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Lesson 4.1.1, lesson 4.1.2, lesson 4.1.3, lesson 4.1.4, lesson 4.1.5, lesson 4.1.6, lesson 4.1.7.
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Texas Go Math Grade 5 Lesson 5.4 Answer Key Common Denominators and Equivalent Fractions
Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 5.4 Answer Key Common Denominators and Equivalent Fractions.
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Sarah planted two 1-acre gardens. One had 3 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.
- Multiply the denominators to find a common denominator. A common denominator of \(\frac{1}{3}\) and \(\frac{1}{4}\) is __________.
- Write and as equivalent fractions using the common denominator. \(\frac{1}{3}\) = ___________ \(\frac{1}{4}\) = ____________
So, both gardens will have ___________ sections. Answer:
- Multiply the denominators to find a common denominator. A common denominator of \(\frac{1}{3}\) and \(\frac{1}{4}\) is 12
- Write and as equivalent fractions using the common denominator. \(\frac{1}{3}\) =\(\frac{4}{12}\) \(\frac{1}{4}\) = \(\frac{3}{12}\)
So, both gardens will have12 sections.
Find the least common denominator of \(\frac{3}{4}\) and \(\frac{1}{6}\).
List nonzero multiples of the denominators. Find the least common multiple. Multiplesof 4: ___________________ Multiples of 6: ___________________ So, the least common denominator of \(\frac{3}{4}\) and \(\frac{1}{6}\) is _______________. Answer: List nonzero multiples of the denominators. Find the least common multiple. Multiples of 4: 2 , 4 Multiples of 6: 2, 3, 6 So, the least common denominator of \(\frac{3}{4}\) and \(\frac{1}{6}\) is 12.
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Go Math Lesson 5.4 5th Grade Answer Key Question 1. Find a common denominator of \(\frac{1}{6}\) and \(\frac{1}{9}\). Rewrite the pair of fractions using the common denominator.
- Multiply the denominators. A common denominator of \(\frac{1}{6}\) and \(\frac{1}{9}\) is ___________.
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{6}\) = ___________ \(\frac{1}{9}\) = ____________
- Multiply the denominators. A common denominator of \(\frac{1}{6}\) and \(\frac{1}{9}\) is 18.
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{6}\) = \(\frac{3}{18}\) \(\frac{1}{9}\) = \(\frac{2}{18}\)
Explanation: By using A common denominator written an equivalent fraction for each fraction
Math Talk Mathematical Processes
Explain two methods for finding a common denominator of two fractions. Answer: Prime Factorization Method and Division method
Use a common denominator to write an equivalent fraction for each fraction.
Question 2. \(\frac{1}{3}\), \(\frac{1}{5}\) common denominator: ___________
- Multiply the denominators. A common denominator of \(\frac{1}{3}\) and \(\frac{1}{5}\) is 15.
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{3}\) = \(\frac{5}{15}\) \(\frac{1}{5}\) = \(\frac{3}{15}\)
Question 3. \(\frac{2}{3}\) , \(\frac{5}{9}\) common denominator: ___________
- Multiply the denominators. A common denominator of \(\frac{2}{3}\) and \(\frac{5}{9}\) is 9.
- Rewrite the pair of fractions using the common denominator. \(\frac{2}{3}\) = \(\frac{6}{9}\) \(\frac{5}{9}\) = \(\frac{5}{9}\)
Explanation: By using A common denominator write an equivalent fraction for each fraction
Go Math Lesson 5.4 Answer Key 5th Grade Question 4. \(\frac{2}{9}\), \(\frac{1}{15}\) common denominator: _____________
- Multiply the denominators. A common denominator of \(\frac{2}{9}\) and \(\frac{1}{15}\)is 15.
- Rewrite the pair of fractions using the common denominator. \(\frac{2}{9}\) = \(\frac{10}{45}\) \(\frac{1}{15}\) = \(\frac{3}{45}\)
Use the least common denominator to write an equivalent fraction for each fraction.
