Category: Envision Math

Go through the enVision Math Common Core Kindergarten Answer Key Topic 9 Count Numbers to 20 regularly and improve your accuracy in solving questions.

enVision Math Common Core Kindergarten Answers Key Topic 9 Count Numbers to 20

Essential Question: How can numbers to 20 be counted, read, written, and pictured to tell how many?

enVision STEM Project: What Can We Get From Plants?
Directions Read the character speech bubbles to students. Find Out! Have students find out ways plants impact and change their environment. Say: Talk to friends and relatives about what plants do for the environment. Ask them how humans and animals use things in the environment, such as plants, to meet their needs. Journal: Make a Poster Have students make a poster. Ask them to draw some ways that plants can provide food and shelter for animals and humans. Finally, have students draw an orange tree with 15 oranges.

Review What You Know

Question 1.

Answer:

Explanation:
I circled the equation that shows the addition.
The symbol plus (+) means addition.

Question 2.

Answer:

Explanation:
I circled the symbol minus(-).

Question 3.

Answer:

Explanation:
I circled the number 3 as it is the difference between 7 and 4.

Question 4.

Answer:

Explanation:
There are 10 counters in the above question.SO, i circled 10.

Question 5.

Answer:

Explanation:
There are 5 red counters and 3 yellow counters.The addition equation of the above counters is 5+3=8.

Directions Have students: 1 draw a circle around the equation that shows addition; 2 draw a circle around the minus sign; 3 draw a circle around the difference; 4 draw a circle around the correct number of counters shown; count the red counters, 5 count the yellow counters, and then write the equation to find the sum.

Pick a Project

A

B

C

Directions Say: You will choose one of these projects. Look at picture A. Think about this question: Can you count all these gum balls? If you choose Project A, you will play a counting game to 20. Look at picture B. Think about this question: What is your favorite sport? If you choose Project B, you will tell a sports story using numbers. Look a picture C. Think about this question: What kinds of fish make good pets? If you choose this project, you will make a model of a fish tank.

Math Modeling

Fresh From the Farm

3-Act Math Preview

Directions Read the robot’s speech bubble to students. Generate Interest Ask students what vegetables they enjoy most. Say: What vegetables might be used to make a salad? What vegetable do you like? Have your class decide which vegetables they would buy for a salad.

Lesson 9.1 Count, Read, and Write 11 and 12

Solve & Share

Answer:

Explanation:
There are 12 toy cars with Carlos.I put counters in 10 frame to show the number of counters.
Directions Say: Carlos has a collection of toy cars. How can Carlos show the number of cars he has? Use counters and put them together in two different ways so they can be counted easily. Draw your counters to show one of your ways.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I practiced writing the number 11.

Question 2.

Answer:

Explanation:
I practiced writing the number 12.

Directions 1 and 2 Have students count the cars in each group, and then practice writing the number that tells how many.

Question 3.

Answer:

Explanation:
I counted the number of toys, there are 11 toys.So, I drew counters for the number 11 and practiced it.

Question 4.

Answer:

Explanation:
I counted the number of toys, there are 12 toys.So, I drew counters for the number 12 and practiced it.

Question 5.

Answer:

Explanation:
I counted the number of toys, there are 12 toys.So, I drew counters for the number 12 and practiced it.

Question 6.

Answer:

Explanation:
I counted the number of toys, there are 11 toys.So, I drew counters for the number 11.Then i wrote the number that comes after 11 that is 12.

Directions 3-5 Have students count the toys in each group, use counters to show how many, and then practice writing the number that tells how many. 6 Number Sense Have students count the train cars, write the number to tell how many, and then write the number that comes after it.

Independent Practice

Question 7.

Answer:

Explanation:
I drew counters for the number 12 using ten frames.

Question 8.

Answer:

Explanation:
I drew counters for the number 11 using ten frames.

Question 9.

Answer:

Explanation:
There are 12 toys in the above question.So, i practiced writing the number 12.

Question 10.

Answer:

Explanation:
I drew 11 toy cars and practiced writing the number 11.

Directions 7-8 Have students use counters to make the number and draw circles to show how many. 9 Have students count the toys, and then practice writing the number that tells how many. 10 Higher Order Thinking Have students draw 11 toys, and then practice writing the number that tells how many.

Lesson 9.2 Count, Read, and Write 13 m, and 15

Solve & Share

Answer:

Explanation:
Carlos collected leaves, There are 14  leaves.SO, i drew counters in tenframes for the number 14.

Directions Say: Carlos collected leaves to put in a scrapbook. How can Carlos show the number of leaves he collected? Use counters, and then draw them to show one way.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I practiced writing the number 13.

Question 2.

Answer:

Explanation:
I practiced writing the number 14.

Directions 1 and 2 Have students count the leaves in each group, and then practice writing the number that tells how many.

Question 3.

Answer:

Explanation:
There are 15 leaves in the above picture, I drew counters for number 15 in ten frames.
I practiced writing the number 15.

Question 4.

Answer:

Explanation:
There are 15 leaves in the above picture, I drew counters for number 15 in ten frames.
I practiced writing the number 15.

Question 5.

Answer:

Explanation:
There are 14 leaves in the above picture.
I practiced writing the number 14.

Question 6.

Answer:

Explanation:
There are 13 leaves in the above picture, I practiced writing the number 13.

Directions 3-4 Have students count the leaves in each group, use counters to show how many, and then practice writing the number that tells how many. 5 Have students count the leaves, and then practice writing the number that tells how many. 6 envision STEM Say: Trees use their leaves to turn sunlight into food. Have students count the green leaves, and then practice writing the number that tells how many.

Independent Practice

Question 7.

Answer:

Explanation:
There are 14 leaves in the above picture, I practiced writing the number 14.

Question 8.

Answer:

Explanation:
I drew counters for the number 13 using ten frame.

Question 9.

Answer:

Explanation:
I drew counters for the number 15 using ten frame.

Question 10.

Answer:

Explanation:
I drew 14 leaves in a ten frame and practiced writing the number 14.

Directions 7 Have students count the leaves, and then practice writing the number that tells how many. 8-9 Have students use counters to make the number and use a ten-frame or draw circles to show how many. 10 Higher Order Thinking Have students draw 14 leaves, and then practice writing the number that tells how many.

Lesson 9.3 Count, Read, and Write 16 and 17

Solve & Share

Answer:

Directions Say: Jada has a collection of piggy banks. She displays her piggy banks in 2 rows, as shown on the page. Count the piggy banks and use red cubes to show how many in all. Then use blue cubes to show another way to display the same number of piggy banks. Draw the cubes to show your answer.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Question 2.

Answer:

Directions 1 and 2 Have students count the piggy banks in each group, use cubes to show how many, and then practice writing the number that tells how many.

Question 3.

Answer:

Question 4.

Answer:

Question 5.

Answer:

Directions 3-5 Have students count the stuffed animals in each group, use cubes to show how many, and then practice writing the number that tells how many.

Independent Practice

Question 6.

Answer:

Question 7.

Answer:

Question 8.

Answer:

Question 9.

Answer:

Directions 6-7 Have students count the stuffed animals in each group, and then practice writing the number that tells how many, 8 Have students use counters to make the number and use ten-frames or draw circles to show how many. 9 Higher Order Thinking Have students draw 17 balls, and then practice writing the number that tells how many.

Lesson 9.4 Count, Read, and Write 18, 19, and 20

Solve & Share

Answer:

Explanation:
I used the above given counters and drew the bird stickers in the frame.
There are 18 bird stickers with carlos.

Directions Say: Carlos has a collection of bird stickers in his sticker album. How can Carlos show the number of bird stickers he has? Use counters, and then draw them to show one way.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I practiced writing the number 19.

Question 2.

Answer:

Explanation:
I practiced writing the number 20.

Directions 1 and 2 Have students count the counters showing how many red and blue bird stickers Carlos has in his collection, and then practice writing the number.

Question 3.

Answer:

Explanation:
I practiced writing the number 18.

Question 4.

Answer:

Explanation:
I drew counters for the number 19 in the ten frames.

Question 5.

Answer:

Explanation:
I drew counters for the number 20 in the ten frames.

Question 6.

Answer:

Explanation:
I counted the above given stickers, there are 18 stickers.So, i practiced writing number 18.

Directions 3 Have students count the counters showing how many yellow bird stickers Carlos has in his collection, and then practice writing the number. 4-5 Have students use counters to make each number and draw counters in the ten-frames to show how many. 6 Have students count the stickers, and then practice writing the number that tells how many.

Independent Practice

Question 7.

Answer:

Explanation:
I counted the above given stickers, there are 20 stickers.So, i practiced writing number 20.

Question 8.

Answer:

Explanation:
I counted the above given stickers, there are 18 stickers.So, i practiced writing number 18.

Question 9.

Answer:

Explanation:
I drew counters in ten frames for the number 19.

Question 10.

Answer:

Explanation:
I drew 20 bug stickers and practiced writing the number 20.

Directions 7 and 8 Have students count the stickers in each group, and then practice writing the number that tells how many. 9 Have students use counters to make the number and draw circles to show how many. 10 Higher Order Thinking Have students draw 20 bug stickers, and then practice writing the number that tells how many.

Lesson 9.5 Count Forward from Any Number to 20

Solve & Share

Answer:

Explanation:
I drew 12 counters on the double ten frame, I put one more counter and wrote the number 13, and I put 1 more counter and wrote the number 14.The numers get larger as i count.

Directions Say: Put 12 counters on the double ten-frame. Write the number to tell how many. Put I more counter on the double ten-frame, and then write the number. Repeat using I more counter. What do you notice about the numbers? Do they get larger or smaller as you count?

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I Counted forward by 1s from the blue number 15 to the stop sign 20.I wrote the number i counted, they are 15, 16, 17, 18, 19, 20.

Directions 1 Have students find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Question 2.

Answer:

Explanation:
I Counted forward by 1s from the blue number 3 to the stop sign 8.I wrote the number i counted, they are 3, 4, 5, 6, 7, 8.

Question 3.

Answer:

Explanation:
I Counted forward by 1s from the blue number 11 to the stop sign 16.I wrote the number i counted, they are 11, 12, 13, 14, 15, 16.

Question 4.

Answer:

Explanation:
I Counted forward by 1s from the blue number 13 to the stop sign 18.I wrote the number i counted, they are 13, 14, 15, 16, 17, 18.

Directions 2-4 Have students find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Independent Practice

Question 5.

Answer:

Explanation:
I Counted forward by 1s from the blue number 7 to the stop sign 12.I wrote the number i counted, they are 7, 8, 9, 10, 11, 12.

Question 6.

Answer:

Explanation:
I Counted forward by 1s from the blue number 10 to the stop sign 15.I wrote the number i counted, they are 10, 11, 12, 13, 14, 14.

Question 7.

Answer:

Explanation:
I Counted forward by 1s from the blue number 25 to the stop sign 17.I wrote the number i counted, they are 12, 13, 14, 15, 16, 17.

Question 8.

Answer:

Explanation:
I choosed a number 10 from number chart.I Counted forward by 1s from the number 10 to the stop sign 15.I wrote the number i counted, they are 10, 11, 12, 13, 14, 15.

Directions 5-7 Have students start at the blue number and count forward, and then write each number they counted. Have students use the number chart at the top of the page, if needed, 8 Higher Order Thinking Have students pick a number between 1 and 15, and write it on the first line. Have them count forward, and then write each number they counted.

Lesson 9.6 Count to Find How Many

Solve & Share

Answer:

Explanation:
I drew counters to show the number of cherries Dainel and Jada has.I drew 13 and 11 strawberries below their ten frames.I can tell my drawings are correct by counting them by 1s.

Directions Say: Daniel has 13 cherries on a tray. Jada has 11 cherries on a tray. How can you show this? Use counters to show the cherries on the trays, and then draw the pictures. How can you tell that your drawings are correct?

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 6 strawberries in it.

Question 2.

Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 9 strawberries in it.

Directions Have students count to find how many. Then: 1 draw a circle around the tray with 6 strawberries; 2 draw a circle around the tray with 9 strawberries.

Question 3.

Answer:

Explanation:
I counted upon by 1s the number of strawberries in both the trays and circled the tray that  has 18 strawberries in it.

Question 4.

Answer:

Explanation:
I counted upon by 1s the number of bugs in all the sets and circled the set that has 15 bugs.

Question 5.

Answer:

Explanation:
I counted upon by 1s and circled the sets of bananas that has 4 bananas in it.

Question 6.

Answer:

Explanation:
I counted the bugs by 1s, there are 12 bugs in the group and i drew 8 more bugs in another group so that their will be 20 bugs in all.

Directions Have students count to find how many. Then: 3 draw a circle around the tray with 18 strawberries; 4 draw a circle around the groups with 15 bugs; 5 draw a circle around the groups with 4 bananas. 6 Algebra Have students count the bugs in the group, and then draw another group of bugs so that there are 20 bugs in all.

Independent Practice

Question 7.

Answer:

Explanation:
I counted by 1s and circled the tray of oranges that has 6 oranges in it.

Question 8.

Answer:

Explanation:
I counted by 1s and circled the flower that has 8 petals in it.

Question 9.

Answer:

Explanation:
I counted the number of stars in each flag and circled that flags which has 10 stars in them.

Question 10.

Answer:

Explanation:
I drew 19 strawberries in the above trays in 2 ways that is in ten frame way and random way.

Directions Have students count to find how many. Then 7 draw a circle around the tray with 6 oranges; 8 draw a circle around the flower with 8 petals; 9 draw a circle around the flags with 10 stars. 10 Higher Order Thinking Have students draw 19 strawberries in two different ways.

