : Interpret a fraction as division. ( )( ) : Use tape diagrams to model fractions as division. ( ) : Solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers. ( )
Standard: 5.NF.4a Days: 4 : Relate fractions as division to fraction of a set. ( ) : Multiply any whole number by a fraction using tape diagrams. ( ) : Relate fraction of a set to the repeated addition interpretation of fraction multiplication. ( ) : Find a fraction of a measurement, and solve word problems. ( )
Standard: 5.OA.1, 5.OA.2, 5.NF.4a, 5.NF.6 Days: 3 : Compare and evaluate expressions with parentheses. ( ) , : Solve and create fraction word problems involving addition, subtraction, and multiplication. ( )
: Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day)
Standard: 5.NBT.7, 5.NBT.4a, 5.NF.6, 5.MD.1 Days: 8 : Multiply unit fractions by unit fractions. ( : Multiply unit fractions by non-unit fractions. ( ) : Multiply non-unit fractions by non-unit fractions. ( ) : Solve word problems using tape diagrams and fraction-by-fraction multiplication. ( ) , : Relate decimal and fraction multiplication. ( ) : Convert measures involving whole numbers, and solve multi-step word problems. ( ) : Convert mixed unit measurements, and solve multi-step word problems. ( )
Standard: 5.NF.5, 5.NF.6 Days: 4 : Explain the size of the product, and relate fraction and decimal equivalence to multiplying a fraction by 1. ( ) , : Compare the size of the product to the size of the factors. ( ) : Solve word problems using fraction and decimal multiplication. ( )
Standard: 5.OA.1, 5.NBT.7, 5.NF.7 Days: 7 : Divide a whole number by a unit fraction. ( ) : Divide a unit fraction by a whole number. ( ) : Solve problems involving fraction division. ( ) : Write equations and word problems corresponding to tape and number line diagrams. ( ) : Connect division by a unit fraction to division by 1 tenth and 1 hundredth. ( ) , : Divide decimal dividends by non-unit decimal divisors. ( )( )
Standard: 5.OA.1, 5.OA.2 Days: 2 : Interpret and evaluate numerical expressions including the language of scaling and fraction division. ( ) : Create story contexts for numerical expressions and tape diagrams, and solve word problems. ( )
: Topics A-H (assessment ½ day, return ½ day, remediation or further applications 2 days)

Module 5 Topics and Objectives
Standard: 5.MD.3, 5.MD.4 Days: 3 : Explore volume by building with and counting unit cubes. ( ) : Find the volume of a right rectangular prism by packing with cubic units and counting.( ) : Compose and decompose right rectangular prisms using layers. ( )
Standard: 5.MD.3, 5.MD.5 Days: 6 : Use multiplication to calculate volume. ( ) : Use multiplication to connect volume as with volume as . ( ) : Find the total volume of solid figures composed of two non-overlapping rectangular prisms. ( ) : Solve word problems involving the volume of rectangular prisms with whole number edge lengths. ( ) , : Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. ( )
: Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day)
Standard: 5.NF.4b, 5.NF.6 Days: 6 : Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Measure to find the area of rectangles with fractional side lengths. ( ) : Multiply mixed number factors, and relate to the distributive property and the area model. ( ) , : Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. ( ) ( )
Standard: 5.G.3, 5.G.4 Days: 6 : Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. ( ) : Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. ( ) : Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. ( ) : Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. ( ) : Classify two-dimensional figures in a hierarchy based on properties. ( ) : Draw and identify varied two-dimensional figures from given attributes. ( )
: Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day)

