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HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5

Textbook: HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 ISBN: 9780547587813

Use the table below to find videos, mobile apps, worksheets and lessons that supplement HOUGHTON MIFFLIN HARCOURT GO MATH! Grade 5 book.

Fluency with Whole Numbers and Decimals

Place value, multiplication, and expressions.

Domains Number and Operations in Base Ten

Common Core Standards CC.5.OA.1, CC.5.OA.2, CC.5.NBT.1, CC.5.NBT.2, CC.5.NBT.5, CC.5.NBT.6

Place Value and Patterns

Place value of whole numbers, powers of 10 and exponents, multiplication patterns, multiply by 1-digit numbers, multiply by 2-digit numbers, relate multiplication to division, multiplication and division, numerical expressions, evaluate numerical expressions, divide whole numbers.

Domains Number and Operations in Base Ten Numbers and Operations-Fractions

Common Core Standards CC.5.NBT.6, CC.5.NF.3

Place the First Digit

Divide by 1-digit divisors, division with 2-digit divisors, partial quotients, estimate with 2-digit divisors, divide by 2-digit divisors, interpret the remainder, adjust quotients, add and subtract decimals.

Common Core Standards CC.5.NBT.1, CC.5.NBT.3a, CC.5.NBT.3b, CC.5.NBT.4, CC.5.NBT.7

Thousandths

Place value of decimals, compare and order decimals, round decimals, decimals addition, decimals subtraction, estimate decimals sums and differences, add decimals, subtract decimals, patterns with decimals, add and subtract money, multiply decimals.

Domains Numbers and Operations in Base Ten

Common Core Standards CC.5.NBT.2, CC.5.NBT.7

Multiplication Patterns with Decimals

Multiply decimals and whole numbers, multiplication with decimals and whole numbers, multiply using expanded form, multiply money, decimals multiplication, zeros in the product, divide decimals, division patterns with decimals, division decimals by whole numbers, estimate quotients, division of decimals by whole numbers, decimal division, write zeros in the dividend, decimals operations, operations with fractions, add and subtract fractions with unlike denominators.

Domains Number and Operations-Fractions

Common Core Standards CC.5.NF.1, CC.5.NF.2

Addition with Unlike Denominators

Subtraction with unlike denominators, estimate fractions sums and differences, common denominators and equivalent fractions, add and subtract fractions, add and subtract mixed numbers, subtraction with renaming, patterns with fractions, practice addition and subtraction, use properties of addition, multiply fractions.

Domains Numbers and Operations-Fractions

Common Core Standards CC.5.NF.4a, CC.5.NF.4b, CC.5.NF.5a, CC.5.NF.5b, CC.5.NF.6

Multiply Fractions and Whole Numbers

Fraction and whole number multiplication, multiply fraction, compare fraction factors and products, fraction multiplication, area and mixed numbers, compare mixed numbers factors and products, multiple mixed numbers, find unknown length, division fractions.

Domains Numbers and Operations – Fractions

Common Core Standards CC.5.NF.3, CC.5.NF.7a, CC.5.NF.7b, CC.5.NF.7c

Divide Fractions and Whole Numbers

Use multiplication, connect fractions to division, fraction and whole-number division, interpret division with fractions, geometry and measurement, algebra: patterns and graphing.

Domains Operations and Algebraic Thinking Measurement and Data Geometry

Common Core Standards CC.5.OA.3, CC.5.MD.2 CC.5.G.1, CC.5.G.2

Ordered Pairs

Line graphs, numerical patterns, graph and analyze relationships, convert units of measure.

Domains Measurement and Data

Common Core Standards CC.5.MD.1

Customary Length

Customary capacity, multistep measurement problems, metric measures, customary and metric conversions, elapsed time, geometry and volume.

Domains Measurement and Data Geometry

Common Core Standards CC.5.MD.3, CC.5.MD.3a, CC.5.MD.3b, CC.5.MD.4, CC.5.MD.5a, CC.5.MD.5b, CC.5.MD.5c, CC.5.G.3, CC.5.G.4

Quadrilaterals

Properties of two-dimensional figures, three-dimensional figures, unit cubes and solid figures, understand volume, estimate volume, volume of rectangular prisms, apply volume formulas, compare volumes, find volume of composed figures.

