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Texas Go Math Grade 5 Lesson 2.6 Answer Key Divide by 2-Digit Divisors
Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 2.6 Answer Key Divide by 2-Digit Divisors.
Unlock the Problem
Mr. Yates owns a smoothie shop. To mix a batch of his famous smoothies, he uses 18 ounces of orange juice. Each day he uses 560 ounces of orange juice. how many batches of smoothies can Mr. Yates make in a day?
- Underline the sentence that tells you what you are trying to find.
- Circle the numbers you need to use.
Divide. 560 ÷ 18 Estimate. 540 ÷ 18 = 30
Math Talk Mathematical Processes
Explain what the remainder 2 represents. Answer: The remainder “2” represents the number of cups of orange juice after the number of batches of smoothies Mr. Yates make in a day
Every Wednesday, Mr. Yates orders fruit. He has set aside $1,250 to purchase Valencia oranges. Each box of Valencia oranges costs $41. How many boxes of Valencia oranges can Mr. Yates purchase? Answer: It is given that Every Wednesday, Mr. Yates orders fruit. He has set aside $1,250 to purchase Valencia oranges. Each box of Valencia oranges costs $41. So, The number of boxes of Valencia oranges can Mr. yates purchase = \(\frac{$1,250}{$41}\) = 30.48 ≅ 31 boxes
You can use multiplication to check your answer.
Share and Show
Divide. Check your answer.
Problem Solving
Practice: Copy arid Solve Divide. Check your answer.
Question 13. Why can you use multiplication to check division? Explain. Answer: Division and multiplication are inverse or opposite operations. You can use multiplication to check your division answer this way. If there is a remainder, add it to the multiplication product. Compare this answer to the dividend
Daily Assessment Task
Fill in the bubble completely to show your answer.
Question 19. Multi-Step The school store has 1,262 bouncy balls. The bouncy balls are packaged in sets. Any single bouncy ball is sold for $1. If all the bouncy balls sell, which of the following will give the store the best profit? (A) Sets of 25 for $13 (B) Sets of 16 for $9 (C) Sets of 12 for $7 (D) Sets of 10 for $6 Answer:
Texas Test Prep
Texas Go Math Grade 5 Lesson 2.6 Homework and Practice Answer Key
Question 10. You can check your answer to a division problem by using multiplication. How can you check the answer when a division problem has a remainder? Answer: When a math problem has a remainder, it just means that there is a number left over after the division is done. To check your answer, just multiply your quotient and divisor and add your remainder. Your total should match the number you started with.
Lesson Check
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Be Prepared
18 x + 30 18 x + 30
3 − 2 n 3 − 2 n
2 x − 6 2 x − 6
0.045 0.045
w − 3 w − 3
0.35 x + 0.4 0.35 x + 0.4
2 c + 3 2 c + 3
0.042 0.042
15 15 is greater than x x .
15 < x 15 < x
2 5 x + 4 2 5 x + 4
− x + 4 − x + 4
a. >; b. >; c. >; d. >
m = 2 m = 2
a = 0 a = 0
u = 2 u = 2
x = 4 x = 4
p = −2 p = −2
q = −8 q = −8
y = − 17 5 y = − 17 5
z = 0 z = 0
identity; all real numbers
conditional equation; q = − 9 11 q = − 9 11
conditional equation; k = 201 14 k = 201 14
contradiction; no solution
x = 1 2 x = 1 2
x = −2 x = −2
x = 12 x = 12
u = −12 u = −12
n = 2 n = 2
m = −1 m = −1
r = 1 r = 1
s = −8 s = −8
n = 9 n = 9
d = 16 d = 16
He bought two notebooks.
He did seven crosswords puzzles.
−15 , −8 −15 , −8
−29 , 11 −29 , 11
−33 , −32 , −31 −33 , −32 , −31
−13 , −12 , −11 −13 , −12 , −11
−10 , −8 , −6 −10 , −8 , −6
The average cost was $5,000.
The median price was $19,300.
ⓐ 36 ⓑ $26 ⓒ 125 % 125 %
ⓐ 33 ⓑ $36 ⓐ 175 % 175 %
8.8 % 8.8 %
ⓐ $600 ⓑ $1,800
ⓐ $2,975 ⓑ $11,475
He will earn $2,500.
She earned $7,020.
The rate of simple interest was 6%.
The rate of simple interest was 5.5%.
He paid $17,590.
