Homework Prractice And Problem-Solving Practice Workbook
Homework Practice and Problem-Solving Practice WorkbookHomework Practiceand Problem-SolvingPractice WorkbookContents Include:Visit us online at ca.gr5math.comISBN: 978-0-02-111969-1MHID: 0-02-111969-4 100 Homework Practice worksheetsone for each lesson 100 Problem-Solving Practice worksheetsone for each lesson to apply lessonconcepts in a real-world situation
Homework Practiceand Problem-SolvingPractice Workbook
TO THE TEACHER These worksheets are the same ones found in the ChapterResource Masters for California Mathematics, Grade 5. The answers to theseworksheets are available at the end of each Chapter Resource Masters booklet.Copyright by the McGraw-Hill Companies, Inc. All rights reserved.Except as permitted under the United States Copyright Act, no part ofthis publication may be reproduced or distributed in any form or by anymeans, or stored in a database or retrieval system, without prior writtenpermission of the publisher.Send all inquiries to:Macmillan/McGraw-Hill8787 Orion PlaceColumbus, OH 43240ISBN: 978-0-02-111969-1MHID: 0-02-111969-4Homework Practice/Problem Solving Practice Workbook, Grade 5Printed in the United States of America.7 8 9 10 11 12 13 14 15 16 MAL 19 18 17 16 15 14 13 12 11 10
ContentsChapter 1 Number Sense,Algebra,and Functions4-5 Least Common Multiple .634-6 Problem-Solving Investigation:Choose the Best Strategy .654-7 Comparing Fractions.674-8 Writing Decimals as Fractions.694-9 Writing Fractions as Decimals.714-10 Algebra: Ordered Pairs and Functions .731-11-21-31-4Prime Factors . 1Powers and Exponents . 3Order of Operations. 5Problem-Solving Investigation:Use the Four-Step Plan . 71-5 Algebra: Variables and Expressions . 91-6 Algebra: Functions .111-7 Problem-Solving Strategy:Guess and Check .131-8 Algebra: Equations .151-9 Algebra: Area Formulas .171-10 Algebra: The Distributive Property .19Chapter 5 Adding andSubtracting Fractions5-1 Rounding Fractions and MixedNumbers .755-2 Estimating Sums andDifferences .775-3 Adding and Subtracting Fractionswith Like Denominators .795-4 Problem-Solving Strategy: Act It Out .815-5 Adding and Subtracting Fractionswith Unlike Denominators .835-6 Problem-Solving Investigation:Choose the Best Strategy .855-7 Adding and Subtracting MixedNumbers .875-8 Subtracting Mixed Numberswith Renaming .89Chapter 2 Statistics andData Analysis2-12-22-32-42-52-62-72-82-9Bar Graphs and Line Graphs .21Interpret Line Graphs .23Histograms .25Line Plots .27Problem-Solving Strategy:Make a Table.29Mean .31Median, Mode, and Range .33Problem-Solving Investigation:Extra or Missing Information .35Selecting an Appropriate Display .37Chapter 6 Multiplying andDividing Decimalsand Fractions6-1 Multiplying Decimals by WholeNumbers .916-2 Multiplying Decimals .936-3 Problem-Solving Strategy:Reasonable Answers .956-4 Dividing Decimals by WholeNumbers .976-5 Dividing by Decimals .996-6 Problem-Solving Investigation:Choose the Best Strategy . 1016-7 Estimating Products of Fractions . 1036-8 Multiplying Fractions. 1056-9 Multiplying Mixed Numbers . 1076-10 Dividing Fractions. 1096-11 Dividing Mixed Numbers . 1112-10 Integers and Graphing.39Chapter 3 Adding andSubtracting Decimals3-1 Representing Decimals .413-2 Comparing and Ordering WholeNumbers and Decimals .433-3 Rounding Whole Numbers andDecimals .453-4 Problem-Solving Strategy: UseLogical Reasoning .473-5 Estimating Sums and Differences .493-6 Problem-Solving Investigation:Use Estimation.513-7 Adding and Subtracting Decimals .53Chapter 7 Algebra: Integersand EquationsChapter 4 Fractions andDecimals7-17-27-37-47-54-1 Greatest Common Factor .554-2 Problem-Solving Strategy: Makean Organized List .574-3 Simplifying Fractions .594-4 Mixed Numbers and Improper Fractions .61iiiOrdering Integers . 113Adding Integers . 115Subtracting Integers . 117Multiplying Integers . 119Problem-Solving Strategy:Work Backward . 121
