Practice problemGrade 5 · 5.NF.B.3
Ben says 2 sandwiches shared by 3 people gives each person 3/2 sandwich. Is that reasonable? three sandwiches four plates Explain: Correct share:
Individual task
Practice problem
Practice problemGrade 5 · 5.NF.B.5
Write <, >, or =. Do not calculate products. 8 × 3/4 8 8 × 5/4 8 8 × 1 8 8
Individual task
Practice problemGrade 5 · 5.NF.B.5
Write <, >, or =. Do not calculate products. 7 × 3/7 7 7 × 7/5 7 7 × 1 7 7
Individual task
Practice problemGrade 5 · 5.NF.B.5
Write <, >, or =. Do not calculate products. 11 × 2/3 11 11 × 5/4 11 11 × 1 11 11
Individual task
Practice problemGrade 5 · 5.NF.B.5
Write <, >, or =. Do not calculate products. 7 × 1/2 7 7 × 8/7 7 7 × 1 7 7
Individual task
Practice problemGrade 5 · 5.NF.B.5
Noah says multiplication always makes numbers bigger. Draw a counterexample. My equation:
Individual task
Practice problemGrade 5 · 5.NF.B.7
Zoe says 1/2 ÷ 3 = 3/2. Should a share be smaller than 1/2? Correct share: Why?
Individual task
Practice problemGrade 5 · 5.NF.B.7
Zoe says 1/4 ÷ 3 = 3/4. Should a share be smaller than 1/4? Correct share: Why?
Individual task
Practice problemGrade 5 · 5.NF.B.7
Zoe says 1/7 ÷ 5 = 5/7. Should a share be smaller than 1/7? Correct share: Why?
Individual task
Practice problemGrade 5 · 5.NF.B.7
Zoe says 1/6 ÷ 3 = 3/6. Should a share be smaller than 1/6? Correct share: Why?
Individual task
Practice problemGrade 5 · 5.NF.B.7
Leo says 3 ÷ 1/2 = 1 1/2. Does he count halves or find half of 3? Correct quotient: Explain:
Individual task
Practice problemGrade 5 · 5.NF.B.7
Leo says 3 ÷ 1/4 = 3/4. Does he count fourths or find a fourth of 3? Correct quotient: Explain:
Individual task
Practice problemGrade 5 · 5.NF.B.7
Leo says 2 ÷ 1/4 = 1/2. Does he count fourths or find a fourth of 2? Correct quotient: Explain:
Individual task
Practice problemGrade 5 · 5.NF.B.7
Leo says 2 ÷ 1/2 = 1. Does he count halves or find half of 2? Correct quotient: Explain:
Individual task
Practice problemGrade 5 · Math
6. EXPLAIN WHAT STAYS THE SAME — DESCRIBE THE RELATIONSHIP Pattern A starts at 6 and adds 4 each time. Pattern B starts at 2 and adds 4 each time. What stays the same? What changes
Individual task
Practice problemGrade 5 · Math
6. COMPARE MEANINGS — CHOOSE THE GROUPING Circle the expression that matches the sentence: "Two groups each have 7 notebooks and 3 folders." Group 1 7 3 Group 2 7 3 2 × (7 + 3) 2 ×
Individual task
Practice problemGrade 5 · Math
6. COMPARE TWO EXPRESSIONS — NOTICE THE GROUPING Write >, <, or =. Then explain how the grouping changes the value. 4 × (6 + 2) 4 × 6 + 2 Explanation:
Individual task
Practice problemGrade 5 · Math
6. CHOOSE THE MATCHING GRAPH — CHECK THE POINTS Which graph matches the ordered pairs (1, 4), (2, 7), (3, 10), and (4, 13)? Circle A, B, or C. Explain how you checked. A x y 0 1 2
Individual task
Practice problemGrade 5 · Math
6. A jug contains 2 L. Then 350 mL is poured out. Circle the valid setup and solve. 2 L → 350 mL A. 2,000 mL + 350 mL B. 2,000 mL – 350 mL C. 2 L + 350 mL D. 2 L – 350 mL Amount le
Individual task
Practice problemGrade 5 · Math
5. Use the line plot below. How many measurements are greater than 3/4? × × × × × × × × × × × × 0 1 / 8 1 / 4 3 / 8 1 / 2 5 / 8 3 / 4 7 / 8 1 Number greater than 3 / 4 :
Individual task
Practice problemGrade 5 · Math
6. Test the claim: “After sharing, every beaker will hold 1 / 4 L.” Agree or disagree? Prove your answer:
Individual task
Practice problemGrade 5 · Math
8. Claim: “The total growth is more than 1 foot.” Agree or disagree? Use the 12-inch reference bar below. 0 1 2 3 4 5 6 7 8 9 10 11 12 inches Agree or disagree? Explain:
Individual task
Practice problemGrade 5 · Math
4. Look at the two figures. Which represents area and which represents volume? Explain. 3 × 4 square units 3 × 2 × 2 prism The represents area and the represents volume. Explain:
Individual task
Practice problemGrade 5 · Math
8. Two rectangular prisms are shown below. Each is made of 12 unit cubes. Do they have the same volume? Explain. Prism A Prism B Dimensions: Dimensions: Do they have the same volum
Individual task