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Eureka Math Grade 5 Module 6 Lesson 7 Answer Key

Engage ny eureka math 5th grade module 6 lesson 7 answer key, eureka math grade 5 module 6 lesson 7 problem set answer key.

a. Use a straightedge to draw a line connecting these points. b. Write a rule showing the relationship between the x- and y-coordinates of points on the line. c. Name 2 other points that are on this line. Answer:

a. Use a straightedge to draw a line connecting these points. b. Write a rule showing the relationship between the x- and y-coordinates. c. Name 2 other points that are on this line. Answer: a.

b. A rule showing the relationship between the x- and y-coordinates of points on the line is Double the x coordinate is the y coordinates . c. The 2 other points that are on this line are (\(\frac{3}{4}\), 1 \(\frac{3}{4}\)) and (1\(\frac{1}{4}\), 2\(\frac{1}{2}\))

Eureka Math Grade 5 Module 6 Lesson 7 Exit Ticket Answer Key

Question 1. Use a straightedge to draw a line connecting these points. Answer:

Question 2. Write a rule to show the relationship between the x- and y-coordinates for points on the line. Answer: A rule to show the relationship between the x- and y-coordinates for points on the line is the difference between x and y coordinate is 4

Question 3. Name two other points that are also on this line. __________ __________ Answer: The two other points that are also on this line are (1, 5) and (4, 8)

Eureka Math Grade 5 Module 6 Lesson 7 Homework Answer Key

a. Use a straightedge to draw a line connecting these points. b. Write a rule showing the relationship between the x- and y-coordinates of points on this line. c. Name two other points that are also on this line. Answer: a.

b. A rule showing the relationship between the x- and y-coordinates of points on this line is The difference                between x coordinate and y coordinate is 2 c . The two other points that are also on this line are (3, 1) and ( 4, 2) .

a. Use a straightedge to draw a line connecting these points. b. Write a rule showing the relationship between the x- and y-coordinates for points on the line. c. Name two other points that are also on this line. _____________ _____________ Answer: a.

b. A rule showing the relationship between the x- and y-coordinates for points on the line is Increasing from 0 to (\(\frac{1}{2}\) , (\(\frac{1}{2}\) to 1 and 1 to 2 increasing by double the x coordinate . c. The two other points that are also on this line are

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Texas Go Math Grade 5 Lesson 5.7 Answer Key Subtraction with Renaming

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 5.7 Answer Key Subtraction with Renaming.

Unlock the Problem

To practice for a race, Kara is running 2\(\frac{1}{2}\) miles. When she reaches the end of her street, she knows that she has already run 1 \(\frac{5}{6}\) miles. How many miles does Kara have left to run?

• Underline the sentence that tells you what you need to find.
• What operation should you use to solve the problem?

Subtract. 2\(\frac{1}{2}\) – 1\(\frac{5}{6}\)

STEP 1: Estimate the difference.

STEP 2: Find a common denominator. Use the common denominator to write equivalent fractions with like denominators.

STEP 3: Rename 2\(\frac{6}{12}\) as a mixed number with a fraction greater than 1. Think: 2\(\frac{6}{12}\) = 1 + 1 + \(\frac{6}{12}\) = 1 + \(\frac{12}{12}\) + \(\frac{6}{12}\) = 1\(\frac{18}{12}\) 2\(\frac{6}{12}\) = __________

STEP 3: Rename 2\(\frac{6}{12}\) as a mixed number with a fraction greater than 1. Think: 2\(\frac{6}{12}\) = 1 + 1 + \(\frac{6}{12}\) = 1 + \(\frac{12}{12}\) + \(\frac{6}{12}\) = 1\(\frac{18}{12}\) 2\(\frac{6}{12}\) = 1\(\frac{18}{12}\)

Another Way Rename both mixed numbers as fractions greater than 1.

Share and Show

Estimate. Then find the difference and write it in simplest form.