Lesson 9.7 Reasoning

Problem Solving

Solve & Share

Answer:

Explanation:
I counted the number of spaces in the carton by 1s and i found that there are 12 spaces to put eggs in them.Therefore I circled the number 12.

Directions Say: Carlos wants to put some or all of the eggs in the carton. Draw a circle around all the numbers that tell how many eggs he could put in the carton. Explain why there could be more than one answer.

Visual Learning Bridge

Guided Practice

Question 1.

Answer:

Explanation:
I counted the number of cows, there are 9 cows outside the barn in the farm.If there are 1 or more cows inside the barn then their will be either 10, 11 or 12 cows in all.

Directions 1 Say: There are more than 8 cows on a farm. Some cows are outside the barn. 1 or more cows are inside the barn. Count the cows that are outside of the barn, and then draw a circle around the numbers that tell how many cows there could be in all.

Independent Practice

Question 2.

Answer:

Explanation:
I counted the number of horses, there are 13 horses outside the stable.If there are 0, 1, or 2 horses are inside the stable.Then their could be 13, 14 or 15 horses in all.So, i circled the numbers 13, 14 and 15.

Question 3.

Answer:

Explanation:
I counted the number of dogs, there are 17 dogs playing in the park.If 1 or 2 dogs rest at the dog house then their could be 18 or 19 dogs in all.So, i circled 18 and 19.

Question 4.

Answer:

Explantion:
I counted the numbe rof fishes in the tank, there are 10 fishes in the tank.If the fish tank can hold 15 fishes then i can add 5 more fishes to the tank.So, I circled the number 5.

Directions Say: 2 There is 1 more than 12 horses outside the stable. 0, 1, or 2 horses are inside the stable. Draw a circle around the number of horses outside the stable, and then draw a circle around the numbers that tell how many horses there could be in all. 3 There is 1 more than 16 dogs playing in the park. 1 or 2 dogs are resting in a doghouse. Draw a circle around the numbers that tell how many dogs there could be in all. 4 The fish tank can hold up to 15 fish. Count the fish in the tank, and then draw a circle around the numbers that tell how many more fish could fit in the tank.

Problem Solving

Performance Task

Answer:

Directions Read the problem to students. Then have them use multiple problem-solving methods to solve the problem. Say: Alex lives on a farm with so many cats that they are hard to count. Sometimes the cats are outside and sometimes they hide in the shed. Alex knows that the number of cats is greater than 11. There are less than 15 cats on the farm. How can Alex find out the number of cats that could be on his farm? 5 Reasoning What numbers do you know from the problem? Mark an X on the numbers that do NOT fit the clues. Draw a circle around the numbers that tell the number of cats that could be on the farm. 6 Model How can you show a word problem using pictures? Draw a picture of the cats on Alex’s farm. Remember that some may hide inside the shed. 7 Explain Is your drawing complete? Tell a friend how your drawing shows the number of cats on Alex’s farm.

Topic 9 Fluency Practice

Question 1.

Answer:

Explanation:
I colored the boxes that has the sum or difference that is equal to 4.

Question 2.

Answer:

Explanation:
In the above question i could see the letter “F” after coloring the boxes that has the sum or difference equal to 4.

Directions Have students: 1 color each box that has a sum or difference that is equal to 4; 2 write the letter they see.

Topic 9 Vocabulary Review

Question 1.

Answer:

Explanation:
I read the number above and circled the number 16.

Question 2.

Answer:

Explanation:
I read the number above and circled the number 12.

Question 3.

Answer:

Explanation:
I wrote the number 18(eighteen).

Question 4.

Answer:

Explanation:
I drew 11 counters using ten frames an dwrote the number 11.

Question 5.

Answer:

Explanation:
I counted 14 cubles and then circled them.

Question 6.

Answer:

Explanation:
I wrote the number 12(Twelve).

Directions Understand Vocabulary Have students: 1 draw a circle around the number sixteen; 2 draw a circle around the number twelve; 3 write the number eighteen; 4 draw eleven counters in the box, and then write the number; 5 draw a circle around fourteen cubes; 6 write the number twenty.

Topic 9 Reteaching

Set A

Question 1.

Answer:

Explanation:
I counted the number of stars, there are 17 stars.So, I wrote the number 17 in the blank.

Question 2.

Answer:

Explanation:
I counted the number of suns, there are 18 suns.So, I wrote the number 18 in the blank.

Set B

Question 3.

Answer:

Explanation:
I found the blue number 9 on the number chart, counted forward until I reach the stop sign 11.I counted the number 9, 10, 11.So, I wrote the numbers 10 and 11 in the blanks.

Directions Have students: 1 and 2 count the objects in each group, and then write the number to tell how many; 3 find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Set C

Question 4.

Answer:

Explanation:
I counted the number of bugs and I circled the group that contains 15 bugs.

Set D

Question 5.

Answer:

Explanation:
I counted the number of bunnies.There are 10 bunnies resting in the grass.If there are 2 or 3 bunnies playing behind the bush then their will be 12 or 13 bunnies in all.

Directions Have students: 4 draw a circle around the group with 15 bugs; 5 listen to the story and use reasoning to find the answer. Some bunnies are resting in the grass. 2 or 3 bunnies are playing behind the bush. Count the bunnies in the grass, and then draw a circle around the numbers that show how many bunnies there could be in all.

Question 1.

Answer:

Explanation:
I counted the numbe rof birds, there are 16 birds in the question.So, I circled Option.D 16.

Question 2.

Answer:

Explanation:
I counted the number of objects, there are 11 objects in option.C. So, I circled it.
Option.C shows 11.

Question 3.

Answer:

Explanation:
I counted the number of bees,there are 14 bees outside the beehive.If there are 1 or more bees inside the beehive then their would be 15, 16 or 17 bees in all.

Directions Have students mark the best answer. 1 Which number tells how many? 2 Which shows 11 ? 3 Have students listen to the story, and then mark all the possible answers. There are some bees outside of the beehive. 1 or more bees are inside the beehive. Count the bees outside of the beehive, and then mark three numbers that tell how many bees there could be in all.

Question 4.

Answer:

Explanation:
I counted the number of leaves, there are 12 leaves.So, i wrote 12 in the blank.

Question 5.

Answer:

Explanation:
I counted the bugs.I circled that group of bugs that have 15 bugs in the group.

Question 6.

Answer:

Explanation:
I drew 18 marbles and wrote the number 18 in the blank.

Question 7.

Answer:

Explanation:
I found the blue number 16 on the number chart, counted forward until I reach the stop sign 16.I counted the number 16, 17, 18.So, I wrote the numbers 17 and 18 in the blanks.

Directions Have students: 4 count the leaves, and then write the number to tell how many; 5 draw a circle around the group that shows 15 ladybugs; 6 draw eighteen marbles, and then write the number to tell how many; 7 find the blue number on the number chart, count forward until they reach the stop sign, and then write each number they counted.

Question 1.

Answer:

Explanation:
I counted the numbe rof heart shapes in the above image, there are 15 heart shapes.So, i wrote the number 15 in the blank.

Question 2.

Answer:

Explanation:
I counted the number of smilee faces in the above image, there are 15 smilee faces.So, i wrote the number 17 in the blank.

Directions Sadie’s Stickers Say: Sadie puts many stickers in her notebook. How many of each type of sticker is there? Have students: 1 count the number of heart stickers, and then write the number to tell how many; 2 count the number of smiley face stickers, and then write the number to tell how many.

Question 3.

Answer:

Explanation:
I circled the group of stickers that Sadie should use to decorate a picture frame and i drew the stickers in different way in the box beside.

Question 4.

Answer:

Explanation:
Sadie gets a sticker for feeding her dog every day. She has fed her dog for 10 days.Sadie have in 2 more days two more stickers.Count forward by 1s from 10 for 2times, one after 10 is 11 and one after 11 is 12.So, i wrote 11, 12 in the blanks.

Question 5.

Answer:

Explanation:
Sadie puts 18 stickers on the front of a card. She puts 1 or more stickers on the back of a card.
Count forward by 1s from 18 for 2times, one after 18 is 19 and one after 19 is 20.So, i circled 19 and 20.

Directions 3 Say: Sadie wants to use Ih stickers to decorate a picture frame. Have students draw a circle around the group of stickers that she should use, and then draw a different way to show 14 stickers. 4 Say: Sadie gets a sticker for feeding her dog every day. She has fed her dog for 10 days. How many stickers will Sadie have in 2 more days? Have students count forward by 2 more days to find the answer, and then write each number they counted. 5 Say: Sadie puts 18 stickers on the front of a card. She puts 1 or more stickers on the back of a card. Have students draw a circle around the numbers that show how many stickers there could be in all. Have students explain their answer.

Envision Math 6th Grade Textbook Answer Key Topic 2.7 Using Expressions to Describe Patterns

Using Expressions to Describe Patterns

How can you write expressions to describe patterns?
Answer:
Delvin saves a part of everything he earns. The table at the right shows Delvin’s savings pattern.
The INPUT column shows the money he has earned.
The OUTPUT column shows the money he has saved.

Question.
Write an expression to describe the pattern.

Answer:

Guided Practice

Do you know HOW?
Use the input/output table for 1 and 2.

Question 1.
If the input number is 8, what is the output number?
Answer:
11
Explanation:

Question 2.
Write an algebraic expression that describes the output pattern.
Answer:
x + 3
Explanation:

Do you UNDERSTAND?
Question 3.
Suppose that Delvin earned $36 mowing lawns. What input and output entries would you add to his table?
Answer:
IN: $36; OUT: $18
Explanation:

Question 4.
Reasonableness Is it reasonable for an output to be greater than the input in the table above? Explain.
Answer:
See margin.
Explanation:

Question 5.
What is the algebraic expression that describes the output pattern for the table above if the input is x?
Answer:
\(\frac{1}{2}\)x.
Explanation:

Independent Practice

Use this table for 6 and 7.

Question 6.
What is the cost of 4 lb, 5 lb, and 10 lb of apples?
Answer:

Question 7.
Write an algebraic expression that describes the output pattern if the input is a variable a.
Answer:
2a
Explanation:

Use this table for 8 and 9.

Question 8.
Copy and complete the table.
Answer:

Question 9.
Write an algebraic expression that describes the relationship between the input and output values.
Answer:
x ÷ 3
Explanation:

An input/output table is a table of related values. Identify the pattern.
What is the relationship between the values?
\(\frac{1}{2}\) (84) = 42 → 42 is half of 84
\(\frac{1}{2}\) (66) = 33 → 33 is half of 66
\(\frac{1}{2}\) (50) = 25 → 25 is half of 50.

The pattern is: \(\frac{1}{2}\) (INPUT) = OUTPUT
Let x= INPUT.
So, the pattern is \(\frac{1}{2}\) x.
Use the pattern to find the missing values.

\(\frac{1}{2}\) (22) = 11
\(\frac{1}{2}\) (30) = 15

Problem Solving

Use the input/output table at right for 10 and 11.

Question 10.
Hazem keeps \(\frac{1}{3}\) of the tips he earns. Also, he gets $1 each night to reimburse his parking fee. This information is shown in the input/output table. Write an algebraic expression that describes the output pattern if the input is the variable k.
Answer:
(k ÷ 3) + 1 or \(\frac{1}{3}\) k + 1
Explanation:

Question 11.
How much money would Hazem keep in a night if he takes in $36 in tips?
Answer:
$13
Explanation:

Use the input/output table at right for 12 and 13.

Question 12.
Ms. Windsor’s classroom has a tile floor. The students are making stars to put in the center of 4-tile groups. This input/ output chart shows the pattern. Write an algebraic expression that describes the output pattern if the input is the variable t.
Answer:
t ÷ 4
Explanation:

Question 13.
Writing to Explain There are 30 rows with 24 tiles in each row on a floor. Explain how to find the number of stars needed to complete the pattern for the floor.
Answer:
See margin.
Explanation:

Use the table at right for 14.

Question 14.
Think About the Process Which algebraic expression shows the cost of a chosen number of books b?
A. b + $2.50
B. $2.50b
C. $b – $2.50
D. b + $2.50
Answer:
B. $2.50b

Envision Math 6th Grade Textbook Answer Key Topic 2.5 Mental Math

Mental Math

How can you break apart numbers to compute mentally?
Answer:
Jo has to read 45 history pages and 46 science pages by the end of next week.

Question.
How many total pages must Jo read?
Answer:

Another Example
What other strategies can you use to compute mentally?
Answer:
Look for compatible numbers and use properties of operations to compute mentally.

Use compensation to create compatible numbers that are easy to compute mentally.

Explain It
Question 1.
When you use compensation to subtract, why must you add to the difference you find?
Answer:
You must add back to the difference the extra amount you subtracted.
Explanation:

Question 2.
When you use compensation to multiply, which property are you using?
Answer:
Distributive Property
Explanation:

Use mental math.

Combine the sums. 80 + 11 = 91
So, 45 + 46 = 91.

Explain why breaking apart the numbers works.
40 + 5) + (40 + 6) ← Break apart numbers.
(40 + 40) + (5 + 6) ← Use Commutative and Associative Properties.
80 + 11 ← Add
91 ← Add
Jo has 91 pages to read.