She deposited $9,600.
b = 2 A h b = 2 A h
h = 2 A b h = 2 A b
C = 5 9 ( F − 32 ) C = 5 9 ( F − 32 )
b = 2 A − B h h b = 2 A − B h h
t = A − P P r t = A − P P r
r = A − P P t r = A − P P t
y = 9 − 4 x 7 y = 9 − 4 x 7
y = 1 − 5 x 8 y = 1 − 5 x 8
The window’s height is 12 meters.
The length of the base is 6 feet.
The measures of the angles are 20°, 70°, and 90°.
The measures of the angles are 30°, 60°, and 90°.
The length of the leg is 8.
The length of the leg is 12.
The length is 39 inches and the width is 16 inches.
The length is 17 yards and the width is 26 yards.
The lengths of the sides of the triangle are 5, 11 and 12 inches.
The lengths of the sides of the triangle are 4, 7 and 9 feet.
The length of the swimming pool is 70 feet and the width is 30 feet.
The length of the garden is 90 yards and the width is 60 yards.
The ladder reaches 12 feet.
He should attach the lights 8 feet from the base of the mast.
Jess has 41 nickels and 18 quarters.
Elane has 22 nickels and 59 dimes.
Eric bought thirty-two 49-cent stamps and twelve 35-cent stamps.
Kailee bought twenty-six 49-cent stamps and ten 20-cent stamps.
84 adult tickets, 31 student tickets
615 children’s tickets and 195 adult tickets
Orlando mixed five pounds of cereal squares and 25 pounds of nuts.
Becca mixed 21 gallons of fruit punch and seven gallons of soda.
The speed of the local train is 48 mph and the speed of the express train is 60 mph.
Jeromy drove at a speed of 80 mph and his mother drove 60 mph.
Christopher’s speed was 50 mph and his parents’ speed was 40 mph.
Ashley’s parents drove 55 mph and Ashley drove 62 mph.
Pierre and Monique will be 429 miles apart in 3 hours.
Thanh and Nhat will be 330 miles apart in 2.2 hours.
Suzy’s speed uphill is 1.8 1.8 mph and downhill is three mph.
The boat’s speed upstream is eight mph and downstream is12 mph.
Hamilton drove 40 mph in the city and 70 mph in the desert.
Phuong rode uphill at a speed of 12 mph and on the flat street at 20 mph.
Angie can buy 7 packs of juice.
Daniel can have 11 people at the party.
Sergio and Lizeth can travel no more than 500 miles.
Rameen can use no more than 76 therms.
Caleb must work at least 96 hours.
Elliot must work at least 85 jobs.
Brenda must babysit at least 27 hours.
Josue must shovel at least 20 driveways.
The homeowner can use 5–20 hcf and still fall within the “conservation usage” billing range.
The homeowner can use 16–40 hcf and still fall within the “normal usage” billing range.
ⓐ ± 2 ± 2 ⓑ no solution ⓒ 0
ⓐ ± 11 ± 11 ⓑ no solution ⓒ 0
x = 4 , x = − 2 3 x = 4 , x = − 2 3
x = −1 , x = 5 2 x = −1 , x = 5 2
x = 8 , x = 0 x = 8 , x = 0
x = 8 , x = 2 x = 8 , x = 2
No solution
x = − 2 5 , x = − 2 5 , x = 5 2 x = 5 2
x = 3 , x = 3 , x = 1 9 x = 1 9
The diameter of the rod can be between 79.991 and 80.009 mm.
The diameter of the rod can be between 74.95 and 75.05 mm.
Section 2.1 Exercises
y = 5 y = 5
w = −18 w = −18
q = 3 q = 3
x = 14 x = 14
c = 4 c = 4
c = 5 2 c = 5 2
y = −5 y = −5
s = 10 s = 10
p = −4 p = −4
c = −4 c = −4
h = 3 4 h = 3 4
m = 6 m = 6
conditional equation; j = 2 5 j = 2 5
conditional equation; m = 16 5 m = 16 5
x = −1 x = −1
y = −1 y = −1
a = 3 4 a = 3 4
w = 9 4 w = 9 4
b = 12 b = 12
p = −41 p = −41
x = − 5 2 x = − 5 2
n = −3 n = −3
u = 3 u = 3
x = 18 x = 18
x = 20 x = 20
d = 8 d = 8
L = 19.75 L = 19.75 feet
Answers will vary.