Question 1. Estimate: _____________ 1\(\frac{3}{4}\) – \(\frac{7}{8}\) Answer: \(\frac{7}{8}\) Explanation: A common denominator of \(\frac{3}{4}\) and \(\frac{7}{8}\) is 8. 1\(\frac{3}{4}\) = 1\(\frac{6}{8}\) = \(\frac{8}{8}\) +\(\frac{6}{8}\) = \(\frac{14}{8}\) \(\frac{7}{8}\) =\(\frac{7}{8}\) Find the difference between the fractions. Then write the answer in simplest form. \(\frac{14}{8}\) –\(\frac{7}{8}\) = \(\frac{7}{8}\)

Lesson 5.7 Answer Key Go Math 5th Grade Question 2. Estimate: ______________ 12\(\frac{1}{9}\) – 7\(\frac{1}{3}\) Answer: \(\frac{43}{9}\) Explanation: A common denominator of \(\frac{1}{9}\) and \(\frac{1}{3}\) is 9. 12\(\frac{1}{9}\) = 12\(\frac{1}{9}\) = \(\frac{9}{9}\)  + \(\frac{9}{9}\)+ + \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{9}{9}\)+\(\frac{1}{9}\) = \(\frac{109}{9}\) 7\(\frac{1}{3}\) = \(\frac{9}{9}\)  + \(\frac{9}{9}\)+ + \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{3}{9}\) =\(\frac{66}{9}\) Find the difference of the fractions. Then write the answer in simplest form. \(\frac{109}{9}\)–\(\frac{66}{9}\) = \(\frac{43}{9}\)

Math Talk Mathematical Processes

Explain the strategy you could use to solve 3\(\frac{1}{9}\) – 2\(\frac{1}{3}\). Answer: \(\frac{7}{9}\) Explanation: A common denominator of \(\frac{1}{9}\) and \(\frac{1}{3}\) is 9. 3\(\frac{1}{9}\) = \(\frac{9}{9}\)  + \(\frac{9}{9}\)+ + \(\frac{9}{9}\) +\(\frac{1}{9}\) = \(\frac{28}{9}\) 2\(\frac{1}{3}\) = \(\frac{9}{9}\)  + \(\frac{9}{9}\)+ \(\frac{3}{9}\) =\(\frac{21}{9}\) Find the difference of the fractions. Then write the answer in simplest form. \(\frac{28}{9}\)–\(\frac{21}{9}\) = \(\frac{7}{9}\)

Problem-Solving

Practice! Copy and Solve find the difference and write it in simplest form.

Question 3. 11\(\frac{1}{9}\) – 3\(\frac{2}{3}\) Answer: \(\frac{9}{9}\)  + \(\frac{9}{9}\)+ + \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{1}{9}\) – \(\frac{9}{9}\) + \(\frac{9}{9}\)+ \(\frac{9}{9}\) + \(\frac{6}{9}\) \(\frac{100}{9}\) –\(\frac{33}{9}\) \(\frac{67}{9}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 4. 6 – 3\(\frac{1}{2}\) Answer: 6 – 3\(\frac{1}{2}\) \(\frac{6}{6}\) +\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)– \(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{3}{6}\) \(\frac{36}{6}\) – \(\frac{21}{6}\) \(\frac{15}{6}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 5. 4\(\frac{3}{8}\) – 3\(\frac{1}{2}\) Answer: 4\(\frac{3}{8}\) – 3\(\frac{1}{2}\) \(\frac{8}{8}\) +\(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{8}{8}\).+\(\frac{3}{8}\)– \(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{4}{8}\) \(\frac{35}{8}\)–\(\frac{28}{8}\) \(\frac{7}{8}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Go Math Grade 5 Lesson 5.7 Answer Key Question 6. 9\(\frac{1}{6}\) – 3\(\frac{5}{8}\) Answer: \(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{4}{24}\) – \(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{24}{24}\) +\(\frac{15}{24}\) \(\frac{220}{24}\) – \(\frac{87}{24}\) \(\frac{133}{24}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 7. Communicate Why is it important to write equivalent fractions before renaming? Explain. Answer: Equivalent fractions and “fraction families” are not only used to help us add and subtract fractions with unlike denominators, but they are a big part of understanding how to simplify fractions. … This makes it very easy for students to visualize the size of each fraction and how they are related to each other.

Problem Solving

A roller coaster has 3 trains with 8 rows per train. Riders stand in rows of 4, for a total of 32 riders per train. The operators of the coaster recorded the number of riders on each train during a run. On the first train, the operators reported that 7\(\frac{1}{4}\) rows were filled. On the second train, all 8 rows were filled, and on the third train, 5\(\frac{1}{2}\) rows were filled.

Use the summary to solve.

