5 TH Grade Go Math Textbook

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5th Grade
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Dear Students and Families,
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Welcome to California 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 California Go Math!, writing and drawing on the pages
helps you think deeply about what you are learning, and you will really
understand math!
By the way, all of the pages in your California Go Math! book are
made using recycled paper. We wanted you to know that you can
Go Green with California Go Math!
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Sincerely,
The Authors
Made in the United States

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Authors
Juli K. Dixon, Ph.D. Matthew R. Larson, Ph.D.
Professor, Mathematics Education K-12 Curriculum Specialist for
University of Central Florida Mathematics
Orlando, Florida Lincoln Public Schools
Lincoln, Nebraska
Edward B. Burger, Ph.D. Martha E. Sandoval-Martinez
President, Southwestern University Math Instructor
Georgetown, Texas El Camino College
Torrance, California
Steven J. Leinwand
Principal Research Analyst
American Institutes for
Research (AIR) English Language
Washington, D.C. Learners Consultant
Elizabeth Jiménez
Contributor CEO, GEMAS Consulting
Professional Expert on English
Rena Petrello Learner Education
Professor, Mathematics Bilingual Education and
Moorpark College Dual Language
Moorpark, CA Pomona, California
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 Place Value, Multiplication,

and Expressions 3
lessons are interactive.
Use iTools, Animated
Math Models, the
Domains Operations and Algebraic Thinking Multimedia eGlossary,
Number and Operations in Base Ten and more.
CALIFORNIA COMMON CORE STANDARDS
5.OA.1, 5.OA.2, 5.NBT.1, 5.NBT.2, 5.NBT.5, 5.NBT.6
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
1 Investigate • Place Value and Patterns . . . . . . . . . . . . . . . . . . .5
2 Place Value of Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . .9
3 Algebra • Properties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4 Algebra • Powers of 10 and Exponents . . . . . . . . . . . . . . . . . . 17
5 Algebra • Multiplication Patterns . . . . . . . . . . . . . . . . . . . . . 21 Chapter 1 Overview
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . . 25 In this chapter, you will
6 Multiply by 1-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . 27 explore and discover
7 Multiply by 2-Digit Numbers . . . . . . . . . . . . . . . . . . . . . . . . 31 answers to the following
Essential Questions:
8 Relate Multiplication to Division . . . . . . . . . . . . . . . . . . . . . . 35
• How can you use place
9 Problem Solving • Multiplication and Division . . . . . . . . . . . . 39 value, multiplication,
10 Algebra • Numerical Expressions . . . . . . . . . . . . . . . . . . . . . 43 and expressions to
11 Algebra • Evaluate Numerical Expressions. . . . . . . . . . . . . . . . 47 represent and solve
problems?
12 Algebra • Grouping Symbols . . . . . . . . . . . . . . . . . . . . . . . . 51
• How can you read,
Chapter 1 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 write, and represent
whole numbers through
millions?
• 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?
v
Chapter 2 Overview
In this chapter, you will
explore and discover
2 Divide Whole Numbers
Domains Number and Operations in Base Ten
61
answers to the following Number and Operations–Fractions

Essential Questions: CALIFORNIA COMMON CORE STANDARDS
• How can you divide 5.NBT.6, 5.NF.3
whole numbers?
• What strategies have Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
you used to place Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
the first digit in the 1 Place the First Digit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
quotient?
2 Divide by 1-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . 67
• How can you use
estimation to help you 3 Investigate • Division with 2-Digit Divisors . . . . . . . . . . . . . . . 71
divide? 4 Partial Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
• How do you know when Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . . 79
to use division to solve a
problem? 5 Estimate with 2-Digit Divisors. . . . . . . . . . . . . . . . . . . . . . . . 81
6 Divide by 2-Digit Divisors . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7 Interpret the Remainder . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
8 Adjust Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
9 Problem Solving • Division . . . . . . . . . . . . . . . . . . . . . . . . . 97
Chapter 2 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Chapter 3 Overview
3 Add and Subtract Decimals
Domain Number and Operations in Base Ten
107
answers to the following CALIFORNIA COMMON CORE STANDARDS

Essential Questions: 5.NBT.1, 5.NBT.3a, 5.NBT.3b, 5.NBT.4, 5.NBT.7
• How can you add and
subtract decimals? Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
• What methods can you Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
use to find decimal sums 1 Investigate • housandths . . . . . . . . . . . . . . . . . . . . . . . . . 109
and differences?
2 Place Value of Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . 113
• How does using place
value help you add and 3 Compare and Order Decimals . . . . . . . . . . . . . . . . . . . . . . 117
subtract decimals? 4 Round Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
5 Investigate • Decimal Addition . . . . . . . . . . . . . . . . . . . . . . 125
6 Investigate • Decimal Subtraction . . . . . . . . . . . . . . . . . . . . 129
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 133

7 Estimate Decimal Sums and Diferences . . . . . . . . . . . . . . . . 135
8 Add Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
9 Subtract Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
10 Algebra • Patterns with Decimals . . . . . . . . . . . . . . . . . . . . 147
11 Problem Solving • Add and Subtract Money . . . . . . . . . . . . . 151
12 Choose a Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Chapter 3 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 159
vi
Chapter 4 Overview
4 Multiply Decimals
165
CALIFORNIA COMMON CORE STANDARDS answers to the following
5.NBT.2, 5.NBT.7 Essential Questions:
• How can you solve
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 decimal multiplication
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 problems?
1 Algebra • Multiplication Patterns with Decimals . . . . . . . . . . . 167 • How is multiplying with
decimals similar to
2 Investigate • Multiply Decimals and Whole Numbers . . . . . . . . 171 multiplying with whole
3 Multiplication with Decimals and Whole Numbers . . . . . . . . . 175 numbers?
4 Multiply Using Expanded Form . . . . . . . . . . . . . . . . . . . . . 179 • How can patterns,
5 Problem Solving • Multiply Money . . . . . . . . . . . . . . . . . . . 183 models, and drawings
help you solve decimal
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 187 multiplication problems?
6 Investigate • Decimal Multiplication . . . . . . . . . . . . . . . . . . 189 • How do you know where
7 Multiply Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 to place a decimal point
in a product?
8 Zeros in the Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
• How do you know the
Chapter 4 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 correct number of
decimal places in a
product?
5 Divide Decimals
207 Chapter 5 Overview
5.NBT.2, 5.NBT.7 Essential Questions:
• How can you solve
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 decimal division
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 problems?
1 Algebra • Division Patterns with Decimals . . . . . . . . . . . . . . 209 • How is dividing with
decimals similar to
2 Investigate • Divide Decimals by Whole Numbers . . . . . . . . . . 213 dividing with whole
3 Estimate Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 numbers?
4 Division of Decimals by Whole Numbers. . . . . . . . . . . . . . . . 221 • How can patterns,
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 225 models, and drawings
help you solve decimal
5 Investigate • Decimal Division . . . . . . . . . . . . . . . . . . . . . . 227 division problems?
6 Divide Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 • How do you know where

7 Write Zeros in the Dividend . . . . . . . . . . . . . . . . . . . . . . . . 235 to place a decimal point
8 Problem Solving • Decimal Operations . . . . . . . . . . . . . . . . 239 in a quotient?
• How do you know the
Chapter 5 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 correct number of
decimal places in a
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: he Rhythm Track . . . . . . . . . . . . . . . . . . . . . . . 250

6 Add and Subtract Fractions with
Unlike Denominators 251
lessons are interactive.
Domains Operations and Algebraic Thinking
Use iTools, Animated Number and Operations–Fractions
Math Models, the
CALIFORNIA COMMON CORE STANDARDS
Multimedia eGlossary,
5.OA.2.1, 5.NF.1, 5.NF.2
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
1 Investigate • Addition with Unlike Denominators . . . . . . . . . . 253
2 Investigate • Subtraction with Unlike Denominators . . . . . . . . 257
3 Estimate Fraction Sums and Diferences . . . . . . . . . . . . . . . . 261
4 Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
5 Common Denominators and Equivalent Fractions . . . . . . . . . 269
6 Add and Subtract Fractions . . . . . . . . . . . . . . . . . . . . . . . . 273
Chapter 6 Overview 7 Add and Subtract Mixed Numbers . . . . . . . . . . . . . . . . . . . . 279
In this chapter, you will 8 Subtraction with Renaming . . . . . . . . . . . . . . . . . . . . . . . . 283
answers to the following 9 Algebra • Patterns with Fractions . . . . . . . . . . . . . . . . . . . . 287
Essential Questions: 10 Problem Solving • Practice Addition and Subtraction. . . . . . . . 291
• How can you add and 11 Algebra • Use Properties of Addition . . . . . . . . . . . . . . . . . . 295
subtract fractions with
unlike denominators?
• How do models help
you find sums and
differences of fractions?
• When you add and
subtract fractions,
when do you use
the least common
denominator?
viii
Chapter 7 Overview
7 Multiply Fractions
Domain Number and Operations–Fractions
305
5.NF.4a, 5.NF.4b, 5.NF.5a, 5.NF.5b, 5.NF.6 Essential Questions:
• How do you multiply
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 fractions?
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306 • How can you model
fraction multiplication?
1 Find Part of a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
• How can you compare
2 Investigate • Multiply Fractions fraction factors and
and Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 products?
3 Fraction and Whole Number Multiplication . . . . . . . . . . . . . . 315
4 Investigate • Multiply Fractions . . . . . . . . . . . . . . . . . . . . . 319
5 Compare Fraction Factors and Products . . . . . . . . . . . . . . . . 323
6 Fraction Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
7 Investigate • Area and Mixed Numbers . . . . . . . . . . . . . . . . 333
8 Compare Mixed Number Factors and Products . . . . . . . . . . . 337
9 Multiply Mixed Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . 341
10 Problem Solving • Find Unknown Lengths . . . . . . . . . . . . . . 345
8 Divide Fractions
Domain Number and Operations–Fractions
355 Chapter 8 Overview
5.NF.3, 5.NF.7a, 5.NF.7b, 5.NF.7c Essential Questions:
• What strategies can
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 you use to solve division
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 problems involving
fractions?
1 Investigate • Divide Fractions and
Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 • What is the relationship
between multiplication
2 Problem Solving • Use Multiplication . . . . . . . . . . . . . . . . . 361 and division, and how
3 Connect Fractions to Division. . . . . . . . . . . . . . . . . . . . . . . 365 can you use it to solve
division problems?
• How can you use
4 . 371
Fraction and Whole-Number Division . . . . . . . . . . . . . . . . fractions, diagrams,

5 Interpret Division with Fractions . . . . . . . . . . . . . . . . . . . . . 375 equations, and story
Chapter 8 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 problems to represent
division?
• When you divide a
whole number by a
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 . . . . . . . . . . . . . . . . . . . . . . . 386

9 Algebra: Patterns and Graphing
Domains Operations and Algebraic Thinking
387
lessons are interactive. Measurement and Data
Use iTools, Animated Geometry
Math Models, the CALIFORNIA COMMON CORE STANDARDS
Multimedia eGlossary, 5.OA.3, 5.MD.2, 5.G.1, 5.G.2
and more.
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
1 Line Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
2 Ordered Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
3 Investigate • Graph Data . . . . . . . . . . . . . . . . . . . . . . . . . 397
4 Line Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
5 Numerical Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
Chapter 9 Overview 6 Problem Solving • Find a Rule . . . . . . . . . . . . . . . . . . . . . . 411
In this chapter, you will 7 Graph and Analyze Relationships . . . . . . . . . . . . . . . . . . . . 415
explore and discover Chapter 9 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
answers to the following
Essential Questions:
• How can you use line
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
two numerical patterns?
x
10 Convert Units of Measure
Domain Measurement and Data
425
Chapter 10 Overview
CALIFORNIA COMMON CORE STANDARD answers to the following
5.MD.1 Essential Questions:
• What strategies can
Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 425 you use to compare and
Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 convert measurements?
1 Customary Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427 • How can you decide
whether to multiply
2 Customary Capacity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 or divide when
3 Weight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 you are converting
4 Multistep Measurement Problems . . . . . . . . . . . . . . . . . . . . 439 measurements?
• How can you organize
Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 443 your solution when you
5 Metric Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 are solving a multistep
6 Problem Solving • Customary and measurement problem?
Metric Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449 • How is converting
7 Elapsed Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453 metric measurements
different from
Chapter 10 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 457 converting customary
measurements?
xi
Chapter 11 Overview
11 Geometry and Volume
Domains Measurement and Data
463
answers to the following Geometry

Essential Questions: CALIFORNIA COMMON CORE STANDARDS
• How do unit cubes help 5.MD.3, 5.MD.3a, 5.MD.3b, 5.MD.4, 5.MD.5a, 5.MD.5b, 5.MD.5c, 5.G.3, 5.G.4
you build solid figures
and understand the Show What You Know . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
volume of a rectangular Vocabulary Builder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
prism?
1 Polygons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
• How can you identify,
describe, and classify 2 Triangles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
three-dimensional 3 Quadrilaterals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
figures? 4 hree-Dimensional Figures . . . . . . . . . . . . . . . . . . . . . . . . 477
• How can you find the
volume of a rectangular
prism? 5 Investigate • Unit Cubes and Solid Figures . . . . . . . . . . . . . . 483
6 Investigate • Understand Volume . . . . . . . . . . . . . . . . . . . . 487
7 Investigate • Estimate Volume . . . . . . . . . . . . . . . . . . . . . . 491
8 Volume of Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . 495
9 Algebra • Apply Volume Formulas . . . . . . . . . . . . . . . . . . . . 499
10 Problem Solving • Compare Volumes . . . . . . . . . . . . . . . . . 503
11 Find Volume of Composed Figures . . . . . . . . . . . . . . . . . . . 507
Chapter 11 Review/Test . . . . . . . . . . . . . . . . . . . . . . . . . . 511
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .H1
California Common Core State Standards for
Mathematics Correlations . . . . . . . . . . . . . . . . . . . . . . . . . H14
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H24
Table of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H37
xii
Critical Area Fluency with
Whole Numbers
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
© 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.
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 _21 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 _81 cups)
Apple Dumplings (25 servings)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Oleg Boldyrev/Alamy
Completed by
2 Chapters 1–5
Place Value, Multiplication,
and Expressions
Show Wha t You Know
Check your understanding of important skills.
Name
Place Value Write the value of each digit for the given number.
1. 2,904 2. 6,423
2 __ 6 __
9 __ 4 __
0 __ 2 __
4 __ 3 __
Regroup Through Thousands Regroup. Write the missing numbers.

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.

7. 4 × _ = 24 8. 6 × _ = 48 9. _ × 9 = 63
Clues
• This 7-digit number is 8,920,000 when rounded to

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

Online Assessment
and Intervention Chapter 1 3
Voca bula ry Builder
Visualize It
Sort the review words into the Venn diagram. Review Words
estimate
factor
multiply
place value
product
quotient
Preview Words
base
Distributive Property
evaluate
Multiplication Division exponent
inverse operations
Understand Vocabulary numerical expression

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

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
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.1
place-value positions? MATHEMATICAL PRACTICES
MP.5, MP.7
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.

The flat is _ of the large cube.
• Look at the long and compare it to the flat.

Math
The long is _ of the flat. Talk Mathematical Practices
How many times as much
• Look at the small cube and compare it to the long. is the flat compared to the
small cube? the large cube
to the small cube? Explain.
The small cube is _ of the long.
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.
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
Share
Share and
and Show
Show
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
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. 400
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.
Problem
Problem Solving
Solving •• Applications
Applications
17. WRITE Math •Explain how you can use place-value patterns to
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
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. DEEPERExplain how you would help Mark understand why he

should have used small cubes instead of longs.
21. SMARTER For numbers 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
FOR MORE PRACTICE:

8 Standards Practice Book.
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.1
numbers through hundred millions? MATHEMATICAL PRACTICES
MP.2, MP.7
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 9
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.
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.
40,000 4 ten thousands 4 × 10,000
40,000 _ thousands _ × 1,000
40,000
__ __
10
Name
Share
Share and
and Show
Show
1. Complete the place-value chart to find the value of each digit.
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
8. 849,567,043 9. 9,422,850 10. 96,283 11. 498,354,021
12. 791,350 13. 27,911,534 14. 105,980,774 15. 8,265,178

16. 345,000 17. 119,000,003
Problem
Problem Solving
Applications
Use the table for 18–19. Average Distance from the Sun
(in thousands of km)
18. 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
19. PRACTICE Analyze Relationships Which
planet is about __
1
10 of the distance Uranus is from
the Sun?
20. 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 • Show Your Work

21. DEEPER Explain how you know that the
values of the digit 5 in the numbers 150,000 and
100,500 are not the same.
22. SMARTERSelect other ways to

write 400,562. Mark all that apply.
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
FOR MORE PRACTICE:

12 Standards Practice Book
ALGEBRA
Name
Lesson 1.3
Properties
Essential Question How can you use properties of operations to solve problems? Operations and Algebraic
Thinking—5.OA.1
You can use the properties of operations to help you evaluate MATHEMATICAL PRACTICES
numerical expressions more easily. MP.2, MP.8
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.

= 28 + (24 + _ ) Use the ___ Property to group the addends.
= 28 + _ Use mental math to add.
=_ Math
Talk Mathematical Practices
Explain why grouping
So, there are _ bones in the ribs, the skull, and the spine. 24 and 26 makes the
problem easier to solve.
Chapter 1 13
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
the product.
Property: ______ Property: ______
________ ________
Math
Explain how you could find
the product 3 × 299 by using
mental math.
14
Name
Share
Share and
and Show
Show
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
Describe how you can use
properties to solve problems
more easily.
On
On Your
Your Own
Own
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.

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).
Problem
Problem Solving
Applications
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?
MATHEMATICAL
14. 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
Sunrise $18
$18. To find the total cost in dollars, she added the
product 8 × 10 to the product 8 × 8, for a total of 144. Yellow $19
Which property did Sylvia use?
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
FOR MORE PRACTICE:

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.2
MP.5, MP.7
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
3
10 × 10 × 10 = 10 = 1,000
3 factors base
Word form: the third power of ten Use T for 1,000.

3
Exponent form: 10
Activity Use 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? _

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 17
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
3 × 10 = 3 × 10 × 10 × 10 = __
3
Explain how using an
So, the average hummingbird beats its wings about __ exponent simplifies an
expression.
times a minute.
MATHEMATICAL
• PRACTICE 7 Look for a Pattern What pattern do you see?
Share
Share and
and Show
Show
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
18
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. 7 × 100 = 7 × 1= __ 12. 9 × 100 = __ = 9
7 × 101 = 7 × 10 = __ 9 × 101 = __ = 90
7 × 102 = 7 × 100 = __ 9 × 102 = __ = 900
7 × 103 = 7 × 1,000 = __ 9 × 103 = __ = 9,000
7 × 104 = 7 × 10,000 = __ 9 × 104 = __ = 90,000
13. 12 × 100 = 12 × 1= __ 14.

MATHEMATICAL
PRACTICE Reason Abstractly 103 = 10 × 10n
2
What is the value of n?
12 × 101 = 12 × 10 = __
Think: 103 = 10 × _ × _ ,
12 × 10 = 12 × 100 = __
2
__
or 10 ×
12 × 10 = 12 × 1,000 = __
3
The value of n is __ .
12 × 104 = 12 × 10,000 = __
15. WRITE Math Explain how to write 50,000 using exponents.

Show Your Work
Unlock
Unlock the
the Problem
Problem
16. 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 __.
17. 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?
18. SMARTER Yolanda says 10 5 is the same as 50 because

10 × 5 equals 50. What was Yolanda’s mistake?
FOR MORE PRACTICE:

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.2
MP.7, MP.8
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
300 × 20 = ( 3 × 2 ) × ( 100 × 10 ) = 6 × 103 = __ Talk Mathematical Practices
What pattern do you see in
So, the length of the bee would appear to be 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 21
Share
Share and
and Show
Show
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
Explain how to find
On
On Your
Your Own
Own 50 × 9,000 by using a
basic fact and 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 = _

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

multiplied by 100 always have? Explain.
22
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
Problem
Problem Solving
Applications
Use the table for 22–24.
Arthropod Lengths
22. What if you magnified the image of a cluster Length
Arthropod
fly by 9 × 103? What would the length appear (in millimeters)
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 × 10 and a tree hopper by 3 × 103, which
3
insect would appear longer? How much longer?

MATHEMATICAL
24. 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?
▲
Single red
blood cell
Blood Cells
Blood is necessary for all human life.
▲ Platelet
It contains red blood cells and white blood
cells that nourish and cleanse the body and
platelets that stop bleeding. The average adult
▲
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?
27. Lymphocytes and eosinophils are types 28. SMARTERAn average

2
of white blood cells. A blood sample has person has 6 × 10 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?
FOR MORE PRACTICE:

Name
Mid-Chapter Checkpoint
Vocabulary
Vocabulary Vocabulary
Choose the best term for the box. base
1. A group of three digits separated by commas in a multidigit exponent
period
number is a __. (p. 9)
2. An __ is the number that tells how many times a base is

used as a factor. (p. 17)
Concepts
Concepts and
and Skills
Skills
Complete the sentence. (5.NBT.1)
10 of __.
3. 7 is __ 4. 800 is 10 times as much as __.
1
Write the value of the underlined digit. (5.NBT.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.1)
9. 8 × (14 + 7) = __ + (8 × 7) 10. 7 + (8 + 12) = __ + 12
Find the value. (5.NBT.2)
11. 103
12. 6 × 102 13. 4 × 104
Use mental math and a pattern to find the product. (5.NBT.2)
14. 70 × 300 = __ 15. (3 × 4) × 103 = __
Chapter 1 25
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.1)
17. The Muffin Shop chain of bakeries sold 745,305 muffins last year.
Write this number in expanded form. (5.NBT.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.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.1)
20. Mark wrote the highest score he made on his new video game as the product
of 70 × 6,000. What was his score? (5.NBT.2)
26
Name
Lesson 1.6
Multiply by 1-Digit Numbers Number and Operations in Base
Ten—5.NBT.5
Essential Question How do you multiply by 1-digit numbers? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5
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
__ Math
7 Write the ones and the
regrouped tens.
Explain how you record the
27 ones when you multiply
STEP 3 Multiply the tens. 3 by 9 in Step 2.
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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 27
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.
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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.
28
Name
Share
Share and
and Show
Show
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

12. SMARTER For numbers 12a–12b, select True or False

for each equation.
12a. 1,205 × 3 = 3,605 True False
12b. 1,362 × 5 = 6,810 True False
Problem
Problem Solving
Applications
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.

14. DEEPER How could you predict that Jermaine’s answer might be incorrect
using your estimate?
FOR MORE PRACTICE:

Lesson 1.7
Name
Multiply by 2-Digit Numbers Number and Operations in Base
Essential Question How do you multiply by 2-digit numbers? Ten—5.NBT.5
MP.4, MP.5, MP.6
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.
Think: 30 × 20 = __
STEP 2 Multiply by the ones.
28
× 18
_
28 × 8 ones = _ ones
STEP 3 Multiply by the tens.
28
× 18
_
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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 31
Example
A Siberian tiger sleeps as much as 18 hours a day, or
126 hours per week. About how many hours does a tiger
sleep in a year? There are 52 weeks in one year.
Think: 100 × 50 = __
STEP 2 Multiply by the ones.
12 6
× 52
__
126 × 2 ones = __ ones
STEP 3 Multiply by the tens.
12 6
× 52
__
126 × 5 tens = __ tens, or __ ones
12 6
×
__52
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Mauro Rinaldi/Alamy Images
126 × 2
+ 126 × 50
Math
So, a Siberian tiger sleeps about __ hours in
Are there different numbers you
one year. could have used in Step 1 to find an
estimate that is closer to the actual
answer? Explain.
MATHEMATICAL
• PRACTICE 6 When you multiply 126 and 5 tens in Step 3, why does its
product have a zero in the ones place? Explain.
32
Name
Share
Share and
and Show
Show
NComplete to find the product.
1. 2.
6 4 5 7 1
x 4 3 x 3 8
64 × _ 571 × _
+ 64 × _ + 571 × _
3. Estimate: __ 4. Estimate: __ 5. Estimate: __
24 37 384
× 15
_ × 63
__ × 45
__
On
On Your
Your Own
Own
28 93 295
× 22
_ × 76
__ × 51
__
Practice: Copy and Solve Estimate. Then find the product.
9. 54 × 31 10. 42 × 26 11. 38 × 64 12. 63 × 16
13. 204 × 41 14. 534 × 25 15. 722 × 39 16. 957 × 43
Problem
Problem Solving
Applications
17. How much sleep does a jaguar get in

1 year?
18. SMARTERIn 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
MATHEMATICAL
19. 1 Make Sense of Problems
PRACTICE 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?
20. 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?
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21. SMARTER
Rachel earns $21 per day.
For numbers 21a–21d, select True or False for
each statement.
21a. Rachel earns $421 for 20 days of work.

True False
21b. Rachel earns $315 for 15 days of work.

True False
21c. Rachel earns $273 for 13 days of work.

True False
21d. Rachel earns $250 for 13 days of work.

True False
FOR MORE PRACTICE:
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.6
You can use the relationship between multiplication and division to MP.2, MP.5, MP.6
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.
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• 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 35
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 = _
MATHEMATICAL
• PRACTICE 6 Explain how you can use the Distributive Property to find
the quotient of 96 ÷ 8.
36
Name
Share
Share and
and Show
Show
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
Explain how using multiplication as
the inverse operation helps 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 = _
____ ____ ____

____ ____ ____
SMARTER Find each quotient. Then compare. Write <, >, or =.
8. 51 ÷ 3 ● 68 ÷ 4 9. 252 ÷ 6 ● 135 ÷ 3 10. 110 ÷ 5 ● 133 ÷ 7
_ _ _ _ _ _
Problem
Problem Solving
Applications
Use the table to solve 11–12.
11. SMARTER Mr. 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 • Show Your Work
Others Sandra writes (4 × 30) + (4 × 2) and
says the quotient for 128 ÷ 4 is 8. Is she correct?
Explain.
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
show your answer.
Use the multiplication sentence to complete

the division sentence.
5× = 45 45 ÷ 5 =
FOR MORE PRACTICE:

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.6
MP.1, MP.2, MP.4
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 39
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

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How will I use the information?
So, each shelf will be inches long. Math

Explain how the strategy
you used helped you solve
the problem.
40
Name Unlock the Problem
√ Underline what you need to find.
Share
Share and
and Show
Show √ 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? Math • Show Your Work
WRITE
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?
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?
On
On Your
Your Own
Own
5. DEEPER Starting 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?
MATHEMATICAL
6. 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. SMARTERThe 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 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.
FOR MORE PRACTICE:

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.1, 5.OA.2
MP.1, MP.2, MP.4
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
_ × _ _ ÷ _ Talk Mathematical Practices
Describe what each
expression represents.
Chapter 1 43
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
Explain how the expression of what
Doug spent in three days compares
to the expression of what he spent
Example 3 Which problem matches in one day?
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? __
Share
Share and
and Show
Show
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
44
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
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.

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.
Problem
Problem Solving
Applications
Use the rule and the table for 14–15.
Aquarium Fish
MATHEMATICAL
14. 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.

16. DEEPER Write a word problem for an

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

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.1
connect Remember that a numerical expression is MP.3, MP.4
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 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
Explain why Gabriela’s answer is not correct. So, _ cups of flour are needed.
Chapter 1 47
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?
48
Name
Share
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and Show
Show
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
Raina evaluated the expression
5 × 2 + 2 by adding first and then
On
On Your
Your Own
Own multiplying. Will her answer be
correct? Explain.
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
___ ___ ___

MATHEMATICAL
11. PRACTICE 2 Reason Abstractly The value of 100 − 30 ÷ 5 with
parentheses can have a value of 14 or 94. Explain.
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the Problem
Problem
12. DEEPER A movie theater has 4 groups of seats. The back

largest 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
side
side
middle
seats are in 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.
13. SMARTER 14. SMARTER Rosalie evaluates

Write and evaluate two the 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
FOR MORE PRACTICE:

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.1
MP.2, MP.4
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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.
Math
__ ÷ [ _____ ] Talk Mathematical Practices

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 51
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. _
52
Name
Share
Share and
and Show
Show
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
4. 4 + [(16 − 4) + (12 − 9)] 5. 24 − [(10 − 7) + (16 − 9)] 6. 3 × {[(12 − 8) × 2] +
[(11 − 9) × 3]}
___ ___ ___
Problem
Problem Solving
Applications
MATHEMATICAL
7. 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.
8. DEEPER 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.
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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.
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.
FOR MORE PRACTICE:

Name
Chapter 1 Review/Test
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 numbers 2a–2d, select True or False for each statement.
2a. 1 of 17
170 is __ True False
10
2b. 660 is 10 times as much as 600 True False
2c. 1 of 9,000
900 is __ True False
10
2d. 4,400 is 10 times as much as 440 True False
Assessment Options
Chapter Test
Chapter 1 55
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.
56
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
9. 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.