Section 2.2 Exercises
58 hardback books
−11 , −12 , −13 −11 , −12 , −13
−69 , −71 , −73 −69 , −71 , −73
ⓐ 54 ⓑ 108 ⓐ 30%
ⓐ 162.5 162.5 ⓑ $35 ⓐ 150%
$ 11.88 $ 11.88
−2.5 % −2.5 %
−11 % −11 %
ⓐ $ 26.97 $ 26.97 ⓑ $ 17.98 $ 17.98
ⓐ $576 ⓑ 30%
ⓐ $ 7.20 $ 7.20 ⓑ $ 23.20 $ 23.20
ⓐ $ 0.20 $ 0.20 ⓑ $ 0.80 $ 0.80
3.75 % 3.75 %
21.2 % 21.2 %
Section 2.3 Exercises
d = C π d = C π
L = V W H L = V W H
d 1 = 2 A d 2 d 1 = 2 A d 2
b 1 = 2 A h − b 2 b 1 = 2 A h − b 2
a = 2 h − 108 t t 2 a = 2 h − 108 t t 2
a = 180 − b − c a = 180 − b − c
p = 2 A − 2 B l p = 2 A − 2 B l
L = P − 2 W 2 L = P − 2 W 2
y = 15 − 8 x y = 15 − 8 x
y = −6 + 4 x y = −6 + 4 x
y = 4 + x y = 4 + x
y = 7 − 4 x 3 y = 7 − 4 x 3
y = 12 − 2 x 3 y = 12 − 2 x 3
y = 18 − 3 x −2 y = 18 − 3 x −2
45 ° , 45 ° , 90 ° 45 ° , 45 ° , 90 °
30 ° , 60 ° , 90 ° 30 ° , 60 ° , 90 °
18 meters, 11 meters
13.5 13.5 m, 12.8 12.8 m
25 ft, 50 ft
12 ft, 13 ft, 14 ft
3 ft, 6 ft, 8 ft
120 yd, 160 yd
40 ft, 85 ft
104 ° F 104 ° F
ⓐ Answers will vary. ⓑ The areas are the same. The 2 × 8 2 × 8 rectangle has a larger perimeter than the 4 × 4 4 × 4 square. ⓒ Answers will vary.
Section 2.4 Exercises
nine nickels, 16 dimes
ten $10 bills, five $5 bills
63 dimes, 20 quarters
16 nickels, 12 dimes, seven quarters
330 day passes, 367 tournament passes
40 postcards, 100 stamps
15 $10 shares, five $12 shares
34 general, 61 youth
114 general, 246 student
Four pounds of macadamia nuts, eight pounds almonds
3.6 3.6 lbs Bermuda seed, 5.4 5.4 lbs Fescue seed
$33,000 in Fund A, $22,000 in Fund B
5.9 % 5.9 %
Kathy 5 mph, Cheryl 3 mph
commercial 550 mph, private plane 340 mph
Violet 65 mph, Charlie 55 mph
Ethan 22 mph, Leo 16 mph
DaMarcus 16 mph, Fabian 22 mph
uphill 1.6 1.6 mph, downhill 4.8 4.8 mph
light traffic 54 mph, heavy traffic 30 mph
freeway 67 mph, mountain road 22.3 mph
running eight mph, walking three mph
ⓐ 15 minutes ⓑ 20 minutes ⓒ one hour (d) 1:25
Section 2.5 Exercises
A maximum of 14 people can safely ride in the elevator.
five drinks
260 messages
62 necklaces
seven lawns
Section 2.6 Exercises
5 ≤ n ≤ 24 5 ≤ n ≤ 24
6 ≤ w ≤ 12 6 ≤ w ≤ 12
ⓐ answers vary ⓑ answers vary
Section 2.7 Exercises
ⓐ x = 4 , x = −4 x = 4 , x = −4 ⓑ no solution ⓒ z = 0 z = 0
ⓐ x = 3 , x = −3 x = 3 , x = −3 ⓑ no solution ⓒ z = 0 z = 0
x = 1 , x = − 1 2 x = 1 , x = − 1 2
x = −1 , x = − 5 2 x = −1 , x = − 5 2
x = 7 , x = 1 x = 7 , x = 1
x = 1 , x = −5 x = 1 , x = −5
no solution
x = −1 , x = − 2 3 x = −1 , x = − 2 3
x = −3 , x = 3 x = −3 , x = 3
x = 2 , x = 1 4 x = 2 , x = 1 4
x = 3 , x = 2 x = 3 , x = 2
x = 3 , x = − 11 3 x = 3 , x = − 11 3
x = 3 2 , x = − 1 2 x = 3 2 , x = − 1 2
The minimum to maximum expected production is 207,500 to 2,225,000 bottles
The acceptable weight is 22.5 to 25.5 ounces.
