{"id":14504,"date":"2023-12-11T11:13:34","date_gmt":"2023-12-11T05:43:34","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=14504"},"modified":"2023-12-12T14:35:50","modified_gmt":"2023-12-12T09:05:50","slug":"envision-math-common-core-grade-5-answer-key-topic-10","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-5-answer-key-topic-10\/","title":{"rendered":"enVision Math Common Core Grade 5 Answer Key Topic 10 Represent and Interpret Data"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 5 Answer Key<\/a>\u00a0Topic 10 Represent and Interpret Data<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 5th Grade Answers Key Topic 10 Represent and Interpret Data<\/h2>\n

\"Envision<\/p>\n

enVision STEM Project: Wildfires<\/strong><\/p>\n

Do Research<\/strong> Use the Internet and other sources to learn more about wildfires. Investigate how wildfires affect ecosystems. Explore the costs and benefits of wildfires. List five living things in an ecosystem. Research how long each one takes to recover from a wildfire.<\/p>\n

Journal: Write a Report<\/strong> Include what you found. Also in your report:
\n\u2022 Make a pamphlet to show how wildfires affect ecosystems.
\n\u2022 Suggest ways to prevent wildfires.
\n\u2022 Make a line plot to show your data.
\n\u2022 Make up and solve problems using line plots.<\/p>\n

Review What You Know<\/strong><\/p>\n

A-Z Vocabulary<\/strong>
\nChoose the best term from the Word List. Write it on the blank.
\n\u2022 bar graph
\n\u2022 overestimate
\n\u2022 compare
\n\u2022 frequency table
\n\u2022 underestimate<\/p>\n

Question 1.
\nA display that shows how many times an event occurs is a(n) ____
\nAnswer:
\nA display that shows how many times an event occurs is a frequency table.<\/p>\n

Question 2.
\nA display that uses bars to show data is a(n) ____
\nAnswer:
\nA display that uses bars to show data is a bar graph.<\/p>\n

\"Represent<\/p>\n

Question 3.
\nRounding each factor in a multiplication to a greater number gives a(n) ____ of the actual product.
\nAnswer:
\nRounding each factor in multiplication to a greater number gives a overestimate of the actual product.<\/p>\n

Question 4.
\nYou can use the length of the bars in a bar graph to ___ two similar data sets.
\nAnswer:
\nYou can use the length of the bars in a bar graph to compare two similar data sets.<\/p>\n

Fraction Computation<\/strong><\/p>\n

Find each answer.<\/p>\n

Question 5.
\n2\\(\\frac{1}{2}\\) + 5\\(\\frac{1}{3}\\)
\nAnswer:
\n2\\(\\frac{1}{2}\\) + 5\\(\\frac{1}{3}\\) = 7\\(\\frac{5}{6}\\).<\/p>\n

Explanation:
\nThe addition of 2\\(\\frac{1}{2}\\) + 5\\(\\frac{1}{3}\\) is \\(\\frac{5}{2}\\) + \\(\\frac{16}{3}\\) which is \\(\\frac{15+32}{6}\\) = \\(\\frac{47}{6}\\) = 7\\(\\frac{5}{6}\\).<\/p>\n

Question 6.
\n13\\(\\frac{3}{10}\\) – 8\\(\\frac{1}{5}\\)
\nAnswer:
\n13\\(\\frac{3}{10}\\) – 8\\(\\frac{1}{5}\\) = 5\\(\\frac{1}{10}\\).<\/p>\n

Explanation:
\nThe subtraction of 13\\(\\frac{3}{10}\\) – 8\\(\\frac{1}{5}\\) is \\(\\frac{133}{10}\\) – \\(\\frac{41}{5}\\) which is \\(\\frac{133 – 82}{10}\\) = \\(\\frac{51}{10}\\) = 5\\(\\frac{1}{10}\\).<\/p>\n

Question 7.
\n8\\(\\frac{1}{3}\\) + 7\\(\\frac{11}{12}\\)
\nAnswer:
\n8\\(\\frac{1}{3}\\) + 7\\(\\frac{11}{12}\\) = 15\\(\\frac{11}{12}\\).<\/p>\n

Explanation:
\nThe addition of 8\\(\\frac{1}{3}\\) + 7\\(\\frac{11}{12}\\) is \\(\\frac{24}{3}\\) + \\(\\frac{95}{12}\\) which is \\(\\frac{96+95}{12}\\)
\n= \\(\\frac{191}{12}\\)
\n= 15\\(\\frac{11}{12}\\).<\/p>\n

Question 8.
\n15 – 5\\(\\frac{2}{9}\\)
\nAnswer:
\n15 – 5\\(\\frac{2}{9}\\) = 9\\(\\frac{2}{9}\\).<\/p>\n

Explanation:
\nThe subtraction of 15 – 5\\(\\frac{2}{9}\\) is 15 – \\(\\frac{47}{9}\\)
\n= \\(\\frac{135 – 47}{9}\\)
\n= \\(\\frac{88}{9}\\)
\n= 9\\(\\frac{2}{9}\\).<\/p>\n

Question 9.
\n7\\(\\frac{5}{8}\\) + 13\\(\\frac{11}{20}\\)
\nAnswer:
\n7\\(\\frac{5}{8}\\) + 13\\(\\frac{11}{20}\\) = 21\\(\\frac{7}{40}\\).<\/p>\n

Explanation:
\nThe addition of 7\\(\\frac{5}{8}\\) + 13\\(\\frac{11}{20}\\) is \\(\\frac{61}{8}\\) + \\(\\frac{271}{20}\\) = \\(\\frac{305+542}{40}\\)
\n= \\(\\frac{847}{40}\\)
\n= 21\\(\\frac{7}{40}\\).<\/p>\n

Question 10.
\n15\\(\\frac{4}{5}\\) + 1\\(\\frac{2}{3}\\)
\nAnswer:
\n15\\(\\frac{4}{5}\\) + 1\\(\\frac{2}{3}\\) = 17\\(\\frac{7}{15}\\).<\/p>\n

Explanation:
\nThe addition of 15\\(\\frac{4}{5}\\) + 1\\(\\frac{2}{3}\\) is \\(\\frac{79}{5}\\) +\u00a0 \\(\\frac{5}{3}\\) which is \\(\\frac{237+25}{15}\\)
\n= \\(\\frac{262}{15}\\)
\n= 17\\(\\frac{7}{15}\\).<\/p>\n

\"Represent<\/p>\n

Question 11.
\n\\(\\frac{7}{8}\\) \u00d7 4
\nAnswer:
\n\\(\\frac{7}{8}\\) \u00d7 4 = 7\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe multiplication of \\(\\frac{7}{8}\\) \u00d7 4 which is \\(\\frac{7}{2}\\)
\n= 7\\(\\frac{1}{2}\\).<\/p>\n