Question 5. \(\frac{1}{4}\), \(\frac{3}{8}\) least common denominator: _____________
Answer: 8 Explanation: a “Denominator” is the bottom number of a fraction. a “Common Denominator” is when the bottom number is the same for the fractions. the “Least Common Denominator” is the smallest number that can be used for all denominators of the fractions. It makes it easy to add and subtract the fractions.
Question 6. \(\frac{11}{12}\), \(\frac{5}{8}\) least common denominator: _____________ Answer: 24 Explanation: a “Denominator” is the bottom number of a fraction. a “Common Denominator” is when the bottom number is the same for the fractions. the “Least Common Denominator” is the smallest number that can be used for all denominators of the fractions. It makes it easy to add and subtract the fractions.
Question 7. \(\frac{4}{5}\), \(\frac{1}{6}\) least common denominator: _____________ Answer: 30 Explanation: a “Denominator” is the bottom number of a fraction. a “Common Denominator” is when the bottom number is the same for the fractions. the “Least Common Denominator” is the smallest number that can be used for all denominators of the fractions. It makes it easy to add and subtract the fractions.
Problem Solving
Practice: Copy and Solve Use the least common denominator to write an equivalent fraction for each fraction.
Question 8. \(\frac{1}{6}\), \(\frac{4}{9}\) Answer: \(\frac{1}{6}\) = \(\frac{3}{18}\) \(\frac{4}{9}\) = \(\frac{8}{18}\) Explanation:
- A common denominator of \(\frac{1}{6}\), \(\frac{4}{9}\) is 18.
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{6}\)= \(\frac{3}{18}\) \(\frac{4}{9}\), = \(\frac{8}{18}\)
Question 9. \(\frac{7}{9}\), \(\frac{8}{27}\)
Answer: \(\frac{7}{9}\) = \(\frac{21}{27}\) \(\frac{8}{27}\)= \(\frac{8}{27}\) Explanation:
- A common denominator of \(\frac{7}{9}\), \(\frac{8}{27}\) is 27.
- Rewrite the pair of fractions using the common denominator. \(\frac{7}{9}\) = \(\frac{21}{27}\) \(\frac{8}{27}\)= \(\frac{8}{27}\)
Lesson 5.4 5th Grade Go Math Answer Key Question 10. \(\frac{7}{10}\), \(\frac{3}{8}\)
Answer: \(\frac{7}{10}\) = \(\frac{28}{40}\) \(\frac{3}{8}\)= \(\frac{15}{40}\) Explanation:
- A common denominator of \(\frac{7}{10}\), \(\frac{3}{8}\) is 40.
- Rewrite the pair of fractions using the common denominator. \(\frac{7}{10}\) = \(\frac{28}{40}\) \(\frac{3}{8}\)= \(\frac{15}{40}\)
Question 11. \(\frac{1}{3}\), \(\frac{5}{11}\)
Answer: \(\frac{1}{3}\) = \(\frac{11}{33}\) \(\frac{5}{11}\)= \(\frac{15}{33}\) Explanation:
- A common denominator of \(\frac{1}{3}\), \(\frac{5}{11}\) is 33.
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{3}\) = \(\frac{11}{33}\) \(\frac{5}{11}\)= \(\frac{15}{33}\)
Question 15. What does a common denominator of two fractions represent? Explain. Answer: least common denominator Explanation: common denominator of two fractions represent multiples of the fraction
Question 16. 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? Answer: The information is about pie making into slices and sharing them to equal shares
b. What problem are you being asked to solve? Answer: least number of equal-sized slices each pie had.
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. Answer: When Katie cuts the slices to 3 times the slices as 5 Katie cuts the pies more, she can’t cut each pie the same number of times and have all the slices doesn’t have the same size
e. Complete the sentences. The least common denominator of \(\frac{1}{3}\) and \(\frac{1}{5}\) is __________. Katie can cut each piece of the first pie into ________ and each piece of the second pie into _________. That means that Katie can cut each pie into pieces that are ________ of the whole pie. Answer: The least common denominator of \(\frac{1}{3}\) and \(\frac{1}{5}\) is 15 Katie can cut each piece of the first pie into \(\frac{5}{15}\) and each piece of the second pie into \(\frac{3}{15}\) That means that Katie can cut each pie into pieces that are \(\frac{8}{15}\) of the whole pie.