7-6 Dividing Integers . 1237-7 Problem-Solving Investigation:Choose the Best Strategy . 1257-8 The Coordinate Plane . 1277-9 Solving Addition Equations . 1297-10 Solving Subtraction Equations . 1317-11 Solving Multiplication Equations . 1339-8 Probability . 1659-9 Sample Spaces . 1679-10 Making Predictions . 169Chapter 10 Geometry: Anglesand Polygons10-1 Measuring Angles. 17110-2 Problem-Solving Strategy:Draw a Diagram . 17310-3 Estimating and Drawing Angles . 17510-4 Parallel and Perpendicular Lines . 17710-5 Problem-Solving Investigation:Choose the Best Strategy . 17910-6 Triangles . 18110-7 Quadrilaterals . 18310-8 Drawing Three-DimensionalFigures . 185Chapter 8 Algebra: Ratiosand Functions8-1 Ratios and Rates . 1358-2 Problem-Solving Strategy:Look for a Pattern. 1378-3 Ratio Tables . 1398-4 Equivalent Ratios . 1418-5 Problem-Solving Investigation:Choose the Best Strategy . 1438-6 Algebra: Ratios and Equations . 1458-7 Algebra: Sequences and Expressions. 1478-8 Algebra: Equations and Graphs . 149Chapter 11 Measurement:Perimeter, Area,and VolumeChapter 9 Percent11-1 Perimeter . 18711-2 Area of Parallelograms . 18911-3 Problem-Solving Strategy:Make a Model . 19111-4 Area of Triangles . 19311-5 Problem-Solving Investigation:Choose the Best Strategy . 19511-6 Volume of Rectangular Prisms . 19711-7 Surface Area of Rectangular Prisms . 1999-19-29-39-4Percents and Fractions. 151Circle Graphs . 153Percents and Decimals . 155Problem-Solving Strategy:Solve a Simpler Problem. 1579-5 Estimating with Percents. 1599-6 Percent of a Number . 1619-7 Problem-Solving Investigation:Choose the Best Strategy . 163iv
1–1NameDateHomework Practice5NS1.4Chapter ResourcesPrime FactorsCopyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Tell whether each number is prime, composite, or neither. Find theprime factorization for each composite number.1. 282. 363. 424. 115. 346. 77. 728. 239. 12Create a table to show the possible outcomes for the situation. Then, use thetable to describe the probability of the event taking place.10. Sonja has a bag of canned food. She has two cans of peas, five cans of plumtomatoes, and one can of soup. She grabs a can out of the bag without looking.Describe the probability of Sonja grabbing a can of peas.Grade 51Chapter 1
1–1NameDateProblem-Solving Practice5NS1.4Prime Factors2. Martina ate 27 raisins. Is the number27 prime or composite? If it iscomposite, write the number as theproduct of prime numbers.1. There are 13 flavors at a local icecream parlor. Is the number 13 aprime number or a composite number?If it is composite, write the number asthe product of prime numbers.4. Hope used a factor tree to factor thenumber 240. How many “branches”will be at the bottom of this factortree? Write the number 240 as theproduct of prime numbers.3. Sydney used divisibility rules to showthat the number 640 is composite.What will she write when she writesthe number as the product of primenumbers?5. Cruz and his friend, Penny, need todetermine what numbers are primeand what numbers are composite fora homework assignment. Cruz saysthat the number 5 is a compositenumber because it has the factors 2and 2.5. Explain what is wrong withhis reasoning.Grade 52Chapter 1Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.6. Jesse drew a factor tree of a compositenumber and ended up with 4 4 5 5 3 as the prime factorization.Explain what is wrong with thisfactorization. What is the correct primefactorization? What is the compositenumber that was factored?
1–2NameDateHomework Practice5NS1.3, 5NS1.4Chapter ResourcesPowers and ExponentsComplete the table.Exponent1.Product622.3.5 5444.5.336.627.4 4 48.3 39.Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.2 2 2 22310.5 5 511.7 7 712.83Find the prime factorization of the composite numbers.13. 7514. 7715. 42Tell whether each number is prime, composite, or neither.16. 1717. 2518. 4419. 720. 3121. 0Grade 53Chapter 1
1–2NameDateProblem-Solving Practice5NS1.3, 5NS1.4Powers and Exponents1. Lou wrote 3 4 in standard form. Whatwas the number?2. Heidi’s family drove 1,000 mi onvacation. Write this number using abase and an exponent. Use 10 as thebase.3. Halle’s family is buying new carpet forher bedroom. The room is 4 yards longand 4 yards wide. Write the area usinga base and an exponent. Rememberthat area is calculated by multiplyingthe length times the width.4. Lupe emptied her bank and has144 pennies and 121 nickels. Writeeach of these numbers using a baseand an exponent. For the pennies use12 as the base. For the nickels use 11as the base.Grade 56. Very large and very small numbers inscience are often written using basesand exponents. For example, the sunis approximately 1.5 10 8 km fromEarth. Write 108 in standard form.4Chapter 1Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.5. For a punch bowl, Carin needs a blockof ice with a volume of at least125 cubic inches. She has a cube ofice that is five inches on each side.Write the volume of the cube using abase and exponents. Then write it instandard form. Is the block of ice bigenough? Remember that volume iscalculated by multiplying length timeswidth times height.
