Reteach Book

Grade 5

PROVIDES Tier 1 Intervention for Every Lesson

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Table of Contents
CRITICAL AREA 1: Fluency with Whole Numbers and Decimals
Chapter 1: Place Value, Multiplication, and Expressions
1.1 Place Value and Patterns ....................................................................R1
1.2 Place Value of Whole Numbers ...........................................................R2
1.3 Algebra • Properties ...........................................................................R3
1.4 Algebra • Powers of 10 and Exponents ..............................................R4
1.5 Algebra • Multiplication Patterns ........................................................R5
1.6 Multiply by 1-Digit Numbers .................................................................R6
1.7 Multiply by 2-Digit Numbers ................................................................R7
1.8 Relate Multiplication to Division...........................................................R8
1.9 Problem Solving • Multiplication and Division ...................................R9
1.10 Algebra • Numerical Expressions .....................................................R10
1.11 Algebra • Evaluate Numerical Expressions ......................................R11
1.12 Algebra • Grouping Symbols ............................................................R12

Chapter 2: Divide Whole Numbers

2.1 Place the First Digit ...........................................................................R13
2.2 Divide by 1-Digit Divisors ...................................................................R14
2.3 Division with 2-Digit Divisors .............................................................R15
2.4 Partial Quotients................................................................................R16
2.5 Estimate with 2-Digit Divisors ...........................................................R17
2.6 Divide by 2-Digit Divisors ..................................................................R18
2.7 Interpret the Remainder ....................................................................R19
2.8 Adjust Quotients ................................................................................R20
2.9 Problem Solving • Division ..............................................................R21

Reteach iii Grade 5

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 Chapter 3: Add and Subtract Decimals
3.1 Thousandths .....................................................................................R22
3.2 Place Value of Decimals....................................................................R23
3.3 Compare and Order Decimals ..........................................................R24
3.4 Round Decimals ................................................................................R25
3.5 Decimal Addition ...............................................................................R26
3.6 Decimal Subtraction ..........................................................................R27
3.7 Estimate Decimal Sums and Differences ..........................................R28
3.8 Add Decimals ....................................................................................R29
3.9 Subtract Decimals .............................................................................R30
3.10 Algebra • Patterns with Decimals ....................................................R31
3.11 Problem Solving • Add and Subtract Money ...................................R32
3.12 Choose a Method .............................................................................R33

Chapter 4: Multiply Decimals

4.1 Algebra • Multiplication Patterns with Decimals ...............................R34
4.2 Multiply Decimals and Whole Numbers .............................................R35
4.3 Multiplication with Decimals and Whole Numbers .............................R36
4.4 Multiply Using Expanded Form .........................................................R37
4.5 Problem Solving • Multiply Money ...................................................R38
4.6 Decimal Multiplication .......................................................................R39
4.7 Multiply Decimals ..............................................................................R40
4.8 Zeros in the Product ..........................................................................R41

Chapter 5: Divide Decimals

5.1 Algebra • Division Patterns with Decimals........................................R42
5.2 Divide Decimals by Whole Numbers .................................................R43
5.3 Estimate Quotients ...........................................................................R44
5.4 Division of Decimals by Whole Numbers...........................................R45
5.5 Decimal Division................................................................................R46
5.6 Divide Decimals ...............................................................................R47
5.7 Write Zeros in the Dividend ..............................................................R48
5.8 Problem Solving • Decimal Operations ...........................................R49

Reteach iv Grade 5
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CRITICAL AREA 2: Operations with Fractions
Chapter 6: Add and Subtract Fractions with
Unlike Denominators
6.1 Addition with Unlike Denominators ...................................................R50
6.2 Subtraction with Unlike Denominators ..............................................R51
6.3 Estimate Fraction Sums and Differences .........................................R52
6.4 Factors ..............................................................................................R53
6.5 Common Denominators and Equivalent Fractions ...........................R54
6.6 Add and Subtract Fractions ..............................................................R55
6.7 Add and Subtract Mixed Numbers ....................................................R56
6.8 Subtraction with Renaming ..............................................................R57
6.9 Algebra • Patterns with Fractions ....................................................R58
6.10 Problem Solving • Practice Addition and Subtraction .....................R59
6.11 Algebra • Use Properties of Addition ...............................................R60

Reteach v Grade 5
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 Chapter 7: Multiply Fractions
7.1 Find Part of a Group ..........................................................................R61
7.2 Multiply Fractions and Whole Numbers ............................................R62
7.3 Fraction and Whole Number Multiplication ........................................R63
7.4 Multiply Fractions .............................................................................R64
7.5 Compare Fraction Factors and Products ..........................................R65
7.6 Fraction Multiplication .......................................................................R66
7.7 Area and Mixed Numbers..................................................................R67
7.8 Compare Mixed Number Factors and Products ................................R68
7.9 Multiply Mixed Numbers ...................................................................R69
7.10 Problem Solving • Find Unknown Lengths .....................................R70

Chapter 8: Divide Fractions

8.1 Divide Fractions and Whole Numbers ..............................................R71
8.2 Problem Solving • Use Multiplication .............................................R72
8.3 Connect Fractions to Division ............................................................R73
8.4 Fraction and Whole-Number Division ...............................................R74
8.5 Interpret Division with Fractions .......................................................R75

Reteach vi Grade 5
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CRITICAL AREA 3: Geometry and Measurement
Chapter 9: Algebra: Patterns and Graphing
9.1 Line Plots .........................................................................................R76
9.2 Ordered Pairs ...................................................................................R77
9.3 Graph Data .......................................................................................R78
9.4 Line Graphs ......................................................................................R79
9.5 Numerical Patterns ...........................................................................R80
9.6 Problem Solving • Find a Rule ........................................................R81
9.7 Graph and Analyze Relationships ....................................................R82

Chapter 10: Convert Units of Measure

10.1 Customary Length .............................................................................R83
10.2 Customary Capacity ..........................................................................R84
10.3 Weight ...............................................................................................R85
10.4 Multistep Measurement Problems ....................................................R86
10.5 Metric Measures ...............................................................................R87
10.6 Problem Solving • Customary and
Metric Conversions ...........................................................................R88
10.7 Elapsed Time ...................................................................................R89

Reteach vii Grade 5

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 Chapter 11: Geometry and Volume
11.1 Polygons ..........................................................................................R90
11.2 Triangles ..........................................................................................R91
11.3 Quadrilaterals ....................................................................................R92
11.4 Three-Dimensional Figures ...............................................................R93
11.5 Unit Cubes and Solid Figures ...........................................................R94
11.6 Understand Volume ..........................................................................R95
11.7 Estimate Volume ...............................................................................R96
11.8 Volume of Rectangular Prisms .........................................................R97
11.9 Algebra • Apply Volume Formulas ....................................................R98
11.10 Problem Solving • Compare Volumes .............................................R99
11.11 Find Volume of Composed Figures ................................................R100

Reteach viii Grade 5

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End-of-Year Resources
Getting Ready for Grade 6

Lesson 1 Compare Fractions and Decimals .............................................GRR1

Lesson 2 Order Fractions and Decimals ..................................................GRR2
Lesson 3 Factor Trees ..............................................................................GRR3
Lesson 4 Model Percent ...........................................................................GRR4
Lesson 5 Relate Decimals and Percents ..................................................GRR5
Lesson 6 Fractions, Decimals, and Percents ............................................GRR6
Lesson 7 Divide Fractions by a Whole Number ........................................GRR7
Lesson 8 Ratios ........................................................................................GRR8
Lesson 9 Equivalent Ratios ......................................................................GRR9
Lesson 10 Rates .......................................................................................GRR10
Lesson 11 Distance, Rate, and Time ........................................................GRR11
Lesson 12 Understand Integers................................................................GRR12
Lesson 13 Algebra • Write and Evaluate Expressions .............................GRR13
Lesson 14 Algebra • Understand Inequalities ..........................................GRR14
Lesson 15 Polygons on a Coordinate Grid ...............................................GRR15
Lesson 16 Area of a Parallelogram ..........................................................GRR16
Lesson 17 Median and Mode ...................................................................GRR17
Lesson 18 Finding the Average ................................................................GRR18
Lesson 19 Histograms ..............................................................................GRR19
Lesson 20 Analyze Histograms ................................................................GRR20

Reteach ix Grade 5
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 Lesson 1.1
Name Reteach

Place Value and Patterns

You can use a place-value chart and patterns to write numbers

that are 10 times as much as or __ 1 of any given number.
10
1 of the value of the place to its left.
Each place to the right is __
10
1 of the
__ 1 of the
__ 1 of the
__ 1 of the
__ 1 of the
__
10 10 10 10 10
hundred ten thousands thousands hundreds tens place
thousands place place place
place

Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands

10 times 10 times the 10 times the 10 times the 10 times the

the ten thousands hundreds tens place ones place
thousands place place
place

Each place to the left is 10 times the value of the place to its right.
1 of 600.
Find __
10
1 of 6 hundreds is 6 tens .
__
10
1 of 600 is 60 .
So, __
10
Find 10 times as much as 600.

10 times as much as 6 hundreds is 6 thousands.

So, 10 times as much as 600 is 6,000 .

Use place-value patterns to complete the table.

10 times as 1 of
__ 10 times as 1 of
__
Number Number
much as 10 much as 10
1. 200 5. 900

2. 10 6. 80,000

3. 700 7. 3,000

4. 5,000 8. 40

Reteach R1 Grade 5
© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.2
Name Reteach

Place Value of Whole Numbers

You can use a place-value chart to help you understand whole numbers
and the value of each digit. A period is a group of three digits within a
number separated by a comma.

Millions Period Thousands Period Ones Period

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
2, 3 6 7, 0 8 9
Standard form: 2,367,089

Expanded Form: Multiply each digit by its place value, and then write
an addition expression.

(2 3 1,000,000) 1 (3 3 100,000) 1 (6 3 10,000) 1 (7 3 1,000) 1 (8 3 10) 1 (9 3 1)

Word Form: Write the number in words. Notice that the millions and the
thousands periods are followed by the period name and a comma.

two million, three hundred sixty-seven thousand, eighty-nine

To find the value of an underlined digit, multiply the digit by its place value.
In 2,367,089, the value of 2 is 2 3 1,000,000, or 2,000,000.

Write the value of the underlined digit.

1. 153,732,991 2. 236,143,802

3. 264,807 4. 78,209,146

Write the number in two other forms.

5. 701,245 6. 40,023,032

Reteach R2 Grade 5
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 Lesson 1.3
Name Reteach

Algebra • Properties
Properties of operations are characteristics of the operations that are always true.

Property Examples
Commutative Property of Addition: 3 1 4 5 4 1 3
Addition or Multiplication Multiplication: 8 3 2 5 2 3 8
Associative Property of Addition: (1 1 2) 1 3 5 1 1 (2 1 3)
Addition or Multiplication Multiplication: 6 3 (7 3 2) 5 (6 3 7) 3 2
Distributive Property 8 3 (2 1 3) 5 (8 3 2) 1 (8 3 3)
Identity Property of Addition 91059 01353
Identity Property of Multiplication 54 3 1 5 54 1 3 16 5 16

Use properties to find 37 1 24 1 43.

37 1 24 1 43 5 24 1 37 1 43 Use the Commutative Property of Addition

to reorder the addends.
5 24 1 (37 1 43) Use the Associative Property of Addition
to group the addends.
5 24 1 80 Use mental math to add.

5 104
Grouping 37 and 43 makes the problem easier to solve
because their sum, 80 , is a multiple of 10.

Use properties to find the sum or product.

1. 31 1 27 1 29 2. 41 3 0 3 3 3. 4 1 (6 1 21)

Complete the equation, and tell which property you used.

4. (2 3 ) 1 (2 3 2) 5 2 3 (5 1 2) 5. 3 1 5 15

Reteach R3 Grade 5
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 Lesson 1.4
Name Reteach

Algebra • Powers of 10 and Exponents

You can represent repeated factors with a base and an exponent.

Write 10 3 10 3 10 3 10 3 10 3 10 in exponent form.

10 is the repeated factor, so 10 is the base.

The base is repeated 6 times, so 6 is the exponent. 106 exponent

10 3 10 3 10 3 10 3 10 3 10 5 106
base
A base with an exponent can be written in words.

Write 106 in words.

The exponent 6 means “the sixth power.”

106 in words is “the sixth power of ten.”

You can read 102 in two ways: “ten squared” or “the second power of ten.”

You can also read 103 in two ways: “ten cubed” or “the third power of ten.”

Write in exponent form and in word form.

1. 10 3 10 3 10 3 10 3 10 3 10 3 10

exponent form: word form:

2. 10 3 10 3 10

exponent form: word form:

3. 10 3 10 3 10 3 10 3 10

exponent form: word form:

Find the value.

4. 104 5. 2 3 103 6. 6 3 102

Reteach R4 Grade 5
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 Lesson 1.5
Name Reteach

Algebra • Multiplication Patterns

You can use basic facts, patterns, and powers of 10 to help

you multiply whole numbers by multiples of 10, 100, and 1,000.

Use mental math and a pattern to find 90 3 6,000.

• 9 3 6 is a basic fact. 9 3 6 5 54

• Use basic facts, patterns, and powers of 10 to find 90 3 6,000.

9 3 60 5 (9 3 6) 3 101
5 54 3 101
5 54 3 10
5 540

9 3 600 5 (9 3 6) 3 102
5 54 3 102
5 54 3 100
5 5,400

9 3 6,000 5 (9 3 6) 3 103
5 54 3 103
5 54 3 1,000
5 54,000

90 3 6,000 5 (9 3 6) 3 (10 3 1,000)

5 54 3 104
5 54 3 10,000
5 540,000

So, 90 3 6,000 5 540,000.

Use mental math to complete the pattern.

1. 33153 2. 8 3 2 5 16

3 3 101 5 (8 3 2) 3 101 5

3 3 102 5 (8 3 2) 3 102 5

3 3 103 5 (8 3 2) 3 103 5

3. 4 3 5 5 20 4. 7365

(4 3 5) 3 5 200 (7 3 6) 3 5 420
(4 3 5) 3 5 2,000 (7 3 6) 3 5 4,200

(4 3 5) 3 5 20,000 (7 3 6) 3 5 42,000

Reteach R5 Grade 5
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 Lesson 1.6
Name Reteach

Multiply by 1-Digit Numbers

You can use place value to help you multiply by 1-digit numbers.

Estimate. Then find the product. 378 3 6

Estimate: 400 3 6 5 2,400

Step 1 Multiply the Step 2 Multiply the Step 3 Multiply the

ones. tens. hundreds.
Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones
4 4 4 4 4
3 7 8 3 7 8 3 7 8

3 6 3 6 3 6

8 6 8 2, 2 6 8

So, 378 3 6 5 2,268.

Complete to find the product.

1. 7 3 472 Estimate: 7 3 5
Multiply the ones. Multiply the tens. Multiply the hundreds.
1 51
472 472 472
3 7
_ 3 7
_ 3 7
__

Estimate. Then find the product.

2. Estimate: 3. Estimate: 4. Estimate: 5. Estimate:

863 809 932 2,767

3 8 3 8 3 7 3 7

Reteach R6 Grade 5
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 Lesson 1.7
Name Reteach

Multiply by 2-Digit Numbers

You can use place value and regrouping to multiply.

Find 29 3 63.

Step 1 Write the problem vertically.

Multiply by the ones.
2
63
3 29
_
567 63 3 9 5 ( 60 3 9) 1 ( 3 3 9)
5 540 1 27 , or 567

Step 2 Multiply by the tens.

2
63
3 29
_
567
1,260 63 3 20 5 ( 60 3 20) 1 ( 3 3 20)
5 1,200 1 60 , or 1,260
Step 3 Add the partial products.

63
3 29
_
567
1,260
_______
1
1,827
So, 63 3 29 5 1,827.

Complete to find the product.

1. 57 2. 76 3. 139
3
_ 14 3
_ 45 3
_ 12
57 3 76 3 139 3

1 57 3 1 76 3 1 139 3

4. Find 26 3 69. Estimate first. 69

3 26
_
Estimate:

Reteach R7 Grade 5
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 Lesson 1.8
Name Reteach

Relate Multiplication to Division

Use the Distributive Property to find the quotient of 56 4 4.

Step 1
Write a related multiplication sentence 56 4 4 5
for the division problem.
43 5 56

Step 2
Use the Distributive Property to break apart (40 1 16) 5 56
the product into lesser numbers that are
multiples of the divisor in the division problem. (4 3 10) 1 (4 3 4) 5 56
Use a multiple of 10 for one of the multiples.
4 3 (10 1 4) 5 56

Step 3
To find the unknown factor, find the sum of the numbers 10 1 4 5 14
inside the parentheses.

Step 4 4 3 14 5 56
Write the multiplication sentence with the unknown 56 4 4 5 14
factor you found. Then, use the multiplication sentence
to complete the division sentence.

Use multiplication and the Distributive Property to find the quotient.

1. 68 4 4 5 _ 2. 75 4 3 5 _ 3. 96 4 6 5 _

4. 80 4 5 5 _ 5. 54 4 3 5 _ 6. 105 4 7 5 _

Reteach R8 Grade 5
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 Lesson 1.9
Name Reteach

Problem Solving • Multiplication

and Division
In Brett’s town, there are 128 baseball players on 8 different teams.
Each team has an equal number of players. How many players
are on each team?

Read the Problem Solve the Problem

What do I need to find? • First, I use the total number of players.

how many
I need to find 128 players
players are on each • To find the number of players on each
team, I will need to solve this problem.
team in Brett’s town . 128 4 8 5 ?

• To find the quotient, I break 128 into

What information do I need to use?
two simpler numbers that are easier to
There are 8 teams with a
divide.
48 8
total of 128 players.
128 4 8 5 (80 1 )4

5 ( 80 4 8) 1 ( 48 4 8)
How will I use the information?
10 1 6
divide 5

5 16
I can the total number of
players by the number of teams. I can use a
simpler problem to divide . So, there are 16 players on each team.

1. Susan makes clay pots. She sells 2. Lou grows 112 rosemary plants. He ships
125 pots per month to 5 stores. Each an equal number of plants to customers in
store buys the same number of pots. 8 states. How many rosemary plants does
How many pots does each store buy? he ship to each customer?

125 4 5 5 (100 1 )45 112 4 8 5 (80 1 )48

5 (100 4 5) 1 ( 4 5) 5( 4 8) 1 ( 4 8)

5 1 5 5 1 4

5 5

Reteach R9 Grade 5
© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.10
Name Reteach

Algebra • Numerical Expressions

Write words to match the expression.

6 3 (12 2 4)
Think: Many word problems involve finding the cost of a store purchase.

Step 1 Examine the expression.