Daily Assessment Task
Fill in the bubble completely to show your answer.
Question 18. Reasoning Magara entered the fractions \(\frac{1}{4}\) and \(\frac{7}{}\) into a computer program. The computer used the least common denominator to rename the fractions as \(\frac{5}{20}\) and \(\frac{14}{20}\). What is the unknown denominator? (A) 20 (B) 8 (C) 12 (D) 10 Answer: A Explanation: Magara entered the fractions \(\frac{1}{4}\) and \(\frac{7}{}\) into a computer program. The computer used the least common denominator to rename the fractions as \(\frac{5}{20}\) and \(\frac{14}{20}\). The unknown denominator is 20
Go Math Lesson 5.4 Homework Answer Key 5th Grade Question 19. Alejandro wants to use the least common denominator to write equivalent fractions for \(\frac{3}{7}\) and \(\frac{4}{5}\). He rewrites the fractions as \(\frac{15}{35}\) and \(\frac{20}{35}\). How should he change his answer? (A) The numerators are correct, but the denominators should be 7. (B) \(\frac{20}{35}\) is correct, but \(\frac{15}{35}\) should be \(\frac{21}{25}\). (C) \(\frac{15}{35}\) is correct, but \(\frac{20}{35}\) should be \(\frac{28}{35}\). (D) The denominators are correct, but both numerators should be 12. Answer: C Explanation: Alejandro wants to use the least common denominator to write equivalent fractions for \(\frac{3}{7}\) and \(\frac{4}{5}\). He rewrites the fractions as \(\frac{15}{35}\) and \(\frac{20}{35}\). he changes the answer to \(\frac{15}{35}\) is correct, but \(\frac{20}{35}\) should be \(\frac{28}{35}\).
Question 20. Multi-Step Aiesha and her mom are cutting two sandwiches into smaller bite-size pieces. They cut the first sandwich in four equal sized pieces. They cut the second sandwich into six equal-sized pieces. However, they want an equal number of pieces from each sandwich. What is the least number of pieces they could cut from each sandwich? (A) 4 (B) 6 (C) 10 (D) 12 Answer: C Explanation: Aiesha and her mom are cutting two sandwiches into smaller bite-size pieces. They cut the first sandwich in four equal sized pieces. They cut the second sandwich into six equal-sized pieces. However, they want an equal number of pieces from each sandwich. 10 is the least number of pieces they could cut from each sandwich
Texas Test Prep
Question 21. Which fractions use the least common denominator and are equivalent to \(\frac{5}{8}\) and \(\frac{7}{10}\) ? (A) \(\frac{10}{40}\) and \(\frac{14}{40}\) (B) \(\frac{25}{80}\) and \(\frac{21}{80}\) (C) \(\frac{25}{40}\) and \(\frac{28}{40}\) (D) \(\frac{50}{80}\) and \(\frac{56}{80}\) Answer: C Explanation: least common denominator and are equivalent to \(\frac{5}{8}\) and \(\frac{7}{10}\) is \(\frac{25}{40}\) and \(\frac{28}{40}\)
Texas Go Math Grade 5 Lesson 5.4 Homework and Practice Answer Key
Question 1. \(\frac{1}{10}\), \(\frac{1}{5}\) ___________ Answer: \(\frac{1}{10}\) = \(\frac{1}{10}\) \(\frac{1}{5}\)= \(\frac{2}{10}\)
Explanation:
- A common denominator of \(\frac{1}{10}\), \(\frac{1}{5}\) is 10
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{10}\) = \(\frac{1}{10}\) \(\frac{1}{5}\)= \(\frac{2}{10}\)
Question 2. \(\frac{1}{3}\), \(\frac{2}{9}\) ___________ Answer: \(\frac{1}{3}\) = \(\frac{3}{9}\) \(\frac{2}{9}\)= \(\frac{2}{9}\)
- A common denominator of \(\frac{1}{3}\), \(\frac{2}{9}\) is 9
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{3}\) = \(\frac{3}{9}\) \(\frac{2}{9}\)= \(\frac{2}{9}\)
Question 3. \(\frac{1}{6}\), \(\frac{2}{4}\) ___________ Answer: \(\frac{1}{6}\) = \(\frac{2}{12}\) \(\frac{2}{4}\)= \(\frac{6}{12}\)
- A denominator of \(\frac{1}{6}\), \(\frac{2}{4}\) is 12
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{6}\) = \(\frac{2}{12}\) \(\frac{2}{4}\)= \(\frac{6}{12}\)
Question 4. \(\frac{2}{3}\), \(\frac{1}{2}\) ___________ Answer: \(\frac{2}{3}\) = \(\frac{4}{6}\) \(\frac{1}{2}\)= \(\frac{3}{6}\)
- A common denominator of \(\frac{2}{3}\), \(\frac{1}{2}\) is 6.