1–3NameDateHomework Practice4AF1.2Chapter ResourcesOrder of OperationsFind the value of each expression.1. 2 (4 7) - 62. 10 (6 - 3) 153. 15 3 16 (9 - 5)4. 66 11 35. 13 5 2 (8 - 3)6. 18 - 3 2 (9 - 0)7. 27 3 2 (38 – 15)8. 26 6 2 49. 8 (20 - 16) 3 211. 22 4 4 - 4 210. 7 6 2 (9 - 4)12. 8 32 (20 - 10)Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Write each product using an exponent. (Lesson 1–2)13. 4 4 414. 5 5 5 515. 8 816. 3 3 3Write each power as a product of the same factor. Then find thevalue of the following.17 7 318. 6219. 4 220. 2 321. 3 522. 5 4Grade 55Chapter 1
1–3NameDateProblem-Solving Practice4AF1.2Order of Operations2. Frank evaluated the expression8 2 - (2 6 3). What washis answer?1. Ted evaluated the expression2 4 6. What was his answer?3. Francisco wrote the number 3 10 2in standard form. His answer was 900.What mistake did he make in order ofoperations?4. Glenn ate 2 apples a day for a week. Inaddition to the apples, he ate 3 pearsduring the week. Write the expressionthat shows how many pieces of fruithe ate during the week.Evaluate the expression.What is the correct answer?Evaluate the expression.Grade 56Chapter 1Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.6. Keiko’s class collected coins to buyfood for a local family. When Keikocounted the coins, there were27 quarters, 92 dimes, 140 nickels,and 255 pennies. Her teacher offeredto add an amount to the total, equalto what the students collected. Whatexpression did he use to find out howmuch money they had?5. Create an expression whose value is12. It should contain four numbers andtwo different operations.
1–4NameDateHomework Practice5MR1.1, 4NS3.4Chapter ResourcesProblem-Solving InvestigationUse the four-step plan to solve each problem.1. A train left the station at 12:45. It traveled 455 miles in 7 hours.How many miles did it travel in each hour?2. The Delgados are buying a pool that is 30 feet x 30 feet for 1,188.They plan to pay in 12 equal payments. Find the amount of eachpayment.Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.3. After shopping for school supplies, Martin came home with 4. Hebought a pack of pens for 6, a calculator for 12, and a notebookfor 3. How much money did he start with?4. Julio increases the laps he runs by three laps each day. If hebegins on Monday running 4 laps, how many laps will he run onWednesday at his current rate?Find the value of each expression. (Lesson 1–3)5. 15 - 2 3 46. 22 - 17 87. 23 42 28. 64 - 12 7Grade 57Chapter 1
1–5NameDateHomework Practice5AF1.2Chapter ResourcesAlgebra: Variables and ExpressionsEvaluate each expression if m 3 and n 15.1. 25 - n2. 2m - 43. 3n m4. n - 35. 60 n6. 2m n7. 2n - m8. 6m 39. n – 2m10. 3m n11. 4n m12. 20 - nCopyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Evaluate each expression if a 2, b 12, and c 8.13. a 2 2b14. 2c – 315. b 3a16. 2b 617. 8a – b18. 8c – bSolve. Use the four-step plan. (Lesson 1–4)19. Kelly received 12 in change from a cashier. She bought four booksthat were 7 each. How much did Kelly give the cashier?Grade 59Chapter 1
1–5NameDateProblem-Solving Practice5AF1.2Algebra: Variables and ExpressionsSolve.1. Jaynee’s friends ate 4 applesmore than her family ate. Write anexpression for how many applesJaynee’s friends ate.2. Ian walked 5 blocks home from school.His friend Kim walked x blocks farther.Write an expression for how far Kimwalked.3. Carmen took her newspapers andaluminum cans to the recycling center.She weighed everything and found thatshe had 24 pounds more newspapersthan cans. Write an expression for theweight of the newspapers, using c as avariable.4. Hannah’s grade on her last math testwas 4 points less than Mark’s grade.Write an expression for Hannah’sgrade, using m as a variable.Find the value of the expression ifm 92.Find the value of the expression ifc 12.6. Michael went to the water park. Hespent 2 hours longer on the waterslides than he did in the wave pool.If t represents the hours on the waterslides, write an expression for the timehe spent in the wave pool.Find the value of the expression ift 4.Find the value of the expression ifp 8.How much time did he spend at thewater park?hoursHow many cookies and pieces ofcandy were taken to the bake sale?cookiespieces of candyGrade 510Chapter 1Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.5. Ron made cookies for the fair. Hissister made candy. Four cookies werepackaged together, and 6 pieces ofcandy were packaged together. Therewere 6 more packages of cookiesthan p packages of candy. Write anexpression for the number of packagesof cookies.