• What operations are in the expression? multiplication and subtraction

Step 2 Describe what each part of the expression can represent when
finding the cost of a store purchase.
• What can multiplying by 6 represent? buying 6 of the same item
Step 3 Write the words.

• Joe buys 6 DVDs. Each DVD costs $12. If Joe receives a $4 discount
on each DVD, what is the total amount of money Joe spends?

1. What is multiplied and what is subtracted?

2. What part of the expression is the price of the item?

3. What can subtracting 4 from 12 represent?

Write words to match the expression.

4. 4 3 (10 2 2) 5. 3 3 (6 2 1)

Reteach R10 Grade 5

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 Lesson 1.11
Name Reteach

Algebra • Evaluate Numerical Expressions

A numerical expression is a mathematical phrase that Order of Operations

includes only numbers and operation symbols.
1. Parentheses
You evaluate the expression when you perform all 2. Multiply and Divide
the computations to find its value. 3. Add and Subtract

To evaluate an expression, use the order of operations.

Evaluate the expression (10 1 6 3 6) 2 4 3 10.

Step 1 Start with computations inside the 10 1 6 3 6

parentheses.
Step 2 Perform the order of operations inside Multiply and divide from left to right.
the parentheses.
10 1 6 3 6 5 10 1 36
Add and subtract from left to right.

10 1 36 5 46
Step 3 Rewrite the expression with the 46 2 4 3 10
parentheses evaluated.

Step 4 Multiply and divide from left to right. 46 2 4 3 10 5 46 2 40

Step 5 Add and subtract from left to right. 46 2 40 5 6
So, (10 1 6 3 6) 2 4 3 10 5 6.

Evaluate the numerical expression.

1. 8 2 (7 3 1) 2. 5 2 2 1 12 4 4 3. 8 3 (16 4 2)

4. 4 3 (28 2 20 4 2) 5. (30 2 9 4 3) 4 9 6. (6 3 6 2 9) 2 9 4 3

7. 11 4 (8 1 9 4 3) 8. 13 3 4 2 65 4 13 9. 9 1 4 3 6 2 65 4 13

Reteach R11 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.12
Name Reteach

Algebra • Grouping Symbols

Parentheses ( ), brackets [ ], and braces { }, are different grouping

symbols used in expressions. To evaluate an expression with different
grouping symbols, perform the operation in the innermost set of
grouping symbols first. Then evaluate the expression from the inside out.

Evaluate the expression 2 3 [(9 3 4) 2 (17 2 6)].

Step 1 Perform the operations in the parentheses first.

2 3 [(9 3 4) 2 (17 2 6)]

23[ 36 2 11 ]

Step 2 Next perform the operations in the brackets.

2 3 [ 36 2 11 ]

23 25

Step 3 Then multiply.

2 3 25 5 50

So, 2 3 [(9 3 4) 2 (17 2 6)] 5 50

Evaluate the numerical expression.

1. 4 3 [(15 2 6) 3 (7 2 3)] 2. 40 2 [(8 3 7) 2 (5 3 6)] 3. 60 4 [(20 2 6) 1 (14 2 8)]

4 3 [9 3 ]

43[ ]

4. 5 1 [(10 2 2) 1 (4 2 1)] 5. 3 3 [(9 1 4) 2 (2 3 6)] 6. 32 4 [(7 3 2) 2 (2 3 5)]

Reteach R12 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.1
Name Reteach

Place the First Digit

When you divide, you can use estimation or place value

to place the first digit of the quotient.

Divide.
6qw
1,266
• Estimate. 1,200 4 6 5 200, so the first digit of the quotient is 211
in the hundreds place. 6qw
1,266
• Divide the hundreds. 212
____
• Divide the tens. 06
• Divide the ones. 26
___
06
So, 1,266 4 6 5 211. 26
___
0
Since 211 is close to the estimate, 200, the answer is reasonable.

Divide. 1,111 r7
8,895 4 8 8qw
8,895
28
____
• Use place value to place the first digit. 08
• Look at the first digit. 28
___
If the first digit is less than the divisor, then the first digit of 09
the quotient will be in the hundreds place. 28
____
15
If the first digit is greater than or equal to the divisor, then 28
___
the first digit of the quotient will be in the thousands place. 7
• Since 8 thousands can be shared among 8 groups, the first digit
of the quotient will be in the thousands place. Now divide.
So, 8,895 4 8 is 1,111 r7.

Divide.

1. 3qw
627 2. 5qw
7,433 3. 4qw
5,367 4. 9qw
6,470

5. 8qw
2,869 6. 6qw
1,299 7. 4qw
893 8. 7qw
4,418

Reteach R13 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.2
Name Reteach

Divide by 1-Digit Divisors

You can use compatible numbers to help you place the first digit
in the quotient. Then you can divide and check your answer.

Divide. 4qw
757
Step 1 Estimate with Step 2 Divide. Step 3 Check your answer.
compatible numbers to
decide where to place the 189 r1 189 quotient
first digit. 757
4qw 3 4 divisor
757 4 4 24 756
35 1 1 remainder

800 4 4 5 200 232 757 dividend

The first digit of the quotient 37

is in the hundreds place. 2 36
1

Since 189 is close to the estimate of 200, the answer is reasonable.

So, 757 4 4 is 189 r1.

Divide. Check your answer.

1. 8qw
136 2. 7qw
297 3. 5qw
8,126

4. 7qw
4,973 5. 3qw
741 6. 7qw
456

Reteach R14 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.3
Name Reteach

Division with 2-Digit Divisors

You can use base-ten blocks to model division with 2-digit divisors.

Divide. 154 4 11

Step 1 Model 154 with base-ten blocks.

Step 2 Make equal groups of 11. Each group

should contain 1 ten and 1 one.

You can make 4 groups of 11 without

regrouping.

10 tens .
Step 3 Regroup 1 hundred as

Regroup 1 ten as 10 ones .

Step 4 Use the regrouped blocks to make as

many groups of 11 as possible. Then count the
total number of groups.

There are 14 groups. So, 154 4 11 5 14 .

Divide. Use base-ten blocks.

1. 192 4 12 2. 182 4 14

Reteach R15 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.4
Name Reteach

Partial Quotients

Divide. Use partial quotients.

858 4 57

Quotient

Step 1 Estimate the number of groups of 858

57 that are in 858. You know 57 3 10 5 570. 2570
_____ 10
Since 570 , 858, at least 10 groups of 57 288
are in 858. Write 10 in the quotient column,
because 10 groups of the divisor, 57, are in
the dividend, 858.

Step 2 Now estimate the number of groups 288 4

of 57 that are in 288. You know 60 3 4 5 240. 2228
_____
So at least 4 groups of 57 are in 288. Subtract 60
228 from 288, because 57 3 4 5 228. Write
4 in the quotient column, because 4 groups of
the divisor, 57, are in 288.

Step 3 Identify the number of groups of 60

57 that are in 60. 57 3 1 5 57, so there is 257
____ 1
1__
1 group of 57 in 60. Write 1 in the quotient remainder 3 15
column.

Step 4 Find the total number of groups of the

divisor, 57, that are in the dividend, 858, by
adding the numbers in the quotient column.
Include the remainder in your answer. Answer: 15 r3

Divide. Use partial quotients.

1. 17qw
476 2. 14qw
365 3. 25qw
753

4. 462 4 11 5. 1,913 4 47 6. 1,085 4 32

Reteach R16 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.5
Name Reteach

Estimate with 2-Digit Divisors

You can use compatible numbers to estimate quotients. Compatible

numbers are numbers that are easy to compute mentally.
To find two estimates with compatible numbers, first round the
divisor. Then list multiples of the rounded divisor until you find the
two multiples that are closest to the dividend. Use the one less than
and the one greater than the dividend.

Use compatible numbers to find two estimates. 4,125 4 49

Step 1 Round the divisor to the nearest ten.

49 rounds to 50 .

Step 2 List multiples of 50 until you get the two closest to the dividend, 4,125.
Some multiples of 50 are:
500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500
4,000 and 4,500 are closest to the dividend.

Step 3 Divide the compatible numbers to estimate the quotient.

4,000 4 50 5 80 4,500 4 50 5 90

The more reasonable estimate is 4,000 4 50 5 80,

because 4,000 is closer to 4,125 than 4,500 is.

Use compatible numbers to find two estimates.

1. 42qw
1,578 2. 73qw
4,858 3. 54qw
343

4. 4,093 4 63 5. 4,785 4 79 6. 7,459 4 94

Use compatible numbers to estimate the quotient.

7. 847 4 37 8. 6,577 4 89 9. 218 4 29

Reteach R17 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.6
Name Reteach

Divide by 2-Digit Divisors

When you divide by a 2-digit divisor, you can use estimation to help
you place the first digit in the quotient. Then you can divide.

Divide. 53qw
2,369

Step 1 Use compatible numbers to estimate the quotient. Then use

the estimate to place the first digit in the quotient.
40
50qw
2,000 The first digit will be in the tens place.

Step 2 Divide the tens.

Think:
4 Divide: 236 tens 4 53
2,369
53qw Multiply: 53 3 4 tens 5 212 tens
2 212 Subtract: 236 tens 2 212 tens
24
Compare: 24 , 53, so the first digit of the
quotient is reasonable.
Step 3 Bring down the 9 ones.
Then divide the ones.
Think:
44 r37
53qw
2,369 Divide: 249 ones 4 53
2 212 Multiply: 53 3 4 ones 5 212 ones
249 Subtract: 249 ones 2 212 ones
2 212 Compare: 37 , 53, so the second digit of the
37 quotient is reasonable.
So, 2,369 4 53 is 44 r37. Write the remainder to the right of the whole
number part of the quotient.

Divide. Check your answer.

1. 52qw
612 2. 63qw
917 3. 89qw
1,597

4. 43qw
641 5. 27qw
4,684 6. 64qw
8,455

Reteach R18 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.7
Name Reteach

Interpret the Remainder

Erin has 87 ounces of trail mix. She puts an equal number 7 r3

of ounces in each of 12 bags. How many ounces does she 12qw
87
put in each bag? 284
____
3
First, divide to find the quotient and remainder. Then, decide
how to use the quotient and the remainder to answer the question.
• The dividend, 87 , represents the total number of ounces of trail mix.
• The divisor, 12 , represents the total number of bags.
• The quotient, 7 , represents the whole-number part of the number of
ounces in each bag.
• The remainder, 3 , represents the number of ounces left over.
Divide the 3 ounces in the remainder by the divisor, 12, to write the
__
3
remainder as a fraction: 12

Write the fraction part in simplest form in your answer.

7 1_4
So, Erin puts ounces of trail mix in each bag.

Interpret the remainder to solve.

1. Harry goes on a canoe trip with his 2. Hannah and her family want to hike
scout troop. They will canoe a total of 8 miles per day along a 125-mile-long
75 miles and want to travel 8 miles each trail. How many days will Hannah and
day. How many days will they need to her family hike exactly 8 miles?
travel the entire distance?

3. There are 103 students eating lunch 4. Emily buys 240 square feet of carpet.
in the cafeteria. Each table seats 4 She can convert square feet to square
students. All the tables are full, except yards by dividing the number of square
for one table. How many students are feet by 9. How many square yards of
sitting at the table that is not full? carpet did Emily buy? (Hint: Write the
remainder as a fraction.)

Reteach R19 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.8
Name Reteach

Adjust Quotients

When you divide, you can use the first digit of your estimate as
the first digit of your quotient. Sometimes the first digit will be
too high or too low. Then you have to adjust the quotient by
increasing or decreasing the first digit.

Estimate Too High Estimate Too Low

Divide. 271 4 48 Divide. 2,462 4 27

Estimate. 300 4 50 5 6 Estimate. 2,400 4 30 5 80

Try 6 ones. Try 5 ones. Try 8 tens. Try 9 tens.

6 5 r31 8 91 r5
271
48qw 271
48qw 2,462
27qw 2,462
27qw
2 288 2 240 2 2 16 2 2 43
31 30 32
2 27
You cannot subtract 5
288 from 271. So, 30 is greater than
the estimate is too So, 271 4 48 is the divisor. So, the So, 2,462 4 27 is
high. 5 r31. estimate is too low. 91 r5.

Adjust the estimated digit in the quotient, if needed. Then divide.

2 6 8
1. 58 qw
1,325 2. 37qw
241 3. 29qw
2,276

Divide.

4. 16qw
845 5. 24qw
217 6. 37qw
4,819

Reteach R20 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.9
Name Reteach

Problem Solving • Division

Sara and Sam picked apples over the weekend. Sam picked nine
times as many apples as Sara. Together, they picked 310 apples.
How many apples did each person pick?
Read the Problem
What do I need to find? What information do I How will I use the information?
the
I need to find
need to use?
I can use the strategy draw
number of I need to know that Sam
and Sara picked a total of
a diagram to organize
the information. I can draw and
apples each 310 apples. I need to use a bar model to write the
know that Sam picked division problem that will help me

person picked. 9 times as many

find the number of apples Sam
and Sara each picked.
apples as Sara.

Solve the Problem

My bar model needs to have one box for the number of apples Sara
picked and nine boxes for the number of apples Sam picked. I can
divide the total number of apples picked by the total number of boxes.

Sara 31 31 1
10qw
310
310 230
______

Sam 31 31 31 31 31 31 31 31 31
1
0
2 10
0
So, Sara picked 31 apples and Sam picked 279 apples.

Solve each problem. To help, draw a bar model on a separate sheet of paper.
1. Kai picked 11 times as many 2. Jen wrote 10 times as many pages of a
blueberries as Nico. Together, they school report as Tom. They wrote 396
picked 936 blueberries. How many pages altogether. How many pages did
blueberries did each boy pick? each student write?

Reteach R21 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.1
Name Reteach

Thousandths

Thousandths are smaller parts than hundredths. If one hundredth is

divided into 10 equal parts, each part is one thousandth.

Write the decimal shown by the shaded parts of the model.

One column of the decimal model is shaded.

It represents one tenth, or 0.1 .

Two small squares of the decimal model are shaded.

They represent two hundredths, or 0.02 .

A one-hundredth square is divided into 10 equal parts,

or thousandths. Three columns of the thousandth square
are shaded. They represent 0.003.

So, 0.123 of the decimal model is shaded.

The relationship of a digit in different place-value positions is the same

for decimals as for whole numbers.

Write the decimals in a place-value chart.

Ones Tenths Hundredths Thousandths

0 8 0.08 is __
1 of 0.8 .
10
0 0 8
0 0 0 8 0.08 is 10 times as much
as 0.008.

1. Write the decimal shown by the

shaded parts of the model.

Use place-value patterns to complete the table.

Decimal 10 times as much as __

1
of Decimal 10 times as much as __
1
of
10 10
2. 0.1 5. 0.02
3. 0.03 6. 0.4
4. 0.5 7. 0.06

Reteach R22 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.2
Name Reteach

Place Value of Decimals

You can use a place-value chart to find the value of each digit in a decimal.
Write whole numbers to the left of the decimal point.
Write decimals to the right of the decimal point.

Ones Tenths Hundredths Thousandths

3 8 4 7

331 1
8 3 __ 1
4 3 ___ 1
7 3 _____
10 100 1,000

3.0 0.8 0.04 0.007

Value
The place value of the digit 8 in 3.847 is tenths.
The value of 8 in 3.847 is 8 3 __
1 , or 0.8.
10
You can write a decimal in different forms.

Standard Form: 3.847

Expanded Form: 3 3 1 1 8 3 __
1 1 4 3 (___
1 ) 1 7 3 (_____
1 )
10 100 1,000
When you write the decimal in word form, write “and” for the decimal point.

Word Form: three and eight hundred forty-seven thousandths

1. Complete the place-value chart to find the value of each digit.

Ones Tenths Hundredths Thousandths

2 6 9 5

231 1
9 3 ___
100
0.6
Value

Write the value of the underlined digit.

2. 0.792 3. 4.691 4. 3.805

Reteach R23 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.3
Name Reteach

Compare and Order Decimals

You can use a place-value chart to compare decimals.

Compare. Write ,, ., or 5.

4.375 4.382

Write both numbers in a place-value chart. Then compare the digits,

starting with the highest place value. Stop when the digits are different
and compare.
Ones Tenths Hundredths Thousandths
4 3 7 5
4 3 8 2

The ones digits The tenths digits The hundredths

are the same. are the same. digits are different.

The digits are different in the hundredths place.

Since 7 hundredths , 8 hundredths, 4.375 , 4.382.

1. Use the place-value chart to compare the Ones Tenths Hundredths Thousandths
two numbers. What is the greatest place- 2 8 6 5
value position where the digits differ? 2 8 6 1

Compare. Write ,, ., or 5.

2. 5.37 5.370 3. 9.425 9.417 4. 7.684 7.689

Name the greatest place-value position where the digits differ.

Name the greater number.

5. 8.675; 8.654 6. 3.086; 3.194 7. 6.243; 6.247

Order from least to greatest.

8. 5.04; 5.4; 5.406; 5.064 9. 2.614; 2.146; 2.46; 2.164

Reteach R24 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.4
Name Reteach

Round Decimals

Rounding decimals is similar to rounding whole numbers.

Round 4.682 to the nearest tenth.

Step 1 Write 4.682 in a place-value chart.

Ones Tenths Hundredths Thousandths

4 6 8 2

Step 2 Find the digit in the place to which you want to round.
Circle that digit.
The digit 6 is in the tenths place, so circle it.

Step 3 Underline the digit to the right of the circled digit.

The digit 8 is to the right of the circled digit, so underline it.

Step 4 If the underlined digit is less than 5, the circled digit stays the same.
If the underlined digit is 5 or greater, round up the circled digit.
8 . 5, so round 6 up to 7.

Step 5 After you round the circled digit, drop the digits to the
right of the circled digit.
So, 4.682 rounded to the nearest tenth is 4.7 .

Write the place value of the underlined digit. Round each

number to the place of the underlined digit.
1. 0.392 2. 5.714 3. 16.908

Name the place value to which each number was rounded.

4. 0.825 to 0.83 5. 3.815 to 4 6. 1.546 to 1.5

Reteach R25 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.5
Name Reteach

Decimal Addition

You can use decimal models to help you add decimals.

Add. 1.25 1 0.85

Step 1 Shade squares to represent 1.25.

Remember:
Since there are only 75 squares
Step 2 Shade additional squares to left in the second model, you need to
represent adding 0.85. add another whole model for the
remaining 10 squares.

Step 3 Count the total number of shaded squares.

There are 2 whole squares and 10 one-hundredths
squares shaded. So, 2.10 wholes in all are shaded.
So, 1.25 1 0.85 5 2.10 .

Add. Use decimal models. Draw a picture

to show your work.
1. 2.1 1 0.59 2. 1.4 1 0.22

3. 1.27 1 1.15 4. 0.81 1 0.43

Reteach R26 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.6
Name Reteach

Decimal Subtraction

You can use decimal models to help you subtract decimals.