- Rewrite the pair of fractions using the common denominator. \(\frac{2}{3}\) = \(\frac{4}{6}\) \(\frac{1}{2}\)= \(\frac{3}{6}\)
Question 5. \(\frac{3}{4}\), \(\frac{3}{8}\) ___________ Answer: \(\frac{3}{4}\) = \(\frac{6}{8}\) \(\frac{3}{8}\)= \(\frac{3}{8}\)
- A common denominator of \(\frac{3}{4}\), \(\frac{3}{8}\) is8
- Rewrite the pair of fractions using the common denominator. \(\frac{3}{4}\) = \(\frac{6}{8}\) \(\frac{3}{8}\)= \(\frac{3}{8}\)
Question 6. \(\frac{11}{12}\), \(\frac{1}{6}\) ___________ Answer: \(\frac{11}{12}\) = \(\frac{11}{12}\) \(\frac{1}{6}\)= \(\frac{2}{12}\)
- A common denominator of \(\frac{11}{12}\), \(\frac{1}{6}\) is 12.
- Rewrite the pair of fractions using the common denominator. \(\frac{11}{12}\) = \(\frac{11}{12}\) \(\frac{1}{6}\)= \(\frac{2}{12}\)
Question 7. \(\frac{1}{2}\), \(\frac{2}{5}\) ___________ Answer: \(\frac{1}{2}\) = \(\frac{5}{10}\) \(\frac{2}{5}\)= \(\frac{4}{10}\)
- A common denominator of \(\frac{1}{2}\), \(\frac{2}{5}\) is 10
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{2}\) = \(\frac{5}{10}\) \(\frac{2}{5}\)= \(\frac{4}{10}\)
Question 8. \(\frac{5}{7}\), \(\frac{3}{5}\) ___________ Answer: \(\frac{5}{7}\) / = \(\frac{25}{35}[latex] [latex]\frac{3}{5}\)= \(\frac{21}{35}\)
- A common denominator of \(\frac{5}{7}\), \(\frac{3}{5}\) is 35
- Rewrite the pair of fractions using the common denominator. \(\frac{5}{7}\) / = \(\frac{25}{35}[latex] [latex]\frac{3}{5}\)= \(\frac{21}{35}\)
Go Math Common Denominators and Equivalent Fractions Lesson 5.4 Question 9. \(\frac{1}{4}\), \(\frac{3}{16}\) ___________ Answer: \(\frac{1}{4}\) = \(\frac{4}{16}\) \(\frac{3}{16}\)= \(\frac{3}{16}\)
- A common denominator of \(\frac{1}{4}\), \(\frac{3}{16}\) is 16
- Rewrite the pair of fractions using the common denominator. \(\frac{1}{4}\) = \(\frac{4}{16}\) \(\frac{3}{16}\)= \(\frac{3}{16}\)
Question 10. \(\frac{2}{5}\), \(\frac{3}{4}\) ___________ Answer: \(\frac{2}{5}\) = \(\frac{8}{20}\) \(\frac{3}{4}\)= \(\frac{15}{20}\)
- A common denominator of \(\frac{2}{5}\), \(\frac{3}{4}\) is 20
- Rewrite the pair of fractions using the common denominator. \(\frac{2}{5}\) = \(\frac{8}{20}\) \(\frac{3}{4}\)= \(\frac{15}{20}\)
Question 11. \(\frac{2}{15}\), \(\frac{5}{6}\) ___________ Answer: \(\frac{2}{15}\) = \(\frac{4}{30}\) \(\frac{5}{6}\)= \(\frac{25}{30}\)
- A common denominator of \(\frac{2}{15}\), \(\frac{5}{6}\) is 30
- Rewrite the pair of fractions using the common denominator. \(\frac{2}{15}\) = \(\frac{4}{30}\) \(\frac{5}{6}\)= \(\frac{25}{30}\)
Question 12. \(\frac{7}{8}\), \(\frac{1}{2}\) ___________ Answer: \(\frac{7}{8}\) = \(\frac{7}{8}\) \(\frac{1}{2}\)= \(\frac{4}{8}\)
- A common denominator of \(\frac{7}{8}\), \(\frac{1}{2}\) is 8.
- Rewrite the pair of fractions using the common denominator. \(\frac{7}{8}\) = \(\frac{7}{8}\) \(\frac{1}{2}\)= \(\frac{4}{8}\)
