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Eureka Math Grade 5 Module 2 Lesson 4 Answer Key
Engage ny eureka math 5th grade module 2 lesson 4 answer key, eureka math grade 5 module 2 lesson 4 problem set answer key.
Answer: 16 x 29 = 464.
Answer: 38 x 45 = 1710.
Answer: 74 x 59 = 4366.
Answer: 19 x 25 = 475.
Explanation: In the above-given question, given that, 20 twenty-fives – 1 twenty-five. 20 x 25 – 1 x 25. 500 – 25. 475
b. 24 × 11 = _____eleven_____ twenty-fours
Think: ___10__ twenty fours + __1___ twenty four = ( ____10______ × 24) + ( ____1______ × 24) = _____240_____ + _____24_____ = __264________
Answer: 10 x 24 = 264.
c. 79 × 14 = _____79_____ fourteens
Think: _____78_____ fourteens – 1 fourteen = (_____78_____ × 14) – (_____1_____ × 14) = ____1092______ – ___14_______ = ____1078______
Answer: 79 x 14 = 79 fourteens.
d. 21 × 75 = ______21____ seventy-fives
Think: ___20__ seventy-fives + __1___ seventy-five = (____20______ × 75) + (_____1_____ × 75) = ___1500_______ + ____75______ = ___1625_______
Answer: 21 x 75 = 1625.
Question 3. Define the unit in word form and complete the sequence of problems as was done in the lesson. a. 19 × 15 = 19 ___15_______
Think: 20 _______15______ – 1 ____15_________ = (20 × _____15_____) – (1 × __15________) = ___300_______ – _____15_____ = _____285_____
Answer: 19 x 15 = 285.
Explanation: In the above-given question, given that, 20 fifteens – 1 fifteen. 20 x 15 – 1 x 15. 500 – 15. 285.
b. 14 × 15 = 14 ____15______
Think: 10 _____5_______ + 4 ______10_____ = (10 × ____5______) + (4 × ____10______) = _____50_____ + ____40______ = ___90_______
Answer: 14 x 15 = 210.
Explanation: In the above-given question, given that, 10 5 + 4 10. 50 + 40. 90
c. 25 × 12 = 12 _____25_____
Think: 10 ____15______ + 2 __25_______ = (10 × ___25_______) + (2 × _____25_____) = ____250______ + _____50_____ = ____300______
Answer: 25 x 12 = 300.
Explanation: In the above-given question, given that, 10 fifteens + 2 twenty-five. 10 x 15 + 2 x 25. 250 + 50. 300.
d. 18 × 17 = 18 ___17_______
Think: 20 ____17______ – 2 ____17______ = (20 × _____17_____) – (2 × ___17_______) = ______340____ – ____34______ = ____306______
Answer: 18 x 17 = 306.
Explanation: In the above-given question, given that, 20 seventeen – 2 seventeen. 20 x 17 – 2 x 17. 340 – 34. 306.
Question 4. How can 14 × 50 help you find 14 × 49?
Answer: 14 x 50 = 14 x (50 – 1).
Explanation: In the above-given question, given that, 14 fifty – 14 fourty nine. 14 x 50 – 14 x 49. 700 – 686. 14
Question 5. Solve mentally. a. 101 × 15 = __1515________
Answer: 101 x 15 = 1515.
Explanation: In the above-given question, given that, 101 x 15 1515.
b. 18 × 99 = ____1782______
Answer: 18 x 99 = 1782.
Explanation: In the above-given question, given that, 18 x 99 1782.
Question 6. Saleem says 45 × 32 is the same as (45 × 3) + (45 × 2). Explain Saleem’s error using words, numbers, and/or pictures.
Answer: 45 x 32 = 1440 and (45 x 3) + (45 x 2) = 135 + 90 = 225..
Explanation: In the above-given question, given that, 45 x 32 1440.
Question 7. Juan delivers 174 newspapers every day. Edward delivers 126 more newspapers each day than Juan. a. Write an expression to show how many newspapers Edward will deliver in 29 days.
Answer: The newspapers Edward will deliver in 29 days =
Explanation: In the above-given question, given that, Juan delivers 174 newspapers every day. Edward delivers 126 more newspapers each day than Juan. 174 + 126 = 300. Edward will deliver in 29 days = 300 x 29. 300 x 29 = 8700.
b. Use mental math to solve. Show your thinking.
