5.2a Recognize and Name Equivalent decimal or fraction form: 5.1 Rounding Decimals:

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2 5.1 Rounding Decimals: 1 s. 10ths 100ths 1000ths If the number next door is 5 or more, you round up. If the number next door is 4 or less, you round down (stay the same). *Decimal numbers can be rounded to estimate when exact numbers are not needed. 5.2b Compare and Order Fractions and decimals: COMPARING/ORDERING DECIMALS 5.2a Recognize and Name Equivalent decimal or fraction form: >Decimals and fractions represent the same; however presented two different ways. 1 = = = = = = If you don t know the decimal form for a fraction, you divide the denominator into the numerator, Denomin ator Numerator If a decimal is repeating it can be written with 3 dots or with a bar above the digits that repeat. To compare two or more decimals you begin by lining up their place value the decimal point is a great place to start. Start at the left, find the first place value where the digits are different. Compare the digits in this place value to determine which number is greater (or less). To change a decimal to a fraction, you write it as you say it is 95 hundredths = COMPARING /ORDERING FRACTIONS AND DECIMALS Decimals and fractions represent the same relationships; however, presented in two different formats. When comparing a combination of fractions and decimals you have two options: 1. Change them all to decimals then follow the steps above, or 2. Change them all to fractions with a common denominator. 5.3a Prime and Composite Numbers: *Factors are two numbers that are multiplied together to get a product. A Prime number is a number that has exactly two different factors, one and the number itself. A Composite number is a number that has more than two different factors. 1 is a Special number because it has only one factor, itself. It is neither prime nor composite.

3 5.6 solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form. A fraction can be expressed in simplest form (simplest equivalent fraction) by dividing the numerator and denominator by their greatest common factor. When the numerator and denominator have no common factors other than 1, then the fraction is in simplest form. Fractions having like denominators mean the same as fractions having common denominators. Equivalent fractions name the same amount. To find equivalent fractions, multiply or divide the numerator and denominator by the same number as a numerator and denominator. To add, subtract, and compare fractions and mixed numbers, it often helps to find the least common denominator. The least common denominator (LCD) of two or more fractions is the least common multiple (LCM) of the denominators. If there are Like Denominators: Add or subtract then simplify = = = 1 9 If there are Unlike Denominators: Find a common denominator, add or subtract, then simplify. 3 X 3 = 9 5 = X 4 = 4 1 x 2 = = If there is a mixed number: Check for common denominators, if not, find one; add or subtract fractions; add or subtract whole numbers, then simplify (this includes changing Improper Fractions into Mixed Numbers. You may need to regroup or use Improper Fractions = 3 2 = x = R8 5 1 R = =