Question 16. Dana bought two same-sized posterboards. She cut the posterboards into equal-sized pieces to make placemats for her dinner guests. She cut the first posterboard into 5 pieces and the second posterboard into 2 pieces. She will continue to cut the pieces of posterboard so that each one is divided into the same number of equal-sized pieces. What is the least number of equal-sized pieces each posterboard could have? Answer: 10 Explanation: least number of equal-sized pieces each posterboard could have is 10
Question 17. A recipe for homemade goop calls for \(\frac{1}{4}\) cup of cornstarch and \(\frac{1}{8}\) cup of glue. Find the least common denominator of the fractions used in the recipe. Answer: 8 Explanation: least common denominator of the fractions used in the recipe is 8
Lesson Check
Question 18. How can you find the least common denominator for \(\frac{1}{8}\) and \(\frac{2}{9}\). (A) Multiply 8 and 9. (B) Add 8 and 9. (C) Multiply each number by 2. (D) Add 2 to 8 and 1 to 9. Answer: A Explanation: a “Denominator” is the bottom number of a fraction. a “Common Denominator” is when the bottom number is the same for the fractions. the “Least Common Denominator” is the smallest number that can be used for all denominators of the fractions. It makes it easy to add and subtract the fractions.
Go Math Lesson 5.4 Homework Answer Key Question 19. If the least common denominator for \(\frac{1}{}\) and \(\frac{5}{12}\) is 12, which of the following could not be the unknown denominator? (A) 2 (B) 3 (C) 4 (D) 5 Answer: D Explanation: Remaining are the multiples of 12
Question 20. Which fractions use the least common denominator and are equivalent to \(\frac{3}{10}\) and \(\frac{1}{6}\)? (A) \(\frac{18}{60}\) and \(\frac{10}{60}\) (B) \(\frac{30}{60}\) and \(\frac{10}{60}\) (C) \(\frac{10}{30}\) and \(\frac{18}{30}\) (D) \(\frac{5}{30}\) and \(\frac{9}{30}\) Answer: D Explanation: The least common denominator and are equivalent to \(\frac{3}{10}\) and \(\frac{1}{6}\) is \(\frac{5}{30}\) and \(\frac{9}{30}\)
Question 21. Lindsay writes two fractions with a least common denominator of 36. Which fractions does Lindsay write? (A) \(\frac{2}{3}\), \(\frac{5}{12}\) (B) \(\frac{2}{9}\), \(\frac{1}{12}\) (C) \(\frac{3}{8}\), \(\frac{7}{72}\) (D) \(\frac{1}{8}\), \(\frac{5}{36}\) Answer: B Explanation: Lindsay writes two fractions with a least common denominator of 36 Lindsay fraction is \(\frac{2}{9}\), \(\frac{1}{12}\)
Question 22. Multi-Step An archeologist marks off two equal-sized sites for excavation. She uses a grid system to divide each square site into sections. One square has 8 sections. The other square has 6 sections. She plans to divide both squares into more sections so that they have the same number of equal-sized sections. How many sections will each square have? (A) 14 (B) 8 (C) 24 . (D) 36 Answer: C Explanation: An archeologist marks off two equal-sized sites for excavation. She uses a grid system to divide each square site into sections. One square has 8 sections. The other square has 6 sections. She plans to divide both squares into more sections so that they have the same number of equal-sized sections. 24sections will each square have