Guided Practice

Do you know HOW?
Compute mentally.
Question 1.
89 + 32 + 8
Answer:
(32 + 8) + 89 = 129
Explanation:

Question 2.
76 + 59 + 6
Answer:
See margin.
Explanation:

Question 3.
2 × 9 × 20
Answer:
(2 × 20)9 = 360
Explanation:

Question 4.
5 × 31 × 2
Answer:
(5 × 2)31 = 310
Explanation:

Question 5.
8 × 39
Answer:
See margin.
Explanation:

Question 6.
48 + 52
Answer:
See margin.
Explanation:

Question 7.
453 – 397
Answer:
See margin.
Explanation:

Question 8.
6(42)
Answer:
6(40) + 6(2) = 252
Explanation:

Do you UNDERSTAND?
Question 9.
When you use the Compensation Strategy in a problem such as 5 x 698, you turn one multiplication problem into two and then combine them.
Why does this idea make sense?
Answer:
See margin.
Explanation:

Question 10.
Jo has to read 2 science chapters for each of the next 5 weeks. Each chapter is 45 pages long. How many pages does she have to read?
Answer:
2 × 5 × 45 = (2 × 5)45 = 450
Explanation:

Independent Practice

Compute mentally.
Question 11.
10 + 23 +130
Answer:
10 + 130 + 23 = 163
Explanation:

Question 12.
721 – 395
Answer:
(721 + 5) – (395 + 5) = 326
Explanation:

Question 13.
2 × 38 × 5
Answer:
(2 × 5)38 = 380
Explanation:

Question 14.
28 + 26 + 32 + 14
Answer:
See margin.
Explanation:

Question 15.
5 × 3 × 40
Answer:
(5 × 40)3 = 600
Explanation:

Question 16.
856 – 403
Answer:
See margin.
Explanation:

Question 17.
6(69)
Answer:
6(70) – 6(1) = 414
Explanation:

Question 18.
80 × 10 × 5
Answer:
(80 × 10)5 = 4,000
Explanation:

Question 19.
44 + 56
Answer:
See margin
Explanation:

Question 20.
840 + 260 + 72
Answer:
See margin.
Explanation:

Question 21.
495 + 75 + 14
Answer:
See margin
Explanation:

Question 22.
397 + 255
Answer:
See margin.
Explanation:

Question 23.
8(82)
Answer:
8(80) + 8(2) = 656
Explanation:

Question 24.
4 × 5 × 25
Answer:
(4 × 25) × 5 = 500
Explanation:

Problem Solving

Use the data table for 25 and 26. Find the answers mentally.

Question 25.
How much did Jacob make during the first three weeks?
Answer:
$45 + $32 + $55 = ($45 + $55) + $32 = $100 + $32 = $132
Explanation:

Question 26.
Jamal earned $5 for every dollar Jacob earned during week 4 on his paper route. How much money did Jamal earn?
Answer:
$5($64) = $5($60 + $4) = $300 + $20 = $320
Explanation:

Question 27.
Writing to Explain Avis swam her first lap in 32 seconds and her second lap in 45 seconds. Explain the steps you can use to mentally calculate her total time.
Answer:
See margin.
Explanation:

Question 28.
Use the break-apart strategy to mentally solve 81 + 43 + 2.
Answer:
(80 + 1) + (40 + 3) + 2 = 120 + 6 = 126
Explanation:

Question 29.
Draw It Copy and complete the bar diagram to show how to use the Distributive Property to mentally compute the problem below.

Four friends are having a snack. They each have 8 strawberries and 22 blueberries. How many berries do they have altogether?
Answer:
The friends have 4 × 30 = 120 berries in all.
Explanation:

Question 30.
Number Sense What kind of numbers would make 3-factor multiplication problems easy to do mentally?
Answer:
Numbers in which two of them combine to a multiple of 10
Explanation:

Question 31.
Writing to Explain Explain how you can use the Distributive Property to multiply 6 and 82.
Answer:
See margin.
Explanation:

One of the world’s tallest fountains shoots water 171 m into the air once per hour. Use this information for 32 and 33.

Question 32.
Think About the Process Which expression shows a break-apart strategy to mentally calculate the total of the heights of the water this fountain shoots in the air in 5 hours?
A. 171 × 5
B. 5(100 × 71)
C. 170 × 5 + 1
D. 5(100 + 70 + 1)
Answer:
D. 5(100 + 70 + 1)
Explanation:

Question 33.
The fountain sprays water for 15 minutes during every hour between 10:00 A.M. and 9:00 P.M. If the fountain sprayed water 10 times higher than it does, how high would the water shoot up? Solve mentally, and then check your answer.
Answer:
1,710m
Explanation:

Mixed Problem Solving

Counting Calories
Calories come from the food you eat. Your body converts those calories into the energy you need every day.
After class, the sixth grade had the snack foods shown in the chart. For 1 through 5, write an expression to show how many calories the person ate. Then, evaluate each expression.

Tips: Make sure to watch the units on the chart compared to the units in the problems.

Question 1.
Wen-Wei ate a peach and an apple for lunch. After class, he ate 2 cups of celery and 8 tablespoons of peanuts. How many calories did he eat after class?
Answer:
2(20) + 8(50) = 440 calories
Explanation:

Question 2.
Andrea ate 3 tablespoons of Brazil nuts. Then she ate 2 more tablespoons. Later, she ate another 4 tablespoons.
Answer:
3(60) + 2(60) + 4(60) = 540 calories
Explanation:

Question 3.
Gloria ate 2 ounces of low fat cottage cheese, a cup of carrots, and 6 tablespoons of cashews. Then, she went back and got 4 more tablespoons of cashews and an orange. She ate everything but half of the orange.
Answer:
See margin
Explanation:

Question 4.
Ayesha ate 4 cups of celery, 3 oranges, and 2 ounces of Swiss cheese.
Answer:
4(20) + 3(60) + 2(105) = 470 calories
Explanation:

Question 5.
Daryl took 2 oz dried apricots, 4 tbsp almonds, and 2 cups of pretzels. He ate all of it, except for 1 oz of apricots.
Answer:
2(40) + 4(55) + 2(60) – 40 = 380 calories
Explanation:

For 6 and 7, write an expression that describes the situation, and then evaluate the expression.
Question 6.
Paulo took 4 bananas, 6 ounces of dates, 4 ounces of cheddar cheese, and 2 ounces of Swiss cheese. He split it all evenly with Alex. How many calories did Paulo eat?
Answer:
(4(105) + 6(70) + 4(105) + 2(105)) ÷ 2 = 735 calories
Explanation:

Question 7.
Kyle filled a basket with 10 cups of plain popcorn. He shared it equally with 4 other people. Then, he got an apple and shared it equally with 1 other person. On his last trip to the snack table, he took 3 ounces of raisins, but he tripped and dropped 1 ounce of them. How many calories did Kyle eat?
Answer:
See margin.
Explanation:

Envision Math 6th Grade Textbook Answer Key Topic 2.3 Order of Operations

Order of Operations

How do you know which operation to perform first?
Evaluate 14 + 8 × 6.
Answer:

Other Examples
Evaluate 20 + (30 – 10) ÷ 5.
Using order of operations:
20 + (30 – 10) ÷ 5 ← Compute inside the parentheses first.
20 + 20 ÷ 5 ← Next, divide.
20 + 4 ← Finally, add.
24

Using a scientific calculator:
Press:

Use the order of operations to evaluate.

Evaluate 4² – (4 + 6) ÷ 2.
Using order of operations:
42 – (4 + 6) ÷ 2 ← Compute inside theparentheses first.
42 – 10 ÷ 2 ← Evaluate exponents.
16 – 10 ÷ 2 ← Then divide.
16 – 5 ← Finally, subtract.
11

Using a scientific calculator:
Press:

Explain It
Question 1.
To evaluate 3 × (7 + 5), what should you do first and why?
Answer:
First, add 7 + 5 since that operation is inside the parentheses.
Explanation:

Question 2.
In the second example using the scientific calculator, what is the purpose of the key?
Answer:
It is the key that is used to evaluate a base number raised to the power of an exponent.
Explanation:

Mathematicians use a set of rules known as order of operations , the order in which to perform operations in calculations.
1. Compute inside parentheses.
2. Evaluate terms with exponents.
3. Multiply and divide from left to right.
4. Add and subtract from left to right.

Using the correct order of operations, 14 + 8 × 6 = 62.
A scientific calculator uses order of operations.

Guided Practice

Do you know HOW?
Evaluate each expression.
Question 1.
36 ÷ 6 + 6
Answer:
12
Explanation:

Question 2.
36 ÷ (6 + 6)
Answer:
3
Explanation:

Question 3.
24 ÷ (4 + 8) + 2
Answer:
4
Explanation:

Question 4.
48 ÷ (4 + 8) + 2²
Answer:
8
Explanation:

Question 5.
24 ÷ 4 + 8 + 2
Answer:
16
Explanation:

Question 6.
48 ÷ 4 + 8 + 2²
Answer:
24
Explanation:

Do you UNDERSTAND?
Question 7.
Where could you insert parentheses to make this number sentence true? 80 ÷ 8 × 5 + 4= 90
Answer:
See margin.
Explanation:

Question 8.
Donavan entered 12 + 4 × 36 into Lidia’s scientific calculator.The display showed 18. In what order did the calculator complete the operations?
Answer:
See margin.
Explanation:

Independent Practice

Evaluate each expression.
Question 9.
3³ – 8 × 3
Answer:
3
Explanation:

Question 10.
(5² + 7) ÷ 4
Answer:
8
Explanation:

Question 11.
6 × 4 – 4 + 2
Answer:
8
Explanation:

Question 12.
18 – 3 × 5 + 2
Answer:
5
Explanation:

Question 13.
49 – 4 × (49 ÷ 7)
Answer:
21
Explanation:

Question 14.
(64 ÷ 8) × 3 + 6
Answer:
30
Explanation:

Question 15.
72 ÷ (4 + 4) × 5
Answer:
45
Explanation:

Question 16.
(3 × 3) × (2 × 2) ÷ 36
Answer:
1
Explanation:

Use parentheses to make each number sentence true.
Answer:
See margin.
Explanation:

Question 17.
5 + 4 × 3 × 3 = 41
Answer:

Question 18.
9 × 0 + 4 = 36
Answer:

Question 19.
5² – 6 × 0 = 25
Answer:

Question 20.
8 × 9 – 2 – 3 = 32
Answer:

Question 21 .
5 + 4 × 3 × 3 = 81
Answer:

Question 22.
9 × 0 + 4 = 4
Answer:

Question 23.
5² – 6 × 0 = 0
Answer:

Question 24.
8 × 9 – 2 – 3 = 53
Answer:

Question 25.
1 + 2 × 3 + 4 = 21
Answer:

Question 26.
2² + 4 × 6 = 48
Answer:

Question 27.
5 × 6 × 8 – 7 = 30
Answer:

Question 28.
6² + 7 + 9 × 10 = 133
Answer:

Question 29.
Number Sense Use the symbols +, -, ×, and ÷ to make the number sentence true.
Answer:

Explanation:

Question 30.
Meredith bought 3 T-shirts for $12.00 each. Her grandmother paid for half the total cost. To find how much Meredith paid, evaluate the expression: (3 × 12) ÷ 2.
Answer:
(3 × 12) ÷ 2 = $18. Meredith paid $18.
Explanation:

Question 31.
Luke needs a new fence around his garden, but the gate across the narrow end of the garden will not be replaced. To find how many feet of fencing Luke needs, evaluate the expression: 12 + (2 × 14).

Answer:
40 feet
Explanation:

Question 32.
Writing to Explain If p is greater than zero, tell which of these expressions will result in the higher number: (2 × p) + 5 or 2 × (p + 5). Explain how you know.
Answer:
See margin.
Explanation:

Question 33.
Jaron walked 15 blocks north and then 3 blocks west to school. Marisol walked 3 blocks east and then 15 blocks south to school. Write an expression to show that each traveled the same distance.
Answer:
3 + 15 = 15 + 3
Explanation:

Question 34.
On Saturday, every seat in Mazen Theater was full. The balcony has 10 rows with 22 seats in each. The main floor has 25 rows with 30 seats each. To find the number of people at the theater, evaluate the following expression: (10 × 22) + (25 × 30).
A. 16
B. 87
C. 970
D. 14,100
Answer:
C. 970
Explanation:

Question 35.
On her math test, Bianca scored 5 points on each of 5 questions, 2 points on each of 2 questions, and 3 points on each of 4 questions. To find the number of points she scored, evaluate the expression: 5² + 2² + (3 × 4).
A. 26
B. 40
C. 41
D. 84
Answer:
C. 41
Explanation:

Question 36.
The world’s largest flag measures 505 ft by 225 ft. The flag hangs by a cable through grommets on one of the shorter sides. There is a grommet every 30 in. If there is a grommet at each end, evaluate the expression 1 + (225 × 12) ÷ 30 to find out how many grommets are used to hang the flag.

Answer:
91 grommets
Explanation:

Going Digital

Exponents and Order of Operations

Evaluate 5⁶ on a calculator Ono ways.

Evaluate 9³ + (27 ÷ 3 + 47) on a calculator two ways
Step 1: Use the calculator’s order of operations.

Step 2: Follow order of operations to verify that the calculator used the correct order of operation.

Practice

Evaluate each expression two ways.
Question 1.
8⁵
Answer:
32, 768
Explanation:

Question 2.
7⁴
Answer:
2,401
Explanation:

Question 3.
8 × 19 – 36 + 12⁵
Answer:
248,948
Explanation:

Question 4.
(72 ÷ 9) + 6 × 3⁵
Answer:
1,466
Explanation:

Question 5.
3⁷
Answer:
2,187
Explanation:

Question 6.
1204 ÷ 14 – 2⁵ + 178
Answer:
232
Explanation:

Envision Math 3rd Grade Textbook Answer Key Topic 1 Reteaching

Reteaching

Set A, pages 4-5

Write the number in expanded form, standard form, and word form.

Standard form: 236
Expanded form: 200 + 30 + 6
Word form: two hundred thirty-six

Remember that, in some numbers, the digit 0 is needed to hold a place.