Question 12.
\n5 \u00d7 1\\(\\frac{2}{3}\\)
\nAnswer:
\n5 \u00d7 1\\(\\frac{2}{3}\\) = 18\\(\\frac{1}{3}\\).<\/p>\n

Explanation:
\nThe multiplication of 5 \u00d7 1\\(\\frac{2}{3}\\) is 5 \u00d7 \\(\\frac{11}{3}\\)
\n= \\(\\frac{55}{3}\\)
\n= 18\\(\\frac{1}{3}\\).<\/p>\n

Question 13.
\n2\\(\\frac{1}{8}\\) \u00d7 \\(\\frac{2}{3}\\)
\nAnswer:
\n2\\(\\frac{1}{8}\\) \u00d7 \\(\\frac{2}{3}\\) = \\(\\frac{17}{12}\\).<\/p>\n

Explanation:
\nThe multiplication of 2\\(\\frac{1}{8}\\) \u00d7 \\(\\frac{2}{3}\\) is \\(\\frac{17}{8}\\) \u00d7 \\(\\frac{2}{3}\\) which is \\(\\frac{17}{12}\\).<\/p>\n

Bar Graphs<\/strong>
\nUse the bar graph to answer the questions.<\/p>\n

Question 14.
\nWhich animal has about 34 teeth?
\nAnswer:
\nHyena.<\/p>\n

Explanation:
\nThe animal that has about 34 teeth is Hyena.<\/p>\n

Question 15.
\nAbout how many more teeth does a dog have than a hyena?
\nAnswer:
\nThe number of many more teeth does a dog has is 8 teeth.<\/p>\n

Explanation:
\nHere, the dog has 42 teeth and a hyena has 34 teeth. So the number of many more teeth does a dog has is 42 – 34 which is 8 teeth.<\/p>\n

\"Envision<\/p>\n

Question 16.
\nAbout how many more teeth does a hyena have than a walrus?
\nAnswer:
\nThe number of many more teeth does a hyena has is 15 teeth.<\/p>\n

Explanation:
\nHere, a hyena has 32 teeth and a walrus has 17 teeth. So the number of many more teeth does a hyena has is 32 – 17 which is 15 teeth.<\/p>\n

Pick a Project<\/strong><\/p>\n

PROJECT 10A<\/strong>
\nHow big is Big Data?
\nProject: Make Line Plots for Data
\n\"Envision<\/p>\n

PROJECT 10B<\/strong>
\nWhat was the first U.S. penny?
\nProject: Design a Coin
\n\"Envision<\/p>\n

PROJECT 10C<\/strong>
\nWhy are sequoia trees so big?
\nProject: Measure Trees
\n\"Envision<\/p>\n

PROJECT 10D<\/strong>
\nHow are plant leaves different?
\nProject: Make a Leafy Line Plot
\n\"Envision<\/p>\n

Lesson 10.1 Analyze Line Plots<\/h3>\n

Solve & Share<\/strong>
\nSeveral students were asked how many blocks they walk from home to school each day. The results are shown in the line plot below. Miguel walks the shortest distance. Jila walks the longest distance. How much farther than Miguel does Jila walk?
\n\"Envision<\/p>\n

Answer:
\nMiguel walks 4.25 blocks more than Jila.<\/p>\n

Explanation:
\nHere, the line plot is shown in the question which represents the distance traveled by the students from their houses to their school. So the distance between 1 and 2 is \\(\\frac{1}{4}\\) which is 0.25 blocks. So the shortest distance traveled by Miguel is 0.25 blocks. And the longest distance traveled by Jila is 4.5 blocks. So the difference between the distances covered by Miguel and Jila is 4.5 – 0.25 = 4.25 blocks. So Miguel walks 4.25 blocks more than Jila.<\/p>\n

Make Sense and Persevere<\/strong> How can you find the shortest distance walked?
\n\"Envision<\/p>\n

Look Back!<\/strong> What can you tell about the distance most of the students in the group walk to school each day?<\/p>\n

Visual Learning Bridge<\/strong><\/p>\n

Essential Question<\/strong>
\nHow Can You Analyze Data Displayed in a Line Plot?<\/p>\n

A.<\/strong>
\nA line plot, or dot plot, shows data along a number line. Each dot or X represents one value in the data set.
\nIn science class, Abby and her classmates performed an experiment in which they used different amounts of vinegar. The table below shows how much vinegar each person used. What amount was most often used in the experiment?
\n\"Envision<\/p>\n

Answer:
\n1 cup vinegar was mostly used.<\/p>\n

Explanation:
\nThe amount which was most often used in the experiment 1 cup of vinegar.<\/p>\n

A line plot shows how often each value occurs.
\n\"Envision<\/p>\n

B.
\n<\/strong>Read the line plot.
\nA line plot can be used to organize the amount of vinegar each person used.
\n\"Envision<\/p>\n

C.<\/strong>
\nAnalyze the data. Use the data to answer your original question. What amount was most often used in the experiment?
\nMost of the data points are at 1, so 1 cup of vinegar was most often used in the experiment.<\/p>\n

Convince Me! Reasoning<\/strong> How does the line plot show what the largest amount of vinegar used was?
\nAnswer:
\nThe line plot represents the data using number line. Here, we can see that the 1 cup of vinegar have mostly often used in the experiment.<\/p>\n

\"Represent<\/p>\n

Guided Practice<\/strong><\/p>\n

Do You Understand?<\/strong><\/p>\n

Question 1.
\nWhy does data need to be ordered from least to greatest before creating a line plot?
\nAnswer:
\nHere, the data need to be ordered from least to greatest before creating a line plot, so that the data from least to greatest can help us interpret the data to get the better sense of the numbers and scope of numbers we are working with.<\/p>\n

Question 2.
\nIn the line plot on the previous page, do any values occur the same number of times? Explain.
\nAnswer:
\nThe values that occur the same number of times is \\(\\frac{1}{2}\\) and 1\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe values that occur the same number of times is \\(\\frac{1}{2}\\) and 1\\(\\frac{1}{2}\\) as they occur two times.<\/p>\n

Question 3.
\nDescribe any patterns in the line plot on the previous page.
\nAnswer:
\nThe pattern in the line plot is dot plot.<\/p>\n

Do You Know How?<\/strong><\/p>\n

In 4 and 5, use the data set to answer the questions.<\/p>\n

Question 4.
\nStudents ran for 10 minutes. They ran the following distances, in miles:
\n\\(\\frac{3}{4}\\), \\(\\frac{1}{2}\\), 1\\(\\frac{3}{4}\\), \\(\\frac{3}{4}\\), 1
\n1\\(\\frac{1}{2}\\), 1\\(\\frac{1}{4}\\), 2, 1\\(\\frac{1}{2}\\), 1, 1\\(\\frac{1}{4}\\), \\(\\frac{3}{4}\\), 1
\nHow many distances are recorded?<\/p>\n