Eureka Math Grade 5 Module 2 Lesson 4 Exit Ticket Answer Key
Solve using mental math. Draw a tape diagram and fill in the blanks to show your thinking.
a. 49 × 11 = ____49______ elevens
Think: 50 elevens – 1 eleven
= (___50_______ × 11) – (_____1_____ × 11) = ____550______ – _____11_____ = _____539_____
Answer: 49 x 11 = 539.
b. 25 × 13 = ____13______ twenty-fives
Think: __10___ twenty-fives + __3___ twenty-fives = (____10______ × 25) + (____3______ × 25) = ____250______ + ____75______ = _____325_____
Answer: 25 x 13 = 325.
Eureka Math Grade 5 Module 2 Lesson 4 Homework Answer Key
Answer: 37 x 19 = 703.
Answer: 26 x 35 = 910
Answer: 34 x 89 = 3026
Answer: 19 x 50 = 950.
Explanation: In the above-given question, given that, 19 x 50 20 x 50 – 1 x 50. 1000 – 50. 950.
b. 11 × 26 = ____11______ twenty-sixes
Think: __10___ twenty-sixes + __1___ twenty-six = ( _____10_____ × 26) + ( ___1_______ × 26) = _____260_____ + _____26_____ = _____234_____
Answer: 11 x 26 = 234.
c. 49 × 12 = ______49____ twelves
Think: ___50__ twelves – 1 twelve = ( ____50______ × 12) – ( ____1______ × 12) = ____600______ – _____12_____ = ____588______
Answer: 49 x 12 = 588.
d. 12 × 25 = ______12____ twenty-fives
Think: ___10__ twenty-fives + __2___ twenty-fives = ( ____10______ × 25) + ( ____2______ × 25) = _____250_____ + ____50______ = ____300______
Answer: 12 x 25 = 300.
Question 3. Define the unit in word form and complete the sequence of problems as was done in the lesson. a. 29 × 12 = 29 ____12______
Think: 30 _____12_____ – 1 ____12______ = (30 × ______12____ ) – (1 × _____12_____ ) = ____360______ – ___12_______ = ____348______
Answer: 29 x 12 = 348.
Explanation: In the above-given question, given that, 29 x 12 30 x 12 – 1 x 12. 360 – 12. 348.
b. 11 × 31 = 31 __11________
Think: 30 _____11_____ + 1 _____11_____ = (30 × ___11_______ ) + (1 × ___11_______ ) = _______330___ + ____11______ = _____341_____
11 x 31 = 341.
Explanation: In the above-given question, given that, 11 x 31 30 x 11 + 1 x 11. 330 + 11. 341.
c. 19 × 11 = 19 _____11_____
Think: 20 ____11______ – 1 ______11____ = (20 × ___11_______ ) – (1 × ____11______ ) = ____220______ – ___11_______ = ____209______
d. 50 × 13 = 13 ____50______
Think: 10 _____50_____ + 3 _____50_____ = (10 × ____50______ ) + (3 × ____50______ ) = ___500_______ + ____150______ = ____650______
Answer: 13 x 50 = 650.
Explanation: In the above-given question, given that, 13 x 50 10 x 50 + 3 x 50. 500 + 150. 650.
Question 4. How can 12 × 50 help you find 12 × 49?
Answer: 12 x 50 = 600.
Explanation: In the above-given question, given that, 12 x 49 = 12 x (50 – 1). 12 x 49 = 588. 12 x 50 = 600.
Question 5. Solve mentally. a. 16 × 99 = ___1584_______
Answer: 16 x 99 = 1584.
Explanation: In the above-given question, given that, 16 x 99. 1584.
b. 20 × 101 = ___2020_______
Answer: 20 x 101 = 2020.
Explanation: In the above-given question, given that, 20 x 101 20 x 102 – 1. 20 x 101. 2020.
Question 6. Joy is helping her father to build a rectangular deck that measures 14 ft by 19 ft. Find the area of the deck using a mental strategy. Explain your thinking.
Answer: The area of the deck = 266 sq ft.
Explanation: In the above-given question, given that, Joy is helping her father to build a rectangular deck that measures 14 ft by 19 ft. area = l x b. area = 14 x 19. area = 266 sq ft.