Question 23. Multi-Step Mr. Nickelson tells the class that they double the least common denominator for \(\frac{1}{2}\), \(\frac{3}{5}\), and \(\frac{9}{15}\) to find the number of the day. Which number is the number of the day? (A) 30 (B) 15 (C) 60 (D) 32 Answer: C Explanation: least common denominator for \(\frac{1}{2}\), \(\frac{3}{5}\), and \(\frac{9}{15}\) = 30 30 is the number of the day and it is doubled that is 60
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Eureka Math Grade 4 Module 5 Lesson 11 Answer Key
Anyone who wishes to prepare Grade concepts can get a strong foundation by accessing the Eureka Math Book Answer Key. People of highly subject expertise prepared the solutions in a concise manner for easy grasping. Start answering all the questions given in Eureka Math Book Grade 4 Answer Key. Refer to our Eureka Math Answers Grade 4 chapter 11 to enhance your math skills and also to score good marks in the exams.
Engage NY Eureka Math 4th Grade Module 5 Lesson 11 Answer Key
Eureka’s Math Answer Key for Grade 4 meets the content and intent of the school curriculum. By using the Eureka Math Grade 4 Answer Key, you can understand the topics of all chapters easily. Detailed solutions provided make it easy for you to grab Knowledge and learn the underlying concepts. Download Eureka Math Answers Grade 4 pdf for free. Tp the links and practice well for the exams.
Eureka Math Grade 4 Module 5 Lesson 11 Problem Set Answer Key
Answer: 1/4.
Answer: 2/8 = 1/4.
Answer: 3/12 = 1/4.
Question 2. Write number sentences using multiplication to show: a. The fraction represented in 1(a) is equivalent to the fraction represented in 1(b).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 2/8 = 1/4. 25 percent of the tape diagram is filled. 25/100 = 1/4. so 1/4 part is filled.
b. The fraction represented in 1(a) is equivalent to the fraction represented in 1(c).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 3/12 = 1/4. 25 percent of the tape diagram is filled. 25/100 = 1/4. so 1/4 part is filled.
Answer: 2/3.
Answer: 4/6 = 2/3.
Answer: 8/12 = 2/3.
Question 4. Write number sentences using division to show: a. The fraction represented in 3(a) is equivalent to the fraction represented in 3(b).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 4/6 = 2/3 so 2/3 part is filled.
b. The fraction represented in 3(a) is equivalent to the fraction represented in 3(c).
Answer: 8/12= 2/3.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 8/12 = 2/3 so 2/3 part is filled.
Question 5. a. Partition a number line from 0 to 1 into fifths. Decompose \(\frac{2}{5}\) into 4 equal lengths.
Answer: 2/5.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. so 2/5 part is filled.
b. Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to \(\frac{2}{5}\).
Answer: 8/15 = 2/5.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 8/15 = 2/5. 1 x 2 = 2. 1 x 5 = 5. so 2/5 part is filled.
c. Write a number sentence using division to show what fraction represented on the number line is equivalent to \(\frac{2}{5}\).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 8/15 = 2/5. 8/4 = 2. 15/3 = 5. so 2/5 part is filled.