Review Exercises
s = −22 s = −22
m = −14 m = −14
q = 18 q = 18
k = 3 4 k = 3 4
k = 23 k = 23
x = 5 x = 5
There are 116 people.
−3 , −10 −3 , −10
$ 3.89 $ 3.89
ⓐ $105 ⓑ 52.5 % 52.5 %
d 2 = 2 A d 1 d 2 = 2 A d 1
y = 4 x 3 − 4 y = 4 x 3 − 4
22.5 ° , 67.5 ° , 90 ° 22.5 ° , 67.5 ° , 90 °
24.5 24.5 cm, 12.5 12.5 cm
9 ft, 14 ft, 12 ft
nine pennies, six dimes, 12 quarters
57 students, 68 general admission
2.2 2.2 lbs of raisins, 7.8 7.8 lbs of nuts
9.7 % 9.7 %
Louellen 65 mph, Tracy 66 mph
upstream 3 mph, downstream 5 mph
heavy traffic 32 mph, light traffic 68 mph
$33 per day
at least $300,000
at least 112 jobs
x = 2 , x = 2 3 x = 2 , x = 2 3
x = 9 , x = −3 x = 9 , x = −3
The minimum to maximum expected usage is 210,000 to 220,000 bottles
Practice Test
x = −5 x = −5
a = 41 a = 41
x = 6 x = 6
x = −2 , x = − 1 3 x = −2 , x = − 1 3
−57 , −55 −57 , −55
12 dimes, seven quarters
2.5 2.5 hours
At most $55.56 per costume.
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Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.
Access for free at https://openstax.org/books/intermediate-algebra-2e/pages/1-introduction
- Authors: Lynn Marecek, Andrea Honeycutt Mathis
- Publisher/website: OpenStax
- Book title: Intermediate Algebra 2e
- Publication date: May 6, 2020
- Location: Houston, Texas
- Book URL: https://openstax.org/books/intermediate-algebra-2e/pages/1-introduction
- Section URL: https://openstax.org/books/intermediate-algebra-2e/pages/chapter-2
© Jul 24, 2024 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.
Where can Teachers Find Answer Keys
NOTE: This article applies to > Classroom Teacher Accounts
Where are the Answer Keys?
For foundations in personal finance high school 4th edition, for foundations in personal finance middle school, for foundations in entrepreneurship, for foundations in personal finance high school (2nd edition, on-demand, teks).
Answer keys for activities are located in Teacher Resources section, by chapter. These PDFs are a teacher versions with instructions and answers. (Student versions of the activities can be found under class content by chapter and lesson.)
Answers for tests, quizzes, and any other page that requires a student submission can be found in the gradebook. You will find the answers by going into that page in the gradebook for any particular student. So as you are reviewing their work and grading what you need to grade (like essays and short answer fill in the blanks) you can see the correct answers right on the screen. No stand-alone answer key is provided.
Under the Teacher Resources are various Activities for each chapter. These PDFs have a teacher versions with answers and a student version with no answers in the same document. There is also an answer key to the student text fill in the blanks and a paper chapter test with answers found under the chapter's Full Download option.
Under the Teacher Resources are various Activities for each chapter. There is a separate teacher version of the PDF with answers. There are also separate answer keys for the chapter pre and post test as well as the video quizzes.
Under the Teacher Resources are various Activities for each chapter. These PDFs have a teacher versions with answers and a student version with no answers in the same document. There is also an Answer Key for each chapter which includes the answers to the chapter pre/post test as well as the video quizzes. All of the answers for all of those assessments are in one document.
NOTE: schools using the on-demand version of the course with student workbooks will not have video quizzes or online chapter tests but instead have separate a fill-in-the-blank answer keys and printable tests with answer keys (the last page of the test document).
Related articles
- Course Resources and Teacher Guide
- Fillable Activity PDFs Iincluded in Gradebook
- Live Professional Development FAQ
- Grading the Quizzes and Tests
- Teachers Watch the Borrowed Future Documentary for Free
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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Eureka Math Grade 5 Module 6 Lesson 2 Answer Key
Engage ny eureka math 5th grade module 6 lesson 2 answer key, eureka math grade 5 module 6 lesson 2 problem set answer key.