Subtract. 1.85 2 0.65

Step 1 Shade squares to represent 1.85.

Remember:
Step 2 Circle and cross out 65 of the By circling and crossing out shaded
shaded squares to represent squares, you can see how many
subtracting 0.65. squares are taken away, or subtracted.

Step 3 Count the shaded squares that are not crossed out.
Altogether, 1 whole square and 20 one-hundredths
squares, or 1.20 wholes, are NOT crossed out.
So, 1.85 2 0.65 5 1.20 .

Subtract. Use decimal models. Draw a picture

to show your work.

1. 1.4 2 0.61 2. 1.6 2 1.08

3. 0.84 2 0.17 4. 1.39 2 1.14

Reteach R27 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.7
Name Reteach

Estimate Decimal Sums

and Differences

You can use rounding to help you estimate sums and differences.

Use rounding to estimate 1.24 1 0.82 1 3.4.

Round to the nearest whole number. Then add.

1.24 1
Remember:
0.82 1 If the digit to the right of the place you
1 3.4 13 are rounding to is:
• less than 5, the digit in the rounding
5 place stays the same.
5 • greater than or equal to 5, the digit
So, the sum is about . in the rounding place increases by 1.

Use benchmarks to estimate 8.78 2 0.30.

8.78 8.75 Think: 0.78 is between 0.75 and 1.
2 0.30 2 0.25 It is closer to 0.75.

8.5 Think: 0.30 is between 0.25 and 0.50.

It is closer to 0.25.

So, the difference is about 8.5 .

Use rounding to estimate.

1. 51.23 2. $29.38 3. 7.6 4. 0.74 5. 2.08
228.4 1$42.75 22.15 10.20 0.56
10.41

Use benchmarks to estimate.

6. 6.17 7. 1.73 8. 3.28 9. 15.27 10. $23.07
23.5 1.4 20.86 141.8 2$ 7.83
13.17

11. 0.427 1 0.711 12. 61.05 2 18.63 13. 40.51 1 30.39

Reteach R28 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.8
Name Reteach

Add Decimals

Add. 4.37 1 9.8

Step 1 Estimate the sum.

4.37 1 9.8

Estimate: 4 1 10 5 14

Step 2 Line up the place values for each number in a place-value chart.
Then add.

Ones Tenths Hundredths

4 3 7
1 9 8
14 1 7 sum

Step 3 Use your estimate to determine if your answer is reasonable.

Think: 14.17 is close to the estimate, 14. The answer is reasonable.

So, 4.37 1 9.8 5 14.17 .

Estimate. Then find the sum.

1. Estimate: 2. Estimate: 3. Estimate:

1.20 1.52 12.25

1 0.34 1 1.21 1 11.25

4. Estimate: 5. Estimate: 6. Estimate:

10.75 22.65 34.41

1 1.11 1 18.01 1 15.37

Reteach R29 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.9
Name Reteach

Subtract Decimals

Subtract. 12.56 2 4.33

Step 1 Estimate the difference.

12.56 2 4.33

Estimate: 13 2 459

Step 2 Line up the place values for each number in a place-value chart.
Then subtract.

Ones Tenths Hundredths

12 5 6
2 4 3 3
8 2 3 difference

Step 3 Use your estimate to determine if your answer is reasonable.

Think: 8.23 is close to the estimate, 9. The answer is reasonable.
So, 12.56 2 4.33 5 8.23 .

Estimate. Then find the difference.

1. Estimate: 2. Estimate: 3. Estimate:

1.97 4.42 10.25

2 0.79 2 1.26 2 8.25

Find the difference. Check your answer.

4. 5.75 5. 25.21 6. 42.14

2 1.11 2 19.05 2 25.07

Reteach R30 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.10
Name Reteach

Algebra • Patterns with Decimals

Marla wants to download some songs from the Internet. The first
song costs $1.50, and each additional song costs $1.20. How much
will 2, 3, and 4 songs cost?

Song 1 Song 1 Song 1 Song 1

Song 2 Song 2 Song 2
Song 3 Song 3
Song 4

1 song 2 songs 3 songs 4 songs

$1.50 ? ? ?
Step 1 Identify the first term in the sequence.
Think: The cost of 1 song is $1.50. The first term is $1.50.
Step 2 Identify whether the sequence is increasing or decreasing
from one term to the next.
Think: Marla will pay $1.20 for each additional song.
The sequence is increasing.
Step 3 Write a rule that describes the sequence. Start with $1.50 and add $1.20.
Step 4 Use your rule to find the unknown terms in the sequence.

Number of
1 2 3 4
Songs

Cost $1.50 1.50 1 1.20 5 $2.70 2.70 1 1.20 5 $3.90 3.90 1 1.20 5 $5.10

So, 2 songs cost $2.70, 3 songs cost $3.90, and 4 songs cost $5.10.

Write a rule for the sequence.

1. 0.4, 0.7, 1.0, 1.3, … 2. 5.25, 5.00, 4.75, 4.50, …

Rule: Rule:

Write a rule for the sequence, then find

the unknown term.

3. 26.1, 23.8, 21.5, , 16.9 4. 4.62, 5.03, , 5.85, 6.26

Reteach R31 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.11
Name Reteach

Problem Solving •
Add and Subtract Money
At the end of April, Mrs. Lei had a balance of $476.05. Since then
she has written checks for $263.18 and $37.56, and made a deposit
of $368.00. Her checkbook balance currently shows $498.09.
Find Mrs. Lei’s correct balance.
Read the Problem Solve the Problem

What do I need to find? Balancing Mrs. Lei’s Checkbook

Mrs. Lei’s
I need to find April balance $476.05
correct checkbook balance . Deposit $368.00 !$368.00
$844.05
Check $263.18 !$263.18
What information do I need to use?
$580.87
I need to use the April balance, and
Check $37.56 !$37.56
the check and deposit amounts .
$543.31

How will I use the information?

Mrs. Lei’s correct balance is
I need to make a table and use the
$543.31
subtract the checks
information to
.

and add the deposit to find the

correct balance .

1. At the end of June, Mr. Kent had a 2. Jordan buys a notebook for himself and
balance of $375.98. Since then he has each of 4 friends. Each notebook costs
written a check for $38.56 and made a $1.85. Make a table to find the cost of
deposit of $408.00. His checkbook shows 5 notebooks.
a balance of $645.42. Find Mr. Kent’s
correct balance.

Reteach R32 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 3.12
Name Reteach

Choose a Method

There is more than one way to find the sums and differences of
whole numbers and decimals. You can use properties, mental
math, place value, a calculator, or paper and pencil.

Choose a method. Find the sum or difference.

• Use mental math for problems with • Use place value for
fewer digits or rounded numbers. larger numbers.
1 1
2.86 $15.79
2 1.2 1 $32.81
1.66 $48.60
• Use a calculator for difficult numbers or very large numbers.

Find the sum or difference.

1. 73.9 2. 127.35 3. 10 4. 0.36
1 4.37 1 928.52 1 2.25 1 1.55

5. 71.4 6. 90.4 7. 3.3 8. 14.21

1 11.5 1 88.76 1 5.6 1.79
1 15.88

9. 68.20 2 42.10 10. 2.25 2 1.15 11. 875.33 2 467.79 12. 97.26 2 54.90

Reteach R33 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.1
Name Reteach

Algebra • Multiplication Patterns

with Decimals

You can use patterns and place value to help you place the
decimal point.

To multiply a number by a power of 10, you can use the

exponent to determine how the position of the decimal point
changes in the product.

Exponent Move decimal point:

100 3 5.18 5 5.18 0 0 places to the right
101 3 5.18 5 51.8 1 1 place to the right
102 3 5.18 5 518 2 2 places to the right
103 3 5.18 5 5,180 3 3 places to the right

You can use place-value patterns to find the product of

a number and the decimals 0.1 and 0.01.

Multiply by: Move decimal point:

1 3 2,457 5 2,457 1 0 places to the left
0.1 3 2,457 5 245.7 0.1 1 place to the left
0.01 3 2,457 5 24.57 0.01 2 places to the left

Complete the pattern.

1. 100 3 25.89 5 2. 1 3 182 5

101 3 25.89 5 0.1 3 182 5

102 3 25.89 5 0.01 3 182 5

103 3 25.89 5

Reteach R34 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.2
Name Reteach

Multiply Decimals and Whole Numbers

You can draw a quick picture to help multiply a decimal and a

whole number.

Find the product. 4 3 0.23

Draw a quick picture. Each bar represents one tenth, or 0.1.

Each circle represents one hundredth, or 0.01.

Step 1 Step 2 Step 3

Draw 4 groups of 2 Combine the tenths. Then There are 12 hundredths.
tenths and 3 hundredths. combine the hundredths. Rename 10 hundredths
as 1 tenth. Then you
will have 9 tenths and
2 hundredths.

So, 4 3 0.23 5 0.92 .

Find the product. Use a quick picture.

1. 2 3 0.19 5 2. 3 3 0.54 5

3. 4 3 0.07 5 4. 3 3 1.22 5

Reteach R35 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.3
Name Reteach

Multiplication with Decimals and

Whole Numbers

To find the product of a one-digit whole number and a decimal,

multiply as you would multiply whole numbers. To find the
number of decimal places in the product, add the number
of decimal places in the factors.

To multiply 6 3 4.25, multiply as you would multiply 6 3 425.

Step 1 Step 2 Step 3

Multiply the ones. Multiply the tens. Multiply the hundreds. Then place
the decimal point in the product.
3 13

425 425 1 3

3 6 3 6 4.25 2 decimal places

0 50 3 6 1 0 decimal places
25.50 2 decimal places
So, 6 3 4.25 5 25.50.

Place the decimal point in the product.

1. 8.23 Think: The place 2. 6.3 3. 16.82

3 6 value of 3 4 3 5
49 38 . the decimal
factor is
25 2 84 10
hundredths.

Find the product.

4. 5.19 5. 7.2 6. 37.46

3 3 3 8 3 7

Reteach R36 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.4
Name Reteach

Multiply Using Expanded Form

You can use a model and partial products to help you find the product
of a two-digit whole number and a decimal.

Find the product. 13 3 6.8

Step 1 Draw a large rectangle. Label its longer side 13 6.8

and its shorter side6.8 . The area of the large 6 0.8

rectangle represents the product, 13 3 6.8 .

Area 5 103 6
Step 2 Rewrite the factors in expanded form. Divide
the large rectangle into four smaller rectangles.
10 60
Use the expanded forms to label the smaller rectangles. 13

13 5 10 1 3 6.8 5 6 1 0.8
3
Step 3 Multiply to find the area of each small rectangle.

10 3 6 5 60 10 3 0.8 5 8 3365 18 3 3 0.8 5 2.4

Step 4 Add to find the total area.

60 1 8 1 18 1 2.4 5 88.4
So, 13 3 6.8 5 88.4.

Draw a model to find the product.

1. 18 3 0.25 5 2. 26 3 7.2 5

Find the product.

3. 17 3 9.3 5 4. 21 3 43.5 5 5. 48 3 4.74 5

Reteach R37 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.5
Name Reteach

Problem Solving • Multiply Money

Three students in the garden club enter a pumpkin-growing contest.
Jessie’s pumpkin is worth $12.75. Mara’s pumpkin is worth 4 times
as much as Jessie’s. Hayden’s pumpkin is worth $22.25 more than
Mara’s. How much is Hayden’s pumpkin worth?

Read the Problem Solve the Problem

What do I need to find? The amount that Hayden’s and Mara’s

pumpkins are worth depends on how much
how much
I need to find Jessie’s pumpkin is worth. Draw a diagram
to compare the amounts without calculating.
Hayden’s pumpkin is worth . Then use the diagram to find how much each
person’s pumpkin is worth.
What information do I need to use?
Jessie $12.75
Jessie’s
I need to use the worth of
pumpkin to find how much Mara’s Mara $12.75 $12.75 $12.75 $12.75

and Hayden’s pumpkins are worth. Hayden $12.75 $12.75 $12.75 $12.75 $22.25

How will I use the information: Jessie: $12.75

how
I can draw a diagram to show Mara: 43 $12.75 5 $51.00
much Jessie’s and Mara’s Hayden: $51.00 1 $22.25 5 $73.25
pumpkins are worth to
find how much Hayden’s
pumpkin is worth. .

So Hayden’s pumpkin is worth $73.25.

1. Three friends go to the local farmers’ 2. Alexia raises $75.23 for a charity.
market. Latasha spends $3.35. Helen Sue raises 3 times as much as
spends 4 times as much as Latasha. Alexia. Manuel raises $85.89. How
Dee spends $7.50 more than Helen. much money do the three friends
How much does Dee spend? raise for the charity in all?

Reteach R38 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.6
Name Reteach

Decimal Multiplication

You can use decimal squares to multiply decimals.

Multiply. 0.2 3 0.9 The shadings

overlap in 18
Step 1 Draw a square with 10 equal rows and 10 squares, or 0.18.
equal columns.
2 rows represent 0.2.
Step 2 Shade 9 columns to represent 0.9 .

Step 3 Shade 2 rows to represent 0.2 .

Step 4 Count the number of small squares where

the shadings overlap: 18 squares, or 0.18.
9 columns represent 0.9.

So, 0.2 3 0.9 5 0.18.

Multiply. Use the decimal model.

1. 0.3 3 0.2 5 2. 0.9 3 0.5 5 3. 0.1 3 1.8 5

4. 0.4 3 0.4 5 5. 0.6 3 0.5 5 6. 0.4 3 1.2 5

Reteach R39 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.7
Name Reteach

Multiply Decimals

Multiply. 9.3 3 5.27

Step 1 Multiply as with whole numbers.

2 6
2
527
3 93
1,581
1 47,430
49,011
Step 2 Add the number of decimal places in the factors
to place the decimal point in the product.

5.27 2 decimal places

3 9.3 1 1 decimal place
1,581
1 47,430
49.011 3 decimal places

So, 9.3 3 5.27 5 49.011.

Place the decimal point in the product.

1. 1.6 2. 14.2 3. 3.59

3 0.7 3 7.6 3 4.8
112 107 92 17 232

Find the product.

4. 5.7 5. 35.1 6. 2.19

3 0.8 3 8.4 3 6.3

Reteach R40 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 4.8
Name Reteach

Zeros in the Product

Sometimes when you multiply two decimals, there are not enough
digits in the product to place the decimal point.

Multiply. 0.9 3 0.03

Step 1 Multiply as with whole numbers.

3
3 9
27

Step 2 Find the number of decimal places in the product

by adding the number of decimal places in the factors.

0.03 2 decimal places

3 0.9 1 1 decimal place
3 decimal places
Step 3 Place the decimal point.

0.027 There are not enough digits in the product to place

the decimal point. Write zeros as needed to the left
of the product to place the decimal point.

So, 0.9 3 0.03 5 0.027 .

Write zeros in the product.

1. 0.8 2. 0.04 3. 0.03

3 0.1 3 0.7 3 0.3
8 28 9

Find the product.

4. $0.06 5. 0.09 6. 0.05

3 0.5 3 0.8 3 0.7

Reteach R41 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.1
Name Reteach

Algebra • Division Patterns

with Decimals
To divide a number by 10, 100, or 1,000, use the number of zeros in the
divisor to determine how the position of the decimal point changes in
the quotient.

Number of zeros: Move decimal point:

147 4 1 5 147 0 0 places to the left
147 4 10 5 14.7 1 1 place to the left
147 4 100 5 1.47 2 2 places to the left
147 4 1,000 5 0.147 3 3 places to the left

To divide a number by a power of 10, you can use the exponent to determine
how the position of the decimal point changes in the quotient.

Exponent Move decimal point:

97.2 4 100 5 97.2 0 0 places to the left
97.2 4 101 5 9.72 1 1 place to the left
97.2 4 102 5 0.972 2 2 places to the left

Complete the pattern.

1. 358 4 100 5 2. 102 4 100 5 3. 99.5 4 1 5

358 4 101 5 102 4 101 5 99.5 4 10 5

358 4 102 5 102 4 102 5 99.5 4 100 5

358 4 103 5 102 4 103 5

Reteach R42 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.2
Name Reteach

Divide Decimals by Whole Numbers

You can draw a quick picture to help you divide a decimal by a whole number.

In a decimal model, each large square represents one, or 1. Each bar

represents one-tenth, or 0.1.

Divide. 1.2 4 3

Step 1 Draw a quick picture to represent Step 2 Draw 3 circles to represent the
the dividend, 1.2 . divisor, 3 .

Step 3 You cannot evenly divide 1 into 3 Step 4 Share the tenths equally
groups. Regroup 1 as 10 tenths. among 3 groups.
There are 12 tenths in 1.2.

Each group contains 0 ones and

4 tenths.
So, 1.2 4 3 5 0.4 .

Divide. Draw a quick picture.

1. 2.7 4 9 5 2. 4.8 4 8 5 3. 2.8 4 7 5

4. 7.25 4 5 5 5. 3.78 4 3 5 6. 8.52 4 4 5

Reteach R43 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.3
Name Reteach

Estimate Quotients

You can use multiples and compatible numbers to estimate

decimal quotients.

Estimate. 249.7 4 31

Step 1 Round the divisor, 31, to the nearest 10.

31 rounded to the nearest 10 is 30 .

Step 2 Find the multiples of 30 that the dividend, 249.7, is between.

249.7 is between 240 and 270.

Step 3 Divide each multiple by the rounded divisor, 30.

240 4 30 5 8 270 4 30 5 9

So, two possible estimates are 8 and 9 .

Use compatible numbers to estimate the quotient.

1. 23.6 4 7 2. 469.4 4 62

4 5 4 5

Estimate the quotient.

3. 338.7 4 49 4. 75.1 4 9 5. 674.8 4 23

6. 61.9 4 7 7. 96.5 4 19 8. 57.2 4 8

Reteach R44 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.4
Name Reteach

Division of Decimals by Whole Numbers

Divide. 19.61 4 37

Step 1 Estimate the quotient. 0

2,000 hundredths 4 40 5 50 hundredths, or 0.50. 37qw
19.61
So, the quotient will have a zero in the ones place.

Step 2 Divide the tenths. 05

Use the estimate. Try 5 in the tenths place. 37qw
19.61
Multiply. 5 3 37 5 185 2 18 5
11
Subtract. 196 2 185 5 11

Check. 11 , 37

Step 3 Divide the hundredths. 0.53

Estimate: 120 hundredths 4 40 5 3 hundredths. 37qw
19.61
Multiply. 3 3 37 5 111 2 18 5
1 11
Subtract. 111 2 111 5 0 2 1 11
0
Check. 0 , 37

Place the decimal point in the quotient.