Question 8. Evaluate How many more rows were filled on the first train than on the third train? Answer: \(\frac{7}{4}\) Explanation: more rows were filled on the first train than on the third train is \(\frac{7}{4}\) 7\(\frac{1}{4}\) – 5\(\frac{1}{2}\) \(\frac{29-12}{4}\) \(\frac{7}{4}\)

Question 10. Multi-Step How many rows were empty on the third train? How many additional riders would it take to fill the empty rows? Explain your answer. Answer: 2\(\frac{1}{2}\) 8 – 5\(\frac{1}{2}\) 8 – \(\frac{11}{2}\) 2\(\frac{1}{2}\)

Daily Assessment Task

Fill in the bubble completely to show your answer.

Question 11. You plan to enter a songwriting contest. Your song must be exactly 3\(\frac{1}{2}\) minutes long. You have a song that lasts for 4\(\frac{1}{5}\) minutes. How many minutes do you need to cut from the song? (A) 1\(\frac{3}{10}\) (B) \(\frac{7}{10}\) (C) \(\frac{3}{10}\) (D) 1\(\frac{7}{10}\) Answer: B Explanation: You plan to enter a songwriting contest. Your song must be exactly 3\(\frac{1}{2}\) minutes long. You have a song that lasts for 4\(\frac{1}{5}\) minutes. \(\frac{7}{10}\) we need to cut from the song 4\(\frac{1}{5}\) – 3\(\frac{1}{2}\) \(\frac{27}{5}\) – \(\frac{7}{2}\) \(\frac{42 – 35}{10}\) \(\frac{7}{10}\)

Go Math 5th Grade Lesson 5.7 Answer Key Question 12. Harris and Ji are spending a weekend camping. Their campsite is 6\(\frac{1}{4}\) kilometers from the main park road. They can take an ATV for the first 4\(\frac{7}{10}\) kilometers, but they must walk the rest of the way. How far do Harris and Ji need to walk to get to their campsite? (A) 1\(\frac{11}{20}\)km (B) 1\(\frac{19}{20}\)km (C) 2\(\frac{9}{20}\)km (D) 2\(\frac{19}{20}\)km Answer: A Explanation: Harris and Ji are spending a weekend camping. Their campsite is 6\(\frac{1}{4}\) kilometers from the main park road. They can take an ATV for the first 4\(\frac{7}{10}\) kilometers, but they must walk the rest of the way. 1\(\frac{11}{20}\)km Harris and Ji need to walk to get to their campsite \(\frac{25}{4}\) – \(\frac{47}{10}\) \(\frac{125}{20}\) – \(\frac{94}{20}\) \(\frac{31}{20}\)

Question 13. Multi-Step Three commercials are played in a row between songs on the radio. The three commercials fill exactly 3 minutes of time. If the first commercial uses 1\(\frac{1}{6}\) minutes, and the second uses \(\frac{3}{5}\) minute, how long is the third commercial? (A) \(\frac{23}{30}\) minute (B) 1\(\frac{23}{30}\) minutes (C) 1\(\frac{7}{30}\) minutes (D) 2\(\frac{7}{30}\) minutes Answer: C Explanation: Three commercials are played in a row between songs on the radio. The three commercials fill exactly 3 minutes of time. If the first commercial uses 1\(\frac{1}{6}\) minutes, and the second uses \(\frac{3}{5}\) minute, 1\(\frac{1}{6}\) + \(\frac{3}{5}\)  – 3 \(\frac{30}{30}\)+\(\frac{5}{30}\)+\(\frac{18}{30}\) –\(\frac{30}{30}\)+\(\frac{30}{30}\)+\(\frac{30}{30}\) \(\frac{23}{30}\) – \(\frac{60}{30}\) \(\frac{37}{30}\)

Texas Test Prep

Question 14. Coach Lopes filled a water cooler with 4\(\frac{1}{2}\) gallons of water before a game. At the end of the game, 1\(\frac{3}{4}\) gallons of water were left over. How many gallons of water did the team drink during the game? (A) 3\(\frac{1}{4}\) gallons (B) 2\(\frac{1}{2}\) gallons (C) 2\(\frac{3}{4}\) gallons (D) \(\frac{3}{4}\) gallon Answer: C Explanation: Coach Lopes filled a water cooler with 4\(\frac{1}{2}\) gallons of water before a game. At the end of the game, 1\(\frac{3}{4}\) gallons of water were left over. 2\(\frac{3}{4}\) gallons of water the team drink during the game. 4\(\frac{1}{2}\) – 2\(\frac{3}{4}\) \(\frac{9}{2}\)– \(\frac{7}{4}\) \(\frac{18}{7}\) \(\frac{11}{4}\)

Texas Go Math Grade 5 Lesson 5.7 Homework and Practice Answer Key

Find the difference and write it in simplest form.