Part B
Evaluate the expression.
Chapter 1 57
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.
Part B
Write an expression to show how many granola bars are left, and then
solve it.
58
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. 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
17. Jeannette eats a breakfast sandwich that has 345 calories. If she eats the
same kind of sandwich every day for 12 days, how many calories would
she have for breakfast?
__ calories
Chapter 1 59
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
F 10 × 10
60
Divide Whole Numbers
Show Wha t You Know

Name
Meaning of Division Use counters to solve.

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

×
__ 4 ×
__ 7 __6
× ×
__ 9
Estimate with 1-Digit Divisors Estimate the quotient.
7. 2qw
312 8. 4qw
189 9. 6qw
603 10. 3qw
1,788
The height of the Gateway Arch shown on the Missouri

quarter is 630 feet, or 7,560 inches. Be a math detective to
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?

Online Assessment
Visualize It
Complete the Flow Map using the words with a ✓. Review Words
Inverse Operations compatible numbers

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.

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.6
of a quotient without dividing? MATHEMATICAL PRACTICES
MP.1, MP.6
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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
− Talk Mathematical Practices
Subtract. 48 ones − _ ones
Explain how estimating the quotient
Check. _ ones cannot be helps you at both the beginning and
shared among 8 groups. 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 63
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.
5qw Look at the thousands.

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.

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

847 Divide.
5qw
4,236
−40 Multiply.
23
−20 Subtract.
36
−35
Check.
1
Math
So, 4,236 ÷ 5 is ___ r_. Talk Mathematical Practices
Explain how you know if
your answer is reasonable.
64
Name
Share
Share and
and Show
Show
Divide.
1. 3qw
579 2. 5qw
1,035 3. 8qw
1,766
Math
As you divide, explain how
you know when to place a
On
On Your
Your Own
Own zero in the quotient.
Divide.
4. 8qw
275 5. 3qw
468 6. 4qw
3,220 7. 6qw
618
8. 4qw
716 9. 9qw
1,157 10. 6qw
6,827 11. 7qw
8,523
Practice: Copy and Solve Divide.
12. 645 ÷ 8 13. 942 ÷ 6 14. 723 ÷ 7 15. 3,478 ÷ 9

16. 3,214 ÷ 5 17. 492 ÷ 4 18. 2,403 ÷ 9 19. 2,205 ÷ 6
20. 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.
Unlock
Unlock the
the Problem
Problem
MATHEMATICAL
21. 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 = _
Rosa has _ daisy plants. She puts an equal
number in each
of _ sections.
Each section has _ plants. Rosa has

_ daisy plants left over.
22. 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
23. SMARTERFor numbers 23a–23b, choose Yes or No

to indicate whether the first digit of the quotient is in the hundreds place.
23a. 1,523 ÷ 23 Yes No
23b. 2,315 ÷ 9 Yes No
FOR MORE PRACTICE:

Name
Lesson 2.2
Divide by 1-Digit Divisors Number and Operations in Base
Ten—5.NBT.6
Essential Question How do you solve and check division problems? MATHEMATICAL PRACTICES
MP.1, MP.2
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
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 ___ ,

the answer is reasonable.
So, Jenna’s family will travel ___ miles each day.
Math
Explain how you know the
quotient is 306 and not 36.
Chapter 2 67
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

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 = __
68
Name
Share
Share and
and Show
Show
Divide. Check your answer.
1. 8qw
624 Check. 2. 4qw
3,220 Check. 3. 4qw
1,027 Check.
Math
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
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
PRACTICE Algebra Find the value of n in each equation.

2 Use Reasoning
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 = ___
Problem
Problem Solving
Applications
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 2,217 troy ounces Australia
20. Pose a Problem Look back at Problem 19. Write a Willard 788 troy ounces California
similar problem by changing the nugget and the number
of bricks. Then solve the problem.
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
FOR MORE PRACTICE:
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.6
understand division of whole numbers? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.6
Hands
On
Investigate
Investigate
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.
MATHEMATICAL
2. PRACTICE 6 Describe how you can use base-ten blocks to find the quotient 176 ÷ 16.
Chapter 2 71
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.
Math
So, 180 ÷ 15 is _. Talk Mathematical Practices
Explain how your model
shows the quotient.
Share
Share and
and Show
Show
Use the quick picture to divide.
+
1. 143 ÷ 13
13
72
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. 196 ÷ 14 8. 195 ÷ 15
9. 182 ÷ 13 10. 228 ÷ 12

Math
Explain how Exercise 10 is
different from Exercises 7–9.
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.
11. 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?
12. 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?
MATHEMATICAL SMARTER
13. PRACTICE 1 Analyze Suppose three riders 14. 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

15. 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.
FOR MORE PRACTICE:

Lesson 2.4
Name
Partial Quotients Number and Operations in Base
Essential Question How can you use partial quotients Ten—5.NBT.6
to divide by 2-digit divisors? MATHEMATICAL PRACTICES
MP.3, MP.8
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 _.
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 75
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
1,450 ÷ 32 is _ r _. Math
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Steve Mason/Photodisc/Getty Images
So, he needs to order _ packages of mozzarella cheese. What does the remainder represent?
Explain how the 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.
76
Name
Share
Share and
and Show
Show
Divide. Use partial quotients.
1. 18qw
648 2. 62qw
3,186 3. 858 ÷ 57
Math
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
Problem
Problem Solving
Applications
h person
Each year eac s about…
at
18. 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
19. How many years would it take for a person in the
United States to eat 1,120 pounds of turkey?
20. 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?
MATHEMATICAL
21. 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.
22. 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?
23. SMARTER Nyree divided 495 by 23 using

partial quotients. Find the quotient and remainder.
Explain your answer using numbers and words.

24 qw
495
FOR MORE PRACTICE:

Name
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.6)
2. Explain how to use multiplication to check the answer to a

division problem. (5.NBT.6)
Divide. (5.NBT.6)
3. 633 ÷ 3 4. 487 ÷ 8 5. 1,641 ÷ 4 6. 2,765 ÷ 9
Divide. Use partial quotients. (5.NBT.6)
7. 156 ÷ 13 8. 318 ÷ 53 9. 1,562 ÷ 34 10. 4,024 ÷ 68

Chapter 2 79
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.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.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.6)
14. Angie needs to buy 156 candles for a party. Each package has
8 candles. How many packages should Angie buy? (5.NBT.6)
80
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.6
to estimate quotients? MATHEMATICAL PRACTICES
MP.1, MP.3
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.

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 81
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
So, Miriam can spend about __ to __ each day.
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
Share
Share and
and Show
Show
Use compatible numbers to find two estimates.
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
82
Name
On
On Your
Your Own
Own
Use compatible numbers to find two estimates.
7. 42qw
396 8. 59qw
413 9. 28qw
232
10. 22qw
368 11. 78qw
375 12. 88qw
6,080
Use compatible numbers to estimate the quotient.
13. 19qw
228 14. 25qw
$595 15. 86qw
7,130
16. 83qw
462 17. 27qw
9,144 18. 68qw
710
19. 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?
20. Explain how you can use compatible numbers to estimate the quotient of 925 ÷ 29.
Problem
Problem Solving
Applications
Use the picture to solve 21–22.
21. Use estimation to

SMARTER
decide which building has the tallest
floors. About how many meters is
each floor?
MATHEMATICAL
22. 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
23. WRITE Math Explain how you know whether

Show Your Work
the quotient of 298 ÷ 31 is closer to 9 or to 10.
WRITE Math
Show Your Work
24. 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.
25. Anik built a tower of cubes. It was 594 millimeters tall.

SMARTER
The height of each cube was 17 millimeters. About how many cubes did Anik use?
Explain your answer.
FOR MORE PRACTICE:

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.6
MP.1, MP.8
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
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.
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
_
2 Subtract.
Check.
Math
Explain what the remainder
2 represents.
Since 31 is close to the estimate of 30, the answer is reasonable.
So, Mr. Yates can make 31 batches of orange smoothies each day.
Chapter 2 85
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
86
Name
Share
Share and
and Show
Show
1. 28qw
620 2. 64qw
842 3. 53qw
2,340
4. 723 ÷ 31 5. 1,359 ÷ 45 6. 7,925 ÷ 72
Math
Explain why you can use
On
On Your
Your Own
Own multiplication to check
division.
7. 16qw
346 8. 34qw
421 9. 77qw
851
10. 21qw
1,098 11. 32qw
6,466 12. 45qw
9,500
13. 483 ÷ 21 14. 2,292 ÷ 19 15. 4,255 ÷ 30

Practice: Copy and Solve Divide. Check your answer.

16. 775 ÷ 35 17. 820 ÷ 41 18. 805 ÷ 24
19. 1,166 ÷ 53 20. 1,989 ÷ 15 21. 3,927 ÷ 35
Problem
Problem Solving
Applications
Use the list at the right to solve 22–24.
Smoothie Main Ingredients
22. DEEPER A smoothie shop receives a delivery
of 968 ounces of grape juice and 720 ounces Orange Tango
of orange juice. How many more Royal Purple Smoothie Royal Purple
18 ounces orange juice
smoothies than Orange Tango smoothies can be 12 ounces mango juice Smoothie
made with the shipment of juices? 22 ounces grape juice
8 ounces apple juice
Crazy Cranberry
Smoothie
20 ounces cranberry juice
23. 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 • Show Your Work
which juice will run out first? How
much of the other juice will be left over?
MATHEMATICAL
24. 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.

25. SMARTER + For numbers 25a–25b,
select True or False for each statement.
25a. 1,585 ÷ 16 is 99 r1. True False
25b. 1,473 ÷ 21 is 70 r7. True False
FOR MORE PRACTICE:

Name
Lesson 2.7
Interpret the Remainder Number and Operations–Fractions—
Essential Question When solving a division problem, when do you write 5.NF.3
the remainder as a fraction? Also 5.NBT.6
MP.2, MP.4
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
_________ →
__
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 89
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
−
Math
Explain why you would not write the
Since there are _ sleeping bags left over, remainder as a fraction when you
find the number of cartons needed in
_ cartons will be needed for all of the sleeping bags. the Try This.
90
Name
Share
Share and
and Show
Show
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. A campground has cabins that can each hold
4. DEEPER The students in a class of 24 share 28 campers. There are 148 campers visiting the
48 apple slices and 36 orange slices equally campground. How many cabins are full if
among them. How many pieces of fruit did each 28 campers are in each cabin?
student get?
6. A total of 123 fifth-grade students are going MATHEMATICAL

7. PRACTICE 3 Verify the Reasoning of

to Fort Verde State Historic Park. Each bus
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?
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

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.
FOR MORE PRACTICE:

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.6
is too high or too low? MATHEMATICAL PRACTICES
MP.1, MP.2
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 93
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
336 ÷ 48 = _ Talk Mathematical Practices
Explain why using the closest
estimate could be useful in
solving a division problem.
Share
Share and
and Show
Show
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
Explain how you know whether an
estimated quotient is too low or too high.
94
Name
On
On Your
Your Own
Own
Divide.
7. 15qw
975 8. 37qw
264 9. 34qw
6,837
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 they serve the same number of sandwiches each day, how
many sandwiches do they serve in 1 day? Explain how you found
your answer.
23. SMARTERKainoa 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?
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.
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?
26. SMARTER Oliver estimates the first digit in the quotient.

9
75qw
6,234
correct.
Oliver’s estimate is too high.
too low
FOR MORE PRACTICE:

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.6
MP.1, MP.2, MP.4
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 97
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
So, the tuna weighed _ pounds.
• How can you check if your answer is correct?
Math
Explain how you could use
another strategy to solve this
98 problem.
Name
Share
Share and
and Show
Show
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 • 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
weight of the amberjack. How much did each

fish weigh?
amberjack: __ pounds
kingfish: __ pounds
marlin: __ pounds
tarpon: __ pounds
On
On Your
Your Own
Own
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 of each fish weigh?
the tuna was 5 times the weight of the
amberjack. How much did each fish weigh?

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.
100
Name
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 numbers 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
608
+ 2
__
610
What problem is Chen checking?

Assessment Options
Chapter Test
Chapter 2 101
4. Isaiah wrote this problem in his notebook. Using the vocabulary box,
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,
how many tables will be needed for the awards banquet?
__ tables
102
Name
8. Divide 575 by 14 by using partial quotients. What is the quotient?
Explain your answer using numbers and words.
9. For numbers 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 =
= 100 = 10 =1
Chapter 2 103
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. 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
of wood does Theresa need? Explain your answer.
104
Name
14. 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

Chapter 2 105
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. .

too low
106
Add and Subtract Decimals
Show Wha t You Know

Name
2-Digit Addition and Subtraction Find the sum or difference.
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.
3. 3.4 4. 2.51
_____ _____
_____ _____
Relate Fractions and Decimals Write as a decimal or a fraction.

5
5. 0.8 _ 6. ___ 7. 0.46 _
100 _
6 35
8. __ 9. 0.90 _ 10. ___
10 _ 100 _
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. Be a Math Detective and find
the number.

Online Assessment
Visualize It
Review Words
Use the ✓ words to complete the tree map.
✓ benchmark
✓ hundredth
Estimation ✓ place value
✓ round
✓ tenth
Preview Words
sequence
term
✓ thousandth
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 ___

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 ___

Lesson 3.1
Name
Thousandths Number and Operations in Base
Essential Question How can you describe the relationship between two Ten—5.NBT.1
decimal place-value positions? Also 5.NBT.3a
MP.5, MP.6, MP.7
Hands
On
Investigate
Investigate
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
rectangle? Write that part as a decimal and a fraction.
_________
Math
There are 10 times as many
hundredths as there are
tenths. Explain how the
model shows this.
Chapter 3 109
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 • Tenths Hundredths Thousandths

0 • 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
STEP 3 Use the place-value chart to write a 0.07

decimal that is __
1 of the given decimal.
10
Math
Explain the pattern you see when
you move one decimal place value to
the right and one decimal place value
to the left.
110
Name
Share
Share and
and Show
Show
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

10. 0.07 14. 0.9
11. 0.05 15. 0.3
12. 0.4 16. 0.08

Problem
Problem Solving
Applications
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 toYour
Show Workhow 0.05 and 0.005 compare.
describe Sweat Bee 0.006
MATHEMATICAL
19. PRACTICE 8 Use Repeated Reasoning Terry,
Sasha, and Harry each chose a number. Terry’s number
is ten times as much as Sasha’s. Harry’s number is
1 of Sasha’s. Sasha’s number is 0.4. What number did
__
10
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
FOR MORE PRACTICE:

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.3a
through thousandths? Also 5.NBT.1
MP.2, MP.7
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 × _____
1.0 0.7
10 100
0.02
1,000
0.006
} Value
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
1 + 2 × ___
1 + 6 × _____
1 Talk Mathematical Practices
Expanded Form: 1 × 1 + 7 × __ ( 10 ) ( 100 ) ( 1,000 ) Explain how the 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 3 113
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.
•
•
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
___
0.300 _ hundredths _ × 100
0.300 ___ ___
114
Name
Share
Share and
and Show
Show
1. Complete the place-value chart to find the value of each digit.
3 • 5 2 4
3×1 1
2 × ___
0.5
100
} Value

2. 0.543 3. 6.234 4. 3.954
____ ____ ____

5. 0.253 6. 7.632
______ ______
______ ______
______ ______
On
On Your
Your Own
Own
7. 0.496 8. 2.726 9. 1.066
____ ____ ____
10. 6.399 11. 0.002 12. 14.371
____ ____ ____


13. 0.489 14. 5.916
______ ______
______ ______
______ ______
Problem
Problem Solving
Applications
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 Wisconsin 0.820
average annual rainfall with the least number Maine 1.074
in the thousandths place? What is another way
to write the total annual rainfall in this state?
WRITE Math
Show Your Work
MATHEMATICAL
17. PRACTICE 3 Verify the Reasoning of Others Damian wrote the
number four and twenty-three thousandths as 4.23. Describe and correct
his error.
18. SMARTER Dan 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
Show
the Your
same Work
value in the numbers 3.675 and 3.756.
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
FOR MORE PRACTICE:

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.3b
order decimals? MATHEMATICAL PRACTICES
MP.2, MP.6
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
Ones • Tenths Hundredths Thousandths Talk Mathematical Practices
2 • 4 9 5 Explain why it is important to line up
the decimal points when comparing
2 • 4 9 3 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 3 117
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
___ has the greatest height. Explain why you do not have to 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 __.
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: _____ .
118
Name
Share
Share and
and Show
Show
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
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. 0.386; 0.3; 0.683; 0.836
______ ______
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

Problem
Problem Solving
Applications
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. SMARTER What 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
FOR MORE PRACTICE:
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.4
a given place? MATHEMATICAL PRACTICES
MP.2, MP.7
Unlock
U l k the
Unlock th Problem
the Problem
P bl
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 3 121
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
STEP 2 Find the place to which you want to round. Circle the digit. Talk Mathematical Practices
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? Explain.
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 __.
122
Name
Share
Share and
and Show
Show
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
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.
16. tenths __ 17. hundredths __ 18. ones __

19. WRITE Math Explain what happens when you round 4.999 to
Show Your Work
the nearest tenth.

Problem
Problem Solving
Applications
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 1.967
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 Math
Show Your 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. SMARTERThe price of a certain box of cereal at the grocery store is
$0.258 per ounce. For numbers 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.
FOR MORE PRACTICE:

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.7
decimal addition? MATHEMATICAL PRACTICES
MP.5, MP.6
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
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 3 125
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 = __
Share
Share and
and Show
Show
Complete the quick picture to find the sum.
1. 1.37 + 1.85 = __ © Houghton Mifflin Harcourt Publishing Company
Math Mathematical Practices

Talk
Explain how you know where
to write the decimal point in
the sum.
126
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 = __
Problem
Problem Solving
Applications
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 ind the amount of lunch meat. Does Carissa’s work
make sense? Explain.

Talk
Explain how you solved
Exercise 4.


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 Make Arguments Explain how you would help Robyn
3
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.
FOR MORE PRACTICE:

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.7
decimal subtraction? MATHEMATICAL PRACTICES
MP.5, MP.6, MP.8
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

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 3 129
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.
STEP 3
Draw a quick picture of your answer. Then record the answer.
2.82 − 1.47 = __
Math
Explain why you have to
regroup in Step 1.
130
Name
Share
Share and
and Show
Show
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 = __
Problem
Problem Solving
Applications
6. DEEPER Write a decimal subtraction equation that requires

regrouping from the tenths. Explain how you know you will need to regroup.
Math
Explain how you can use a
quick picture to find
0.81 − 0.46.

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 he price of a box of markers at a retail store is $4.65. he price of a

box of markers at the school bookstore is $3.90. How much more do the markers cost at
the retail store? Explain how you can use a quick picture to solve the problem.
FOR MORE PRACTICE:

Name
Concepts
Concepts and
and Skills
Skills
1. Explain how you can use base-ten blocks to find 1.54 + 2.37. (5.NBT.7)
Complete the sentence. (5.NBT.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.3a)
4. 6.54 5. 0.837 6. 8.702 7. 9.173
Compare. Write <, >, or =. (5.NBT.3b)
8. 6.52 6.520 9. 3.589 3.598 10. 8.483 8.463

number to the place of the underlined digit. (5.NBT.4)
11. 0.724 12. 2.576 13. 4.769

Draw a quick picture to find the sum or difference. (5.NBT.7)
14. 2.46 + 0.78 = __ 15. 3.27 − 1.84 = __
Chapter 3 133
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.4)
17. What is the relationship between 0.04 and 0.004? (5.NBT.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.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.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
least? (5.NBT.3b)
134
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.7
and differences? MATHEMATICAL PRACTICES
MP.2, MP.5, MP.7
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 3 135
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
_−_=_
So, 0.76 − 0.22 is about __.

Talk
Use Example 2 to explain how
using rounding or benchmarks
to estimate a decimal difference
can give you different answers.
136
Name
Share
Share and
and Show
Show
1. 2.34 2. 10.39 3. $19.75
1.9 – 4.28
___ + $ 3.98
___
+ 5.23
__
Use benchmarks to estimate.

4. 5. 10.39 Talk
0.34 Describe the difference
0.1 − 4.28
___
between an estimate and an
exact answer.
+
__0.25
On
On Your
Your Own
Own
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
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

Problem
Problem Solving
Applications
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 21. SMARTER Pablo had a cup
a cup of low-fat milk for breakfast. She had an of shredded wheat cereal, a cup
oat bran muffin for a morning snack. About of low-fat milk, and one other
how many more grams of protein did Gina item for breakfast. He had about
have for breakfast than for a snack? 21 grams of protein. What was the
third item Pablo had for breakfast?
______ ______
FOR MORE PRACTICE:

Lesson 3.8
Name
Add Decimals Number and Operations in Base
Essential Question How can place value help you add decimals? Ten—5.NBT.7
MP.4, MP.5
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.

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

Talk
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 3 139
Equivalent Decimals When adding decimals, you can use equivalent
decimals to help keep the numbers aligned in each place. Add 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.
Share
Share and
and Show
Show
Estimate. Then find the sum.
1. Estimate: _ 2. Estimate: _ 3. Estimate: _
2.5 8.75 2.03

+ 4.6
__ + 6.43
__ + 7.89
__
4. Estimate: _ 5. Estimate: _
6.34 + 3.8 = __ 5.63 + 2.6 = __ Math Mathematical Practices

Talk
Explain why it is important
to remember to line up the
place values in each number
when adding or subtracting
decimals.
140
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.
20. DEEPER
Maggie 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?

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?
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
_________ centimeters for the month.

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

the problem. Digits may be used more than once or not at all.
0 1
2 3
.
4 5
+
.
6 7
8 9
.
FOR MORE PRACTICE:

Lesson 3.9
Name
Subtract Decimals Number and Operations in Base
Essential Question How can place value help you subtract decimals? Ten—5.NBT.7
MP.2, MP.6
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.

So, Hannah has __ more kilograms of apples than oranges.
Since __ is close to 1, the answer is reasonable.

Talk
Explain how you know when
to regroup in a decimal
subtraction problem.
Chapter 3 143
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.
Share
Share and
and Show
Show
Estimate. Then find the difference.
1. Estimate: _ 2. Estimate: _ 3. Estimate: _
5.83 4.45 4.03

−2.18
__ −1.86
__ −2.25
__
Find the difference. Check your answer.
4. 0.70 5. 13.2 6. 15.8

− 0.43
__ −
__8.04 − 9.67
__
144
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

18. DEEPERBeth 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?
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?

Unlock
Unlock the
the Problem
Problem
20. SMARTER In 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 butter has _ grams

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
tower stands 0.89 meter tall. How much higher higher than Gina at a gymnastics event. Select
does the tower need to be to reach a height of the 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

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
FOR MORE PRACTICE:

ALGEBRA
Name
Lesson 3.10
Patterns with Decimals
Essential Question How can you use addition or subtraction to describe
a pattern or create a sequence with decimals? Number and Operations in Base
Ten—5.NBT.7
MP.3, MP.7
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.

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 3 147
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: _______
B Write the first four terms of the sequence.
Rule: start at 0.35, add 0.15
_,_,_,_
148
Name
Share
Share and
and Show
Show
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:

Talk
What operation, other than
addition, suggests an increase
from one term to the next?
On
On Your
Your Own
Own
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.
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

Problem
Problem Solving
Applications
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.
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? __
FOR MORE PRACTICE:

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.7
MP.1, MP.4
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.

Mrs. Freeman’s Checkbook
I need to find
May balance $442.37
Check $63.92 −$63.92
I need to use the Deposit $350.00

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©JUPITERIMAGES/Thinkstock/Alamy

–
I need to make a table and use the information to
+
Mrs. Freeman’s correct balance is __.
MATHEMATICAL
1. PRACTICE 1 Evaluate Reasonableness How can you tell if your answer
is reasonable? ___________
Chapter 3 151
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.

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.

3. If Nick had $10, how many bottles of juice could he buy?

Talk
another strategy to solve
this problem.
152
Name
Share
Share and
and Show
Show
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.

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?
MATHEMATICAL
6. 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
1 $6.25
2
3
4
5
FOR MORE PRACTICE:

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.7
sums and differences? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.5, MP.7
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
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

So, the total distance Steven jumped was __ meters. Talk
Explain why you might
choose to use the properties
to solve this problem.
Chapter 3 155
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 7 Identify Relationships Explain why you cannot use the
Commutative Property or the Associative Property to find the difference
between two decimals.
Share
Share and
and Show
Show
Find the sum or difference.
1. 4.19 + 0.58 2. 9.99 − 4.1 3. 5.7 + 2.25 + 1.3
4. 28.6 − 9.84 5. $15.79 + $32.81 6. 38.44 − 25.86
156
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 = ___
Problem
Problem Solving
Applications
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?
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?

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)
MATHEMATICAL
25. PRACTICE 6 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? Explain 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.
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.
FOR MORE PRACTICE:

Name
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 numbers 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
3. 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 cost? Explain how you found
your answer.
Assessment Options
Chapter Test
Chapter 3 159
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
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
∙ 4 5
.
6 7
.
8 9
160
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.
Chapter 3 161
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 numbers 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
162
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. 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.
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 3 163
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
84 84
164
Multiply Decimals
Show Wha t You Know

Name
Meaning of Multiplication Complete.
1. 2.
_ groups of _ = _ _ groups of _ = _
Decimals Greater Than One Write the word form and the
expanded form for each.
3. 1.7 4. 5.62
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©AndyLim.com/Alamy Images
Multiply by 3-Digit Numbers Multiply.
5. 321 6. 387 7. 126 8. 457

×
__ 4 ×
__ 5 ×
_ 13 ×
_ 35
Staghorn Coral is a type of branching coral.

It can add as much as 0.67 foot to its
branches each year. Be a Math Detective
and find how much a staghorn coral can
grow in 5 years.

Online Assessment
Visualize It
Complete the flow map using the words with a ✓. Review Words
decimal
6.35 Multiply the Multiply the Multiply the expanded form
3 2 ✓hundredths
. . .
multiplication
✓ones
Check for The patern
Estimate.
reasonableness.
is 12.70. place value
✓product
✓tenths
Understand Vocabulary thousandths
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

ALGEBRA
Name
Lesson 4.1
Multiplication Patterns with Decimals Number and Operations in Base
Essential Question How can patterns help you place the decimal point Ten—5.NBT.2
in a product? Also 5.NBT.7
MP.4, MP.7, MP.8
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 4 167
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 = __
Share
Share and
and Show
Show
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 = __
168
Name
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
Explain how you know
that when you multiply the
On
On Your
Your Own
Own product of 10 3 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 numbers 9a–9e, choose Yes or No to indicate
whether the product is correct.
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

Problem
Problem Solving
Applications
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.
© 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.
FOR MORE PRACTICE:

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.7
number and a decimal? MATHEMATICAL PRACTICES
MP.1, MP.4, MP.5
Hands
On
Investigate
Investigate
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

So, the giant tortoise can move __ mile in 4 hours.
Explain how the model
helps you determine if your
answer is reasonable.
Chapter 4 171
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

_ tenths as __.
Cross out the tenths you renamed.
STEP 4 Record the value shown by your completed

quick picture. Math
Explain how renaming
So, 3 × 0.46 = __. decimals is like renaming
whole numbers.
172
Name
Share
Share and
and Show
Show
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. 4 × 0.6 = __ 5. 2 × 0.67 = __
6. 3 × 0.62 = __ 7. 4 × 0.32 = __
8. WRITE Math Describe how you solved Exercise 7 using place

Show Your Work
value and renaming.