So, 19.61 4 37 5 0.53.

Write the quotient with the decimal point placed correctly.

1. 5.94 4 3 5 198 2. 48.3 4 23 5 21

Divide.

3. 9qw
61.2 4. 17qw
83.3 5. 9qw
7.38

Reteach R45 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.5
Name Reteach

Decimal Division

You can use decimal models to divide tenths.

Divide. 1.8 4 0.3. 18 tenths, or 1.8

Step 1 Shade 18 tenths to represent

the dividend, 1.8 .

Step 2 Divide the 18 tenths into groups

of 3 tenths to represent the divisor, 0.3 .

0.3 0.3 0.3 0.3 0.3 0.3
Step 3 Count the groups.
There are 6 groups of 0.3 in 1.8. So, 1.8 4 0.3 5 6 .

You can use decimal models to divide hundredths.

Divide. 0.42 4 0.06 There are 42 shaded

Step 1 Shade 42 squares to represent squares, or 0.42. There are 7 groups

the dividend, 0.42. of 6 hundredths.

Step 2 Divide the 42 small squares into groups

of 6 hundredths to represent the

divisor, 0.06.

Step 3 Count the groups.

There are 7 groups of 0.06 in 0.42. So, 0.42 4 0.06 5 7 .

Use the model to complete the number sentence.

1. 1.4 4 0.7 5 2. 0.15 4 0.03 5

Divide. Use decimal models.

3. 2.7 4 0.3 5 4. 0.52 4 0.26 5 5. 0.96 4 0.16 5

Reteach R46 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.6
Name Reteach

Divide Decimals

You can multiply the dividend and the divisor by the same
power of 10 to make the divisor a whole number. As long as
you multiply both the dividend and the divisor by the same
power of 10, the quotient stays the same.

Example 1: Divide. 0.84 4 0.07 0.84 4 0.07 5 ?

Multiply the dividend, 0.84 , and the divisor, 0.07 , by the 3 100 3 100

power of 10 that makes the divisor a whole number.

84 4 7 5 12

Since 84 4 7 5 12, you know that 0.84 4 0.07 5 12 .

Example 2: Divide. 4.42 4 3.4 Multiply 3.4

3.4qw
4.42 and 4.42 34qw
44.2
Multiply both the dividend and the divisor by 10 both by 10
to make the divisor a whole number.

Divide as you would whole numbers. Place the 1.3

decimal point in the quotient, above the decimal 34qw
44.2
point in the dividend. 2 34
102
So, 4.42 4 3.4 5
1.3 . 2 102
0

Copy and complete the pattern.

1. 54 4 6 5 2. 184 4 23 5 3. 138 4 2 5
5.4 4 59 18.4 4 58 13.8 4 5 69
4 0.06 5 9 4 0.23 5 8 4 0.02 5 69

Divide.

4. 1.4qw
9.8 5. 0.3qw
0.6 6. 3.64 4 1.3

Reteach R47 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.7
Name Reteach

Write Zeros in the Dividend

When there are not enough digits in the dividend to complete

the division, you can write zeros to the right of the last digit in a
decimal number in the dividend. Writing zeros to the right of the
last digit will not change the value of the dividend or the quotient.

Divide. 5.2 4 8

Step 1 Divide as you would whole numbers. Place the decimal

point in the quotient above the decimal point in the dividend.
The decimal point in the
0.6 quotient is directly above the
decimal point in the dividend.
8qw
5.2
248
4

Step 2 The difference is less than the divisor. Write a 0 in the

dividend to the right of the last digit and continue to divide.

0.65
The difference, 4, is less 8qw
5.20
than the divisor.
2 48
40
2 40 Write a 0 in the dividend
0 to the right of the last digit.
Then continue to divide.
So, 5.2 4 8 5 0.65 .

Write the quotient with the decimal point placed correctly.

1. 3 4 0.4 5 75 2. 25.2 4 8 5 315 3. 60 4 25 5 24 4. 8.28 4 0.72 5 115

Divide.

5. 6qw
43.5 6. 1.4qw
7.7 7. 30qw
72 8. 0.18qw
0.63

Reteach R48 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 5.8
Name Reteach

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0QFSBUJPOT
Rebecca spent $32.55 for a photo album and three identical candles.
The photo album cost $17.50 and the sales tax was $1.55. How much
did each candle cost?

Read the Problem

What do I need What information do I How will I use the
to find? need to use? information?

I need to find Rebecca spent $32.55 for a

I can use a flowchart and
the cost of each photo album and 3 candles. work backward from the total
candle . The photo album cost $17.50. amount Rebecca spent to
The sales tax was $1.55. find the cost of each candle.

Solve the Problem

r


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B
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Cost of plus Cost of plus equals Total

Sales tax
3 candles photo album spent
3 × cost of
+ $17.50 + $1.55 = $32.55
each candle

Total minus minus Cost of equals Cost of

Sales tax
spent photo album 3 candles
$32.55 – $1.55 – $17.50 = $13.50
r


%JWJEF
UIF
DPTU
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$13.50 4 3 5 $4.50

So, each candle cost $4.50.

Use a flowchart to help you solve the problem.

1. Maria spent $28.69 on one pair of 2. At the skating rink, Sean and Patrick
jeans and two T-shirts. The jeans cost spent $17.45 on admission and snacks.
$16.49. Each T-shirt cost the same They used one coupon for $2 off the
amount. The sales tax was $1.62. admission. The snacks cost $5.95. What
How much did each T-shirt cost? is the regular admission cost for one?

Reteach R49 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.1
Name Reteach

Addition with Unlike

Denominators

Karen is stringing a necklace with beads. She puts green beads on

_ of the string and purple beads on __
1 3
2 10 of the string. How much of
the string does Karen cover with beads?

You can use fraction strips to help you add fractions with
unlike denominators. Trade fraction strips of fractions with unlike
denominators for equivalent strips of fractions with like denominators.

Use fraction strips to find the sum. Write your answer in

simplest form.
1 3
_ 1 __
2 10
Step 1 Use a 1_2 strip and three
__
1
10 strips to model fractions
with unlike denominators.
Step 2 Trade the 1_2 strip for
five __
1
10 strips.
3 5 __
1 1 __
_ 5 1 __
3
2 10 10 10 sum
Step 3 Add the fractions with
like denominators.
3 5 __
5 1 __
__ 8
10 10 10
Step 4 Write the answer in simplest form.
8 54
__ _
10 5
So, Karen covers 4
_ of the string with beads.
5

Use fraction strips to find the sum. Write your answer in

simplest form.
3
1. __
3
1 __ 2
2. __
1
1 __ 5
3. __
7
1 ___
8 4 3 4 6 12

Reteach R50 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.2
Name Reteach

Subtraction with Unlike

Denominators

You can use fraction strips to help you subtract fractions with unlike
denominators. Trade fraction strips of fractions with unlike denominators
for equivalent strips of fractions with like denominators.

Use fraction strips to find the difference. Write your answer in

simplest form.
_1 2 __
1
2 10
Step 1 Use a 1_2 fraction strip to
model the first fraction.

Step 2 Trade the 1_2 strip for

five __
1
10 strips.
1 2 __
_ 5 2 __
1 5 __ 1
2 10 10 10
Step 3 Subtract by taking
away __
1
10 .
5 2 __
__ 1 5 __
4
10 10 10
So, 1 1 5 __
_ 2 __ 4 . Written in simplest form, __
4 52
_.
2 10 10 10 5

Use fraction strips to find the difference. Write your answer in

simplest form.

7
1. __ 21
__ 221
2. ____ 5
3. __
1
2 __
8 2 3 4 6 3

__ 2 1
4. 1 __ 9
5. ___
4
2 __ 2
6. __
5
2 ___
2 3 10 5 3 12

Reteach R51 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.3
Name Reteach

Estimate Fraction Sums

and Differences

You can round fractions to 0, to 1_2 , or to 1 to estimate sums

and differences.
41_
Estimate the sum. _ 1
6 9
0 1 2 3 4 5 6
Step 1 Find 4_6 on the number line. 6 6 6 6 6 6 6
Is it closest to 0, 1_2 , or 1?
The fraction 4_6 is closest to 1_2 . 0 1 1
2
0 1 2 3 4 5 6 7 8 9
Step 2 Find 1_9 on the number line. 9 9 9 9 9 9 9 9 9 9
Is it closest to 0, 1_2 , or 1?
The fraction 1_9 is closest to 0. 0 1 1
2

Step 3 To estimate the sum 4_6 1 1_9 ,

add the two rounded numbers. 1
_1051
_
2 2
So, _ 1 is about 1
41_ _.
6 9 2

Estimate the sum or difference.

0 1 2 3 4 5 6 0 1 2 3 4 5 6 7 8
6 6 6 6 6 6 6 8 8 8 8 8 8 8 8 8

0 1 1 0 1 1
2 2

4
1. __
1
1 __ 217
2. ____ 5
3. __
3
2 __
6 8 6 8 6 8

4
4. __
3
1 __ 725
5. ____ 1
6. __
7
1 __
6 8 8 6 6 8

Reteach R52 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.4
Name Reteach

Factors

The factors of a number are the numbers that divide evenly into it.

Prime factors are the factors of a given number that are prime.
A prime number has exactly two factors, 1 and itself. A composite
number has more than two factors.

You can use division to find the factors of a number.

Find the factors of 45.

Step 1 You know that 45 is an odd number so

it cannot be divided by 2. Try dividing by 3.
45 ÷ 3 = 15
So, 3 × 15 = 45.
3 and 15 are factors of 45.
Step 2 Identify the factors as prime or composite numbers.
3 is a prime number. Its factors are 1 and itself.
15 is a composite number. It’s factors are: 1, 3, 5, and itself.
Step 3 You can divide 15 further because it is not a prime number.
15 ÷ 3 = 5
3 and 5 are prime factors.
So, the prime factors of 45 are: 3, 3, and 5
Step 4 You can write 45 as a product of its prime factors.
Write them in order from least to greatest.
3 × 3 × 5 = 45

Write the number as the product of prime factors.

1. 8 2. 15 3. 30 4. 50

Reteach R53 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.5
Name Reteach

Common Denominators and

Equivalent Fractions

You can find a common denominator of two fractions.

A common denominator of two fractions is a common multiple

of their denominators.

Find a common denominator of 1_6 and __

7
10 . Rewrite the pair of
fractions using a common denominator.

Step 1 Identify the denominators.

The denominators are 6 and 10.
Step 2 List the multiples of the greater denominator, 10.
Multiples of 10: 10, 20, 30, 40, 50, 60, ...
Step 3 Check if any of the multiples of the greater denominator
are evenly divisible by the other denominator.
Both 30 and 60 are evenly divisible by 6.
Common denominators of 1_6 and __7
10 are 30 and 60.

Step 4 Rewrite the fractions with a denominator of 30.

Multiply the numerator and the denominator of each fraction
by the same number so that the denominator results in 30.
151
_ 3 5 5 __
_____ 5 7 3 3 5 21
7 5 ______
__ __
6 635 30 10 10 3 3 30

Use a common denominator to write an equivalent fraction for each

fraction.
5 2
1. ___, __
3 5
2. __, __
12 9 8 6
common denominator: common denominator:

3. 2
__, 1
__ 4. 3 9
__, ___
9 6 4 10
common denominator: common denominator:

Reteach R54 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.6
Name Reteach

Add and Subtract Fractions

To add or subtract fractions with unlike denominators, you need to

rename them as fractions with like denominators. You can do this
by making a list of equivalent fractions.
5 1_
Add. __ 1
12 8
__ 10, __
5 , __ 15, 20
__
Step 1 Write equivalent fractions for __
5
12 .
12 24 36 48
1 3
2 , __
_, __ Stop when you
Step 2 Write equivalent fractions for 1_8 .
8 16 24 find two fractions
Step 3 Rewrite the problem using the equivalent fractions. with the same
Then add. denominator.
5 1_
__ 1 becomes __
10 1 __
3 5 __
13.
12 8 24 24 24
9 21
Subtract. __ _
10 2
9 , __
__ 18, __
27, 36
__
Step 1 Write equivalent fractions for __
9
10 . 10 20 30 40
Step 2 Write equivalent fractions for 1_2 . _, 2
1 _, 3
_, 4 5
_, __
2 4 6 8 10
Step 3 Rewrite the problem using the equivalent fractions.
Then subtract.
9 2_
__ 1 becomes ___
9 2 __
5 5 __
4 . Written in simplest form, __
4 52
_.
10 2 10 10 10 10 5

Find the sum or difference. Write your answer in simplest form.

2
1. __ 11
__ 1
2. __
2
1 __ 1
3. __ 11
__ 1
4. __
3
1 __
9 3 2 5 4 6 5 4

7
5. __
1
2 __ 3
6. __
2
2 __ 924
7. _____ 8
8. __
5
2 __
8 4 4 3 10 5 9 6

Reteach R55 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.7
Name Reteach

Add and Subtract Mixed Numbers

When you add or subtract mixed numbers, you may need to

rename the fractions as fractions with a common denominator.

Find the sum. Write the answer in simplest form. 5 3_4 1 2 1_3

Step 1 Model 5 3_4 and 2 1_3 .

Step 2 A common denominator for 3_4 and 1_3 is 12,

so rename 5 3_4 as 5 __
9 _
1 __
4
12 and 2 3 as 2 12 .

Step 3 Add the fractions.

__ 4 5 13
9 1 __ __
12 12 12
Step 4 Add the whole numbers

51257

Add the sums. Write the answer in simplest form.

13 1 7 5 7__
__ 1
13, or 8__
12 12 12

So, 53 1.
1 5 8__
_ 1 2_
4 3 12

Find the sum or difference. Write your answer in simplest form.

1. 22 1
__ 1 4__ 2. 105 3
__ 1 5__ 3. 117 5
__ 2 9__ 4. 183 1
__ 2 14__
9 6 6 4 8 6 5 2

Reteach R56 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.8
Name Reteach

Subtraction with Renaming

You can use a common denominator to find the difference of two mixed numbers.
3
1 2 2_
Estimate. 9_
6 4
Step 1 Estimate by using 0, 1_2 , and 1 as benchmarks.

9_ 3
1 2 2_ 92356
6 4
So, the difference should be close to 6.

Step 2 Identify a common denominator.

9_1 2 2_3 A common denominator of 6 and 4 is 12.
6 4
Step 3 Write equivalent fractions using the common denominator.
9_1 5 9 1 _____
1 3 2 5 9__ 2
6 632 12
3 5 2 1 _____
2_ 3 3 3 5 2__ 9
4 433 12
Step 4 Rename if needed. Then subtract.
2 , __9 2 as 814
Since __ , rename 9__ __.
12 12 12 12
14
__
Subtract. 8 2 2 5 6 9
__ 5
__
12 12 12
So, 9_1 2 23_ 5 6__ 5.
6 4 12
Since the difference of 6 __
5
12 is close to 6, the answer is reasonable.

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

1. Estimate: 2. Estimate:

__ 2 35
51 __ 71 5
__ 2 2___
3 6 4 12

3. Estimate: 4. Estimate:

__ 2 27
82 __ __ 2 33
92 __
3 9 5 4

5. Estimate: 6. Estimate:

7___ 5
3 2 1__ 24 11
__ 2 1__
16 8 9 18

Reteach R57 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.9
Name Reteach

Algebra • Patterns with

Fractions

You can find an unknown term in a sequence by finding a rule

for the sequence.

Find the unknown term in the sequence.

12 7 , 2, _, 23
_, 1__ _
5 10 5
Step 1 Find equivalent fractions with a common denominator
for all of the terms.
The denominators are 5 and 10. A common denominator is 10.
12 4 and 23
_ 5 1__ 6
_ 5 2__
5 10 5 10

Step 2 Write the terms in the sequence using the common denominator.
4 , 1__
1__ 7 , 2, _, 2__ 6
10 10 10

Step 3 Write a rule that describes the pattern.

The sequence increases. To find the difference between terms,
subtract at least two pairs of consecutive terms.
7 2 1__
1__ 4 5 __ 3 3
7 5 __
2 2 1__
10 10 10 10 10
3.
So, a rule is to add __
10

Step 4 Use the rule to find the unknown term.

3 to the third term to find the unknown term.
Add __
10
3 5 2__
2 1 __ 3
10 10

Write a rule for the sequence. Then, find the unknown term.

1. 22 1, _, 5__
__, 3__ 1, 6 2. __, 37
41 1, _, 2
__, 3__
3 2 6 2 8 4

Rule: Rule:

Reteach R58 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.10
Name Reteach

Problem Solving • Practice Addition

and Subtraction

Makayla walks for exercise. She wants to walk a total of 6 miles.

On Monday, she walked 2 5_6 miles. On Tuesday, she walked 1 1_3 miles.
How many more miles does Makayla need to walk to reach her goal?

Read the Problem Solve the Problem

What do I need to find? • Start with the equation.
6 _
5 2 56 1 1 13 1 x_
I need to find the distance that ________________

Makayla needs to walk. .

Subtraction is the inverse operation of
addition.

• Use subtraction to work backward and

What information do I need to use?
rewrite the equation.
I need to use the distance she 6 2 2 5 _
2 1 1 _
5x
6
________________3
wants to walk and the distance • Subtract to find the value of x.
2 76 _
she has already walked. . 6 5 56
_ 15
3_
6 6
5
_
22 5 22 5
_ 21_1 5 21 2 _
How will I use the information? 6 6 3 6
I can write an equation 3 16 _ 1 56 _
First
6 5 2 5_6 1 1 1_3 1 x .
Estimate to show that your answer is
reasonable.

Then I can work backward to 3111256

________

solve the problem.

_
1 56 more miles
. So, Makayla has to walk __
to reach her goal.
1. Ben has 5 3_4 cups of sugar. He uses 2. Cheryl has 5 ft of ribbon. She cuts a
_ cup of sugar to make cookies. Then
2
3 3_4 -ft strip to make a hair bow. Then
3
he uses 2 1_2 cups of sugar to make fresh she cuts a 5_6 -ft strip for a border on a
lemonade. How many cups of sugar scrapbook page. Is there enough ribbon
does Ben have left? for Cheryl to cut two 1_3 -ft pieces to put
on a picture frame? Explain.

________

________
________

Reteach R59 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 6.11
Name Reteach

Algebra • Use Properties of Addition

You can use the properties of addition to help you add fractions with
unlike denominators.

Use the Commutative Property and the Associative Property.

Add. _32_5 1 1__

15+
7 1 21
_
5

_32_5 1 1__
15+ 5 _ 15
7 1 21
5+
7 1 32
_ 5 1__ _ 1 21
_
5
Use the Commutative Property to
order fractions with like denominators.

5 1__
15 _
7 1 32
_ 1 21
5
_
5+
Use the Associative Property to group
fractions with like denominators.
7 1 53 Use mental math to add the fractions
5 1__ _
15 5 with like denominators.