Answer:
\n14 distances are recorded.<\/p>\n

Explanation:
\nThe number of distances recorded are 14 distances.<\/p>\n

Question 5.
\nUse the line plot that shows the data.
\n\"Envision
\nWhich distances occurred most often?
\nAnswer:
\n\\(\\frac{3}{4}\\), 1 and 1\\(\\frac{1}{4}\\).<\/p>\n

Explanation:
\nThe distances that occurs most often is \\(\\frac{3}{4}\\), 1 and 1\\(\\frac{1}{4}\\).<\/p>\n

Independent Practice<\/strong><\/p>\n

Data in a line plot can be shown with dots or Xs.
\n\"Envision<\/p>\n

In 6-8, use the line plot to answer the questions.<\/p>\n

Question 6.
\nHow many orders for cheese does the line plot show?
\nAnswer:
\n12 orders.<\/p>\n

Explanation:
\nThe number of orders for cheese does the line plot shows is 12 orders.<\/p>\n

Question 7.
\nWhich amount of cheese was ordered most often?
\nAnswer:
\n\\(\\frac{3}{4}\\).<\/p>\n

Explanation:
\n\\(\\frac{3}{4}\\) amount of cheese was ordered most often.<\/p>\n

Question 8.
\nHow many more orders for \\(\\frac{3}{4}\\) cheese were for a pound or less than for 1 pound or more?<\/p>\n

Problem Solving<\/strong><\/p>\n

In 9-11, use the data set and line plot.<\/p>\n

Question 9.
\nJerome studied the feather lengths of some adult fox sparrows. How long are the longest feathers in the data set?
\nAnswer:
\n2\\(\\frac{3}{4}\\).<\/p>\n

Explanation:
\nThe longest feather length in the given data is 2\\(\\frac{3}{4}\\).<\/p>\n

\"Envision<\/p>\n

Question 10.
\nHow many feathers are 2\\(\\frac{1}{4}\\) inches or longer? Explain.
\nAnswer:
\n8 feathers.<\/p>\n

Explanation:
\nThe number of feathers that are 2\\(\\frac{1}{4}\\) inches or longer are 8 feathers.<\/p>\n

Question 11.
\nHigher Order Thinking<\/strong> Jerome found another feather that made the difference between the longest and shortest feather 1\\(\\frac{3}{4}\\) inches. What could be the length of the new feather? Explain.
\n\"Envision
\nAnswer:
\nThe difference is 1.<\/p>\n

Explanation:
\nThe difference between the longest and shortest feather is 2\\(\\frac{3}{4}\\) – 1\\(\\frac{3}{4}\\) = \\(\\frac{11}{4}\\) – \\(\\frac{7}{4}\\)
\n= \\(\\frac{4}{4}\\).
\n= 1.<\/p>\n

Question 12.
\nReasoning<\/strong> How can you find the value that occurs most often by looking at a line plot?
\nAnswer:
\nWe can know the value that occurs most often by looking at a line plot by the size of the line plot. If the size is longer then that will be the most occurring on the line plot.<\/p>\n

Question 13.
\nDraw and label a rectangle with a perimeter of 24 inches.
\nAnswer:<\/p>\n

Assessment Practice<\/strong><\/p>\n

Question 14.
\nUse the information shown in the line plot. What is the total weight of the 4 heaviest melons?
\nA. 6 pounds
\nB. 11\\(\\frac{1}{2}\\) pounds
\nC. 22\\(\\frac{1}{2}\\) pounds
\nD. 24 pounds
\n\"Envision
\nAnswer:<\/p>\n

Lesson 10.2 Make Line Plots<\/h3>\n

Activity<\/strong><\/p>\n

Solve & Share<\/strong>
\nA fifth-grade class recorded the height of each student. How could you organize the data? If all the students in the class lay down in a long line, how far would it reach? Make a line plot to solve this problem.
\n\"Envision<\/p>\n

Answer:
\nGiven that a fifth-grade class recorded the height of each student, so the line plot of the fifth-grade class is<\/p>\n

Organizing data makes it easier to understand and analyze.
\n\"Envision<\/p>\n

Look Back! Generalize<\/strong> How does organizing the data help you see the height that occurs most often? Explain.
\nAnswer:
\nOrganizing the data helps to communicate the data in a way that helps others to understand the data and interpret it correctly.<\/p>\n

Visual Learning Bridge<\/strong><\/p>\n

Essential Question<\/strong>
\nHow Can You Use a Line Plot to Organize and Represent Measurement Data?
\nAnswer:
\nWe can use a line plot to display and organize data and a line plot shows how many times each number appears in the data set.<\/p>\n

A.<\/strong>
\nThe dogs in Paulina’s Pet Shop have the following weights. The weights are in pounds.
\nHow can you organize this information in a line plot?
\n\"Envision<\/p>\n

Answer:
\nThe line plot of weights of dogs is<\/p>\n

Measurement data that is organized is easier to use.
\n\"Envision<\/p>\n

B.<\/strong>
\nOrganize the data.
\nWrite the weights from least to greatest.
\n6, 6, 7\\(\\frac{1}{4}\\), 8\\(\\frac{1}{2}\\), 8\\(\\frac{1}{2}\\), 8\\(\\frac{1}{2}\\), 11\\(\\frac{1}{2}\\), 12\\(\\frac{1}{4}\\), 12\\(\\frac{1}{4}\\), 12\\(\\frac{1}{4}\\), 12\\(\\frac{1}{4}\\), 12\\(\\frac{1}{4}\\)
\nYou can also organize the data in a frequency table. The frequency is how many times a given response occurs.
\n\"Envision<\/p>\n

C.<\/strong>
\nMake a line plot.
\nFirst draw the number line using an interval of \\(\\frac{1}{4}\\). Then mark a dot for each value in the data set. Write a title for the line plot.
\n\"Envision<\/p>\n

Convince Me! Reasoning<\/strong> Which weight occurs most often? Which weight occurs least often? How can you tell from the line plot?<\/p>\n

Guided Practice<\/strong><\/p>\n

Do You Understand?<\/strong><\/p>\n

Question 1.
\nIn the line plot of dog weights on the previous page, what does each dot represent?
\nAnswer:
\nHere, each dot represents the weight of the dog.<\/p>\n

Question 2.
\nIn a line plot, how do you determine the values to show on the number line?
\nAnswer:<\/p>\n

Do You Know How?<\/strong><\/p>\n

Question 3.
\nDraw a line plot to represent the data.
\n\"Envision
\nAnswer:
\nThe line plot of weights of pumpkins is<\/p>\n

Independent Practice<\/strong><\/p>\n

In 4 and 5, complete the line plot for each data set.<\/p>\n

Double check that you have a dot for each value.
\n\"Envision<\/p>\n

Question 4.
\n11\\(\\frac{1}{4}\\), 12\\(\\frac{1}{2}\\), 11\\(\\frac{1}{4}\\), 14\\(\\frac{3}{4}\\), 10\\(\\frac{1}{2}\\), 11\\(\\frac{1}{4}\\), 12
\n\"Envision
\nAnswer:
\nThe line plot of the given value
\n\"Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.1\"<\/p>\n

