nys common core mathematics curriculum lesson 17 … · measured 2 inches long. jerimiah’s pinky...

Lesson 17 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 17: Practice placing various fractions on the number line. 203

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Division

1. 3 ÷ 3 = 23. 24 ÷ 3 =

2. 4 ÷ 4 = 24. 16 ÷ 2 =

3. 5 ÷ 5 = 25. 30 ÷ 10 =

4. 19 ÷ 19 = 26. 30 ÷ 3 =

5. 0 ÷ 1 = 27. 27 ÷ 3 =

6. 0 ÷ 2 = 28. 18 ÷ 2 =

7. 0 ÷ 3 = 29. 40 ÷ 10 =

8. 0 ÷ 19 = 30. 40 ÷ 4 =

9. 6 ÷ 3 = 31. 20 ÷ 4 =

10. 9 ÷ 3 = 32. 20 ÷ 5 =

11. 12 ÷ 3 = 33. 24 ÷ 4 =

12. 15 ÷ 3 = 34. 30 ÷ 5 =

13. 4 ÷ 2 = 35. 28 ÷ 4 =

14. 6 ÷ 2 = 36. 40 ÷ 5 =

15. 8 ÷ 2 = 37. 32 ÷ 4 =

16. 10 ÷ 2 = 38. 45 ÷ 5 =

17. 18 ÷ 3 = 39. 44 ÷ 4 =

18. 12 ÷ 2 = 40. 36 ÷ 4 =

19. 21 ÷ 3 = 41. 48 ÷ 6 =

20. 14 ÷ 2 = 42. 63 ÷ 7 =

21. 20 ÷ 10 = 43. 64 ÷ 8 =

22. 20 ÷ 2 = 44. 72 ÷ 9 =

A Number Correct:

© 2015 Great Minds. eureka-math.orgG3-M5-TE-1.3.0-06.2015




Division

1. 2 ÷ 2 = 23. 16 ÷ 2 =

2. 3 ÷ 3 = 24. 24 ÷ 3 =

3. 4 ÷ 4 = 25. 30 ÷ 3 =

4. 17 ÷ 17 = 26. 30 ÷ 10 =

5. 0 ÷ 2 = 27. 18 ÷ 2 =

6. 0 ÷ 3 = 28. 27 ÷ 3 =

7. 0 ÷ 4 = 29. 40 ÷ 4 =

8. 0 ÷ 17 = 30. 40 ÷ 10 =

9. 4 ÷ 2 = 31. 20 ÷ 5 =

10. 6 ÷ 2 = 32. 20 ÷ 4 =

11. 8 ÷ 2 = 33. 30 ÷ 5 =

12. 10 ÷ 2 = 34. 24 ÷ 4 =

13. 6 ÷ 3 = 35. 40 ÷ 5 =

14. 9 ÷ 3 = 36. 28 ÷ 4 =

15. 12 ÷ 3 = 37. 45 ÷ 5 =

16. 15 ÷ 3 = 38. 32 ÷ 4 =

17. 12 ÷ 2 = 39. 55 ÷ 5 =

18. 18 ÷ 3 = 40. 36 ÷ 4 =

19. 14 ÷ 2 = 41. 54 ÷ 6 =

20. 21 ÷ 3 = 42. 56 ÷ 7 =

21. 20 ÷ 2 = 43. 72 ÷ 8 =

22. 20 ÷ 10 = 44. 63 ÷ 9 =

B

Number Correct:

Improvement:


Lesson 17 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM



Name Date

1. Locate and label the following fractions on the number line.

06 6

6 12

6 3

6 9

6


84 6

4 12

4 16

4 4

4


183

143

93 11

3 6

3

1 2 3 4

0 1 2 3

2 3 4 5 6





4. For a measurement project in math class, students measured the lengths of their pinky fingers. Alex’s measured 2 inches long. Jerimiah’s pinky finger was 7

4 inches long. Whose finger is longer? Draw a

number line to help prove your answer.

5. Marcy ran 4 kilometers after school. She stopped to tie her shoelace at 75 kilometers. Then, she stopped

to switch songs on her iPod at 125

kilometers. Draw a number line showing Marcy’s run. Include her starting and finishing points and the 2 places where she stopped.


Lesson 17 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM



Name Date


73

23

43

2. Katie bought 2 one-gallon bottles of juice for a party. Her guests drank 64 gallons of juice. What fraction

of a gallon of juice is left over? Draw a number line to show, and explain your answer.