Write each number in standard form.
Question 1.

Answer:

Question 2.
300 + 20 + 7
Answer:

Write each number in expanded form and word form.
Question 3.
456
Answer:

Question 4.
620
Answer:

Set B, pages 6-7

Write four thousand, sixteen in standard form and expanded form.

Standard form: 4,016
Expanded form: 4,000 + 10 + 6

Remember to use a comma to separate thousands from hundreds.

Write each number in standard form and expanded form.
Question 1.
Two thousand, one hundred four
Answer:

Question 2.
Six thousand, seven hundred twenty-two
Answer:

Set C, pages 8-9

Find the value of the 4 in 847,193.

The value is 40,000.

Remember that 10 thousands equal 1 ten thousand.

Write the place of each underlined digit. Then write its value.
Question 1.
341,791
Answer:

Question 2.
829,526
Answer:

Question 3.
570,890
Answer:

Question 4.
215,003
Answer:

Question 5.
197,206
Answer:

Question 6.
473,069
Answer:

Question 7.
628,174
Answer:

Question 8.
782,413
Answer:

Set D, pages 10-12

Compare 7,982 and 7,682.
Line up the digits by place value.
Compare the digits starting from the left.

7,982 > 7,682

Remember, when ordering numbers, compare one place at a time.

Compare the numbers.
Use <, >, or =.
Question 1.
479 imgg 6 912
Answer:

Question 2.
3,187 837
Answer:

Question 3.
1,156 156
Answer:

Question 4.
271 2,175
Answer:

Set E, pages 14-15

Write the numbers in order from least to greatest.
3,446 3,459 2,865

3 > 2 4 = 4 4 < 5
The numbers from least to greatest: 2,865; 3,446; 3,459

Remember to compare only two numbers at a time.

Write the numbers in order from greatest to least.
Question 1.
393 182 229
Answer:

Question 2.
1,289 2,983 1,760
Answer:

Question 3.
916 1,916 196
Answer:

Question 4.
5,201 5,120 5,210
Answer:

Question 5.
816 8,160 8,016
Answer:

Question 6.
2,485 2,458 2,845
Answer:

Set F, pages 16–17

When you make an organized list to solve problems, follow these steps.
Step 1: Carefully read the clues or information from the problem.
Step 2: Choose one clue or piece of information and use it to start your list.
Step 3: Repeat Step 2 as often as needed until you have used all of the clues or information to make an organized list.

Remember to make sure each item matches all of the clues.

Question 1.
Pedro has a red marble, a blue marble, a yellow marble, and a green marble. He told Frank to take two marbles. How many different pairs of marbles can Frank take? List the pairs.
Answer:

Envision Math 1st Grade Textbook Answer Key Topic 2 Reteaching

Reteaching

Set A

You can stack cubes to find which group has more.

Write each number. Circle is less than or is greater than.
Question 1.

Answer:

Question 2.

Answer:

Set B

You can use cube towers to put numbers in order.

Use cubes. Write the numbers in order from least to greatest.

Question 3.

Answer:

Question 4.

Answer:

Set C

You can use a number line to find missing numbers.

Write the missing number.

Use the number line. Write the missing numbers.
Question 5.
7 _____ 9
Answer:

Question 6.
4 ______ 6
Answer:

Set D

You can use cubes to act out a story.
Ed is 7. Ann is 4. Reza is 8.

Who is oldest?
8 is the greatest number.
So Reza is oldest.

Use cubes to act out the story. Write the numbers in order from least to greatest.
Question 7.
Mary made 5 cards.
Jim made 9 cards.
Saul made 6 cards.

Who made the most cards? ________
Answer:

Go through the enVision Math Common Core Grade 4 Answer Key Topic 9 Understand Addition and Subtraction of Fractions regularly and improve your accuracy in solving questions.

enVision Math Common Core 4th Grade Answers Key Topic 9 Understand Addition and Subtraction of Fractions

Essential Questions:
How do you add and subtract fractions and mixed numbers with like denominators?
How can fractions be added and subtracted on a number line?

Answer:
Adding and subtracting like denominators is simple as denominators
are same we add numerators or subtract numerators.
In mixed numbers with like denominators we convert
first mixed numbers into fractions then as denominators
are same we add or subtract numerators,

Explanation:
Adding and subtracting like denominators is simple as denominators
are same we add numerators or subtract numerators example
let’s take fractions as 5/6 and 4/6  with like denominator 6 so
first in addition we add numerators as 5 and 4 and denominator is
same 6 so result is (5 + 4)/6 = 9/6,
In subtraction we subtract numerators and denominator being same as
(5 – 4)/6 = 1/6, Now in mixed fractions 5(3/4) and 2(1/4) first we convert
mixed fractions into fractions as (5 X 4 + 3)/ 4 = 23/4 and (2 X 4 + 1)/4 = 9/4,
now we add numerators and denominator being same as (23 + 9 )/4 = 32/4,
In subtraction we subtract numerators and denominator being same as
(23 – 9)/4 = 14/4.

Any fractional number can be represented on a number line which is
known as fractions on the number line. Here we will see how to represent
fraction on a number line. We will also see how to add or subtract with the
help of a fraction number line.
Follow the examples step-by-step how to add or subtract
using a fraction number line.
Calculating the sum of 3/10 + 4/10 on the fraction number line as shown below

= 3/10 + 4/10 (as denominators are same we add numerators),
= (3 + 4)/10,
= 7/10,
The difference of 9/10 and 7/10,

9/10 – 7/10 (as denominators are same we subtract numerators),
= 2/10 or 2/10 ÷ 2/2,
= 1/5 as shown above.

Envision STEM Project: Fractions and Information Transfer
Do Research Morse code uses patterns to transfer information.
Any word can be written using Morse code. Use the Internet or
other sources to find how to write fourth, grade, and school using Morse code.
Journal: Write a Report Include what you found. Also in your report:

• Write three in Morse code. Write a fraction that tells what part of
  the code for three is dots.
• Write and solve an equation to find how much greater the fraction for
  dots is than the fraction for dashes in the word three.

Review What You Know

Vocabulary

• benchmark fractions
• equivalent fractions
• denominator
• numerator

Choose the best term from the box. Write it on the blank.
Question 1.
In \(\frac{2}{3}\), 2 is the _numerator_ of the fraction and
3 is the __denominator_______ of the fraction.
Answer:
2 is the numerator and 3 is the denominator,

Explanation:
Given In \(\frac{2}{3}\) as first, a fraction is made up
of two integers one on the top, and one on the bottom.
The top one is called the numerator, the bottom one is called
the denominator, and these two numbers are separated by a line.
So here 2 is the numerator of the fraction and 3 is the denominator of the fraction.

Question 2.
Fractions that name the same region or part of a segment are
called _equivalent fractions_.
Answer:
Equivalent fractions,

Explanation:
Equivalent fractions can be defined as fractions that may have different
numerators and denominators but they represent the same value.
For example, 9/12 and 6/8 are equivalent fractions because both are equal to 3/4.

Equivalent Fraction

Write the missing values to show pairs of equivalent fractions.
Question 3.
\(\frac{2}{3}=\frac{ }{6}\)
Answer:
4,
\(\frac{2}{3}=\frac{4}{6}\),

Explanation:
As denominator is 3 and other side is 6 means if we divide 6 by 3 we get 2,
means both numerator and denominator are multiplied by 2,
So, 2 should be multiplied to 2 then we get missing numerator as 4,
therefore \(\frac{2}{3}=\frac{4}{6}\).

Question 4.
\(\frac{ }{4}=\frac{3}{12}\),
Answer:
1,
\(\frac{1}{4}=\frac{3}{12}\),

Explanation:
As denominator is 12 and other side is 4 means if we divide 12 by 4 we get 3,
means to get missing numerator we divide 3 by 3 we get 1,
therefore \(\frac{1}{4}=\frac{3}{12}\).

Question 5.
\(\frac{6}{5}=\frac{ }{10}\)
Answer:
12,
\(\frac{6}{5}=\frac{12}{10}\),

Explanation:
As denominator is 5 and other side is 10 means if we divide 10 by 5 we get 2,
means both numerator and denominator are multiplied by 2,
So, 6 should be multiplied to 2 then we get missing numerator as 12,
therefore \(\frac{6}{5}=\frac{12}{10}\).

Question 6.
\(\frac{1}{2}=\frac{50}{}\)
Answer:
100,
\(\frac{1}{2}=\frac{50}{100}\),

Explanation:
As numerator is 50 and other side is 1 means if we divide 50 by 1 we get 50,
means both numerator and denominator are multiplied by 50,
So, 2 should be multiplied to 50 then we get missing denominator as 100,
therefore \(\frac{1}{2}=\frac{50}{100}\).

Question 7.
\(\frac{1}{5}=\frac{ }{10}\)
Answer:
2,
\(\frac{1}{5}=\frac{2}{10}\),

Explanation:
As denominator is 5 and other side is 10 means if we divide 10 by 5 we get 2,
means both numerator and denominator are multiplied by 2,
So, 1 should be multiplied to 2 then we get missing numerator as 2,
therefore \(\frac{1}{5}=\frac{2}{10}\).

Question 8.
\(\frac{3}{}=\frac{30}{100}\)
Answer:
10,
\(\frac{3}{10}=\frac{30}{100}\),

Explanation:
As numerator is 3 and other side is 30 means if we divide 30 by 3 we get 10,
So, 100 should be divided by 10 then we get missing denominator as 10,
therefore \(\frac{3}{10}=\frac{30}{100}\).

Benchmark Fractions

Use the number line to find a benchmark fraction or whole number for each given fraction.

Question 9.
\(\frac{11}{2}\) is close to __5\(\frac{1}{2}\)_____.
Answer:

Explanation:
Given \(\frac{11}{2}\) as numerator is greater than denominator,
11 can be written as 5 X 2 + 1, so we write in mixed fraction
as 5\(\frac{1}{2}\) as shown above on the number line.

Question 10.
\(\frac{8}{12}\) is close to _\(\frac{2}{3}\)_________
Answer:

Explanation:
Given \(\frac{8}{12}\) as both numerator and denominators goes in 4,
we divide both by 4 as 8/4 = 2 and 12/4 = 3 so we get \(\frac{2}{3}\)
as shown above on the number line.

Question 11.
\(\frac{2}{6}\) is close to ___\(\frac{1}{3}\) ______
Answer:

Explanation:
Given \(\frac{2}{6}\) as both numerator and denominators goes in 2,
we divide both by 2 as 2/2 = 1 and 6/2 = 3, so we get \(\frac{1}{3}\)
as shown above on the number line.

Problem Solving

Question 12.
Adult admission to the dog show is $16. Children’s admission is $9.
How much would it cost 3 adults and 2 children to enter the dog show?
Answer:
It cost $66 for 3 adults and 2 children to enter the dog show,

Explanation:
Given Adult admission to the dog show is $16 and
Children’s admission is $9 so for $16
for 3 Adults and 2 Children it will be 3 X $16 + 2 X $9 =
$48 + $18 = $66, So the total cost will be $66 to enter
the dog show.

Question 13.
Meg saved coins she found for a year. She found a total of
95 pennies, 13 nickels, 41 dimes, and 11 quarters.
She would like to evenly divide the coins into 4 piggy banks.
How many coins will go in each piggy bank?
Answer:
40 coins will go in each piggy bank,

Explanation:
Given Meg saved coins she found for a year. She found a total of
95 pennies, 13 nickels, 41 dimes, and 11 quarters.
She would like to evenly divide the coins into 4 piggy banks.
So first total number of coins Meg have are 95 + 13 + 41 + 11 = 160 coins,
As coins are evenly divide the coins into 4 piggy banks, each piggy bank will
have 160/4 = 40 coins respectively.

Pick a Project

PROJECT 9A
How do you follow a recipe?
Project: Exploring Recipes

Answer:
Follow a recipe

Exploring Cookie Recipe:

PROJECT 9B
Would you like to be a code breaker?
Project: Create a Fraction Code

PROJECT 9C
What is a farmers’ market?
Project: Write and Perform a Skit

A farmers’ market is a physical retail market place intended to sell foods directly by
farmers to consumers. Farmers’ markets may be indoors or outdoors and typically
consist of booths, tables or stands where farmers sell their produce, live animals and
plants, and sometimes prepared foods and beverages. Farmers’ markets exist in many
countries worldwide and reflect the local culture and economy. The size of the market
may be just a few stalls or it may be as large as several city blocks. Due to their nature,
they tend to be less rigidly regulated than retail produce shops.
They are distinguished from public markets which are generally housed in
permanent structures, open year-round, and offer a variety of non-farmer/non-producer vendors, packaged foods and non-food products.

3-ACT MATH PREVIEW

Math Modeling
Just Add Water

I can … model with math to solve a problem that involves estimating,
adding fractions and mixed numbers, and comparing quantities.

Lesson 9.1 Model Addition of Fractions

Solve & Share
Kyle and Jillian are working on a sports banner. They painted \(\frac{3}{8}\)
of the banner green and \(\frac{4}{8}\) purple. How much of the banner
have they painted? Solve this problem any way you choose.
I can … use tools such as fraction strips or area models to add fractions.