Question 1. 5\(\frac{1}{2}\) – 1\(\frac{2}{3}\) ____________ Answer: 5\(\frac{1}{2}\) – 1\(\frac{2}{3}\) \(\frac{6}{6}\) +\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{2}{6}\)–\(\frac{6}{6}\)+\(\frac{1}{6}\) \(\frac{25}{6}\) – \(\frac{2}{6}\) \(\frac{23}{6}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Lesson 5.7 Subtraction with Renaming Go Math 5th Grade Question 2. 4\(\frac{2}{9}\) – 3\(\frac{1}{3}\) ____________ Answer: 4\(\frac{2}{9}\) – 3\(\frac{1}{3}\) \(\frac{9}{9}\) +\(\frac{9}{9}\)+\(\frac{9}{9}\)+\(\frac{9}{9}\)+\(\frac{2}{9}\) – \(\frac{9}{9}\)+\(\frac{9}{9}\)+\(\frac{9}{9}\)+\(\frac{3}{9}\) \(\frac{11}{9}\) – \(\frac{3}{9}\) \(\frac{8}{9}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 3. 8 – 3\(\frac{2}{7}\) _____________ Answer: \(\frac{7}{7}\)+\(\frac{7}{7}\)+\(\frac{7}{7}\)+\(\frac{7}{7}\)\(\frac{7}{7}\)+\(\frac{7}{7}\)+\(\frac{7}{7}\)–\(\frac{7}{7}\)+\(\frac{7}{7}\)\(\frac{7}{7}\)+\(\frac{2}{7}\) \(\frac{35}{7}\)–\(\frac{2}{7}\) \(\frac{33}{7}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 4. 7\(\frac{2}{5}\) – 2\(\frac{1}{2}\) _____________ Answer: 7\(\frac{2}{5}\) – 2\(\frac{1}{2}\) \(\frac{10}{10}\) +\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{4}{10}\)–\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{5}{10}\) \(\frac{54}{10}\)–\(\frac{5}{10}\) \(\frac{49}{10}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 5. 4\(\frac{2}{3}\) – 2\(\frac{5}{6}\) _____________ Answer: 4\(\frac{2}{3}\) – 2\(\frac{5}{6}\) \(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{4}{6}\)–\(\frac{6}{6}\)+\(\frac{6}{6}\)+\(\frac{5}{6}\) \(\frac{16}{6}\)–\(\frac{5}{6}\) \(\frac{11}{6}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then write the answer in simplest form.

Go Math Answer Key Grade 5 Subtract with Renaming Lesson 5.7 Question 6. 8\(\frac{3}{10}\) – 5\(\frac{3}{5}\) ____________ Answer: 8\(\frac{3}{10}\) – 5\(\frac{3}{5}\) \(\frac{10}{10}\) +\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{3}{10}\)–\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{10}{10}\)+\(\frac{6}{10}\) \(\frac{33}{10}\)–\(\frac{6}{10}\) \(\frac{27}{10}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 7. 4\(\frac{1}{8}\) – 1\(\frac{1}{2}\) ____________ Answer: 4\(\frac{1}{8}\) – 1\(\frac{1}{2}\) \(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{8}{8}\)+\(\frac{1}{8}\)–\(\frac{8}{8}\)+\(\frac{4}{8}\) \(\frac{25}{8}\)–\(\frac{4}{8}\) \(\frac{21}{8}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 8. 6\(\frac{5}{12}\) – 5\(\frac{3}{4}\) ___________ Answer: 6\(\frac{5}{12}\) – 5\(\frac{3}{4}\) \(\frac{12}{12}\) +\(\frac{5}{12}\) –\(\frac{9}{12}\) \(\frac{17}{12}\)–\(\frac{9}{12}\) \(\frac{8}{12}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 9. 12\(\frac{1}{6}\) – 4\(\frac{3}{8}\) ____________ Answer: 8 x 24 + \(\frac{4}{24}\) –\(\frac{9}{24}\) \(\frac{196}{24}\) –\(\frac{9}{24}\) \(\frac{187}{24}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then write the answer in simplest form.