Problem
Problem Solving
Applications
MATHEMATICAL
9. 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
10. 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?
11. 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?
12. 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
FOR MORE PRACTICE:

Lesson 4.3
Name
Number and Operations in Base
Multiplication with Decimals and Ten—5.NBT.7
Also 5.NBT.2
Whole Numbers MATHEMATICAL PRACTICES
Essential Question How can you use properties and place value to MP.5, MP.7
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

Math
Talk Mathematical Practices 2.5

Explain how the estimate ×_ 5
helps you determine if the
answer is reasonable.
2.5
+__
10
So, 5 Lincoln pennies have a mass of __ grams.
Chapter 4 175
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.
Share
Share and
and Show
Show
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
176
Name
Find the product.
4. 6.32 5. 4.5 6. 40.7

× 3
__ × 8
_ × 5
__
Math
Explain how you can
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. 0.49

×
__ 7 ×
_ 6 ×
__ 4
10. 9.08 11. 7.55 12. 15.37

× 9
__ ×
__ 8 × 5
__
Practice: Copy and Solve Find the product.

13. 8 × 7.2 14. 3 × 1.45 15. 9 × 8.6 16. 6 × 0.79
17. 4 × 9.3 18. 7 × 0.81 19. 6 × 2.08 20. 5 × 23.66

Problem
Problem Solving
Applications
21. DEEPER Sari has a bag containing 6 half

dollars 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
22. SMARTER Chance 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
MATHEMATICAL
23. 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.
24. SMARTER +Rachel and Abby are

trying to solve a science homework question.
hey need to ind how much a rock that
weighs 6 pounds on Earth would weigh on

the moon. hey know they can multiply
weight on Earth by about 0.16 to ind weight
on the moon. Select the partial products
Rachel and Abby would need to add to ind
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
FOR MORE PRACTICE:

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.7
multiply a decimal and a whole number? Also 5.NBT.2
MP.3, MP.4
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
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Dennis Hallinan/Alamy Images
40 × 0.8
STEP 2
6×9
Multiply to find the area of each 6
section. The area of each section +
________ 6 × 0.8
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 4 179
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 = __
180
Name
Share
Share and
and Show
Show
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
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.
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?

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Unlock the
the Problem
Problem
MATHEMATICAL
10. 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,
and _ days in 2 weeks.
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Since _ × __ =
__ , there are about

__ hours in 2 weeks on Earth.
11. SMARTERWrite each number in a box next to the expression that

has the same value. 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 = __
FOR MORE PRACTICE:

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.7
MP.1, MP.4, MP.6
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.

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
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
I can draw a diagram to show Myra: 3 × __ = __

Teresa: __ + $5.25 = __
.
So, Teresa spent __ at the fair.
Chapter 4 183
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?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Compassionate Eye Foundation/Getty Images
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
Describe a different diagram
you could use to solve the
problem.
184
Name
Share
Share and
and Show
Show
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 • 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?
4. 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?

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?
MATHEMATICAL
6. 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. SMARTERAt 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
It would cost Jon $31.35 to buy one movie and one video game.
$41.80
FOR MORE PRACTICE:

Name
Concepts
Concepts and
and Skills
Skills
1. Explain how you can use a quick picture to find 3 × 2.7. (5.NBT.7)
Complete the pattern. (5.NBT.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.7)
5. 3.14 6. 17 × 0.67 7. 29 × 7.3

×
__ 8
Draw a diagram to solve. (5.NBT.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
spend?
Julie: $5.62
Micah: __
Jeremy: __
Chapter 4 187
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.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.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.7)
12. Charlie saves $21.45 each month for 6 months. In the

seventh month, he only saves $10.60. How much money

will Charlie have saved after 7 months? (5.NBT.7)
188
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.7
MP.1, MP.5, MP.6 and
H s
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?

__
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 4 189
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 = __
STEP 3
Count the number of squares that you Math

shaded twice. Record the product at Talk Mathematical Practices
the right. Explain why the product is
less than only one of the
decimal factors.
190
Name
Share
Share and
and Show
Show
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 = __
Problem
Problem Solving
Applications
7. DEEPER Rachel buys 1.5 pounds of grapes.

She eats 0.3 of that amount on Tuesday and 0.2 of
that amount on Wednesday. How many pounds of
grapes are left?
8. SMARTER A large bottle

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?

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.
0.2 × 0.6 = __
FOR MORE PRACTICE:

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.7 Also 5.NBT.2
in a product? MATHEMATICAL PRACTICES
MP.2, MP.6
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
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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?

STEP 1

× 0.1
28 2.8 1 place value
STEP 2 × 0.1
_× 15 × 1.5
_ 1 place value
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©PhotoLink/Getty Images
Place the decimal point.

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 4 193
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
STEP 3
Use the estimate to place the decimal point.
Think: The product should be close to

your estimate.
7.8 × 3.12 = __
Share
Share and
and Show
Show
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
__
Math
Explain how you might know the
place value of the product for
Exercise 5 before you solve.
194
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?

Problem
Problem Solving
Applications
21. 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?
22. 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
23. 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.
24. SMARTER For 24a–24d select True or False to indicate if the statement is correct.
24a. The product of 1.3 and 2.1 is 2.73. True False
24b. The product of 2.6 and 0.2 is 52. True False
24c. The product of 0.08 and 0.3 is 2.4. True False
24d. The product of 0.88 and 1.3 is 1.144. True False
FOR MORE PRACTICE:

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.7
decimal places in your product? Also 5.NBT.2
MP.2, MP.7, MP.8
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?
STEP 1
× 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
STEP 3 Explain how you know when

to write zeros in the product
Place the decimal point. 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 4 197
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?
Math
Explain why the answer
to the Try This! can have a
digit with a place value of
hundredths or thousandths
and still be correct.
198
Name
Share
Share and
and Show
Show
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
Explain why 0.04 × 0.2 has the same

On
On Your
Your Own
Own 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

n = __ n = __ n = __
14. SMARTER
Michael multiplies 0.2 by a number. He records the
product as 0.008. What number did Michael use?

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.
16. In a science experiment, Tania uses 0.8 ounce 17. SMARTER + he library is
of water to create a reaction. She wants the next 0.5 mile from Celine’s house. he 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
reaction. How much water should she use?

dog park from Celine’s house? Write
an equation and solve.
FOR MORE PRACTICE:

Name
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 numbers 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.
Assessment Options
Chapter Test
Chapter 4 201
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
7. 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
from the problem.
202
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. Write each number in a box next to the expression that has the same value.
A number may be used more than once.
8.99 89.9 899
29 × 31 =
29 × 3.1 =
0.29 × 31 =
2.9 × 31 =
12. 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 4 203
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.
$19.47
It would cost Lisa $27.16 to shorten one pair of pants and mend one dress.
$33.95
204
Name
15. Shade the model to show 0.3 × 0.5. Then find the product.
0.3 × 0.5 =
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)
Chapter 4 205
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

19c. The product of 0.09 and

19d. The product of 0.79 and

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 are in the second property? Show
your work.
21. Joaquin lives 0.3 miles from Keith. Layla lives 0.4 as far from Keith as
Joaquin. How far does Layla live from Keith? Write an equation to solve.
miles
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
206
Divide Decimals
Show Wha t You Know
Name
Division Facts Find the quotient.
24 = _
1. 6qw 56 = _
2. 7qw 3. 18 ÷ 9 = _ 4. 35 ÷ 5 = _
Estimate with 1-Digit Divisors Estimate the quotient.

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.
8. 34qw
785 9. 27qw
1,581 10. 41qw
4,592
Clue
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. Be a Math Detective
and find Sora’s age.

Online Assessment
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
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 ____.

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.

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.2
MP.5, MP.6, MP.7
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

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 5 209
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 = __
Math
Share
Share and
and Show
Show Talk Mathematical Practices
Explain how you can
Complete the pattern. determine where to place
the decimal point in the
Think: The dividend is being divided by an quotient 47.3 ÷ 102.
1. 456 ÷ 100 = 456
increasing power of 10, so the decimal
1
456 ÷ 10 = 45.6 point will move to the_ one place
for each increasing power of 10.
456 ÷ 102 = 4.56
456 ÷ 103 = __
210
Name
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
Explain what happens to the value
of a number when you divide by 10,
On
On Your
Your Own
Own 100, or 1,000.
5. 156 ÷ 1 = _ 6. 32 ÷ 1 = _ 7. 16 ÷ 100 = _
156 ÷ 10 = _ 32 ÷ 10 = _ 16 ÷ 101 = _
156 ÷ 100 = _ 32 ÷ 100 = _ 16 ÷ 102 = _
156 ÷ 1,000 = _ 32 ÷ 1,000 = _ 16 ÷ 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

n = ___ n = ___ n = ___

Problem
Problem Solving
Applications
14. DEEPER About how much more cornmeal than

flour does each muffin contain?
Dry Ingredients
for 1,000 Corn Muffins
Ingredient Number of Kilograms
15. SMARTERIf 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
16. PRACTICE 5 Use Patterns The bakery decides to
make only 100 corn muffins on Tuesday. How many
kilograms of sugar will be needed?
17. WRITE Math Explain how you know that the

Show Your
quotient Work
47.3 ÷ 101 is equal to the product 47.3 × 0.1.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Judith Collins/Alamy Images
18. SMARTER Use the numbers on the tiles to
write the value of each expression.
62.4 ÷ 100 = _
. 0 2
62.4 ÷ 101 = _
4 6
62.4 ÷ 102 = _
FOR MORE PRACTICE:

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.7
whole number? MATHEMATICAL PRACTICES
MP.3, MP.5
Hands
On
Investigate
Investigate
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
apart the model in Step C.
2. Explain how your model would be different if the perimeter were 4.8 meters.
Chapter 5 213
Hands
Make
Make Connections
Connections On
You can also use base-ten blocks to model division of a decimal

by a whole number.

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.

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

Explain why your answer makes
sense.
214
Name
Share
Share and
and Show
Show
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 = __

Math
Explain how you can use
inverse operations to find
2.4 ÷ 4.

Problem
Problem Solving
Applications
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?
MATHEMATICAL
14. 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.
4.8 ÷ 4 = __
FOR MORE PRACTICE:

Name
Lesson 5.3
Estimate Quotients Number and Operations in Base
Essential Question How can you estimate decimal quotients? Ten—5.NBT.7
MP.1, MP.2
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.
MATHEMATICAL
1. 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 5 217
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.
MATHEMATICAL
3. 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
Share
Share and
and Show
Show
Use compatible numbers to estimate the quotient.
1. 28.8 ÷ 9 2. 393.5 ÷ 41
_÷_=_ _÷_=_
218
Name
Estimate the quotient.

3. 161.7 ÷ 7 4. 17.9 ÷ 9 5. 145.4 ÷ 21
Math
Explain why you might want
to find an estimate for a
On
On Your
Your Own
Own quotient.
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
12. 21.8 ÷ 4 13. 3.4 ÷ 5 14. $759.92 ÷ 42
MATHEMATICAL
15. 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.

Problem
Problem Solving
Applications
16. 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
SMARTER
17. The greatest monthly snowfall
Wyoming 84.5
total in Alaska is 297.9 inches. This happened in
February, 1953. Compare the daily average snowfall South Dakota 112.7
for February, 1953, with the average daily snowfall for
Alaska’s greatest 7-day snowfall. Use estimation. Math • Show Your Work
WRITE
18. WRITE Math What’s the Error? During a

3-hourYour
Show Work
storm, it snowed 2.5 inches. Jacob said that it
snowed an average of about 8 inches per hour.
19. SMARTER Juliette will cut a piece of string © Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Alamy Images
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.
FOR MORE PRACTICE:

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.7
MP.2, MP.7
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?

MODEL THINK AND RECORD
STEP 1 Share 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 Share 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 Share the hundredths.
1 Divide. 8 hundredths ÷ 4
4qw
5.68 _ hundredths
Multiply. 4 ×
−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 5 221
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
Share
Share and
and Show
Show
Write the quotient with the decimal point placed correctly.
1. 4.92 ÷ 2 = 246 __ 2. 50.16 ÷ 38 = 132 __
222
Name
Divide.
3. 8qw
$8.24 4. 3qw
2.52 5. 27qw
97.2
Math
Explain how you can check
that the decimal point is
On
On Your
Your Own
Own placed correctly in the
quotient.
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. SMARTER Mei 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?
is the average distance she

runs each day?

Unlock
Unlock the
the Problem
Problem
MATHEMATICAL
17. 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.
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?
FOR MORE PRACTICE:

Name
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.2)
2. Explain how you can use base-ten blocks to find 2.16 ÷ 3. (5.NBT.7)
Complete the pattern. (5.NBT.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.7)
6. 31.9 ÷ 4 7. 6.1 ÷ 8 8. 492.6 ÷ 48

Divide. (5.NBT.7)
9. 5qw
4.35 10. 8qw
9.92 11. 61qw
207.4
Chapter 5 225
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.2)
13. Elise pays $21.75 for 5 student tickets to the fair. What is the
cost of each student ticket? (5.NBT.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.7)
15. Elizabeth uses 33.75 ounces of granola for 15 servings of trail mix.
If each serving contains the same amount of granola, how much
granola is in each serving? (5.NBT.7)
226
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.7
MP.2, MP.5, MP.6
Hands
On
Investigate
Investigate
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
MATHEMATICAL tell the number in each group.
2. PRACTICE 2
Represent a Problem Identify the problem you
would be modeling if each strip in the model represents 1.
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 5 227
Hands
Make
Make Connections
Connections On
You can also use a model to divide by hundredths.

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.
1.75 ÷ 0.25 =_
Math
Explain how to use decimal models
So, Julie can make _ stacks of $0.25 from $1.75. to find 3 ÷ 0.75.
Share
Share and
and Show
Show
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 = _

228
Name
Divide. Use decimal models.
5. 1.24 ÷ 0.62 = _ 6. 0.84 ÷ 0.14 = _ 7. 1.6 ÷ 0.4 = _
Problem
Problem Solving
Applications
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.
12. SMARTER + Shade the model below and circle to show 1.8 ÷ 0.6.
1.8 ÷ 0.6 =


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.
DEEPER
14. Jose has 2.31 meters of blue ribbon to cut into 0.33-meter
long pieces. Isha has 2.05 meters of red ribbon. She will cut her ribbon into
pieces that are 0.41 meters long. How many more pieces of blue ribbon will
there be?
FOR MORE PRACTICE:

Lesson 5.6
Name
Divide Decimals Number and Operations in Base
Essential Question How can you place the decimal point Ten—5.NBT.7
in the quotient? Also 5.NBT.2
MP.2, MP.6, MP.7
When you multiply both the divisor and the dividend by the same
power of 10, the quotient stays the same.
divisor dividend divisor dividend

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.
MATHEMATICAL
1. PRACTICE 1
Make Connections Explain how you know that the
quotient 0.72 ÷ 0.08 is equal to the quotient 72 ÷ 8.
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 5 231
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. _
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!

0.14
×
__
0.14qw
1.96 Multiply the divisor and the
dividend by _. +
__
232
Name
Share
Share and
and Show
Show
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
Explain how 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
MATHEMATICAL
10. 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.

Problem
Problem Solving
Applications
11. Connie paid $1.08 for pencils. How many pencils

did she buy?
Prices at School Store

12. Albert has $2.16. How many more pencils can he buy
Item Price
than markers?
Eraser $0.05
Marker $0.36
13. DEEPER How many erasers can Ayita buy for the Notepad $0.65
same amount that she would pay for two notepads? Pencil $0.12
14. SMARTER Ramon paid

$3.25 for notepads and $1.44 for
markers. What is the total number
of items he bought?

15. 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
16. WRITE Math What’s the Error? Katie
Show Your
divided 4.25Work
by 0.25 and got a quotient of 0.17.
17. 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?
FOR MORE PRACTICE:

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.7
a quotient? Also 5.NF.3
MP.1, MP.6
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 = _

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
So, Adrian’s speed was __ miles per hour. Math

Explain how you would
model this problem using
base-ten blocks.
Chapter 5 235
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 ineach 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
−
236
Name
Share
Share and
and Show
Show
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
Explain why you would write a
On
On Your
Your Own
Own zero in the dividend when dividing
decimals.
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
MATHEMATICAL
17. 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?
18. Hiro’s family lives 896 kilometers from the beach. Each of the 5 adults
drove the family van an equal distance to get to the beach. How far did each
adult drive?

Problem
Problem Solving
Applications
19. DEEPER Jerry takes trail mix on hikes. 20. SMARTER 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 SMARTER
21. PRACTICE 3 Compare Representations Find 22. For numbers 22a–22d select
65 ÷ 4. Write your answer using a remainder, a Yes or No to indicate whether a zero must be
fraction, and a decimal. Then tell which form of written in the 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.
FOR MORE PRACTICE:

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.7
MP.1, MP.2, MP.5
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
__ ÷ 3 = __ Explain why the amount of
the coupon was added when
you worked backward.
So, the cost of each pen was __.
Chapter 5 239
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

Solve the Problem
So, the cost of each ring was __.

Math
Explain how you can check your
answer.
240
Name
Share
Share and
and Show
Show
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 • 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

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?

On
On Your
Your Own
Own
4. The change from a gift purchase was $3.90. Each of
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. SMARTER
Stacy 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.
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
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
FOR MORE PRACTICE:

Name
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 write the value of each expression. 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. 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
of 100 fish caught during the weekend, only 10 fish were caught. How
would the weight of each fish change? Explain.
Assessment Options
Chapter Test
Chapter 5 243
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.
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 $9.59. 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
244
Name
9. Samantha is making some floral arrangements. The table shows the
prices for one-half dozen of each type of flower.
Prices For _21 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.
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?
_ pounds
Chapter 5 245
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 perounce
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 =
246
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 numbers 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

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 5 247
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.
B Kevin drove 435 miles in 7 hours.
C Shanna drove 500 miles in 8 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.
22. Eric spent $22.00, including sales tax, on 2 jerseys and Item Cost
3 pairs of socks. The jerseys cost $6.75 each and the
total sales tax was $1.03. Fill in the table with the Cost of each jersey
correct prices.
Cost of each pair of socks
Cost of sales tax

248
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)
Board operator at a recording studio →
249
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
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 _44 , each 1_4 note or quarter note, is 1 beat. 5 1_4
In the music below, different kinds of notes make up

5 _81
each measure. The measures are not marked. Check
the time signature. Then draw lines to mark each 1
measure.
5 __
16
250 Chapters 6–8

Add and Subtract Fractions
with Unlike Denominators
Show Wha t You Know
Name
Part of a Whole Write a fraction to name the shaded part.
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.
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.
7. 5 ___ 8. 3 ___ 9. 7 ___

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Visions of America, LLC/Alamy
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. Be a math detective to write a
fraction that compares the number of legislators
that attended to the total number of legislators.

Online Assessment
Visualize It
Use the ✓ words to complete the H-diagram. Review Words
benchmark
Add and Subtract Add and Subtract
Fractions with Like Fractions with Unlike
✓ common multiple
✓ denominators
✓ difference
✓ equivalent fractions
mixed number
✓ numerators
✓ simplest form
✓ sum
Preview Words
✓ common denominator
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
6. equivalent fractions
• a familiar number used as a point of
reference
• fractions that name the same amount

or part

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.1, 5.NF.2
different denominators? MATHEMATICAL PRACTICES
MP.5, MP.6, MP.7
Hands
Investigate
Investigate On
Hilary is making a tote bag for her friend. She uses 1_2 yard of blue
fabric and _41 yard of red fabric. How much fabric does Hilary use?
Materials ■ fraction strips ■ MathBoard
A. Find _21 + 1_4 . Place a _21 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 _21 and _41 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. _21 + 1_4 5 _
So, Hilary uses _ yard of fabric.
Math

Draw Conclusions How can you tell if the
sum of the fractions is less
1. Describe how you would determine what fraction strips, all with the 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 6 253
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. _53 + _21
STEP 1
Work with another student. Place

three 1_5 fraction strips under the
1-whole strip on your MathBoard.
Then place a _21 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
In what step did you find out
that the answer is greater
Share
Share and
and Show
Show than 1? Explain.
Use fraction strips to find the sum. Write your answer in simplest form.
1. 2.
1+3
_ _= 1 2_
_
2 8 _+_=_ + = + =
2 5 _ _ _
254
Name
Use fraction strips 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 _
Problem
Problem Solving
Applications
11. WRITE Math Explain how using fraction strips with like denominators
Show Your
makes it Workto add fractions with unlike denominators.
possible
12. DEEPER Luis is making two batches of muffins for a school picnic. One batch
of muffins uses _41 cup of oats and _31 cup of flour. How much oats and flour does
Luis need for two batches? Explain how you use fraction strips to solve the problem.

13. SMARTER Maya makes trail mix by combining _31 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.
MATHEMATICAL
15. 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.
17. SMARTER Alexandria used _21 cup of grapes and 2_3 cup of strawberries
combined to make a fruit snack. How many cups of grapes and strawberries
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
2
__ 1
__
3 6
3
__ 1
4
_ cups of grapes and raisins
FOR MORE PRACTICE:

Lesson 6.2
Name
Subtraction with Unlike Denominators Number and Operations—
Essential Question How can you use models to subtract fractions Fractions—5.NF.2
that have different denominators? MATHEMATICAL PRACTICES
MP.1, MP.5, MP.8
Hands
Investigate
Investigate On
Mario fills a hummingbird feeder with _43 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?
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 _41 strips.
B. Find fraction strips all with the same denominator that fit exactly
under the difference 3_4 – _81 .
difference
3_
C. Record the difference. – _18 = _
4 Math
So, the hummingbirds drank _ cup of sugar water. How can you tell if the
difference 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 6 257
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. _32 – _61
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 – _61 . difference 2_3 – _61 . Draw the difference 2_3 – _61 . 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
Which other fraction strips
with the same denominator
Share
Share and
and Show
Show could fit exactly in the
difference of 2_3 – _61 ?
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
– _41 = _
258
Name

simplest form.
3. 4.
? ?
5
_
6
– 1_4 = _ 1
_
2
– 3 =
__
10
_
5. 6.
? ?
3
_
8
– 1_4 = _ 2
_
3
– 1_2 = _

simplest form.
7. _3 – __
3 =_ 5 – _1 = _
8. __ 9. _3 – _1 = _
5 10 12 3 5 2
Problem
Problem Solving
Applications
10. 3 Compare Representations Explain how your model for _3 – 1_ is different

MATHEMATICAL
PRACTICE 5 2
from your model for 3_ – __
5
3.
10
11. DEEPERThe shaded part of the diagram shows what Tina had left from
a yard of fabric. She now uses _31 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

Unlock
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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 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 numbers 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 _43 and _6 are equivalent. True False

8
13c. Margie will have _1 yard of paper remaining. True False

8
FOR MORE PRACTICE:

Lesson 6.3
Name
Estimate Fraction Sums Number and Operations—
Fractions—5.NF.2
and Differences MATHEMATICAL PRACTICES
Essential Question How can you make reasonable estimates of fraction MP.1, MP.7
sums and differences?
Unlock
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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.

1+ 3
Estimate. __ __
6 8
STEP 1 Place a point at 1_6 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 _61 is closer to the benchmark _. 0 1 1

2
Round to _.
STEP 2 Place a point at 3_8 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 _83 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 6 261
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 _22 , _55 , 12
__ , or __
96
, is equal to 1.
12 96
10
5
STEP 2 Round __. Think: The numerator is about half
8
the denominator.
Round the fraction 5

__ to _.
8
STEP 3 Subtract.
9
___
10
5 –
– __
8
Math
Explain another way you
could use benchmarks to
9 –_
So, __ 5 is about _. estimate __
9
10
– _85 .
10 8
Try This! Estimate.
A 27_8 – _52 B 18_9 + 4 __

8
10
262
Name
Share
Share and
and Show
Show
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
Explain how you know whether your
estimate for __9
+ 3 _76 would be greater
On
On Your
Your Own
Own 10
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
11. DEEPER Lisa and Valerie are picnicking in Trough Creek State Park in
Pennsylvania. Lisa has brought a salad that she made with _43 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?

Problem
Problem Solving
Applications
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?
13.
MATHEMATICAL
3 Make Arguments Explain how you know that _5 + __
6
PRACTICE 8 10 is greater than 1.
14. WRITE Math Nick estimated that _85 + 4_7 is about 2. Explain how you know his
Show Your
estimate Work
is not reasonable.
15. SMARTER Aisha painted for 5_6 hour in the morning and 2 1_5 hours in the
afternoon. Estimate how long Aisha painted. For numbers 15a–15b, 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.
2_1
2
15c. Aisha painted for about 2 hours in the morning and afternoon combined.
21_
2
3
FOR MORE PRACTICE:

Lesson 6.4
Name
Factors Operations and Algebraic
Essential Question How can you write a whole number as a product of Thinking—5.OA.2.1
its prime factors? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.7
Factors are numbers that are multiplied to form a product.
2 and 3 are factors of 6 because 2 × 3 = 6
A prime number is a whole number greater than 1 that has exactly

two factors, 1 and itself.
A composite number is a whole number greater than 1 that has
more than two factors. A composite number can be written as a
product of its prime factors.
Unlock
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the Problem
Problem
Marcel makes mathematical patterns in his paintings with
vertical stripes. For his next painting, each stripe will be the
width, in inches, of one of the prime factors of the total width
of the painting. He wants this painting to have a width of
20 inches. Marcel needs to determine all the prime factors
of 20 so he will know the width of each stripe. What are the
prime factors of 20?
Make a list to find the factors.
List the pairs of factors that form the product 20.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©clivewa/Shutterstock
1 × 20 = 20
2 × 10 = 20
4 × 5 = 20
So, the factors of 20 are _, _, _, _, _,
and _.
Find which of the factors of 20 are prime.
Ask: Does 1 have exactly 2 factors? _
Repeat for each factor. Circle the prime factors.

Math
So, the prime factors of 20 are _ and _. Explain how to check that
your list of factors includes
all possible factors of a
number.
Chapter 6 265
Example Use a diagram.
Dionne has forgotten the code for her locker. She remembers that the four
1-digit numbers in the code show 36 written as a product of its prime factors.
What are the numbers in Dionne’s code?
Choose any two factors with a product of 36. Continue finding factors until
only prime factors are left.
A Use a basic fact. B Use a divisibility rule.
Think: 6 times what number is equal to 36? Think: 36 is even, so it is divisible by 2.
6 × _ = 36 2 × _ = 36
36 36
6 2
2 3 2 2
36 = _ × _ × _ × _
So, 36 written as a product of its prime factors is _ × _ × _ × _.
Share
Share and
and Show
Show
Find the prime factors.
1. 27 2. 28 3. 35
_×_×_ © Houghton Mifflin Harcourt Publishing Company
266
Name
Write the number as a product of its prime factors.
4. 16 5. 42
On
On Your
Your Own
Own
Write the number as a product of its prime factors.
6. 21 7. 24 8. 30
9. Sense or Nonsense? Brianna writes 4 × 11 to show the number 44 as

a product of its prime factors. Does her answer make sense? Explain
your reasoning.
MATHEMATICAL
10. PRACTICE 2
Use Reasoning The number 9 has only one prime factor, 3.
What is another number less than 50 with only one prime factor?
11. SMARTER Todd wants to know how many numbers between

1 and 50 have only 2 and 5 as prime factors. List all the numbers that have
only 2 and 5 as prime factors. Explain how you found your answer.