Question 5.
\n1\\(\\frac{1}{8}\\), 2, 1\\(\\frac{1}{2}\\), 1\\(\\frac{1}{4}\\), 1\\(\\frac{1}{8}\\), 1, 2, 1\\(\\frac{1}{2}\\), 1\\(\\frac{1}{4}\\)
\n\"Envision
\nAnswer:
\nThe line plot of the given values is
\n\"Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.2\"<\/p>\n

In 6 and 7, construct a line plot for each data set.<\/p>\n

Question 6.
\n\\(\\frac{1}{2}\\), \\(\\frac{3}{4}\\), \\(\\frac{3}{4}\\), 1, 1, 0, \\(\\frac{1}{2}\\), \\(\\frac{1}{2}\\), \\(\\frac{3}{4}\\)
\nAnswer:
\nThe line plot of the given values is
\n\"Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-30.2-2\"<\/p>\n

Question 7.
\n5\\(\\frac{1}{2}\\), 5, 5, 5\\(\\frac{1}{8}\\), 5\\(\\frac{3}{4}\\), 5\\(\\frac{1}{4}\\), 5\\(\\frac{1}{2}\\), 5\\(\\frac{1}{8}\\), 5\\(\\frac{1}{2}\\), 5\\(\\frac{3}{8}\\)
\nAnswer:
\nThe line plot of the given values is<\/p>\n

Problem Solving<\/strong><\/p>\n

In 8-10, use the data set.<\/p>\n

Question 8.
\nMake Sense and Persevere<\/strong> Martin’s Tree Service purchased several spruce tree saplings. Draw a line plot of the data showing the heights of the saplings.
\nAnswer:<\/p>\n

\"Envision<\/p>\n

Question 9.
\nHow many more saplings with a height of 27\\(\\frac{1}{4}\\) inches or less were there than saplings with a height greater than 27\\(\\frac{1}{4}\\) inches?
\nAnswer:
\nThere are 11 saplings.<\/p>\n

Explanation:
\nThe number of saplings that are with a height of 27\\(\\frac{1}{4}\\) inches or less was there than saplings with a height greater than 27\\(\\frac{1}{4}\\) inches are 11 saplings.<\/p>\n

Question 10.
\nHigher Order Thinking<\/strong> Suppose Martin’s Tree Service bought two more saplings that were each 27\\(\\frac{1}{4}\\) inches tall. Would the value that occurred most often change? Explain your answer.
\nAnswer:
\nYes, the value that occurred most often will change.<\/p>\n

Explanation:
\nYes, the value that occurred most often will be changed. As there will be an increase of saplings with the height of 27\\(\\frac{1}{4}\\) inches tall, so the value that occurred most often will change.<\/p>\n

Question 11.
\nWhy is organizing data helpful?
\nAnswer:
\nOrganizing data is very useful, by this we can find the values easily and can complete our work fastly.<\/p>\n

Question 12.
\nRandall buys 3 tickets for a concert for $14.50 each. He gives the cashier a $50 bill. How much change does he get? Write equations to show your work.
\nAnswer:
\nThe change that will get to Randell is $6.50 and the equation is $50 – $43.50 = $6.50.<\/p>\n

Explanation:
\nGiven that Randall buys 3 tickets for a concert for $14.50 each and he gives the cashier a $50 bill, so the total cost for the tickets will be 3 \u00d7 14.50 which is $43.50. So the change that will get to Randell is $50 – $43.50 which is $6.5. So the equation is $50 – $43.50 = $6.50.<\/p>\n

Assessment Practice<\/strong><\/p>\n

Question 13.
\nAmy measured how many centimeters the leaves on her houseplants grew in July. Use the leaf growth data below to complete the line plot on the right.
\n2\\(\\frac{1}{2}\\), 4\\(\\frac{1}{2}\\), 4, 4, 3, 1, 3, 3\\(\\frac{1}{2}\\), 3\\(\\frac{1}{2}\\), 3\\(\\frac{1}{2}\\), 2\\(\\frac{1}{2}\\), 3, 3\\(\\frac{1}{2}\\), 3\\(\\frac{1}{2}\\), 5\\(\\frac{1}{2}\\)
\n\"Envision
\nAnswer:
\nThe line plot of the given data is
\n\"Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-70.1\"<\/p>\n

Lesson 10.3 Solve Word Problems Using Measurement Data<\/h3>\n

Solve & Share<\/strong>
\nRainfall for the Amazon was measured and recorded for 30 days. The results were displayed in a line plot. What can you tell about the differences in the amounts of rainfall? Use the line plot to solve this problem.<\/p>\n

\"Envision<\/p>\n

You can use a representation to analyze data. Show your work!
\n\"Envision<\/p>\n

Look Back! Reasoning<\/strong> What is the difference between the greatest amount of rain in a day and the least amount of rain in a day? How can you tell?<\/p>\n

Answer:
\nThe difference is 9 days.<\/p>\n

Explanation:
\nThe difference between the greatest amount of rain in a day and the least amount of rain in a day is 11 – 2 which is 9. By using subtraction we can tell that.<\/p>\n

Visual Learning Bridge<\/strong><\/p>\n

Essential Question<\/strong> How Can You Use Measurement Data Represented in a Line Plot to Solve Problems?<\/p>\n

A.<\/strong>
\nBruce measured the daily rainfall while working in Costa Rica. His line plot shows the rainfall for each day in September. What was the total rainfall for the month?<\/p>\n

You can use the line plot to make a frequency table.
\n\"Envision<\/p>\n

B.<\/strong>
\nMultiply each value by the frequency to find the amount of rain for that value. Then add the products to find the number of inches of rainfall for the month.
\n\"Envision
\nThe table helps you organize the numerical data for your calculations.
\n\"Envision<\/p>\n

Convince Me! Critique Reasoning<\/strong> Rosie says she can find the total rainfall in the example above without multiplying. Do you agree? Explain.
\nAnswer:
\nYes, we can find the total rainfall.<\/p>\n

Explanation:
\nYes, we can find the total rainfall in the example above without multiplying. By adding them we can also find the total rainfall.<\/p>\n

Guided Practice<\/strong><\/p>\n

Do You Understand?<\/strong><\/p>\n

In 1-4, use the line plot showing how many grams of salt were left after liquids in various containers evaporated.<\/p>\n

\"Envision<\/p>\n

Question 1.
\nHow could you find the difference between the greatest amount and the least amount of salt left?
\nAnswer:
\nThe difference is 5.<\/p>\n

Explanation:
\nThe difference between the greatest amount and the least amount of salt left is 7 – 2 which is 5.<\/p>\n