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| 2 | 5 | |
| 1 | 2 | |
| 5 | 6 | |
| 6 | 5 |
b. Which shape is 2 units from the y-axis? Answer : Circle is 2 units from y – axis . c. Which shape is 1 units from the y-axis? Answer : Parallelogram is 1 units from the y-axis
d. Which shape is 4 units from the y-axis and 3 units from the x-axis? Answer: Diamond is 4 units from the y-axis and 3 units from the x-axis
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| Smiley Face | 2 | 1 |
| Diamond | 2 | 3 \(\frac{3}{4}\) |
| Sun | 0 | 3 \(\frac{3}{4}\) |
| Heart | 3 \(\frac{3}{4}\) | 0 |
b. Name the shape whose x-coordinate is \(\frac{1}{2}\) more than the value of the heart’s x-coordinate. Answer : Star shape
Eureka Math Grade 5 Module 6 Lesson 2 Exit Ticket Answer Key
Question 1. Name the coordinates of the shapes below.
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| Sun | ||
| Arrow | ||
| Heart |
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| Sun | \(\frac{1}{2}\) | 4\(\frac{1}{2}\) |
| Arrow | 1\(\frac{1}{2}\) | 2 |
| Heart | 4 | 4\(\frac{1}{2}\) |
Eureka Math Grade 5 Module 6 Lesson 2 Homework Answer Key
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| 2 | 4 | |
| 5 | 4 | |
| 1 | 5 | |
| 5 | 1 |
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| 2 | 4 | Circle |
| 5 | 4 | Diamond |
| 1 | 5 | Triangle |
| 5 | 1 | Heart |
b. Which shape is 2 units from the x-axis? Answer : Star
c. Which shape has the same x- and y-coordinate? Answer: Square it is located at (3,3)
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| Moon | ||
| Sun | ||
| Heart | ||
| Cloud | ||
| Smiley Face |
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| Moon | 2\(\frac{1}{2}\) | 4 |
| Sun | 4 | 3 |
| Heart | 1 | 2 |
| Cloud | 0 | 4\(\frac{1}{2}\) |
| Smiley Face | 3\(\frac{1}{2}\) | 5\(\frac{1}{2}\) |
b. Which 2 shapes have the same y-coordinate? Answer : Heart and star have same y – coordinate as 2
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Home > CC2 > Chapter 6 > Lesson 6.2.2
Lesson 6.1.1, lesson 6.1.2, lesson 6.1.3, lesson 6.1.4, lesson 6.2.1, lesson 6.2.2, lesson 6.2.3, lesson 6.2.4, lesson 6.2.5, lesson 6.2.6, lesson 6.2.7.
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The source for these pages is the "full module" PDF you can fine here:https://www.engageny.org/resource/grade-2-mathematics-module-6
Engage NY Eureka Math 2nd Grade Module 6 Lesson 5 Answer Key Eureka Math Grade 2 Module 6 Lesson 5 Problem Set Answer Key. Question 1. Circle groups of four. Then, draw the triangles into 2 equal rows. Answer: 2 groups of 4 triangles. Explanation: In the above image, we can see 8 triangles and we need to circle groups of four.
Lesson 5 Answer Key 2• 6 Lesson 5 Problem Set 1. 2 sets of 4 triangles circled; 2 rows of 4 triangles drawn 2. 3 sets of 2 smiley faces circled; sets of 2 smiley faces on each row and column drawn 3. 4 sets of 3 hearts circled; sets of 3 hearts on each row and column drawn 4. a. 5 rows and 2 columns circled. b. 3 rows and 2 columns circled. 5.
Go Math! Practice Book (TE), G5. Name Divide by 2-Digit Divisors Divide. Check your answer. 837 - 36 23 r9 5,309 - 43 123 r20 52 5,256 101 r4 1,650 - 30 Lesson 2.6 COMMON CORE STANDARD CC.5.NBT.6 Perform operations with multi-digit whole numbers and with decimals to hundredths. 55. 5.
Lesson 1 Homework . 2 5 . hundreds place value chart . A STORY OF UNITS . Lesson 1 Template 1 . Lesson 1 Template 1 . 5 ©2015 Great Minds. eureka-math.org . Lesson 1: Relate 10 more, 10 less, 100 more, and 100 less to addition and . subtraction of 10 and 100. G2-M5-SE-1.3.-06.2015 . 2 A STORY OF UNITS . 5 . unlabeled hundreds place value ...