Problem
Problem Solving
Applications
Amber weaves tapestries with colored blocks based on the prime factors Prime Factors Color
of numbers. For the number 6, she makes a tapestry with 1 red block and
2 Red
1 green block since 2 and 3 are the only prime factors of 6.
3 Green
12. What colors would Amber use in a tapestry based on the prime 5 Blue
factors of 15? 7 Yellow
11 Purple
13. DEEPER Amber wants to know how many blocks of each color will be needed
for a tapestry based on the number 40. How many blocks of each color will she make?
Explain how you found your answer.
MATHEMATICAL
14. PRACTICE 6 Amber wants to make a tapestry based on the prime factors of 39.
Explain why she needs to identify a new color for this tapestry.
15. SMARTER +
Jeremy has 120 books in his collection. Complete the diagram
by using the tiles to write 120 as the product of its prime factors. You may use a number
more than once or not at all.
2 3
120
4 5
2
10 12
2 2
15 18
2 20 24
120 5 ✕ ✕ ✕ ✕ 30 60
FOR MORE PRACTICE:

Lesson 6.5
Name
Number and Operations—
Common Denominators and Fractions— 5.NF.1
Also 5.OA.2.1
Equivalent Fractions MATHEMATICAL PRACTICES
Essential Question How can you rewrite a pair of fractions so that they MP.1, MP.2
have a common denominator?
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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 _.
1 and 1
• Write __ __ 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 _31 and _41 .
Math
1
__ = ____ 1
__ = ____ Talk Mathematical Practices
3 4 Explain what a common
denominator of two
fractions represents.
So, both gardens can have _ , or _ sections.
Chapter 6 269
Least Common Denominator Find the least common denominator of two or
more fractions by finding the least common multiple of two or more numbers.
One Way Use a list.

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 = ____
____ __ ? =1
1 = ___ ×
______ = ____
4 12 4 × 3 6 12 6×
least common denominator
3
__ can be rewritten as _ and 1
__ can be rewritten as _.
4 6
Another Way Use prime factors.

Use prime factors to find a common denominator of 5_8 and __
7 . Then write an
20
equivalent fraction for each fraction.
STEP 1 Write each denominator as a product of its prime factors.
Prime factors of 8: 2 × 2 × 2 Think: Look for all prime factors that are
common to both numbers.
Prime factors of 20: 2 × 2 × 5
5
_ 7
__
A common denominator of 8
and 20
is 2 × 2 × 2 × 5 = 40.
STEP 2 Write an equivalent fraction for each fraction.
__ = 5
5 × = ____
_____ 7 = _________
___ 7 × = ____
8 8× 40 20 20 × 40
5
_ 7
__
8
can be rewritten as _ and 20
can be rewritten as _.
270
Name
Share
Share and
and Show
Show
Use a common denominator to write an equivalent fraction for each fraction.
1. 3_1, 1_ common 2. _23, 5_ common 3. _29, __

1 common
5 9 15
denominator: _ denominator: _ denominator: _
____ ____ ____
On
On Your
Your Own
Own
Practice: Copy and Solve Use the least common denominator to write an equivalent
fraction for each fraction.
4. _59, __
4 5. 1_6, __
4 5 __
6. __
14
, 8 7 __
7. __
12
, 5
15 21 42 18
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Write the unknown number for each n.
1
n n
8. _15, 1_8 least common 9. _25, ___ least common 3 , 5_
10. ___ least common
denominator: n
6
denominator: 15 denominator: 42
n ∙ __ n ∙ __ n ∙ __
11. 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 string 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?
12. One tray of granola bars was cut into 4 equal-size pieces.
DEEPER
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?

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the Problem
Problem
13. 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.
to solve the problem.
The least common denominator of 1_3 and _51
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.

14. SMARTER Mindy bought _5 pound of almonds and 3_4 pound of walnuts.
8
Select the pairs of fractions that are equivalent to the amount that Mindy bought.
A _5 and 6_ 10 and 14
B __ __ C 20 and 23
__ __ 15 and 18
D __ __
8 8 16 16 32 32 24 24
FOR MORE PRACTICE:

Lesson 6.6
Name
Add and Subtract Fractions Number and Operations—

Fractions—5.NF.1 Also 5.NF.2
Essential Question How can you use a common denominator to
add and subtract fractions with unlike denominators? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6
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 pound of shell beads and 3_ pound of glass beads. • Underline the question you need to answer.
4 8
How many pounds of beads did she buy? • Draw a circle around the information
you will use.
One __ +Way
Add. 1
4
3
__ Write your answer in simplest form.
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 1 1x
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Ralph A Clevenger/Corbis
_____ __ = _____ =
4= 4x
=
4 4x
3 3x 3
+ __
8 = + _____ =+ + __ +
8x 8
So, Malia bought _ pound of beads.
MATHEMATICAL
1. PRACTICE 1 Evaluate Reasonableness Explain how you know whether your answer is reasonable.
Chapter 6 273
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
MATHEMATICAL
2. PRACTICE Evaluate Reasonableness Explain how you know
1
whether your answer is reasonable.
Share
Share and
and Show
Show
Find the sum or difference. Write your answer in simplest form.

5
1. __
12
+ 1_ 2. _25 + 3_7 3. _61 + 3_4
3
9
4. 3_4 − _1 5. 1_4 − 1_7 6. __ − 1_
10 4
8
Math
Explain why it is important
to check your answer for
reasonableness.
274
Name
On
On Your
Your Own
Own
Practice: Copy and Solve Find the sum or difference. Write your
answer in simplest form.
7. 1_3 + __
4 8. _53 + 1_ 3 + 1_
9. __ 10. _1 + 4_
18 3 10 6 2 9
11. _1 − 3_ 12. 5 − 2_
_
7
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
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?

19. DEEPER On Friday, 1_ of band practice was spent trying on

6
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
20. PRACTICE Verify the Reasoning of Others Jamie had _54 of a spool
3
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.
21. SMARTER Mr. Barber used _97 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.
FOR MORE PRACTICE:

Name
Vocabulary
Choose the best term from the box. equivalent fractions
1. A _____ is a number that is common denominator

a multiple of two or more numbers. (p. 269) common multiple
2. A _____ is a common multiple

of two or more denominators. (p. 269)
Concepts
Concepts and
and Skills
Skills
Estimate the sum or difference. (5.NF.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.1)
6. 1_6, _1 common 7. 3_8, __

3 common 8. 1_9, __
5 common
9 10 12
denominator: _ denominator: _ denominator: _
____ ____ ____
Write the number as a product of its prime factors. (5.OA.2.1)
9. 48 10. 18 11. 30
____ ____ ____

Find the sum or difference. Write your answer in simplest form. (5.NF.1)
11 1
12. __ _
18 – 6
13. 2_7 + 2_ 14. 3_4 – __
3
5 10
Chapter 6 277
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 _14 of the whole pie. What fraction
represents the amount of pie remaining? (5.NF.2)
16. Keisha makes a large sandwich for a family picnic. She takes _21 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.2)
17. Mike is mixing paint for his walls. He mixes 1_6 gallon blue paint
and _85 gallon green paint in a large container. What fraction
represents the total amount of paint Mike mixes? (5.NF.2)
278
Lesson 6.7
Name
Add and Subtract Mixed Numbers Number and Operations—
Fractions—5.NF.1
Essential Question How can you add and subtract mixed numbers with Also 5.NF.2
unlike denominators? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6
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?
4 + 2___
Add. 1__ 1
5 10
To find the sum of mixed numbers with unlike denominators, you can
use a common denominator.
STEP 1 Estimate the sum. ___

4 =
1 __
STEP 2 Find a common denominator. Use the
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
So, Denise mixed _ ounces of paint.
Did you use the least
common denominator?
Explain.
MATHEMATICAL
1. PRACTICE 1 Evaluate Reasonableness Explain how you know whether your answer is reasonable.
2. What other common denominator could you have used?
Chapter 6 279
Example
Subtract. 4 5 3
__ − 2 __
6 4
You can also use a common denominator to find the difference of
mixed numbers with unlike denominators.
STEP 1 Estimate the difference. __ 5 =

4 __
6
common denominator to write equivalent 3= –
– 2 __
fractions with like denominators. 4
STEP 3 Subtract the fractions. Subtract the whole

numbers. Write the answer in simplest form.
MATHEMATICAL
3. PRACTICE 1 Evaluate Reasonableness Explain how you know whether
your answer is reasonable.
Share
Share and
and Show
Show
1. Use a common denominator to write equivalent fractions with like
denominators and then find the sum. Write your answer in simplest form.
2=
7 __
5
+ 43
__ = +
4
Find the sum. Write your answer in simplest form.
2. 2 _43 + 3 __
3 3. 5 _43 + 1 _1 3
4. 3 4_ + 2 __
10 3 5 10
280
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
Explain why you need to
On
On Your
Your Own
Own write equivalent fractions
with common denominators
to add 4 _65 and 1 _81 .
Find the sum or difference. Write your answer in simplest form.
3 + 2 _2
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 _41 7 − 5_

13. 14 __ 1
4
6 8 12
Practice: Copy and Solve Find the sum or difference. Write your
5 + 4 _1 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 − 1 2_

21. 4 __
3 6 3 8 12 9
22. DEEPER Dakota makes a salad dressing by combining 6 _1 fluid ounces of

3
oil and 2 _3 fluid ounces of vinegar in a jar. She then pours 2 1_ fluid ounces of the
8 4
dressing onto her salad. How much dressing remains in the jar?

Problem
Problem Solving
Applications
MATHEMATICAL
23. PRACTICE2 Reason Quantitatively Gavin plans to mix a batch
of Tangerine paint. He expects to have a total of 5 __
10
3 ounces of paint
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
24. SMARTER Gavin mixes the amount of 5 5

56 56 Mango
red 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?
25. SMARTER Martin won first place in the 100-meter dash with a time of
4 ___
23 __
7
100 seconds. Samuel came in second place with a time of 15 10 seconds.
For 25a–25d, select True or False for each statement.
25a. A common denominator of the mixed True False

numbers is 100.
25b. To find the difference between the True False

runners’ times, Samuel’s time needs

to be rewritten.
25c. Samuel’s time written with a denominator True False

of 100 is 15 ___
70
100 .
25d. Martin beat Samuel by 21

__ second. True False
25
FOR MORE PRACTICE:

Lesson 6.8
Name
Number and Operations—
Subtraction with Renaming Fractions—5.NF.1
Essential Question How can you use renaming to find the difference of Also 5.NF.2
two mixed numbers? MATHEMATICAL PRACTICES
MP.1, MP.2
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.

Subtract. 21 5
__ − 1__
2 6
STEP 1 Estimate the difference. __

6 =
1 = 2___
2__
common denominator to write equivalent
2 12
fractions with like denominators.
STEP 3 Rename 2__ 6

as a mixed number with a –15 10 = – 110
__ = –1___ ___
12 6 12 12
fraction greater than 1.
Think: 2___ 6 5 1 1 12
6 5 1 1 1 1 ___ 6 5 1___
___ 1 ___ 18 =
12 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.
So, Kara has _ mile left to run.
MATHEMATICAL
• PRACTICE 6 Explain why it is important to write equivalent fractions before renaming.
Chapter 6 283
Another Way Rename both mixed numbers as
fractions greater than 1.
Subtract. 2 1_2 − 1 _65
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: 6__6 1 5__6
6
STEP 3 Find the difference of the

fractions. Then write the – =
2 _21 − 1 5_6 = _
Share
Share and
and Show
Show
Estimate. Then find the difference and write it in simplest form.
1. Estimate: __ 2. Estimate: __
41_ 2 34_ 9_1 – 23_4

2 5 6
Math
Explain the strategy you
could use to solve 3 _91 – 2 1_3 .
284
Name
On
On Your
Your Own
Own
Estimate. Then find the difference and write it in simplest form.

11
3_2 2 1___ 41_4 2 2_1 52_ 2 1_1
3 12 3 5 2
Practice: Copy and Solve Find the difference and write it in simplest form.
6. 11_1 − 3_2 7. 6 − 31_ 8. 4_3 − 31_ 9. 9_1 − 35_

9 3 2 8 2 6 8
10. 11_ − _1 11. 13_1 − 34_ 12. 12_2 − 53_4 13. 7_3 − 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 4_3
4
Video 1 and Video 3 • • __
1 17 hours
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

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 _21 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.
MATHEMATICAL
13. PRACTICE 1 Analyze Identify and summarize the important
information given in the problem.
Use the summary from item 13 to solve.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©William Manning/Alamy
14. Solve the problem above.
15. SMARTER
How many rows were empty on the first train?
How many additional riders would it take to fill the empty rows?
FOR MORE PRACTICE:

ALGEBRA
Name
Lesson 6.9
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.1
MP.5, MP.7, MP.8
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 _21 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
1, 45
3__ __, 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.
31 5, 61
__, 4__ __, 71
__,
2 6 6 2 _, _
So, Mr. Patrick will use _ ounces of chili powder in the sixth batch.
Chapter 6 287
Example Find the unknown terms in the sequence.
1__ 9 , 13
3, 1___ 3 ,
__ , 1___ 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
Use your rule to find the unknown terms. Then complete
STEP 3
the sequence above.
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: _____
B Write the first four terms of the sequence.
Rule: start at 1_4 , add _83
_,_,_,_
288
Name
Share
Share and
and Show
Show
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. __ _, 7
3_ __ __, 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 _43 , subtract 5_8 6. Rule: start at 3_8 , add __

3
16
_,_,_,_ _,_,_,_
7. Rule: start at 2 _31 , 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 _83 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.
10. Mr. Conners drove 78 1_3 miles on Monday, 77 __

DEEPER 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?

Problem
Problem Solving
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 1_2
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 _81 mile, the second day she hiked _38 mile, and the third day
she hiked _5 mile.
8
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.
FOR MORE PRACTICE:

PROBLEM SOLVING
Name
Lesson 6.10
Problem Solving •
Number and Operations—Fractions—
Practice Addition and Subtraction 5.NF.2
Essential Question How can the strategy work backward help you solve Also 5.NF.1
a problem with fractions that involves addition and subtraction? MATHEMATICAL PRACTICES
MP.1, MP.2
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

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
_____. amount 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
yesterday +
today
+
need to ski = distance _−_−_=m
↓ ↓ ↓ ↓
_=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 6 291
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

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
What other strategy
could you use to solve the
problem?
292
Name
Unlock the Problem
√ Plan your solution by deciding on the
Share
Share and
and Show
Show steps you will use.
√ Check your exact answer by
1. Caitlin has 4 _43 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.

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 _43 pounds was adult dog food and
18 _87 pounds was puppy food. How many
pounds of cat food did the pet store donate?
4. Thelma spent _61 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?

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. SMARTER Beth’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?
MATHEMATICAL
7. 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 _21 pounds. One fish
weighed 95_ 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 = +
weight of third fish: _ pounds
FOR MORE PRACTICE:

ALGEBRA
Name
Lesson 6.11
Use Properties of Addition
Essential Question How can properties help you add fractions with Number and Operations—
unlike denominators? Fractions—5.NF.1
connect You can use properties of addition to help you add MP.2, MP.7, MP.8
fractions with unlike denominators.
Commutative Property: 1_2 + 3_ = 3_ + 1_

5 5 2
Parentheses ( ) tell which
Associative Property: (2_9 + _81) + 3_8 = 2_9 + (1_8 + _83) 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 _31 of the total
distance. On the second day, they travel
_1 of the total distance in the morning and then
3
_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

the end of the second day. Talk Mathematical Practices
Explain why grouping the
fractions differently makes it
easier to find the sum.
Chapter 6 295
Example 5
Add. 2__(+ 12
__ + 11
8 3
__
) 8
Use the Commutative Property and the Associative Property.
Use the Commutative Property to
(2__85 + 1__32) + 1__81 = ( + )+ 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__ 2

12) (1_5 + __
10) 5
5 B 3 +_
4 4
296
Name
Share
Share and
and Show
Show
Use the properties and mental math to solve. Write your answer in
simplest form.
( 8 6)
1. 25_ 1 5_ 1 1_1
8
5 1 __
2. __
12 (
5 1 3_
12 4 ) ( )
3. 31_4 1 25_ 1 13_4
6
Math
Explain how solving Exercise
On
On Your
Your Own
Own 3 is 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_
3 (5 2)
5. _1 1 1_ 1 2_
5 (
6 )
6. _1 1 3_7 1 _72
(
7. 2__
12 4 )
5 1 41_ 1 _1
4 8 (2
8. 11_ 1 51_ 1 23_
8 ) (9 5)
9. _5 1 _1 1 4_
9

Problem
Problem Solving
Applications
Use the map to solve 10–12.
Sports
10. DEEPER Julie 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
1 31 miles
11. SMARTER On one afternoon, 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.
MATHEMATICAL
12. 4 Write an Expression Kyle is adding the distances between the school
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.
13. SMARTER
For 13a–13c, tell whether each expression was rewritten using the
Commutative Property or the Associative Property. Choose the correct property of
addition.
Associative Property
3 9
9 + ∙ __
13a. __ 5
_ __ 3
__ 5
_
10 10 + 6 ∙ = ∙ 10 + 10 ∙ + 6 Commutative Property
3 Associative Property
13b. ∙ _4 + 1_ ∙+ _41 = ∙ 1_5 + 3_4 ∙ + _41
5
Commutative Property
13c. ∙ 31_ + 21_ ∙ + 1_5 = 31_ + ∙ 2_1 + 15_ ∙ Associative Property

2 8 8 2 8 8
FOR MORE PRACTICE:
Name
1. Sophia babysat for 3 __
7 hours on Friday. She babysat for 2 5_ hours
12 6
on Saturday. For numbers 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.
3_1
2
4
1
2
1b. Sophia babysat for about hours on Saturday.
2_1
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 _31 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
Practice time during third week: _ hours
Assessment Options
Chapter Test
Chapter 6 299
3. Liam bought 5 _87 pounds of steak. He used 2 __
1 pounds of the steak for a
16
cookout. For numbers 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. Filipe has 80 songs on his mp3 player. Complete the diagram by using
the tiles to write 80 as the product of its prime factors. You may use a
number more than once or not at all.
80
2 3
2
4 5
2 2
10 15
2
20 30
80 5 ✕ ✕ ✕ ✕
32 40
50 80
5. Write 2_5 and _31 as equivalent fractions using a common denominator.
and
6. Jill brought 2 _31 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
300
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 numbers 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
find __
9 − 3_ .
10 5
7b. The fractions 3_5 and __

6 are
10
True False
equivalent.
7c. Rebecca will have _51 meter of True False

string left.
8. For numbers 8a–8c, tell whether each expression was rewritten using the
Commutative Property or the Associative Property. Choose the correct
property of addition.
1 + 7_ + 5_ = 1_ + 5_ + 7_
(8 6) (6 8)
8a. __
6 6
7 + 1_ + __
1 = _ 7 + __
1 + __ 1
8b. ( 10 3 )
__
10 (3 10 ) 10
8c. ( 62_ + _4 + 3_2 = 62_ + _4 + 32_
) (9 )
5 9 9 5 9
9. Joshua uses a rule to write the following sequence of numbers.

1, _5, __ , 11_
1_, _
6 2 6 2
What rule did Joshua use?
What is the missing number in the sequence?
Chapter 6 301
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)
11. Mr. Cohen drives 84 __

2 miles on Tuesday, 84 __
10
6 miles on Wednesday,
10
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.
302
Name
12. Alana bought _83 pound of Swiss cheese and 1_4 pound of American cheese.
Which pairs of fractions are equivalent to the amount Alana bought?
__ 8
24 and __ 12 6
__ and __
A 64 64
C 32 32
__ 4
6 and __ 15 and 10
__ __
B 16 16
D 40 40
13. 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_6 hour
14. For numbers 14a–14d, tell which expressions require you to rename
mixed numbers before you can subtract. Find each difference. Write
each expression and the difference in the correct box.
14a. 2_1 − 13_ 14c. 5_2 − 25_

3 4 3 8
14b. 13_ − 7_ 14d. 6_1 − 21_
4 8 5 3
Requires Renaming Does Not Require Renaming

Chapter 6 303
15. Mr. Clements painted his barn for 3 _53 hours in the morning. He painted
the barn for 5 3_4 hours in the afternoon. For numbers 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
rewritten as 3 __
15 hours.
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.
304
Multiply Fractions
Show Wha t You Know
Name
Part of a Group Write a fraction that names the shaded part.

1. shaded parts _ 2. shaded parts _
total parts _ total parts _
Area Write the area of each shape.

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.
6. 3_ _ 9
7. __ 8. 24
__ 9. 5_ _
4 15 _ 40 _ 7
Carmen recovered 2 gold bars that were

stolen from a safe. The first bar weighed
2 2_5 pounds. The second bar weighed 1 _32 times
as much as the first bar. Be a Math Detective
and find out how much gold was recovered.

Online Assessment
Visualize It
Match the review words with their examples. Review Words
denominator
What is it? What are some examples?
equivalent fractions
5
__ mixed number
___ 10
numerator
5
__
product
___ 10 simplest form
___ 41_, 13_, 6_3

5 8 6
2 4_ __
___
_, , 10
3 6 15
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. © Houghton Mifflin Harcourt Publishing Company
5. Fractions that name the same amount or part are called
___.
6. The ___ is the number above the bar
in a fraction that tells how many equal parts of the whole
are being considered.

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.4a
MP.5, MP.6
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 _54 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

Circle _54 of the counters. Talk Mathematical Practices
How many groups would you circle
How many groups did you circle? _ if _53 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 7 307
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 7 for each

stamp. Since you want to find 2_3 of the stamps, your array should
show _ rows with an equal number of 7s.
• Circle _ of the 3 rows to show 2_3 of 12.

Then count the number of 7s in the circle.
There are _ 7s circled.
• Complete the number sentences.

2_ of 12 = _ , or 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 Use Appropriate Tools On your MathBoard, use
5
counters to find _64 of 12. Explain why the answer is the same as the
answer when you found _32 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.
308
Name
Share
Share and
and Show
Show
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 7 × 16 = _
_ of 16 = _ , or _
8 8
Use a model to solve.
2. _2 × 18 = _ 3. _2 × 15 = _ 4. _2 × 6 = _
3 5 3
Math
On
On Your
Your Own
Own Explain how 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
Solve.
MATHEMATICAL
8. PRACTICE 4 Use Diagrams What multiplication problem does
the model represent?

Problem
Problem Solving
Applications
Stamps Collected
MATHEMATICAL
9. 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
_
3
stamps, and 8 of Paco’s stamps were from foreign countries.
How many stamps were in their display? Explain how you
solved the problem.
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, _43 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.
FOR MORE PRACTICE:

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.4a
fraction and a whole number? MATHEMATICAL PRACTICES
MP.5, MP.6
Hands
On
Investigate
Investigate
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
A. Place two 1-whole fraction strips side-by-side to represent

the length of the garden.
B. 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 _43 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
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 7 311
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 × _83 . 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 of a whole.
STEP 3 Complete the number sentences.
__ 3+3
3 + __ __ =
8 8 8 __
3=
3 × __
8 __ Math
Explain how you would know there is
So, Margo had __ boxes of pizza left. more than one pizza left.
312
Name
Share
Share and
and Show
Show
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. _87 × 4 = __
Problem
Problem Solving
Applications
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

boxes of tile. Each box has _85 of the tiles remaining. How many boxes of tile
are left? Shade the model and complete the calculations below to show how
4 × _85 = _______
8 = _ boxes of tile

MATHEMATICAL
8. PRACTICE 4 Use Models Tarique drew the model below for a problem.
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. SMARTER How could you change the model to give you an answer of 4 _54 ?
Explain and write a new equation.
FOR MORE PRACTICE:

Lesson 7.3
Name
Fraction and Whole Number Number and Operations—
Fractions—5.NF.4a
Multiplication MATHEMATICAL PRACTICES
Essential Question How can you find the product of a fraction and MP.2, MP.5, MP.6
a whole number without using a model?
Unlock
U l k the
Unlock th Problem
the Problem
P bl
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.
= ____ = ___
So, there are _ pounds of sand in Charlene’s sand-art jar.
Math
Explain how you can find how much
sand Charlene has left.
Chapter 7 315
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 _32 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
316
Name
Share
Share and
and Show
Show
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. SMARTER Patty wants to run _65 of a mile every day for 5 days. Keisha
wants to run 3_4 of a mile every day for 6 days. Who will run the greater distance?
12. A baker made 5 pounds of dough. He used 4_9 of the dough to

DEEPER
make sandwich rolls. How much of the dough is left over?

Unlock
Unlock the
the Problem
Problem
13. A caterer wants to have enough turkey to feed 24 people. If he wants to

provide _43 of a pound of turkey for each person, how much turkey does
he need?
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
_ pounds of turkey.
14. SMARTER + Julie is using this recipe to make salad

Salad Dressing
dressing. She plans to make 5 batches of the dressing. She
has 4 cups of vegetable oil. 1_1 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
_
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.
FOR MORE PRACTICE:

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.4a, 5.NF.4b
of two fractions? MATHEMATICAL PRACTICES
MP.3, MP.5, MP.6
Hands
On
Investigate
Investigate
Jane is making reusable grocery bags and lunch bags. She needs
3_ yard of cloth to make a grocery bag. A lunch bag requires 2_ of the
4 3
amount of cloth a grocery bag needs. How much cloth does she need
to make a lunch bag?
__ of 3
Find 2 __. 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 _32 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
1. Explain why you shaded 2_3 of the yellow sections blue rather than
shading 2_3 of the whole.
MATHEMATICAL
2. PRACTICE1 Analyze what you are finding if a model shows _1 of a
2
sheet of paper shaded yellow and 1_ of the yellow section shaded blue.
3
Chapter 7 319
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 × _43 .
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 _31 of the three 1_4 pieces
that are shaded. • To find 1_3 of 3_4 , circle _31 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, _31 × 3_4 is __. So, 1_3 × _43 is __.
• Pose a Problem that can be solved using the equation above.
Share
Share and
and Show
Show
Use the model to find the product.
1. 2.
Circle _32 of _53 .
3 1_
_ 2 _3
_
5
× =3 __ × =
3 5 __
320
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
Problem
Problem Solving
Applications
MATHEMATICAL
7. 1 Evaluate Reasonableness Ricardo’s recipe for 4 loaves
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 _41 of the shaded part. Ricardo decides he needs 1_4 cup
of olive oil. Is he right? Explain.
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 _32 of her portion.
What fraction of a whole casserole did Jackie eat? Draw a model.

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 strawberries the farmer harvested were sold at the market?
For numbers 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.
3_
8
10d. The farmer sold 1
_ of his strawberries at the market.
4
1
_
6
FOR MORE PRACTICE:

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.5a, 5.NF.5b
size of one factor when multiplying fractions? MATHEMATICAL PRACTICES
MP.3, MP.4, MP.5, MP.6
Unlock
U l k the
Unlock th Problem
the Problem
P bl
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 3×

__ of 1 box of cereal. __
_
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 7 323
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 _43 .
B 1_ × 3_
2 4

0 1 2 3 4 graph a point to show _21 of 3_4 .
C 4 × 3_
4

0 1 2 3 4 graph a point to show 4 times _43 .
Math
MATHEMATICAL
6
PRACTICE Complete each statement with equal to, greater than,
What if 3__ was multiplied
or less than. Explain your choices. 5
1
__
by or by the whole number
6
7? Would the products be
• The product of 1 and 3_4 will be __ _43 .
equal to, greater than, or
less than 3__? Explain.
5
• The product of a number less than 1 and 3_4 will be
__ _43 and __ the other factor.

• The product of a number greater than 1 and 3_4 will
be __ _43 and __ the other factor.
324
Name
Share
Share and
and Show
Show
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
4. 4_9 × 3_ will be __ 3_8. 5. 7 × __ 9

9 will be __ __
10
.
8 10
6
6. 5 × 1_ will be __ 1_3. 6 × 1 will be __ __
7. __
11 11
.
3
Problem
Problem Solving
Applications
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,
she has _52 of the number of pens she had on Tuesday. How many packages of pens
does she have on Wednesday?
MATHEMATICAL
10. 2 Represent a Problem Ariel goes running for _5 of an hour.
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.