Do You Know How?<\/strong><\/p>\n

Question 2.
\nWrite a problem that can be answered using the line plot.
\nAnswer:<\/p>\n

Question 3.
\nWrite and solve an equation that represents the total number of grams of salt left.
\nAnswer:
\nThe equation is 7 \u00d7 1 \\(\\frac{1}{2}\\) + 4 \u00d7 2 + 3 \u00d7 6 \\(\\frac{1}{2}\\) + 7 \u00d7 5 = 73.<\/p>\n

Explanation:
\nThe total number of grams of salt is 7 \u00d7 1 \\(\\frac{1}{2}\\) + 4 \u00d7 2 + 3 \u00d7 6 \\(\\frac{1}{2}\\) + 7 \u00d7 5 = 7 \u00d7 \\(\\frac{3}{2}\\) + 8 + 3 \u00d7 \\(\\frac{13}{2}\\) + 35
\n= \\(\\frac{21}{2}\\) + 8 + \\(\\frac{39}{2}\\) + 35
\n= \\(\\frac{21+16+39+70}{2}\\)
\n= \\(\\frac{146}{2}\\)
\n= 73.
\nAnd the equation is 7 \u00d7 1 \\(\\frac{1}{2}\\) + 4 \u00d7 2 + 3 \u00d7 6 \\(\\frac{1}{2}\\) + 7 \u00d7 5 = 73.<\/p>\n

Question 4.
\nHow many grams of salt would be left if two of each container were used?
\nAnswer:
\nThe number of grams of salt is 36 \\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe number of grams of salt that would be left if two of each container were used is 73 \u00f7 2 which is 36 \\(\\frac{1}{2}\\).<\/p>\n

Independent Practice<\/strong><\/p>\n

In 5 and 6, use the line plot Allie made to show the lengths of strings she cut for her art project.<\/p>\n

Question 5.
\nWrite an equation for the total amount of string.<\/p>\n

\"Envision<\/p>\n

Answer:
\nThe equation is 2 \u00d7 12 \\(\\frac{5}{8}\\) + 7 \u00d7 12 \\(\\frac{3}{4}\\) + 5 \u00d7 12 \\(\\frac{7}{8}\\) + 5 \u00d7 13 + 4 \u00d7 13 \\(\\frac{1}{8}\\) = 413 \\(\\frac{1}{4}\\).<\/p>\n

Equation:
\nThe equation for the total amount of string is 2 \u00d7 12 \\(\\frac{5}{8}\\) + 7 \u00d7 12 \\(\\frac{3}{4}\\) + 5 \u00d7 12 \\(\\frac{7}{8}\\) + 5 \u00d7 13 + 4 \u00d7 13 \\(\\frac{1}{8}\\)
\n= 2 \u00d7 \\(\\frac{101}{8}\\) + 7 \u00d7 \\(\\frac{51}{4}\\) + 5 \u00d7 \\(\\frac{103}{4}\\) + 65 + 4 \u00d7 \\(\\frac{105}{4}\\)
\n= \\(\\frac{202}{8}\\) + \\(\\frac{357}{4}\\) + \\(\\frac{515}{4}\\) + 65 + \\(\\frac{420}{4}\\)
\n= \\(\\frac{202+714+1030+520+840}{8}\\)
\n= \\(\\frac{3306}{8}\\)
\n= 413 \\(\\frac{1}{4}\\).<\/p>\n

Question 6.
\nWhat is the difference in length between the longest and the shortest lengths of string?
\nAnswer:
\nThe difference is 2.<\/p>\n

Explanation:
\nThe difference in length between the longest and the shortest lengths of the string is 7 – 2 which is 5.<\/p>\n

Problem Solving<\/strong><\/p>\n

In 7 and 8, use the line plot Susannah made to show the amount of rainfall in one week.<\/p>\n

Question 7.
\nAlgebra Write and solve an equation for the total amount of rainfall, r, Susannah recorded.<\/p>\n

\"Envision<\/p>\n

Answer:
\nThe equation will be 2 \u00d7 \\(\\frac{1}{16}\\) + 1 \u00d7 \\(\\frac{1}{8}\\) + 1 \u00d7 \\(\\frac{1}{4}\\) = \\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe equation for the total amount of rainfall is 2 \u00d7 \\(\\frac{1}{16}\\) + 1 \u00d7 \\(\\frac{1}{8}\\) + 1 \u00d7 \\(\\frac{1}{4}\\)
\n= \\(\\frac{1}{8}\\) + \\(\\frac{1}{8}\\) + \\(\\frac{1}{4}\\)
\n= \\(\\frac{1+1+2}{8}\\)
\n= \\(\\frac{4}{8}\\)
\n= \\(\\frac{1}{2}\\).<\/p>\n

Question 8.
\nHigher Order Thinking<\/strong> Suppose the same amount of rain fell the following week, but the same amount of rain fell each day. How much rain fell each day?
\nAnswer:<\/p>\n

Question 9.
\nMake Sense and Persevere<\/strong> The area of a square deck is 81 square feet. How long is each side of the deck?
\nAnswer:
\nThe length of each side is 9.<\/p>\n

Explanation:
\nGiven that the area of a square deck is 81 square feet, so the length of each side of the deck is
\nArea = S \u00d7 S = 81
\nS \u00d7 S = 9 \u00d7 9
\nS = 9.<\/p>\n

How does knowing the shape of the deck help you?
\n\"Envision<\/p>\n

Question 10.
\nAlthea recorded the amount she earned from T-shirt sales each day for 14 days. She made a frequency table to organize the data. Write a problem that can be answered by using the frequency table.
\n\"Envision
\nAnswer:<\/p>\n

Assessment Practice<\/strong><\/p>\n

Question 11.
\nKurt recorded the amount of snowfall in each month for one year. What was the total snowfall that year?
\nA. 12 in.
\nB. 10\\(\\frac{1}{4}\\) in.
\nC. 7\\(\\frac{3}{4}\\) in.
\nD. 10\\(\\frac{1}{2}\\) in.
\n\"Envision
\nAnswer:
\nThe total snowfall of that year is 10\\(\\frac{1}{4}\\).<\/p>\n

Equation:
\nGiven that Kurt recorded the amount of snowfall in each month for one year, so the total snowfall of that year is 1 \u00d7 \\(\\frac{1}{4}\\) + 2 \u00d7 \\(\\frac{1}{2}\\) + 1 \u00d7 \\(\\frac{3}{4}\\) + 3 \u00d7 1 + 1 \u00d7 2\\(\\frac{1}{2}\\) + 1 \u00d7 2\\(\\frac{3}{4}\\)
\n= \\(\\frac{1}{4}\\) + \\(\\frac{2}{2}\\) + \\(\\frac{3}{4}\\) + 3 + \\(\\frac{9}{4}\\) + \\(\\frac{11}{4}\\)
\n= \\(\\frac{1+4+3+12+10+11}{4}\\)
\n= \\(\\frac{41}{4}\\)
\n= 10\\(\\frac{1}{4}\\).<\/p>\n