Module 6 Topics and Objectives
Standard: 5.G.1 Days: 6 : Construct a coordinate system on a line. ( ) : Construct a coordinate system on a plane. ( ) , : Name points using coordinate pairs, and use the coordinate pairs to plot points. ( ) , : Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes. ( )( )
Standard: 5.OA.2, 5.OA.3, 5.G.1 Days: 6 : Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs. ( ) : Generate a number pattern from a given rule, and plot the points. ( ) : Generate two number patterns from given rules, plot the points, and analyze the patterns. ( ) : Compare the lines and patterns generated by addition rules and multiplication rules. ( ) : Analyze number patterns created from mixed operations. ( ) : Create a rule to generate a number pattern, and plot the points.( )
: Topics A-B (assessment 1 day, return 1 day, remediation or further applications 1 day)
Standard: 5.G.1, 5.G.2 Days: 5 : Construct parallel line segments on a rectangular grid. ( ) : Construct parallel line segments, and analyze relationships of the coordinate pairs. ( ) : Construct perpendicular line segments on a rectangular grid. ( ) : Construct perpendicular line segments, and analyze relationships of the coordinate pairs. ( ) : Draw symmetric figures using distance and angle measure from the line of symmetry. ( )
Standard: 5.OA.3, 5.G.2 Days: 3 : Draw symmetric figures on the coordinate plane. ( ) : Plot data on line graphs and analyze trends.( ) : Use coordinate systems to solve real world problems. ( )
: Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day)
Standard: 5.NF.2, 5.NF.3, 5.NF.6, 5.NF.7c, 5.MD.1, 5.MD.5, 5.G.2 Days: 5 , , , , : Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions. ( )
Days: 9 , : Solidify writing and interpreting numerical expressions. ( ) : Solidify fluency with Grade 5 skills. , : Solidify the vocabulary of geometry. ( ) : Explore the Fibonacci sequence. : Explore patterns in saving money. ( ) , : Design and construct boxes to house materials for summer use. ( )

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Curriculum / Math / 5th Grade / Unit 5: Multiplication and Division of Fractions / Lesson 19

Multiplication and Division of Fractions

Lesson 19 of 25

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Divide a unit fraction by a whole number.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations—Fractions

5.NF.B.7.A — Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

5.NF.B.7.C — Solve real world problems involving 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. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Foundational Standards

The foundational standards covered in this lesson

3.NF.A.1 — Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

4.NF.B.4 — Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Operations and Algebraic Thinking

3.OA.B.6 — Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

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

Divide a unit fraction by a whole number using a tape diagram and/or a number line.
Solve group size unknown division word problems that involve the division of a unit fraction by a whole number (MP.4).
Estimate the size of a quotient of a unit fraction divided by a whole number by reasoning that dividing a fraction into some number of groups will result in smaller groups or a smaller value (e.g., we can think of $${{{{1\over3}}} \div 6}$$ as splitting a third into $$6$$ groups, which is the same as finding $${1\over6}$$ of $${{1\over3}}$$ , which is $${{1\over18}}$$ ) (MP.2).
Use the relationship between multiplication and division to use multiplication to check the quotient to a problem involving the division of a unit fraction by a whole number.

Suggestions for teachers to help them teach this lesson

There are two interpretations for division: (a) equal group with group size unknown division (also called partitive or sharing division), and (b) equal group with number of groups unknown division (also called quotitive, measurement, or equal-sharing division). In Grade 5, students apply and extend this understanding of the two types of division with whole numbers to divide unit fractions by whole numbers and whole numbers by unit fractions. To develop an understanding of the division of a unit fraction by a whole number, they use unknown group size division, such as in the problem “ $$\frac12$$ meter of cloth is cut into three equal pieces. How long is each piece of fabric?”. Inversely, to develop an understanding of the division of a unit fraction by a whole number, they use unknown number of groups division, such as in the problem, “Three meters of cloth are cut into $$\frac12$$ meter strips. How many strips are cut?” That way, as Bill McCallum notes, “students can build on their understanding of whole-number division without having to grapple with fractional groups, so long as they understand both of these interpretations of division” (Mathematical Musings, Bill McCallum, “ Fraction Division Part 2: Two Interpretations of Division ”). Thus, students are exclusively given group size unknown division problems in Lesson 19 and number of groups unknown division problems in Lesson 20 to help them build a strong conceptual understanding of fraction division before seeing other types of division problems in Lesson 21.
Illustrative Math Grade 5 Unit 3 Lessons 11 and 12
EngageNY Grade 5 Unit 4 Lesson 26 Problem Set #1–3, 4a, 5a
EngageNY Grade 5 Unit 4 Lesson 26 Homework #1–3, 4a
Common Core Sheets, Dividing Unit Fractions
Common Core Sheets, Division Relative to Multiplication (Fractions)

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

25-30 minutes

Nolan gives some Fruit-by-the-Foot to his $$3$$ friends to share equally.

a. If he has $$3$$ feet of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?

b. If he has $$1$$ foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?

c. If he has $${1\over2}$$ foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?

d. If he has $${1\over3}$$ foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?