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 _51 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.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©TongRo Image Stock/Alamy Images
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
FOR MORE PRACTICE:

Lesson 7.6
Name
Fraction Multiplication Number and Operations—
Essential Question How do you multiply fractions? Fractions—5.NF.4a, 5.NF.5b
Also 5.NF.5a
MP.5, MP.7, MP.8
Unlock
Unlock the
the Problem
Problem
Sasha has 3_5 of a scarf left to knit. If she finishes
_1 of that today, how much of the scarf will Sasha knit • How much of the scarf does Sasha have left
2 to knit?
today?
__ × 3
Multiply. 1 __
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.
3=
1 × __
__
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. 1 3 =1

__ × __ ×
_____
• Multiply the denominators. 2 5 2×
= ____
So, Sasha will knit _ of the scarf today.
Chapter 7 327
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
4 ×
= _______ = ____ Multiply the numerators.
Multiply the denominators.
×
÷
= _______ = ___ , or Write the product as a fraction or a
mixed number in simplest form.
12 ÷
Math
5 = _ , or _. Is the answer reasonable? Explain.

So, 4 × __
12
Try This! Evaluate c ∙ 4_5 for c = __22.
• 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?
_________
So, multiplying c × 4_5 is equal to _ when c = _22 .
• MATHEMATICAL
PRACTICE Use Reasoning Will you get the same result if you multiply _54 by
3
any fraction with a numerator and denominator that are the same digit? Explain.
328
Name
Share
Share and
and Show
Show
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
Explain how to find the product
_ × _2 in simplest form.
1
6 3
On
On Your
Your Own
Own
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
___ ___ ___ ___

17. Of the pets in the pet show, 5_ are cats. 18. DEEPER Five cats each ate _1 cup of canned
4
6
4_ of the cats are calico cats. What fraction
5
food and 1_ cup of dry food. How much food did
4
of the pets are calico cats? they eat altogether?
______ ______

Problem
Problem Solving
Applications
Speedskating is a popular sport in the Winter
Olympics. Many young athletes in the U.S.
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.
MATHEMATICAL
21. PRACTICE2 Reason Quantitatively On the first day of camp, _5 of the
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. SMARTER A scientist had 3_5 liter of solution. He used _61 of the solution
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
3_ × 1 3×
_ = ___________ = _______ = _______
5 6 5×
6 10 20 30
___ liter
FOR MORE PRACTICE:

Name
Concepts
Concepts and
and Skills
Skills
1. Explain how you would model 5 × _32 . (5.NF.4a)
2. When you multiply _32 by a fraction less than one, how does the product
compare to the factors? Explain. (5.NF.5a)
Find the product. Write the product in simplest form. (5.NF.4a, 5.NF.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
Complete the statement with equal to, greater than, or less than. (5.NF.5a)
12. 3 × 2_ will be __ 3. 13. _75 × 3 will be __ 5_7.

3
Chapter 7 331
14. There is 5_ of an apple pie left from dinner. Tomorrow, Victor plans
6
to eat 1_ of the pie that was left. How much of the whole pie will he
6
eat tomorrow? (5.NF.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.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.4b)
332
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.4b
rectangle with fractional side lengths? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.5, MP.6
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 _21 foot, and 1_4 foot by _41 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,

the area represented by _ squares is _ × _ ,
or _ square feet. Math

So, the area of the floor written as a mixed number Explain how you found the
area of the tile you chose.
is _ square feet.
Chapter 7 333
Draw Conclusions
1. Using the formula for area, write a multiplication expression that could
be used to find the area of the floor.
MATHEMATICAL
2. 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 _41 foot by _41 foot tiles would Sonja need to cover one
_1 foot by 1_ foot tile?

2 2 __ 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 _53 × 2 _43
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.
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 _.
334
Name
Share
Share and
and Show
Show
Use the grid to find the area. Let each square represent
_
1
meter by _31 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. 13_4 × 21_ 5. 13_ × 21_ 6. 11_ × 12_

2 8 2 9 3
MATHEMATICAL
7. 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.

Problem
Problem Solving
Applications

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 _21 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
3 5
3 5 4 21 yd
1
3 5
3 5
The area of the garden is _ square yards.
FOR MORE PRACTICE:

Lesson 7.8
Name
Compare Mixed Number Factors Number and Operations—
Fractions—5.NF.5a, 5.NF.5b
and Products MATHEMATICAL PRACTICES
Essential Question How does the size of the product compare to the MP.5, MP.6
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.

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 _41 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?
C 11_ × 11_ = ( 1 × 1_1 ) + _12 × 1_1

( )
2 4 4 4
+
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
multiplied by a number greater than 1? Math
Explain your answer to part C.
Chapter 7 337
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.

Jake wants to train for a road race. He plans to run 2 _21 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 _21 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 _21 .
• The product of 1 and 2 1_2 will be __ 2 1_2 .
B _3 × 21_
5 2

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Gary Ombler/Getty Images
0 1 2 3 4 5 graph a point to show _53 of 2 1_2 .
• The product of a number less than 1 and 2 1_2
is __ 2 1_2 .
C 12_ × 21_ = ( 1 × 2_1 ) + _25 × 2_1

( )
5 2 2 2

graph a point to show 1 of 2 _21
0 1 2 3 4 5 and _52 more of 2 _21 .
• The product of a number greater than 1 and 2 _21 will
be __ 2 1_2 and __ the other factor.
So, _ of _ miles is a greater distance than _ of _ miles.
338
Name
Share
Share and
and Show
Show
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
4. _2 × 11_ will be __ 11_. 5. 2_3 × 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. ■ × 1_32 = 5_6 7. ■ × 1_41 = 21_2
The unknown factor is __ 1. The unknown factor is __ 1.

8. DEEPERKadeem is making two drawings of an oak leaf. The

dimensions of the first drawing will be _31 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?

Problem
Problem Solving
Applications
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. SMARTER Shannon, Mary, and John earn a weekly allowance.

Shannon earns an amount that is _32 of what John earns. Mary earns an
amount that is 1 _32 of what John earns. John earns $20 a week. Who earns
the greatest allowance? Who earns the least?
11. SMARTER Stuart rode his bicycle 6 3_5 miles on Friday. On Saturday
he rode 1 _31
times as far as he rode on Friday. On Sunday he rode 5_6 times as
far as he rode on Friday. For numbers 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
FOR MORE PRACTICE:

Lesson 7.9
Name
Multiply Mixed Numbers Number and Operations—
Essential Question How do you multiply mixed numbers? Fractions—5.NF.6
MP.1, MP.2, MP.4
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 _41

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
So, _1 × 11_4 = _. Explain why your answer is
3
reasonable.
Chapter 7 341
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 1
(
__ = 16 × _ + __
8 8 )
STEP 2 Multiply 16 by each number.
STEP 3 Add.
(
= ( 16 × 4 ) + 16 × ___ )
=_+2=_
So, 16 × 4 1_8 = _. Math

that your answers to both
examples are reasonable.
MATHEMATICAL
1. PRACTICE 2
Use Reasoning Explain why you might choose to use the
Distributive Property to solve Example 2.
2. When you multiply two factors greater than 1, is the product less than,
between, or greater than the two factors? Explain.
342
Name
Share
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and Show
Show
1. 12
__ × 34
__ = ___ × ____ 2. 1_1 × 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
6. _34 × 11_ 7. 42_ × 11_ 8. 51_ × 3_4 9. 21_ × 11_

2 5 2 3 2 5
__ __ __ __
10. The table shows how many hours some students

SMARTER
Math Project
worked on their math project.
Name Hours Worked
April worked 1 _21 times longer on her math project than Carl. Debbie
Carl 5 1_4
worked 1 1_4 times longer than Sonia. Richard worked 1 3_8 times longer
than Tony. Match each student’s name to the number of hours he Sonia 6 1_2
or she worked on the math project. Tony 5 2_3

Student Hours Worked
•
April • 719
__
24
Debbie • • 77_
8
Richard • • 81_
8

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 _21 by _21 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. PRACTICE6 Describe a Method Tony’s recipe for soup calls for
1 4 teaspoons of salt. He wants to use 1_2 that amount. How much salt
_
1
will he use? Describe how you found your answer.
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. SMARTER Cara’s muffin recipe calls for 1 1_2 cups of flour for the
muffins and _41 cup of flour for the topping. If she makes _21 of the original
recipe, how much flour will she use?
FOR MORE PRACTICE:

PROBLEM SOLVING
Name
Lesson 7.10
Problem Solving • Find Unknown Lengths
Essential Question How can you use the strategy guess, check, and
revise to solve problems with fractions? Number and Operations—
Fractions—5.NF.4b, 5.NF.6
MP.1, MP.4, MP.6
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

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 _31 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 7 345
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

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 Apply What if the longer side was still 1 _53 the length of the
3
shorter side and the shorter side was 20 inches long? What would the area of
the bottom of the bed be then?
346
Name
Share
Share and
and Show
Show
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

On
On Your
Your Own
Own
4. DEEPER Barry wants to make a drawing that is _1 the

4
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 _41 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 • 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 _43 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 _52 times the width. Select which of the following
could be the dimensions of the original photograph or
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
FOR MORE PRACTICE:

Name
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 5_1 hours. Gabe worked on his science
3
project 1_1 times as long as Diana. Paula worked on her science project 3_ times
4 4
as long as Diana. For numbers 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
2c. Gabe worked longer on his science

project than Paula worked on her
2d. Gabe worked longer on his

science project than Diana and
Paula combined. True False
3. 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 length. What is the
3
length of Louis’s basement?
__ feet
Assessment Options
Chapter Test
Chapter 7 349
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 numbers 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 3_2 miles each day. Which of the following statements
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
350
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 1_1 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
Chapter 7 351
10. Caleb’s family room has the dimensions
shown. He needs to find the area of the
room so that he knows how much carpet
to buy. Complete the area model below to 3 87 yd
find the area of the family room.
1 5 41 yd
3 5 3 5
1
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 numbers 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 _41 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 __
10
4 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
352
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 1_3 times longer than last week. Giovanni
4
will work 1_1 times longer than last week. Sally will work 2_ the number
3 3
of hours 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
What is the area of the quilt? Explain how you found your answer.
__ square feet
Chapter 7 353
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.
Part C
Does Robbie have enough black pepper for 6 batches of the soup?
354
Divide Fractions
Show Wha t You Know

Name
Part of a Group Write a fraction that names the shaded part.

1. total counters _ 2. total groups _
shaded counters _ shaded groups _
Relate Multiplication and Division Use inverse operations and

fact families to solve.
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.

7. 16
__ 8. 3_ _ 5
9. __ 10. 25
__
20 _ 8 12 _ 45 _
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. Be a Math Detective and
find how much money Emily started with.

Online Assessment
Visualize It
Complete the flow map using the review words. Review Words
dividend
Inverse Operations divisor
Multiplication
equation
fraction
factor factor product
× = quotient
_1_ 6 2
3
Division
÷ =
2 1
__ 6
3
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.
5. The ___ is the number, not including the

remainder, that results from dividing.

Lesson 8.1
Name
Divide Fractions and Whole Numbers Number and Operations—
Essential Question How do you divide a whole number by a fraction Fractions—5.NF.7a, 5.NF.7b
and divide a fraction by a whole number? Also 5.NF.7C
MP.3, MP.5
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.

• 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 8 357
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 _21 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 ÷ 3 = _ because _ × 3 = _21 .
Math
2
So, each friend will get _ of the whole package of clay.

When you divide a fraction
by a whole number, how
does the quotient compare
to the dividend? Explain.
358
Name
Share
Share and
and Show
Show
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 ÷ _31 = _ 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. 1_5 ÷ 2 = _
Problem
Problem Solving
Applications
7. DEEPER Luke has 1_ of a package of dried apricots. He divides the

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?
8. SMARTER For numbers 8a–8e, select True or False for each equation.
8a. 1
4 ÷ _1 = __ True False
3 12
8b. 6 ÷ 1_ = 12 True False
2
8c. 1
_ ÷ 2 = 16 True False
8
8d. _1 ÷ 4 = __
1 True False
3 12
8e. 1_ ÷ 3 = 15 True False
5


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?
Emilio’s Work Julia’s Work
If 1_2 ÷ 4 = ■, then ■ × 4 = _21.

1
1 I know that 1_8 × 4 = _21.
2
1 1
4 4 So, 1_2 ÷ 4 = _81 because 1_8 × 4 = _21.
1
_
2
÷ 4 = 1_4
• For the answer that is nonsense, describe how to find the

correct answer.
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.
FOR MORE PRACTICE:

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.7b
MP.1, MP.4, MP.5, MP.6
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?

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.
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.
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

Explain how you can use
multiplication to check your
answer.
Chapter 8 361
Try Another Problem
Roberto is cutting 3 blueberry pies into halves to
give to his neighbors. How many neighbors will
get _21 of a pie?

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©FOOD/Alamy Images
So, _ neighbors will get _21 of a pie.
MATHEMATICAL
• PRACTICE 6
Explain how the diagram you drew for the division
problem helps you write a multiplication sentence.
362
Name
Share
Share and
and Show
Show
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 _31 -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?
5. Thomas makes 5 sandwiches that he cuts into thirds. How many

_1 -size sandwich pieces does he have?
3

On
On Your
Your Own
Own
6. SMARTER Julie wants to make a drawing that is _41 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.
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?
Draw lines in the model to find the answer.
Adrian has _ one-quarter-size pieces of granola bar.
FOR MORE PRACTICE:

Lesson 8.3
Name
Connect Fractions to Division Number and Operations—
Essential Question How does a fraction represent division? Fractions—5.NF.3
MP.2, MP.5, MP.6, MP.7
connect A fraction can be written as a division problem.
3_ 12
__ = 12 ÷ 2
=3÷4
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 = ____
STEP 4 Check your answer.
Since _ × _ = _, the quotient is correct.

quotient divisor dividend Math
Describe a division problem
So, each student will get _ of a sheet of construction paper. where each student gets _43
of a sheet of construction
paper.
Chapter 8 365
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
So, each friend will get __ sheets of poster board. Talk Mathematical Practices
Describe a different way the sheets
of poster board could have been
divided into 4 equal shares.
Try This!
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
8 8
So, each group will get _ inches of string.
• MATHEMATICAL ___ .
1 Evaluate Explain why 125 ÷ 8 gives the same result as 125
PRACTICE 8
366
Name
Share
Share and
and Show
Show
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
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.
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?

Problem
Problem Solving
Applications
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?
MATHEMATICAL
10. 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. SMARTERJason 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
FOR MORE PRACTICE:

Name
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.7a, 5.NF.7b)
2
Divide. Draw a number line or use fraction strips. (5.NF.7a, 5.NF.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.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.

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 8 369
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.7b)
13. Four friends share 3 sheets of construction paper equally. What fraction
of a sheet of paper does each friend get? (5.NF.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.7a)
15. Makayla has 3 yards of ribbon to use for a craft project. She cuts the
ribbon into pieces that are 1_4 yard long. How many pieces of ribbon does
Makayla have? (5.NF.7b)
370
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.7c
multiplication sentence? Also 5.NF.7a, 5.NF.7b
MP.3, MP.5
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 _31 of _41 . Shade 1_3 of _41 .
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.
• 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 8 371
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
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.
372
Name
Share
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and Show
Show
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 .
9. DEEPER Mrs. Lia has 12 pounds of modeling clay. She divides the
clay into 1_ -pound blocks. If Mrs. Lia sets aside 6 of the blocks and gives
2
the rest to the students in her art class, how many 1_2 -pound blocks of clay
does Mrs. Lia give to her class?

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?
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 would travel 10 feet in
_ 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.
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.
FOR MORE PRACTICE:

Lesson 8.5
Name
Interpret Division with Fractions Number and Operations—
Essential Question How can you use diagrams, equations, and story Fractions—5.NF.7a, 5.NF.7b
problems to represent division? Also 5.NF.7c
MP.2, MP.5
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 ÷ _41 , 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 _41 of a gallon of orange juice. What fraction of a

gallon of orange juice does each friend get?
STEP 1 STEP 2
Write an equation. Write a related multiplication

equation. Then solve.
1
__ ÷ _=n
4 1
__ ×
4 _=n 1
4
_=n
So, each friend will get _ of a gallon of orange juice.
Chapter 8 375
Example 2 Write a story problem. Then draw a diagram to solve.
1
4 ÷ __
3
STEP 1 Choose the item you want to divide.
Think: Your problem should be about how many groups

of _31 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 _21 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, _21 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
1
__ ÷ 5 = Talk Mathematical Practices
2 _ Explain how you decided
what type of diagram to
draw for your problem.
376
Name
Share
Share and
and Show
Show
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 _21 -size bar pieces does fraction of the whole pie does each friend get?
she have?
______
______ ______
On
On Your
Your Own
Own
4. SMARTER
Write an equation to 5. DEEPER Draw a diagram to represent the
represent the problem. Then solve. problem. Then solve.
Benito has _31 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
1_
What fraction of a kilogram of grapes is 4 -size sandwich pieces does she have now?
in each bag?
______
______ ______
MATHEMATICAL
6. PRACTICE 2 Represent a Problem Write a story problem to
1
represent 2 ÷ _. Then solve.
8

Problem
Problem Solving
Applications

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
8. SMARTER Melvin has _41 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
FOR MORE PRACTICE:

Name
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
4. 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
trail mix does each friend get?
Assessment Options
Chapter Test
Chapter 8 379
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 ÷ _31 .
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.
380
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 ÷ _31 = 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.
Chapter 8 381
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.
14. Adan has _21 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.
382
Name
16. Jesse is making a pitcher of fruit smoothies that contains 3 cups of
orange juice. His measuring cup only holds _41 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
Chapter 8 383
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 ÷ _51 .
Part C
Use a related multiplication expression to solve your story problem.

Show your work.
20. 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.
384
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. →
385
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.
Important Facts
Work with a partner to design a space habitat made up Modules of a Space Habitat
of 3 modules. The Important Facts name some modules • sleeping room • work room
that you can choose for your design. Cut out, fold, and • kitchen • airlock
tape the patterns for each of the modules that you have • exercise room • life-support room
selected, and for the measuring cube. • bathroom (for air and water
supplies)
Use a formula to find the volume of the measuring
cube in 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
386 Chapters 9–11

Algebra: Patterns and Graphing
Show Wha t You Know
Name
Read and Use a Bar Graph Use the graph Favorite Fruits
to answer the questions.
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. 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: ___
3
Be a math detective by graphing and 2

connecting the map coordinates to locate the
secret documents in the lost briefcase.
1
(3, 3), (4, 2), (4, 4), (5, 3)
0 1 2 3 4 5
Online Assessment
Visualize It
Use the checked words to complete the tree map. Review Words
data
line plot
Preview Words
✓ interval
data ✓ line graph
✓ ordered pair
✓ origin
✓ scale
coordinate grid ✓ x-axis
x-coordinate
✓ y-axis
y-coordinate
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 ___ .

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 ___.

Lesson 9.1
Name
Line Plots Measurement and Data—5.MD.2
Essential Question How can a line plot help you find an average with Also 5.OA.1
data given in fractions? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.7
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, 1_ cup, 1_ cup, _3 cup, 1_ cup, 1_ cup,
_ ✗
4 4 2 4 4 4
✗ ✗
1 cup, 1_ cup, 1_ cup, _3 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 7 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 _41 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 _21 cup of
water. So, there are _ halves, or
___ , or 1 cup. 3×3

__ = ___ , or ___
4
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.
3 + 1 + 21
1__ __ = _ 5 ÷12 = ____
4 4
So, the average amount of water in a beaker is _ cup.
Chapter 9 389
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 _61 -, 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 _21 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 _21 -ounce bags that were made from the three
original 2-ounce bags of rice.
1
2 ÷ __ 2÷1
__ 2÷1
__
6 3 2
2× = 2× = 2× = 1 1 1
6 3 2
STEP 4 Draw an 7 above 1_6 , 1_3 , or 1_2 to show the number of

rice bags.
Math
Explain why there are more
_ -ounce rice bags than
1
6
_ -ounce
1 rice bags.
2
390
Name
Share
Share and
and Show
Show
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, 1_ g, 3_ g,
5 5 5 5 5 5 5
4 g, 1_ g, _2 g, 3_ 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 _51 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 _52 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
_1 -cup amounts? _ average amount of milk used for

2
an order of pancakes? __
7. DEEPER How many more orders
of pancakes used 1_2 cup of milk than 8.
MATHEMATICAL
PRACTICE 2
Use Reasoning
_1 cup and _3 cup of milk combined?
4 4 Describe an amount you could add
to the data that would make the average increase.

Unlock
Unlock the
the Problem
Problem
MATHEMATICAL
9. PRACTICE Make Sense of Problems For 10 straight days,
1
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, _
1 c, 1_ c, _5c
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

seedlings she is growing. The heights were 3_4 in., _87 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
FOR MORE PRACTICE:

Lesson 9.2
Name
Ordered Pairs Geometry—5.G.1
Essential Question How can you identify and plot points MATHEMATICAL PRACTICES
on a coordinate grid? MP.4, MP.5
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
• Describe the path you would take to get from the origin to Math
the aquarium, using horizontal, then vertical movements. Talk Mathematical Practices
Use the x- and y-coordinates
to describe the distance of
the point (3, 2) from the
x- and y-axes.
Chapter 9 393
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
2. Graph the points (3, 2) and (5, 2). Explain how you can
use subtraction to find the horizontal distance between
these two points.
394
Name
Share
Share and
and Show
Show
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)
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.
Show Your Work

Problem
Problem Solving
Applications
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.
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.
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.
FOR MORE PRACTICE:

Lesson 9.3
Name
Graph Data Geometry—
Essential Question How can you use a coordinate grid to display 5.G.2
data collected in an experiment? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.8
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.
Chapter 9 397
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. 25

20
STEP 3 Plot a point for each ordered pair. 15
10
Math 5
What is the ordered pair that you
0 10 20 30 40 50 60
recorded for the data at 10 seconds? x-axis
Explain what each coordinate represents. Time (in seconds)
398
Name
Share
Share and
and Show
Show
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)
Problem
Problem Solving
Applications
4. SMARTER
he table shows the depth of the Dakota River at
Dakota River
diferent 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
(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)

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.
7. DEEPER At what distance do you think the car will stop? Explain and write the ordered pair.
FOR MORE PRACTICE:

Lesson 9.4
Name
Line Graphs Geometry—
Essential Question How can you use a line graph to display 5.G.2
and analyze real-world data? MATHEMATICAL PRACTICES
MP.4, MP.5, MP.7
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 intervals, or difference
between the values 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 9 401
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
the graph to identify the
two readings between which
it did not rain.
Use the graph to answer the questions.

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?
402
Name
Share
Share and
and Show
Show
Use the table at the right for 1–3. Average Monthly Temperature
in Tupelo, Mississippi
1. What scale and intervals 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
Use the table at the right for 5–7. Plant Height
5. Write the related number pairs for the plant Month 1 2 3 4
height as ordered pairs. Height (in inches) 20 25 29 32
6. What scale and intervals would be appropriate

to make a graph of the data?
7. Make a line graph of the data.

8. Use the graph to find the difference in height

between Month 1 and Month 2.
9. SMARTER Use the graph to estimate

the height at 1 _21 months.

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 10–12.

Redding, California
MATHEMATICAL
10. 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. SMARTER The line graph shows the amount of snowfall Accumulated Snowfall
over several days. 10

9
8
Snow level (in feet)
For numbers 12a–12c, select True or False for each statement. 7

6
5
12a. There was no change in the amount 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.
FOR MORE PRACTICE:

Name
Vocabulary
Choose the best term from the box. line graph

line plot
1. The ___ is the horizontal number line on
x-axis
the coordinate grid. (p. 393)
y-axis
2. A ___ is a graph that uses line segments
to show how data changes over time. (p. 401)
Concepts
Concepts and
and Skills
Skills
Use the line plot at the right for 3–5. (5.MD.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. What is the average weight of the kittens in the shelter?
________
Use the coordinate grid at the right for 6–13. (5.G.1)
Write an ordered pair for the given point. 8

6. A __ 7. B __ 7
A
6
8. C __ 9. D __ 5
C
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 9 405
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.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.2)
16. Joy recorded the distances she walked each day for five days. How
far did she walk in 5 days? (5.MD.2)
✗
✗
✗ ✗ ✗
1 1 2
3 2 3
Distance Walked Each Day

(in miles)
406
Lesson 9.5
Name
Numerical Patterns Operations and Algebraic
Thinking—5.OA.3
Essential Question How can you identify a relationship between
two numerical patterns? MATHEMATICAL PRACTICES
MP.7, MP.8
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 9 407
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
how the number pairs are related. Use your rule to find
the number of extra lives at level 8.
Think: For each level, the number of extra lives is _ as Math
great as the number of gold coins. Talk Mathematical Practices
Explain how your rule would change
Rule:_____ if you were relating extra lives to
gold coins instead of gold coins to
extra lives.
So, after 8 levels, Alice will have won _ extra lives.
408
Name
Share
Share and
and Show
Show
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
Muffins 12 24 36 48 ... Number of Meters 1,600 3,200 4,800 6,400
MATHEMATICAL
6. PRACTICE Make Connections Suppose the number of eggs used in
6
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?

OqnakdlRnkuhmf¤@ookhb`shnmr
DEEPER
WRITE Math
7. Emily has a road map with a key that shows an Show Your Work
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 The table shows two sequences of numbers.
Day 1 2 3 4 5
Number of Runners 4 8 12 16 20
Number of Miles 12 24 36 48 ?
For numbers 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 .
FOR MORE PRACTICE: multiply by 5
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.3
MP.1, MP.4, MP.7
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

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
feet)
members by _ to find
the total area. Complete the
So, the area of the dig site if 21 members table.
are digging is _ square feet. Math

Explain how you can use division to find
the number of members if you know the
dig site area is 135 square feet.
Chapter 9 411
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

Solve the Problem
So, Casey uses _ beads.

• What rule could you use to find an unknown number of beads

if you know the related number of triangles?
412
Name
Share
Share and
and Show
Show
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

Number of Rails 12 24 36 ...
Possible rule:

On
On Your
Your Own
Own
3. MATHEMATICAL
PRACTICE 7 Look for a Pattern Jane works as a Shift 1 2 3 ... 20
limousine driver. She earns $50 for every 2–hour shift Hours Worked 2 4 6 ... 40
that she works. How much does Jane earn in one week if
Jane’s Pay ($) 50 100 150 ...
she works 40 hours per week? Write a rule and complete
the table.
Possible rule:
4. SMARTERRosa plays games at a fair. She can

Cost ($) 1 2 3 4 ... 15
buy 8 game tokens for $1. Each game costs 2 tokens.
How many games can she play with 120 tokens? Write Tokens 8 16 24 32 ... 120
a rule and complete the table.
Games 4 8 12 16 ...
Possible rule:
5. DEEPER 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:
6. SMARTER + Look for a pattern.
Figure 1 Figure 2 Figure 3 Figure 4
2 squares 6 squares 10 squares

What is the rule? _
How many squares will there be in Figure 5? _ squares
FOR MORE PRACTICE:

Lesson 9.7
Name
Graph and Analyze Relationships Operations and Algebraic
Essential Question How can you write and graph ordered pairs Thinking—5.OA.3
on a coordinate grid using two numerical patterns? MATHEMATICAL PRACTICES
MP.2, MP.4, MP.7
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)
• MATHEMATICAL
7 Look for Structure Write the final number pair as an
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 9 415
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 the 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)
Talk
Explain how the terms in each sequence
are related. Then determine how one
sequence is related to the other.
Share
Share and
and Show
Show
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
y 60
44
40 50
36
32 40
28
24 30
20
16 20
12
8 10
4 x x
416 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
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.