Question 7. The Lason School turns 101 years old in June. In order to celebrate, they ask each of the 23 classes to collect 101 items and make a collage. How many total items will be in the collage? Use mental math to solve. Explain your thinking.
Answer: The total items will be in the college = 2323.
Explanation: In the above-given question, given that, The Lason School turns 101 years old in june. In order to celebrate, they ask each of the 23 classes to collect 101 items and make a collage. 23 x 101 = 2323.
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EM4 at Home Grade 5
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Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)
Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?
The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.
Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 5 Common Core Math Video Lessons, Math Worksheets and Games for all grades
Grade 5 Homework, Lesson Plans And Worksheets
| Module 1 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NBT.1, 5.NBT.2, 5.MD.1 Days: 4 : Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Use exponents to name place value units and explain patterns in the placement of the decimal point. ( ) : Use exponents to denote powers of 10 with application to metric conversions. ( ) | ||
| Standard: 5.NBT.3 Days: 2 : Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. ( ) : Compare decimal fractions to the thousandths using like units and express comparisons with >, <, =. ( ) | ||
| Standard: 5.NBT.4 Days: 2 , : Round a given decimal to any place using place value understanding and the vertical number line. ( ) ( ) | ||
| : Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 5.NBT.2, 5.NBT.3, 5.NBT.7 Days: 2 : Add decimals using place value strategies and relate those strategies to a written method. ( ) : Subtract decimals using place value strategies and relate those strategies to a written method. ( ) | ||
| Standard: 5.NBT.1, 5.NBT.3, 5.NBT.7 Days: 2 : Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. ( ) : Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. ( ) | ||
| Standard: 5.NBT.3, 5.NBT.7 Days: 4 : Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value understanding and relate to a written method. ( ) : Divide decimals with a remainder using place value understanding and relate to a written method. ( ) : Divide decimals using place value understanding including remainders in the smallest unit. ( ) : Solve word problems using decimal operations. ( ) | ||
| : Topics A-F (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Module 2 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NBT.1, 5.NBT.2, 5.OA.1 Days: 2 : Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. ( ) : Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. ( ) | ||
| Standard: 5.OA.1, 5.OA.2, 5.NBT.5 Days: 7 : Write and interpret numerical expressions and compare expressions using a visual model. ( ) : Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. ( ) : Connect visual models and the distributive property to partial products of the standard algorithm without renaming. ( ) :Connect area diagrams and the distributive property to partial products of the standard algorithm without renaming. ( ) : Connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems. ( ) | ||
| Standard: 5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1 Days: 3 : Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. ( ) : Multiply decimal fractions by multi-digit whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. ( ) : Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. ( ) | ||
| Standard: 5.NBT.7, 5.NBT.7, 5.MD.1 Days: 3 : Use whole number multiplication to express equivalent measurements. ( ) : Use decimal multiplication to express equivalent measurements. ( ) : Solve two-step word problems involving measurement and multi-digit multiplication. ( ) | ||
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||
| Standard: 5.NBT.1, 5.NBT.2, 5.NBT.6 Days: 3 : Use patterns for multi-digit whole number division. ( ) , : Use basic facts to approximate quotients with two-digit divisors. ( ) ( ) | ||
| Standard: 5.NBT.6 Days: 5 : Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) , : Divide three- and four-digit dividends by two-digit divisors resulting in two- and three-digit quotients, reasoning about the decomposition of successive remainders in each place value. ( ) ( ) | ||
| Standard: 5.NBT.2, 5.NBT.7 Days: 4 : Divide decimal dividends by multiples of 10, reasoning about the placement of the decimal point and making connections to a written method. ( ) : Use basic facts to approximate decimal quotients with two-digit divisors, reasoning about the placement of the decimal point. ( ) , : Divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method. ( ) ( ) | ||