5 1__ 9
7 1 5__ Write equivalent fractions with like
15 15 denominators. Then add.
5 616 1
__ 5 7__ Rename and simplify.
15 15

Use the properties and mental math to solve. Write your answer in
simplest form.

3 1 __
1. _5__7 1 ___
14+ 7
4 2. _2__5 1 5__9+ 1 7__9

3 1 __
7 1 5__ 3 5 1 42 7
3. _3___
10 4+ 4
4. 2___
12 3 _
__ 1 3___
12 +

5. 33
__ 1 21
_ 1
__ 1 5__
+ 6. _4__73 1 21__6+ 1 35__7
8 5 8

Reteach R60 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.1
Name Reteach

Find Part of a Group

Lauren bought 12 stamps for postcards.

She gave Brianna 1_6 of them. How many
stamps did Lauren give to Brianna?

Find 1_ of 12.
6
Step 1 What is the denominator in the fraction
of the stamps Lauren gave to Brianna? 6
So, divide the 12 stamps into 6 equal groups. Circle the groups.

Step 2 Each group represents 1

_ of the stamps.
6
How many stamps are in 1 group? 2

_ of 12 is 2 , or 1
So, 1 _ 3 12 is 2 .
6 6
So, Lauren gave Brianna 2 stamps.

Use a model to solve.

3
1. __ 3 12 5 1
2. __ 395
4 3

3. 3
__ 3 20 5 4. 4
__ 3 18 5
5 6

Reteach R61 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.2
Name Reteach

Multiply Fractions and Whole Numbers

334
Find the product. _
8
Step 1 Draw 4 rectangles to represent the factor 4.

Step 2 The denominator of the factor 3_8 is 8. So, divide

the 4 rectangles into 8 equal parts.

Step 3 The numerator of the factor 3_8 is 3. So, shade 3 of

the parts.

Step 4 The 4 rectangles have 3 shaded parts. Each rectangle is divided

into 2 equal parts. So, 3_2 of the rectangles are shaded.

_ 3 4 is 3
So, 3 1.
_, or 1_
8 2 2

Find the product.

5
1. ___ 345 2. 35
8 3 __ 7
3. __ 335
12 4 9

4.
45
5 3 __ 9
5. ___ 355 6.
35
3 3 __
7 10 4

7
7. ___ 365 8.
25
12 3 __ 9. 2
__ 335
12 9 9

Reteach R62 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.3
Name Reteach

Fraction and Whole Number Multiplication

5
Find the product. 3 3 _
6
3 35
5 5 __ 3.
Write the whole-number factor, 3, as _
33_ _
1
6 B 1 6

33B 5 Multiply the numerators. Then multiply the

5 ______
136 denominators.

B
15
5 ___
6

5B _, or 2 B
2 3
1
__ Write the product as a mixed number in
6 B
2 simplest form.
1
5 is 2_
So, 3 3 _ 2 .
6

Find the product. Write the product in simplest form.

8 2=
4 3 __
1. 2
__ 3 852
__ 3 ___ 2.
3 3 B 9

B 3B
5 _________
B3B
B
5 ___, or
B

3. 633
__ 5 4
4. __ 335 5. 533
__ 5
4 9 8

6. 932
__ 5 7.
55
2 3 __ 8.
4 5
7 3 ___
3 6 10

Reteach R63 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.4
Name Reteach

Multiply Fractions

You can use a model to help you multiply two fractions.

134
Multiply. _ _
3 5
Step 1 Draw a rectangle. Divide it into 5 equal columns.
To represent the factor 4_5 , shade
4 of the 5 columns.
Step 2 Now divide the rectangle into 3 equal rows.
Shade 1_3 of the 4_5 you already shaded.

The rectangle is divided into 15 smaller

rectangles. This is the denominator of the
product.

There are 4 smaller rectangles that contain

both types of shading. So, 4 is the numerator
of the product.
4 of the rectangles contain both types of shading. 1 of 4
Think: What is _ _?
So __ 3 5
15
13_
4
4 5 __ .
_
3 5 15

Find the product. Draw a model.

1. 2.

__ 25
1 3 __ 335
__ __ 5
4 3 5 8

3. 4.

__ 35
2 3 __ __ 3 3
2 __ 5
5 4 3 8

Reteach R64 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.5
Name Reteach

Compare Fraction Factors and Products

You can use a model to determine how the size of the product
compares to the size of one factor when multiplying fractions.

231
The factor is 1: _
3
• Draw a model to represent the factor 1.
Divide it into 3 equal sections.

• Shade 2 of the 3 sections to represent the factor 2

_.
3
2 2
_ of the rectangle is shaded. So, _ 3 1 is equal to 2
_.
3 3 3

The factor is greater than 1: 2

_32
3
• Draw two rectangles to represent the factor 2.
Divide each rectangle into 3 equal sections.

2.
• Shade 2 of 3 sections in each to represent the factor _
3
In all, 4 sections are shaded, which is greater than the number
_ 3 2 is greater than _
of sections in one rectangle. So, 2 2.
3 3

The factor is less than 1: 2 1

_3_
3 6
• Draw a rectangle. Divide it into 6 equal columns.
Shade 1 of the 6 columns to represent the factor 1
_.
6
• Now divide the rectangle into 3 equal rows. Shade 2 of the
3 rows of the section already shaded to represent the factor 2 _.
3
The rectangle is divided into 18 sections. 2 of the sections are
shaded twice. 2 sections is less than the 3 sections that represent 1
_.
6
2
_
So, 3 is1
_ less than 1
_ .
3 6 6

Complete the statement with equal to, greater than, or less than.

3 3 _2 will
1. _ be 3.
_ 73
2. _ 3 will be 7.
_
7 5 7 8 8

3. 1
_ 35
_ will be 1.
_ 4. 536
_ will be 5.
6 5 6 7

Reteach R65 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.6
Name Reteach

Fraction Multiplication

To multiply fractions, you can multiply the numerators, then multiply the
denominators. Write the product in simplest form.
3 3_
Multiply. __ 4
10 5
Step 1 Multiply the numerators. Multiply the denominators.
3 34
__ 334
_ 5 ______
10 5 10 3 5
5 12__
50
Step 2 Write the product in simplest form.
12 5 ______
__ 12 4 2
50
50 4 2
5 6 __
25
4 is 6
3 3_
So, __
__
10 5 25 .

Find the product. Write the product in simplest form.

3
1. __
1
3 __ 4
2. __
5
3 ___ 3
3. __
2
3 __ 4
4. __
5
3 __
4 5 7 12 8 9 5 8

1
5. __ 34 3
6. __ 38 5
7. __
2
3 __ 5
8. __
3
3 __
3 4 8 3 6 8

Reteach R66 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.7
Name Reteach

Area and Mixed Numbers

You can use an area model to help you multiply mixed numbers.
4 1
Find the area. 1__ 3 2_
5 3
Step 1 Rewrite each mixed-number factor as 2 31
the sum of a whole number and a fraction.
4511_
1_ 4 and 21 _5211 _
5 5 3 3 1 45
Step 2 Draw an area model to show the
original multiplication problem.

Step 3 Draw dashed lines, and label each 2 11

3
section to show how you broke apart the
mixed numbers in Step 1.
1 1 3 31 5 31
1
Step 4 Find the area of each section. 4 43 1 5 4
5 5 3 15
1325 2
131
_5 _
1
3
3
4
_325 _8
5 5

4 15
_3_ __
4
5 3 15

Step 5 Add the areas of each of the sections to find

the total area of the rectangle.

21_ 11_ 4 5 __
8 1 __ 30 5 24 4
1 ___ 1 ___ 1 __
B B B
3 5 15 15 15 15 15
B
63 1
_
5 ___, or 45
15
4 1 1
_
So, 1__ 3 2__ is 45 .
5 3

Use an area model to solve.

1. 12
__ 3 21
__ 2. 13 3
__ 3 2__ 3. 21 1
__ 3 1__
3 4 4 5 2 3

Reteach R67 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.8
Name Reteach

Compare Mixed Number Factors

and Products

Complete each statement with equal to, greater than, or less than.
3 is
1 3 1_ ? 3.
1_
4 4
The Identity Property of Multiplication states that the product of

1 and any number is that number. So, 1 3 13

_ is equal to 13
_.
4 4
1 3 2_
_ 1 is ? 1
_
2 .
2 4 4
Draw three rectangles. Divide each rectangle
into 4 equal columns.

Shade completely the first two rectangles

and one column of the last rectangle to
represent 2 1_4 .

Divide the rectangles into 2 rows. Shade one row to represent the factor 1_2 .

18 small rectangles are shaded. 9 rectangles have both types of shading.

1
9 rectangles is less than the 18 rectangles that represent 2__.
4
1
So, __ 3 2__ is
1 less than 1
2__.
2 4 4
When you multiply a mixed number by a fraction less than 1,

the product will be less than the mixed number.

1 3 1_
1_ 3 is ? 11
_.
4 4 4
Use what you know about the product of two whole numbers greater than 1 to
determine the size of the product of two mixed numbers.
1 greater than 1__1 and greater than 13__.
So, 1__ 3 1__ is
3
4 4 4 4
When you multiply two mixed numbers, their product is greater than either factor.

Complete the statement with equal to, greater than, or less than.

1. 3
__ 3 2 is
1__ 2.
1__ 2. 6
__ 1 is
3 3__ 1.
3__
5 7 7 6 3 3

3. 21 1 is
__ 3 1__ 11
__. 8
4. __
3 is
3 4__ 3.
4__
5 4 4 9 4 4

Reteach R68 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.9
Name Reteach

Multiply Mixed Numbers

You can use a multiplication square to multiply mixed numbers.

2 3 13
Multiply. 1__ __ Write the product in simplest form.
7 4
Step 1 Write the mixed Step 2 Multiply the number in Step 3 Write each product
numbers outside the square. each column by the number in inside the square.
each row.

3 1 2
__ 3 1 2
__ 3 1 2
__
7 7 7
231
__ 2
_
1 1 131
7
1 1 7
3 3 3 3 3
__ __ 13 3
__ __ 3
2 3 __ __ _
4
__
14
4 4 4 7 4 4

Step 4 Add the products inside the 213

1 1 __ 3
__ 1 ___
7 4 14
multiplication square.
Find the least common denominator. 28
__ 1 __8 1 __ 6 5 63
21 1 __ ___
28 28 28 28 28
Simplify. 63 7 , or 21
___ 5 2__ _
28 28 4

So, 12 3 is 2 _1
__ 3 1__
7 4 4 .

Find the product. Write the product in simplest form.

1. 25 1
__ 3 1__ 2. 31
__ 3 12 3. 105 3
__ 3 __ 4. 7___ 10
7 3 ___
8 7 2 6 5 10 11

Use the Distributive Property to find the product.

5.
1
12 3 2__ 6.
1
15 3 5__
2 3

Reteach R69 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 7.10
Name Reteach

Problem Solving • Find Unknown

Lengths
Zach built a rectangular deck in his backyard. The area of the deck is
300 square feet. The length of the deck is 1 1_3 times as long as the
width. What are the dimensions of the deck?

Read the Problem

What do I need to find? What information do I need How will I use the
to use? information?
the
I need to find The deck has an area of I will guess the length and
dimensions of the deck. 300 square feet, and the
_
1 13 width of the deck. Then I will
length is as long as
check my guess and
the width.
revise it if it is not correct.

Solve the Problem

I can try different values for the length of the deck, each that is 1 1_3 times as long as the width.
Then I can multiply the length and width and compare to the correct area.

Guess Check Revise

Width Length (in feet) Area of Deck

(in feet) (1 1_3 times the width) (in square feet)

12 11
_ 3 12 5 16 12 3 16 5 192 too low Try a longer width.
3
18 1 3 18 5
1_ 24 18 3 24 5 432 too high Try a shorter width.
3

15 1 3 15 5
1_ 20 15 3 20 5 300 correct
3

So, the dimensions of the deck are 20 feet by 15 feet.

1. Abigail made a quilt that has an area of 2. The width of the mirror in Shannon’s
4,800 square inches. The length of the bathroom is 4_9 its length. The area of the
quilt is 1 1_3 times the width of the quilt. mirror is 576 square inches. What are
What are the dimensions of the quilt? the dimensions of the mirror?

Reteach R70 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.1
Name Reteach

Divide Fractions and Whole Numbers

You can use a number line to help you divide a whole number by a fraction.
1
Divide. 6 4 _
2
Step 1 Draw a number line from 0 to 6. Divide 1 2 3 4 5 6 7 8 9 10 11 12
the number line into halves. Label each half
on your number line, starting with 1_2 .
0 1 1 1 1 2 21 3 31 4 41 5 51 6
_1 . 2 2 2 2 2 2
Step 2 Skip count by halves from 0 to 6 to find 6 4 2

Step 3 Count the number of skips. It takes 12 skips to

go from 0 to 6. So the quotient is 12.
15
64_ 12 because 12 3 1_ 5 6.
2 2

You can use fraction strips to divide a fraction by a whole number.

145
Divide. _
2
Step 1 Place a 1_2 strip under a 1-whole strip.
1
Step 2 Find 5 fraction strips, all with the same
denominator, that fit exactly under the 1_2 strip. 1
2
Each part is __ 1 of the whole.
10 1 1 1 1 1
Step 3 Record and check the quotient. 10 10 10 10 10
1
___ 1
___
1455
_ 10 because 10 3 5 5 1_.
2 2
1
___
So, 1
_455 10 .
2

Divide. Draw a number line or use fraction strips.

1. 141
__ 5 2.
15
2 4 __ 3. 441
__ 5
2 3 4

4. 1
__ 435 5. 1
__ 425 6. 441
__ 5
5 3 5

Reteach R71 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.2
Name Reteach

Problem Solving • Use Multiplication

Nathan makes 4 batches of soup and divides each batch
into halves. How many 1_2 -batches of soup does he have?

Read the Problem Solve the Problem

What do I need to find? Since Nathan makes 4 batches of soup,

I need to find
the number of my diagram needs to show 4 circles to
represent the 4 batches. I can divide
_1 -batches of soup Nathan each of the 4 circles in half.
2
has .

What information do I need to use?

I need to use the size of each

batch of
soup and the total number of
batches of soup Nathan makes.
To find the total number of halves in
How will I use the information? the 4 batches, I can multiply 4 by the

I can
make a diagram to organize
number of halves in each circle.

the information from the problem. Then I can

2 5_
1543_
44_ 8
2
use the diagram to find the number
of 1_2 -batches of soup
Nathan has after he divides
the 4 batches of soup . 8 one-half-batches
So, Nathan has _
of soup.

Draw a diagram to help you solve the problem.

1. A nearby park has 8 acres of land to use 2. Clarissa has 3 pints of ice tea that she
for gardens. The park divides each acre divides into 1_2 -pint servings. How many
into fourths. How many 1_4 -acre gardens _ -pint servings does she have?
1
2
does the park have?

Reteach R72 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.3
Name Reteach

Connect Fractions to Division

You can write a fraction as a division expression.

45445
_ 15
__ 5 15 4 3
5 3
There are 8 students in a wood-working class and 5 sheets of plywood
for them to share equally. What fraction of a sheet of plywood will each
student get?

Divide. 5 4 8 Use a drawing.

Step 1 Draw 5 rectangles to represent 5 sheets of plywood.
Since there are 8 students, draw lines to divide each
piece of plywood into eighths .

1
__
Each student’s share of 1 sheet of plywood is 8 .
Step 2 Count the total number of eighths each student gets.
Since there are 5 sheets of plywood, each student will
5
__
get 5 of the eighths , or 8 .

Step 3 Complete the number sentence.

5
__
5485 8
Step 4 Check your answer.
5
_
Since 8 3 8 5 5 , the quotient is correct.
5
__
So, each student will get 8 of a sheet of plywood.

Complete the number sentence to solve.

1. Ten friends share 6 pizzas equally. What 2. Four students share 7 sandwiches
fraction of a pizza does each friend get? equally. How much of a sandwich does
each student get?

6 4 10 5 7445

Reteach R73 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.4
Name Reteach

Fraction and Whole-Number Division

You can divide fractions by solving a related multiplication sentence.

Divide. 4 4 1
_
3
Step 1 Draw 4 circles to represent the dividend, 4.

Step 2 Since the divisor is 1_3 , divide each circle into thirds.

Step 3 Count the total number of thirds.

When you divide the 4 circles into thirds, you are finding
the number of thirds in 4 circles, or finding 4 groups of 3 .
There are 12 thirds.

Step 4 Complete the number sentence.

44_ 1 5 4 × 3 = 12
3

Use the model to complete the number sentence.

1. 2.

1533
3 4 __ 5 __ 13
1 4 2 5 __ 5
5 4 4

Write a related multiplication sentence to solve.

3.
1
2 4 __ 1
4. __ 43 1
5. __ 42 6. 541
__
5 3 6 4

Reteach R74 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 8.5
Name Reteach

Interpret Division with Fractions

You can draw a diagram or write an equation to represent

division with fractions.

Beatriz has 3 cups of applesauce. She divides the applesauce

into 1_4 -cup servings. How many servings of applesauce does
she have?

One Way Draw a diagram to solve the problem.

Draw 3 circles to represent the 3 cups of applesauce. Since
Beatriz divides the applesauce into 1_4 -cup servings, draw
lines to divide each “cup” into fourths.

To find 3 ÷ 1_4 , count the total number of fourths in the 3 circles.

So, Beatriz has

12 one-fourth-cup servings of applesauce.

Another Way Write an equation to solve. 1

__
Write an equation. 34 4 5n

Write a related multiplication equation. 33 4 5n

Then solve. 12 5 n
So, Beatriz has 12 one-fourth-cup servings of applesauce.

1. Draw a diagram to represent the 2. Write an equation to represent the

problem. Then solve. problem. Then solve.
Drew has 5 granola bars. He cuts the Three friends share 1_4 of a melon. What
bars into halves. How many 1_2 -bar pieces fraction of the whole melon does each
does he have? friend get?

Reteach R75 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.1
Name Reteach

Line Plots

A line plot is a graph that shows the shape of a data set by placing Xs above
each data value on a number line. You can make a line plot to represent a
data set and then use the line plot to answer questions about the data set.

Students measure the lengths of several seeds.

The length of each seed is listed below.

1 inch, _
_ 3 inch, 1 1 inch, _
_ inch, _ 3 inch, _
3 inch, _
3 inch, _
1 inch, _
1 inch
2 4 2 4 4 4 4 4 2
7
7 7
What is the combined length of the seeds that 7 7 7
are 1
_ inch long?
7 7 7
4
Step 1 To represent the different lengths of the seeds, 1 1 3
1, _
draw and label a line plot with the data values _ 1, and 4 2 4
4 2
3
_. Then use an X to represent each seed. The line plot Length of Seeds (in inches)
4
has been started for you.