Look Back! Use Appropriate Tools Kyle says \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8}=\frac{3}{8}\).
Jillian says \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8}=\frac{3}{24}\).
Use a tool to decide who is correct and explain.
Answer:
Kyle and Jillian painted \(\frac{7}{8}\)  banner,

Kyle is correct,

Explanation:
Given Kyle and Jillian are working on a sports banner. They painted \(\frac{3}{8}\)
of the banner green and \(\frac{4}{8}\) purple. Therefore the banner
have they painted is \(\frac{3}{8}\) + \(\frac{4}{8}\) used
area model to add fractions as shown above.
Given Kyle says \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8}=\frac{3}{8}\).
Jillian says \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8}=\frac{3}{24}\) but Kyle
is correct as \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8} is \frac{3}{8}\) not
Jillian says \(\frac{1}{8}+\frac{1}{8}+\frac{1}{8} ≠ \frac{3}{24}\) as
\(\frac{1}{8}+\frac{1}{8}+\frac{1}{8} is \frac{3}{8}\)  because as denominators
are same we add numerators only so Jillian is incorrect.

Essential Question
How Can You Use Tools to Add Fractions?
We can use tools such as fraction strips to add two or more fractions,

Explanation:

Visual Learning Bridge
Ten canoeing teams are racing downriver. Five teams have silver canoes and
two teams have brown canoes. What fraction of the canoes are either silver or brown?

You can use tools such as fraction strips to add two or more fractions.

Convince Me! Make Sense and Persevere What two fractions would you add to
find the fraction of the canoes that are either green or brown?
What is the sum? How do you know your sum is correct?

Guided Practice

Do You Understand?
Question 1.
In the problem on the previous page, would you get the same answer if you
used an area model instead of fraction strips or a number line? Explain.
Answer:

Question 2.
What two fractions are being added below? What is the sum?

Answer:
The two fractions are \(\frac{2}{8}\) and \(\frac{3}{8}\),
The sum is \(\frac{5}{8}\),

Explanation:
Given two fractions are \(\frac{2}{8}\) and \(\frac{3}{8}\),
as denominators are same 8 we add numerators 2 and 3 we get 5,
therefore sum is \(\frac{5}{8}\).

Do You Know How?
For 3-4, find each sum.
Question 3.

Answer:
\(\frac{3}{5}\),

Explanation :
As \(\frac{2}{5}\) and \(\frac{1}{5}\)
are like fraction as denominators are same ,
we can add numerators 2 and 1 = 3,
therefore \(\frac{2}{5}\)+ \(\frac{1}{5}\) =\(\frac{3}{5}\).

Question 4.

Answer:
\(\frac{2}{6}\),
Simplest form : \(\frac{1}{3}\),

Explanation :
As \(\frac{1}{6}\) and \(\frac{1}{6}\)
are like fraction, we can add numerators 1 and 1 so
\(\frac{2}{6}\) as it can be further simplified
2 and 6 goes in 3 table so answer in simplest form \(\frac{1}{3}\).

Independent Practice

Leveled Practice For 5-16, find each sum. Use a tool as needed.
Question 5.

Answer:
\(\frac{7}{12}\),

Explanation:
As \(\frac{3}{12}\) and \(\frac{4}{12}\)
are like fraction as denominators are same ,
we can add numerators 3 and 4 as 7,
therefore \(\frac{3}{12}\) + \(\frac{4}{12}\) =\(\frac{7}{12}\).

Question 6.

Answer:
\(\frac{5}{10}\),
Simplest form = \(\frac{1}{2}\),

Explanation:
As \(\frac{4}{10}\) and \(\frac{1}{10}\)
are like fraction as denominators are same,
we can add numerators 4 and 1 as 5,
therefore \(\frac{4}{10}\)+ \(\frac{1}{10}\) =\(\frac{5}{10}\).
As \(\frac{5}{10}\) can be further simplified because
5 and 10 goes in 5 table so answer in the simplest form is \(\frac{1}{2}\).

Question 7.

Answer:
\(\frac{6}{12}\),
Simplest form = \(\frac{1}{2}\),

Explanation:
As \(\frac{2}{12}\) and \(\frac{4}{12}\)
are like fraction as denominators are same,
we can add numerators 2 and 4 = 6,
therefore \(\frac{2}{12}\)+ \(\frac{4}{12}\) =\(\frac{6}{12}\).
As \(\frac{6}{12}\) can be further simplified because
6 and 12 goes in 6 table so answer in the simplest form is \(\frac{1}{2}\).

Question 8.

Answer:
\(\frac{6}{6}\),
Simplest form = \(\frac{1}{1}\) = 1,

Explanation:
As \(\frac{1}{2}\), \(\frac{2}{6}\) and \(\frac{3}{6}\)
are like fraction as denominators are same ,
we can add numerators 1, 2 and 3 = 6,
therefore \(\frac{1}{2}\)+ \(\frac{2}{6}\) + \(\frac{3}{6}\) =\(\frac{6}{6}\).
As \(\frac{6}{6}\) can be further simplified because
6 and 6 can be cancelled so answer in the simplest form is \(\frac{1}{1}\) = 1.

Question 9.

Answer:
\(\frac{3}{4}\),

Explanation:
As \(\frac{1}{4}\) and \(\frac{2}{4}\)
are like fraction as denominators are same ,
we can add numerators 1 and 2 =3,
therefore \(\frac{1}{4}\) + \(\frac{2}{4}\) = \(\frac{3}{4}\).

Question 10.

Answer:
\(\frac{2}{3}\),

Explanation:
Given \(\frac{1}{3}\) and \(\frac{1}{3}\)
are like fraction as denominators are same ,
we can add numerators 1 and 1 = 2,
therefore \(\frac{1}{3}\) + \(\frac{1}{3}\) = \(\frac{2}{3}\).

Question 11.
\(\frac{5}{8}+\frac{1}{8}\)
Answer:
\(\frac{6}{8}\) or \(\frac{3}{4}\),

Explanation:
As \(\frac{5}{8}\) and \(\frac{1}{8}\)
are like fraction as denominators are same,
we can add numerators 5 and 1 = 6,
therefore \(\frac{5}{8}\) + \(\frac{1}{8}\) = \(\frac{6}{8}\),
As \(\frac{6}{8}\) can be further simplified because
6 and 8 can be cancelled by 2, we get 3 X 2 =6 and 4 X 2 = 8,
so answer in the simplest form is \(\frac{3}{4}\).

Question 12.
\(\frac{1}{4}+\frac{3}{4}\)
Answer:
\(\frac{4}{4}\) or 1,

Explanation:
As \(\frac{1}{4}\) and \(\frac{3}{4}\)
are like fraction as denominators are same,
we can add numerators 1 and 3 = 4,
therefore \(\frac{1}{4}\) + \(\frac{3}{4}\) = \(\frac{4}{4}\),
As \(\frac{4}{4}\) can be further simplified because
4 and 4 can be cancelled by 4, so answer in the simplest form is 1.

Question 13.
\(\frac{7}{12}+\frac{2}{12}\)
Answer:
\(\frac{9}{12}\) or \(\frac{3}{4}\),

Explanation:
As \(\frac{7}{12}\) and \(\frac{2}{12}\)
are like fraction as denominators are same,
we can add numerators 7 and 2 = 9,
therefore \(\frac{7}{12}\) + \(\frac{2}{12}\) = \(\frac{9}{12}\),
As \(\frac{9}{12}\) can be further simplified because
9 and 12 can be cancelled by 3, 3 X 3 = 9 and 4 X 3 = 12,
we get (3,4) so answer in the simplest form is \(\frac{3}{4}\).

Question 14.
\(\frac{1}{4}+\frac{1}{4}\)
Answer:
\(\frac{2}{4}\) or \(\frac{1}{2}\),

Explanation:
As \(\frac{1}{4}\) and \(\frac{1}{4}\)
are like fraction as denominators are same,
we can add numerators 1 and 1 = 2,
therefore \(\frac{1}{4}\) + \(\frac{1}{4}\) = \(\frac{2}{4}\),
As \(\frac{2}{4}\) can be further simplified because
2 and 4 can be cancelled by 2, 1 X 2 = 2 and 2 X 2 = 4,
we get (1,2) so answer in the simplest form is \(\frac{1}{2}\).

Question 15.
\(\frac{2}{5}+\frac{2}{5}\)
Answer:
\(\frac{4}{5}\),

Explanation:
As \(\frac{2}{5}\) and \(\frac{2}{5}\)
are like fraction as denominators are same,
we can add numerators 2 and 2 = 4,
therefore \(\frac{2}{5}\) + \(\frac{2}{5}\) = \(\frac{4}{5}\).

Question 16.
\(\frac{1}{10}+\frac{2}{10}+\frac{1}{10}\)
Answer:
\(\frac{4}{10}\) or \(\frac{2}{5}\),

Explanation:
As \(\frac{1}{10}\), \(\frac{2}{10}\) and \(\frac{1}{10}\)
are like fraction as denominators are same,
we can add numerators 1,2 and 1 = 4,
therefore \(\frac{1}{10}\) + \(\frac{2}{10}\) + \(\frac{1}{10}\) = \(\frac{4}{10}\),
As \(\frac{4}{10}\) can be further simplified because
4 and 10 can be cancelled by 2, 2 X 2 = 4 and 2 X 5 = 10,
we get (2,5) so answer in the simplest form is \(\frac{2}{5}\).

Problem Solving

Question 17.
Number Sense Using three different numerators, write an equation in
which three fractions, when added, have a sum of 1.
Answer:
\(\frac{1}{6}\), \(\frac{2}{6}\) and \(\frac{3}{6}\),
As \(\frac{1}{6}\) + \(\frac{2}{6}\) + \(\frac{3}{6}\) =
\(\frac{6}{6}\),
Simplest form = \(\frac{1}{1}\) = 1,

Explanation:
As \(\frac{1}{6}\), \(\frac{2}{6}\) and \(\frac{1}{6}\)
are like fraction as denominators are same ,
we can add numerators 1, 2 and 3 = 6,
therefore \(\frac{1}{6}\)+ \(\frac{2}{6}\) + \(\frac{3}{6}\) =
\(\frac{6}{6}\).
As \(\frac{6}{6}\) can be further simplified because
6 and 6 can be cancelled so answer in the simplest form is \(\frac{1}{1}\) = 1.

Question 18.
Use Appropriate Tools Diane added \(\frac{3}{8}\) to \(\frac{1}{8}\).
Draw a picture to show \(\frac{1}{8}\) + \(\frac{3}{8}\) = \(\frac{4}{8}\).
Answer:
\(\frac{4}{8}\)= \(\frac{1}{2}\),

Explanation :
\(\frac{3}{8}\) + \(\frac{1}{8}\) = \(\frac{4}{8}\)
further it can be simplified as \(\frac{1}{2}\) as 4 and 8 goes in 4 table.

Question 19.
A bakery sells about 9 dozen bagels per day. About how many bagels
does the bakery sell in a typical week? Explain.

Answer:
756 bagels,

Explanation:
1 dozen = 12,
so 9 dozen = 9 times 12 = 108,
so the bakery sells 108 bagels per day.
now to calculate for a typical week one week = 7 days,
so bagels sold in a week = 108 times 7 = 756 bagels.
Therefore the bakery sells in a typical week about 756 bagels.

Question 20.
During a field trip to a baseball game, \(\frac{3}{8}\) of the students
are wearing red caps and \(\frac{3}{8}\) are wearing blue caps.
Write and solve an equation to find the number of students, s,
who are wearing red or blue caps.

Answer:
Equation:
\(\frac{3}{8}\) + \(\frac{3}{8}\)  + (Number of red + Number of blues) = s,
Number of red and Number of blues wearing caps are
\(\frac{2}{8}\) or \(\frac{1}{4}\),

Explanation:
Given during a field trip to a baseball game, \(\frac{3}{8}\) of the students
are wearing red caps and \(\frac{3}{8}\) are wearing blue caps.
Equation to find the number of students, s, who are wearing red or blue caps is
\(\frac{3}{8}\) + \(\frac{3}{8}\)  + (Number of red + Number of blues) = s,
as s = 1, Substituting above we get
\(\frac{3}{8}\) + \(\frac{3}{8}\)  + (Number of red + Number of blues) = 1,
solving above (Number of red + Number of blues) =
1 – (\(\frac{3}{8}\) + \(\frac{3}{8}\)),
(Number of red + Number of blues) = 1 – \(\frac{6}{8}\),
(Number of red + Number of blues) = \(\frac{8-6}{8}\),
(Number of red + Number of blues) = \(\frac{2}{8}\) or \(\frac{1}{4}\).

Question 21.
Higher Order Thinking Terry ran \(\frac{1}{10}\) of the distance from
school to home. He walked more \(\frac{3}{10}\) of the distance and
then skipped \(\frac{2}{10}\) more of the distance.
What fraction of the distance home does Terry still have to go?

Answer:
The fraction of the distance home does Terry still have to go is
\(\frac{8}{10}\) or \(\frac{4}{5}\),

Explanation:
Given Terry ran \(\frac{1}{10}\) of the distance from
school to home. He walked more \(\frac{3}{10}\) of the distance and
then skipped \(\frac{2}{10}\) more of the distance.
So let x be fraction of the distance home does Terry still have to go therefore
\(\frac{1}{10}\) + \(\frac{3}{10}\) – \(\frac{2}{10}\) + x = 1,
\(\frac{4}{10}\) – \(\frac{2}{10}\) + x = 1,
\(\frac{4-2}{10}\) + x = 1,
\(\frac{2}{10}\) + x = 1,
x = 1- \(\frac{2}{10}\),
x = \(\frac{10 – 2}{10}\),
x = \(\frac{8}{10}\) or \(\frac{4}{5}\).

Assessment Practice

Question 22.
Which is the sum of \(\frac{3}{12}\) + \(\frac{7}{12}\)?

Answer:
B,
\(\frac{10}{12}\),

Explanation:
As \(\frac{3}{12}\) and \(\frac{7}{12}\)
are like fraction as denominators are same,
we can add numerators 3 and 7
so answer is 3 + 7 = 10,
therefore \(\frac{3}{12}\)+ \(\frac{7}{12}\) =\(\frac{10}{12}\).