Lesson 10.4 Critique Reasoning<\/h3>\n

Activity<\/strong><\/p>\n

Problem Solving<\/strong><\/p>\n

Solve & Share<\/strong>
\nA cross country coach recorded the team’s practice runs and made the line plot below. The coach had each runner analyze the line plot and write an observation. Read the statements and explain whether you think each runner’s reasoning makes sense.
\n\"Envision<\/p>\n

Thinking Habits<\/strong>
\nBe a good thinker! These questions can help you.
\n\u2022 What questions can I ask to understand other people’s thinking?
\n\u2022 Are there mistakes in other people’s thinking?
\n\u2022 Can I improve other people’s thinking?
\n\"Envision<\/p>\n

Look Back! Critique Reasoning<\/strong> Quinn said that to find the total distance the team ran in September, you add each number that has an X above it: \\(\\frac{1}{2}\\) + 1 + 1\\(\\frac{1}{2}\\) + 1\\(\\frac{3}{4}\\) + 2 + 2\\(\\frac{1}{2}\\) + 2\\(\\frac{3}{4}\\) + 3. Do you agree? Explain why or why not.<\/p>\n

Visual Learning Bridge<\/strong><\/p>\n

Essential Question<\/strong> How Can You Critique the Reasoning of Others?<\/p>\n

A.<\/strong>
\nMs. Kelly’s class made a line plot showing how many hours each student spent watching television the previous evening. Amanda said, “No one watched TV for 3 hours.” Drake said, “No, 3 of us watched no TV.” Who is correct? Explain your reasoning.
\n\"Envision<\/p>\n

What information do Amanda and Drake use for reasoning?
\nAmanda and Drake base their reasoning on their analysis of the data displayed on the line plot.<\/p>\n

B.<\/strong>
\nHow can I critique the reasoning of others?
\nI can
\n\u2022 decide if the statements make sense.
\n\u2022 look for mistakes in calculations.
\n\u2022 clarify or correct flaws in reasoning.<\/p>\n

Here’s my thinking.
\n\"Envision<\/p>\n

C.<\/strong>
\nAmanda’s statement is incorrect. Her reasoning has flaws. She sees the 3 Xs above the zero and thinks that means that zero people watched 3 hours of TV. The labels on the number line tell how many hours, and the Xs tell how many students. So, Amanda should have said, “There are 3 people who watched 0 hours of TV.”
\nDrake’s statement is correct. Since there are 3 Xs above the o, he is correct when he says that 3 people watched no TV.<\/p>\n

Convince Me! Critique Reasoning<\/strong> Andre said, “More than half of us watched TV for less than 2 hours.\u201d Explain how you can critique Andre’s reasoning to see if his thinking makes sense.<\/p>\n

Guided Practice<\/strong>
\nRenee works for a sand and gravel company. She made a line plot to show the weight of the gravel in last week’s orders. She concluded that one third of the orders were for more than 6 tons.<\/p>\n

\"Envision<\/p>\n

Question 1.
\nWhat is Renee’s conclusion? How did she support it?
\nAnswer:<\/p>\n

Question 2.
\nDescribe at least one thing you would do to critique Renee’s reasoning.
\nAnswer:<\/p>\n

Question 3.
\nDoes Renee’s conclusion make sense? Explain.
\nAnswer:<\/p>\n

Independent Practice<\/strong><\/p>\n

Critique Reasoning<\/strong>
\nAaron made a line plot showing the weights of the heads of cabbage he picked from his garden. He said that since 1\\(\\frac{1}{2}\\) + 2 + 2\\(\\frac{1}{4}\\) + 2\\(\\frac{3}{4}\\) = 8\\(\\frac{1}{2}\\), the total weight of the cabbages is 8\\(\\frac{1}{2}\\) pounds.<\/p>\n

\"Envision<\/p>\n

Question 4.
\nDescribe at least one thing you would do to critique Aaron’s reasoning
\nAnswer:<\/p>\n

Question 5.
\nIs Aaron’s addition accurate? Show how you know.
\nAnswer:<\/p>\n

When you critique reasoning, you need to explain if someone’s method makes sense.
\n\"Envision<\/p>\n

Question 6.
\nCan you identify any flaws in Aaron’s thinking? Explain.
\nAnswer:<\/p>\n

Question 7.
\nDoes Aaron’s conclusion make sense? Explain.
\nAnswer:<\/p>\n

Problem Solving<\/strong><\/p>\n

Performance Task<\/strong>
\nTelevision Commercials<\/strong>
\nMs. Fazio is the manager of a television station. She prepared a line plot to show the lengths of the commercials aired during a recent broadcast. She concluded that the longest commercials were 3 times as long as the shortest ones because 3 \u00d7 \\(\\frac{1}{2}\\) = 1\\(\\frac{1}{2}\\).
\n\"Envision<\/p>\n

Question 8.
\nMake Sense and Persevere<\/strong> Which information in the line plot did Ms. Fazio need to use in order to draw her conclusion?
\nAnswer:<\/p>\n

Question 9.
\nReasoning<\/strong> Did the number of Xs above the number line affect Ms. Fazio’s conclusion? Explain.
\nAnswer:<\/p>\n

To use math precisely, you need to check that the words, numbers, symbols, and units you use are correct and that your calculations are accurate.
\n\"Envision<\/p>\n

Question 10.
\nModel With Math<\/strong> Did Ms. Fazio use the correct operation to support her conclusion? Explain.
\nAnswer:<\/p>\n

Question 11.
\nBe Precise<\/strong> Are Ms. Fazio’s calculations accurate? Show how you know.
\nAnswer:<\/p>\n

Question 12.
\nCritique Reasoning<\/strong> Is Ms. Fazio’s conclusion logical? How did you decide? If not, what can you do to improve her reasoning?
\nAnswer:<\/p>\n

Topic 10 Fluency Practice<\/h3>\n

Activity<\/strong><\/p>\n

Follow the Path<\/strong>
\nSolve each problem. Follow problems with an answer of 29,160 to shade a path from START to FINISH. You can only move up, down, right, or left.
\n\"Envision<\/p>\n

\"Envision-Math-Common-Core-5th-Grade-Answers-Topic-10-Represent-and-Interpret-Data-89.2\"<\/p>\n

Topic 10 Vocabulary Review<\/strong><\/p>\n

Glossary<\/strong><\/p>\n

Understand Vocabulary<\/strong><\/p>\n

Choose the best term from the Word List. Write it on the blank.<\/p>\n

Word List<\/strong>
\n\u2022 bar graph
\n\u2022 data
\n\u2022 frequency table
\n\u2022 line plot<\/p>\n