Go Math Grade 5 Lesson 5.7 Practice and Homework Answer Key Question 10. 9\(\frac{1}{6}\) – 3\(\frac{4}{5}\) ___________ Answer: 9\(\frac{1}{6}\) – 3\(\frac{4}{5}\) 6 x 30 + \(\frac{5}{30}\) –\(\frac{24}{30}\) \(\frac{185}{30}\) –\(\frac{24}{30}\) \(\frac{161}{30}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 11. 13\(\frac{3}{5}\) – 4\(\frac{3}{4}\) __________ Answer: 13\(\frac{3}{5}\) – 4\(\frac{3}{4}\) 9 x 20 + \(\frac{12}{20}\) – \(\frac{15}{20}\) \(\frac{192}{20}\) – \(\frac{15}{20}\) \(\frac{177}{20}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 12. 6\(\frac{3}{8}\) – 2\(\frac{5}{9}\) __________ Answer: 6\(\frac{3}{8}\) – 2\(\frac{5}{9}\) 4 x 72 + \(\frac{27}{72}\) – \(\frac{40}{72}\) \(\frac{315}{72}\)– \(\frac{40}{72}\) \(\frac{275}{72}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 13. 2\(\frac{1}{3}\) – 1\(\frac{5}{6}\) ___________ Answer: 2\(\frac{1}{3}\) – 1\(\frac{5}{6}\) 1 x6 +\(\frac{2}{6}\) – \(\frac{5}{6}\) \(\frac{8}{6}\)–\(\frac{5}{6}\) \(\frac{3}{6}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 14. 5 – 2\(\frac{1}{2}\) ___________ Answer: 5 – 2\(\frac{1}{2}\) \(\frac{2}{2}\)+\(\frac{2}{2}\)+\(\frac{2}{2}\)+\(\frac{2}{2}\)+\(\frac{2}{2}\)–\(\frac{2}{2}\)+\(\frac{2}{2}\)+\(\frac{1}{2}\) \(\frac{6}{2}\)–\(\frac{1}{2}\) \(\frac{5}{2}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 15. 1\(\frac{1}{10}\) – \(\frac{1}{2}\) ___________ Answer: 1\(\frac{1}{10}\) – \(\frac{1}{2}\) \(\frac{10}{10}\)+\(\frac{1}{10}\) – \(\frac{5}{10}\) \(\frac{6}{10}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 16. 7\(\frac{1}{4}\) – 1\(\frac{3}{8}\) ___________ Answer: 7\(\frac{1}{4}\) – 1\(\frac{3}{8}\) 6 x 8 +\(\frac{2}{8}\)–\(\frac{3}{8}\) \(\frac{50}{8}\)–\(\frac{3}{8}\) \(\frac{47}{8}\) Explanation: STEP 1: Written the equivalent fractions, using a common denominator. found the common denominator STEP 2: Rename both mixed numbers as fractions greater than 1. STEP 3: Found the difference of the fractions. Then written the answer in simplest form.

Question 17. Tell how you know when you need to use renaming when subtracting mixed numbers. Answer:

Use the table for 20-21.

Question 18. Chef Rossi makes 7\(\frac{5}{8}\) gallons of soup for the soup kitchen. She needs to fill a large container with a capacity of 9\(\frac{1}{2}\) gallons. How many more gallons of soup does Chef Rassi need to make? Answer: \(\frac{15}{8}\) Explanation: Chef Rossi makes 7\(\frac{5}{8}\) gallons of soup for the soup kitchen. She needs to fill a large container with a capacity of 9\(\frac{1}{2}\) gallons. Chef Rassi need to make 1\(\frac{7}{8}\)  more gallons of soup 9\(\frac{1}{2}\) – 7\(\frac{5}{8}\) \(\frac{61-76}{8}\) \(\frac{15}{8}\)

Question 19. Derek made a rope swing with a length of 5\(\frac{3}{4}\) feet. Nick’s rope swing is 6\(\frac{1}{8}\) feet long. How much longer is Nick’s swing than Derek’s swing? Answer: \(\frac{3}{8}\) Explanation: Derek made a rope swing with a length of 5\(\frac{3}{4}\) feet. Nick’s rope swing is 6\(\frac{1}{8}\) feet long. \(\frac{3}{8}\) longer is Nick’s swing than Derek’s swing 6\(\frac{1}{8}\) – 5\(\frac{3}{4}\) \(\frac{49}{8}\) – \(\frac{46}{8}\) \(\frac{3}{8}\)