Step 2 There are _ 2 Xs above 1_ on the line plot.

4
Multiply to find the combined length of the seeds:
1
_ 2, or 1
_ _
2
_ × _ = __ 4 4 2 inch
1 inch long is 1
The combined length of the seeds that are _ _ inch.
4 2
You can use the same process to find the combined lengths of
the seeds that are 1
_ inch long and 3
_ inch long.
2 4

Use the data and the line plot above to answer the questions.

1. What is the total length of all the seeds 2. What is the average length of one of the
that the students measured? seeds that the students measured?

Reteach R76 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.2
Name Reteach

Ordered Pairs

A coordinate grid is like a sheet of graph paper bordered at the left

and at the bottom by two perpendicular number lines. The x-axis is
the horizontal number line at the bottom of the grid. The y-axis is the
vertical number line on the left side of the grid.

An ordered pair is a pair of numbers that describes the location of a

point on the grid. An ordered pair contains two coordinates, x and y.
The x-coordinate is the first number in the ordered pair, and
the y-coordinate is the second number.

(x, y) (10, 4)

Plot and label (10, 4) on the coordinate grid. 10

To graph an ordered pair: 9
8
• Start at the origin, (0, 0). 7

y-axis
• Think: The letter x comes before y in the alphabet. 6
Move across the x-axis first. 5 (10, 4)
4
• The x-coordinate is 10, so move 10 units right. 3
• The y-coordinate is 4, so move 4 units up. 2
1
• Plot and label the ordered pair (10, 4).
0 1 2 3 4 5 6 7 8 9 10
x-axis

Use the coordinate grid to write an ordered pair for

the given point. 11 H
10
1. G 2. H 9
8
7 J
3. J 4. K
y-axis

6
5 G
Plot and label the points on the coordinate grid. 4
3 K
5. A (1, 6) 6. B (1, 9) 2
1
7. C (3, 7) 8. D (5, 5) 0 1 2 3 4 5 6 7 8 9 10 11
x-axis
9. E (9, 3) 10. F (6, 2)

Reteach R77 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.3
Name Reteach

Graph Data

Graph the data on the coordinate grid.

Plant Growth
Plant Growth
End of Week 1 2 3 4 12

Height (in inches)

Height (in inches) 4 7 10 11 10
8

y-axis
• Choose a title for your graph and label it. 6
You can use the data categories to name 4
the x- and y-axis.
2
• Write the related pairs of data as ordered pairs.
1 1 , 4 2, 1 2 , 7 2 0 1 2 3 4 5 6
x-axis

1 3 , 10 2, 1 4 , 11 2 End of Week

• Plot the point for each ordered pair.

Graph the data on the coordinate grid. Label the points.

1. 2.
Distance of Bike Ride Bianca’s Writing Progress
Time (in minutes) 30 60 90 120 Time (in minutes) 15 30 45 60

Distance (in miles) 9 16 21 27 Total Pages 1 3 9 11

Write the ordered pair for each point. Write the ordered pair for each point.

1 , 2, 1 , 2 1 , 2, 1 , 2
1 , 2, 1 , 2 1 , 2, 1 , 2
Distance of Bike Ride Bianca’s Writing Progress
Distance (in miles)

14
30 12
Total Pages

25 10
y-axis

20
y-axis

8
15 6
10 4
5 2
0 20 40 60 80 100 120 0 5 10 15 20 25 30 35 40 45 50 55 60
x-axis x-axis
Time (in minutes) Time (in minutes)
Reteach R78 Grade 5
© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.4
Name Reteach

Line Graphs

A line graph uses a series of line segments to show how a set of data
changes over time. The scale of a line graph measures and labels the data
along the axes. An interval is the distance between the numbers on an axis.

Use the table to make a line graph. Average Monthly High Temperature
• Write a title for your graph. In this example, in Sacramento, California
use Average Monthly High Temperature Month Jan. Feb. Mar. April May
in Sacramento. Temperature (˚F) 53 60 65 71 80
• Draw and label the axes of the line graph.
Label the horizontal axis Month. Write the months.
Label the vertical axis Temperature (8F).
• Choose a scale and an interval. The range is 53–80,
so a possible scale is 0–80, with intervals of 20.
• Write the related pairs of data as ordered pairs:
(Jan, 53); (Feb, 60); (Mar, 65); (April, 71); (May, 80).

1. Make a line graph of the data above. 2. Make a line graph of the data in the
table.
Average Monthly High
Average Low Temperature
Temperature in Sacramento in San Diego, California
80 Month Mar. April May June July
Temperature (ºF)

60 Temperature (oF) 51 51 60 62 66
40
20 Average Low Temperature
0 in San Diego
Jan. Feb. Mar. April May
Temperature (ºF)

Month 70
65
60
Use the graph to determine between 55
which two months the least change in 50
45
average high temperature occurs. 0
March April May June July
Month

Use the graph to determine between

which two months the greatest change in
average low temperature occurs.

Reteach R79 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.5
Name Reteach

Numerical Patterns

A soccer league has 7 teams. How many players are needed for
7 teams? How many soccer balls are needed by the 7 teams?

Number of Teams 1 2 3 4 7
Add 8 . Number of Players 8 16 24 32 56
Add 4 . Number of Soccer Balls 4 8 12 16 28

Step 1 Find a rule that could be used to find the number of players
for the number of teams.
Think: In the sequence 8, 16, 24, 32, you add 8 to get the next term.

As the number of teams increases by 1, the number of players

increases by 8. So the rule is to add 8.

Step 2 Find a rule that could be used to find the number of soccer
balls for the number of teams.

Think: In the sequence 4, 8, 12, 16, you add 4 to get the next term.

As the number of teams increases by 1, the number of soccer balls

needed increases by 4. So the rule is to add 4.
1 to find the
Step 3 For 7 teams, multiply the number of players by _
2
number of soccer balls.
28 soccer balls.
So, for 7 teams, 56 players will need _

Complete the rule that describes how one sequence is related to the
other. Use the rule to find the unknown term.

Number of 1. Divide the number of players

1 2 3 4 8 10
Teams by _ to find the number
Number of of bats.
15 30 45 60 120
Players
Number of 2. Multiply the number of bats
5 10 15 20 50
Bats by _ to find the number of
players.

Reteach R80 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.6
Name Reteach

Problem Solving • Find a Rule

Samantha is making a scarf with fringe around it. Each section of fringe
is made of 4 pieces of yarn with 2 beads holding them together. There are
42 sections of fringe on Samantha’s scarf. How many wooden beads and
how many pieces of yarn are on Samantha’s scarf?

Read the Problem Solve the Problem

What do I need to find? Sections of

1 2 3 4 6 42
Possible answer: I need to find Fringe

the number of beads and the Number of

Beads
2 4 6 8 12 84
number of pieces of yarn on
Samantha’s scarf. Pieces of
4 8 12 16 24 168
Yarn
What information do I need to use?
Possible answer: I need to use Possible answer: I can multiply
the number of sections on the the number of sections by 2
scarf, and that each section to find the number of beads.
has 4 pieces of yarn and 2
Then, I can multiply the
beads.
number of sections by 4, or the
How will I use the information? number of beads by 2, to find
I will use the information to the number of pieces of yarn.
search for patterns to solve a
So, Samantha’s scarf has 2 3
simpler problem.
42, or 84 beads, and 4 3 42, or
168 pieces of yarn.

1. A rectangular tile has a decorative 2. Leta is making strawberry-almond salad

pattern of 3 equal-sized squares, each for a party. For every head of lettuce that
of which is divided into 2 same-sized she uses, she adds 5 ounces of almonds
triangles. If Marnie uses 36 of these tiles and 10 strawberries. If she uses 75
on the wall behind her kitchen stove, ounces of almonds, how many heads of
how many triangles are displayed? lettuce and how many strawberries does
Leta use?

Reteach R81 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 9.7
Name Reteach

Graph and Analyze Relationships

The scale on a map is 1 in. 5 4 mi. Two cities are 5 inches apart
on the map. What is the actual distance between the two cities?

Step 1 Make a table that relates the map distances

to the actual distances.

Map Distance (in.) 1 2 3 4 5

Actual Distance (mi) 4 8 12 16 ?

Step 2 Write the number pairs in the table y

as ordered pairs. 20
(5, 20)
(1, 4), (2, 8), (3, 12), (4, 16), (5, ?) 18
16
Actual Distance (mi)

Step 3 Graph the ordered pairs. (4, 16)

Connect the points with a line from the 14
origin. 12 (3, 12)

Possible rule: Multiply the map distance 10

by 4 to get the actual distance. 8
(2, 8)
Step 4 Use the rule to find the actual 6
distance between the two cities. 4
(1, 4)
So, two cities that are 5 inches apart on the 2
x
map are actually 5 3 4, or 20 miles apart.
0 1 2 3 4 5 6 7 8 9 10
Plot the point (5, 20) on the graph. Map Distance (in.)

Graph and label the related number pairs as y

ordered pairs. Then complete and use the rule 30
to find the unknown term. 27
1. Multiply the number of yards by _ to 24
Number of Feet

find the number of feet. 21

18

Number of Yards 1 2 3 4 5 15
12
Number of Feet 3 6 9 12 9
6
3
x
0 1 2 3 4 5 6 7 8 9 10
Number of Yards

Reteach R82 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.1
Name Reteach

Customary Length

You can convert one customary unit of length to another

customary unit of length by multiplying or dividing. Customary Units
of Length
Multiply to change from larger to smaller units of length.
1 foot (ft) 5 12 inches (in.)
Divide to change from smaller to larger units of length. 1 yard (yd) 5 3 feet
1 mile (mi) 5 5,280 feet
Convert 3 feet to inches. 1 mile 5 1,760 yards

Step 1 Step 2 Step 3

Decide: Think: Multiply.
Multiply or Divide 3 3 12 5 36
1 ft 5 12 in., so
feet inches 3 ft 5 (3 3 12 ) in.
larger smaller

So, 3 feet 5 36 inches.

Convert 363 feet to yards.

Step 1 Step 2 Step 3

Decide: Think: Divide.
Multiply or Divide
3 ft = 1 yd, 363 4 3 5 121
feet yards so 363 ft 5 (363 4 3 ) yd.
smaller larger

So, 363 feet = 121 yards.

Convert.

1. 33 yd 5 ft 2. 300 mi 5 yd 3. 46 in. 5 ft in.

4. 96 yd 5 ft 5. 48 ft 5 yd 6. 2 mi 20 yd 5 yd

Compare. Write ,, ., or 5.

7. 2 yd 7 ft 8. 67 mi 117,920 yd 9. 250 yd 800 ft

10. 14 yd 2 ft 16 ft 11. 34 ft 10 in. 518 in. 12. 5 mi 8 ft 8,800 yd

Reteach R83 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.2
Name Reteach

Customary Capacity

You can convert one unit of customary capacity to

Customary Units of Capacity
another by multiplying or dividing.
1 cup (c) 5 8 fluid ounces (fl oz)
Multiply to change from larger to smaller units. 1 pint (pt) 5 2 cups
1 quart (qt) 5 2 pints
Divide to change from smaller to larger units. 1 quart 5 4 cups
1 gallon 5 4 quarts
Convert 8 cups to quarts.
Step 1 Step 2 Step 3
Decide: Think: Divide.
Multiply or Divide
4 c 5 1 qt, 84452
cups quarts so 8 c 5 (8 4 4 ) qt.
smaller larger

So, 8 cups 5 2 quarts.

Convert 19 gallons to quarts.

Step 1 Step 2 Step 3

Decide: Think: Multiply.
Multiply or Divide
1 gal 5 4 qt, 19 3 4 5 76
gallons
larger
quarts
smaller
so 19 gal 5(19 3 4 ) qt.
So, 19 gallons 5 76 quarts.

Convert.

1. 14 pt 5 qt 2. 32 qt 5 c 3. 7c5 fl oz

4. 28 c 5 pt 5. 9 gal 5 qt 6. 16 c 5 qt

Compare. Write ,, ., or 5.

7. 16 qt 60 c 8. 88 fl oz 11 c 9. 3 gal 10 qt

10. 36 qt 54 c 11. 66 fl oz 9c 12. 16 gal 64 qt

Reteach R84 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.3
Name Reteach

Weight

You can convert one customary unit of weight to

another by multiplying or dividing. Customary Units of Weight

Multiply to change from larger to smaller units. 1 pound (lb) 5 16 ounces (oz)
1 ton (T) 5 2,000 pounds
Divide to change from smaller to larger units.

Convert 96 ounces to pounds.

Step 1 Step 2 Step 3
Decide: Think: Divide.
Multiply or Divide
96 4 16 5 6
ounces pounds
16 oz 5 1 lb
so 96 oz 5 (96 4 16 ) lb.
smaller larger

So, 96 ounces 5 6 pounds.

Convert 4 pounds to ounces.

Step 1 Step 2 Step 3

Decide: Think: Multiply.
Multiply or Divide
4 3 16 5 64
pounds ounces
1 lb 5 16 oz,
so 4 lb 5 (4 3 16 ) oz.
larger smaller

So, 4 pounds 5 64 ounces.

Convert.

1. 14 lb 5 oz 2. 12,000 lb 5 T 3. 2T5 lb

4. 7 lb 5 oz 5. 22 lb 5 oz 6. 16 oz 5 lb

Compare. Write ,, ., or 5.

7. 1T 3,000 lb 8. 3 lb 43 oz 9. 5T 10,000 lb

10. 3T 6,000 lb 11. 6 lb 96 oz 12. 16 T 6,400 lb

Reteach R85 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.4
Name Reteach

Multistep Measurement Problems

An ice cream parlor donated 6 containers of ice cream to a local

elementary school. Each container holds 3 gallons of ice cream.
If each student is served 1 cup of ice cream, how many students
can be served?

Step 1 Record the information you are given.

6 containers of ice cream.

There are _
3 gallons of ice cream.
Each container holds _

Step 2 Find the total amount of ice cream in the 6 containers.

18 gallons of ice cream

6 3 3 gallons 5 _

Step 3 Convert from gallons to cups.

4 quarts in 1 gallon, so 18 gallons 5 _

There are _ 72 quarts.
2 pints in 1 quart, so 72 quarts 5 144
There are _ _ pints.

288 cups.
2 cups in 1 pint, so 144 pints 5 _
There are _

288 students can be served 1 cup of ice cream.

So, _

Solve.
1. A cargo truck weighs 8,750 pounds. 2. A plumber uses 16 inches of tubing to
The weight limit for a certain bridge is connect each washing machine in a
5 tons. How many pounds of cargo can laundry to the water source. He wants to
be added to the truck before it exceeds install 18 washing machines. How many
the weight limit for the bridge? yards of tubing will he need?

3. Larry has 9 gallons of paint. He uses 4. Ketisha is practicing for a marathon by

10 quarts to paint his kitchen and running around a track that is 440 yards
3 gallons to paint his living room. How long. Yesterday she ran around the track
many pints of paint will be left? 20 times. How many miles did she run?

Reteach R86 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.5
Name Reteach

Metric Measures

The metric system is based on place value. To convert between

units, you multiply or divide by a power of 10. You multiply to
change larger units to smaller units, such as liters to centiliters.
You divide to change smaller units to larger units, such as meters
to kilometers.
Metric Units of Length
Convert 566 millimeters to decimeters.
1 centimeter (cm) 5 10 millimeters (mm)

• Think about how the two units are related. 1 decimeter (dm) 5 10 centimeters (cm)
1 meter (m) 5 1,000 millimeters (mm)
1 decimeter 5 100 millimeters
1 kilometer (km) 5 1,000 meters (m)
• Think: Should I multiply or divide?

Millimeters are smaller than decimeters.

So divide, or move the decimal point left
for each power of 10. 5 • 6 6
566 4 100 5 5.66 kilo- hecto- deka- meter deci- centi- milli-
(k) (h) (da) liter (d) (c) (m)
millimeters mm in 1 dm total decimeters gram
So, 566 mm 5 5.66 dm.

Complete the equation to show the conversion.

1. 115 km 10 5 ___ hm 2. 418 cL 10 5 __ dL

115 km 100 5 ___ dam 418 cL 100 5 __ L

115 km 1,000 5 ___ m 418 cL 1,000 5 __ daL

Convert.

3. 40 cm 5 mm 4. 500 mL 5 dL 5. 6 kg 5 g

6. 5,000 cL 5 L 7. 4 kg 5 hg 8. 200 mm 5 cm

Reteach R87 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.6
Name Reteach

Problem Solving • Customary and

Metric Conversions
You can use the strategy make a table to help you solve problems
about customary and metric conversions.

Jon’s faucet is dripping at the rate of 24 centiliters in a day. How many

milliliters of water will have dripped from Jon’s faucet in 24 hours?

Read the Problem

What do I need to find?

Conversion Table
how many milliliters
I need to find
L dL cL mL
of water will have dripped from
Jon’s faucet in 24 hours. 1L 1 10 100 1,000

What information do I need to use? 1

1 dL __ 1 10 100
10
I need to use the number of cL
1 cL 1
___ 1
__
that have dripped in 24 hr and 100 10
1 10

the number of mL in a cL. 1 1 1

1 mL ____ ___ __ 1
1,000 100 10
How will I use the information?
I will make a table to show the relationship I can use the Conversion Table to find the
centiliters and number of milliliters in 1 centiliter.
between the number of
10 milliliters in 1 centiliter.
There are _
the number of milliliters .
cL 1 2 4 24

mL 10 20 40 240

240 milliliters of water will have dripped from Jon’s faucet in 24 hours.
So, _

Make a table to help you solve the problems.

1. Fernando has a bucket that holds 2. Lexi has a roll of shelf paper that is
3 gallons of water. He is filling the 800 cm long. She wants to cut the
bucket using a 1-pint container. How paper into 1-m strips to line the shelves
many times will he have to fill the pint in her pantry. How many 1-meter strips
container in order to fill the bucket? can she cut?

Reteach R88 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 10.7
Name Reteach

Elapsed Time

You can solve elapsed time problems by converting

units of time.
Units of Time
Starting at 4:20 P.M., Connie practiced piano
60 seconds (s) = 1 minute (min)
for 90 minutes. At what time did Connie stop
practicing piano? 60 minutes = 1 hour (hr)
24 hours = 1 day (d)
Convert 90 minutes to hours and minutes.
Then find the end time. 7 days = 1 week (wk)
52 weeks = 1 year (yr)
Step 1 To convert minutes to hours, divide. 12 months (mo) = 1 year
90 4 60 is 1 r 30 365 days = 1 year

90 min 5 1 hr 30 min

Step 2 Count forward by hours until you 4:20 → 5:20 5 1 hour

reach 1 hour.