Question 1.
\nAnother name for collected information is _____
\nAnswer:
\nAnother name for collected information is data.<\/p>\n

Question 2.
\nA ___ uses tally marks to show how many times a data value occurs in a data set.
\nAnswer:
\nA frequency table uses tally marks to show how many times a data value occurs in a data set.<\/p>\n

Question 3.
\nA(n) ___ is a display of responses on a number line with a dot or X used to show each time a response occurs.
\nAnswer:
\nA line plot is a display of responses on a number line with a dot or X used to show each time a response occurs.<\/p>\n

Round the data to the nearest whole number and order from least to greatest.<\/p>\n

Question 4.
\n2.3, 8.6, 5.5, 4.9
\nAnswer:
\n2.3, 4.9, 5.5, 8.6.<\/p>\n

Explanation:
\nThe nearest whole number and order from least to greatest are 2.3, 4.9, 5.5, 8.6.<\/p>\n

Question 5.
\n42.1, 50, 37.2, 76.5, 43.9
\nAnswer:
\n37.2, 42.1, 43.9, 50, 76.5.<\/p>\n

Explanation:
\nThe nearest whole number and order from least to greatest are 37.2, 42.1, 43.9, 50, 76.5.<\/p>\n

Order each data set from least to greatest.<\/p>\n

Question 6.
\n1\\(\\frac{1}{2}\\), 0, 1\\(\\frac{3}{4}\\), 13\\(\\frac{1}{2}\\), 1\\(\\frac{2}{3}\\)
\nAnswer:
\n0, 1\\(\\frac{1}{2}\\), 1\\(\\frac{2}{3}\\), 13\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe nearest whole number and order from least to greatest are 0, 1\\(\\frac{1}{2}\\), 1\\(\\frac{2}{3}\\), 13\\(\\frac{1}{2}\\).<\/p>\n

Question 7.
\n\\(\\frac{6}{7}\\), 2\\(\\frac{1}{2}\\), \\(\\frac{3}{4}\\), 1, 1\\(\\frac{3}{4}\\)
\nAnswer:
\n\\(\\frac{3}{4}\\), \\(\\frac{6}{7}\\), 1, 1\\(\\frac{3}{4}\\), 2\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe nearest whole number and order from least to greatest are \\(\\frac{3}{4}\\), \\(\\frac{6}{7}\\), 1, 1\\(\\frac{3}{4}\\), 2\\(\\frac{1}{2}\\).<\/p>\n

Write always, sometimes, or never.<\/p>\n

Question 8.
\nA line plot is ____ the best way to display data.
\nAnswer:
\nA line plot is always the best way to display data.<\/p>\n

Question 9.
\nA data display ___ uses fractions or decimals.
\nAnswer:
\nA data display sometimes uses fractions or decimals.<\/p>\n

Question 10.
\nCross out the words that are NOT examples of items that contain data.
\nEncyclopedia Alphabet Email address MP3 Player Phone number Grocery list<\/p>\n

Use Vocabulary in Writing<\/strong><\/p>\n

Question 11.
\nTwenty students measured their heights for an experiment in their science class. How can a line plot help the students analyze their results?
\nAnswer:
\nGiven that twenty students measured their heights for an experiment in their science class, here line plot helps the students analyze their results by comparing sets of data and track changes over time.<\/p>\n

Topic 10 Reteaching<\/h3>\n

Set A<\/strong>
\npages 429-432<\/p>\n

The data set below shows the number of cartons of milk drank by 20 students in a week.
\n2, 4, 3\\(\\frac{1}{2}\\), \\(\\frac{1}{2}\\), 1\\(\\frac{1}{2}\\), 1\\(\\frac{1}{2}\\), 3\\(\\frac{1}{2}\\), 2, 3, \\(\\frac{1}{2}\\), 1, 3\\(\\frac{1}{2}\\), 3, 2, 1, 3\\(\\frac{1}{2}\\), 1, 3, 3\\(\\frac{1}{2}\\), 2
\n\"Envision<\/p>\n

The line plot shows how often each data value occurs.
\n\"Envision<\/p>\n

Use the Cartons Drank line plot.<\/p>\n

Question 1.
\nHow many students drank 1\\(\\frac{1}{2}\\) cartons?
\nAnswer:
\n2 students.<\/p>\n

Explanation:
\n2 students drank 1\\(\\frac{1}{2}\\) cartons.<\/p>\n

Question 2.
\nHow many students drank more than 2\\(\\frac{1}{2}\\) cartons?
\nAnswer:
\n9 students.<\/p>\n

Explanation:
\n9 students drank more than 2\\(\\frac{1}{2}\\) cartons.<\/p>\n

Question 3.
\nWhat was the greatest number of cartons drank by a student?
\nAnswer:
\n4 cartons.<\/p>\n

Explanation:
\nThe greatest number of cartons drank by a student is 4 cartons.<\/p>\n

Question 4.
\nHow many students drank only 1 carton?
\nAnswer:
\n3 students.<\/p>\n

Explanation:
\n3 students drank only 1 carton.<\/p>\n

Question 5.
\nWhat is the difference between the greatest and least number of cartons drank?
\nAnswer:
\nThe difference is 5 – 1 = 4.<\/p>\n

Explanation:
\nThe difference between the greatest and least number of cartons drank is 5 – 1 which is 4.<\/p>\n

Set B<\/strong>
\npages 433-436<\/p>\n

Twelve people were surveyed about the number of hours they spend reading books on a Saturday. The results are:
\n\"Envision
\nDraw a number line from 0 to 3. Mark the number line in fourths because the survey results are given in \\(\\frac{1}{4}\\) hours. Then for each response, place a dot above the value on the number line.
\n\"Envision<\/p>\n

Remember<\/strong> that you can make a line plot to show and compare data.<\/p>\n

Use the information below to make a line plot about Patrick’s plants.<\/p>\n

Patrick listed how many inches his plants grew in one week: 1 \\(\\frac{1}{2}\\) \\(\\frac{3}{4}\\) 1\\(\\frac{1}{2}\\) \\(\\frac{1}{2}\\) 1\\(\\frac{1}{4}\\) \\(\\frac{1}{2}\\) 1
\n\"Envision<\/p>\n

Question 1.
\nComplete the line plot.
\nAnswer:
\nThe line plot is
\n\"Envision-Math-Common-Core-Grade-5-Answers-Topic-10-Represent-and-Interpret-Data-90.8\"<\/p>\n

Question 2.
\nHow many dots are on the line plot?
\nAnswer:
\n7 dots.<\/p>\n

Explanation:
\nThere are 7 dots on the line plot.<\/p>\n

Question 3.
\nHow many inches of plant growth was the most common?
\nAnswer:
\n\\(\\frac{1}{2}\\) and 1\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe most common plant growth in inches is \\(\\frac{1}{2}\\) and 1\\(\\frac{1}{2}\\).<\/p>\n