Guiding Questions

Grade 5 Mathematics > Module 4 > Topic G > Lesson 26 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Priya and Mai used the diagrams below to find the value of $$\frac13 \div 4$$ .

a. What is the same about the diagrams?

b. What is different?

c. Find the value that makes the equation true.

$$\frac13 \div 4 =$$ ____

Grade 4 Unit 3 Lesson 12 Activity 1 , accessed on May 5, 2022, 10:44 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0 . For further information, contact Illustrative Mathematics .

a. Solve. Then check your work.

$${{1\over5}\div2}$$
$${{1\over6}\div4}$$
$${{1\over9}\div6}$$

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

15-20 minutes

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

Discussion of Problem Set

In #1, what is the relationship between (a) and (b), (c) and (d), and (b) and (c)?
Why is the quotient of #1(c) greater than that of #1(d)? Is it reasonable?
In #3, what is the relationship between (c) and (d) and (b) and (f)?
In #4, the values were too big to draw a model. So, how did you solve?
Look at #6. What did your diagram look like? Did anyone draw an area model? Why does that work? Can we write a multiplication sentence to represent this situation?

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

5-10 minutes

Solve. Show or explain your work.

a. $${{1\over3} \div 2}$$

b. $${{1\over4} \div 9}$$

Student Response

Zach spends half of his workday tutoring students. If he sees 5 students and spends the same amount of time with each student, what fraction of his workday does he spend tutoring each student?

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

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

Extra Practice Problems

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Word Problems and Fluency Activities

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Topic A: Fractions as Division

Relate equal shares of objects to division expressions and visual representations of fractions.

Write division expressions that represent fractions and vice versa.

Solve division problems when the quotient is a fraction or mixed number, including cases with larger values.

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Topic B: Multiplying a Fraction by a Whole Number

Multiply a fraction by a whole number where the product is a whole number.

5.NF.B.4.A 5.NF.B.6

Multiply a fraction by a whole number where the product is a whole number or a fraction.

Relate multiplication of a fraction by a whole number to multiplication of a whole number by a fraction and use this to develop a general method to multiply any fraction by any whole number (or vice versa).

5.NF.B.4.A 5.NF.B.5

Solve real-world problems involving multiplication of fractions and whole numbers and create real-world contexts for expressions involving multiplication of fractions and whole numbers.

5.NF.B.4 5.NF.B.6 5.OA.A.2

Topic C: Multiplying a Fraction by a Fraction

Multiply a fraction by a fraction without subdivisions using tape diagrams and number lines.

5.NF.B.4 5.NF.B.5 5.NF.B.6

Multiply a fraction by a fraction with subdivisions using tape diagrams and number lines.

Multiply a fraction by a fraction with more complicated subdivisions using an area model.

Develop a general method to multiply a fraction by a fraction.

Solve real-world problems involving multiplication of fractions with fractions and create real-world contexts for expressions involving multiplication of fractions with fractions.

Topic D: Multiplying with Mixed Numbers

Multiply mixed numbers by whole numbers.

Multiply mixed numbers by fractions.

Multiply mixed numbers by mixed numbers.

Develop a general method to multiply with mixed numbers.

Solve real-world problems involving multiplication with mixed numbers and create real-world contexts for expressions involving multiplication with mixed numbers.

Interpret multiplication as scaling.

5.NF.B.5 5.NF.B.5.A 5.NF.B.5.B

Topic E: Dividing with Fractions

5.NF.B.7.A 5.NF.B.7.C

Divide a whole number by a unit fraction.

5.NF.B.7.B 5.NF.B.7.C

Solve real-world problems involving division with fractions and create real-world contexts for expressions involving division with fractions.

5.NF.B.7.C 5.OA.A.2

Topic F: Fraction Expressions and Real-World Problems

Solve real-world problems involving multiplication and division with fractions.

5.NF.B.3 5.NF.B.6 5.NF.B.7

Write and evaluate numerical expressions involving operations with fractions.