Question 23.
Lindsay had \(\frac{5}{10}\) cup of flour in the mixing bowl.
She added \(\frac{2}{10}\) cup of cocoa powder and
\(\frac{3}{10}\) cup of sugar. What is the total amount of dry ingredients in the mixing bowl?
A. 1 cup
B. \(\frac{7}{10}\)
C. \(\frac{5}{10}\)
D. \(\frac{1}{10}\)
Answer:
A,
1 cup,

Explanation:
As \(\frac{5}{10}\), \(\frac{2}{10}\) and \(\frac{3}{10}\)
are like fraction as denominators are same ,
we can add numerators 5, 2 and 3
so answer is 5 + 2 + 3 = 10,
therefore \(\frac{5}{10}\)+ \(\frac{2}{10}\) + \(\frac{3}{10}\) =\(\frac{10}{10}\).
\(\frac{10}{10}\) as it can be further simplified
10 and 10 can be cancelled so answer in the simplest form is \(\frac{1}{1}\) = 1.

Lesson 9.2 Decompose Fractions

Solve & Share
Karyn has 1 pounds of chili to put into three bowls. The amount of chili in each bowl does not have to be the same. How much chili could Karyn put into each bowl? Solve this problem any way you choose.
| can…use number lines, area models, or drawings to decompose fractions.

Look Back! Use a drawing or fraction strips to help write equivalent fractions
for the amount of chili in one of the bowls.

Essential Question
How Can You Represent a Fraction in a Variety of Ways?
Answer:
In 5 ways we can represent fractions,

Explanation:
1. Sales: If you get reduction of 20%, 20% is a fraction: 20/100,
2. Comparisons: Ship A is half as big as Ship B. Half is a fraction: 1/2,
3. Taking a part of something: You eat two slices of pizza.
Two out of eight is a fraction: 2/8,
4. Division of integers: If the quotient is not an integer,
it will necessarily be a fraction,
5. Ratios: One of the definitions of π is that it is the ratio of the
Circumference to the Diameter. It is a fraction, although it can’t be
expressed with both terms of it being integers.

Visual Learning Bridge
Charlene wants to leave \(\frac{1}{6}\) of her garden empty.
What are some different ways Charlene can plant the rest of her garden?

Decompose means to break into parts. Compose means to combine parts. The fraction of the garden that Charlene will plant can be decomposed in more than one way.

One Way
Charlene could plant four \(\frac{1}{6}\) sections with blue flowers and one \(\frac{1}{6}\) section with red peppers.

Another Way
Charlene could plant one \(\frac{1}{6}\) section with green beans, one \(\frac{1}{6}\) section with yellow squash, one \(\frac{1}{6}\) section with red peppers, and two \(\frac{1}{6}\) sections with blue flowers.

Convince Me! Use Appropriate Tools Draw pictures or use fraction strips to show why these equations are true.
\(\frac{5}{6}=\frac{3}{6}+\frac{2}{6} \quad \frac{5}{6}=\frac{1}{6}+\frac{2}{6}+\frac{2}{6}\)

Another Example!
What is one way you can decompose 3\(\frac{1}{8}\)?
A mixed number has a whole number part and a fraction part.
3 \(\frac{1}{8}\) is 1 whole + 1 whole + 1 whole + \(\frac{1}{8}\).
Each whole can also be shown as eight equal parts.

Guided Practice

Do You Understand?
Question 1.
What is another way to decompose 3\(\frac{1}{8}\)?
Answer:

Question 2.
Look at the area model above. What fraction with a greater numerator than
denominator is equivalent to 3\(\frac{1}{8}\)? Explain.
Answer:
\(\frac{25}{8}\),

Explanation:
Given the area model of 3\(\frac{1}{8}\) which is
equivalent to \(\frac{25}{8}\) because we convert mixed
fraction into fraction as (3 X 8 + 1) by 8 = \(\frac{25}{8}\),
where numerator is greater than denominator.

Do You Know How?
For 3-4, decompose each fraction or mixed number in two different ways.
Use a tool if needed.
Question 3.

Answer:
,

Explanation:
Given to find \(\frac{3}{5}\) equivalent to
\(\frac{1}{5}\) + \(\frac{2}{5}\) and
\(\frac{3}{5}\) equivalent to
\(\frac{1}{5}\) + \(\frac{1}{5}\) + \(\frac{1}{5}\).

Question 4.

Answer:
,

Explanation:
Given to find 1\(\frac{3}{4}\) equivalent to as
1\(\frac{3}{4}\)= (1 X 4 + 3) by 4 = \(\frac{7}{4}\)
which is equivalent to 1 + \(\frac{3}{4}\) and
\(\frac{2}{4}\) + \(\frac{5}{4}\).

Independent Practice

Leveled Practice For 5-10, decompose each fraction or
mixed number in two different ways. Use a tool if needed.
Question 5.
\(\frac{4}{6}\) =
Answer:
\(\frac{4}{6}\) = \(\frac{2}{3}\),

Explanation:
Given \(\frac{4}{6}\) to decompose each fraction or mixed number
so as 4 and 6 can be divided by 2,
we get 2 and 3, so \(\frac{4}{6}\) = \(\frac{2}{3}\).

Question 6.
\(\frac{7}{8}\) =
Answer:
\(\frac{7}{8}\) =\(\frac{3}{8}\) + \(\frac{4}{8}\),

Explanation:
Given \(\frac{7}{8}\) to decompose each fraction or mixed number,
so \(\frac{7}{8}\) = \(\frac{3}{8}\) + \(\frac{4}{8}\).

Question 7.
1\(\frac{3}{5}\) =
Answer:
1\(\frac{3}{5}\) = \(\frac{8}{5}\) or \(\frac{5}{5}\) + \(\frac{3}{5}\),

Explanation:
Given 1\(\frac{3}{5}\) to decompose each fraction or mixed number,
so 1\(\frac{3}{5}\) = \(\frac{1 X 5 + 3}{5}\) = \(\frac{8}{5}\) or
1\(\frac{3}{5}\) = \(\frac{5}{5}\) + \(\frac{3}{5}\).

Question 8.
2\(\frac{1}{2}\) =
Answer:
2\(\frac{1}{2}\) = \(\frac{5}{2}\) or \(\frac{4}{2}\) + \(\frac{1}{2}\),

Explanation:
Given 2\(\frac{1}{2}\) to decompose each fraction or mixed number,
so 2\(\frac{1}{2}\) = \(\frac{2 X 2 + 1}{5}\) = \(\frac{5}{2}\) or
2\(\frac{1}{2}\) = \(\frac{4}{2}\) + \(\frac{1}{2}\).

Question 9.
\(\frac{9}{12}\) =
Answer:
\(\frac{9}{12}\) = \(\frac{3}{4}\),

Explanation:
Given \(\frac{9}{12}\) to decompose each fraction or mixed number,
as \(\frac{9}{12}\) can be divided by 3,
we get 3 and 4, so \(\frac{3}{4}\) therefore \(\frac{9}{12}\) = \(\frac{3}{4}\).

Question 10.
1\(\frac{1}{3}\) =
Answer:
1\(\frac{1}{3}\) = \(\frac{4}{3}\) or \(\frac{3}{3}\) + \(\frac{1}{3}\)

Explanation:
Given 1\(\frac{1}{3}\) to decompose each fraction or mixed number,
so 1\(\frac{1}{3}\) = \(\frac{1 X  3 + 1}{3}\) = \(\frac{4}{3}\) or
1\(\frac{1}{3}\) = \(\frac{3}{3}\) + \(\frac{1}{3}\).

 Problem Solving

Question 11.
Jackie ate \(\frac{1}{5}\) of a bag of popcorn. She shared the rest with Enrique.
List three ways they could have shared the remaining popcorn.
Answer:
The list of three ways they shared the remaining popcorn is
1.

\(\frac{1}{5}\) and \(\frac{3}{5}\) = \(\frac{1+3}{5}\)= \(\frac{4}{5}\),
2. \(\frac{2}{5}\) and \(\frac{2}{5}\) = \(\frac{2+2}{5}\)= \(\frac{4}{5}\),
3. \(\frac{3}{5}\) and \(\frac{1}{5}\) = \(\frac{3+1}{5}\)= \(\frac{4}{5}\),

Explanation:
Given Jackie ate \(\frac{1}{5}\) of a bag of popcorn.
She shared the rest with Enrique, So the rest bag of popcorn is
1 – \(\frac{1}{5}\) = \(\frac{1 X 5 – 1}{5}\) = \(\frac{4}{5}\),
The list of three ways they shared the remaining popcorn is
1.  \(\frac{1}{5}\) and \(\frac{3}{5}\) = \(\frac{1+3}{5}\)= \(\frac{4}{5}\),
2. \(\frac{2}{5}\) and \(\frac{2}{5}\) = \(\frac{2+2}{5}\)= \(\frac{4}{5}\),
3. \(\frac{3}{5}\) and \(\frac{1}{5}\) = \(\frac{3+1}{5}\)= \(\frac{4}{5}\).

Question 12.
Use Appropriate Tools Draw an area model to show
\(\frac{4}{10}+\frac{3}{10}+\frac{2}{10}=\frac{9}{10}\)
Answer:

Question 13.
In a class of 12 students, 8 students are boys. Write two equivalent fractions
that tell which part of the class is boys.

Answer:

Question 14.
Use Appropriate Tools Find three different ways to decompose 1\(\frac{5}{6}\).
Use number lines to justify your answer.
Answer:

Question 15.
Higher Order Thinking Jason wrote 1\(\frac{1}{3}\) as the sum of three fractions.
None of the fractions had a denominator of 3. What fractions might Jason have used?
Answer:

Assessment Practice

Question 16.
A teacher distributes a stack of paper to 3 groups. Each group receives a different amount of paper.
Select all the ways the teacher can distribute the paper by decomposing 1\(\frac{2}{3}\) inches.
Use a fraction model if needed.

Answer:

Lesson 9.3 Add Fractions with Like Denominators

Solve & Share
Jonas is making nachos and tacos for a family party.
He uses \(\frac{2}{5}\) bag of shredded cheese for the nachos and \(\frac{1}{5}\) bag for the tacos. How much of the bag of shredded cheese does Jonas use?
Solve this problem any way you choose.
I can … use my understanding of addition as joining parts of the same whole to add fractions with like denominators.

Look Back! Look for Relationships What do you notice about the denominators in your equation?
Answer:
Denominators in the equation are same.
\(\frac{2}{5}\) + \(\frac{1}{5}\)
Total \(\frac{3}{5}\) bag of shredded cheese used for the nachos and tacos.
Explanation:

Essential Question
How Can You Add Fractions with Like Denominators?
Answer:
Build each fraction (if needed) so that both denominators are equal.
Add the numerators of the fractions.
The new denominator will be the denominator of the built-up fractions.
Reduce or simplify the answer, if needed.
Explanation:

Visual Learning Bridge
The table shows the results of a fourth-grade Pets Club survey. What fraction of the
club members chose a hamster or a dog as their favorite pet?

Find \(\frac{2}{12}+\frac{4}{12}\) using a model.

Find \(\frac{2}{12}+\frac{4}{12}\) by joining parts.
Add the numerators. Write the sum over the like denominator.
\(\frac{2}{12}+\frac{4}{12}=\frac{2+4}{12}=\frac{6}{12}\)
\(\frac{6}{12}\) is equivalent to \(\frac{1}{2}\) One half of the club members chose a hamster or a dog as
their favorite pet.

Convince Me! Critique Reasoning Frank solved the problem above and found \(\frac{2}{12}+\frac{4}{12}=\frac{6}{24}\). What error did Frank make? Explain.
Answer:
After solving the problem Frank wrote 24 in denominator, which is not correct.
Explanation:
A it was discussed above in addition when the given fraction with same denominators then only numerators to be added.
But Frank added denominators also, which is wrong.
\(\frac{2}{12}+\frac{4}{12}=\frac{2+4}{12}=\frac{6}{24}\)

Another Example!