4 5.7 Order of Operations P E MD AS The order of operations is as follows: 1. First, complete all operations within grouping symbols. If there are grouping symbols within other grouping symbols, do the innermost operation first. 2. Second, evaluate all exponential expressions. 3. Third, multiply and/or divide in order from left to right. 4. Fourth, add and/or subtract in order from left to right. 5.8ab Find perimeter, area, and volume; differentiate and identify the appropriate application. Perimeter is the distance around an object. It is a measure of length. To find the perimeter of any polygon, add the lengths of the sides. Area is the number of square units needed to cover a surface. Area of a rectangle = Length Width Area of a square = Side Side Area of a right triangle = 1 2 Base Height or (Base x Height) 2 Volume is a measure of capacity and is measured in cubic units. Volume of a rectangular solid = Length x Width x Height SOL 5.8c Identify equivalent metric measurements. 10 or move the decimal point in this direction the same number of places. K H D U D C M X 10 or move the decimal point in this direction the same number of places. Length: millimeters, centimeters, meters, and kilometers. Mass: grams and kilograms Liquid Volume: milliliters and liters 5.8de cont. Temperature: Celsius and Fahrenheit units. Water freezes at 0 C and 32 F. Water boils at 100 C and 212 F. Normal body temperature is about 37 C and 98.6 F. SOL 5.8de Estimate and measure to solve problems and choose an appropriate unit of measure for a given situation using both U.S Customary and metric units. U.S. Customary Units of Measure Units of Length distance Inch (in) Foot (ft) Yard (yd) Mile (mi) A paper clip is about 1 inch long. A ruler is 12 inches, or 1 foot, long. A yardstick is 3 feet, or 1 yard long. A mile is over 15 football fields long. Units of Weight the pull of gravity or Units of Mass amount of matter Ounce (oz) Pound (lb) Units of Capacity and Volume Cup (c) Pint (pt) Quart (qt) Gallon (gal) Metric Units of Measure 5 grapes weigh about 1 ounce. A Small book weighs about 1 pound. A regular mug holds about 1 cup. Most small water bottles hold about 1 pint. A quart is one-fourth of a gallon. A large plastic jug of milk is 1 gallon. Units of Length distance Millimeter (mm) A dime is about 1 millimeter thick. Centimeter (cm) A staple is about 1 centimeter long. Meter (m) A table is about 1 meter high. Kilometer (km) A kilometer is just over ½ a mile. Units of Mass the pull of gravity or Units of Mass amount of matter Gram (g) A paper clip has a mass of about 1 gram. Kilogram (kg) A kilogram is a little more than 2 pounds. Units of Capacity and Volume Milliliter (ml) A drop of water is about 1 milliliter. Liter (l) A liter is a little more than 1 quart.

5 5.9 Identify and describe parts of a circle. A circle is a set of points on a flat surface (plane) with every point equidistant from a given point called the center. A chord is a line segment connecting any two points on a circle, but does not need to pass through the center. A diameter is a chord that goes through the center of a circle. The diameter is two times the radius. A radius is a segment from the center of a circle to any point on the circle. Two radii end-to-end form a diameter of a circle. Circumference is the distance around or perimeter of a circle. The circumference is about 3 times larger than the diameter of a circle. 5.9 Determine the amount of Elapsed Time in a 24 hour period. Elapsed time is the amount of time that has passed between two given times. Elapsed time can be found by counting on from the beginning time to the finishing time. Elapsed time can be found creating a timeline or using a clock Measure angles To measure the number of degrees in an angle, use a protractor or an angle ruler. A right angle measures exactly 90. An acute angle measures less than 90. An obtuse angle measures greater than 90 but less than 180. A straight angle measures exactly 180. Before measuring an angle, students should first compare it to a right angle to determine whether the measure of the angle is less than or greater than 90. SOL 5.12 Classify Angles and Triangles A right angle measures exactly 90. An acute angle measures less than 90. An obtuse angle measures greater than 90 but less than 180. A straight angle measures exactly 180.

6 5.13 define plane figures and investigate combining and subdividing them. A quadrilateral is a polygon with four sides. A parallelogram is a quadrilateral in which both pairs of opposite sides are parallel.. Properties of a parallelogram include the following: A diagonal (a segment that connects two vertices of a polygon but is not a side) divides the parallelogram into two congruent triangles. The opposite sides of a parallelogram are congruent. The opposite angles of a parallelogram are congruent. A rectangle is a parallelogram with four right angles. Since a rectangle is a parallelogram, a rectangle has the same properties as those of a parallelogram. A square is a rectangle with four congruent sides. Since a square is a rectangle, a square has all the properties of a rectangle and of a parallelogram. A rhombus is a parallelogram with four congruent sides. Opposite angles of a rhombus are congruent. Since a rhombus is a parallelogram, the rhombus has all the properties of a parallelogram. A trapezoid is a quadrilateral with exactly one pair of parallel sides. The parallel sides are called bases, and the nonparallel sides are called legs. *Simple plane figures can be combined or divided to make different plane figures Probability is the chance of an event occurring Probability The probability of an event occurring is the ratio of desired outcomes to the total number of possible outcomes. If all the outcomes of an event are equally likely to occur, the probability of the event = number of favorable outcomes total number of possible outcomes. The probability of an event occurring is represented by a ratio between 0 and 1. An event is impossible if it has a probability of 0 (e.g., the probability that the month of April will have 31 days). An event is certain if it has a probability of 1 (e.g., the probability that the sun will rise tomorrow morning). A sample space represents all possible outcomes of an experiment. The sample space may be organized in a list, chart, or tree diagram. Words to know: certain, impossible, unlikely, likely, equally likely