0 1 2 3


Lesson 17 Homework NYS COMMON CORE MATHEMATICS CURRICULUM



Name Date




0 1 2 3

12

42

52

2 3 4

113

63

83

3 4 5 6

204

134

234





4. Wayne went on a 4-kilometer hike. He took a break at 43 kilometers. He took a drink of water at 10

3

kilometers. Show Wayne’s hike on the number line. Include his starting and finishing place and the 2 points where he stopped.

5. Ali wants to buy a piano. The piano measures 194

feet long. She has a space 5 feet long for the piano in her house. Does she have enough room? Draw a number line to show, and explain your answer.

4 ft 5 ft



Lesson 18: Compare fractions and whole numbers on the number line by reasoning about their distance from 0.

215


Name Date

Place the two fractions on the number line. Circle the fraction with the distance closest to 0. Then, compare using >, <, or =. The first problem is done for you.

0 1

1. 14 3

4

2. 26 3

6

3. 12 1

4

4. 23 2

6

5. 118

74

0 1

0 1

< 0

4 1

4 2

4 3

4 4

4

0 1

1 2




216


6. JoAnn and Lupe live straight down the street from their school. JoAnn walks 56 miles and Lupe walks 7

8

miles home from school every day. Draw a number line to model how far each girl walks. Who walks the least? Explain how you know using pictures, numbers, and words.

7. Cheryl cuts 2 pieces of thread. The blue thread is 54 meters long. The red thread is 4

5 meters long. Draw a

number line to model the length of each piece of thread. Which piece of thread is shorter? Explain how you know using pictures, numbers, and words.

8. Brandon makes homemade spaghetti. He measures 3 noodles. One measures 78 feet, the second is 7

4 feet,

and the third is 42 feet long. Draw a number line to model the length of each piece of spaghetti. Write a

number sentence using <, >, or = to compare the pieces. Explain using pictures, numbers, and words.




217


Name Date

Place the two fractions on the number line. Circle the fraction with the distance closest to 0. Then, compare using >, <, or =.

1. 3

5 1

5

2. 12 3

4

3. Mr. Brady draws a fraction on the board. Ken says it’s 23, and Dan said it’s 3

2. Do both of these fractions

mean the same thing? If not, which fraction is larger? Draw a number line to model 23 and 3

2. Use words,

pictures, and numbers to explain your comparison.

0 1

0 1




218


Name Date

Place the two fractions on the number line. Circle the fraction with the distance closest to 0. Then, compare using >, <, or =.

0 1

1. 13 2

3

2. 46 1

6

3. 14 1

8

4. 45 4

10

5. 86 5

3

0 1

0 1

0 1

1 2




219


6. Liz and Jay each have a piece of string. Liz’s string is 46 yards long, and Jay’s string is 5

7 yards long. Whose

string is longer? Draw a number line to model the length of both strings. Explain the comparison using pictures, numbers, and words.

7. In a long jump competition, Wendy jumped 910

meters, and Judy jumped 109

meters. Draw a number line to model the distance of each girl’s long jump. Who jumped the shorter distance? Explain how you know using pictures, numbers, and words.

8. Nikki has 3 pieces of yarn. The first piece is 56 feet long, the second piece is 5

3 feet long, and the third piece

is 32 feet long. She wants to arrange them from the shortest to the longest. Draw a number line to model

the length of each piece of yarn. Write a number sentence using <, >, or = to compare the pieces. Explain using pictures, numbers, and words.



Lesson 19: Understand distance and position on the number line as strategies for comparing fractions. (Optional)

224


Express Fractions as Whole Numbers

1. 21� = 23. 6

3� =

2. 22� = 24. 3

3� =

3. 42� = 25. 3

1� =

4. 62� = 26. 9

3� =

5. 102� = 27. 16

4� =

6. 82� = 28. 20

4� =

7. 51� = 29. 12

3� =

8. 55� = 30. 15

3� =

9. 105� = 31. 70

10� =

10. 155� = 32. 12

2� =

11. 255� = 33. 14

2� =

12. 205� = 34. 90

10� =

13. 1010� = 35. 30

5� =

14. 5010� = 36. 35

5� =

15. 3010� = 37. 60

10� =

16. 101� = 38. 18

2� =

17. 2010� = 39. 40

5� =

18. 4010� = 40. 80

10� =

19. 84� = 41. 16

2� =

20. 44� = 42. 45

5� =

21. 41� = 43. 27

3� =

22. 124� = 44. 32

4� =

A Number Correct:




225


Express Fractions as Whole Numbers

1. 51� = 23. 8

4� =

2. 55� = 24. 4

4� =

3. 105� = 25. 4

1� =

4. 155� = 26. 12

4� =

5. 255� = 27. 12

3� =

6. 205� = 28. 15

3� =

7. 21� = 29. 16

4� =

8. 22� = 30. 20

4� =

9. 42� = 31. 90

10� =

10. 62� = 32. 30

5� =

11. 102� = 33. 35

5� =

12. 82� = 34. 70

10� =

13. 101� = 35. 12

2� =

14. 1010� = 36. 14

2� =

15. 5010� = 37. 80

10� =

16. 3010� = 38. 45

5� =

17. 2010� = 39. 16

2� =

18. 4010� = 40. 60

10� =

19. 63� = 41. 18

2� =

20. 33� = 42. 40

5� =

21. 31� = 43. 36

4� =

22. 93� = 44. 24

3� =

B

Number Correct:

Improvement:




226


Name Date

1. Divide each number line into the given fractional unit. Then, place the fractions. Write each whole as a fraction.

a. halves 32

52

42

b. fourths 94

114

64

c. eighths 248

198

168

2. Use the number lines above to compare the following fractions using >, <, or =.

3

0 3

0 3

0 1 2

64 9

4 3

2 5

2

198

168

42 16

8

248

114

94 19

8

52 9

4

168

32

64 16

8




227


3. Choose a greater than comparison you made in Problem 2. Use pictures, numbers, and words to explain how you made that comparison.

4. Choose a less than comparison you made in Problem 2. Use pictures, numbers, and words to explain a different way of thinking about the comparison than what you wrote in Problem 3.

5. Choose an equal to comparison you made in Problem 2. Use pictures, numbers, and words to explain two ways that you can prove your comparison is true.




228


Name Date

1. Divide the number line into the given fractional unit. Then, place the fractions. Write each whole as a fraction.

fourths 24

104

74

2. Use the number line above to compare the following fractions using >, <, or =.

3. Use the number line from Problem 1. Which is larger: 2 wholes or 94? Use words, pictures, and numbers

to explain your answer.

3 0 1 2

34 5

4 7

4 4

4 3 6

4




229


Name Date

1. Divide each number line into the given fractional unit. Then, place the fractions. Write each whole as a fraction.

a. thirds 63

53

83

b. sixths 106

186

156

c. fifths 145

75

115

2. Use the number lines above to compare the following fractions using >, <, or =.

1 2 3

1 2 3

1 2 3

176

156

73 9

3

115

85

116

53

155

53

136

83

63 12

6

43 8

6

106

33




230


3. Use fractions from the number lines in Problem 1. Complete the sentence. Use words, pictures, or numbers to explain how you made that comparison.

____________ is greater than ____________.


____________ is less than ____________.


____________ is equal to ____________.


Lesson 20 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3 5

Lesson 20: Recognize and show that equivalent fractions have the same size, though not necessarily the same shape.

238


multiply by 7 (1–5)

Multiply.




239


Name Date

1. Label what fraction of each shape is shaded. Then, circle the fractions that are equal.

a.

b.

c.

2. Label the shaded fraction. Draw 2 different representations of the same fractional amount.

a.

b.




240


A B

3. Ann has 6 small square pieces of paper. 2 squares are grey. Ann cuts the 2 grey squares in half with a diagonal line from one corner to the other.

a. What shapes does she have now?

b. How many of each shape does she have?

c. Use all the shapes with no overlaps. Draw at least 2 different ways Ann’s set of shapes might look. What fraction of the figure is grey?

4. Laura has 2 different beakers that hold exactly 1 liter. She pours 12 liter of blue liquid into Beaker A. She

pours 12 liter of orange liquid into Beaker B. Susan says the amounts are not equal. Cristina says they are.

Explain who you think is correct and why.




241


b.

Name Date

1. Label what fraction of the figure is shaded. Then, circle the fractions that are equal.


a.


Lesson 20 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3 5


242


Name Date


2. These two shapes both show 45.

a. Are the shapes equivalent? Why or why not?

b. Draw two different representations of 45 that are equivalent.

3. Diana ran a quarter mile straight down the street. Becky ran a quarter mile on a track. Who ran more? Explain your thinking.

Diana

Becky


Lesson 20 Template NYS COMMON CORE MATHEMATICS CURRICULUM


243


thirds


nys common core mathematics curriculum lesson 17 … · measured 2 inches long. jerimiah’s pinky...

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