Guided Practice

Do You Understand?
Question 1.
Using the survey on the previous page, what fraction of the club members chose either a bird or a cat?
Answer:
\(\frac{5}{12}+\frac{1}{12}=\frac{6}{12}\)
Explanation:

Question 2.
Greg found \(\frac{1}{3}+\frac{2}{3}=\frac{3}{6}\). What error did Greg make?
Answer:
Adding of denominators is the error did by Greg.
Explanation:
Greg added both the numerator and denominators
For adding fractions Numerators should be added and the denominators should be same.
\(\frac{1}{3}+\frac{2}{3}=\frac{3}{3}\) = 1

Do You Know How?
For 3-6, find each sum. Use drawings or fraction strips as needed.
Question 3.
\(\frac{2}{4}+\frac{1}{4}\)
Answer:
\(\frac{3}{4}\)
Explanation:
\(\frac{2}{4}+\frac{1}{4}\) = \(\frac{3}{4}\)

Question 4.
\(\frac{1}{3}+\frac{2}{3}\)
Answer:
\(\frac{3}{3}\)
Explanation:
\(\frac{1}{3}+\frac{2}{3}\) = \(\frac{3}{3}\)

Question 5.
\(\frac{2}{12}+\frac{11}{12}\)
Answer:
1\(\frac{1}{12}\)
Explanation:
\(\frac{2}{12}+\frac{11}{12}\) = \(\frac{13}{12}\) = 1\(\frac{1}{12}\)

Question 6.
\(\frac{1}{10}+\frac{4}{10}\)
Answer:
\(\frac{5}{10}\)

Explanation:
\(\frac{1}{10}+\frac{4}{10}\) = \(\frac{5}{10}\)

Independent Practice

For 7-18, find each sum. Use drawings or fraction strips as needed.
Question 7.
\(\frac{2}{8}+\frac{1}{8}\)
Answer:
\(\frac{3}{8}\)
Explanation:
\(\frac{2}{8}+\frac{1}{8}\) = \(\frac{3}{8}\)

Question 8.
\(\frac{3}{6}+\frac{2}{6}\)
Answer:
\(\frac{5}{6}\)
Explanation:
\(\frac{3}{6}+\frac{2}{6}\) = \(\frac{5}{6}\)

Question 9.
\(\frac{1}{8}+\frac{4}{8}\)
Answer:
\(\frac{5}{8}\)
Explanation:
\(\frac{1}{8}+\frac{4}{8}\) = \(\frac{5}{8}\)

Question 10.
\(\frac{3}{10}+\frac{2}{10}\)
Answer:
\(\frac{5}{10}\)
Explanation:
\(\frac{3}{10}+\frac{2}{10}\) = \(\frac{5}{10}\)

Question 11.
\(\frac{3}{10}+\frac{5}{10}\)
Answer:
\(\frac{8}{10}\)
Explanation:
\(\frac{3}{10}+\frac{5}{10}\) = \(\frac{8}{10}\)

Question 12.
\(\frac{5}{12}+\frac{4}{12}\)
Answer:
\(\frac{9}{12}\)
Explanation:
\(\frac{5}{12}+\frac{4}{12}\) = \(\frac{9}{12}\)

Question 13.
\(\frac{4}{5}+\frac{3}{5}+\frac{2}{5}\)
Answer:
1\(\frac{4}{5}\)
Explanation:
\(\frac{4}{5}+\frac{3}{5}+\frac{2}{5}\) =1\(\frac{4}{5}\)

Question 14.
\(\frac{3}{10}+\frac{2}{10}+\frac{6}{10}\)
Answer:
1\(\frac{1}{10}\)
Explanation:
\(\frac{3}{10}+\frac{2}{10}+\frac{6}{10}\) = \(\frac{10}{10}\)+\(\frac{1}{10}\)=1\(\frac{1}{10}\)

Question 15.
\(\frac{2}{6}+\frac{5}{6}\)
Answer:
\(\frac{7}{6}\)

Explanation:
\(\frac{2}{6}+\frac{5}{6}\) = \(\frac{6}{6}+\frac{1}{6}\) = 1\(\frac{1}{6}\)

Question 16.
\(\frac{3}{6}+\frac{9}{6}\)
Answer: 2
\(\frac{12}{6}\) = \(\frac{6}{6}\) + \(\frac{6}{6}\) =  2
Explanation:

\(\frac{3}{6}+\frac{9}{6}\) = \(\frac{6}{6}+\frac{6}{6}\) = 1+1 = 2

Question 17.
\(\frac{11}{10}+\frac{11}{10}\)
Answer:
2\(\frac{2}{10}\)
Explanation:
\(\frac{11}{10}+\frac{11}{10}\)

\(\frac{10}{10}\)+ \(\frac{10}{10}\)+\(\frac{2}{10}\)

2\(\frac{2}{10}\)

Question 18.
\(\frac{7}{8}+\frac{1}{8}\)
Answer: 1
\(\frac{8}{8}\)
Explanation:

\(\frac{7}{8}+\frac{1}{8}\) = \(\frac{8}{8}\) = 1

Problem Solving

For 19-21, use the table at the right.

Question 19.
What fraction of the set is either triangles or rectangles?
Answer:
Triangles are \(\frac{2}{10}\)
Rectangles are \(\frac{4}{10}\)
Explanation:

Question 20.
Model with Math Write and solve an equation to find what fraction, f, of the set is either circles or rectangles.
Answer: f = 1 – \(\frac{x}{10}\)

Rectangles = \(\frac{4}{10}\)
Circles = \(\frac{3}{10}\)

Question 21.
Which two shapes make up half of the set? Find two possible answers.
Answer:
Circles and Triangles
\(\frac{3}{10}+\frac{2}{10}\) = \(\frac{5}{10}\) = \(\frac{1}{2}\)

Rectangle and Hexogon
\(\frac{4}{10}+\frac{1}{10}\) = \(\frac{5}{10}\) = \(\frac{1}{2}\)

Question 22.
There are 64 crayons in each box. A school bought 25 boxes of crayons for the art classes. If the crayons are shared equally among 5 classes, how many crayons will each class receive? Explain.
Answer:
Each class receives 320 crayons

Explanation:
64 crayons X 25 boxes = 1600 crayons

1600 crayons / 5 classes = 320 crayons for each class

Question 23.
Higher Order Thinking Three-tenths of Ken’s buttons are blue, \(\frac{4}{10}\) are green, and the rest are black. What fraction of Ken’s buttons are black?
Answer:
\(\frac{3}{10}\)
Explanation

f=1 – (\(\frac{3}{10}\) + \(\frac{4}{10}\)),
= 1 – (\(\frac{3 + 4 }{10}\)),
= 1 – (\(\frac{7}{10}\)),
=(\(\frac{1}{1}\) – \(\frac{7}{10}\)),
=\(\frac{3}{10}\).

Assessment Practice

Question 24.
Match each expression with its sum.

Answer:

Question 25.
Jayla did some chores in the morning. She did \(\frac{3}{12}\) of her chores in the evening. By the end of the day, she had completed \(\frac{7}{12}\) of her chores. What fraction of the chores c, did Jayla do in the morning?
A. c = \(\frac{1}{12}\)
B. c = \(\frac{2}{12}\)
C. c = \(\frac{3}{12}\)
D. c = \(\frac{4}{12}\)
Answer: D.
\(\frac{4}{12}\)

Explanation:

Lesson 9.4 Model Subtraction of Fractions

Solve & Share
Mr. Yetkin uses \(\frac{4}{6}\) of a sheet of plywood to board up a window. How much of the plywood is left? Solve this problem any way you choose.
I can … use tools such as fraction strips or area models to subtract fractions with like denominators.

Look Back! Be Precise Explain why \(\frac{4}{6}\) is subtracted from \(\frac{6}{6}\) to find how much of the plywood is left.
Answer
\(\frac{2}{6}\)

Explanation

\(\frac{6}{6}\) – \(\frac{4}{6}\) = \(\frac{2}{6}\)

Essential Question
How Can You Use Tools to Subtract Fractions?
Answer:
To subtract fractions with like denominators, subtract the numerator and write the difference over the denominator.
We can use tools such as Fraction Strips or Number line.
For example,

Number line.

Fraction Strip

Visual Learning Bridge
A flower garden is divided into eighths. If \(\frac{2}{8}\) of the garden is used to grow yellow roses, what fraction is left to grow other flowers?

You can use tools such as fraction strips to represent subtraction.

Convince Me! Use Appropriate Tools In the problem above, suppose six sections of the garden are used for yellow roses and two other sections are used for petunias. How much more of the garden is used for yellow roses than is used for petunias? Use fraction strips or another tool to help. Write your answer as a fraction.

f = \(\frac{6}{8}\) + \(\frac{2}{8}\) =\(\frac{6 + 2}{8}\) = \(\frac{8}{8}\) = 1

Another Example!

Guided Practice

Do You Understand?
Question 1.
In the problem at the top of the previous page, suppose one other section was used to grow peonies. What fraction of the garden is now available for flowers?
Answer:
f = \(\frac{8}{8}\) – ( \(\frac{2}{8}\) + \(\frac{1}{8}\)) 

  = \(\frac{8}{8}\) – \(\frac{2 + 1}{8}\)

  = \(\frac{8}{8}\) – \(\frac{3}{8}\)

=\(\frac{5}{8}\)

Do You Know How?
For 2-5, use fraction strips or other tools to subtract.
Question 2.
\(\frac{1}{3}-\frac{1}{3}\)
Answer: 0
Explanation:
By using fraction strip \(\frac{1}{3}-\frac{1}{3}\) = 0

Question 3.
\(\frac{5}{5}-\frac{2}{5}\)
Answer:
\(\frac{3}{5}\)
Explanation:

Question 4.
\(\frac{7}{12}-\frac{3}{12}\)
Answer:
\(\frac{4}{12}\)

Explanation:

Question 5.
\(\frac{7}{8}-\frac{1}{8}\)
Answer:
\(\frac{6}{8}\)
Explanation:

Independent Practice

Leveled Practice For 6-14, find each difference. Use fraction strips or other tools as needed.
Question 6.

Answer:
\(\frac{6}{12}\)

\(\frac{1}{2}\)

Question 7.

Answer:
\(\frac{1}{2}\)

Question 8.

Answer:
\(\frac{1}{3}\)

Question 9.
\(\frac{4}{5}-\frac{2}{5}\)
Answer:
\(\frac{2}{5}\)
Explanation:

Question 10.
\(\frac{17}{10}-\frac{3}{10}\)
Answer:
1\(\frac{4}{10}\)
Explanation:

Question 11.
\(\frac{8}{6}-\frac{2}{6}\)
Answer:
\(\frac{8}{6}-\frac{2}{6}\) =1
Explanation:

Question 12.
\(\frac{9}{6}-\frac{1}{6}\)
Answer:
1\(\frac{2}{6}\) = 1\(\frac{1}{3}\)
Explanation:

Question 13.
\(\frac{21}{10}-\frac{1}{10}\)
Answer:
\(\frac{20}{10}\) = 2
Explanation:

Question 14.
\(\frac{1}{5}-\frac{1}{5}\)
Answer:
\(\frac{1}{5}-\frac{1}{5}\) = 0
Explanation:

Problem Solving

Question 15.
Model with Math Leesa has \(\frac{7}{8}\) gallon of juice. She shares \(\frac{3}{8}\) gallon. Write and solve an equation to find j, how much juice Leesa has left.

Answer:
\(\frac{4}{8}\)
Explanation:
\(\frac{7}{8}\) – \(\frac{3}{8}\) = \(\frac{4}{8}\) = \(\frac{1}{2}\)

Question 16.
Higher Order Thinking Using only odd numbers for numerators, write two different subtraction problems that have a difference of \(\frac{1}{2}\). Remember, you can find equivalent fractions for \(\frac{1}{2}\).
Answer:
\(\frac{1}{2}\)

Explanation:
\(\frac{9}{8}\) – \(\frac{5}{8}\) = \(\frac{4}{8}\) = \(\frac{1}{2}\)

Question 17.
In Kayla’s class, some of the students are wearing blue shirts. \(\frac{6}{8}\) of the students are NOT wearing blue shirts. What fraction of the students are wearing blue shirts? Show your work.
Answer:
\(\frac{2}{8}\) = \(\frac{1}{4}\)

Explanation:
f= 1- \(\frac{6}{8}\) = \(\frac{1}{1}\) – \(\frac{6}{8}\) = \(\frac{2}{8}\) =
\(\frac{1}{4}\)

Question 18.
In Exercise 17, what number represents the whole class? How do you
know what fraction to use to represent this number?
Answer:
1 number represents the whole class
\(\frac{1}{1}\)
Explanation:

Question 19.
Rick shared his bag of grapes with friends. He gave \(\frac{2}{10}\) of the bag to Melissa and \(\frac{4}{10}\) of the bag to Ryan. What fraction of the bag of grapes does Rick have left? Show your work.
Answer:
\(\frac{4}{10}\)
Explanation:

f=1-{\(\frac{4}{10}\) + \(\frac{2}{10}\)}=\(\frac{1}{1}\) – \(\frac{6}{10}\) = \(\frac{4}{10}\)

Question 20.
Teresa gave away 8 baseball cards and has 4 baseball cards left. Write a subtraction problem to show the fraction of the baseball cards Teresa has left.
Answer:
\(\frac{12}{12}\) – \(\frac{8}{12}\) = \(\frac{4}{12}\)
Explanation:

Assessment Practice

Question 21.
Which subtraction problem has a difference of \(\frac{1}{3}\)?
A. \(\frac{2}{2}-\frac{1}{2}\)
B. \(\frac{5}{3}-\frac{3}{3}\)
C. \(\frac{4}{3}-\frac{3}{3}\)
D. \(\frac{5}{3}-\frac{1}{3}\)
Answer:
Option C
\(\frac{4}{3}-\frac{3}{3}\) = \(\frac{1}{3}\)

Question 22.
Which subtraction problem has a difference of \(\frac{10}{8}\)?
A. \(\frac{20}{8}-\frac{10}{8}\)
B. \(\frac{8}{10}+\frac{2}{10}\)
C. \(\frac{10}{8}-\frac{4}{8}\)
D. \(\frac{6}{8}-\frac{1}{4}\)
Answer:
Option A,
\(\frac{20}{8}-\frac{10}{8}\) = \(\frac{10}{8}\)

Lesson 9.5 Subtract Fractions with Like Denominators

Solve & Share
Leah and Josh live the same direction from school and on the same side of Forest Road. Leah’s house is \(\frac{8}{10}\) mile from school. Josh’s house is \(\frac{5}{10}\) mile from school. How much farther does Leah have to walk home when she reaches Josh’s house? Solve this problem any way you choose.
I can … use my understanding of subtraction as separating parts of the same whole to subtract fractions with like denominators.

Look Back! Model with Math How could you represent the problem above with a bar diagram and an equation? Tell what your variable means.

Answer
\(\frac{3}{10}\)

Explanation

Leah’s house is \(\frac{8}{10}\) mile and
Josh’s house is \(\frac{5}{10}\) mile from school.