Name1–6DateHomework Practice5AF1.2, 5AF1.5Chapter ResourcesAlgebra: FunctionsComplete each function table.1.Input (x)x–32.OutputInput (x)5482493xOutputFind the rule for each function table.3.Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.5.Input (x)Output44.Input (x)Output87236151012242520Input (x)Output186105027912603311351756.Input (x)Output(Lesson 1–5)8. Evaluate x – y if x is 87 and y is 78.7. Evaluate 13 a if a is 7.Evaluate each expression if a 6 and b 10.9. b – aGrade 510. b a11Chapter 1
1–6NameDateProblem-Solving Practice5AF1.2, 5AF1.5Algebra: Functions2. ROLLER COASTER Twelve people areable to ride the Serpent of Fire rollercoaster at one time. Write a functiontable that shows the total number ofpeople that have been on the rollercoaster after 1, 2, 3, and 4 rides if theroller coaster is full each time.3. MOVIES At the local movie theaterit costs 10 for 2 students to see amovie. It costs 15 for 3 students,and it costs 20 for 4 students. Letthe number of students be the input.What is the function rule that relatesthe number of students to the costof tickets?4. HOMEWORK At Elmwood MiddleSchool, sixth graders spend1 hour every night doing homework.Seventh graders spend 2 hours, andeighth graders spend 3 hours. Letthe students’ grade be the input.What is the function rule betweenthe students’ grade and the amountof time the students spend onhomework every night?5. BEADS A bead shop sells woodenbeads for 3 each and glass beadsfor 7 each. Write a function rule torepresent the total selling price ofwooden (w) and glass (g) beads.6. Use the function rule in Exercise 5 tofind the selling price of 20 woodenbeads and 4 glass beads.Grade 512Chapter 1Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.1. DRAGONS The Luck Dragons thatlive in the Enchanted Forest weigh4x pounds when they are x yearsold. Write a function table that canbe used to find the weights of 6-yearold, 8-year old, and 10-year old LuckDragons.
1–7NameDateHomework Practice5MR2.6, 4NS2.1Chapter ResourcesProblem-Solving StrategyUse the guess-and-check strategy to solve.1. Jamal is thinking of four different numbers from 1 through 9 whosesum is 21. Find the numbers.2. Mr. Thompson took his 5 children to the amusement park. Ticketsfor children 12 and older cost 3. Tickets for children under 12 cost 2. He spends a total of 1
Visit us online at ca.gr5math.com ISBN: 978-0-02-111969-1 MHID: 0-02-111969-4 Homework Practice and Problem-Solving Practice Workbook Contents Include: 100 Homework Practice worksheets-
3.3 Problem solving strategies 26 3.4 Theory-informed field problem solving 28 3.5 The application domain of design-oriented and theory-informed problem solving 30 3.6 The nature of field problem solving projects 31 3.7 The basic set-up of a field problem solving project 37 3.8 Characteristics o
can use problem solving to teach the skills of mathematics, and how prob-lem solving should be presented to their students. They must understand that problem solving can be thought of in three different ways: 1. Problem solving is a subject for study in and of itself. 2. Problem solving is
Combating Problem Solving that Avoids Physics 27 How Context-rich Problems Help Students Engage in Real Problem Solving 28 The Relationship Between Students' Problem Solving Difficulties and the Design of Context-Rich Problems 31 . are solving problems. Part 4. Personalizing a Problem solving Framework and Problems.
The Problem Solving Inventory (PSI) [8] is a 35-item instrument (3 filler items) that measures the individual's perceptions regarding one's problem-solving abilities and problem-solving style in the everyday life. As such, it measures a person's appraisals of one's problem-solving abilities rather than the person's actual problem .
THREE PERSPECTIVES Problem solving as a goal: Learn about how to problem solve. Problem solving as a process: Extend and learn math concepts through solving selected problems. Problem solving as a tool for applications and modelling: Apply math to real-world or word problems, and use mathematics to model the situations in these problems.
What is Problem Solving? 2(1)(B) The student is expected to use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. What is Problem Solving?
Problem Solving Methods There is no perfect method for solving all problems. There is no problem-solving computer to which we could simply describe a given problem and wait for it to provide the solution. Problem solving is a creative act and cannot be completely explained. However, we can still use certain accepted procedures
toute la chaîne alimentaire, depuis la production primaire jusqu’à l’assiette du consommateur. La Commission du Codex Alimentarius – un lieu de débat où traiter des questions nouvelles et difficiles Après 45 ans d'activité, la Commission du Codex Alimentarius conserve toute son actualité et il serait difficile d'envisager un monde sans elle. La Commission est toujours prête à .