Lesson Check

Question 20. Sasha and Lee are looking at the park’s list of hiking trails in order to choose a hike. How much farther will they have to hike if they choose Lake Trail instead of Woodland Trail? (A) 4\(\frac{1}{3}\) miles (B) 2\(\frac{2}{3}\) miles (C) 2\(\frac{1}{2}\) miles (D) 1\(\frac{1}{2}\) miles Answer: D Explanation: Sasha and Lee are looking at the park’s list of hiking trails in order to choose a hike. 4\(\frac{1}{3}\) miles farther  they have to hike if they choose Lake Trail instead of Woodland Trail 4\(\frac{1}{3}\) – 2\(\frac{5}{6}\) \(\frac{26-17}{6}\)

Go Math Subtraction with Renaming Fractions Grade 5 Question 21. Lee and Sasha have hiked \(\frac{7}{8}\) mile on Meadow Trail. How much farther do they need to hike to get to the end of the trail? (A) 2\(\frac{5}{8}\) miles (B) 4 miles (C) 4\(\frac{3}{8}\) miles (D) \(\frac{3}{8}\) mile Answer: A Explanation: Lee and Sasha have hiked \(\frac{7}{8}\) mile on Meadow Trail. 2\(\frac{5}{8}\) miles farther need to hike to get to the end of the trail 3\(\frac{1}{2}\) – \(\frac{7}{8}\) \(\frac{28-7}{8}\) \(\frac{21}{8}\)

Question 22. Mario renames the mixed numbers to fractions greater than 1 to find 4\(\frac{1}{2}\) – 2\(\frac{2}{3}\). Which fractions should Mario use to find the difference? (A) \(\frac{27}{6}\), \(\frac{16}{6}\) (B) \(\frac{24}{6}\), \(\frac{12}{6}\) (C) \(\frac{27}{5}\), \(\frac{16}{5}\) (D) \(\frac{7}{6}\), \(\frac{8}{6}\) Answer: A Mario renames the mixed numbers to fractions greater than 1 to find 4\(\frac{1}{2}\) – 2\(\frac{2}{3}\). \(\frac{27}{6}\), \(\frac{16}{6}\) Mario used to find the difference 4\(\frac{1}{2}\) – 2\(\frac{2}{3}\). \(\frac{9}{2}\),\(\frac{8}{3}\). is renamed as \(\frac{27}{6}\), \(\frac{16}{6}\)

Question 23. Multi-Step Ian’s mother drives 8\(\frac{1}{5}\) miles to work each day. His father drives 9\(\frac{1}{2}\) miles round-trip between home and work. How much farther is Ian’s mother’s round-trip than his father’s? (A) 6\(\frac{9}{10}\) miles (B) 16\(\frac{2}{5}\) miles (C) 7\(\frac{1}{10}\) miles (D) 17\(\frac{7}{10}\) miles Answer: A 8\(\frac{1}{5}\) x 2 = 16\(\frac{2}{5}\) miles \(\frac{82}{5}\) – \(\frac{19}{2}\) \(\frac{164-95}{10}\) = 6\(\frac{9}{10}\) miles Ian’s mother drives 8\(\frac{1}{5}\) miles to work each day. His father drives 9\(\frac{1}{2}\) miles round-trip between home and work. 6\(\frac{9}{10}\) miles farther is Ian’s mother’s round-trip than his father’s.

Question 24. Multi-Step Mrs. Holbrook’s delivery truck consumes 12 galLons of gasoline in three days. If 2\(\frac{4}{5}\) gallons of gas are consumed on the first day, and 3\(\frac{7}{10}\) gallons are consumed on the second day, how much is consumed on the third day? (A) 6\(\frac{1}{2}\) gallons (B) 9\(\frac{1}{5}\) gallons (C) 5\(\frac{1}{2}\) gallons (D) 8\(\frac{3}{10}\) gallons Answer: C Explanation: Mrs. Holbrook’s delivery truck consumes 12 galLons of gasoline in three days. If 2\(\frac{4}{5}\) gallons of gas are consumed on the first day, and 3\(\frac{7}{10}\) gallons are consumed on the second day, 5\(\frac{1}{2}\) gallons of gas on third day 12 -2\(\frac{4}{5}\)  + 3\(\frac{7}{10}\) 12 – \(\frac{28+37}{10}\) 12 – \(\frac{65}{10}\) 5\(\frac{1}{2}\) gallons

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