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 off
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
Lou’s chili: (2, 2), (4, 4), (6, 6), (8, 8) 13
12
George’s Chili
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
FOR MORE PRACTICE:

Name
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. A builder is buying property to build new houses. The

sizes of the lots are 1_6 , 1_2 , 1_3 , 1_2 , _61 , 1_2 , 1_2 , 1_3 , 1_6 , 1_2 , 1_6 , 1_2 , 1_6 , 1_6 ,
and 1_3 acre. Organize the information in a line plot.
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
4
2
0 1 2 3 4 5 6
Day
between Day and Day
Assessment Options
Chapter Test
Chapter 9 419
4. The table shows two sequences of numbers.
Day 1 2 3 4 5
Number of T-shirts
5 10 15 20 25
sold
Amount earned ($) 20 40 60 80 ?
For numbers 4a–4b, 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.
Part B
How much does he earn from his job in Week 6?
$ __
420
Name
6. 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

6
location below with the correct ordered pair that
Barber
marks it on the coordinate grid. Not every ordered 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
7 5
6
3 Clock Bicycle
Art Museum • • (1, 3) Tower Train Shop
Station
• (5, 4) 2
Library
• • (4, 5)
vie
East Park
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
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 9 421
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 numbers 9a–9b, select True or False for 50
Savings ($)
each statement. 45
9a. Maria’s savings increased from $30 True False 40
to $55 over the 5-week period. 35
30
9b. The greatest increase in Maria’s savings True False
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. X
What is the average weight of the bags? Show your work. 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
422
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 numbers 13a–13c, select True or False for each statement.
13a. The bear’s heart rate is at its highest in July. True False
13b. The bear’s average heart rate increases by True False

10 beats per minute from July to August.
13c. The bear’s heart rate is at its lowest in January. True False
Chapter 9 423
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.
Ticket Sales
y
100
∙ (1, 20)
90
80
∙ (2, 30)
Tickets Sold
70
60
50
40 ∙ (3, 45)
30
20
10
x
∙ (4, 75)
0 1 2 3 4 5 6 7
Day ∙ (5, 90)
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 .

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?
424
Convert Units of Measure
Show Wha t You Know
Name
Measure Length to the Nearest Inch
Use an inch ruler. Measure the length to the nearest inch.
1.
about _ inches
2.
about _ inches
Multiply and Divide by 10, 100, and 1,000 Use mental math.
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.
5. length of a pencil __ 6. length of a football field __

You can step out distances of 5 feet by using

an estimate. Two steps or 2 paces is about
5 feet. Be a Math Detective and 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?

Online Assessment
Visualize It
Sort the review and preview words into the Venn diagram. Review Words
Customary Metric decimeter

gallon
gram
length
liter
mass
meter
mile
milligram
milliliter
millimeter
pound
ton
weight
Complete the sentences. Preview Words
1. A metric unit of length that is equal to one tenth of a meter capacity

dekameter
is a __.
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

is a __.
5. A metric unit of mass that is equal to one thousandth
of a gram is a __.

Lesson 10.1
Name
Customary Length Measurement and Data—
5.MD.1
Essential Question How can you compare and convert customary units
of length? MATHEMATICAL PRACTICES
MP.5, MP.7
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
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 10 427
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 _

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?
428
Name
Share
Share and
and Show
Show
Convert.
1. 2 mi 5 __ yd 2. 6 yd 5 __ ft 3. 90 in. 5 _ ft _ in.
Math
Explain how 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

7. 8 ft 3 yd 8. 2 mi 10,500 ft 9. 3 yd 2 ft 132 in.
10. SMARTER Choose the correct word and number to

complete the sentence.
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

Problem
Problem Solving
Applications
11. DEEPER Javon 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?
12. SMARTER Patty 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.
Linear Units
Yards 1 2 3 4
Feet 3 6 9
Inches 36 72
MATHEMATICAL
13. PRACTICE 7 Identify Relationships How are the items in the table
alike? How are they different?
MATHEMATICAL
14. 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.
430
Lesson 10.2
Name
Customary Capacity Measurement and Data—
Essential Question How can you compare and convert customary units 5.MD.1
of capacity? MATHEMATICAL PRACTICES
MP.5, MP.6
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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)
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 10 431
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.
Share
Share and
and Show
Show
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.
2. 3 gal = _ pt 3. 5 qt = _ pt 4. 6 qt = _ c
Math
Explain how converting units of
capacity is similar to converting units
of length. How is it different?
432
Name
On
On Your
Your Own
Own
Convert.
5. 38 c = _ pt 6. 36 qt = _ gal 7. 104 fl oz = _ c
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

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?
Show Your
Explain yourWork
answer for one exercise.

Problem
Problem Solving
Applications
Show your work. For 21–23, use the table.
MATHEMATICAL
21. 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
22. DEEPER Describe 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
23. SMARTER What other pair of customary units of

capacity have the same relationship as pints and quarts?
Explain.
24. SMARTER Shelby made 5 quarts of juice for a picnic. She said that
she made 1 1_4 cups of juice. Explain Shelby’s mistake. © Houghton Mifflin Harcourt Publishing Company
FOR MORE PRACTICE:

Lesson 10.3
Name
Weight Measurement and Data—
Essential Question How can you compare and convert customary 5.MD.1
units of weight? MATHEMATICAL PRACTICES
MP.1, MP.6
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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?
1 pound = _ ounces
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.
So, the weight of the paint can be at most _ ounces

for Hector’s model rocket to be in the contest.
Math
How did you choose which operation

to use to change from pounds to
ounces? Explain.
Chapter 10 435
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.
Share
Share and
and Show
Show
1. Use the picture to complete each equation.
a. 1 pound = _ ounces b. 2 pounds = _ ounces

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
Explain how you can
compare 11 pounds to 175
ounces mentally.
436
Name
On
On Your
Your Own
Own
5. 23 lb = ■ oz 6. 6 T = ■ lb 7. 144 oz = ■ lb
8. 15 T = ■ lb 9. 352 oz = ■ lb 10. 18 lb = ■ oz

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
Problem
Problem Solving
Applications
DEEPER MATHEMATICAL
17. Rhada has a 5-pound bag of clay. 18. PRACTICE 2
Represent a Problem Ellis used
Her craft project requires 5 ounces of clay for 48 ounces of rye flour in a bread recipe. Write
each batch of 6 ornaments. If she uses all of the an expression you could use to find how many
clay, how many ornaments can Rhada make? pounds of rye flour Ellis used. Explain how the
expression represents the problem.
19. 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 _21 -pound
containers. How may containers will he fill? Will any fruit snack be left over?


20. 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.
21. SMARTER For numbers 21a–21c, select True or False for each statement.
21a. 1,500 lb > 1 T True False
21b. 32 oz < 4 lb True False
21c. 24 oz < 1 lb 16 oz True False
FOR MORE PRACTICE:

Lesson 10.4
Name
Multistep Measurement Problems Measurement and Data—
Essential Question How can you solve multistep problems that include 5.MD.1
measurement conversions? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6
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 10 439
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.
Share
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and Show
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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.
Math
3. Cory brings five 1-gallon jugs of juice to serve Talk Mathematical Practices
during parent night at his school. If the paper Explain the steps you took to solve
cups he is using for drinks can hold 8 fluid Exercise 2.
ounces, how many drinks can Cory serve for
parent night?
440
Name
On
On Your
Your Own
Own
Solve.
MATHEMATICAL
4. A science teacher needs to collect lake water 5. PRACTICE Use Diagrams A string of
4
for a lab she is teaching. The lab requires each decorative lights is 28 feet long. The first light
student to use 4 fluid ounces of lake water. If 68 on the string is 16 inches from the plug. If the
students are participating, how many pints of lights on the string are spaced 4 inches apart,
lake water will the teacher need to collect? how many lights are there on the string? Draw a
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 401
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. An office supply company is shipping a case of 9. SMARTERA gallon of unleaded

wooden pencils to a store. There are 64 boxes of gasoline weighs about 6 pounds. About how
pencils in the case. If each box of pencils weighs many ounces does 1 quart of unleaded gasoline
2.5 ounces, what is the weight, in pounds, of the weigh? HINT: 1 quart = 41_ of a gallon
case of wooden pencils?

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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
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.
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.
FOR MORE PRACTICE:

Name
Vocabulary
Choose the best term from the box. capacity

length
1. The ___ of an object is how heavy the
object is. (p. 435) weight
2. The ___ of a container is the amount the

container can hold. (p. 431)
Concepts
Concepts and
and Skills
Skills
Convert. (5.MD.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.1)
9. 96 fl oz 13 c 10. 25 lb 384 oz 11. 8 yd 288 in.

Solve. (5.MD.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 10 443
13. The length of a classroom is 34 feet. What is this measurement in
yards and feet? (5.MD.1)
14. Charlie’s puppy, Max, weighs 8 pounds. How many ounces does
Max weigh? (5.MD.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.1)
16. Sarah uses a recipe to make 2 gallons of her favorite mixed-berry

juice. The containers she plans to use to store the juice have a
capacity of 1 pint. How many containers will Sarah need? (5.MD.1)
17. The average length of a female white-beaked dolphin is about

111 inches. What is this length in feet and inches? (5.MD.1)
444
Lesson 10.5
Name
Metric Measures Measurement and Data—
Essential Question How can you compare and convert metric units? 5.MD.1
MP.2, MP.6, MP.8
Unlock
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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.
number of meters in number of

meters 1 kilometer kilometers
Math
Chose two units in the chart.
_ _
15,000 ● =
Explain how you use powers
of 10 to describe how the
two units are related.
So, Alex’s house is _ kilometers from his grandparent’s house.
Chapter 10 445
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 and
place the decimal point so that rewrite it so that millimeters 1.8 dm = _ mm
decimeters are the whole will be the whole number unit.
number unit. Write zeros to the left of the
decimal point as needed to
complete the whole number.
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
446
Name
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and Show
Show
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
a smaller unit?
8.47 L ● 1,000 = _ mL 9,824 dg ● 1,000 = _ hg
Convert.
3. 4,250 cm = _ m 4. 6,000 mL = _ L 5. 4 dg = _ cg
Math
Explain how you can 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

MATHEMATICAL
12. PRACTICE Use Reasoning Are there less than 1 million, exactly 1 million,
2
or greater than 1 million milligrams in 1 kilogram? Explain how you know.

Problem
Problem Solving
Applications
For 13–14, use the table.
Food for Camping
13. DEEPER Kelly made one batch of raisin and Item Amount
pretzel snack mix. How many grams does she need to 1 can of juice 150 mL
add to the snack mix to make 2 kilograms? 1 bottle of juice 2L
1 batch of pancakes 200 g
raisin & pretzel snack mix 1,425 g
14. SMARTER Kelly plans to take juice on her

camping trip. Which will hold more juice, 8 cans or
2 bottles? How much more?
15. 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?
16. 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?
17. 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

× ∙ =
10 100 1,000
FOR MORE PRACTICE:

PROBLEM SOLVING
Name
Lesson 10.6
Problem Solving • Customary
and Metric Conversions Measurement and Data—
5.MD.1
Essential Question How can you use the strategy make a table to help
you solve problems about customary and metric conversions? MATHEMATICAL PRACTICES
MP.2, MP.3, MP.4, MP.7
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

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.
c 1 2 3 4 1 2 0
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 10 449
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

Solve the Problem
So, Sharon can cut _ 1-decimeter lengths to complete her project.

• MATHEMATICAL
PRACTICE 7 Look for a Pattern What relationship did the table you made show?
Math
another strategy to solve this
problem.
450
Name
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and Show
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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 1 0
qt
4
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 only uses 32 quarts of

water to fill the cooler. How can you use your table to find
how many gallons that is?
3. If Edgardo uses a 1-cup container to fill the cooler, how will

that affect the number of times he has to fill a container to fill
the cooler? Explain.

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. DEEPERKevin 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?
MATHEMATICAL
7. PRACTICE 2 Reason Quantitatively Explain how you could find the number
of cups in five gallons of water.
8. Carla uses 2 _43 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
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.
452 FOR MORE PRACTICE:

Standards Practice Book
Lesson 10.7
Name
Elapsed Time Measurement and Data—
Essential Question How can you solve elapsed time problems by 5.MD.1
converting units of time? MATHEMATICAL PRACTICES
MP.6, MP.7
Unlock
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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)
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 10 453
One Way Use a number line to find elapsed time.
Monica spent 2 _21 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

Explain how you could convert
3 hours 45 minutes to minutes.
454
Name
Share
Share and
and Show
Show
Convert.
1. 540 min = _ hr 2. 8 d = _ hr 3. 110 hr = _ d _ hr
Find the end time. Math

4. Start time: 9:17 a.m. Elapsed time: 5 hr 18 min Explain how to find how long a
movie lasts if it starts at 1:35 P.M. and
End time: __ ends 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.

9. WRITE Math Explain how you could find the number

Show YourinWork
of seconds a full 24-hour day. Then solve.

Problem
Problem Solving
Applications
For 10–12, use the graph.
Podcast Download Time
MATHEMATICAL
10. PRACTICE Use Graphs Which Internet
4
services downloaded the podcast in less than Top Hat 1,050
4 minutes? Groove Box 173
Internet Service
Jackrabbit 980
Internet-C 196
11. SMARTER Which service took the
longest to download the podcast? How much Red Fox 310
longer did it take than Red Fox in minutes and 0 200 400 600 800 1,000
seconds? 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?

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.
FOR MORE PRACTICE:

Name
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.
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 10 457
4. Fred bought 4 liters of liquid laundry detergent, 3,250 milliliters of fabric
softener, and 2.5 liters of bleach. For numbers 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
6. 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.
458
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. 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
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.
Chapter 10 459
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.

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
460
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?
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.
Chapter 10 461
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 numbers 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

462
Geometry and Volume
Show Wha t You Know
Name
Perimeter Count the units to find the perimeter.

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. 4.
_ square units _ square units

Multiply Three Factors Write the product.
5. 3 × 5 × 4 × _ 6. 5 × 5 × 10 × _ 7. 7 × 3 × 20 × _
Clues
Helen must find a certain
• The polyhedron has 1 base.

polyhedron for a treasure rectangular triangular hexagonal
• It has 4 lateral faces that prism prism prism
hunt. Be a Math Detective
meet at a common vertex.
by using the clues to
• The edges of the base are
help Helen identify
all the same length.
the polyhedron.
square pyramid triangular cube
pyramid

Online Assessment
Visualize It
Sort the checked words into the circle map. Review Words
Two-Dimensional Figures ✓ acute triangle

✓ decagon
Polygons equilateral triangle
✓ hexagon
Triangles Quadrilaterals
isosceles triangle
✓ obtuse triangle
✓ octagon
✓ parallelogram
quadrilateral
✓ rectangle
✓ rhombus
✓ right triangle
scalene triangle
Understand Vocabulary ✓ trapezoid
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
regular polygon
of space a solid figure occupies. ___
unit cube
6. I am a polygon that connects with the
volume
bases of a polyhedron. ___

Lesson 11.1
Name
Polygons Geometry—
Essential Question How can you identify and classify polygons? 5.G.3, 5.G.4
MP.5, MP.7, MP.8
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
Castel del Monte because it has _ sides, _ angles, Talk Mathematical Practices
What pattern do you see among the
and _ vertices. number of sides, angles, and vertices
a polygon has?
Chapter 11 465
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
Regular ___ Talk Mathematical Practices
Explain how the group of

polygons in the center section of
the Venn Diagram is related to
Share
Share and
and Show
Show the 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? ___
466
Name
Name each polygon. Then tell whether it is a regular polygon
or not a regular polygon.
2. 3.
4.
Math
Explain why all regular
pentagons have the same shape.
On
On Your
Your Own
Own
or not a regular polygon.
5. 6.
7. 8.
9. 10.

Problem
Problem Solving
Applications
For 11–12, use the Castel del Monte floor plan at the right.
11. DEEPERWhich polygons in the floor plan have four equal sides
and four congruent angles? How many of these polygons are there?
12. 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
13. 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?
14. SMARTERLook 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?
15. SMARTERKayla drew the shape shown. For numbers 15a–15b,

choose the values and term that correctly describe the shape Kayla drew.
4 4
15a. The figure has 6 sides and 6 angles.
12 8
regular heptagon
15b. The figure is a regular pentagon .
regular hexagon
FOR MORE PRACTICE:

Lesson 11.2
Name
Triangles Geometry—
Essential Question How can you classify triangles? 5.G.3, 5.G.4
MP.1, MP.4, MP.6, MP.7
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.
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
Is an equilateral triangle also
a regular polygon? Explain.
Chapter 11 469
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.

Obtuse
Math
Can you draw a triangle that
is right equilateral? Explain.
470
Name
Share
Share and
and Show
Show
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
Can you tell that a triangle is obtuse,
right, or acute without measuring the
On
On Your
Your Own
Own angles? Explain.
A triangle has sides with the lengths and angle measures given.
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.

7. DEEPER
Draw 2 equilateral triangles that are congruent and share a
side. What polygon is formed? Is it a regular polygon?

Problem
Problem Solving
Applications
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. Kelly drew a triangle with exactly 2 congruent sides

SMARTER
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.
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.
__ __ __ __
FOR MORE PRACTICE:

Lesson 11.3
Name
Quadrilaterals Geometry—
5.G.3, 5.G.4
Essential Question How can you classify and compare quadrilaterals?
MP.1, MP.7, MP.8
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 106
▲ Lower Level
105
103 104
101 102
type of quadrilateral.
A general quadrilateral has A parallelogram has

4 sides and 4 angles.
opposite __
that are __
and parallel.
A rectangle is a special A rhombus is a special
parallelogram with _ parallelogram with _

right angles and 4 pairs of congruent sides.
___ sides.
A square is a special A trapezoid is a
parallelogram with quadrilateral with exactly
_ congruent sides 1 pair of __

sides.
and _ right angles.
So, the types of quadrilaterals you can find in the seating chart of the field are
_____________.
Math
Explain how trapezoids and
parallelograms are different.
Chapter 11 473
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.
Parallelograms
A parallelogram is __
a rectangle.
A rhombus is __
a parallelogram.
Rhombuses Rectangles
A trapezoid is __
a parallelogram.
A square is __ a rhombus.
Squares 1. Explain why the circle for parallelograms

does not intersect the circle for trapezoids.
Trapezoids
2. Explain why the section of the Venn

Diagram for squares intersects with both the
section for rhombuses and the section for
rectangles.
474
Name
Share
Share and
and Show
Show
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 ___.
Classify the quadrilateral in as many ways as possible. Write

quadrilateral, parallelogram, rectangle, rhombus, square, or trapezoid.
2. 3.

Talk
Can the parallel sides of a
trapezoid be the same length?
On
On Your
Your Own
Own
Classify the quadrilateral in as many ways as possible. Write
quadrilateral, parallelogram, rectangle, rhombus, square, or trapezoid.
4. 5.
6. 7.

Problem
Problem Solving
Applications
8. A quadrilateral has exactly 2 congruent sides. Which quadrilateral types
could it be? Which quadrilaterals could it not be?
9. SMARTER A 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, parallelogram, rectangle, rhombus,
and square. Draw me. Explain why I fit into each category.
12. SMARTER +For numbers 12a–12c, write the name of one

square
quadrilateral from the tiles on the line 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 never a __.
FOR MORE PRACTICE:

Lesson 11.4
Name
Three-Dimensional Figures Measurement and Data—
Essential Question How can you identify, describe, and classify 5.MD.3
three-dimensional figures? MATHEMATICAL PRACTICES
MP.6, MP.7
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.
___ ___
Math
Base shape: __ Base shape: __ Mathematical Practices
Talk
Name the solid figure. Name the solid figure. 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 11 477
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.
Share
Share and
and Show
Show
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.
478
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.
Problem
Problem Solving
Applications
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?
18. DEEPER Compare the characteristics of prisms and pyramids.

Tell how they are alike and how they are different.
Chpater 11 • Lesson 4 479

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.
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: ___
FOR MORE PRACTICE:

Name
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. 466)
2. Line segments that have the same length, or angles that have
the same measure, are ___ . (p. 466)
Concepts
Concepts and
and Skills
Skills
or not a regular polygon. (5.G.3)
3. 4. 5.

Then write acute, obtuse, or right. (5.G.3, 5.G.4)
6. 7. 8.
120°
30° 30°
__ __ __ __ __ __
Classify the quadrilateral in as many ways as possible. Write all that apply:
quadrilateral, parallelogram, rectangle, rhombus, square, or trapezoid. (5.G.4)
9. 10. 11.
Chapter 11 481
12. What type of triangle is shown below? (5.G.3, 5.G.4)
13. Classify the quadrilateral in as many ways as possible. (5.G.4)
14. Classify the following figure. (5.MD.3)
482
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.3a
to build a solid figure? MATHEMATICAL PRACTICES
MP.1, MP.5, MP.6
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
Math
Describe the different rectangular
So, with 8 unit cubes, I can build _ different prisms that you can make with
4 unit cubes.
rectangular prisms.
Chapter 11 483
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 Explain how the number of edges for the rectangular prism compares to the number of
6
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 _.

• 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.
484
Name
Share
Share and
and Show
Show
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.
Problem
Problem Solving
Applications
Compare the number of unit cubes in each solid figure. Use < , > or =.
6. 7.
_ unit cubes ● _ unit cubes _ unit cubes ● _ unit cubes

MATHEMATICAL
8. 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.

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
FOR MORE PRACTICE:
Lesson 11.6
Name
Understand Volume Measurement and Data—
Essential Question How can you use unit cubes to find the volume 5.MD.3b, 5.MD.4
of a rectangular prism? MATHEMATICAL PRACTICES
MP.3, MP.5, MP.6
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.
• 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 11 487
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
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.
488
Name
Share
Share and
and Show
Show
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 cm 2 in.
4 cm 4 in.
4 cm 4 in.
Each cube 5 1 cu cm Each cube 5 1 cu in.
_ cu cm ● _ cu in.
6.
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
Problem
Problem Solving
Applications
MATHEMATICAL
7. PRACTICE 3 Verify the Reasoning of Others Gerardo says that
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.
SMARTER Pia built a rectangular prism with cubes. The base

8.
of her prism has 12 cm cubes. If the prism was built with 108 cm 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
Carlton built.
5 cm
_ cubic centimeters © Houghton Mifflin Harcourt Publishing Company
3 cm
4 cm
FOR MORE PRACTICE:

Lesson 11.7
Name
Estimate Volume Measurement and Data—5.MD.4
Essential Question How can you use an everyday object to estimate the Also 5.MD.3b
volume of a rectangular prism? MATHEMATICAL PRACTICES
MP.1, MP.2, MP.6
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

and Box 2 has a volume of _ crayon boxes.
So, Izzy should use Box _ to ship the crayons.
Chapter 11 491
Draw Conclusions
MATHEMATICAL
1. PRACTICE 6 Explain how you estimated the volume of the shipping
boxes.
MATHEMATICAL
2. 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
the box at the right.
_ × _ = __
So, the volume of the shipping box at the right
is about __ cubic inches.
492
Name
Share
Share and
and Show
Show
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: ___
Problem
Problem Solving
Applications
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
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?


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?

7. SMARTER A pack of folders have 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
of folders. For numbers 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.
FOR MORE PRACTICE:

Lesson 11.8
Name
Volume of Rectangular Prisms Measurement and Data—5.MD.5a,
Essential Question How can you find the volume of 5.MD.5b
a rectangular prism? MATHEMATICAL PRACTICES
MP.1, MP.7, MP.8
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?

2. What does the number you multiply the height by represent?
So, the volume of Yuan’s rectangular prism is _ in.3
Chapter 11 495
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. SMARTER What if each cube-shaped bead measured 2 centimeters on

each edge? How would the dimensions of the storage box change?
How would the volume change?
496
Name
Share
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and Show
Show
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
Explain why the exponent 2 is used
to express the measure of area and
the exponent 3 is used to express the
On
On Your
Your Own
Own measure of volume.
MATHEMATICAL
4. 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
5. DEEPERThe 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
prism? 4 in.
7 in.
7 in.

Problem
Problem Solving
Applications
6. SMARTER Rich 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. SMARTER John used 1-inch cubes to make the rectangular prism

shown. For numbers 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.

9c. There are layers of cubes.
9d. The volume of the prism is cubic inches.
FOR MORE PRACTICE:

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.5a,
of a rectangular prism? 5.MD.5b
MP.1, MP.6
connect Both prisms show the same dimensions and
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.
Talk
length = _ in. Explain how you can use the
3 in.
Associative Property to group
width = _ in. the part of the formula that
5 in. represents area.
height = _ in. 7 in.
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 11 499
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
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.
500
Name
Share
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and Show
Show
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. 6.
4 cm
12 in.
6 cm
6 in.
10 cm 14 in.
V = __ V = __
MATHEMATICAL
PRACTICE 2 Use Reasoning Algebra Find the unknown measurement.
7. 8.
ft cm
6 ft 15 cm
7 ft 6 cm
V = 420 cu ft ■ = _ ft V = 900 cu cm ■ = _ cm
Problem
Problem Solving
Applications
9. 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?
10. DEEPER The Pearl Restaurant put a larger aquarium

in its lobby. The base of their 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?
11. 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
12. SMARTER 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
FOR MORE PRACTICE:

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.5b
MP.1, MP.7
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.

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
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

the dimensions of the bases.
MATHEMATICAL
1. 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 11 503
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.

Math
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?
504
Name
Unlock the Problem
Share
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and Show
Show √ 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 • 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
to the top, what is the volume of each pool?

On
On Your
Your Own
Own
4. DEEPER Ray wants to buy the larger of two aquariums.

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?
WRITE Math
Show Your Work
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. Dakota's wading pool has a volume of 8,640 cubic

SMARTER
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.

C 28 in. by 31 in. by 13 in.
D 30 in. by 37 in. by 18 in.
FOR MORE PRACTICE:

Lesson 11.11
Name
Find Volume of Composed Figures Measurement and Data—
Essential Question How can you find the volume of rectangular 5.MD.5c
prisms that are combined? Also 5.MD.5b
MP.3, MP.5
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.

_+_=_
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 11 507
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
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
508
Name
Share
Share and
and Show
Show
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
3 ft 2 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
6. Patty added the values of the

SMARTER 10 cm
expressions 2 × 3 × 11 and 2 × 3 × 10 to find

the volume of the composite figure. Describe 3 cm
her error. What is the correct volume of the 2 cm 8 cm
composite figure? 3 cm

Problem
Problem Solving
Applications
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.
8. SMARTER +
A composite figure 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
FOR MORE PRACTICE:

Name
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

numbers 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 vertices.