5.NF.B.3 5.NF.B.4 5.NF.B.5 5.NF.B.6 5.NF.B.7 5.OA.A.1 5.OA.A.2

Topic G: Line Plots

Create line plots.

Solve problems involving information presented in a line plot (dot plot).

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Eureka Math Grade 5 Module 4 Lesson 9 Answer Key

Engage ny eureka math 5th grade module 4 lesson 9 answer key, eureka math grade 5 module 4 lesson 9 problem set answer key.

Question 1. Convert. Show your work using a tape diagram or an equation. The first one is done for you. a. $\frac{1}{2}$ yard = 1$\frac{1}{2}$ feet $\frac{1}{2}$ yard = $\frac{1}{2}$ × 1 yard = $\frac{1}{2}$ × 3 feet = $\frac{3}{2}$ feet = 1$\frac{1}{2}$ feet

$Eureka Math Grade 5 Module 4 Lesson 9 Problem Set Answer Key 1$

Explanation: 1/3 foot = 1/3 * 1 foot = 1/3 * 12 inches = 12/3 = 4 inches

c. $\frac{5}{6}$ year = ________ months Answer: 10 months

Explanation: 5/6 year = 5/6 * 1 year = 5/6 * 12 months = 60/6 months = 10 months

d. $\frac{4}{5}$ meter = ________ centimeters Answer: 80 centimeters

Explanation: 4/5 m = 4/5 *1m = 4/5 * 100 cm = 400/5 = 80 cm

e. $\frac{2}{3}$ hour = ________ minutes Answer: 40 minutes

Explanation: 2/3 hr = 2/3 * 1 hr = 2/3 * 60 = 120/3 min = 40 min

f. $\frac{3}{4}$ yard = ________ inches Answer: 27 inches

Explanation: 3/4 yard = 3/4 * 1 yd = 3/4 * 36 inches = 108/4 inches = 27 inches

Question 2. Mrs. Lang told her class that the class’s pet hamster is $\frac{1}{4}$ ft in length. How long is the hamster in inches? Answer: The hamster is 3 inches long

Explanation: 1/4 ft = 1/4 * 1 ft = 1/4 *12 inc = 3 inc

Question 3. At the market, Mr. Paul bought $\frac{7}{8}$ lb of cashews and $\frac{3}{4}$ lb of walnuts. How many ounces of cashews did Mr. Paul buy? Answer: 14 ounces of cashews.

Explanation: 7/8 lb = 7/8 *1 lb = 7/8 * 16 oz = 112 oz/8 = 14 oz Hence Mr paul bought 14 ounces of cashews.

b. How many ounces of walnuts did Mr. Paul buy? Answer: 12 ounces of walnuts.

Explanation: 3/4 lb = 3/4 * 1 lb = 3/4 * 16 oz = 48/4 oz = 12 oz. Hence Mr paul bought 12 ounces of walnuts.

c. How many more ounces of cashews than walnuts did Mr. Paul buy? Answer: 2 ounces.

Explanation: 14 oz – 12 oz = 2 oz Mr.paul bought 2 ounces more cashews than walnuts.

d. If Mrs. Toombs bought 1$\frac{1}{2}$ pounds of pistachios, who bought more nuts, Mr. Paul or Mrs. Toombs? How many ounces more? Answer: 2 ounces more

Explanation: Mr paul = 14 oz + 12 oz = 26 oz Mrs. Toombs = 1 1/2 lb = 3/2 lb = 3/2 * 1 lb = 3/2 * 16 oz = 48/2 = 24 oz So 26 oz – 24 oz = 2oz. Hence Mr. paul bought more nuts than Mrs. Toombs. He bought 2 ounces more than she did.

Question 4. A jewelry maker purchased 20 inches of gold chain. She used $\frac{3}{8}$ of the chain for a bracelet. How many inches of gold chain did she have left? Answer: She had 12 1/2 inches left.