Eureka Math Grade 4 Module 5 Lesson 11 Exit Ticket Answer Key
Question 1. Partition a number line from 0 to 1 into sixths. Decompose \(\frac{2}{6}\) into 4 equal lengths.
Answer: 2/6 = 1/3.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 2/6 = 1/3. so the 2/6 part is filled.
Question 2. Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to \(\frac{2}{6}\).
Answer: 8/12 = 2/6.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 8/12 = 2/6. so the 2/6 part is filled.
Question 3. Write a number sentence using division to show what fraction represented on the number line is equivalent to \(\frac{2}{6}\).
Eureka Math Grade 4 Module 5 Lesson 11 Homework Answer Key
Answer: 1/3.
Answer: 4/12 = 1/3.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 2/6 = 1/3. 33 percent of the tape diagram is filled. 33/100 = 1/3. so 1/3 part is filled.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 4/12 = 1/3. 33 percent of the tape diagram is filled. 33/100 = 1/3. so 1/3 part is filled.
Answer: 2/4 = 1/2.
Answer: 4/8 = 1/2.
Answer: 5/10 = 1/2.
Question 4. Write a number sentence using division to show the fraction represented in 3(a) is equivalent to the fraction represented in 3(b).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 4/8 = 1/2. 50 percent of the tape diagram is filled. 50/100 = 1/2. so 1/2 part is filled.
Question 5. a. Partition a number line from 0 to 1 into fourths. Decompose \(\frac{3}{4}\) into 6 equal lengths.
Answer: 3/4.
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 3/4 = 0.75. 75 percent of the tape diagram is filled. 75/100 = 3/4. so 3/4 part is filled.
b. Write a number sentence using multiplication to show what fraction represented on the number line is equivalent to \(\frac{3}{4}\).
Explanation: In the above-given question, given that, Label each number line with the fractions shown on the tape diagram. circle the fraction that labels the point on the number line that also names the shaded parts of the tape diagram. the length of the tape diagram is 1 meter. 3/4 = 0.75. 75 percent of the tape diagram is filled. 75/100 = 3/4. 3 x 1 = 3. 4 x 1 = 4. so 3/4 part is filled.
c. Write a number sentence using division to show what fraction represented on the number line is equivalent to \(\frac{3}{4}\).
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Convert and write an equation with an exponent. Use your meter strip when it helps you. a. 3 meters to centimeters 3 m = 300 cm 3 × 10 2 = 300 b. 105 centimeters to meters 105 cm = ______ m ________________________ Answer:- 105 cm = 105 ÷ 10 2 = 1.05 c. 1.68 meters to centimeters ______ m = ______ cm ________________________
Explanation: In the above-given question, given that, total there are 5 boxes. the 4 boxes are filled. 4/5 = 1/5 + 2/5 + 1/5. c. Answer: 3/4 = 1/4 + 1/4 + 1/4. Explanation: In the above-given question, given that, total there are 4 boxes. the 3 boxes are filled. 3/4 = 1/4 + 1/4 + 1/4. d. Answer: 4/6 = 2/6 + 2/6. Explanation:
Learn more Work and answers for Grade 5 Module 1, lesson 4 Homework. Please attempt the homework before using this resource
EngageNY/Eureka Math Grade 5 Module 1 Lesson 4For more Eureka Math (EngageNY) videos and other resources, please visit http://EMBARC.onlinePLEASE leave a mes...
0:00 / 27:12 Eureka Math Homework Time Grade 4 Module 5 Lesson 1 Jaime McGrath 26.4K subscribers Subscribe Subscribed 595 68K views 5 years ago Eureka Math Fourth Grade Homework Time...