| Standard: 5.NBT.6, 5.NBT.7 Days: 2 , : Solve division word problems involving multi-digit division with group size unknown and the number of groups unknown. ( ) ( ) | ||
| : Topics A-H (assessment ½ day, return ½ day, remediation or further application 2 days) | ||
| Module 3 Topics and Objectives | ||
|---|---|---|
| Standard: 5.NF.1, 5.NF.3 Days: 2 : Make equivalent fractions with the number line, the area model, and numbers. ( ) : Make equivalent fractions with sums of fractions with like denominators. ( ) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Add fractions with sums between 1 and 2. ( ) : Subtract fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Subtract fractions from numbers between 1 and 2. ( ) : Solve two-step word problems. ( ) | ||
| : Topics A-B (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies. ( ) : Add fractions making like units numerically. ( ) : Add fractions with sums greater than 2. ( ) : Subtract fractions making like units numerically. ( ) : Subtract fractions greater than or equal to one ( ) | ||
| Standard: 5.NF.1, 5.NF.2 Days: 4 : Use fraction benchmark numbers to assess reasonableness of addition and subtraction equations. ( ) : Strategize to solve multi-term problems. ( ) : Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers. ( ) : Explore part to whole relationships. ( ) | ||
| : Topics C-D (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||
| Module 4 Topics and Objectives | ||
|---|---|---|
| Standard: 5.MD.2 Days: 1 : Measure and compare pencil lengths to the nearest 1/2, 1/4, and 1/8 of an inch, and analyze the data through line plots. ( ) | ||
| Standard: 5.NF.3 Days: 4 , : Interpret a fraction as division. ( )( ) : Use tape diagrams to model fractions as division. ( ) : Solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers. ( ) | ||
| Standard: 5.NF.4a Days: 4 : Relate fractions as division to fraction of a set. ( ) : Multiply any whole number by a fraction using tape diagrams. ( ) : Relate fraction of a set to the repeated addition interpretation of fraction multiplication. ( ) : Find a fraction of a measurement, and solve word problems. ( ) | ||
| Standard: 5.OA.1, 5.OA.2, 5.NF.4a, 5.NF.6 Days: 3 : Compare and evaluate expressions with parentheses. ( ) , : Solve and create fraction word problems involving addition, subtraction, and multiplication. ( ) | ||
| : Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||
| Standard: 5.NBT.7, 5.NBT.4a, 5.NF.6, 5.MD.1 Days: 8 : Multiply unit fractions by unit fractions. ( : Multiply unit fractions by non-unit fractions. ( ) : Multiply non-unit fractions by non-unit fractions. ( ) : Solve word problems using tape diagrams and fraction-by-fraction multiplication. ( ) , : Relate decimal and fraction multiplication. ( ) : Convert measures involving whole numbers, and solve multi-step word problems. ( ) : Convert mixed unit measurements, and solve multi-step word problems. ( ) | ||
| Standard: 5.NF.5, 5.NF.6 Days: 4 : Explain the size of the product, and relate fraction and decimal equivalence to multiplying a fraction by 1. ( ) , : Compare the size of the product to the size of the factors. ( ) : Solve word problems using fraction and decimal multiplication. ( ) | ||
| Standard: 5.OA.1, 5.NBT.7, 5.NF.7 Days: 7 : Divide a whole number by a unit fraction. ( ) : Divide a unit fraction by a whole number. ( ) : Solve problems involving fraction division. ( ) : Write equations and word problems corresponding to tape and number line diagrams. ( ) : Connect division by a unit fraction to division by 1 tenth and 1 hundredth. ( ) , : Divide decimal dividends by non-unit decimal divisors. ( )( ) | ||
| Standard: 5.OA.1, 5.OA.2 Days: 2 : Interpret and evaluate numerical expressions including the language of scaling and fraction division. ( ) : Create story contexts for numerical expressions and tape diagrams, and solve word problems. ( ) | ||
| : Topics A-H (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||
| Module 5 Topics and Objectives | ||
|---|---|---|
| Standard: 5.MD.3, 5.MD.4 Days: 3 : Explore volume by building with and counting unit cubes. ( ) : Find the volume of a right rectangular prism by packing with cubic units and counting.( ) : Compose and decompose right rectangular prisms using layers. ( ) | ||
| Standard: 5.MD.3, 5.MD.5 Days: 6 : Use multiplication to calculate volume. ( ) : Use multiplication to connect volume as with volume as . ( ) : Find the total volume of solid figures composed of two non-overlapping rectangular prisms. ( ) : Solve word problems involving the volume of rectangular prisms with whole number edge lengths. ( ) , : Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. ( ) | ||
| : Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||
| Standard: 5.NF.4b, 5.NF.6 Days: 6 : Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Measure to find the area of rectangles with fractional side lengths. ( ) : Multiply mixed number factors, and relate to the distributive property and the area model. ( ) , : Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. ( ) ( ) | ||
| Standard: 5.G.3, 5.G.4 Days: 6 : Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. ( ) : Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. ( ) : Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. ( ) : Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. ( ) : Classify two-dimensional figures in a hierarchy based on properties. ( ) : Draw and identify varied two-dimensional figures from given attributes. ( ) | ||
| : Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||
| Module 6 Topics and Objectives | ||
|---|---|---|
| Standard: 5.G.1 Days: 6 : Construct a coordinate system on a line. ( ) : Construct a coordinate system on a plane. ( ) , : Name points using coordinate pairs, and use the coordinate pairs to plot points. ( ) , : Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes. ( )( ) | ||
| Standard: 5.OA.2, 5.OA.3, 5.G.1 Days: 6 : Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs. ( ) : Generate a number pattern from a given rule, and plot the points. ( ) : Generate two number patterns from given rules, plot the points, and analyze the patterns. ( ) : Compare the lines and patterns generated by addition rules and multiplication rules. ( ) : Analyze number patterns created from mixed operations. ( ) : Create a rule to generate a number pattern, and plot the points.( ) | ||
| : Topics A-B (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||
| Standard: 5.G.1, 5.G.2 Days: 5 : Construct parallel line segments on a rectangular grid. ( ) : Construct parallel line segments, and analyze relationships of the coordinate pairs. ( ) : Construct perpendicular line segments on a rectangular grid. ( ) : Construct perpendicular line segments, and analyze relationships of the coordinate pairs. ( ) : Draw symmetric figures using distance and angle measure from the line of symmetry. ( ) | ||
| Standard: 5.OA.3, 5.G.2 Days: 3 : Draw symmetric figures on the coordinate plane. ( ) : Plot data on line graphs and analyze trends.( ) : Use coordinate systems to solve real world problems. ( ) | ||
| : Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||
| Standard: 5.NF.2, 5.NF.3, 5.NF.6, 5.NF.7c, 5.MD.1, 5.MD.5, 5.G.2 Days: 5 , , , , : Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions. ( ) | ||
| Days: 9 , : Solidify writing and interpreting numerical expressions. ( ) : Solidify fluency with Grade 5 skills. , : Solidify the vocabulary of geometry. ( ) : Explore the Fibonacci sequence. : Explore patterns in saving money. ( ) , : Design and construct boxes to house materials for summer use. ( ) | ||
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Home > CCA > Chapter 5 > Lesson 5.2.2
Lesson 5.1.1, lesson 5.1.2, lesson 5.1.3, lesson 5.2.1, lesson 5.2.2, lesson 5.2.3, lesson 5.3.1, lesson 5.3.2, lesson 5.3.3.
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Engage NY Eureka Math 5th Grade Module 2 Lesson 4 Answer Key Eureka Math Grade 5 Module 2 Lesson 4 Problem Set Answer Key. Question 1. Circle each expression that is not equivalent to the expression in bold. a. 16 × 29. Answer: 16 x 29 = 464. Explanation: In the above-given question, given that, 29 sixteens = 29 x 16. 16 x (30 - 1). 16 x 29 ...
Lesson 4 Homework 5•2. A STORY OF UNITS. Lesson 4 Homework. Name. Date. 1. Circle each expression that is not equivalent to the expression in bold. a. 37 × 19 37 nineteens (30 × 19) − (7 × 29)
@laurasetness6589 Convert numerical expressions into unit form as a mental strategy for multi digit multiplication, help kids with math, experienced teacher,...
EngageNY/Eureka Math Grade 5 Module 5 Lesson 4For more videos, please visit http://bit.ly/engageportalPLEASE leave a message if a video has a technical diffi...
EngageNY Grade 5 Module 2 Lesson 4For more videos, please visit http://bit.ly/eurekapusdPLEASE leave a message if a video has a technical difficulty (audio s...
Lesson 4 Answer Key 5 •2 Lesson 4 Problem Set 1. a. (15 - 1) 29 and (10 29) - (6 29) 4. Answers will vary. b. (38 + 40) (38 + 5) and 45 (40 + 2) 5. a. 1,515 c. (74 5) + (74 9) b. ... Lesson 4 Answer Key 5 •2 Homework 1. a. (30 19) - (7 29) and (40 - 2) 19 3. a. Twelves; twelves; twelve; 12; 12; 360; 12; b. (26 + 30) (26 + 5) and 35 ...