Set C<\/strong>
\npages 437-440
\nThis line plot shows the amount of flour Cheyenne needs for several different recipes. She organizes the data in a frequency table to calculate the total amount of flour she needs.
\n\"Envision<\/p>\n

Remember<\/strong> that you can multiply each data value by its frequency to find the total amount.
\nUse the line plot and frequency table at the left.<\/p>\n

Question 1.
\nWhat values are multiplied in the third column of the table?
\nAnswer:
\n\\(\\frac{1}{2}\\) \u00d7 7 = 3\\(\\frac{1}{2}\\).<\/p>\n

Explanation:
\nThe value multiplied in the third column of the table is \\(\\frac{1}{2}\\) \u00d7 7 which is 3\\(\\frac{1}{2}\\).<\/p>\n

Question 2.
\nWrite and solve an equation to find the total amount of flour Cheyenne needs.
\nAnswer:<\/p>\n

Set D<\/strong>
\npages 441-444
\nThink about these questions to help you critique the reasoning of others.<\/p>\n

Thinking Habits<\/strong>
\n\u2022 What questions can I ask to understand other people’s thinking?
\n\u2022 Are there mistakes in other people’s thinking?
\n\u2022 Can I improve other people’s thinking?
\n\"Envision<\/p>\n

Remember you need to carefully consider all parts of an argument.
\n\"Envision<\/p>\n

Question 1.
\nJustin says the line plot shows that the daily rainfall for the past two weeks is about an inch. Do you agree with his reasoning? Why or why not?
\nAnswer:<\/p>\n

Topic 10 Assessment Practice<\/h3>\n

Question 1.
\nWhich line plot shows the data?
\n\"Envision
\n\"Envision
\nAnswer:
\nOption A shows correct line plot.<\/p>\n

Question 2.
\nThe line plot shows the results from a survey asking parents how many children they have in school. How many parents have two children in school?
\n\"Envision
\nAnswer:
\n6 parents.<\/p>\n

Explanation:
\nThe number of parents have two children in the school are 6 parents.<\/p>\n

Question 3.
\nGeorgiana made a line plot of the amount of time she spent practicing her violin each day in the past two weeks.
\n\"Envision
\nA. What is the difference between the greatest and least times spent practicing?
\nB. What is the most common amount of time she spent practicing?
\nC. What is the total amount of time Georgiana practiced? Write and solve an equation to show your work.
\nAnswer:
\nThe difference is 5.
\nThe common amount of time is \\(\\frac{3}{4}\\).
\nThe equation is 3 \\(\\frac{1}{2}\\) + 6 \u00d7 \\(\\frac{3}{4}\\) + 3 \u00d7 1 + 1 \u00d7 1\\(\\frac{1}{4}\\) + 1 \u00d7 1\\(\\frac{1}{2}\\) = 11\\(\\frac{3}{4}\\).<\/p>\n

Explanation:
\nThe difference between the greatest and least times spent practicing is 6 – 1 which is 5.
\nThe most common amount of time she spent practicing is \\(\\frac{3}{4}\\).
\nThe total amount of time Georgiana practiced is 3 \\(\\frac{1}{2}\\) + 6 \u00d7 \\(\\frac{3}{4}\\) + 3 \u00d7 1 + 1 \u00d7 1\\(\\frac{1}{4}\\) + 1 \u00d7 1\\(\\frac{1}{2}\\) on solving we will get 11\\(\\frac{3}{4}\\).<\/p>\n

Ashraf and Melanie cut rope into different lengths for an art project. They made a line plot to display their data. Use the line plot to answer 4-6.
\n\"Envision<\/p>\n

Question 4.
\nWhich is the most common length of rope?
\nA. 1\\(\\frac{5}{8}\\) ft
\nB. 1\\(\\frac{3}{4}\\) ft
\nC. 1\\(\\frac{7}{8}\\) ft
\nD. 2\\(\\frac{3}{8}\\) ft
\nAnswer:
\nThe most common length of the rope is 1\\(\\frac{5}{8}\\) ft<\/p>\n

Question 5.
\nWhich is the total length of rope represented by the data?
\nA. 25\\(\\frac{1}{8}\\) ft
\nB. 27\\(\\frac{5}{8}\\) ft
\nC. 27\\(\\frac{7}{8}\\) ft
\nD. 28 ft
\nAnswer:<\/p>\n

Question 6.
\nSuppose 2 more pieces of rope are cut to be 2 feet. Would the value that occurred most often change? Explain your reasoning.
\nAnswer:<\/p>\n

Question 7.
\nTerry works at a bakery. This morning he recorded how many ounces each loaf of bread weighed.
\n\"Envision
\nA. Make a line plot for the data set.<\/p>\n

\"Envision<\/p>\n

Answer:
\nThe line plot is
\n\"Envision-Math-Common-Core-Grade-5-Answers-Topic-10-Represent-and-Interpret-Data-97.2\"
\nB. Morgan said that the difference between the heaviest loaf of bread and the lightest loaf of bread is 1\\(\\frac{1}{2}\\) ounces. Do you agree with Morgan? Explain.
\nC. What is the combined weight of all the loaves of bread? Show your work.
\nAnswer:<\/p>\n

Topic 10 Performance Task<\/h3>\n

Measuring Bugs<\/strong>
\nMs. Wolk’s class measured the length and weight of Madagascar Hissing Cockroaches.<\/p>\n

Question 1.
\nThe Cockroach Lengths line plot shows the lengths the class found.
\nPart A<\/strong>
\nWhich length did the most students get? How can you tell from the line plot?
\n\"Envision<\/p>\n

Answer:
\nThe length did the most students get is 2\\(\\frac{1}{4}\\).<\/p>\n

Explanation:
\nThe length did the most students get is 2\\(\\frac{1}{4}\\), we can say by seeing the number of length more.
\nPart B<\/strong>
\nJordan said that all of the Madagascar Hissing Cockroaches were between 2 and 3 inches long. Is he correct? Explain your reasoning.
\nPart C<\/strong>
\nGinny said that twice as many students found a length of 2\\(\\frac{1}{2}\\) inches as found a length of 1\\(\\frac{3}{4}\\) inches. Is she correct? Explain your reasoning.
\nPart D<\/strong>
\nHow many cockroaches were measured for the data set? How do you know?
\nAnswer:
\n28 cockroaches.<\/p>\n

Explanation:
\nThe number of cockroaches were measured for the data set is 28 cockroaches.<\/p>\n

Question 2.
\nThe Cockroach Weights table shows the weights the class found.
\nPart A<\/strong>
\nComplete the line plot to represent the cockroach weights.
\n\"Envision
\nPart B<\/strong>
\nWhat is the total weight of all the cockroaches the students measured? Complete the table to help you. Show your work.
\n\"Envision
\nAnswer:<\/p>\n","protected":false},"excerpt":{"rendered":"

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