Step 3 Count forward by minutes until you 5:20 → 5:30 5 1 hour 10 minutes
reach 30 minutes. 5:30 → 5:40 5 1 hour 20 minutes
5:40 → 5:50 5 1 hour 30 minutes

Connie stops practicing piano at 5:50 P.M..

Convert.

1. 480 min 5 hr 2. 4d5 hr 3. 125 hr 5 d hr

Find the start, elapsed, or end time.

4. Start time: 7:15 A.M. 5. Start time: 6:28 A.M.

Elapsed time: 2 hr 20 min Elapsed time:

End time: End time: 10:08 A.M.

7. Start time: 5:24 P.M.

6. Start time:
Elapsed time: 6 hr
Elapsed time: 5 hr 50 min
End time: 7:55 P.M. End time:

Reteach R89 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.1
Name Reteach

Polygons

A polygon is a closed plane figure formed by

three or more line segments that meet at points Polygon Sides Angles Vertices
called vertices. You can classify a polygon Triangle 3 3 3
by the number of sides and the number of
angles that it has. Quadrilateral 4 4 4

Congruent figures have the same size and Pentagon 5 5 5

shape. In a regular polygon, all sides are Hexagon 6 6 6
congruent and all angles are congruent.
Heptagon 7 7 7
Classify the polygon below.
Octagon 8 8 8

Nonagon 9 9 9

Decagon 10 10 10

How many sides does this polygon have? 5 sides

How many angles does this polygon have? 5 angles
Name the polygon. pentagon
Are all the sides congruent? no
Are all the angles congruent? no
So, the polygon above is a pentagon. It is not a regular polygon.

Name each polygon. Then tell whether it is a regular polygon

or not a regular polygon.

1. G 2. T 3. 4.
H Y U N

T O
U X
S P
E F
R Q
V W
S R

Reteach R90 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.2
Name Reteach

Triangles

You can classify triangles by the length of their sides and

by the measure of their angles. Classify each triangle.

Use a ruler to measure the side lengths. Use the corner of a sheet of
paper to classify the angles.
• equilateral triangle • acute triangle
All sides are the same All three angles are acute.
length.
• isosceles triangle • obtuse triangle
Two sides are the same One angle is obtuse. The
length. other two angles are acute.
• scalene triangle • right triangle
All sides are different One angle is right. The other
lengths. two angles are acute.

Classify the triangle according to its side lengths.

It has two congruent sides.
The triangle is an isosceles triangle.
Classify the triangle according to its angle measures.
It has one right angle.
The triangle is a right triangle.

Classify each triangle. Write isosceles, scalene, or equilateral.

Then write acute, obtuse, or right.

1. 2. 5 in. 3. 10 m
78°
9 mi 14 mi 4m
5 in.
66° 36° 10 m
5 in.
15 mi

4. 5. 6.

Reteach R91 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.3
Name Reteach

Quadrilaterals

You can use this chart to help you classify quadrilaterals.

quadrilateral
4 sides

parallelogram trapezoid
quadrilateral quadrilateral
opposite sides are parallel exactly one pair of parallel sides
opposite sides are congruent

rectangle rhombus
parallelogram parallelogram
4 right angles 4 congruent sides
2 pairs of perpendicular sides

square
rhombus
rectangle

Classify the figure.

The figure has 4 sides, so it is a quadrilateral. The figure has
exactly one pair of parallel sides, so it is a trapezoid.
quadrilateral, trapezoid

Classify the quadrilateral in as many ways as possible. Write quadrilateral,

parallelogram, rectangle, rhombus, square, or trapezoid.

1. 2.

3. 4.

Reteach R92 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.4
Name Reteach

Three-Dimensional Figures

A polyhedron is a solid figure with faces that are polygons.

You can identify a polyhedron by the shape of its faces.
A pyramid is a polyhedron with one polygon A prism is a polyhedron with two congruent
base. The lateral faces of a pyramid are polygons as bases. The lateral faces of a
triangles that meet at a common vertex. prism are rectangles.
triangular The base triangular The two
pyramid and faces are prism bases are
triangles. triangles.

rectangular The base is a rectangular All faces are

pyramid rectangle. prism rectangles.

square The base is a square prism All faces are

pyramid square. or cube squares.

pentagonal The base is a pentagonal The two

pyramid pentagon. prism bases are
pentagons.
hexagonal The base is a hexagonal The two bases
pyramid hexagon. prism are hexagons.

A solid figure with curved surfaces is not a polyhedron.

cone The one base cylinder The two
is a circle. bases are
circles.
sphere There is no
base.

Classify the solid figure. Write prism, pyramid, cone, cylinder, or sphere.

The solid figure has one base.

The rest of its faces are triangles.

So, the solid figure is a pyramid .

Classify each solid figure. Write prism, pyramid, cone, cylinder, or sphere.

1. 2. 3. 4.

Reteach R93 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.5
Name Reteach

Unit Cubes and Solid Figures

A unit cube is a cube that has a length, width,

1 unit
and height of 1 unit. You can use unit cubes to
build a rectangular prism.
1 unit 1 unit
Count the number of cubes used to build the rectangular prism.

The length of the prism is made up of 8 unit cubes.

The width of the prism is made up of 2 unit cubes.
The height of the prism is made up of 1 unit cube.
The number of unit cubes used to build the
rectangular prism is 16 .

Count the number of unit cubes used to build each solid figure.
1. 2.

unit cubes unit cubes

3. 4.

unit cubes unit cubes

Reteach R94 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.6
Name Reteach

Understand Volume

The volume of a rectangular prism is equal to the number of

unit cubes that make up the prism. Each unit cube has a
volume of 1 cubic unit.
Find the volume of the prism. 1 unit cube 5 1 cubic inch

Step 1 Count the number of unit cubes in the bottom layer of the prism.
There are 4 unit cubes that make up the length of the first layer.
There are 2 unit cubes that make up the width of the first layer.
There is 1 unit cube that makes up the height of the first layer.
So, altogether, there are 8 unit cubes that make up
the bottom layer of the prism.
Step 2 Count the number of layers of cubes that make up the prism.
The prism is made up of 3 layers of unit cubes.
Step 3 Find the total number of cubes that fill the prism.
Multiply the number of layers by the number of cubes in each layer.
3 3 8 5 24 unit cubes
Each unit cube has a volume of 1 cubic inch. So, the volume of
the prism is 24 3 1, or 24 cubic inches.

Use the unit given. Find the volume.

1. 2.

3 ft
4 cm

3 ft
5 ft 3 cm
6 cm
Each cube 5 1 cu ft Each cube 5 1 cu cm

Volume 5 cu Volume 5 cu
Reteach R95 Grade 5
© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.7
Name Reteach

Estimate Volume

You can estimate the volume of a larger box by filling it

with smaller boxes.

Mario packs boxes of markers into a large box. The volume

of each box of markers is 15 cubic inches. Estimate the
volume of the large box.

Markers Markers
Markers Markers

The volume of one box of markers is 15 cubic inches.

Use the box of markers to estimate the volume of the large box.

• The large box holds 2 layers of boxes of markers, a top

layer and a bottom layer. Each layer contains 10 boxes of markers.
So, the large box holds about 2 3 10, or 20 boxes of markers.

• Multiply the volume of 1 box of markers by the estimated

number of boxes of markers that fit in the large box.
20 3 15 5 300
So, the volume of the large box is about 300 cubic inches.

Estimate the volume.

1. Each box of toothpaste has a volume 2. Volume of CD case: 80 cu cm
of 25 cubic inches.

CD CD CD CD CD
Toothpaste Toothpaste
CD CD CD CD CD
Toothpaste Toothpaste
CD CD CD CD CD
Toothpaste Toothpaste
CD CD CD CD CD

There are boxes of toothpaste

in the large box.
The estimated volume of the large box Volume of large box:

is 3 25 5 cubic inches.
Reteach R96 Grade 5
© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.8
Name Reteach

Volume of Rectangular Prisms

Jorge wants to find the volume of this rectangular prism.

He can use cubes that measure 1 centimeter on each side
to find the volume. 4 cm

Step 1 The base has a length of 2 centimeters

and a width of 3 centimeters. Multiply to find the area 3 cm
of the base. 2 cm
Base 5 2 3 3
Base 5 6 cm2

Step 2 The height of the prism is 4 centimeters. Add the 3

number of cubes in each layer to find the volume.
2
Remember: Each layer has 6 cubes.

Step 3 Count the cubes. 24 cubes

Multiply the base and the height to check your answer.
Volume 5 6 3 4
Volume 5 24 cubic centimeters

So, the volume of Jorge’s rectangular prism is 24 cubic centimeters.

Find the volume.

1. 2.
3 cm 2 ft
2 ft
2 cm 5 ft
3 cm

Volume: Volume:

3. 4.

4 in. 3 cm
3 cm
2 in. 6 cm
4 in.

Volume: Volume:

Reteach R97 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.9
Name Reteach

Algebra • Apply Volume Formulas

You can use a formula to find the volume of a rectangular prism.

Volume 5 length 3 width 3 height

V 5(l 3 w) 3 h

Find the volume of the rectangular prism.

4 in.
Step 1 Identify the length, width, and height
of the rectangular prism.
3 in.
9 in. width 5 3 in. height 5 4 in. 9 in.
length 5

Step 2 Substitute the values of the length, width, and height

into the formula.

V 5 (l 3 w) 3 h
V5( 9 3 3 )3 4
Step 3 Multiply the length by the width.

V 5 (9 3 3) 3 4
V 5 27 3 4

Step 4 Multiply the product of the length and width by the height.

V 5 27 3 4
5 108

So, the volume of the rectangular prism is 108 cubic inches.

Find the volume.

1. 2.
5 ft 8 cm

8 cm
4 ft 8 cm
12 ft

V5 V5

Reteach R98 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.10
Name Reteach

Problem Solving • Compare Volumes

A company makes aquariums that come in three sizes of rectangular
prisms. The length of each aquarium is three times its width and
depth. The depths of the aquariums are 1 foot, 2 feet, and 3 feet.
What is the volume of each aquarium?

Read the Problem Solve the Problem

What do I need to find? Think: The depth of an aquarium is the

same as the height of the prism formed by
I need to find the volume of each aquarium. the aquarium
What information do I need to use?
Depth, or
I can use the formula for volume, Length Width Height Volume
V 5 l 3 w 3 h, or V 5 B 3 h . I can
(ft) (ft) (ft) (cu ft)

1 ft, 2 ft, and 3 ft 3 1 1 3

use as the depths.
6 2 2 24
I can use the clues the length is three times
9 3 3 81
the width and depth .
How will I use the information? So, the volumes of the aquariums
are 3 cubic feet, 24 cubic feet, and
I will use the volume formula and a table
81 cubic feet.
to list all of the possible combinations of
lengths, widths, and depths.

1. Jamie needs a bin for her school 2. Suppose the blue bin that Jamie found
supplies. A blue bin has a length of had a length of 5 inches, a width of
12 inches, a width of 5 inches, and a 5 inches, and a height of 12 inches.
height of 4 inches. A green bin has a Would one bin have a greater volume
length of 10 inches, a width of 6 inches, than the other? Explain.
and a height of 5 inches. What is the
volume of the bin with the greatest
volume?

Reteach R99 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 11.11
Name Reteach

Find Volume of Composed Figures

A composite figure is a solid made up of two or more solids. To find the

volume of a composite figure, first find the volume of each solid that
makes up the figure. Then find the sum of the volumes of the figures.
4 in.
Find the volume of the composite figure at right.

Step 1 Break apart the composite figure into two

rectangular prisms. Label the dimensions 4 in.
of each prism. 8 in.
8 in.
Prism 1 Prism 2
20 in.

4 in.
4 in.
8 in.

8 in.
4 in.
20 in.

Step 2 Find the volume of each prism.

Prism 1 Prism 2
V 5 (l 3 w) 3 h V 5 (l 3 w) 3 h
V5 4 3 8 3 4 V 5 20 3 8 3 4
V 5 128 in.3 V 5 640 in.3

Step 3 Find the sum of the volumes of the two prisms.

Volume of Prism 1 1 Volume of Prism 2 5 Volume of Composite Figure

128 in.3 1 640 in.3 5 Volume of Composite Figure
768 in. 3
5 Volume of Composite Figure

So, the volume of the composite figure is 768 in.3

Find the volume of the composite figure.

1. 12 ft 2.
7 in.

10 ft 8 ft 12 ft 1 in.
4 in.
8 ft 3 in.
4 ft
28 ft 6 in.

V5 V5

Reteach R100 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1
Name Reteach

Compare Fractions and Decimals

Three friends compare the thicknesses of their textbooks. Julio’s

science book is 1.35 inches thick. Hannah’s math book is
1 3_5 inches thick. Gabriela’s history book is 1.9 inches thick.
Who has the textbook with the least thickness?

You can use a number line to compare fractions and decimals.

Remember: On a number line, the number farthest to the left

from 0 has the least value.

Step 1 Draw a number line. Locate some benchmarks on the

number line.

Benchmark decimals: 1, 1.25, 1.5, 1.75, 2, . . .

Benchmark mixed numbers: 1, 1 1_4 , 1 1_2 , 1 3_4 , 2, . . .

Step 2 Mark the thickness of each textbook on the number line.

Find the locations of 1.35, 1 3_5 , and 1.9.

1.35 13
5 1.9
1 1 41 1 21 1 43 2

1 1.25 1.5 1.75 2

Since 1.35 < 1 3_5 < 1.9, Julio’s textbook has the least thickness.

For 1–2, identify the points on the number line. Then write the
greater number.

1.1 13
5 1.85
1. point A as a fraction ___ 1 41 1 21 1 43
1 2

2. point B as a decimal ___ 1 1.25 1.5 1.75 2

B A
___ is greater than ___.

Locate each number on a number line. Then complete the sentence.

3. 1 3_5 , 1.85, 1.1

The number with the greatest value is ____.

Reteach GRR1 Grade 5

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2
Name Reteach

Order Fractions and Decimals

You can use a number line to help you order decimals, fractions, and
mixed numbers.

In one day, a bakery sells 5.2 apple pies, 4 3_5 cherry pies, 5 1_3 blueberry
pies, and 5.45 pumpkin pies. Order the number of pies the bakery sells
from least to greatest.

Step 1 Draw a number line. Locate some benchmarks on the

number line.

Benchmark decimals: 4, 4.25, 4.5, 4.75, 5, 5.25, 5.5, . . .

Benchmark mixed numbers: 4, 41 _, 43
_, 41 _, 5, 51
_, 51
_, . . .
4 2 4 4 2
Step 2 Locate 5.2, 4 3_5 , 5 1_3 , and 5.45 on the number line.

5.2 5.45
4 4.25 4.5 4.75 5 5.25 5.5

4 4 41 4 21 4 43 5 5 41 5 21
43
5 51
3

Step 3 Order the fractions and decimals.

Remember: The point farthest to the left is the least value. The point
farthest to the right is the greatest value.

So, the number of pies the bakery sells from least to greatest is
4 3_5 , 5.2, 5 1_3 , and 5.45.

For 1–2, locate each set of numbers on a number line.

Then write the numbers in order from least to greatest.

1. 2.32, 2__ 3
3, 2.16, 2___ 2. 4 0.4, 1
__, __, 0.28
4 10 7 4

Reteach GRR2 Grade 5

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 Lesson 3
Name Reteach

Factor Trees

You can use a factor tree to show the factors of a number that
are all prime numbers. Remember a prime number must be
greater than 1, and have only 1 and itself as factors.

Use a factor tree to find the prime number factors that

have a product of 18.

Step 1 Draw two branches below 18. 18

Step 2 Choose any two factors of 18. Try 6 3 3.

Write the factors under the branches.
Include the multiplication sign. 6 3 3

Step 3 Check if 6 and 3 are prime numbers.

Think: 6 5 2 3 3 and 3 5 3 3 1.
Draw branches below 6 and write the factors. 2 3 3
Since 3 has only 1 and itself as factors, do
not draw any branches below 3.

Step 4 Check if 2 and 3 are prime numbers.

Think: 2 5 2 3 1 and 3 5 3 3 1.
Each factor has only 1 and itself as a factor.
Do not draw any more branches.

Write the factors from least to greatest. Use each factor

that has only 1 and itself as a factor.

So, 18 5 2 3 3 3 3

Use a factor tree to find the prime number factors.

1. 12 2. 30 3. 50

___ ___ ___

Reteach GRR3 Grade 5

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 Lesson 4
Name Reteach

Model Percent

Percent means “per hundred” or “out of 100.” For example, 40 percent

means 40 out of 100. You can write 40 percent as 40%.

You can use a decimal model like the one below to represent percents.
The model has 100 squares. Each small square represents 1%.
All 100 squares represent 100%.
100%

1%

Use the model to write the percent.

How many whole rows and single squares are shaded?

4
rows: _ 3
single squares: _

What percent is shaded?

40
4 rows: 4 × 10 = _ 3
single squares: 3 × 1 = _
43% is shaded.
Total: 40 + 3 = 43 out of 100 squares, or _

Shade the grid to show the percent.

1. 16 percent 2. 83%

3. 45% 4. 97 percent

Reteach GRR4 Grade 5

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 Lesson 5
Name Reteach

Relate Decimals and Percents

Decimals and percents are two ways of expressing a number. You

can express a decimal as a percent and a percent as a decimal.

Model 0.26. Write 0.26 as a percent.

Step 1 Write the decimal as a ratio.

0.26 5 26 hundredths 5 26 out of 100.

Step 2 Make a model that shows 26 out of 100.

0.26 5 26%
Remember: 1 square represents 1 hundredth, or 1%.

Step 3 Use the model to write a percent.

26 percent, or _
26 shaded squares 5 _ 26%

Model 13 percent. Write 13% as a decimal.

Step 1 Write the percent as a fraction.

13
13% 5 ___
100
Step 2 Make a model that shows 13 out of 100.
13% 5 0.13
Step 3 Use the model to write a decimal.
0.13
13 shaded squares out of 100 squares 5 _

Use the model. Complete each statement.

1a. 0.89 = __ out of 100

1b. How many squares are shaded? __

1c. What percent is shaded? __

Write the percents as decimals.

2. 67% 3. 14%

____ ____

Reteach GRR5 Grade 5

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 Lesson 6
Name Reteach

Fractions, Decimals, and Percents

You can write a percent and a decimal as a fraction.

You can also write a fraction as a decimal and as a percent.
17.
Write the percent that is equivalent to __
20

Step 1 Set up the equivalent fraction with a denominator of 100.

17 3 ? 5 ___
______
20 3 ? 100

Step 2 Ask: By what factor can you multiply the denominator, 20, to get 100?
17 3 ? 5 ___
______
20 3 5 100 Multiply the denominator by 5.