\(\frac{8}{10}\) – \(\frac{5}{10}\) = \(\frac{3}{10}\)

Essential Question
How Can You Subtract Fractions with Like Denominators?
Answer:
To subtract fractions with like denominators, just subtract the numerators and write the difference over the denominator.
Always reduce your final answer to its lowest term.

Explanation:
For Example,
\(\frac{4}{10}\) + \(\frac{5}{10}\) = \(\frac{9}{10}\)

Visual Learning Bridge
Tania is squeezing lemons to make lemonade. The recipe calls for \(\frac{5}{8}\) cup of lemon juice. The amount Tania has squeezed is shown at the right. What fraction of a cup of lemon juice does Tania still need to squeeze?

Subtract the fractions to find the difference.

Convince Me! Reasoning in the problem above, suppose Tania decided to double the amount of lemonade she wants to make. Then how much more lemon juice would Tania need to squeeze?

Guided Practice

Do You Understand?
Question 1.
Jesse has a bottle that contains \(\frac{7}{10}\) liter of water. He drinks \(\frac{2}{10}\) liter. Jesse says he has \(\frac{1}{2}\) liter left. Is he correct? Explain.
Answer:
YES, JESSE IS CORRECT
Explanation:

Question 2.
What addition sentence can you use to subtract \(\frac{4}{10}\) from \(\frac{9}{10}\)?
Answer:
\(\frac{4}{10}\) + \(\frac{5}{10}\)= \(\frac{9}{10}\)
\(\frac{9}{10}\) – \(\frac{4}{10}\) = \(\frac{5}{10}\)
Explanation:

Do You Know How?
For 3-10, subtract the fractions.
Question 3.
\(\frac{2}{3}-\frac{1}{3}\)
Answer:
\(\frac{1}{3}\)
Explanation:

Question 4.
\(\frac{3}{4}-\frac{2}{4}\)
Answer:
\(\frac{1}{4}\)
Explanation:

Question 5.
\(\frac{5}{6}-\frac{2}{6}\)
Answer:
\(\frac{3}{6}\)
Explanation:

Question 6.
\(\frac{9}{12}-\frac{3}{12}\)
Answer:
\(\frac{6}{12}\)
Explanation:

Question 7.
\(\frac{9}{8}-\frac{3}{8}\)
Answer:
\(\frac{6}{8}\)
Explanation:

Question 8.
\(\frac{17}{10}-\frac{9}{10}\)
Answer:
\(\frac{8}{10}\)
Explanation:

Question 9.
\(\frac{4}{8}-\frac{1}{8}\)
Answer:
\(\frac{3}{8}\)
Explanation:

Question 10.
\(\frac{1}{2}-\frac{1}{2}\)
Answer:
0

Independent Practice

Leveled Practice For 11-18, subtract the fractions.
Question 11.

Answer:
n = \(\frac{4}{6}\)
Explanation:

Question 12.

Answer:
n = \(\frac{5}{100}\)
= \(\frac{1}{20}\)
Explanation:

Question 13.

Answer:
n = \(\frac{2}{4}\)
Explanation:

Question 14.

Answer:
n = \(\frac{2}{8}\)
Explanation:

Question 15.
\(\frac{5}{6}-\frac{4}{6}\)
Answer:
\(\frac{1}{6}\)
Explanation:

Question 16.
\(\frac{40}{10}-\frac{20}{10}\)
Answer:
\(\frac{20}{10}\) = 2
Explanation:

Question 17.
\(\frac{80}{100}-\frac{40}{100}\)
Answer:
\(\frac{40}{100}\)
Explanation:

Question 18.
\(\frac{19}{10}-\frac{8}{10}\)
Answer:
1\(\frac{1}{10}\)
Explanation:

Problem Solving

Question 19.
Joey ran \(\frac{1}{4}\) mile in the morning and \(\frac{1}{4}\) mile farther than in the morning in the afternoon. If he wants to run a full mile, how much more does Joey have to run? Write equations to explain.
Answer:
\(\frac{1}{4}\)

Explanation:

Question 20.
Reasoning Explain how subtracting \(\frac{4}{5}-\frac{3}{5}\) involves subtracting 4 – 3.
Answer:
n = \(\frac{1}{5}\)

n = \(\frac{4}{5}\) –  \(\frac{3}{5}\)

n = \(\frac{4 – 3}{5}\)

n = \(\frac{1}{5}\)

Question 21.
Higher Order Thinking The flags of all 5 Nordic countries are displayed. What fraction describes how many more of the flags displayed are 2-color flags than are 3-color flags?

Answer:
\(\frac{1}{5}\)
Explanation:

Assessment Practice

Question 22.
Brian had a piece of chalk \(\frac{9}{10}\) centimeter long. A piece cracked off as he was drawing on the sidewalk. Then Brian’s chalk was only \(\frac{6}{10}\) centimeter long. How long was the piece of chalk that cracked off?

Answer:
\(\frac{3}{10}\)

Explanation:
n = \(\frac{9}{10}\) – \(\frac{6}{10}\)

n = \(\frac{3}{10}\)

Question 23.
Marietta baked a chicken pot pie. She serves \(\frac{2}{3}\) of the pie at dinner. How much of the pie remains?
Answer:
\(\frac{1}{3}\)
Explanation:

Lesson 9.6 Add and Subtract Fractions with Like Denominators

Solve & Share
The dirt bike track shown is \(\frac{7}{8}\) of a mile long from start to finish. The track is divided into four sections. What is the length of the longest section? Solve this problem any way you choose.
I can … use a number line to add and subtract fractions when the fractions refer to the same whole.

Answer:

\(\frac{2}{8}\)
Explanation:

Number line

Look Back! How did you decide which section of the track was the longest?
Answer:
The length of the longest section = \(\frac{3}{8}\)

Essential Question
How Do You Add and Subtract Fractions on a Number Line?
Answer:
In math, a number line is a straight line with numbers placed at equal intervals or segments along its length.
A number line can be extended infinitely in any direction, and we usually represent it horizontally.
The numbers on the number line in addition increase as we move from left to right and in subtraction decrease moving from right to left.
Explanation:
For Example,

Visual Learning Bridge
Mary rides her bike \(\frac{2}{10}\) mile to pick up her friend Marcy for soccer practice. Together, they ride \(\frac{5}{10}\) mile to the soccer field. What is the distance from Mary’s house to the soccer field?
You can use jumps on the number line to add or subtract fractions.

Use a number line to show \(\frac{2}{10}+\frac{5}{10}\).
Draw a number line for tenths. Locate \(\frac{2}{10}\) on the number line.
To add, move \(\frac{5}{10}\) to the right.

When you add, you move to the right on the number line.

Write the addition equation.
Add the numerators. Write the sum over the like denominator.
\(\frac{2}{10}+\frac{5}{10}=\frac{2+5}{10}=\frac{7}{10}\)
The distance from Mary’s house to the soccer field is \(\frac{7}{10}\) mile.

Convince Me! Use Appropriate Tools Use the number line below to find \(\frac{5}{8}+\frac{2}{8}\). Can you also use the number line to find \(\frac{5}{8}-\frac{2}{8}\)? Explain.

Answer:
\(\frac{5}{8}+\frac{2}{8}\) = \(\frac{7}{8}\)

\(\frac{5}{8}-\frac{2}{8}\) = \(\frac{3}{8}\)

Explanation:

Another Example!
Find \(\frac{6}{8}-\frac{4}{8}\)
Start at \(\frac{6}{8}\). To subtract, move \(\frac{4}{8}\) to the left.
The ending point is \(\frac{2}{8}\)
So, \(\frac{6}{8}-\frac{4}{8}=\frac{2}{8}\)

Guided Practice

Do You Understand?
Question 1.
In the example above, how is the denominator illustrated on the number line?
Answer:
The denominator illustrates the number of parts of the whole,
In the above example 8 is the denominator, that is 8 parts.
\(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{1}{8}\)

Question 2.
Draw a number line to represent \(\frac{3}{12}+\frac{5}{12}\).
Answer:
\(\frac{3}{12}+\frac{5}{12}\) = \(\frac{8}{12}\)
Explanation:

Do You Know How?
For 3-4, write the equation shown by each number line.
Question 3.

Answer:
\(\frac{3}{5}\)

\(\frac{1}{5}+\frac{2}{5}\) = \(\frac{3}{5}\)

Question 4.

Answer:
\(\frac{2}{6}\)

\(\frac{5}{6} – \frac{3}{6}\) = \(\frac{2}{6}\)

Independent Practice

For 5-8, write the equation shown by each number line.
Question 5.

Answer:

\(\frac{6}{10}\)

\(\frac{2}{10} + \frac{4}{10}\) = \(\frac{6}{10}\)

Question 6.

Answer:

\(\frac{1}{5}\)

\(\frac{4}{5} – \frac{3}{5}\) = \(\frac{1}{5}\)

Question 7.

Answer:
\(\frac{3}{4}\)

\(\frac{2}{4} + \frac{1}{4}\) = \(\frac{3}{4}\)

Question 8.

Answer:
\(\frac{2}{6}\)

\(\frac{4}{6} – \frac{2}{6}\) = \(\frac{2}{6}\)

Problem Solving

Question 9.
Number Sense How do you know the quotient 639 ÷ 6 is greater than 100 before you actually divide?
Answer:
106 \(\frac{3}{6}\)
Explanation:
= \(\frac{600}{6}\)  + \(\frac{36}{6}\) + \(\frac{3}{6}\)
= 100 + 6 + \(\frac{3}{6}\)
=106 \(\frac{3}{6}\)

Question 10.
On average, a largemouth bass weighs about 12 pounds. Two fishermen weighed the largemouth bass they both caught and found their catch weighed 82 pounds. What is the greatest number of largemouth bass caught that are average weight?
Answer:
22 pounds
1 \(\frac{10}{12}\)

Explanation:

= \(\frac{82}{12}\)

= \(\frac{60}{12}\) + \(\frac{22}{12}\)

= 5 + 1\(\frac{10}{12}\)

Question 11.
Isaac started his bike ride at the trailhead. He reached the picnic area and continued to the lookout tower. If Isaac rode his bike for a total of \(\frac{10}{4}\) miles, how much farther did he ride beyond the lookout tower?

Answer:
\(\frac{5}{4}\)

Explanation:

n = \(\frac{10}{4}\) – [\(\frac{2}{4}\)+ \(\frac{3}{4}\)]

n = \(\frac{10}{4}\) – \(\frac{5}{4}\)

n = \(\frac{5}{4}\)

n = 1 \(\frac{1}{4}\)

Question 12.
Model with Math Ricky completely filled a bucket to wash his car. After he finished washing the car, \(\frac{5}{8}\) of the water remained in the bucket. Write and solve an equation to find n, the fraction of the water Ricky used.
Answer:
n = \(\frac{3}{8}\) water used by Ricky.
Explanation:
n = \(\frac{1}{1}\) – \(\frac{5}{8}\)
n = \(\frac{3}{8}\)

Question 13.
Higher Order Thinking Sarah and Jenny are running an hour-long endurance race. Sarah ran \(\frac{2}{6}\) hour before passing the baton to Jenny. Jenny ran \(\frac{3}{6}\) hour, then passed the baton back to Sarah. What fraction of the hour does Sarah still need to run to complete the race?
Answer:
\(\frac{1}{6}\) to complete the race.
Explanation:

n = 1 – \(\frac{2}{6}\) + \(\frac{3}{6}\)

n = 1 – \(\frac{2 + 3}{6}\)

n = 1 – \(\frac{5}{6}\)

n = \(\frac{1}{6}\)

Assessment Practice

Question 14.
Choose numbers from the box to fill in the missing numbers in each equation. Use each number once.

Answer:

Question 15.
Choose numbers from the box to fill in the missing numbers in each equation. Use each number once.

Answer:

Lesson 9.7 Model Addition and Subtraction of Mixed Numbers

Solve & Share
Tory is cutting loaves of bread into fourths. She needs to wrap 3\(\frac{3}{4}\) loaves to take to a luncheon and 1\(\frac{2}{4}\) loaves for a bake sale. How many loaves does Tory need to wrap for the luncheon and the bake sale? Solve this problem any way you choose.
I can ….. use models and equivalent fractions to help add and subtract mixed numbers.

Look Back! Reasoning How can you estimate the sum above?

3\(\frac{3}{4}\) + 1\(\frac{2}{4}\)

= (3 + 1)(\(\frac{3}{4}\) + \(\frac{2}{4}\))

= (3 + 1)(\(\frac{3 + 2}{4}\))

= (4)(\(\frac{3 + 2}{4}\))

= 4(\(\frac{5}{4}\))

= (4 + 1)(\(\frac{1}{4}\))

= \(5\frac{1}{4}\)

Essential Question
How Can You Add or Subtract Mixed Numbers?
Answer:
To add or subtract mixed numbers, firstly convert the mixed numbers to improper fractions and find the least common denominator, then add or subtract the whole numbers. Finally write the lowest terms.
For example,

3\(\frac{3}{4}\) + 1\(\frac{2}{4}\)

= \(\frac{15}{4}\) + \(\frac{6}{4}\)

= \(\frac{15 + 6}{4}\)

= \(\frac{21}{4}\)

Visual Learning Bridge
Bill has 2 boards to use to make picture frames. What is the total length of the two boards? How much longer is one board than the other?

You can use addition to find the total length of the two boards.
You can use subtraction to find how much longer one board is than the other.

Convince Me! Use Appropriate Tools Suppose Bill’s boards were 2\(\frac{11}{12}\) feet and 1\(\frac{5}{12}\) feet. What would be the total length of the two boards? How much longer is one board than the other? Use fraction strips or draw number lines to show your work.

Answer