Lesson 4 Answer Key 4• Homework 1. Parallel lines accurately traced 2. Answers will vary. 3. Parallel lines accurately drawn 4. a. Lines accurately identified and marked with arrows; 𝐴𝐵 ∥𝐶𝐷 ... 1 4•Lesson 5 Answer Key Lesson 5 Problem Set 1. a. 135°, 180°, 225°, 270°, 315°, 360° b. 90°, 120°, 150°, 180°, 210°, 240 ...
ones = ones = tens 3 thousands hundreds tens ones I draw an arrow to the tens column to show I am regrouping 30 10 ones as 3 1 ten. ones is the same as tens. Lesson 1: Interpret a multiplication equation as a comparison. eureka-math.org G4-M1-HWH-1.3.-08.2015 2. Complete the following statements using your knowledge of place value.
Explanation: Question 2. Fill in the chart. The first one is done for you. Answer: Question 3. Greg spent $4 on 5 packs of sport cards. a. How much did Greg spend on each pack? Answer: Greg spent $80 on each pack. Explanation: 5 units = $4 1 unit = $4 ÷ 5 = 4/5 4/5 of $1= $80 b.
1 place to the right 1 place to the left 2 places to the left Spiral Review (CC.5.NBT.3b, CC.5.NBT.4, CC.5.NBT.6, CC.5.NBT.7) 3. The table shows the height in meters of some of the world's tallest buildings. Which list shows the heights in order from least to greatest? (Lesson 3.3) 4. Madison had $187.56 in her checking account.
NYS COMMON CORE MATHEMATICS CURRICULUM 4 Answer Key 5•Lesson 1 Lesson 4 Problem Set 1. a. Answer provided. 3. a. 3512 b. 1.05; 105 102 = 1.05 b. 0.08; 8 102 c ... NYS COMMON CORE MATHEMATICS CURRICULUM 4 Answer Key 5•Lesson 1 Homework 1. a. Answer provided. 3. a. 2638; answer provided. b. 108; 1.08; 108 102 b. 0.07; 7 ...
Lesson 13. Video. Lesson PDF. Homework Solutions. Geogebra Applet: Sorting fractions from least to greatest. Promethean Flipchart. Google Slides. Exit Ticket Solutions. Go Formative Exit Ticket.
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Use exponents to show powers of ten with application to metric conversions, help students, help parents, help teachers
Lesson. Vocabulary. Home Link Help. Games. 5-1. Fraction Decomposition. unit fraction. whole box. mixed number. ... Selected Answers. 5-4. Adding Mixed Numbers. Home Link 5-4 English Español Selected Answers. Decimal Top-It (Student Reference Book, p. Student Reference Book, p. 253) ...
CPM Education Program proudly works to offer more and better math education to more students.
CPM Education Program proudly works to offer more and better math education to more students.
CPM Education Program proudly works to offer more and better math education to more students.
Eureka Math Grade 5 Module 1 Lesson 1 Sprint Answer Key. Question 1. By multiplying 12 x 10 we will get the result as 120. Question 2. By multiplying 14 x 10 we will get the result as 140. Question 3. By multiplying 15 x 10 we will get the result as 150. Question 4. By multiplying 17 x 10 we will get the result as 170.
EngageNY/Eureka Math Grade 4 Module 5 Lesson 5For more videos, please visit http://bit.ly/eurekapusdPLEASE leave a message if a video has a technical difficu...
Lesson. Vocabulary. Home Link Help. Games. 4-1. ... Selected Answers. 4-5. Rounding Decimals. Home Link 4-5 English Español ... With a login provided by your child's teacher, access resources to help your child with homework or brush up on your math skills.
Question 4. Create and solve a story problem about a baker and some flour whose solution is given by the expression × (3 + 5). Question 5. Create and solve a story problem about a baker and 36 kilograms of an ingredient that is modeled by the following tape diagram. Include at least one fraction in your story. Question 6.
Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 5.4 Answer Key Common Denominators and Equivalent Fractions. Texas Go Math Grade 5 Lesson 5.4 Answer Key Common Denominators and Equivalent Fractions. Unlock the Problem. Sarah planted two 1-acre gardens. One had 3 sections of flowers and the other had 4 sections of flowers.
Question 2. Write number sentences using multiplication to show: a. The fraction represented in 1 (a) is equivalent to the fraction represented in 1 (b). Answer: 2/8 = 1/4.