Step 3 Multiply the numerator by the same factor, 5.

17 3 5 5 ___
______ 85
20 3 5 100

Step 4 Write the fraction as a percent.

85 5 85 percent.
___
100
17 equals 85%.
So, __
20

Write __
7
20 as a decimal. Write 15% as a fraction in simplest form.

Step 1 Write an equivalent fraction with a Step 1 Write 15% as a fraction.

denominator of 100. 15
15% 5 ___
Multiply the 100
7 3 5 5 ___
______ 35 numerator and
20 3 5 5 100 denominator by 5. Step 2 Simplify.
15 4 5 5 __
15% 5 _______ 3
Step 2 Write the fraction as a decimal. 100 4 5 20
35 = 0.35
___
100

Write a decimal, a percent, or a simplified fraction.

_
1. 1 as a decimal 2. __
7 as a percent 3. 60% as a fraction
5 10

Reteach GRR6 Grade 5

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 Lesson 7
Name Reteach

Divide Fractions by a Whole Number

You can use a model to help you divide a fraction by a whole number.
243
Divide. _
5

5 So divide a rectangle into five

Step 1 The denominator of the dividend is _.
2
fifths The numerator of the dividend is _.
equal-size parts, or _.
So shade _ 2 of the fifths.

thirds by drawing
3 So divide the rectangle into _
Step 2 The divisor is _.
_ of 2
horizontal lines. Shade 1 _.
3 5

1
__
15
Step 3 The rectangle is now divided into 15 equal parts. Each part is _
of the rectangle.
2
__
Step 4 Of the 15 equal parts, _2 parts are shaded twice. So _
15 of the
rectangle is shaded twice.
2
__
So, 2
_43=
15
_.
5

Use the model to find the quotient. Write the quotient in simplest form.

1. 3
__ 445 2. 1
__ 435
4 _ 2 _

5
3. __ 475 4
4. __ 435
6 _ 5 _

Reteach GRR7 Grade 5

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 Lesson 8
Name Reteach

Ratios

A ratio compares two numbers.

Shawna is decorating a picture frame by repeating the tile pattern shown below.

What is the ratio of triangles to circles?

Step 1 Count the number of triangles and circles.

4
triangles: _
3
circles: _

4 to 3
Step 2 Use the numbers to write a ratio of triangles to circles.__

4 to 3
So, the ratio of triangles to circles is __.

You can also write this ratio as 4:3 and 4

_.
3

Find the ratio of rectangles to circles.

1a. How many rectangles are there?

___

1b. How many circles are there? 1c. What is the ratio of rectangles to circles?

___ ___

Write the ratio.

2. dark circles to white circles 3. total rectangles to light rectangles

___ ___

Reteach GRR8 Grade 5

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 Lesson 9
Name Reteach

Equivalent Ratios

Equivalent ratios are equal forms of the same ratio. You can use
multiplication or division to write equivalent ratios.

Write the equivalent ratio.

4 to 7 5 ? to 21 8 to 10 5 4 to ?
Step 1 Write the ratios as fractions. Step 1 Write the ratios as fractions.
4 ?
_ 5 __ 8 54
__ _
7 21 10 ?
Step 2 Compare the denominators. Step 2 Compare the numerators.

4 ? Think: 21 . 7, so multiply.
_ 5 __ 8 54
__ _
7 21 Think: 4 , 8, so divide.
10 ?
Step 3 Multiply the numerator and Step 3 Divide the numerator and
denominator by the same number. denominator by the same number.

Think: 7 3 3 5 21,
4 5 ?
3 ? ___
_____ 84? Think: 8 4 2 5 4,
7 3 ? 21 so multiply by 3.
______
54
_
10 4 ? ? so divide by 2.

4 3 3 12
_____ 5 __ 842 5_
______ 4
7 3 3 21 10 4 2 5
So, 4 to 7 is equivalent to 12 to 21.
So, 8 to 10 is equivalent to 4 to 5.

Write equivalent or not equivalent.

1. 2 to 3 and 8 to 12 2. 15 to 20 and 3 to 5

____ ____

3. 5 to 6 and 25 to 36 4. 18 to 10 and 9 to 5

____ ____

Write the equivalent ratio.

5. 28 to 32 5 ___ to 8 6. 9 to 8 5 63 to ___ 7. 13:5 5 ___:15

__ __ __

Reteach GRR9 Grade 5

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 Lesson 10
Name Reteach

Rates

A rate is a special kind of ratio. It compares two numbers with

different units. A unit rate has a 1 as its second term.

Find the unit rate of 12 apples in 3 pounds.

12
Step 1 Write a rate in fraction form. __
3
Step 2 Divide the apples into 3 equal groups.
Each group of apples weighs 1 pound.

Step 3 Show your work by writing an

equivalent rate with 1 in the 12 4 3 5 4
______ _ unit rate
denominator. 3 4 3 1

So, the unit rate is ___

4 apples for ___
1 pound.

You can read this as 4 apples per pound.

Find the unit rate.

1. 20 oranges in 5 pounds 2. 180 miles in 3 hours 3. 140 pages in 7 days

4. $100 for 10 hours 5. 400 miles on 20 gallons 6. $16 for 2 books

7. $15 for 5 boxes 8. 225 pages in 5 hours 9. 210 miles in 7 hours

10. $7.50 for 3 pounds 11. 84 miles on 7 gallons 12. $124 for 4 sweaters
of gas

Reteach GRR10 Grade 5

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 Lesson 11
Name Reteach

Distance, Rate, and Time

You can use the formula d 5 r 3 t to solve a problem about distance, rate, or time. In the
formula, d stands for distance, r stands for rate (or speed), and t stands for time.

A car travels 300 miles in 5 hours. What is the car’s speed?

Step 1 Write the formula. d5r×t

Step 2 Replace the values you know in the formula. 300 5 r × 5

distance: d 5 300
time: t 5 5

Step 3 Use patterns and the inverse operation, 300 4 5 5 r

division, to solve. Think: 30 4 5 5 _ 6
60 miles per hour.
So, the car’s speed is _ 300 4 5 5 _ 60

Use the formula d 5 r 3 t to solve. Include the units in your answer.

1. A rower travels 750 feet in 5 minutes. 2. A walker travels 3 miles per hour for
What is the rower’s speed? 4 hours. What distance does the walker
travel?

3. A snake travels 60 feet in 10 minutes. 4. A bus travels 15 hours at 60 miles per

What is the snake’s speed? hour. How far does the bus travel?

5. A cyclist travels at a speed of 7 miles 6. A plane travels at an average speed of

per hour. How long does it take the 300 miles per hour. How long does it
cyclist to travel 35 miles? take the plane to travel 1,200 miles?

Reteach GRR11 Grade 5

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 Lesson 12
Name Reteach

Understand Integers

You can use positive and negative integers to represent real world
quantities. You have used a number line to show 0 and the whole
numbers greater than 0. You can also use a number line to
represent the opposites of whole numbers.

Opposites are two numbers that are the

same distance from 0 on the number line
-3 - 2 -1 0 + 1 +2 +3
but in opposite directions. For example,
3 and 23 are opposites. The whole numbers, negative integers positive integers
their opposites, and 0 are called integers.

You use a negative sign, 2, to represent negative integers. You can

use a positive sign, 1, or no sign, to represent positive integers.

The elevation of Mt. Washington is 6,288 feet above sea level. Write
an integer to represent the situation. Then, tell what 0 represents.

Step 1 Decide whether the integer is positive or negative.

above sea level.
In this example, positive integers represent elevation ___
below sea level. So, the word
Negative integers represent elevation ___
above tells me that the integer is ___.
___ positive
Step 2 Write the integer: ___, 6,288
6,288 or ___. 1

6,288
So, the elevation of Mt. Washington is ___.

Step 3 Decide what 0 represents.

at sea level
0 represents _____.

Write an integer to represent the situation. Then, tell what 0 represents.

Situation Integer What Does 0 Represent?

1. The helicopter hovered 150 feet __ ____

above the ground.

2. Miriam earned 25 bonus points. __ ____

3. Pete dove 15 feet into the water. __ ____

Reteach GRR12 Grade 5

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 Lesson 13
Name Reteach

Algebra • Write and Evaluate Expressions

An expression is a mathematical phrase made up of numbers, variables,

and operation symbols. A variable is a symbol that represents one or
more numbers. You evaluate an expression by replacing each variable
with a number and simplifying.

Maura sells handmade soap at the farmers’ market for $4.00 per bar.

• Write an expression for how much Maura earns selling bars of soap.

• Evaluate the expression to determine how much money she will

earn if she sells 26 bars of soap.

Step 1 Choose a variable and explain Let s 5 the number of bars of soap
what it stands for. Maura sells.

Step 2 Write a word expression. $4 earned for each bar of soap sold
Step 3 Replace the word expression 43s
with a multiplication expression
using s.
Step 4 Replace s with 26. 4 3 26

Step 5 Multiply to evaluate. 4 3 26 5 104

So, Maura will earn $104 if she sells 26 bars of soap.

Write an expression.
1. Jack’s dog weighs p pounds and his 2. Paul saved d dollars. Sally saved $25
puppy weighs 15 pounds less. How more than Paul saved. How much did
much does the puppy weigh? Sally save?

Evaluate each expression for the value given.

3. n 2 17 for n 5 50 4. 27 1 t for t 5 30

5. q 3 15 for q 5 7 6. 88 4 p for p 5 4

Reteach GRR13 Grade 5

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 Lesson 14
Name Reteach

Algebra • Understand Inequalities

An inequality is a mathematical sentence that compares two quantities.

An inequality contains an inequality symbol: ,, ., #, $, or fi.
Inequality Symbols
# less than $ greater than
, less than . greater than fi not equal to
or equal to or equal to

The speed limit on a certain road is 45 miles per hour. A driver does
not want to exceed the speed limit. Write an inequality using a variable
to represent the driver’s speed.

Step 1 Write the inequality in words. speed is less than or equal to 45

Step 2 Replace speed with the variable s. s is less than or equal to 45

Step 3 Replace less than or equal to with #. s # 45

So, the inequality s # 45 represents a driver’s
speed if he doesn’t want to exceed the speed
limit of 45 miles per hour.

Of 4, 8, 12, and 16, which numbers are solutions

for f $ 8? Graph the solutions on a number line.

Step 1 In f $ 8, replace f with 4. Repeat the process for f 5 8, 12, 16.

Step 2 Identify the values that make f $ 8 true. f $ 8

4 $ 8 false
True values are solutions: f 5 8, 12, 16 8 $ 8 true
12 $ 8 true
False values are not solutions: f fi 4 16 $ 8 true

Step 3 Graph the solutions on a number line. Use filled circles.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Of 3, 5, and 8, which numbers are solutions for the

inequality k > 5? Graph the solutions on the number line.
1. Replace k with 3. True or false? __
2. Replace k with 5. True or false? __
0 1 2 3 4 5 6 7 8 9 10
3. Replace k with 8. True or false? __

Reteach GRR14 Grade 5

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 Lesson 15
Name Reteach

Polygons on a Coordinate Grid

Isabella is designing a quilt on a coordinate grid. The quilt is made x y

up of polygons sewn together. The vertices of one of the polygons 1 6
can be graphed using the coordinates shown in the table. Plot and 3 3
describe the polygon.
7 3
9 6
Plot the points on a coordinate grid. 7 9
3 9
Step 1 Write ordered pairs.
10
Use each row of the table to write an ordered pair. 9
8
(1, 6), (3, 3), (7, 3), (9, 6), (7, 9), (3, 9) 7
6

y-axis
Step 2 Graph a point for each pair on the 5
coordinate grid. 4
3
Step 3 Connect the points. 2
1
0 1 2 3 4 5 6 7 8 9 10
hexagon
So, the polygon has the shape of a ____. x-axis

Plot the polygon with the given vertices on a coordinate grid.

Identify the polygon.
1. (1, 4), (8, 1), (6, 9) 2. (1, 1), (1, 5), (9, 5), (9, 1)

10 10
9 9
8 8
7 7
6 6
y-axis

y-axis

5 5
4 4
3 3
2 2
1 1
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
x-axis x-axis

Reteach GRR15 Grade 5

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 Lesson 16
Name Reteach

Area of a Parallelogram

The area of a parallelogram is the product of its base and its height.

A5b3h

You can use any side as the base of the parallelogram.

The height of the parallelogram is the length of a line height
segment that is perpendicular to the base and has endpoints
on the base and the side or vertex opposite the base.

Find the area of the parallelogram. base

Step 1 Use the formula for the area of a parallelogram.

A5b3h

Step 2 Substitute 3 for b and 7 for h.

7 ft
A5337

Step 3 Multiply.

A 5 21 3 ft
So, the area of the parallelogram is 21 square feet, or 21 sq ft.

Find the area of the parallelogram.

1. 2.

5 ft 4 yd

10 ft 12 yd

Area 5 __ Area 5 __

3. 4.

5 cm
10.5 m 7m
15 cm

Area 5 __ Area 5 __

Reteach GRR16 Grade 5

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 Lesson 17
Name Reteach

Median and Mode

The median of a set of data is the middle value when the data
are written in order.

0, 3, 7, 8, 11

median
If a set of data contains an even number of items, the median is
the sum of the two middle terms divided by 2.
The mode of a set of data is the data value or values that occur most often.
A set of data may have no mode, one mode, or more than one mode.
0, 1, 4, 2, 3, 1

In the data set above, 1 is the mode because it occurs the most often.

The list shows the numbers of books 12 students read during

summer vacation.

2, 3, 4, 1, 4, 5, 3, 6, 2, 4, 3, 4

What are the median and mode of the data?

Step 1 Order the numbers from least to greatest.

1, 2, 2, 3, 3, 3, 4, 4, 4, 4, 5, 6

Step 2 To find the median, circle the middle value. Since there are 12 values,
circle the two middle values. Find the sum of the two middle values
and divide by 2.

31457 7 4 2 5 3.5

So, the median is 3.5 books.

Step 3 To find the mode, identify the data value that occurs most often.

4 occurs 4 times. So, the mode is 4 books.

Find the median and mode of the data.

1. number of minutes to run 1 mi: 7, 9, 8, 2. Callie’s quiz scores: 95, 87, 93, 100,
9, 7, 9, 8 87, 95
median: __ median: __
mode: __ mode: __

Reteach GRR17 Grade 5

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 Lesson 18
Name Reteach

Finding the Average

An average of a set of data is the sum of the data values divided

by the total number of data values.
For example, suppose you have the data set 4, 0, 24, 28, and 14.
The sum of the data values is 4 1 0 1 24 1 28 1 14, or 70.
There are a total of 5 data values. So the average is 70 4 5, or 14.

Several friends are participating in a walk-a-thon Name Amount of Money

for charity. The table at the right shows the amount Raised ($)
of money each friend raised. What is the average Aki 85
amount of money raised by each friend? Stephen 90

Step 1 Find the total amount of money the Lainie 100

friends raised. Janelle 75
Azumi 115
85 1 90 1 100 1 75 1 115 5 465
Step 2 Determine how many friends raised
money for the walk-a-thon.
Aki Stephen Lainie Janelle Azumi
1 2 3 4 5

A total of 5 friends raised money.

Step 3 Divide the total amount of money, 465, by the total number
of friends, 5, who raised the money.
465 4 5 5 93
So, the average amount of money raised by each friend is $93.

Ana Lisa’s runs batted in (RBI) record is shown for this month. What
was the average number of runs that Ana Lisa batted in per game?
1. Find the total number of runs Ana Lisa Game 1 2 3 4 5 6 7 8 9 10
batted in.
Number of
3 4 1 0 2 2 2 3 1 2
_____ RBIs

2. In how many games did Ana Lisa play? 3. Divide the sum by the number of games.
What is the average number of runs
batted in per game?
_____ _____

Find the average of the set of numbers.

4. 16, 22, 19, 14, 24 __ 5. 40, 36, 51, 36, 29, 18 __

Reteach GRR18 Grade 5

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 Lesson 19
Name Reteach

Histograms

A histogram is a graph that uses bars to show the number of data

values that occur within equal intervals. The table below shows the
test scores of the students in Omar’s science class.

Science Test Scores

82 76 92 65 84 80 98 81 89 90 94 78 91
100 74 90 76 95 68 75 83 92 85 85 83 94

Use the data to make a histogram. Scores Tally Frequency

61–70 || 2
71–80 |||| | 6
Step 1 Make a frequency table, using intervals of 10, and
81–90 |||| |||| 10
then start a bar graph. Write the intervals on the
91–100 |||| ||| 8
horizontal axis of the graph and label the axis.
Science Test Scores
12
Step 2 Choose a scale for the vertical axis that works
10
with the frequencies. Use a scale from 0 to12

Number of Students
with intervals of two. Label the axis. 8

Step 3 Draw a bar for each interval. The bar’s height 4

is determined by the frequency. 2

0
61–70 71–80 81–90 91–100
Step 4 Give the histogram a title. Scores

For 1–2, use the data below.

The ages of the children in a swim club are given below.
6, 8, 11,10, 7, 9, 8, 8, 7, 7, 12, 8, 8, 10, 10, 11,
12, 10, 9, 13, 14, 10, 11
1. Complete the frequency table. Use 2. Complete the histogram.
3 years for each interval.
12
Ages Tally Frequency 10
Number of Children

8
6–8
6

0
Ages

Reteach GRR19 Grade 5

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 Lesson 20
Name Reteach

Analyze Histograms

A histogram shows how often data occur within intervals. You can use
a histogram to compare the frequency of the data within each interval.

The histogram shows the number of students in Mr. Lee’s class who
walked 4 miles within the range of each interval.

How many students walked between Minutes Students Walked

60 and 62 minutes?
12
Step 1 Find the interval labeled 60–62.
10
Step 2 Find the frequency by reading the

Number of Students
height of the bar. The bar ends 8
halfway between 10 and 12.
It ends at 11. 6

So, 11 students walked between 4

60 and 62 minutes.
2
How many students walked between
54 and 59 minutes? 0
54–56 57–59 60–62 63–65 66–68
Step 1 Find the intervals for the range Time (in minutes)
of times: 54–56 and 57–59.

Step 2 Find the frequency for each interval 54–56: 2 students

by reading the height of each bar. 57–59: 8 students

Step 3 Add the frequencies to find the total. 2 1 8 5 10

So, 10 students walked between 54 and 59 minutes.

For 1–2, use the histogram at the right.

The histogram shows the number of hours of
Number of Hours of TV Last Week
TV that students watched last week.
12

1. How many students watched between 10

10 and 14 hours of TV last week?
Number of Students

2. How many students watched less than 2

10 hours of TV last week?
0
0–4 5–9 10–14 15–19 20–24
Number of Hours

Reteach GRR20 Grade 5

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