Question 5. Answer: The given division expression is: 173 ÷ 63 Now, By using the Long Division, Hence, from the above, We can conclude that 173 ÷ 63 = 2 R 47. Go Math Answer Key Grade 5 Practice and Homework Lesson 2.6 Question 6. Answer: The given division expression is: 8,382 ÷ 43 Now, By using the Long Division, Hence, from the above, We ...
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Math in Focus - Mrs. Blumer's 5th grade. Extra practice pages answer key (book A) Extra practice pages answer key (book B) Chapter 1: Whole Numbers. Chapter Introduction. Lesson 1.1- Numbers to 10,000,000 (2-day lesson) Lesson 1.2- Place Value. Lesson 1.3- Comparing Numbers to 10,000,000.
4. 1. Given 2. Transitive Property of Angle Congruence 3. m∠ 2 5 m∠ 4 4. Substitution Property of Equality 5. x 5 6; Because the angles are congruent, the measures of the angles are congruent by the definition of congruent angles.
Lesson 4 Answer Key 2• 8 Lesson 4 Problem Set 1. 2 parallel lines of different lengths drawn 2. 2 parallel lines of the same length drawn 3. a. Both pairs of sides highlighted b. 1 pair of sides highlighted c. Both pairs of sides highlighted d. Both pairs of sides highlighted and boxes drawn around all 4 angles e. 1 pair of sides highlighted f.
Answer Key Chapter 2 - College Algebra
use fraction strips to find the difference. Write your answer Lesson 6.2 COMMON CORE STANDARD CC.5.NF.2 Use equivalent fractions as a strategy to add and subtract fractions. Check students' work. 10 10 12. in simplest form. 10 12 12 11. 10. 10 5 Problem Solving REAL WORLD 13. Amber had of a cake left after her party. She
Lesson 5 Homework Practice Volume of Pyramids Find the volume of each pyramid. Round to the nearest tenth if necessary. 1. 5 ft 2 ft 2 ft 2. 1.4 m 2.4 m 1.8 m 3. 3 yd 42 yd 3 31 yd 3 4. 6.4 m 10.8 m 2.6 m Find the height of each pyramid. 5. square base with edge 15 feet and volume 1,350 cubic feet 6. triangular base with base edge 12 inches and ...
Introduction; 4.1 Solve Systems of Linear Equations with Two Variables; 4.2 Solve Applications with Systems of Equations; 4.3 Solve Mixture Applications with Systems of Equations; 4.4 Solve Systems of Equations with Three Variables; 4.5 Solve Systems of Equations Using Matrices; 4.6 Solve Systems of Equations Using Determinants; 4.7 Graphing Systems of Linear Inequalities
Answer keys for activities are located in Teacher Resources section, by chapter. These PDFs are a teacher versions with instructions and answers. (Student versions of the activities can be found under class content by chapter and lesson.) Answers for tests, quizzes, and any other page that requires a student submission can be found in the ...
Lesson 6 Homework 5•2 Lesson 6: Connect area models and the distributive property to partial products of the standard algorithm with renaming. Name Date 1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products from your area model to the partial products in the algorithm.
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Topic A Overview. Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. (Video Lesson) Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. (Video Lesson) B.
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.
Eureka Math Grade 5 Module 6 Lesson 2 Homework Answer Key. Question 1. a. Use a set square to draw a line perpendicular to the x-axis through point P. Label the new line as the y-axis. b. Choose one of the sets of perpendicular lines above, and create a coordinate plane. Mark 5 units on each axis, and label them as whole numbers.
CPM Education Program proudly works to offer more and better math education to more students.
Spiral Review (CC.5.NBT.1, CC.5.NBT.6, CC.5.NBT.7) 3. In the number 956,783,529, how does the value of the digit 5 in the ten millions place compare to the digit 5 in the hundreds place? (Lesson 1.2) 0 100 times as much as 0 1,000 times as much as 10,000 times as much as 100,000 times as much as 5. At the bank, Brent exchanges $50 in bills for
Lesson 1 Homework 4 6 L =L 0.3 L Name Date Shade the first 4 units of the tape diagram. Count by tenths to label the number line using a fraction and a decimal for each point. Circle the decimal that represents the shaded part. ... 2 6 10 = 2 + 6 10 = 2 + 0.6 = 2.6 A STORY OF UNITS ©2015 Great Minds. eureka-math.org 5