Explanation: 8 units = 20 1 unit = 20/8 = 2 4/8 5 units = 2 4/8 + 2 4/8 + 2 4/8 + 2 4/8 + 2 4/8 = 10 20/8 = 12 4/8 = 12 1/2

Eureka Math Grade 5 Module 4 Lesson 9 Exit Ticket Answer Key

Question 1. Express 36 minutes as a fraction of an hour: 36 minutes = _______ hour Answer: 3/5

Explanation: 1 hr =60minutes take 36min /60 min=18/30 =9/15=3/5

Question 2. Solve. a. $\frac{2}{3}$ feet = _______ inches Answer: 2 inches

Explanation: 2/3 feet = 2/3 * 12 inches = (2*12)/12 = 24/12 = 2 inches

b. $\frac{2}{5}$ m = _______ cm Answer: 40 cm

Explanation: 2/5 m = 2/5 * 100 cm = (2*100)/5 = 40 cm

c. $\frac{5}{6}$ year = _______ months Answer: 10 months

Explanation: 1 year = 12 months 5/6 year = 5/6 * 12 = (5*12)/6 = 10

Eureka Math Grade 5 Module 4 Lesson 9 Homework Answer Key

Question 1. Convert. Show your work using a tape diagram or an equation. The first one is done for you. a. $\frac{1}{4}$ yard = 9 inches $\frac{1}{4}$ yard = $\frac{1}{4}$ × 1 yard = $\frac{1}{4}$ × 36 inches = $\frac{36}{4}$ inches = 9 inches

$Eureka Math 5th Grade Module 4 Lesson 9 Homework Answer Key 50$

Explanation: 1/6 * 12 =2 inches

c. $\frac{3}{4}$ year = ________ months Answer: 9 inches

Explanation: 3/4 year = 3/4 * 12 months = (3*12)/4 = 9 inches

d. $\frac{3}{5}$ meter = ________ centimeters Answer: 60 centimeters

Explanation: 3/5 m = 3/5 * 100 = (3*100)/5 = 60 centimeters

e. $\frac{5}{12}$ hour = ________ minutes Answer: 25 minutes

Explanation: 5/12 hr = 5/12 * 60 minutes = (5*60)/12 = 25 minutes

f. $\frac{2}{3}$ yard = ________ inches Answer: 24 inches

Explanation: 1 yard = 36 inches 2/3 yard = 2/3 * 36 inches = (2*36)/3 = 24 inches

Question 2. Michelle measured the length of her forearm. It was $\frac{3}{4}$ of a foot. How long is her forearm in inches? Answer: The length of Michelle’s forearm is 9 inches

Explanation: 1 ft = 12 in length of Michelle’s forearm was 3/4 of a foot Now convert to inches 3/4 ft = 3/4 * 12 = 9 inc Therefore the length of Michelle’s forearm is 9 inches.

Question 3. At the market, Ms. Winn bought $\frac{3}{4}$ lb of grapes and $\frac{5}{8}$ lb of cherries. a. How many ounces of grapes did Ms. Winn buy? Answer: 12 ounces of grapes

Explanation: 3/4 lb = 3/4 * ounces = 3/4 * 1 lb = 3/4 * 16 ounces = 12 ounces

b. How many ounces of cherries did Ms. Winn buy? Answer: 10 ounces of cherries

Explanation: 5/8 lb = 5/8 * 1 lb = 5/8 * 16 ounces = 10 ounces

c. How many more ounces of grapes than cherries did Ms. Winn buy? Answer: There are 12 ounces of grapes and 10 ounces of cherries. Hence by doing the difference for both we can get more ounces of grapes than cherries. So 12 -10 = 2 ounces. Hence 2 more ounces of grapes than cherries.

d. If Mr. Phillips bought 1$\frac{3}{4}$ pounds of raspberries, who bought more fruit, Ms. Winn or Mr. Phillips? How many ounces more? Answer: Explanation: 1 3/4 pounds = 7/4 pounds 1 pound = 16 oz 7/4 pounds = 7/4 * 16 = 21 Ms.Winn bought 22 ounces of fruits and Mr. Phillips bought 21 ounces of fruit. Therefore, 1 ounce more fruits are there.

Question 4. A gardener has 10 pounds of soil. He used $\frac{5}{8}$ of the soil for his garden. How many pounds of soil did he use in the garden? How many pounds did he have left? Answer: 3 3/4

Explanation: 5/8 *10 50/8 6 2/8 6 1/4 10 -6 1/4 Hence 3 3/4 pounds have left.