Homework Helper G5-M2-HWH-1.3.-09.2015. 2015-16 5•2 A Story of Units Lesson 1 : ... 5•2 A Story of Units Lesson 4 : Convert numerical expressions into unit form as a mental strategy for multi - digit multiplication. 3. The pet store has 99 fish tanks with 44 fish in each tank. How many fish does the pet store have?
CPM Education Program proudly works to offer more and better math education to more students.
Everyday Mathematics is divided into Units, which are divided into Lessons. In the upper-left corner of the Home Link, you should see an icon like this: The Unit number is the first number you see in the icon, and the Lesson number is the second number. In this case, the student is working in Unit 5, Lesson 4.
Go Math! Practice Book (TE), G5. Name Divide Decimals bg Whole Numbers use the model to complete the number sentence. 1. 1.2 Divide. use base-ten blocks. 2. Lesson 5.2 COMMON CORE STANDARD CC.5.NBT.7 Perform operations with multi-digit whole numbers and with decimals to hundredths. 1. 3.69 - 3 = lìììììììììì 23.
Lesson 1: Measure and compare pencil lengths to the nearest 1/2, 1/4, and 1/8 of an inch, and analyze the data through line plots. (Video Lesson) B. Fractions as Division Standard: 5.NF.3 Days: 4 Topic B Overview Lesson 2, Lesson 3: Interpret a fraction as division. (Video Lesson)(Video Lesson) Lesson 4: Use tape diagrams to model fractions as ...
(4.NBT.B.4, 4.NBT.B.5) 1. Write three numbers greater than 20 that have 9 as a factor. 2. What digit(s) can be in the ones place of a number that has 5 as a factor? Lesson Check (4.OA.B.4) 290 3. Write an expression that can be used to find 4 × 275 using mental math and properties of numbers. 4. Jack broke apart 5 × 216 as (5 × 200) +
3. 4.9 ! 7 " __ 4. 3.6 ! 9 " __ 5. 2.4 ! 8 " __ Use the model to complete the number sentence. Divide. Use base-ten blocks. ... Include pictures to support your explanation. Lesson 5.2 Practice and Homework COMMON CORE STANDARD—5.NBT.B.7 Perform operations with multi-digit whole numbers and with decimals to hundredths. Personal Math Trainer ...
Lesson 5.2 (Solving Systems of Linear Equations by Substitution) Flashcards; Learn; Test; Match; Q-Chat; Get a hint. solve by substitution: y = 4x and x + y = 5 (1, 4) 1 / 12. 1 / 12 ... Algebra 2/Trig Unit 4. 11 terms. brownm20266. Preview. MGMT CH.9. 29 terms. edmund_wong. Preview. Solving One-Variable Inequalities. Teacher 16 terms ...
We can tell whether one number is a factor of another number by using a "divisibility rule". A number is divisible by another number if the quotient is a cou...
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The notation P (F|E) means the probability of event F given event E. True. Study with Quizlet and memorize flashcards containing terms like In a probability model, the sum of the probabilities of all outcomes must equal 1. True or False?, Probability of a measure of the likelihood of a random phenomenon or chance behavior.
Problem Solving REAL WORLD. Problem Solving REAL WORLD. Title. Go Math! Practice Book (TE), G5. Created Date. 10/9/2018 12:17:07 PM.
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5•2 Lesson 4 Problem Set 1. a. (15 - 1) 29 and (10 29) - (6 29) 4. Answers will vary. b. (38 + 40) (38 + 5) and 45 (40 + 2) 5. a. 1,515 c. (74 5) + (74 9) b. ... NYS COMMON CORE MATHEMATICS CURRICULUM 6 Answer Key •Lesson 2 Homework 1. a. 972 3. $6,000 b. 18,972 4. $28,466 2. a. 34,397 b. 26,288 c. 34,868 d. 25,392 . Module 2: Multi ...
5.4 Day 2 Homework: Pg 339: 1-4, 6 Written Solutions5.5 Homework: Pg 344-45: Problem Set 1-3 Written Solutions 5.6 Day 1 Homework: Worksheet Solutions Video ... Lesson 1: Zeros, Multiplicity & Graphing; Lesson 2: Solving Polynomial Inequalities; Lesson 3: Rational Root Theorem--- Chapter 6 Homework & Worksheets ---
Solve division word problems involving multi digit division with group size unknown and the number of groups unknown, help teachers, help parents, help students
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