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 11 511
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?
Part B
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?
512
Name
7. Javier drew the shape shown. For numbers 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.
_ cubic inches 4 in.
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
Chapter 11 513
10. A shipping crate holds 20 shoeboxes. The dimensions of a shoebox are
6 inches by 4 inches by 12 inches. For numbers 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. 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
Mario claims that a rhombus is sometimes a square, but a square is

always a rhombus. Is he correct? Explain your answer.
514
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
14. 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
10 cm
Volume = _ cubic centimeters
Chapter 11 515
15. For numbers 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 never 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
numbers 18a–18d, write the value
from the tiles 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
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.
516
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•brāik ek•spreshən]

expresión algebraica An expression that
includes at least one variable
acute angle [ə•kyt anggəl] ángulo agudo Examples: x + 5, 3a − 4
An angle that has a measure less than a right angle [anggəl] 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 [ârē•ə] área The measure of the number
The Latin word for needle is acus. This of square units needed to cover a surface
means acute triangle
“pointed” [ə•kytYou
or “sharp.” trīang •əl]
will array [ə•rā] matriz An arrangement of objects
triángulothe
recognize root in theAwords
acutángulo 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 trīang•gəl] triángulo

acutángulo A triangle that has three
row
acute angles
addend [adend] sumando A number that is

added to another in an addition problem
addition [ə•dishən] 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•sōshē•āt•iv
präp ər•tē əv ə•dishən] propiedad asociativa de
la suma The property that states that when
the grouping of addends is changed, the sum capacity [kə•pasi•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•sōshē•āt•iv präpər•tē əv mul•tə•pli•kāshən]
propiedad asociativa de la multiplicación centimeter (cm) [sentə•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 figyər] figura cerrada A figure
that begins and ends at the same point
common denominator [kämən dē•nämə•nāt•ər]
denominador común A common multiple of
two or more denominators
balance [baləns] 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 [kämən faktər] 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 [kämən multə•pəl] múltiplo
FAVORITE SPORT común A number that is a multiple of two or
12 more numbers
Number of
10
Students
8 Commutative Property of Addition

6 [kə•mytə•tiv präpər•tē əv ə•dishən] 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tə•tiv präpər•tē əv mul•tə•pli•kāshən]
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•patə•bəl numbərz]
is measured or named números compatibles Numbers that are easy
Examples: to compute with mentally
height base composite number [kəm•päzit numbər] 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 [benchmärk] 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 [dātə] datos Information collected about
people or things, often to draw conclusions
about them
decagon [dekə•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•agə•nəl prizəm] prisma

decagonal A three-dimensional figure with two
4
y-axis
decagonal bases and ten rectangular faces

3
2 decimal [desə•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 [desə•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 [desə•məl sistəm] 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) [desi•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 selsē•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 fârən•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) [dekə•mēt•ər] decámetro A
cylinder [silən•dər] cilindro A solid figure that has
metric unit used to measure length or distance;
two parallel bases that are congruent circles

10 meters = 1 dekameter
Example:
denominator [dē•nämə•nāt•ər] denominador The
number below the bar in a fraction that tells
how many equal parts are in the whole or in
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 [difər•əns] diferencia The answer to a
same value
subtraction problem
equation [ē•kwāzhən] ecuación An algebraic
digit [dijit] 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•menshən] dimensión A measure
equilateral triangle [ē•kwi•latər•əl trīang•gəl]
in one direction
triángulo equilátero A triangle with three
Distributive Property [di•striby•tiv präpər•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•kwivə•lənt] equivalente Having
groups; the inverse operation of multiplication the same value
dividend [divə•dend] dividendo The number that equivalent decimals [ē•kwivə•lənt desə•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•vizhən] división The process of
sharing a number of items to find how many equivalent fractions [ē•kwivə•lənt frakshənz]
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•vīzər] divisor The number that
divides the dividend estimate [estə•mit] noun estimación (s) A number
Example: 15 ÷ 3; 3qw 15 The divisor is 3. close to an exact amount
estimate [estə•māt] verb estimar (v) To find a
number that is close to an exact amount
evaluate [ē•valy•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
Example: even [ēvən] par A whole number that has a 0, 2,

4, 6, or 8 in the ones place
edge
expanded form [ek•spandid 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•spreshən] 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 (.) [grātər 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 ($) [grātər than ôr ēkwəl
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 famə•lē] familia de operaciones greatest common factor [grātəst kämən faktər]
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 [faktər] 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) [fârən•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) [ft] pie (ft) A customary unit used to Example:
measure length or distance; 1 foot = 12 inches
height
formula [fôrmy•lə] fórmula A set of symbols
that expresses a mathematical rule
Example: A = b × h
heptagon [heptə•gän] heptágono A polygon with
fraction [frakshən] fracción A number that names
seven sides and seven angles
a part of a whole or a part of a group
fraction greater than 1 [frakshən grātər 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 [heksə•gän] hexágono A polygon with inverse operations [invûrs äp•ə•rāshənz]
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•säsə•lēz trīang•gəl] triángulo
hexagonal prism [hek•sagə•nəl prizəm] 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•zäntl] horizontal Extending left 10 in. 10 in.
and right
hundredth [hundrədth] 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•dentə•tē
präpər•tē əv ə•dishən] propiedad de identidad kilogram (kg) [kilō•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•lämət•ər] kilómetro (km)
Identity Property of Multiplication [ī•dentə•tē A metric unit used to measure length or
präpər•tē əv mul•tə•pli•kāshən] 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 [latər•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 kämən
inequality [in•ē•kwôlə•tē] desigualdad A dē•nämə•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•sekting 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 kämən multə•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
used to compare two numbers or two

interval [intər•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 ēkwəl 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) [mili•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) [mili•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) [mili•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 [milyən] millón 1,000 thousands; written
number line as 1,000,000
Example:
mixed number [mikst numbər] 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 [multə•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 segmənt] segmento A part of a multiplication [mul•tə•pli•kāshən] 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 [multə•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 [linē•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 [nänə•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 ēkwəl t] no igual a
A symbol that indicates one quantity is not
equal to another
number line [numbər līn] recta numérica A line

mass [mas] masa The amount of matter in
on which numbers can be located
an object
Example:
meter (m) [mētər] 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 [ôrə•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•meri•kəl ek•spreshən]
overestimate [ōvər•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 baləns] balanza de platillos

obtuse angle [äb•ts anggəl] 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 [pârə•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 trīang•gəl] triángulo
obtusángulo A triangle that has one
obtuse angle
octagon [äktə•gän] octágono A polygon with
eight sides and eight angles parallelogram [pâr•ə•lelə•gram] paralelogramo
Examples: A quadrilateral whose opposite sides are
parallel and have the same length, or
are congruent
Example:
octagonal prism [äk•tagə•nəl prizəm] prisma

octagonal A three-dimensional figure with
two octagonal bases and eight rectangular
faces parentheses [pə•renthə•sēz] paréntesis The
symbols used to show which operation or
odd [od] impar A whole number that has a 1, 3,
operations in an expression should be
5, 7, or 9 in the ones place
done first
open figure [ōpən figyər] figura abierta A figure
partial product [pärshəl prädəkt] producto
that does not begin and end at the same point
parcial A method of multiplying in which
order of operations [ôrdər əv äp•ə•rāshənz] the ones, tens, hundreds, and so on are
orden de las operaciones A special set of rules multiplied separately and then the products
which gives the order in which calculations are are added together
done in an expression
partial quotient [pärshəl kwōshənt] cociente
ordered pair [ôrdərd 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 [patərn] 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 valy] 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 [pentə•gän] pentágono A polygon without end in all directions
with five sides and five angles Example:
Examples:
pentagonal prism [pen•tagə•nəl prizəm] prisma plane figure [plān figyər] 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 [päli•gän] polígono A closed plane figure
pentagonal pyramid [pen•tagə•nəl pirə•mid]
formed by three or more line segments
pirámide pentagonal A pyramid with a
Examples:
pentagonal base and five triangular faces
perimeter [pə•rimə•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•hēdrən] poliedro A solid
Example: 85,643,900 has three periods.
figure with faces that are polygons
perpendicular lines [pər•pən•diky•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 numbər] 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 [prizəm] prisma A solid figure that has two
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 [prädəkt] producto The answer to a rectangle [rektang•gəl] rectángulo A
multiplication problem parallelogram with four right angles
Example:
protractor [prōtrak•tər] transportador A tool
used for measuring or drawing angles
pyramid [pirə•mid] pirámide A solid figure with
a polygon base and all other faces are
rectangular prism [rek•tanggyə•lər prizəm]
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•tanggyə•lər pirə•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 [regyə•lər päli•gän] polígono
regular A polygon in which all sides are
congruent and all angles are congruent
related facts [ri•lātid fakts] operaciones
quadrilateral [kwä•dri•latər•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•māndər] 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 [rämbəs] rombo A parallelogram with
quotient [kwōshənt] 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
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 anggəl] ángulo recto An angle that solid figure [sälid figyər] 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
trīang•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 pirə•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 [skālēn trīang•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 [standərd 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) [sekənd] segundo (seg) A small unit straight angle [strāt anggəl] ángulo llano An angle
of time; 60 seconds = 1 minute whose measure is 180°
sequence [sēkwəns] sucesión An ordered list of Example:
numbers
simplest form [simpləst fôrm] mínima expresión X Y Z
A fraction is in simplest form when the subtraction [səb•trakshən] 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;
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•anggyə•lər prizəm] prisma
triangular A solid figure that has two
triangular bases and three rectangular faces
tablespoon (tbsp) [tābəl•spn] cucharada (cda) triangular pyramid [trī•anggyə•lər pirə•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 [talē tābəl] tabla de conteo A table two-dimensional [t də•menshə•nəl]
that uses tally marks to record data bidimensional Measured in two directions,
teaspoon (tsp) [tēspn] cucharadita (cdta) such as length and width
A customary unit used to measure capacity; two-dimensional figure [t də•menshə•nəl figyər]
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 [thouzəndth] milésimo One of one
underestimate [un•dər•estə•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•menshə•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 frakshən] fracción unitaria
A fraction that has 1 as a numerator
three-dimensional figure [thrē də•menshə•nəl
figyər] figura tridimensional A figure having
length, width, and height
Example:
variable [vârē•ə•bəl] variable A letter or symbol
that stands for an unknown number or
numbers
height
Venn diagram [ven dīə•gram] diagrama de Venn
width A diagram that shows relationships among
length sets of things
Example:
ton (T) [tun] tonelada A customary unit used to
measure weight; 2,000 pounds = 1 ton
trapezoid [trapi•zoid] trapecio A quadrilateral
with exactly one pair of parallel sides
Examples: © Houghton Mifflin Harcourt Publishing Company
triangle [trīang•gəl] triángulo A polygon with

three sides and three angles
Examples:
H12 Glossary
vertex [vûrteks] vértice The point where two
or more rays meet; the point of intersection
of two sides of a polygon; the point of
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 aksis] eje de la y The vertical number
line on a coordinate plane
y-coordinate [wī kō•ôrdn•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 [zērō präpər•tē

əv mul•tə•pli•kāshən] 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 [vûrti•kəl] vertical Extending up

and down
volume [väly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 numbər] 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
x-axis [eks aksis] eje de la x The horizontal

number line on a coordinate plane
x-coordinate [eks kō•ôrdn•it] coordenada x
The first number in an ordered pair;
tells the distance to move right or left
from (0, 0)
Student Handbook H13

CALIFORNIA COMMON CORE STATE STANDARDS
Standards You Will Learn Student Edition Lessons

Mathematical Practices
MP.1 Make sense of problems and Lessons 1.6, 1.9, 1.10, 2.1, 2.2, 2.5,
persevere in solving them. 2.6, 2.8, 2.9, 3.11, 3.12, 4.2, 4.5, 4.6,
5.3, 5.7, 5.8, 6.2, 6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.10, 7.9, 7.10, 8.2, 9.6, 10.3,
10.4, 11.2, 11.3, 11.5, 11.7, 11.8,
11.9, 11.10
MP.2 Reason abstractly and quantitatively. Lessons 1.2, 1.3, 1.8, 1.9, 1.10, 1.12,
2.2, 2.7, 2.8, 2.9, 3.2, 3.3, 3.4, 3.7,
3.9, 3.12, 4.7, 4.8, 5.3, 5.4, 5.5, 5.6,
5.8, 6.4, 6.5, 6.6, 6.7, 6.8, 6.10, 6.11,
7.3, 7.7, 7.9, 8.3, 8.5, 9.1, 9.7, 10.4,
10.5, 10.6, 11.7
MP.3 Construct viable arguments and Lessons 1.11, 2.4, 2.5, 3.10, 4.4, 5.2,
critique the reasoning of others. 7.4, 7.5, 8.1, 8.4, 10.6, 11.6, 11.11
MP.4 Model with mathematics. Lessons 1.6, 1.7, 1.9, 1.10, 1.11, 1.12,
2.3, 2.7, 2.9, 3.8, 3.11, 4.1, 4.2, 4.4,
4.5, 7.5, 7.7, 7.9, 7.10, 8.2, 9.1, 9.2,
9.3, 9.4, 9.6, 9.7, 10.6, 11.2
MP.5 Use appropriate tools strategically. Lessons 1.1, 1.4, 1.6, 1.7, 1.8, 2.3,
3.1, 3.5, 3.6, 3.7, 3.8, 3.12, 4.2, 4.3,
4.6, 5.1, 5.2, 5.5, 5.8, 6.1, 6.2, 6.9,
7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8,
8.1, 8.2, 8.3, 8.4, 8.5, 9.2, 9.3, 9.4,
10.1, 10.2, 11.1, 11.5, 11.6, 11.11
MP.6 Attend to precision. Lessons 1.7, 1.8, 2.1, 2.3, 3.1, 3.3,
3.5, 3.6, 3.9, 4.5, 4.6, 4.7, 5.1, 5.5,
5.6, 5.7, 6.1, 6.6, 6.7, 7.1, 7.2, 7.3,
7.4, 7.5, 7.7, 7.8, 7.10, 8.2, 8.3, 10.2,
10.3, 10.4, 10.5, 10.7, 11.2, 11.4,
11.5, 11.6, 11.7, 11.9
MP.7 Look for and make use of structure. Lessons 1.1, 1.2, 1.4, 1.5, 3.1, 3.2,
3.4, 3.7, 3.10, 3.12, 4.1, 4.3, 4.8, 5.1,
5.4, 5.6, 6.1, 6.3, 6.4, 6.9, 6.11, 7.6,
8.3, 9.1, 9.4, 9.5, 9.6, 9.7, 10.1, 10.6,
10.7, 11.1, 11.2, 11.3, 11.4, 11.8,
11.10
MP.8 Look for and express regularity in Lessons 1.3, 1.5, 2.4, 2.6, 3.6, 4.1,
repeated reasoning. 4.8, 6.2, 6.9, 6.11, 7.6, 9.3, 9.5, 10.5,
11.1, 11.3, 11.8
H14 Correlations
Domain: Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.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.2 Write simple expressions that record Lesson 1.10
calculations with numbers, and
interpret numerical expressions
without evaluating them. For
example, express the calculation “add
8 and 7, then multiply by 2” as
2 × (8 + 7). Recognize that 3 ×
(18932 + 921) is three times as large
as 18932 + 921, without having
to calculate the indicated sum or
product.
5.OA.2.1 Express a whole number in the range Lesson 6.4
2–50 as a product of its prime factors.
For example, find the prime factors of
24 and express 24 as 2 × 2 × 2 × 3.
Analyze patterns and relationships.
5.OA.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. For example, given
the rule “Add 3” and the starting
number 0, and given the rule “Add 6”
and the starting number 0, generate
terms in the resulting sequences,
and observe that the terms in one
sequence are twice the corresponding
terms in the other sequence. Explain
informally why this is so.
Correlations H15
Domain: Number and Operations in Base Ten
Understand the place value system.
5.NBT.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.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.3 Read, write, and compare decimals to
thousandths.
5.NBT.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.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.4 Use place value understanding to Lesson 3.4
round decimals to any place.
H16 Correlations
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5 Fluently multiply multi-digit Lessons 1.6, 1.7
whole numbers using the standard
algorithm.
5.NBT.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.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.1 Add and subtract fractions with Lessons 6.1, 6.5, 6.6, 6.7, 6.8,
unlike denominators (including mixed 6.9, 6.11
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. For example, 2/3 + 5/4
= 8/12 + 15/12 = 23/12. (In general,
a/b + c/d = (ad + bc)/bd.)
5.NF.2 Solve word problems involving Lessons 6.1, 6.2, 6.3, 6.10
addition and subtraction of fractions
referring to the same whole, including

cases of unlike denominators, e.g.,
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. For example, recognize an
incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.
Correlations H17
Apply and extend previous understandings of multiplication and division to
multiply and divide fractions.
5.NF.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,
mixed numbers, e.g., by using visual
fraction models or equations to
represent the problem. For example,
interpret 3/4 as the result of dividing
3 by 4, noting that 3/4 multiplied by 4
equals 3, and that when 3 wholes are
shared equally among 4 people each
person has a share of size 3/4. If 9
people want to share a 50-pound sack
of rice equally by weight, how many
pounds of rice should each person
get? Between what two whole
numbers does your answer lie?
5.NF.4 Apply and extend previous
understandings of multiplication to
multiply a fraction or whole number
by a fraction.
5.NF.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. For
example, use a visual fraction model
to show (2/3) × 4 = 8/3, and create
a story context for this equation. Do
the same with (2/3) × (4/5) = 8/15. (In
general, (a/b) × (c/d) = ac/bd.)
5.NF.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.
H18 Correlations
multiply and divide fractions. (Continued)
5.NF.5 Interpret multiplication as scaling
(resizing), by:
5.NF.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.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.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.
Correlations H19
multiply and divide fractions. (Continued)
5.NF.7 Apply and extend previous
understandings of division to divide
unit fractions by whole numbers and
whole numbers by unit fractions.
5.NF.7a Interpret division of a unit fraction Lessons 8.1, 8.5
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.7b Interpret division of a whole number Lessons 8.1, 8.2, 8.5
by a unit fraction, and compute such
quotients. For example, create a story
context for 4 ÷ (1/5), and use a visual
fraction model to show the quotient.
Use the relationship between
multiplication and division to explain
that 4 ÷ (1/5) = 20 because 20 × (1/5)
= 4.
5.NF.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.
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?
Domain: Measurement and Data
Convert like measurement units within a given measurement system.

5.MD.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.
H20 Correlations
Represent and interpret data.
5.MD.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. For example,
given different measurements of
liquid in identical beakers, find the
amount of liquid each beaker would
contain if the total amount in all the
beakers were redistributed equally.
Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition.
5.MD.3 Recognize volume as an attribute of Lesson 11.4
solid figures and understand concepts
of volume measurement.
5.MD.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.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.4 Measure volumes by counting unit Lessons 11.6, 11.7
cubes, using cubic cm, cubic in, cubic
ft, and improvised units.
Correlations H21
Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition. (Continued)
5.MD.5 Relate volume to the operations
of multiplication and addition and
solve real world and mathematical
problems involving volume.
5.MD.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.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.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.
H22 Correlations
Domain: Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.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.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.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.
For example, all rectangles have
four right angles and squares are
rectangles, so all squares have four
right angles.
5.G.4 Classify two-dimensional figures in a Lessons 11.1, 11.2, 11.3
hierarchy based on properties.
Correlations H23
customary units, 427–430, 431–434,
435–438, 449–452
length, 427–430, 445-448
Activities mass, 445–448
Activity, 17, 271, 470, 474 metric units, 445–448, 449–452
Cross-Curricular. See Cross-Curricular multistep problems, 439–442
Activities and Connections time, 453–456
Investigate, 5, 71, 109, 125, 129, 171, weight, 435–438
189, 213, 227, 253, 257, 311, 319, 333, patterns with decimals, 147–150,
357, 397, 483, 487, 491 167–170, 209–212
Math Detective, 3, 61, 107, 165, 207, 251, volume, 487–490, 491–494, 495–498,
305, 355, 387, 425, 463 499–502, 503–506, 507–510
Mental Math, 13–16, 21–24, 155, 262, Analog clocks, 453–455
297, 436 Area models, 36, 319, 333–336
Acute triangles, 469–472 Art
Addition Connect to Art, 326, 486
Associative Property of, 13–16, 155–158, Assessment
295–298 Chapter Review/Test, 55–60, 101–106,
Commutative Property of, 13–16, 159–164, 201–206, 243–248, 299–304,
155–159, 295–298 349–354, 379–384, 419–424, 457–462,
of decimals, 125–128, 139–142, 147–150, 511–516
155–159 Constructed Response, 58, 106, 164, 206,
estimation and, 135–138, 139–142, 246, 304, 354, 384, 424, 462, 514
261–264 Mid-Chapter Checkpoint, 25–26, 79–80,
of fractions with unlike denominators, 133–134, 187–188, 225–226, 277–278,
253–256, 273–276, 295–298 331–332, 369–370, 405–406, 443–444,
Identity Property of, 13–16 481–482
inverse operations with subtraction, 144, Performance Task, 58, 106, 164, 206, 246,
291–293 304, 354, 384, 424, 462, 514
of mixed numbers, 277–278, 287–290 Personal Math Trainer, In every chapter.
of money, 151–154 Some examples are: 3, 61, 107, 142,
patterns, 147–150, 287–290 178, 200, 229, 242, 256, 268, 318, 326,
problem solving, 151–154, 291–294 364, 374, 396, 414
properties of, 13–16, 155–158, 295–298 Show What You Know, 3, 61, 107, 165,
Algebra 207, 251, 305, 355, 387, 425, 463
coordinate grid Associative Property of Addition, 13–16,
plot ordered pairs, 393–396, 401–404, 155–158, 295–298
415–418
Associative Property of Multiplication,
equations
13–16
addition, 13–15, 253–256, 291–294
division, 68, 375–378, 432, 453 Average (mean), 389–392
multiplication, 13–15, 25, 68, 375,
431, 435
subtraction, 257–260, 291–293, 435
expressions, 13–16, 43–46, 47–50, 51–54
measurement Bar models, 97–100, 427, 431, 435, 438
capacity, 431–434, 445–448 Base, 17, 499–502
conversions, 427–430, 431–434, exponents, 17
435–438, 439–442, 445–448, 449– prisms, 477–480, 499–502
452, 453–456 pyramids, 477–480
H24 Index
Base-ten blocks, 5, 8, 17, 71–74, 125–128, mixed numbers, 337–340
129–132, 213, 214, 221 quadrilaterals, 473–476
Base-ten number system, 5–8, 9–12, 17, two-dimensional figures, 473–476
71–74, 125–128, 129–132, 214 Compatible numbers,
Benchmarks estimate division with two-digit divisor,
to estimate decimal sums and differences, 81–84, 217–220
135–138 Cones, 478–480
to estimate fraction sums and Connect, 47, 68, 81, 93, 125, 129, 193, 197,
differences, 261–264 210, 235, 236, 273, 295, 328, 338, 365,
Bubble maps, 208 372, 495, 499
Connect to Art, 326, 486
Connect to Health, 24, 344
Connect to Reading, 286, 430, 480
Connect to Science, 138, 238, 404, 472
Calculator, 156 Connect to Social Studies, 74
California Common Core State Standards, Constructed Response, 58, 106, 164, 206,
H14–H23 246, 304, 354, 384, 424, 462, 514
Capacity Conversions
converting customary units, 431–434, customary capacity, 431–434, 449–452
439–442, 449–452 customary length, 427–430, 449–452
converting metric units, 445–448, 449–452 customary weight, 435–438, 449–452
Centimeters, 445–448 metric units, 445–448, 449–452
Chapter Openers, 3, 61, 107, 165, 207, 251, time, 453–456
305, 355, 387, 425, 463 Coordinate grid
Chapter Review/Test, 55–60, 101–106, distance, 393–396
159–164, 201–206, 243–248, 299–304, plot ordered pairs, 393–396, 397–400,
349–354, 379–384, 419–424, 457–462, 401–404, 415–418
511–516 with whole numbers, 393–396, 397–400,
Checkpoint, Mid-Chapter. See Mid-Chapter 401–404, 415–418
Checkpoint Correlations
Choose a method, 155–159 California Common Core State Standards,
H14–H23
Circle maps, 464
Critical Area
Common denominators Common Core, 1, 249, 385
to add and subtract fractions, 269–272,
273–276, 277–278, 279–282, 283–286, Cross-Curricular Activities and Connections
287–290 Connect to Art, 326, 486
least, 270–272 Connect to Health, 24, 344
Connect to Reading, 286, 430, 480
Communicate Math Ideas Connect to Science, 138, 238, 404, 472
Math Talk, In every lesson. Some Connect to Social Studies, 74
examples are: 5, 22, 263, 285, 440, 508
Write Math, In some lessons. Some Cubes, 499–502
examples are: 7, 212, 264, 433, volume of, 487–490, 491–494
455, 510 Cubic units, 491–494, 499–502, 503–506
© Houghton Mifflin Harcourt
Commutative Property of Addition, 13–16, Cups, 431–434

155–158, 295–298 Customary units
Commutative Property of Multiplication, capacity, 427–430, 431–434, 449–452
13–16 converting, 427–430, 431–434
Comparing of length, 427–430
decimals, 117–120 weight, 435–438, 449–452
fractions, 323–326 Cylinders, 478–480
Index H25
subtraction
choose a method, 155–158
equivalent decimals and, 144–146
Data estimate, 135–138
collect and analyze, 389–392, 397–400, through hundredths, 129–132, 143–
401–404 146
line graphs, 401–404, 415–418 inverse operations, 144–146
line plots, 389–392 model, 129–132
Venn diagram, 4, 426, 466, 474 money, 151–154
Days, 453–456 place value, 143–146, 155–158
Decagonal prisms, 477 regrouping, 129–132, 143–146
thousandths
Decagons, 465–468, 477 model, 109–112
Decimals read and write, 109–112, 113–116
addition write as a fraction, 89–92
Associative Property, 155–158 Decimeters, 445–448, 449-452
choose a method, 155–158
Commutative Property, 155–158 Dekameters, 445–448
equivalent decimals, 140–142 Denominators
estimate, 135–138, 139–142, 151–154 addition, with unlike, 253–256, 273–276,
through hundredths, 125–128, 277–278, 295–298
139–142 common, 269–272, 273–276
inverse operations, 144 least common denominator, 273–276, 279
model, 125–128 subtraction, with unlike, 261–264,
money, 151–154 273–276, 277–278
place value and, 139–142, 155–158 Distributive Property, 14–16, 36–38, 39–42,
regrouping, 125–128, 139–142 180, 342–343
compare, 117–120 Division
division adjusting quotients, 93–96
estimate, 217–220, 232, 235 algorithm for, 67–80, 85–88, 221–224,
model, 213–216, 221, 227–230 231–234, 371–374
patterns, 209–212 bar models, 97–100
place value, 221–224, 231–234 by decimals, 209–212, 227–230, 231–234,
write zeros, 235–238 235–238
equivalent, 140–142 of decimals, 209–212, 213–216, 217–220,
money as 221–224, 227–230, 231–234,
addition and subtraction, 151–154 235–238
multiplication Distributive Property, 36–38, 39–42
expanded form, 179–182 draw a diagram, 151–154, 183–186,
model, 171–174, 175, 179–181, 361–364, 375–378, 441
189–192 estimate, 63–66, 67–70, 81–84, 85–88,
money, 183–186, 198 93–96, 217–220, 232, 235
patterns, 167–170 of four-digit numbers, 64–66, 67–80
place value, 167–170, 175–178, as a fraction, 89–92, 365–368
179–182, 193–196 interpreting, 375–378
zeros in product, 197–200 interpret the remainder, 89–92
multistep problems, 239–242 inverse operation to multiplication,
order and compare, 117–120 35–38, 66–69, 357–360

patterns, 147–150, 167–170, 209–212 model, 35–38, 71–74, 97–100, 227–230,
place value, 113–116, 139–142, 143–146, 357–360, 361–364, 365–368, 371–374,
155–158, 167–170, 175–178, 179–182, 375–378
193–196 by one-digit numbers, 35–38, 39–42,
rounding, 121–124, 135–138, 194 63–66, 67–70, 97–100
order of operations, 47–50, 51–54
H26 Index
partial quotients, 75–78 Expanded form, 9–12, 113–116, 179–182
patterns, 81–84, 209–212 Exponents
related to multiplication, 35–38, 68, exponent form, 17–20
357–360, 371–374 powers of 10, 17–20
remainder, 68, 75–77, 89–92 word form, 17–20
of three-digit numbers, 39–42, 63–66,
Expressions
68–70, 71–74, 75–78, 82–84, 85–88
numerical, 13–16, 43–46, 47–50,
by two-digit numbers, 71–74, 75–78,
51–54
81–84, 85–88, 93–96
order of operations, 47–50, 51–54
by unit fractions, 357–360, 361–364,
371–374, 375–378
write zeros, 235–238
Divisor. See Division
one-digit divisors, 35–38, 39–42, 63–66,
67–80, 97–100 Faces, 477–480, 483–486
two-digit divisors, 71–74, 75–78, 81–84, Factors, 265–268
85–88, 93–96 Fahrenheit thermometer, 397–398
Draw a Diagram, 151–154, 183–186, Feet, 427–430
361–364, 375–378, 441
Flow map, 62, 166, 356
Draw Conclusions, 6, 71, 110, 125, 129, 172,
190, 213, 227, 253, 257, 311, 319, 334, Fluid ounces, 431–434
358, 398, 488, 492 Formulas
Drawing for volume, 503–506, 507–510,
Draw a Diagram, 151–154, 183–186, 499–502
361–364, 375–378, 441 Fractions
Draw Conclusions, 6, 71, 110, 125, 129, addition,
172, 190, 213, 227, 253, 257, 311, 319, Associative Property, 295–298
334, 358, 398, 488, 492 common denominator, 273–276,
277–278
Commutative Property, 295–298
equivalent fractions, 253–256,
273–276, 277–278, 295–298
Edges estimate, 261–264, 277–278
of three-dimensional figures, 483–486 mixed numbers, 277–278
Elapsed time, 453–456 models, 253–256
patterns, 287–290
Equilateral triangles, 469–472
properties of, 295–298
Equivalent fractions, 269–272 rounding, 261–264
Errors find common denominators, 269–272
What’s the Error?, 12, 124, 138, 170, 216, least common denominator,
234, 322, 400 270–272, 273
Essential Question, In every lesson. Some line plots, 389–392
examples are: 5, 27, 253, 279, 389, 465 common denominator, 269–272
as division, 365–368
Estimation
draw a diagram, 361–364, 375–378
decimal sums and differences, 135–138
interpreting, 375–378
division,
by unit fraction, 357–360, 361–364,

two-digit divisor, 81–84
371–374, 375–378
fraction sums and differences
by whole-number, 357–360, 361–364,
with unlike denominators, 261–264
371–374, 375–378
quotients, 81–84, 217–220
write an equation, 375–378
volume, 495–498
write a story problem, 376–378
Evaluate expressions, 13–16, 47–50, 51–54
with grouping symbols, 51–54
Index H27
equivalent, 269–272 parallelograms, 473–476
find a fractional part of a group, pentagons, 465–468, 477–480
307–310 polygons, 465–468, 477
multiplication, polyhedrons, 477–480
area, 333–336 prisms, 477–480, 481–484, 499–502,
Distributive Property, 342–343 503–506, 507–510
by a fraction, 307–310, 311–314, pyramids, 477–480
315–318, 319–322, 327–330 quadrilaterals, 465–468, 473–476
with mixed numbers, 333–336, rectangles, 473–476
337–340, 341–344 rhombuses, 473–476
models, 307–310, 311–314, 315–318, spheres, 478–479
319–322, 323–326, 327, 333–336, squares, 473–476
337–340, 341–344 trapezoids, 473–476
scaling, 323–326, 337–340 triangles, classify, 469–472
by whole numbers, 307–310, 311–314, two-dimensional figures, 465–468,
315–318 469–472, 473–476
operations with line plots, 389–392 Venn diagrams, 466, 474, 482
rounding, 261–264 volume, 483–486, 487–490, 491–494,
subtraction, 495–498, 499–502, 503–506, 507–510
common denominator, 273–276, Glossary, H1–H13
282–284, 283–286
Go Deeper problems, In most lessons.
equivalent fractions, 257–260,
Some examples are: 34, 124, 230, 325,
273–276, 277–278, 283–286
360, 497
estimate, 261–264
mixed numbers, 277–278, 283–286 Grams, 445–448
models, 257–260 Graphic Organizers. See Tables and
patterns, 287–290 Charts
renaming and, 283–286 Bubble Maps, 208
rounding, 262–264 Circle Map, 464
with unlike denominators, 253–256 Flow Map, 62, 166, 356
Fraction Strips, 253–256, 257–260, 311–314, H-diagram, 252
357–360 problem solving, 39–40, 97–98, 151–152,
183–184, 239–240, 291–292, 345–346,
361–362, 411–412, 449–450, 503–504
Tree Map, 108, 265–268, 388
Venn diagram, 4, 426, 474
Graphs,
Gallons, 431–434, 449–452 intervals, 401–404
Geometry. See also Polygons; Three- line graphs, 401–404, 415–418, 434
dimensional figures; Two-dimensional line plots, 389–392
figures plot ordered pairs, 393–396, 401–404,
classification of figures, 473–476, 477–480 415–418
compare two-dimensional figures, relationships and, 415–418
473–476 Venn diagrams, 4, 426, 466, 474, 482
cones, 478–480 Grouping symbols, 51–54
cubes, 463, 483–486, 491–494, 499–502
Guess, check, and revise, 345–348
cylinders, 478–480
decagons, 465, 477

heptagons, 465–468
hexagons, 465–468, 477
model three-dimensional figures,
477–480, 483–486 H-diagram, 252
nonagons, 465 Health
octagons, 465–468, 477 Connect to Health, 24, 344
H28 Index
Heptagons, 465–468 Lines
Hexagonal prisms, 463, 477, 479 parallel, 473
perpendicular, 473
Hexagons, 465–468, 477
Liters, 445–448
Hours, 453–456
Identity Property of Addition, 13–16 Make a Table, 151–154, 449–452,