7 5.14 Probability (cont.) TREE DIAMGRAM 5.15 interpret data in a variety of forms, using stem-and-leaf plots and line graphs. ~ Line Graphs show change over time. ~ Line Graphs should have a Main title, and X axis title, and a y axis title. The values along the horizontal axis (X) represent continuous data on a given variable, usually some measure of time (e.g., time in years, months, or days). The values along the vertical axis (Y) are the scale and represent the frequency with which those values occur in the data set. The values should represent equal increments. SOL 5.16 Mean, Median, Mode and Range A measure of center is a value at the center or middle of a data set. Mean, median, and mode are measures of center. Mean (average) represents a fair share concept of the data. To find the mean of the data, you add the values and then divide by the number of data pieces. Dividing the data constitutes as fair share. The median is the piece of data that lies in the middle of the set of data arranged in order from least to greatest. The mode is the piece of data that occurs most frequently in the data set. There may be one, more than one, or no mode in a data set. Students should order the data from least to greatest so they can better find the mode. The range is the spread of a set of data. The range of a set of data is the difference between the greatest and least values in the data set. It is determined by subtracting the least number in the data set from the greatest number in the data set. ~ Stem-and-Leaf plots are a meaningful way to show many numbers. The data is organized from least to greatest. Each value should be separated into a stem and a leaf [e.g., two-digit numbers are separated into stems (tens) and leaves (ones)]. Range is a Measure of Variation between 2 sets of numbers. The higher range has the highest variation.

8 5.17 Patterns Patterns and functions can be represented many ways. Repeating patterns is the simplest: In this pattern 6, 9, 12, 15, 18, we are adding 3 Growing Patterns are more difficult: In this pattern 1, 2, 4, 7, 11, 16, we are adding a growing number starting at +1 and then +2 Patterns can be seen in tables: X Y *In this table, an expression represents the data. This example defines the relationship as x + 3. Patterns can also be showing changes in geometric shapes Algebra A variable is a symbol that can stand for an unknown number or object. A variable expression is a variable or combination of variables, numbers, and symbols that represents a mathematical relationship. A variable expression is like a phrase: as a phrase does not have a verb, so an expression does not have an equals sign (=). Examples are: b + 4 3b b 4 A verbal expression can be translated to variable expressions. It describes what is going on. Examples are: A number plus 4 or some cookies and 4 more 3 times a number or 3 whole boxes of cookies A number divided by 4 or A full box of cookies divided by 4 SOL 5.19 Distributive Property The distributive property states that multiplying a sum by a number gives the same result as multiplying each addend by the number and then adding the products (e.g., 3(4 + 5) = 3 x x 5, 5 x (3 + 7) = (5 x 3) + (5 x 7); or (2 x 3) + (2 x 5) = 2 x (3 + 5). The distributive property can be used to simplify expressions (e.g., 9 x 23 = 9(20+3) = = 207; or 5 x 19 = 5(10 + 9) = = 95). An open sentence has a variable and an equal sign (=). Examples are: A full box of cookies and four extra equals 24 cookies b + 4 = 24 Three full boxes of cookies equal 24 cookies 3b = 60 How many cookies are in a box if the box plus three more equals 23 cookies, where b stands for the number of cookies in the box b + 3 = 23 *Problem situations can be expressed as open sentences.

9 5.3b Odd and Even Numbers: Use these rules to categorize numbers into groups An odd number does not have 2 as a factor or is not divisible by 2. The sum of two even numbers is even. The sum of two odd numbers is even. The sum of an even and an odd is odd. Even numbers have an even number or zero in the ones place. Odd numbers have an odd number in the ones place. An even number has 2 as a factor or is divisible by 2.of odd or even. 5.4 Create and solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. An example of an approach to solving problems is Polya s four-step plan: Understand: Retell the problem; read it twice; take notes; study the charts or diagrams; look up words and symbols that are new. Plan: Decide what operation(s) to use and what sequence of steps to use to solve the problem. Solve: Follow the plan and work accurately. If the first attempt doesn t work, try another plan. Look back: Does the answer make sense? 5.5a find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths. To add or subtract with decimals, line up the place values and fill in any holes with zeros to help To multiply with decimals, take out the decimal point, multiply and then put back in the same number of spaces taken out place out x place out back in To divide with decimals, take the decimals point straight up into the quotient Understand various representations of division, i.e., dividend divisor = quotient divisor dividend quotient divisor quotient dividend

10 Name Math SOL Review 5 th Grade 5.1 The student, given a decimal through thousandths, will round to the nearest whole number, tenth, or hundredth. 1,) When rounded to the nearest hundredth, which of the following decimals would round to ? A) B) C) D) ) What is rounded to the nearest whole number? 3.) True or False? rounded to the nearest hundredth is ) Circle all the numbers that could be rounded to The student will (complete items without the use of a calculator) a) recognize and name fractions in their equivalent decimal form and vice versa; and 1.) Paul needs 2 1 quart of oil in his car. Which of the following amounts is equivalent to 2 1 quart? A) 0.25 quart B) 0.50 quart C) 0.75 quart D) 0.80 quart 2.) Which decimal is equivalent to the fraction 5 4? A) 0.50 B) 0.8 C) 0.45 D) ) Write the fraction (in simplest form) that is equivalent to b) compare and order fractions and decimals in a given set from least to greatest and greatest to least. 1.) Which set of decimals is correctly ordered from greatest to least? A) 0.25, 0.53, 0.8, 0.78, 0.6 B) 0.78, 0.53, 0.25, 0.8, 0.6 C) 0.8, 0.53, 0.6, 0.78, 0.25 D) 0.8, 0.78, 0.6, 0.53, ) Circle the number(s) in the box below that would fit in the blank to make it true. 1.35, 1 2 1,,

11 5.2b continued 3.) Which set of fractions is listed in order from least to greatest? A ) 1, 1, 1, 3 B) 1, 1, 1, C ) 1, 1, 3, 1 D) 3, 1, 1, The student will a) identify and describe the characteristics of prime and composite numbers; and 1.) Name the number that is neither prime nor composite. 2.) A prime number can be best described as A) A number with more than 2 factors B) A number with exactly 2 different factors C) Always an even number D) Always an odd number 3.) Circle all the Prime Numbers below b) identify and describe the characteristics of even and odd numbers. 1.) Numbers that are divisible by 2 are. (odd or even) 2.) Which digit could be found in the ones place of an odd number? A) 0 B) 1 C) 2 D) 4 3.) Name 5 Even Numbers: 4.) Name 5 Odd Numbers:

12 5.4 The student will (complete items without the use of a calculator) create and solve single- step and multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. 1.) Joe was in charge of stacking all of the egg cartons at the store. There were 132 cartons. Each carton contained a dozen eggs, but 27 of the eggs were broken. How many unbroken eggs were there all together? Answer: 2.) There are 120 students in the 5th grade at KGES. For Field Day, the students were put into groups of no more than 8. What is the minimum number of groups 5 th Grade would have? Answer: 3.) The seats on the right side of the school bus seat two students each. The seats on the left side of the school bus can seat three students each. There are 14 rows of these seats. In the 15 th row (the very back seat), eight students can fit. How many people can ride the bus at one time (remember to count every person)? Answer: 5.5 The student will (complete items without the use of a calculator) a) find the sum, difference, product, and quotient of two numbers expressed as decimals through thousandths (divisors with only one nonzero digit); and 1.) Solve. Do the work on a separate piece of paper. a = b = c x 3 = d x 5 = e x 0.45 = f = g = h = i = j = b) create and solve single-step and multistep practical problems involving decimals. 1.) Alex wants to find out how much his baseball collection is worth. By checking some internet resources, he finds that two cards are worth $25.50 each, and his other card is worth $ How much are these three cards worth altogether? Answer: 2.) Michael wants to buy a new chemistry set. The set costs $ Michael gets $7.00 each week for allowance, but he always spends $2.50 to buy an ice cream cone. How many weeks will it take Michael to save enough money to buy the chemistry set? Answer:

13 5.6 The student will (complete items without the use of a calculator) solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers and express answers in simplest form. 1.) Cynthia needs 2 cups of sugar according to her recipe. She has 1 8 cup from the one container and 3 cup from the second container. How much more does she need? 4 Answer: 2.) Avery and Jasonare sharing a pizza. Avery ate 3 8 of the pizza. Jason ate 1 of the pizza. How 4 much of the pizza was eaten? Answer: 3.) Megan wanted to bake some brownies. She needs 3 4 cup of flour and 1 cup of sugar. How much 2 more flour does she need than sugar? Answer: 4.) Stephanie loves to keep in shape by running. She ran 2 1 miles on Monday. Then next day she 4 ran 3 1 miles. How many total miles did she run? 2 Answer: 5.7 The student will (complete items without the use of a calculator) evaluate whole number numerical expressions, using the order of operations limited to parentheses, addition, subtraction, multiplication, and division. 1.) Using the order of operations, which calculation should be done first to simplify this expression? ( ) 3 A) B) 26 3 C) D) ) Which shows the correct way (next step) to solve this expression using the order of operations? A) B) C) D) ) What is the value of this numerical expression? 42 6 (5 + 3) A) 56 B) 43 C) 33 D) 38

14 5.8 The student will a) find perimeter, area, and volume in standard units of measure; 1.) What is the volume of the box below? 2.) What is the area and perimeter of the rectangle below? Area = Perimeter = 3.) Find the perimeter and area of the triangle below. Perimeter = Area = b) differentiate among perimeter, area, and volume and identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation; 1.) Janet is making her mom a Mother s Day Card. She needs 12 inches of ribbon to make the border of the card. To have found out how much ribbon to use, she had to find the. 2.) Chase is filling up his fish tank with water. In order to do this, he needs to know the of the tank. 3.) My mom is putting up wall paper in the dining room. She needs to find the of the wall to know how much to buy. 4.) What is the difference between finding the area of a rectangle and a triangle?

15 c) identify equivalent measurements within the metric system; 1.) How many meters are in 1 Kilometers? 2.) How many grams are in 5 kilograms? 3.) There are centimeters in 80 millimeters. d) estimate and then measure to solve problems, using U.S. Customary and metric units; and choose an appropriate unit of measure for a given situation involving measurement using U.S. Customary and metric units. 1.) Which could be the unit used to measure the height of a giraffe? A) grams B) gallons C) feet D) pounds 2.) Henry measured the weight of an object in pounds. Henry most likely measured a A) school bus B) bag of potatoes C) cup of raisins D) bottle cap 3.) Which measurement is closest to the amount of water it would take to fill a kitchen sink? A) 4 gallons B) 4 pints C) 4 cups D) 4 milliliters 4.) Measure to the nearest 1/8 of an inch. 5.9 The student will identify and describe the diameter, radius, chord, and circumference of a circle. 1.) The circumference of a circle A) Goes through the circle. B) Is half of the diameter C) Goes around the circle D) Is a line segment that connects one side to the other 2.) Marianne measured the diameter of her hula hoop. It is 35 inches. What is the radius? 3.) Label using the words from the box. AF BD C DC Diameter Chord Radius Center

16 5.10 The student will determine an amount of elapsed time in hours and minutes within a 24-hour period. 1.) Josh went to his friend s house to spend the night. He spent 16 hours and 22 minutes at his friend s house. If he left at 11:15 am the next morning, what time did he arrive at the house? Answer: 2.) When Mr. Mac pulled into the parking garage to park his car, the time stamped on his ticket was 10:12 a.m. The car was left in the garage for 7 hours 31 minutes. What time did he pick up his car from the parking garage? A) 5:43 am B) 4:43 pm C) 5:42 pm D) 5:43 pm 3.) A race started at 12:16 P.M. The first person to cross the finish line came in at 1:22 P.M. How long did it take the first person to reach the finish line? A) 1 hour, 6 minutes B) 2 hours, 38 minutes C) 2 hours, 6 minutes D) 13 hours, 38 minutes 4.) Romeir took 3 road trips this summer. It took him 2 hours and 32 minutes to get to Louisville, Kentucky. It took him 3 hours and 4 minutes to get to Chicago, Illinois. It took him 4 hours and 17 minutes to get to St. Louis, Missouri. What is the total length of time for all three road trips combined? Answer: 5.11 The student will measure right, acute, obtuse, and straight angles. Directions: Write the measurements of each angle below. 1) 2) 3) 5.12 The student will classify a) angles as right, acute, obtuse, or straight; and Directions: Fill in the blanks using one of the vocabulary words from the box below. Right Acute Obtuse Straight 1.) A(n) angle is exactly ) This type of angle is less than ) A(n) angle is exactly ) The type of angle is more than 90.

17 b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles. 1.) This triangle has an angle measuring 90. What type of triangle is this? A) acute B) right C) obtuse D) congruent 2.) If a triangle has two congruent sides (and angles), this would be classified as. A) Scalene B) Isosceles C) Right D) Equilateral 3.) Which combinations describe the triangle? A) scalene, obtuse B) equilateral, acute C) Isosceles, right D) scalene, acute 4. and 5.) Label the triangles as either isosceles or scalene The student, using plane figures (square, rectangle, triangle, parallelogram, rhombus, and trapezoid), will a.) develop definitions of these plane figures; 1.) A square can be classified as all of the following EXCEPT A) rectangle B) parallelogram C) quadrilateral D) trapezoid 2.) What is the name of the shape to the right? A) Rectangle B) parallelogram C) square D) trapezoid 3.) True or False. A rhombus has all the properties of a parallelogram. b) describe the results of combining & subdividing plane figures. 1.) If this parallelogram is cut in half from one diagonal to another adjacent diagonal, what shapes would be created?

18 5.14 The student will make predictions and determine the probability of an outcome by constructing a sample space. 1) Eric has a red pencil, an orange pencil, and a brown pencil. He also has a baseball eraser, a basketball eraser and a football eraser. How many different combinations of pencils and erasers can Eric make? A) 2 B) 6 C) 3 D) 9 2) Sharon is serving ice cream treats at her party. She has vanilla, chocolate, and peach ice cream. For toppings she has hot fudge, butterscotch, and strawberry sauces. Draw a tree diagram that shows all the possible outcomes of ice cream treats Sharon can make with 1 ice cream flavor and 1 sauce. Ice Cream Tree Diagram 5.15 The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem-and-leaf plots and line graphs. 1.) The chart shows the number of words Mr. Kellen s fifth graders can type per minute Construct a stem-and-leaf plot to correctly display the data. Mr. Kellen s Fifth Grade Students Type Per Minute Stem and Leaf Stem Leaf

19 5.16 The student will a) describe mean as fair share; b) find the mean, median, mode, and range of a set of data; and c) describe the range of a set of data as a measure of variation. 1.) A list of five test scores were: 60, 67, 73, 63 and 67. Find the following: A) Mean B) Median C) Mode D) Range 2.) Seven people were asked how many miles they lived from school. The responses were: 15, 7, 14, 21, 5, 9 and 13. Find the following: A) Mean B) Median C) Mode D) Range 3.) Between numbers 1 and 2 above, which set of data has the highest variation in range? Answer: 5.17 The student will describe the relationship found in a number pattern and express the relationship. IN OUT ? 16 5? 1) What is the rule for the chart to the left? 2) If 16 is Out, what is In? 3) If 5 is In, what is Out? What is the RULE? IN OUT ) What is the rule for the chart to the left? 5) If 7 were In, what would be Out?

20 5.18 The student will a) investigate and describe the concept of variable; 1.) In the open sentence 3r = 33, the letter r represents A) a multiplication symbol B) a multiplication problem C) a number sentence D) an unknown number 2) If the variable J represents a number, which means 5 more than a number? A) J - 5 B) J + 5 C) J x 5 D) J 5 b) write an open sentence to represent a given mathematical relationship, using a variable; 1) Pick the correct Open Sentence: 7 boxes, each containing the same number of apples, totaled 84 apples in all. A) 7 + a = 84 B) 7 a = 84 C) 7(a) = 84 D) 7 a = 84 2.) Dorothy ate 4 times the number of cookies her brother Ben ate. Ben ate 3 cookies. Which number sentence can be used to find out the number of cookies Dorothy ate? A) C = 4 x 3 B) C = 4 3 C) C = D) C = 4 - c) model one-step linear equations in one variable, using addition and subtraction 1.) Tickets to the concert cost $12. Which of the following sentences shows the cost (c) of 8 tickets? A) 12c = 8 B) 12 x 8 = c C) 8c = 12 D) = c d) create a problem situation based on a given open sentence, using a single variable. 1.) Create a problem for the open sentence: 15 + x = 22

21 5.18d continued 2) Which can be solved by using the open sentence K + 5 =? A) Mae did 5 times as many sit-ups as Katy. If K is the number of sit-ups Katy did, how many situps did Mae do? B) Joan ran 5 fewer meters than Kiran. If K is the number of meters Kiran ran, how many meters did Joan run? C) Keith takes 5 minutes to run each lap around the gymnasium. If K is the number of laps Keith ran, how long did he run? D) Sharon did 5 more push-ups than Kevin. If K is the number of push-ups Kevin did, how many push-ups did Sharon do? 3) Which of these could be solved by using the open sentence A - 5 =? A) Janis is 5 years older than Seth. If A is Seth s age in years, how old is Janis? B) Todd is 5 years younger than Amelia. If A is Amelia s age in years, how old is Todd? C) Isaac is 5 times as old as Bert. If A is Bert s age in years, how old is Isaac? D) Nathan is one-fifth as old as Leslie. If A is Nathan s age, how old is Leslie? 5.19 The student will investigate and recognize the distributive property of multiplication over addition. 1.) Using the Distributive Property of Multiplication, complete the following equation 4(3 + 1) = A) (4 x 3) + 1 B) (4 + 3) x (4 + 1) C) (3 + 1)4 D) (4 x 3) + (4 x 1) 2.) Which equation shows the correct use of the distributive property? A) (9 + 6) + 3 = 3 + (9 + 6) B) 9(6 + 3) = 9 x x 3 C) (3 + 5) x 9 = (5 + 3) x 9 D) (6 x 3) + (5 x 3) = (6 x 3) + (3 x 5) 3.) Which expression can be used to solve the problem? 3 x 48 = A) 3 (40 + 8) B) 3 (40 x 8) C) (3 x 4) + (3 x 8) D) (3 + 40) + (3 + 8)

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