503–506
Identity Property of Multiplication, 13–16,
337 Make Connections, 6, 72, 110, 126, 130, 172,
190, 214, 228, 254, 258, 312, 320, 334,
Inches, 416–417, 427–430
358, 398, 488, 492
Interpret the Remainder, 89–92
Manipulatives and materials
Intervals, 401–404 analog clocks, 453–456
Inverse operations base-ten blocks, 5, 8, 17, 71–74, 125–128,
addition and subtraction, 144, 129–132, 214, 216
291–292 calculator, 156
multiplication and division, 35–38, 68–69, centimeter cubes, 483, 491
357–360 counting cubes, 5, 485
Investigate, 5, 71, 109, 125, 129, 171, 189, Fahrenheit thermometer, 397
213, 227, 253, 257, 311, 319, 333, 357, fraction circles, 312
397, 483, 487, 491 fraction strips, 253–256, 257–260, 311,
357–360
Isosceles triangles, 469–472
MathBoard, In every lesson. Some
examples are: 7, 22, 94, 284, 311, 489
number cubes, 5
protractor, 470
ruler, 470
Kilograms, 445–448 square tile, 333
Kilometers, 445–448 unit cubes, 483–486, 487–490
MathBoard, In every lesson. Some examples
are: 7, 22, 94, 284, 311, 489
Math Detective, 3, 61, 107, 165, 207, 251,
305, 355, 387, 425, 463
Lateral faces, 477–480 Mathematical Practices
Least common denominator 1) Make sense of problems and persevere
add and subtract fractions, in solving them, In some lessons.
273–274 Some examples are: 12, 182,
finding, 270–272 224, 392
Length 2) Reason abstractly and quantitatively, In
converting customary units, 427–430, some lessons. Some examples are: 16,
449–452 282, 317, 437
3) Construct viable arguments and
Lesson Essential Question, In every critique the reasoning of others, In
Student Edition lesson. Some examples some lessons. Some examples are: 38,
are: 5, 27, 253, 279, 389, 465 116, 259, 400
Line graphs, 401–404, 415–418 4) Model with mathematics, In some
Line plots, 389–392 lessons. Some examples are: 66, 314,
fraction operations with, 389–392 434
Index H29
5) Use appropriate tools strategically, In comparing, 337–340
some lessons. Some examples are: 71, multiplication of, 333–336, 337–340,
360, 465 341–344
6) Attend to precision, In some lessons. renaming as fractions, 284, 341–344
Some examples are: 65, 344, 361, 468 subtraction of, 277–278, 283–286
7) Look for and make use of structure, In Modeling
some lessons. Some examples are: 95, decimal addition, 125–128
290, 410, 472 decimal division, 171–174, 175–178,
8) Look for and express regularity in 227–230
repeated reasoning, In some lessons. decimals, 125–128, 129–132,
Some examples are: 112, 364, 465, 495 227–230
Math Idea, 9, 76, 465, 477 Distributive Property, 14–16, 36–38
Math on the Spot Videos, In every lesson. division of whole numbers, 36–38, 71–74,
Some examples are: 42, 112, 230, 374, 97–100, 213–216, 221–224, 357–360
476, 498 fraction addition, 253–256
fraction multiplication, 311–314, 315–318,
Math Talk, In every lesson. Some examples
319–322, 327–330
are: 5, 22, 263, 285, 440, 508
fraction subtraction, 257–260
Measurement measurement, 427–430, 431–434,
capacity, 431–434 435–438
conversions, 427–430, 431–434, 435–438, multiplication of decimals, 171–174,
439–442, 445–448, 453–456 179–181, 189–192
customary units, 427–430, 431–434, multiplication of whole numbers,
435–438 171–174, 175, 179–182
length, 21, 121, 135, 179, 193, 213, place value, 5–8, 9–12
291–292, 333–336, 345–348, 427–430, place-value and rounding, 113–116,
470–471 121–124
metric units, 445–448, 449–452 three-dimensional figures, 483–486,
multistep problems, 439–442 491–494, 495–498, 503–506
time, 221, 235, 453–456 two-dimensional figures, 473–476
volume, 491–494, 495–498, 507–510
Modeling using bar models, 97–100, 427,
weight, 97–97, 175–178, 435–438,
431, 435, 438
440–442
Modeling using base-ten blocks, 5–8, 17,
Mental Math, 13–16, 21–24, 155, 262,
125–128, 129–132
297, 436
Modeling using decimal models, 109–112,
Meters, 445–448
125–128, 129–132, 171–174, 179–181,
Metric units 189–192
capacity, 445–448
Modeling using fraction strips, 253–256,
converting, 445–448, 449–452
257–260, 311–314
length, 427–430
Modeling using number lines, 261–264,
Mid-Chapter Checkpoint, 25–26, 79–80,
454–455
133–134, 187–188, 225–226, 277–278,
331–332, 369–370, 405–406, 443–444, Modeling using place-value charts, 9–12,
481–482 113–116
Miles, 428–430 Modeling using quick pictures, 72–74,
126–128, 130–132, 139–142,
Milligrams, 445–448
172–173, 221
Millimeters, 445–448
Modeling using Venn Diagrams, 4, 426, 474
Millions, 9–12
Money
place value, 9–12
addition and subtraction of, 151–154
Minutes, 453–456 division of, 218
Mixed numbers estimate, 80
addition of, 277–278 multiplication of, 183–186, 198
H30 Index
Months, 453 estimating fraction sums and differences
Multiplication with, 261–264
Associative Property of, 13–16, 503–506 to find elapsed time, 454
by decimals, 189–192, 193–196, 197–200 multiplying fractions on, 324–325, 338
decimals by whole numbers, 171–174, Numbers. See Decimals; Fractions; Mixed
175–178 numbers; Whole numbers
with expanded form of decimals, compatible, 63–66, 67–80, 81–84
179–182 expanded form of, 9–12, 113–116,
Distributive Property, 14–16, 180, 342–343 179–182
draw a diagram, 183–186, 361–364 standard form of, 9–12, 113–116
estimation, 27, 194 word form of, 9–12, 113–116
fraction modeling explained, Number system, base ten, 5–8, 9–12, 17,
of fractions by fractions, 319–322, 167–170, 209–212
327–330
Numerical expressions, 13–16, 43–46, 47–50
of fractions by whole numbers,
evaluate, 47–50, 51–54
311–314, 315–318
as inverse operation, 35–38, 68 Numerical patterns, 287–290, 407–410,
inverse relationship to division, 35–38, 415–418
357–360, 371–374
mixed numbers, 333–336, 337–340,
341–344
models, 171–174, 179–181, 189–192
money, 183–186, 198 Obtuse triangles, 469–472
multistep problems, 439–442
Octagonal prisms, 477–480
by one-digit numbers, 27–30, 357–360
order of operations, 47–50, 51–54 Octagons, 465–468, 477
patterns, 18, 21–24, 167–170 On Your Own, In most lessons. Some
place value, 113–116, 167–170, 175–178, examples are: 11, 22, 285, 297, 467, 501
179–182, 193–196 Operations
by powers of 10, 17–20, 21–24, 236 inverse, 35–38, 68, 144, 291, 357–360,
problem solving using, 39–42, 183–186, 371–374
361–364 order of, 47–50, 51–54
properties of, 13–16 Ordered pairs, 393–396, 415–418
related to division, 35–38, 357–360,
371–374 Ordering
by two-digit numbers, 21–24, 31–34 decimals, 117–120
with zeros in the product, 197–200 Order of Operations, 47–50, 51–54
Multistep problems, Origin, 393–396
measurement, 439–442 Ounces, 435–438, 444–442
Go Deeper problems, In most lessons.
360, 497
Parallel lines, 473–476

Parallelograms, 473–476
Nonagons, 465 Parentheses ( ), 44–46, 47–50, 51–54, 295

Number lines Partial quotients
adding fractions on, 261 two-digit divisors, 75–78, 217–220
dividing unit fractions on, 357 Patterns
estimating decimal sums and differences on a coordinate grid, 415–418
with, 136–138 with decimals, 147–150, 167–170, 209–212
Index H31
in division, 81–84, 209–212 hexagons, 465–468, 477
exponents, 17–20, 209 nonagons, 465
find a rule for, 411–414, 415–418 octagons, 465–468
with fractions, 287–290 pentagons, 465–468, 477–478
multiplication, 18, 21–24, 167–170, 180, quadrilaterals, 465–468, 473–476
193–194 regular and not regular, 466–468
numerical, 407–410, 415–418 triangles, 469–472, 477–478
place value, 5–8, 10, 176, 180, 209–212 Polyhedrons, 477–480
relate two sequences, 287–290
Pose a Problem, 70, 132, 150, 230, 314, 336,
Pentagonal prisms, 477–480 378, 438
Pentagonal pyramids, 478–480 Pounds, 435–438, 440
Pentagons, 465–468 Powers of 10, 17–20, 21–24, 209–212, 236
Performance Task, 58, 106, 164, 206, 246, Practice
304, 354, 384, 424, 462, 514 For More Practice, In every lesson. Some
Period, 9 examples are: 8, 24, 256, 290, 476, 506
Perpendicular lines, 473–476 Guided Practice, Share and Show, In every
lesson. Some examples are: 7, 22, 254,
Personal Math Trainer, In every chapter.
274, 471, 501
Some examples are: 3, 61, 107, 142, 178,
Independent Practice, On Your Own, In
200, 229, 242, 256, 268, 318, 326, 364,
most lessons. Some examples are: 11,
374, 396, 414
22, 285, 297, 467, 501
Pint, 431–434, 439 Problem Solving • Applications, In most
Place value lessons. Some examples are: 112, 138,
decimal addition and, 139–142, 282, 360, 471, 486
155–159 Prerequisite skills
decimals, 113–116, 139–142, 143–146, Show What You Know, 3, 61, 107, 165,
155–159, 167–170, 175–178, 179–182, 207, 251, 305, 355, 387, 425, 463
193–196
Prisms, 477–480
decimal multiplication and, 113–116,
classifying, 477–480
167–170, 175–178, 179–182, 193–196
defined, 477
decimal subtraction and, 143–146,
rectangular, 477–480, 491–494, 495–498,
156–158
499–502, 503–506, 507–510
expanded form and, 9–12, 113–116,
triangular, 477–480
179–182
volume of, 491–494, 495–498, 499–502,
to hundred millions, 9–12
503–506, 507–510
millions, 9–12
order decimals, 117–120 Problem solving
patterns in, 5–8, 10, 167–170, 176, 180, addition and subtraction, 151–154,
209–212 291–294
round decimals, 121–124 customary and metric conversions,
standard form and, 9–12, 113–116 449–452
to thousandths, 109–112, 113–116 division, 39–42, 97–100
whole numbers, 5–8, 9–12, 175–178, using multiplication, 39–42, 183–186,
179–182 361–364
word form and, 9–12, 17–20, 113–116 Problem Solving • Applications, In most
lessons. Some examples are: 112, 138,
Plane Figures, 465. See also Polygons;

Two-dimensional figures 282, 360, 471, 486
Polygons, 465–468, 469–472, 473–476, 477 Problem solving applications. See also
congruency, 466–468, 469–472, 473–476, Cross-Curricular Activities and
477–480 Connections
decagons, 465–468, 477 Go Deeper, In most lessons. Some examples
heptagons, 465–468 are: 34, 124, 230, 325, 360, 497
H32 Index
Independent Practice. See On Your Own Protractors, 470
Investigate, 5, 71, 109, 125, 129, 171, 189, Pyramids,
213, 227, 253, 257, 311, 319, 333, 357, classifying, 478–480
397, 483, 487, 491 defined, 478
Math on the Spot, In every lesson. Some
examples are: 42, 112, 230, 374, 476,
498
Personal Math Trainer, In every chapter.
178, 200, 229, 242, 256, 268, 318, 326, Quadrilaterals, 465–468, 473–476
364, 374, 396, 414 classifying, 473–476
Pose a Problem, 70, 132, 150, 230, 314, comparing, 473–476
336, 378, 438 defined, 473
Sense or Nonsense?, 8, 16, 128, 192, 360, parallelograms, 473–476
418 rectangles, 473–476
Think Smarter, In every lesson. Some rhombuses, 473–476
examples are: 30, 88, 220, 360, 472, squares, 473–476
498 trapezoids, 473–476
Think Smarter+, In every chapter. Some Quarts, 431–434, 439, 449, 451
examples are: 127, 142, 178, 200, 229, Quick pictures, 17, 126–128, 130–132, 139–
242, 256, 268, 318, 326, 364, 374, 396, 142, 172–173, 221
414
Quotients, See Division
Try This!, In some lessons. Some examples
are: 9, 48, 180, 262, 288, 470
Unlock the Problem, Real World, In some
lessons. Some examples are: 9, 21, 261,
283, 473, 503
What’s the Error?, 12, 124, 138, 170, 216, Reading
234, 322, 400 Connect to Reading, 286, 430, 480
What’s the Question?, 46 Read the Problem, 39–40, 97–98, 151–
Problem solving strategies 152, 183–184, 239–240, 291–292,
draw a diagram, 151–154, 183–186, 345–346, 361–362, 411–412, 449–450,
361–364, 375–378, 441 503–504
guess, check, and revise, 345–348 Visualize It, 4, 62, 108, 166, 208, 252, 306,
make a table, 151–154, 449–452, 356, 388, 426, 464
503–506 Real World
solve a simpler problem, 39–42, Unlock the Problem, In most lessons.
411–414 Some examples are: 9, 21, 260, 291,
work backward, 239–242, 291–294 433, 507
Projects, 2, 250, 386 Reasonableness, 67–80, 139–142, 143–146,
Properties, 171, 177, 181, 184, 261–264, 273–276,
Associative Property of Addition, 13–16, 342, 348
155, 295–298 Rectangles
Associative Property of Multiplication, properties of, 473–476
13–16, 503 Rectangular prisms,
Commutative Property of Addition, properties of, 477–480
13–16, 155, 295–298 volume of, 483–486, 487–490, 491–494,

Commutative Property of Multiplication, 495–498, 499–502, 503–506, 507–510
13–16
Rectangular pyramids
Distributive Property, 14–16, 36–38,
properties of, 477–480
39–42, 179–180, 342–343
Identity Property of Addition, 13–16 Regrouping
Identity Property of Multiplication, decimal addition, 125–128, 139–142,
13–16, 337–338 151–154
Index H33
decimal subtraction, 129–132, 143–146 Shapes. See Geometry
division, 63–66, 67–80 Share and Show, In every lesson. Some
multiplying, 27–30, 31–34 examples are: 7, 22, 254, 274,
Regular polygons, 466–468 471, 501
Relationships, mathematical Show What You Know, 3, 61, 107, 165, 207,
graphing, 415–418 251, 305, 355, 387, 425, 463
multiplication to division, 35–38, 357–360 Simplest form
Remainders products of fractions, 315, 317–318,
in division 64–66, 67–80 328–329, 342–343
interpreting, 89–92 sums and differences of fractions and,
writing as a fraction, 89–92 253–256, 257–260, 273–276,
Remember, 10, 31, 64, 75, 135, 193, 209, 227, 296–297
262, 295 sums and differences of mixed numbers
and, 277–278, 283–286
Renaming
fractions, 254, 283–286, 341 Social Studies
mixed numbers, 283–286, 341 Connect to Social Studies, 74
Review and Test. See Assessment Solid figures. See Three-dimensional
Chapter Review/Test, 55–60, 101–106, figures
159–164, 201–206, 243–248, 299–304, Solve a Simpler Problem, 39–42,
349–354, 379–384, 419–423, 457–462, 411–414
511–516 Solve the Problem, 39–40, 97–98, 151–152,
Mid-Chapter Checkpoint, 25–26, 79–80, 183–184, 239–240, 291–292, 345–346,
133–134, 187–188, 225–226, 277–278, 361–362, 411–412, 449–450, 503–504
331–332, 369–370, 405–406, 443–444,
Spheres, 478–479
481–482
Review Words, 4, 62, 108, 166, 208, 252, Square pyramids, 478–480
306, 356, 388, 426, 464 Squares
Show What You Know, 3, 61, 107, 165, properties of, 473–476
207, 251, 305, 355, 387, 425, 463 Standard form, 9–12, 113–116
Rhombuses, 473–476 Strategies. See Problem solving
Right triangles, 469–472 strategies
Rounding Student help
decimals, 121–124, 135–138, 194 Math Idea, 9, 76, 465, 477
fractions, 261–264 Remember, 10, 31, 64, 75, 135, 193, 209,
place value, 121–124 227, 262, 295
Subtraction
of decimals, 129–132, 143–146,
148–150
estimation and, 135–138, 144–145,
Scalene triangles, 469–472 261–264, 282, 283–284
of fractions with unlike denominators,
Science 257–260, 274–276, 288–290
Connect to Science, 138, 238, 404, 472 inverse operations with addition, 144,
Sense or Nonsense?, 8, 16, 128, 192, 267, 291–293
360, 418 of mixed numbers, 277–278, 283–286,
Sequences 288–290, 291–294, 296

addition, 147–150, 287–290, 407–410 of money, 135, 137–138, 151–154
pattern in, 147–150, 287–290, 407–410 patterns, 148–150, 288–290
relate using division, 408–409 with renaming, 283–286, 291–294
relate using multiplication, 407–410 Summarize, 286
subtraction, 148–149, 288–290 Synthesize, 125, 129
H34 Index
volume, 483–486, 487–490, 491–494,
495–498, 499–502, 503–506, 507–510
Time
Table of Measures, H37 elapsed, 453–456
Tables and Charts. See Graphic Organizers units of, 453–456
data, 12, 13, 16, 23, 34, 38, 46, 70, 100, Tons, 436–438
112, 116, 117, 120, 124, 138, 151–153,
Trapezoids, 473–476
158, 174, 178, 212, 220, 234, 268, 282,
310, 397, 399, 400, 401, 402, 403, 408, Tree maps, 108, 388
409, 410, 411, 412, 413, 414, 448, Triangles
507, 508 acute, 469–472, 479
Make a Table, 151–154, 449–452, 503–506 classifying, 469–472
for measurement conversion, 428, 432, equilateral, 466, 469–472
436, 449–451, 453 isosceles, 469–472
place value, 5–7, 9–11, 110, 113–115, obtuse, 469–472
117–119, 121–122 right, 469–472
Talk Math. See Math Talk scalene, 469–472
Technology and Digital Resources Triangular prisms, 477–480
Go Digital, 4, 62, 108, 166, 208, 252, 306, Triangular pyramids, 478–479
356, 388, 426, 464 Try Another Problem, 40, 98, 152, 184, 240,
Math on the Spot Videos, In every lesson. 292, 346, 362, 412, 450, 502, 508
Some examples are: 42, 112, 230, 374, Try This!, In some lessons. Some examples
476, 498 are: 9, 48, 180, 262, 288, 470
Multimedia eGlossary, Access through the
interactive Chapter ePlanner. 4, 62, Two-dimensional figures
108, 166, 208, 252, 306, 356, 388, 426, classifying, 465–468
464 congruency, 465–468
comparing, 473–476
Temperature, 397, 398, 401 polygons, 465–468
Term, 147–150, 287–290 properties of, 465–468
Test. See Review and Test quadrilaterals, 473–476
Think Smarter problems, In every lesson. triangles, 469–472
472, 498
Think Smarter+ problems, In every chapter.
229, 242, 256, 268, 318, 326, 364, 374, Understand Vocabulary, 4, 62, 108, 166, 208,
396, 414 252, 306, 356, 388, 426, 464
Thousandths Unit cubes, 483–486, 491–494
model, 109–112 Unit opener, 1–2, 249–250, 385–386
read and write, 113–116
Unlike denominators
Three-dimensional figures adding, 253–256, 273–276, 277–278, 287,
base, 477–480 289–290
cones, 478–479 subtracting, 257–260, 274–276, 283–286,
cubes, 463, 483–486, 491–494 288–290
cylinders, 478–480
Unlock the Problem, In most lessons. Some
identify, describe, classify, 477–480
examples are: 9, 21, 260, 291, 473, 507
prisms, 477–480
pyramids, 478–480 Unlock the Problem Tips, 41, 293, 505
spheres, 478–479
Index H35
divide by unit fractions, 357–360,
361–364, 375–378
dividing, 63–66, 67–80, 71–73, 75–78,
Venn diagram, 4, 426, 474 85–88, 89–92, 93–96, 97–100
Visualize It, 4, 62, 108, 166, 208, 252, 306, multiply fractions by, 311–314, 315–318
356, 388, 426, 464 multiplying, 27–30, 31–34, 171–174,
Vocabulary 311–314, 315–318
Chapter Review/Test, 55, 101, 159, 201, place value, 5–8, 9–12, 139–142, 143–146,
243, 299, 349, 379, 419, 457, 511 175–178, 179–182
Mid-Chapter Checkpoint, 25, 79, 133, relate multiplication to division of, 35–38,
187, 225, 277, 331, 369, 405, 357–360
443, 481 standard form, 9–12, 113–116
Multimedia eGlossary, 4, 62, 108, 166, word form of, 9–12, 113–116
208, 252, 306, 356, 388, 426, 464 Word form of numbers, 9–12, 17–19,
Understand Vocabulary, 4, 62, 108, 166, 113–116
208, 252, 306, 356, 388, 426, 464 Work backward, 239–242, 291–294
Vocabulary Builder, 4, 62, 108, 166, 208, Write Math, Opportunities to write about
252, 306, 356, 388, 426, 464 mathematics appear in every exercise set.
Vocabulary Preview, 4, 108, 252, 388, Some examples are: 7, 212, 264, 433, 455,
426, 464 510
Vocabulary Review, 4, 62, 108, 166, 208,
Writing
252, 306, 356, 388, 426, 464
Write Math, Opportunities to write about
Vocabulary Builder. See Vocabulary: mathematics appear in every exercise
Vocabulary Builder set. Some examples are: 7, 212, 264,
Volume 433, 455, 510
comparison of, 491–494, 503–506
composed figures, 507–510
cubic unit, 491–494
estimate, 495–498
formula, 499–502, 503–506, 507–510,
495–498 x-axis, 393–396, 398
of rectangular prisms, 483–486, 487–490, x-coordinate, 393–396, 397–400
495–498, 499–502, 503–506, 507–510
unit cube, 483–486
Yards, 427–430
y-axis, 393–396
Weight y-coordinate, 393–396, 397–400
converting customary units, 435–438,
444–442
What If, 23, 41, 48, 91, 120, 125, 129, 152–
153, 176, 179, 180, 185, 193, 241, 290,
293, 346, 347, 413, 431, 439, 451, 496
What’s the Error?, 12, 124, 138, 170, 216,
234, 322, 400

What’s the Question?, 46
Whole numbers
divide decimals by, 213–216, 221–224
divide unit fractions by, 371–374, 375–378
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
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
H38

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© Houghton Mifflin Harcourt Publishing Company • Cover and Title Image Credits: (fg) Pacific Tree Frog

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

Made in the United States

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

1 Place Value, Multiplication,

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

represent and solve a

answers to the following Number and Operations–Fractions

answers to the following CALIFORNIA COMMON CORE STANDARDS

Mid-Chapter Checkpoint . . . . . . . . . . . . . . . . . . . . . . . . . 133

6 Divide Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 • How do you know where

Project: he Rhythm Track . . . . . . . . . . . . . . . . . . . . . . . 250

Go online! Your math

Fraction and Whole-Number Division . . . . . . . . . . . . . . . . fractions, diagrams,

Project: Space Architecture . . . . . . . . . . . . . . . . . . . . . . . 386

Go online! Your math

two numerical patterns?

answers to the following Geometry

© Houghton Mifflin Harcourt Publishing Company

Chef preparing lunch

Apple Dumplings (25 servings)

Regroup Through Thousands Regroup. Write the missing numbers.

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

Missing Factors Find the missing factor.

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

Personal Math Trainer

Understand Vocabulary numerical expression

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

number is the same as multiplying each addend in the

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

• Interactive Student Edition

Materials ■ base-ten blocks

Number 1,000 100 10 1

Complete the comparisons below to describe the

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.

The flat is _ of the large cube.

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

Hundred Ten One

? 300 ? __ is 10 times as much

STEP 1 Write the given number in a

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

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

Use place-value patterns to complete the table.

7. 800 11. 6,000

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.

describe how 50 and 5,000 compare.

SMARTER Sense or Nonsense?

Mark’s Work Robyn’s Work

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

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.

Word Form: five hundred eighty-two ,

Property: Property: